Search results

1 – 10 of 437
Article
Publication date: 2 February 2021

Cherry Stewart and Ashfaq Ahmad Khan

The purpose of this paper is to discuss the theoretical concepts of adult constructive development (ACD) in response to a requirement to teach fully online during the…

Abstract

Purpose

The purpose of this paper is to discuss the theoretical concepts of adult constructive development (ACD) in response to a requirement to teach fully online during the COVID-19 lockdown. However, responses have been unique for many university educators, regardless of the roles they have in supporting students during this time. How each person approaches the changing context can be enhanced by an understanding of their mindset as defined by Kegan’s theory.

Design/methodology/approach

An accounting academic and educational designer combine their expertise and engage a “digital mindset” to guide the re-design of the management accounting unit incorporating strategies that encourage students to be self-reliant yet learn from a broad diversity of perspectives.

Findings

Unexpected changes within an educational environment may be the catalyse needed to force significant rethinking of pedagogical practice within the online teaching space.

Practical implications

This paper offers practical thinking and design tips for creating interactive learning and teaching programs to develop a positive and supportive approach that challenges and facilitates cognitive growth in student knowledge, skills and learning behaviours.

Social implications

Stimulating student interaction via the creation of interactive and dynamic online curriculum design teachers may communicate more effectively with students as well as sharing their knowledge and skills with each other.

Originality/value

The authors explore Kegan’s ACD framework (1982, 1998, 2009) within the context of tertiary teaching and learning design for management accounting. The authors propose online strategies for each of the levels of development in the form of supports and challenges.

Book part
Publication date: 29 January 2021

Darrell J. R. Evans

Australian universities have a rich history for enabling, promoting and evaluating innovation and excellence in learning and teaching. Universities have used this practice…

Abstract

Australian universities have a rich history for enabling, promoting and evaluating innovation and excellence in learning and teaching. Universities have used this practice to respond to drivers from government and the changing global educational environment, as well as accommodating for the characteristics of Australian universities such as scale, equity of access and the balance of domestic and international students. Often through institutional collaborations, educators have challenged pedagogical practices and introduced and tested innovative ways to enhance student learning, which has contributed to an international reputation for quality learning and teaching. However, the recent removal of specific government funding to support innovation, the increased emphasis on student success and employability outcomes and the threat of performance-based funding means that Australian universities will need to commit to the ongoing development of learning and teaching and demonstrate the potential for learning gain.

Content available
Book part
Publication date: 29 January 2021

Abstract

Details

Learning Gain in Higher Education
Type: Book
ISBN: 978-1-83867-280-5

Article
Publication date: 16 September 2019

Emma O'Brien, John McCarthy, Ileana Hamburg and Yvonne Delaney

This paper aims to explore how in Irish small- and medium-sized enterprises (SMEs), problem-based learning (PBL) could possibly provide a paradigm which addresses two key…

Abstract

Purpose

This paper aims to explore how in Irish small- and medium-sized enterprises (SMEs), problem-based learning (PBL) could possibly provide a paradigm which addresses two key research objectives: What are the learning needs and challenges faced by Irish SMEs? and How could PBL satisfy these needs through integrating formal and informal learning?

Design/methodology/approach

An action research methodology was adopted using Lewin’s (1994) action research cycle. In the reconnaissance stage, surveys and focus groups were conducted with a purposive research sample of Irish SMEs regarding their learning needs and challenges. Based on these results, a plan was formulated to adapt the traditional PBL model into a workplace PBL model (wPBL). Lastly, the wPBL model was implemented and evaluated in 42 SMEs.

Findings

The research identified several specific learning needs for SMEs, namely, learning that is cost-effective, tailored to the company and its challenges, immediately applied, demonstrates a tangible outcome (is measurable), organically fostering a learning culture, addresses knowledge gaps, continuous, develops communication, team work, problem-solving and technical skills. The traditional PBL model was adapted into a wPBL model to meet the above learning needs of SMEs. It was found that the wPBL model had the potential to address long-standing company problems (making it cost-effective), facilitate continuous learning and develop horizontal and transversal skills such as problem-solving and communication.

Originality/value

Much of the learning that takes place in SMEs is incidental or informal, and often does not contribute to the long-term sustainability of the organisation. This paper aims to propose a practical framework using wPBL to structure incidental and informal learning in SMEs so that it provides an immediate benefit to the company. To date, there has been little research into the application of PBL outside higher education, and the paper proposes a framework to assist the transition of PBL to a workplace environment.

Details

Journal of Workplace Learning, vol. 31 no. 6
Type: Research Article
ISSN: 1366-5626

Keywords

Article
Publication date: 1 May 2006

Panagiotis Zaharias and Angeleiki Poulymenakou

New requirements for the design of interactive systems call for a human‐centred approach. Learner‐centred design has been considered as the equivalent of human (or user…

Abstract

New requirements for the design of interactive systems call for a human‐centred approach. Learner‐centred design has been considered as the equivalent of human (or user) centred design as it applies to the design and development of elearning systems and applications. E‐Learning is gaining momentum and the respective interest in design methods and practices for such systems is continuously increasing. Nevertheless it is not clear how learner‐centred design can be implemented in practice; questions, such as what are the processes included in learner‐centred design, what kind of activities should take place, how can existing human‐centred design methodologies be combined with instructional design methods and techniques, remain unanswered. This paper stresses the need for an effective integration between usability ‐ the ultimate goal for every human‐centred design effort ‐ and instructional design concepts, techniques and practices. It presents a case study where authors’ activities to design a web‐based training curriculum are described. Problems and challenges of applying human‐centred design and instructional design methods and techniques are discussed along with future research dimensions.

Details

Interactive Technology and Smart Education, vol. 3 no. 2
Type: Research Article
ISSN: 1741-5659

Keywords

Article
Publication date: 30 August 2013

Grace W. Bunyi

The paper sets out to analyse the quality education curriculum innovations that have been implemented in Kenya since independence in 1963. The purpose of the analysis is…

2716

Abstract

Purpose

The paper sets out to analyse the quality education curriculum innovations that have been implemented in Kenya since independence in 1963. The purpose of the analysis is to assess the success and or failure of the innovations and determine the lessons learned that can inform future design and implementation of curriculum innovations designed to improve the quality of education.

Design/methodology/approach

This was a desk review of curriculum policy documents and related research literature. The documents analysed included various education commission reports produced by education commissions, committees and task forces appointed to inquire into education and make recommendations to government; primary school syllabuses and related research literature.

Findings

The review has revealed that the curriculum innovations recommended and implemented in Kenya have targeted the attainment of the goals of individual and national economic development; national identity and unity; socio-cultural, moral and ethical development; cognitive development and globalization; and psycho-social skills development. Many of the innovations have not been implemented effectively. Impediments to effective implementation have included hasty implementation, limited in-service training for teachers, inadequate ongoing professional support for teachers, and inadequate resources.

Research limitations/implications

Achieving effective curriculum innovation is not easy. It requires greater participation in curriculum decision making, patience in training those in various levels of the curriculum implementation process and enormous resources.

Originality/value

In adopting content analysis as a methodology, the paper constitutes a unique contribution to the study of curriculum innovation in Kenya.

Details

European Journal of Training and Development, vol. 37 no. 7
Type: Research Article
ISSN: 2046-9012

Keywords

Article
Publication date: 14 March 2022

Huaqing Zhang and Shaoqian Luo

Against the backdrop of China’s curriculum reform, this paper explores how a Chinese lesson study (CLS) of English literature instruction in a senior high school promotes…

Abstract

Purpose

Against the backdrop of China’s curriculum reform, this paper explores how a Chinese lesson study (CLS) of English literature instruction in a senior high school promotes the teacher participant’s professional development (PD) in teacher beliefs and emotions, teaching contents, teaching approaches and learner outcomes.

Design/methodology/approach

This study adopted the CLS approach to explore the teacher participant, Lily’s PD. Three rounds of CLS of short fiction instruction were conducted. Triangulated data including interviews, reflection journals, discussion notes and lesson materials were collected for directed qualitative content analysis.

Findings

The results show that through the CLS, Lily has (1) changed her beliefs about the curriculum and literature instruction, and improved her emotion management and become more resilient and motivated; (2) shifted her teaching focus from forms and facts to meanings; (3) adopted a more learner-centred and inquiry-based teaching approach and (4) received satisfactory learner outcomes including increased learner participation and quality output. The follow-up class observations suggest the sustainability of such development.

Originality/value

This study applies and validates a conceptual framework of teachers’ PD, and establishes the value of promoting curriculum reform and facilitating EFL teachers’ PD through CLS and literature instruction.

Details

International Journal for Lesson & Learning Studies, vol. 11 no. 2
Type: Research Article
ISSN: 2046-8253

Keywords

Article
Publication date: 11 January 2016

Sabine Hoidn and Sibylle Olbert-Bock

In the context of the creation of a two-year Master of Science in Business Administration programme to offer a scientifically sound and practice-related management…

1666

Abstract

Purpose

In the context of the creation of a two-year Master of Science in Business Administration programme to offer a scientifically sound and practice-related management education in Switzerland, a curriculum for learning and teaching research methods had to be designed. Major pedagogic challenges were identified and addressed by curricular responses in terms of pluralism in knowledge production forms, a holistic approach to competence development and a learner-centred course design. The resulting design of the part of the curriculum on research methods is presented. The paper aims to discuss these issues.

Design/methodology/approach

To assess the outcomes and its response to the given challenges, the feedback from existing regular evaluations was used and additional surveys were conducted. Students’ perceptions and those of their teachers were combined to form a balanced view.

Findings

The results indicate that the new curriculum is an appropriate approach- it led to gains in research methods knowledge and skills and improvements in research-related social and reflexive competencies. The assessment of the outcomes of learning research methods in management education reveals an interesting research gap.

Originality/value

This paper assesses a newly developed research curriculum for management students implemented in a new master’s programme in Business Administration at a mid-size university of applied sciences in Switzerland. Three pedagogical challenges in teaching research methods were addressed to target the theory-practice gap in management education. The authors opted for a research methods curriculum that links management research and practice by encouraging pluralism in knowledge-production forms, a more holistic view of competence development in management education and a learning-centred course design.

Details

International Journal of Educational Management, vol. 30 no. 1
Type: Research Article
ISSN: 0951-354X

Keywords

Article
Publication date: 24 August 2021

Orana Sandri and Sarah Holdsworth

This paper aims to draw on an in-depth qualitative case study of an undergraduate sustainability education course to show the extent of pedagogical reflection and teaching…

Abstract

Purpose

This paper aims to draw on an in-depth qualitative case study of an undergraduate sustainability education course to show the extent of pedagogical reflection and teaching capability demonstrated in lived practice to support transformative, systemic and capability building learning processes, as advocated in the literature, for effective sustainability education.

Design/methodology/approach

Transformative learning and capability building are an essential part of sustainability education according to the growing body of literature. This approach to education, however, necessitates critical, learner-centred pedagogies which challenge traditional transmissive modes of teaching.

Findings

This paper finds that pedagogy which supports the learning experiences and outcomes advocated in sustainability education literature requires significant reflection on behalf of the educator and also motivation, capability and experience to do this, thus more research and academic support is needed which focusses on pedagogical development within sustainability education.

Originality/value

Literature on sustainability education often assumes that teachers are capable of reflecting on and transforming their pedagogical practice, and therefore, the pedagogical implications of sustainability education are often understated in research findings. This paper highlights why pedagogical reflection plays a crucial role in the effective implementation of sustainability education.

Details

International Journal of Sustainability in Higher Education, vol. 23 no. 3
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 17 May 2011

Cynthia M. Webster and Jacqueline Kenney

The purpose of this paper's novel, research‐oriented approach is to embed research‐based activities in a core second‐year course of a university business degree program to…

1694

Abstract

Purpose

The purpose of this paper's novel, research‐oriented approach is to embed research‐based activities in a core second‐year course of a university business degree program to support and develop student research capabilities.

Design/methodology/approach

The design draws on Boud and Prosser's work to foster participation in a learner‐centred, discipline‐based approach. Activities rely on technology supports and mixed delivery modes to combine diverse theoretical perspectives and research methodologies.

Findings

The initial implementations of the design generated improved student learning experiences compared to the previous year. Voluntary participation was high and informal evidence suggested that research activities were a core‐contributing element to positive student outcomes.

Research limitations/implications

A formal evaluation study is required to measure precisely the extent to which research activities like those described in this paper have an effect on students' learning experiences.

Practical implications

The research activities embedded in the course curriculum enriched learner participation and experiences without overtaxing resources and, with minor modification, are transferable to different courses and disciplines.

Social implications

The technology‐supported environment described in this study allowed for online viewing of submitted research activities and provided students the opportunity to continually review, reflect and share their insights.

Originality/value

Learner‐focused research activities offer students a novel opportunity to experience research firsthand as informants, inventors and interpreters of knowledge. The adoption of research activities within the curriculum structure is a creative and multifaceted effort to extend students' research understanding.

Details

International Journal of Educational Management, vol. 25 no. 4
Type: Research Article
ISSN: 0951-354X

Keywords

1 – 10 of 437