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1 – 6 of 6This paper aims to discuss and provide examples of different collaborative models that are emerging and to argue that a technology‐enhanced, socio‐constructivist approach to…
Abstract
Purpose
This paper aims to discuss and provide examples of different collaborative models that are emerging and to argue that a technology‐enhanced, socio‐constructivist approach to future collaborative curriculum design and delivery enables partnership working and provides curriculum design solutions that supports delivery in different ways. The paper seeks to argue that the driver for motivating programme teams to work collaboratively and embed technology into future programme designs comes both from a changing economic and funding climate and a pedagogic driver to offer value to the learner. The paper aims to present exemplars of using technology to transform programme delivery.
Design/methodology/approach
Outcomes and deliverables from different technology‐enhanced learning projects and the work of the Edinburgh, Lothians, Fife and Borders Regional Articulation Hub (ELRAH) have been examined to establish whether technology‐enhanced learning, teaching and access models could enable universities and colleges to work collaboratively to provide a more flexible and accessible model of HE in the future. The paper uses examples of technologies and professional development that is being used to support technology‐enhanced, collaborative HE programme development, and, while the paper focuses specifically on the debates taking place in Scotland, the insights provided are relevant to similar debates taking place in the rest of the UK.
Findings
The paper argues that “edgeless universities” are needed to achieve the reforms needed to deliver an HE system that offers the flexibility of access and efficient delivery required in the future. A future higher education system that demands efficiency and more flexibility through partnership and collaboration must use technology to form partnerships if they are to generate radical changes to future programme designs that enable flexible access. The paper argues that a traditional “one size fits all“ model for tertiary education does not meet a vision for wider access to HE. Institutions will need to adopt different strategies for engaging staff in collaborative curriculum developments and need to provide strong leadership to direct engagement.
Originality/value
The value of this paper is that it presents ways in which FE and HE institutions can work collaboratively to create a more radical, technology‐enabled, collaborative approach to future HE curriculum development in Scotland.
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Adriano Stadler, Anete Alberton and Anne M.J. Smith
This paper examines entrepreneurship education (EE) in Brazil and Scotland and unpacks convergent and divergent practices in vocational education (VE). The authors evaluate access…
Abstract
Purpose
This paper examines entrepreneurship education (EE) in Brazil and Scotland and unpacks convergent and divergent practices in vocational education (VE). The authors evaluate access to EE in VE and suggest and how it might be advanced in Brazil.
Design/methodology/approach
The authors conducted an interpretative phenomenological analysis (IPA); interpretative analysis of interviewee experiences with 12 educationalists, in management and academic roles, from two Brazilian and two Scottish VE institutions, contextual findings inform advances.
Findings
In Scotland, there is a well-defined entrepreneurial ecosystem where government policy and partners support and monitor provision of and accessibility to EE. In Brazil, government does not regulate policy provision of EE, and there is no defined entrepreneurial ecosystem of partners. IPA enabled the authors to examine divergent entrepreneurial education provision and evaluate accessibility to EE in Brazil.
Research limitations/implications
Implications include ways to advance educational inclusivity and accessibility for VE students in Brazil and a call to address availability through policy is underpinned by empirical data. Contextual characteristics of the study might be considered limiting but address a broad call to contribute to EE in VE settings.
Practical implications
The findings of this study equip educationalists with new knowledge about advancing EE provision and delivery in VE, which in turn supports inclusivity.
Originality/value
The authors contribute directly to an agenda that will create impact for young Brazilians through accessible EE models that place EE in VE at the forefront of social change in Brazil.
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THE article which we publish from the pen of Mr. L. Stanley Jast is the first of many which we hope will come from his pen, now that he has release from regular library duties…
Abstract
THE article which we publish from the pen of Mr. L. Stanley Jast is the first of many which we hope will come from his pen, now that he has release from regular library duties. Anything that Mr. Jast has to say is said with originality even if the subject is not original; his quality has always been to give an independent and novel twist to almost everything he touches. We think our readers will find this to be so when he touches the important question of “The Library and Leisure.”