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1 – 6 of 6Malin Backman, Hannah Pitt, Terry Marsden, Abid Mehmood and Erik Mathijs
This paper aims to critically reflect the current specialist discourse on experiential approaches to higher education for sustainable development (HESD). Limitations to the…
Abstract
Purpose
This paper aims to critically reflect the current specialist discourse on experiential approaches to higher education for sustainable development (HESD). Limitations to the current discourse are identified, and as a result, an alternative approach to the study of experiential education (EE) within HESD is suggested.
Design/methodology/approach
Three research questions are addressed by analysing the literature on EE and experiential learning (EL) within HESD in specialist academic journals.
Findings
There is a consensus among authors regarding the appropriateness of experiential approaches to HESD. However, limitations to the current discourse suggest the need for an alternative approach to studying EE within HESD. Therefore, this paper proposes the application of the learning landscape metaphor to take a more student-centred and holistic perspective.
Originality/value
The learning landscape metaphor has previously not been applied to EE within HESD. This alternative conceptualisation foregrounds student perspectives to experiential initiatives within HESD. The holistic approach aims to understand the myriad influences on students learning, while allowing examination of how experiential approaches relate to other educational approaches within HESD.
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Marina Kirstein and Rolien Kunz
The aim of this paper is to report on the development and implementation of two student-centred teaching approaches, not usually thought to be appropriate for large group…
Abstract
Purpose
The aim of this paper is to report on the development and implementation of two student-centred teaching approaches, not usually thought to be appropriate for large group situations. These projects involved adapting teaching methods to facilitate a move away from the conventional lecturer-centred approach (the “chalk-and-talk” of earlier generations) and to respond to an environment challenged by the perpetually changing requirements of professional bodies, increasingly large classes and high student-staff ratios.
Design/methodology/approach
Two student-centred projects were implemented at a South African residential university in the discipline of auditing, and the topic of general controls in the information technology (IT) environment was addressed. This study reports on two cycles of the development and implementation of the projects following an action research methodology.
Findings
It was found that “non-standard” teaching practices can be implemented successfully and that active student involvement, even in a large class environment, is achievable and is therefore recommended, not least because this could positively impact on students’ overall skills development. The action research methodology was successfully used to incorporate changes, enforced by the challenges accounting academics are faced with.
Research limitations/implications
Limitations associated with this study are that it was conducted at only one South African university, and that it was in a specific and technical topic within the single field of auditing. The study also did not measure whether deep or surface learning had taken place. As various factors contribute to learning, it was also not possible to report on whether positive changes to students’ normal learning processes have been achieved as a result of the initiatives.
Originality/value
The contribution this study makes is twofold. First, it adds to the field of accounting education research by indicating that student-centred projects can successfully address the abovementioned challenges faced by accounting academics. Second, it demonstrates that action research, as a methodology for examining and developing accounting education, can be used effectively by academics to improve their teaching practices.
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The purpose of this paper is to present a prospective entrepreneurship training model based on experiential learning which will enable the “production” of small business owners or…
Abstract
Purpose
The purpose of this paper is to present a prospective entrepreneurship training model based on experiential learning which will enable the “production” of small business owners or entrepreneurs which is not being achieved by the current methods.
Design/methodology/approach
This is a conceptual paper. It analyses the current approaches in use, identifying inherent weaknesses and the gaps that need to be filled. Through literature reviews and case cites it provides a model that integrates experiential learning into entrepreneurship education.
Findings
The paper shows that appropriate experiential training can truly be integrated into entrepreneurship education in South Africa as in disciplines such as engineering or nursing.
Research limitation/implications
The model needs to be test implemented to find its efficacy. Just like any model, it may need refinement.
Originality/value
The prospective model is an attempt to produce entrepreneurs and small business owners. This is critical in South Africa where entrepreneurs/business start‐ups are in critical shortage. No known study on work integrated learning (WIL) in entrepreneurship in higher education has been conducted in South Africa or such a model presented.
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The purpose of this paper is to compare the use of blended learning in property education courses in different countries. The rationale for this study is to fill the research gap…
Abstract
Purpose
The purpose of this paper is to compare the use of blended learning in property education courses in different countries. The rationale for this study is to fill the research gap in this area. The focus of previous research on blended learning has been on individual countries only, and there is yet to appear any research on a cross-country comparison. The purpose of this study is to identity the differences as well as the good practices using blended learning as a delivery approach in different countries As a result, individual countries can learn experience from another country. It is expected academics interested in using blended learning as a delivery approach will benefit from the research findings of this paper, through gaining an understanding of the advantages and challenges of using blended learning in different countries.
Design/methodology/approach
This paper presents the research findings of questionnaire surveys and interviews with academics teaching property courses in Australia and the UK. The questionnaire aimed to gather academics’ views on blended learning, their reasons for using blended learning as a teaching method, their design of blended learning courses and the support they provide to students on dealing with web technology. The aim of the interviews was to gain deeper insight into the successful factors and challenges in the use of blended learning. In total, 16 interviews were conducted. The interviews were recorded, transcribed and coded to identify similar themes. Content analysis was used as a method to analyse the interview data. The frequency of the answer in the questionnaire and comments from interviewees is presented.
Findings
The Australian and UK property academics have similar views on many aspects of blended learning. Their definitions of blended learning are similar as their reasons to use it as a teaching method. The commonly used teaching and learning activities in their blended learning courses in both countries are, again, similar, such as the use of lectures, case studies and guest lecturers. On the other hand, the academics in the two countries face different challenges. A challenge faced by the Australian property academics is to deliver online courses to students who have limited internet downloading capacity and broadband width. Australia is a very large country and has more regional and remote areas. Another challenge faced by the Australian academics is keeping up with the constant introduction of new teaching and learning technology by their universities. On the other hand, the UK academics faced a different challenge, which was to sufficiently engage and encourage students to contribute in online Discussion Boards. The finding is possibly because the UK study was conducted two years prior to the Australian study and the idea of online discussions was relatively new to students at the time. The conclusion drawn from this research is that “time” and the size of the country influence the use of blended learning.
Originality/value
This project is the first to conduct a cross-country comparison on the use of blended learning in professionally accredited property courses.
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Masami Yamaguchi and Joanna Richardson
This paper aims to describe the approach taken by an Australian university library in using data visualisation to increase the academic/library staff collaboration.
Abstract
Purpose
This paper aims to describe the approach taken by an Australian university library in using data visualisation to increase the academic/library staff collaboration.
Design/methodology/approach
The authors have undertaken a critical review of the literature as the foundation for their case study, which presents observations and reflections arising from their first-hand experience with infographics.
Findings
The use of data visualisation, specifically infographics, to present data about relatively low student engagement from a designated school with the Griffith University Library led to increased communication between the school and the Library. In addition, the Library has increased its use of infographics to demonstrate library impact to both academic and non-academic audiences.
Practical implications
This case study would be useful to libraries wishing to demonstrate to the academic staff their capability to partner with faculty to achieve the institutional goals.
Originality/value
This case study outlines the advantages of librarians partnering with academics in terms of major university drivers, such as student success and student retention. It provides an example of the use of infographics as an effective communication strategy in an academic library.
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Ana María Zorrilla Noriega and Marco Sánchez Arias
The paper enriches the understanding of the principal challenges faced in future lawyers' education in Mexico considering global trends, particularly from the perspective of…
Abstract
Purpose
The paper enriches the understanding of the principal challenges faced in future lawyers' education in Mexico considering global trends, particularly from the perspective of skills creation in diverse areas of legal practice.
Design/methodology/approach
The framework used draws on trends identified within an international collaborative research study in which both authors participated, titled “Developing a Blueprint for Global Legal Education”. This current paper stems from the premise that these recommendations can be further developed and better utilised if explored within a specific context. The methodology designed for this research consisted of two main components: a thorough analysis of the norms that regulate the education system and the professional practice in Mexico, and an extensive literature review that provided insights into the state of global trends in legal education.
Findings
This paper reveals that in Mexico having a well-designed and comprehensive legal framework is the first step to promote the creation of high-quality educational models.
Practical implications
The study analyses the current situation in Mexico within four global trends: (1) regulation of legal education and access to the profession; (2) building professional practice skills; (3) internationalisation of education and (4) incorporation of technology and responsible innovation.
Originality/value
The reflections are intended to promote better training of law students in the skills required to face the various challenges that the legal profession currently involves. This is under an approach that analyses global challenges and identifies the best practices to connect learning processes with in-demand professional skills.
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