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1.
Malcolm Skilbeck 《Tertiary Education and Management》2013,19(2):101-111
The significance of competing conceptions of civic engagement is increasingly apparent as efforts are made to respond to the measurement imperative that characterises contemporary higher education. The importance of devising appropriate means of recognising and incentivising civic engagement is asserted in this paper and the potential offered by emerging measurement and mapping methodologies is considered. The empirical basis for the argument derives from a multi‐site case study of the process of embedding community‐based learning within Irish higher education. Analysis of interview data from four cases, drawn from the university and extra‐university sector, yielded, inter alia, a typology of orientations to civic engagement. Findings are discussed, including those relating to orientations, ambivalence, scepticism, and legitimisation strategies. The case is made that these themes and the factors which impact on sustainability are mirrored within the wider domain of civic engagement—hence the opportunity to learn from a civically engaged pedagogy. 相似文献
2.
《Journal of Further & Higher Education》2012,36(2):179-193
A survey of student satisfaction and dissatisfaction was undertaken within an undergraduate education studies cohort at a new university in the English Midlands. The cohort included both ‘traditional’ and ‘non‐traditional’ students and represented an increasingly typical ‘widened’ community of students within higher education. This student‐ informed survey enabled expression of facets of experience which were found to be deeply satisfying or deeply dissatisfying by the cohort and which also had the potential to impact upon their academic and social integration. The cohort was asked to link facets found deeply satisfying or deeply dissatisfying to the likelihood of their retention and degree completion or the likelihood of their exit from the institution. Themes emerging were concerned with teaching and learning, debt and money worries, workload and support. Many of the facets identified fall within institutional control and can be managed in order that both ‘traditional’ and ‘non‐traditional’ students may achieve integration, maintain their personal vision and be retained. The survey methodology employed can be adapted to accommodate contextualization within other higher education institutions. It is suggested that engagement with such survey methodology represents investment in both institutional, educational and financial health. 相似文献
3.
Eman M. Almarghani 《Teaching in Higher Education》2017,22(8):940-956
The passive role of students in their learning and education and the absence of student engagement in higher education institutions (HEIs) are quite common in many higher education institutions in developing countries. The main objective of the research presented in this paper is to explore the influential factors on student engagement in HEIs in the situational frame where student engagement and active learning and teaching do not have a long tradition. To answer our research questions, we conducted a survey with 279 undergraduate students from four universities in Libya. Our findings show that the availability and active usage of the university’s ICTs resources, the university’s reputation and teachers’ activating influence on students most efficiently predict student engagement in HEIs. The role of teachers and their competencies to use active learning techniques are perceived to be very influential in promoting student engagement. 相似文献
4.
Danielle Tracey Rhonda G. Craven Alexander Seeshing Yeung Susan Tregeagle Jodi Burnstein Helena Stanley 《International Journal of Inclusive Education》2016,20(6):641-658
Rural Aboriginal Australians experience disadvantage across a number of significant social and economic outcomes, including educational engagement and achievement. Current debate postulates that educational environments and systems perpetuate this disadvantage. This qualitative study aimed to contribute to the debate by taking a broader ecological view to consider the aspects of the learning environment that may promote engagement with learning. This paper reports on research conducted in a community-based programme designed to support the engagement of young rural Aboriginal students. A total of 32 participants (including children, parents/carers, tutors, managers, and local teachers) were interviewed to explicate their perspectives on the key aspects of the learning environment that fostered student engagement. An analysis of the interview data identified core characteristics that could be employed to foster engagement and thus contribute to developing equity and self-determination for young rural Aboriginal Australians. Core characteristics that were valued included: a focus on learning and individualised pace; a flexible and relaxed atmosphere; individualised assistance; having an adult who showed interest in the child and their learning; providing a culturally secure learning environment; provision of food; supplying transportation; and staff being part of the same community. This paper contends that these characteristics are valued by the community and thus should inform the practices within the community-based programme as well as mainstream education to facilitate future engagement in learning. 相似文献
5.
金琳 《合肥师范学院学报》2014,(4):82-86
一项跟踪某高校大学英语教师学习共同体的个案研究表明：以课堂教学研究为核心的教师学习共同体,从情感和知识技能两个维度促进了大学英语教师科研成长及身份转变。教师学习共同体打破以往自上而下的教师团队建设形式,有利于促进教师师徒传授和同伴互助,是普通大学英语教师专业发展的有效途径。 相似文献
6.
As universities and colleges continue to seek out ways to improve student engagement on their campuses, attention has been given to the role that on-campus leisure opportunities can play in developing this engagement. Yet, little research has analyzed the influence of leisure education on student engagement in the higher education setting. The purpose of this study was to explore how for-credit Leisure Skills classes at a mid-sized southeastern university may build engagement. The results indicate that leisure education provides a uniquely positioned environment for building students’ sense of engagement with their institution through an enhanced sense of community, enhanced sense of self, and active learning. 相似文献
7.
This account of practice sets out the action learning experience of three doctoral students on the same Doctoral Programme in Business Administration at a UK university. It also include the sense-making of a fourth member of the set. It explores the tension between their area of work and their engagement in the action learning process and, in so doing, contributes to the ongoing debate about the relative priority of learning and problem-solving in action learning. The account narrates the students’ personal accounts of their involvement with the action learning set (ALS), what they felt worked and what did not before reflecting on their personal contributions as hybrid practitioner-learners. Insights into the experience are offered up to illuminate the function and purpose of the ALS within a management education programme. 相似文献
8.
9.
ABSTRACTWhile at university, students increasingly have opportunities to play roles as consultants, student representatives, co-researchers or curriculum co-designers, and co-creation between university staff and students has received considerable attention in recent literature. While there is some evidence of co-creation with industry and community partners, workplace partners are not conceptualised as stakeholders in the co-creation process. This gap is particularly challenging in the work-integrated learning (WIL) context where students engage in authentic professional experiences, such as placements or projects, as part of their learning. We draw on reflections and the processes for producing resources in two co-creation activities to explore the phenomenon of co-creation between workplace partners and both university staff and students. Based on the analysis, we propose an extended tripartite co-creation framework. The framework outlines workplace partner, student and university staff contributions as planners, contributors, creators and reviewers, acknowledging the value of contributions consistent with each participant’s expertise, perspectives and time availability. Further, the proposed framework simultaneously reflects the ability for participants to engage in co-creation equitably, while acknowledging the university staff role in curating learning resources. In this way, the model acknowledges the potential for redistributing power through co-creation, while recognising university responsibility for learning outcomes and assurance of learning. 相似文献
10.
John Hallam Goodband Peter Charles Samuels Duncan Lawson Roy Bhakta 《Learning, Media and Technology》2012,37(3):236-252
The use of social networking services has rapidly increased in recent years, especially by university students. Some authors assert that they have educational potential in terms of promoting collaborative learning practices among undergraduate students which enhance engagement and understanding. This possibility is particularly relevant to mathematics learning, because university communities are frequently experienced as isolating and performance-oriented. This case study reports on the use of Facebook to support mathematical communication and more participative learning identities within a UK university mathematics department. It describes how the reactive formation of a student-led Facebook community became a source of conflict within the wider academic social community and how this conflict was eventually resolved. While it raises questions about the extent to which Facebook can encourage open collaborative learning within the wider context of student aspirations in a competitive climate, it notes its potential for fostering cross-cohort student support in a subject which frequently induces anxiety in its students. 相似文献
11.
There are increasing demands on universities to develop more meaningful linkages with local communities – from government, from citizens and taxpayers, and from students. But the incorporation of community-oriented praxis into the university mission is not straightforward and requires a significant re-orientation away from ‘traditional’ organizational norms regarding teaching and research. Where community practice involves students, there is a burgeoning literature on situated learning, service learning and problem-based learning; but where community practice relates to research, the literature tends to be very much more disciplinary oriented and the sources are commensurately disparate. Discussions about community perspectives, however, are typically located in another set of literatures altogether. In order to address this deficit, this article reviews the literature on community-oriented research with the intention of providing a more holistic view of the common concerns and issues that arise when universities move their work into communities. This article reveals that – despite different disciplinary origins – the varied literature on community-oriented research illustrates the evolution of consistent principles for good practice. Moreover, it argues that community-oriented research principles provide praxis guidelines for university engagement in communities that are often absent in the literature on teaching and learning or civic engagement. The article then presents a case study of the evolution an integrated institutional response, which combines community-oriented research approaches to teaching and learning and civic engagement, being developed at the University of Limerick, Ireland. 相似文献
12.
Alienation and engagement: development of an alternative theoretical framework for understanding student learning 总被引：1，自引：0，他引：1
Jennifer M. Case 《Higher Education》2008,55(3):321-332
In this paper it is suggested that the themes of alienation and engagement offer a productive alternative perspective for
characterising the student experience of learning in higher education, compared to current dominant perspectives such as that
offered by approaches to learning and related concepts. A conceptual and historical background of the concept of alienation
is presented, followed by an overview of some contemporary perspectives. Drawing on this literature, a framework is then developed
for characterising student learning. It comprises three categories, referring to the alienation resulting from 1. entering
the higher education community, 2. fitting into the higher education community, and 3. staying in the higher education community.
Each category has an associated set of theoretical tools that can be drawn upon in analysing this aspect of the student experience. 相似文献
13.
美国高校服务学习理论模式初探 总被引：2，自引：0，他引：2
世纪之交以来,融服务与学习为一体的服务学习已成为美国高等教育领域中一种方兴未艾的教育方式,并形成了若干理论模式。其中,慈善模式、公民参与模式和社群模式堪称美国高校服务学习的三种典型理论模式。三种理论模式由于立足的思想基础不同,各有特色和优缺点,并在美国高校服务学习领域中均有属于各自的市场。 相似文献
14.
In recent years, research and practice focused on staff and students working in partnership to co-design learning and teaching in higher education has increased. However, within staff–student partnerships a focus on assessment is relatively uncommon, with fewer examples evident in the literature. In this paper, we take the stance that all assessment can be oriented for learning, and that students’ learning is enhanced by improving their level of assessment literacy. A small study in a Scottish university was undertaken that involved a range of different adaptations to assessment and feedback, in which students were invited to become partners in assessment. We argue that a partnership approach, designed to democratise the assessment process, not only offered students greater agency in their own and their peers’ learning, but also helped students to enhance their assessment literacy. Although staff and students reported experiencing a sense of risk, there was immense compensation through increased motivation, and a sense of being part of an engaged learning community. Implications for partnership in assessment are discussed and explored further. We assert that adopting staff–student partnership in assessment and more democratic classroom practices can have a wide range of positive benefits. 相似文献
15.
Service-learning informing the development of an inclusive ethical framework for beginning teachers 总被引：1，自引：0，他引：1
A social-cultural theory of difference informed the development of a university unit on inclusive education with a focus on broadening students’ experience and understanding about the backgrounds and values of people in society. One of the aims of the unit was to “develop and work within legal and ethical frameworks that promote diversity, equity and inclusive education”. This paper will report on pre-service teacher reflections in Service-learning Program Logs associated with a university unit on inclusive education in Queensland, Australia. Service-learning requires students to become involved in their community in order to utilise knowledge learned at university. The programme involves reciprocal relationships with organisations in which the service reinforces and strengthens the learning in the academic unit on inclusive education, and the learning reinforces and strengthens the service. Analysis of data presented in this paper informed the development of set of principles of an inclusive ethical framework. We suggest that these principles could be further developed in teacher education programmes to progress inclusive practices in schools. 相似文献
16.
The outcomes of a pilot Service‐learning Program designed for pre‐service teachers enrolled in a unit about inclusive education in an Australian University will be discussed in this paper. Service‐learning requires university or school students to become involved in their community in order to utilize knowledge learned at university. The program involves reciprocal relationships with organizations in which the service reinforces and strengthens the learning in the academic unit on inclusive education, and the learning reinforces the service for the organization. Pre‐service teachers completed 10 hours working in the community along with completing a service‐learning reflection log. Evaluation of the service‐learning reflection process as a pedagogy will be discussed using the conceptual lenses: technical, cultural, political and post modern. The data demonstrate evidence to suggest that Butin's four lenses can be supported by the reflection process associated with the Service‐learning Program described in this study and be used to construct an improved service‐learning reflection log for future students. 相似文献
17.
Although much research has been done on the internalisation of education, issues related to intercultural professional learning, especially in the school education context, remain underexplored. This study examines the potential of boundary brokering in facilitating cross-cultural professional learning in an international school context. This article reports the qualitative findings from an interview study with seven non-ethnic Chinese language teachers who resided at the borders of Chinese and western communities of practice on their boundary brokering experience in bridging the different norms of being and practice in the Chinese teacher community and the western communities in international schools in Asia. Interview responses from the participants show that the participants’ cultural brokering generated critical and eclectic perspectives and practices, and reshaped the power landscape in the workplace. At the same time, their cultural brokering was shaped by the interactions among power relations within and across communities of practice, social suggestions on cultural brokering and the boundary brokers’ self-positioning. The findings suggest that cultural brokering could serve as a potential teacher professional development tool to foster reciprocal learning across culture borders. The complex network of influencing factors at play suggests that, in order to facilitate positive cultural brokering, it is necessary to adopt a systemic approach that underscores resetting valued skills and expertise within and across communities, creating a positive school culture that encourages reciprocal learning and managing individual teachers’ brokering mentalities and capacities. 相似文献
18.
Adele Nye 《Distance Education》2015,36(1):115-128
Online learning communities are frequently created for higher education students; however, these are most often designed to cater to a particular unit or subject. In an effort to strengthen the Bachelor of Arts course at the University of New England, the author sought to create an online space that would promote an interdisciplinary and collegial dialogue among their broad on- and off-campus student cohort. This paper examines the building of an academic community among a large and diverse group of undergraduate students on a Moodle platform. The paper tracks the development of the multi-layered portal from the initial stages of planning to the indicators of strong engagement taken up by students, and eventually leading to the creation of similar portals across the university. In examining this process this paper highlights the shared desire by distance education students and academics for authentic and personal higher education participation regardless of the students’ location. 相似文献
19.
为全社会构建出"人人皆学、时时能学、处处可学"的在线学习资源和在线学习环境是开放大学义不容辞的重要任务之一。以人为本、合理定位、多元化的组织和呈现是社区教育在线学习资源建设的目标。由"数学文化网络课程"和"跟我学做时装"资源建设的两个案例以及电大资源建设的实践说明,采用与电大共建共享资源、二次开发和创建具有区域特色的新资源,不仅是社区教育在线学习资源建设的有效途径,同时还凸显开放大学以及各级电大在发展继续教育、完善终身教育体系方面所起到的作用。 相似文献
20.
Julia Preece with contributions from David Croome Mankatso Ntene Nomazulu Ngozwana 《International Journal of Lifelong Education》2013,32(6):713-732
This paper analyses one aspect of a pan-African action research project called ITMUA (Implementing the Third Mission of Universities in Africa). This particular paper draws on the data from that project to explore the National University of Lesotho’s contribution to lifelong learning in its communities. It provides background information on the ITMUA initiative and analyses interview and focus group responses to two case studies in terms of their contribution to lifelong learning. It uses, as its analytical framework, a modified version of Mbigi’s African perspective on the four De Lors’ ‘pillars’, by adding a fifth pillar, courtesy of Torres. The paper argues that community engagement is a two-way process between universities and their wider constituencies with opportunities for mutual lifelong learning. But there are also challenges of understanding and process which must be addressed if the full range of these lifelong learning pillars is to be accommodated within African contexts. The paper provides an introduction to the history of community engagement in Africa as a university mission, followed by a brief discussion of lifelong learning within African perspectives. After describing the particular context of Lesotho, the concept of community service and community engagement in contemporary African contexts introduces the action research project and the case studies. The final part of the paper presents and discusses the research findings. 相似文献