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Article
Publication date: 18 January 2019

Alys Longley and Barbara Kensington-Miller

Many graduate attributes (such as adaptability, resilience, cultural awareness and professionalism) are often considered aspirational or invisible and conventionally go…

Abstract

Purpose

Many graduate attributes (such as adaptability, resilience, cultural awareness and professionalism) are often considered aspirational or invisible and conventionally go “under the radar” of standard university dance education. The purpose of this paper is to add to existing theories of dance as an academic discipline and contributes to studies identifying and mapping graduate attributes across the academy.

Design/methodology/approach

The research project Making the Invisible Visible contextualises this paper. It has involved a two-year, cyclical data-gathering process, involving interviews with leading dance employers and academics, and surveys of students from diverse disciplines entering and completing full-time dance degrees.

Findings

Due to the centrality of embodiment in studio learning, dance is an unusual discipline within research on graduate attributes and holds a unique place in academia. The creative, embodied, collaborative activities typical to dance learning offer fresh insight to the literature on graduate attributes – both visible and invisible – all graduates from a given institution are expected to hold.

Originality/value

A narrative methodology is employed to present a series of amalgam characters manifesting specific ways in which invisible graduate attributes inform pedagogies, student–teacher relationships and student understandings of their professional skills.

Details

Journal of Applied Research in Higher Education, vol. 11 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Content available
Article
Publication date: 4 December 2017

Andrew J. Hobson and Linda J. Searby

382

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 6 no. 4
Type: Research Article
ISSN: 2046-6854

Article
Publication date: 13 November 2017

Latisha Reynolds, Amber Willenborg, Samantha McClellan, Rosalinda Hernandez Linares and Elizabeth Alison Sterner

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated…

6718

Abstract

Purpose

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

Findings

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 45 no. 4
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 6 February 2017

François Bry and Alexander Yong-Su Pohl

Several challenges of today’s higher education were motivations to reconsider the contents and formats of lectures and tutorials and to conceive the classroom…

Abstract

Purpose

Several challenges of today’s higher education were motivations to reconsider the contents and formats of lectures and tutorials and to conceive the classroom communication system Backstage, a social media platform supporting a novel form of large-class teaching. The purpose of this paper is to report on the challenges met, on the novel teaching form and on an evaluation of this teaching form.

Design/methodology/approach

The use of Backstage in two courses is evaluated. One of the courses has been specially adapted to promote student participation, the other course has been held in a traditional way. To investigate the usefulness and acceptance of Backstage in the given settings the data collected on Backstage and student responses in surveys are analyzed.

Findings

The results indicate that Backstage can foster interactivity and awareness in large-class lectures when used in combination with a teaching format that provides opportunities for and encourges lecture-relevant communication. Furthermore, students appreciated the use of Backstage.

Research limitations/implications

This paper reports on a case study which lacks generalizability. Further studies under controlled conditions and of the learning effectiveness of the approach are still outstanding.

Practical implications

This paper describes an approach fostering a form of Active Learning in large classes. Since large classes are widespread in higher education, the approach has a considerable practical potential.

Social implications

The paper describes an approach to large class higher education teaching in using social media.

Originality/value

Similar results have not been published so far.

Details

Journal of Applied Research in Higher Education, vol. 9 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

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