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Book part
Publication date: 27 May 2017

Timothy R. N. Murphy, Jon E. C. Tan, Esther Luna, Pilar Folgueiras Bertomeu, Andrew Furco, Colin L. Harrison, Peter Laurence, Doug Martin and Gary Walker

This chapter documents an innovative pedagogical application of a service-learning oriented approach, pioneered by academics at a University in the North of England…

Abstract

This chapter documents an innovative pedagogical application of a service-learning oriented approach, pioneered by academics at a University in the North of England (UNEUK). Referred to as directed experiential learning, the core ethos of this approach connected forms of close-to-practice research, critical reflection, and community engagement and as such brought about a radical reworking of the final year of study for an existing undergraduate program – a BA (Hons) Education Studies. Responding to a broadening professional context within UK schools, this program prepared nascent professional educators and through their studies, invited them to engage in university–community partnerships where their learning and contributions to practice were inextricably conjoined.

Details

University Partnerships for Pre-Service and Teacher Development
Type: Book
ISBN: 978-1-78714-265-7

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Article
Publication date: 1 December 2005

Barbara F.H. Allen

Service learning has become an important teaching methodology in many American schools, colleges, and universities. Libraries will thus want to add resources to their…

Abstract

Purpose

Service learning has become an important teaching methodology in many American schools, colleges, and universities. Libraries will thus want to add resources to their collections in this subject area to support faculty and student research. This article aims to briefly define the concept of service learning and to describe selected resources in the area.

Design/methodology/approach

The annotated bibliography is divided into three sections: organizations and their web sites, Periodicals, and Books.

Findings

Service learning, once an experimental teaching and learning approach, has become well established as a pedagogy. In designing a successful service learning experience, teachers and faculty must identify real community needs, must structure the experience in such a way that students can grow and learn from it and, on completion of the experience, must assess its outcomes.

Originality/value

This paper synthesizes the literature on service learning and provides a guide for librarians who want to add materials in this area to their collection.

Details

Collection Building, vol. 24 no. 4
Type: Research Article
ISSN: 0160-4953

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Book part
Publication date: 24 July 2020

Nelson M. Nkhoma

Faculty members at public universities in different disciplines view civil society differently as they perform their function of creating partnerships with society. This…

Abstract

Faculty members at public universities in different disciplines view civil society differently as they perform their function of creating partnerships with society. This chapter draws evidence from faculty members in public universities from one African country – Malawi. Drawing from Derrida’s (1978) concept of difference and West’s (1993) views of social theory, the chapter examines three approaches to community engagement (CE) with civil society. It concludes that the growing demands to attain difference in CE have resulted in oversupply of approaches that are often pitied against each other; hence, the hierarchies obscure the work CE is achieving.

Details

University–Community Partnerships for Promoting Social Responsibility in Higher Education
Type: Book
ISBN: 978-1-83909-439-2

Keywords

Content available
Article
Publication date: 12 January 2018

Silvia Albareda-Tiana, Salvador Vidal-Raméntol and Mónica Fernández-Morilla

The purpose of this case study is to explore the principles and practices of sustainable development (SD) in the university curriculum.

Abstract

Purpose

The purpose of this case study is to explore the principles and practices of sustainable development (SD) in the university curriculum.

Design/methodology/approach

To explore the principles linked with the sustainable development goals (SDGs) and the learning and teaching practices in sustainability at the International University of Catalonia (Universitat Internacional de Catalunya, UIC, in Catalan), an empirical study was carried out by using a mixed methodology for data collection. Indicators related to SDGs found in the University curriculum (quantitative analysis) were measured using Excel, combined with in-depth semi-structured interviews to the deans of different faculties (qualitative study), which were analysed using Atlas.ti.

Findings

Several visions, difficulties and challenges were identified in this mixed-method study around the concept of sustainability, which allowed the authors to describe and portray a specific starting position in relation to the SDGs at the UIC.

Research limitations/implications

The presence of dimensions linked to the SDGs in the University curriculum were analysed by means of a quantitative study. However, global competences related to education for sustainable development were not studied.

Practical implications

Special emphasis was given to the challenges and opportunities for training future graduates and the whole University community in SD.

Originality/value

This paper shows a methodological exploration of the principles related to the SDGs and the learning and teaching practices in sustainability in higher education.

Details

International Journal of Sustainability in Higher Education, vol. 19 no. 3
Type: Research Article
ISSN: 1467-6370

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Book part
Publication date: 27 May 2017

Abstract

Details

University Partnerships for Pre-Service and Teacher Development
Type: Book
ISBN: 978-1-78714-265-7

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Book part
Publication date: 27 May 2017

Abstract

Details

University Partnerships for Pre-Service and Teacher Development
Type: Book
ISBN: 978-1-78714-265-7

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Book part
Publication date: 27 May 2017

Barbara Cozza and Patrick Blessinger

The chapters in this volume focus on how university partnerships for pre-service and teacher development apply novel ideas to improve teacher quality in global…

Abstract

The chapters in this volume focus on how university partnerships for pre-service and teacher development apply novel ideas to improve teacher quality in global communities. The purpose of these programs is to improve education systems for all participants. Case studies in this volume present a broad and in-depth review of partnerships that apply novel ideas to transform organizations. This chapter provides an overview to this volume by discussing important elements of teacher quality by defining teacher quality characteristics, shared collaboration, and providing ideas for professional development agendas.

Details

University Partnerships for Pre-Service and Teacher Development
Type: Book
ISBN: 978-1-78714-265-7

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Abstract

Details

Journal of Educational Administration, vol. 46 no. 3
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 15 March 2011

Elizabeth L. Hollander

Research‐intensive universities have special challenges in providing their students with civic education, particularly education that is rooted in the curriculum. Their…

Abstract

Purpose

Research‐intensive universities have special challenges in providing their students with civic education, particularly education that is rooted in the curriculum. Their efforts are important to the overall effort to promote education “for the common good” at colleges and universities because of their stature within the higher education community. This paper aims to address the particular needs and challenges of research universities in fostering civic education and strengthening their leadership contributions.

Design/methodology/approach

This article provides a snapshot of how 15 American research university campuses, which are part of a “learning community”, approach their goal of educating their students to promote the common good. Based on survey self‐reports conducted in the spring of 2009, it documents their civic education work.

Findings

The survey confirms, while research universities are being creative and assertive in expanding their civic education work, there is ample room to extend and improve their efforts, and it frames an agenda for continued improvement. All surveyed campuses are committed to civic education and provide domestic and international engagement experience to undergraduates. Most provide curricular engagement experiences. In‐depth opportunities for a select group of students are common, university‐wide opportunities are not. Many want to improve the integration of curricular and extra‐curricular engagement.

Research limitations/implications

The research is based on self‐reports of a small sample.

Practical implications

These campuses face two major challenges to fostering civic education: generating greater faculty buy‐in, and overcoming the difficulties of program development at large decentralized institutions. Opportunities for program improvement include: better measurement of outcomes, more use of theory, and more student involvement in institutional governance.

Originality/value

These findings provide unique insight into the work of some of the most able practitioners of civic education at American research universities.

Details

Education + Training, vol. 53 no. 2/3
Type: Research Article
ISSN: 0040-0912

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