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21 – 30 of over 18000Jill Haldane and Philip Davies
This chapter presents a discussion of innovations in pedagogic approaches for high-achieving, pre-degree pathway program students at the University of Edinburgh, Scotland.The…
Abstract
This chapter presents a discussion of innovations in pedagogic approaches for high-achieving, pre-degree pathway program students at the University of Edinburgh, Scotland.
The question under discussion in the academic language classroom is the extent to which dynamic cohorts of multi-lingual, multi-cultural and multi-disciplinary students are being enabled to fulfill individual learning goals as well as the institution’s expectations of pathway learners and academic language users. Wingate (2015) argues that in the absence of an epistemological and socioculturally embedded literacy instruction, students are not equitably prepared for success in the discipline or the wider institution. The chapter reviews critiques of English for Academic Purposes (EAP) and Academic Literacies by addressing “the best of both worlds” (Wingate & Tribble, 2012, p. 492) approach.
The chapter continues with a case study into the Academic Vocabulary in Literacy strand of the Foundation EAP course on the International Foundation Programme at Edinburgh University. There then follows close analysis of innovation by course designers to adapt the “best of both traditions” model (Wingate & Tribble, 2014, p. 2) into an integrated academic language and literacy approach. It is posited that this approach could enable attempts at transition for high-achieving foundation students by experiencing language in dynamic and multi-modal genres.
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This contribution introduces sequence analysis to higher education research, an explorative technique aiming at detecting patterns, regularities and resemblance in time-ordered…
Abstract
This contribution introduces sequence analysis to higher education research, an explorative technique aiming at detecting patterns, regularities and resemblance in time-ordered data. Thereby, it enables a holistic perspective on over-time developments and processes such as educational pathways or academic careers. In this contribution, the foundations and general logic of sequence analysis will be described. As an example, referring to the life course as a framing paradigm, sequence analysis is applied to reconstruct the study trajectories of a cohort of bachelor students in Germany. The potential of sequence analysis in three specific higher education research areas is outlined, that is, to study post-secondary education trajectories, academic careers and the development trajectories of higher education organizations. The conclusion discusses advantages and disadvantages, challenges and practicalities.
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Geoff Hayward, Eugenia Katartzi, Hubert Ertl and Michael Hoelscher
This paper aims to explore the phenomenon of the hybrid information specialist in the academic library setting. It does this in relation to curriculum development for preparatory…
Abstract
Purpose
This paper aims to explore the phenomenon of the hybrid information specialist in the academic library setting. It does this in relation to curriculum development for preparatory and continuing professional education for librarianship and makes particular reference to the contemporary iSchools movement.
Design/methodology/approach
The paper reviews trends and developments in academic information services and the information science academy in the context of continuing technological advances and educational change. It presents a case study of curriculum development and portfolio renewal, using the specialist roles of digital library manager and information literacy educator to show how the principles of interactive planning can be applied in articulating an academic strategy to meet the changing demands of educational institutions, professional bodies and employers.
Findings
There are significant parallels between professional education and professional practice in the shifting boundaries, expanded portfolios and challenged identities evident in the current information marketplace. A combination of continuous incremental development with periodic fundamental review enables professional educators to meet the changing mandates of different stakeholder groups. When combined with a strong professional focus, the breadth and depth of multidisciplinary expertise found in a research‐led iSchool facilitates the design of specialised pathways and programmes for practitioners moving into blended roles.
Practical implications
Practitioners intent on careers in academic libraries should consider the opportunities and demands of hybrid blended roles when choosing educational programmes and pathways.
Originality/value
The paper provides a conceptual framework to illustrate the nature of emergent professional roles and current challenges facing professional educators. Ackoff's interactive planning theory is used to illuminate the problem of academic planning in complex pluralist contexts.
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Geoff Hayward, Eugenia Katartzi, Hubert Ertl and Michael Hoelscher
David Wai Lun Ng and Lillian Koh Noi Keng
The internationalisation of industries has spilled over to academia, whereby institutions of higher learning (IHL) increasingly compete in the graduate quality and applied…
Abstract
The internationalisation of industries has spilled over to academia, whereby institutions of higher learning (IHL) increasingly compete in the graduate quality and applied graduate knowledge capabilities that they can offer. With increasing global competition for students, combined with the evolving need for lifelong learning in dynamic industries impacted by digital knowledge management, there is an opportunity for IHLs to be able to evolve to ensure their business models enable services and service delivery to cater to and help shape industry demands. This chapter will look at micro-credentialing (MC) and how the provision of MCs has changed along with the evolving IHL education environment. The demands of students, employers and ecosystem considerations will be addressed through a review of the current landscape, pathways to MC and how MC may be operationalised. The Bersteinian approach to pedagogic classification, which identifies the framework of knowledge as being communicable via three axes of singularism, regionalism and a wider generalist approach is referenced as a framework. The resultant recommendations that draw upon these foundations will conclude the chapter.
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Andrew J. Martin, Paul Ginns, Brad Papworth and Harry Nejad
Aboriginal students experience disproportionate academic disadvantage at school. It may be that a capacity to effectively deal with academic setback and challenge (academic…
Abstract
Purpose
Aboriginal students experience disproportionate academic disadvantage at school. It may be that a capacity to effectively deal with academic setback and challenge (academic buoyancy) can reduce the incidence of academic adversity. To the extent that this is the case, academic buoyancy may also be associated with positive educational intentions. This study explores the role of academic buoyancy in Aboriginal students’ post-school educational intentions.
Methodology/approach
The survey-based study comprises Aboriginal (N = 350) and non-Aboriginal (N = 592) high school students in Australia.
Findings
Academic buoyancy yielded larger effect sizes for Aboriginal than non-Aboriginal students’ educational intentions – particularly in senior high school when educational intentions are most likely to translate into post-school educational behaviour.
Social and practical implications
Post-school education is one pathway providing access to social opportunity. Any thorough consideration of students’ passage into and through post-school education must first consider the bases of students’ academic plans and, by implication, their decision to pursue further study. Identifying factors such as academic buoyancy in this process provides some specific direction for practice and policy aimed at optimizing Aboriginal students’ academic and non-academic development.
Originality/value of chapter
Academic buoyancy is a recently proposed construct in the psycho-educational literature and has not been investigated among Aboriginal student populations. Its role in relation to post-school educational intentions is also a novel empirical contribution for both Aboriginal and non-Aboriginal students alike.
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Holly Matusovich, Cheryl Carrico, Angela Harris, Sheri Sheppard, Samantha Brunhaver, Ruth Streveler and Marlena B. McGlothlin Lester
Internships play an important role in the choices engineering students make about future career pathways though there is little research about the messaging students receive…
Abstract
Purpose
Internships play an important role in the choices engineering students make about future career pathways though there is little research about the messaging students receive regarding internships from academics. This messaging is important because it can contribute to the expectations students set for internships which in turn influences the interpretation of the experience and sense of appropriateness of that particular career pathway. Situated in Expectancy X Value theory, the purpose of this paper is to examine the beliefs and behaviors of the academics with whom engineering students interact as related to internship experiences.
Design/methodology/approach
The authors conducted and analyzed interviews with 13 career center employees and 14 academic advisers/faculty members across six demographically and geographically diverse schools. Interviews were coded, and within and across case patterns developed.
Findings
Across all six schools, interview participants believe internships are important for students with regard to three areas: enabling career discovery, providing opportunities for development of career skills and helping students with full-time job acquisition. However, participants describe few direct actions associated with these beliefs. The lack of recommended actions for making the most of the internship experience, despite a strong belief in their importance, is a major finding of this paper.
Originality/value
This study is original in that it examines an important perspective that is not often a focus of research related to internships: academic advisors, faculty or career center personnel. The multi-institution sample enhances the value of the study as commonalities were seen despite variation in schools, enabling recommendations useful to a variety of contexts.
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Prateek Basavaraj, Ivan Garibay and Ozlem Ozmen Garibay
Postsecondary institutions use metrics such as student retention and college completion rates to measure student success. Multiple factors affect the success of first time in…
Abstract
Purpose
Postsecondary institutions use metrics such as student retention and college completion rates to measure student success. Multiple factors affect the success of first time in college (FTIC) and transfer students. Transfer student success rates are significantly low, with most transfer students nationwide failing to complete their degrees in four-year institutions. The purpose of this study is to better understand the degree progression patterns of both student types in two undergraduate science, technology, engineering and mathematics (STEM) programs: computer science (CS) and information technology (IT). Recommendations concerning academic advising are discussed to improve transfer student success.
Design/methodology/approach
This study describes how transfer student success can be improved by thoroughly analyzing their degree progression patterns. This study uses institutional data from a public university in the United States. Specifically, this study utilizes the data of FTIC and transfer students enrolled in CS and IT programs at the targeted university to understand their degree progression patterns and analyzes the program curricula using network science curricular analytics method to determine what courses in the curriculum require more assistance to retain students.
Findings
The major findings of this study are: (1) students’ degree mobility patterns within an institution differ significantly between transfer and FTIC students; (2) some similarities exist between the CS and IT programs in terms of transfer students' degree mobility patterns; (3) transfer students' performance in basic and intermediate level core courses contribute to differences in transfer students' mobility patterns.
Originality/value
This study introduces the concept of “mobility patterns” and examines student degree mobility patterns of both FTIC and transfer students in a large public university to improve the advising process for transfer students regarding courses and identifying secondary majors.
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Shayne D. Baker, Neil Peach and Malcolm Cathcart
The purpose of this paper is to assess the extent to which work-based learning could potentially improve education and training pathways in Australia.
Abstract
Purpose
The purpose of this paper is to assess the extent to which work-based learning could potentially improve education and training pathways in Australia.
Design/methodology/approach
The paper reviews education and training provision in Australia through a contextualisation of the Australian Qualification Framework (AQF) with work-based learning pedagogy to determine the extent to which it might contribute to improved outcomes for learners.
Findings
People seeking to advance their career aspirations can consider the application of work-based learning to support lifelong learning pathways through the AQF.
Research limitations/implications
There is a need for further longitudinal studies on the outcomes of work-based learning for organisations, individual learners and education and training institutions.
Practical implications
The application of effective WBL approaches has the potential to create a much larger flow of learners from experiential and vocational backgrounds into undergraduate programmes and onto higher education programmes using a consistent and effective pedagogy.
Social implications
By actively considering the opportunities for learning at work and through work learners, educators and business managers may recognise that there would be more demand for work-based learning.
Originality/value
This paper represents an initial action research study which examines the role WBL can provide for life-long learning.
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