Special Issue on Implications of Complexity     

Gordon Rowland 《Performance Improvement Quarterly》2007,20(2):3-7

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The collaborative book review as an opportunity for undergraduate research skill development     

Nicholas J. Rowland  Jeffrey A. Knapp  Hailley Fargo 《高等教育研究与发展》2020,39(3):577-590

ABSTRACT

In this article, the authors, based on a process developed in the context of US higher education, demonstrate a model for undergraduate student research skill development that involves academic staff writing collaborative book reviews with undergraduate students and librarians, especially librarians that are also academic staff with relevant content expertise. This model can and should be modified to fit various disciplinary contexts and academic circumstances, potentially around the world. The authors acknowledge that this model will be more useful for academic staff in the social sciences and humanities as compared to the so-called hard or natural sciences. The authors reimagine book reviews based on the notion of ‘scholarship as conversation’ in library science. As evidence, the authors describe the origins of this unique collaborative process and document the impact of academic staff, librarians, and undergraduate students partnering to increase the academic rigor of book reviews. Contributing to scholarship at the intersection of research skill development, information literacy, and embedded librarianship, this article identifies a strategic opportunity for collaboration that makes writing reviews more engaging and educationally productive for students, academic staff, and librarians.  相似文献   

Teaching for Democracy in Higher Education     

Stephen Rowland 《Teaching in Higher Education》2013,18(1):89-101

Britain, South Africa and Russia all have national policies that acknowledge that higher education should play a role in the development of democracy. This paper reports how a group of teaching staff in British, South African and Russian universities view the relationships between their teaching and their understandings of its democratic purposes. There are some common ways in which the relationship between teaching and democracy is understood. These point towards a concern for greater equality between teachers and learners. There is also a widely held view that globalisation may impact in ways which are counter to lecturers' educational and democratic purposes. However, the different cultures and histories of the countries heavily influence such understandings. The study suggests that professional development of university teachers might pay more attention to the democratic purposes of higher education.  相似文献   

Re-conceptualising the concept of a nexus? A survey of 12 Scottish IS/IM academics’ perceptions of a nexus between teaching,research, scholarship and consultancy     

Stephen Rowland  Catherine Byron  Frank Furedi  Nicky Padfield  Terry Smyth 《Teaching in Higher Education》2013,18(2):133-141

Abstract

This article starts with a personal perspective written by Stephen Rowland. This is responded to in each of the four contributions which follow. In order to stimulate debate from a wide basis of experience, Catherine Byron, Frank Furedi, Nicky Padfield and Terry Smyth were invited to respond as academics from very different disciplinary backgrounds and types of Higher Education institution in the UK.

In a brief conclusion to the article, Stephen Rowland draws together the contributions. Questions are raised for further discussion, reflection and research amongst those concerned to develop higher education teaching, and to resist the managerialist discourse which dominates in this field.

We hope that the article will stimulate debate amongst readers of the journal from different parts of higher education at a time when the very purpose of higher education is itself in a state of flux. We suspect that the issues raised here apply in many countries and would particularly welcome a response from readers not in the UK.  相似文献   

The value of the rational world and narrative papradigms     

Robert C. Rowland 《Communication Studies》2013,64(3-4):204-217

This essay first describes the indictment of the “rational world paradigm” upon which the narrative paradigm is built and then systematically tests that indictment as well as the benefits that have been claimed for the narrative perspective. The analysis suggests that there is a useful argumentative tradition, best represented by the informal logic movement, which avoids the dangers identified by proponents of narrative. At the same time the narrative paradigm largely fails to fulfill its aims.  相似文献   

Designing and instructional design   总被引：5，自引：0，他引：5  

Gordon Rowland 《Educational technology research and development : ETR & D》1993,41(1):79-91

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Can Quality of Family Day Care Provision in England Be Assessed Accurately Using the Family Day Care Rating Scale? A report on reliability     

Linda Rowland  Anthony G. Munton  Ann Mooney 《教育心理学》1996,16(3):329-334

The Family Day Care Rating Scale (FDCRS; Harms & Clifford, 1989) was developed in the USA. The scale attempts to define quality in family day care for pre‐schoolers and to provide a standardised way of assessing it. The FDCRS has been shown to have good reliability and validity in the USA and Canada. However, the rating scale has never been used to assess quality of family day care in the UK. This paper describes data collected from 104 family day care providers (childminders) in England using the FDCRS. It reports on the internal consistency of the FDCRS subscales and the validity of aggregating the subscales to derive one single measure of quality. Analyses suggest that the scale may provide a useful global measure of quality. However, not all subscales yielded good internal consistency. Recommendations are made as to how the FDCRS could be modified for effective use as a research tool in England.  相似文献   

Memes in Digital Culture,edited by Limor Shifman. Cambridge,MA: MIT Press, 2014. x + 200 pp. $15.95 paper. ISBN 9780262525435 (paper).     

Christopher Lehman  Nicholas J. Rowland  Jeffrey A. Knapp 《The Information Society》2016,32(2):162-163

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Learning from patients: constructions of knowledge and legitimacy in hospital-based quality improvement programmes     

Paula Rowland  Sarah McMillan  Maria Athina Martimianakis  Brian D. Hodges 《Studies in Continuing Education》2018,40(3):337-350

ABSTRACT

Health services organisations are increasingly incorporating patient engagement strategies as a form of quality improvement. Such strategies take form in programmes where organisations partner with patients in order to learn from their experiences and thereby change how services are designed, delivered, and implemented. In this study, we examined the enactment of patient engagement programmes within an academic health science organisation in Canada. This was accomplished through an exploration of the various constructions of patient participants’ legitimacy, credibility, and expertise as manifesting through participation in the various practices associated with the programmes. Analysis was based on a selection of international, national, and organisational texts, as well as interviews with patient participants (n?=?20) and hospital staff members (n?=?6). Through this analysis, we argue that organisations are not learning from patients per se, but are learning from particular constructions of patient subjectivities in the form of patient advisers. We argue that if patient engagement programmes are premised upon opportunities to learn from patients, these programmes require a coherent theory of workplace learning. We suggest attention to the politics of knowledge production as a fruitful way to conceptualise how clinicians and administrators might learn from patients at the organisational level.  相似文献   

The illusion of fulfillment: The broadcast reform movement     

Willard D. Rowland Jr. 《广播与电子媒介杂志》2013,57(4)

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