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11 – 20 of over 16000Barbara Šteh and Marjeta Šarić
This chapter consists of two reflective accounts from Slovenia. Both accounts are connected with Barica Marentič Požarnik, who in Part I of this 30th anniversary volume directly…
Abstract
This chapter consists of two reflective accounts from Slovenia. Both accounts are connected with Barica Marentič Požarnik, who in Part I of this 30th anniversary volume directly linked her personal professional development to the International Study Association on Teachers and Teaching (ISATT) during its emergent years as an organisation. In this chapter in the fifth and closing section, Marentič Požarnik’s counterparts follow in the footsteps that their senior colleague and mentor planted and make tracks of their own. They crystallise how ISATT has affected their professional development and influenced their lines of research as they - and ISATT - press towards the future.
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Academic promotion brings rewards to individuals but is also a critical measure of institutional quality: it is a positive indicator if colleagues successfully engage with…
Abstract
Academic promotion brings rewards to individuals but is also a critical measure of institutional quality: it is a positive indicator if colleagues successfully engage with rigorous scrutiny of professional practice. The higher education sector is also rapidly changing in response to demands for metrics to measure excellence. This chapter explores the influence of these external drivers within the UK context on local promotion policy, such as academic pathways, domains of practice, and levels of responsibility. Insights from successful colleagues are also shared and guidance offered on how to prepare for promotion through thoughtful professional development and a purposeful evidence base for demonstrating impact.
Michael Osborne and Iddo Oberski
Continuing policy initiatives at both National and European levels emphasise the need to increase participation in higher education (HE) through more flexible delivery. One of the…
Abstract
Continuing policy initiatives at both National and European levels emphasise the need to increase participation in higher education (HE) through more flexible delivery. One of the key elements of flexible delivery is seen to be the use of communication and information technologies (C&IT). These technologies clearly have the potential to reach a much wider student body, irrespective of geographical and/or social limitations. We briefly explore the role of C&IT in Universities and argue that its use is far less ubiquitous than predicted. We then explore the impact of C&IT on pedagogy in HE as well as on the organisation of teaching and learning, with a particular emphasis on delivery to small companies. We conclude that the current use of C&IT in HE is likely to continue to confirm the already existing gap between those with and those without access to these technologies and predict that the role of multinational corporations in education is likely to increase.
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Shahrokh Nikou, Candida Brush and Birgitte Wraae
Entrepreneurship education (EE) is critical for developing the skills of tomorrow's entrepreneurs and leaders. While significant research examines the content, student learning…
Abstract
Purpose
Entrepreneurship education (EE) is critical for developing the skills of tomorrow's entrepreneurs and leaders. While significant research examines the content, student learning processes and outcomes, less studied are the entrepreneurship educators and their pedagogical preferences. Following a cognitive process model of decision-making, this study explores how self-efficacy, philosophy of teaching, entrepreneurship training and teaching experience influence entrepreneurship educator preferences to follow either a teacher-centric or a student-centric approach. This study also includes gender in a secondary analysis of the relationships.
Design/methodology/approach
The data were collected from 289 entrepreneurship educators in 2021, and fuzzy-set comparative qualitative analysis (fsQCA) was used to obtain configurations of conditions (causal recipes) that lead to teacher-centric or student-centric model. A secondary analysis explores whether there are different configurations of conditions when gender is added to the analysis.
Findings
The results of our fsQCA analysis reveal multiple configurations of conditions (causal recipes) that result in a preference for either a teacher-centric or student-centric approach to teaching entrepreneurship. The authors find that teaching experience is the main condition for the teacher-centric model, while self-efficacy and entrepreneurship training are the main conditions for the pathways leading to student-centric model. The fsQCA results also show that the configurations are affected when gender is taken into account in the analysis.
Originality/value
This study, one of the first of its kind, uses a configurational approach to examine pathways that contribute to the teaching preferences of entrepreneurship educators. This paper uses self-efficacy, teaching philosophy, teaching experience and entrepreneurship training as conditions to identify multiple unique pathways that result in either a teacher-centric or student-centric pedagogical model in EE. Notably, differences by gender are also found in this study.
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Muhammad Asif, George Thomas, Muhammad Usman Awan and Asfa Muhammad Din
Previous studies have mainly discussed the impact of student engagement on different facets of academic performance. Research on the approaches to promote student engagement in a…
Abstract
Purpose
Previous studies have mainly discussed the impact of student engagement on different facets of academic performance. Research on the approaches to promote student engagement in a classroom setting (i.e., micro-level practices) is relatively sparse. This paper provides a framework for enhancing student engagement in a university undergraduate classroom setting.
Design/methodology/approach
This study builds on action research. At the core of this approach is making interventions through a set of pedagogical approaches, derived from the literature. The impact of these interventions was measured, followed by reflections on the outcomes and developing a future improvement strategy.
Findings
Student engagement can be enhanced by using heterogeneous pedagogical approaches that positively influence student performance. Further, the use of mixed pedagogical approaches helps students and teachers acquire meta-cognitive knowledge (i.e., knowledge of their learning preferences) and sets the direction for learning.
Research limitations/implications
The key contribution of this study is providing a student engagement framework applicable in a sophomore-level classroom setting. The framework discusses a set of techniques, their theoretical underpinnings, the course of their execution and the challenges faced in this process. The framework can be used to guide enhancing student engagement.
Originality/value
Contrary to the macro-level measures, research on micro-level measures for promoting student engagement approaches is scarce. This study discusses not only different strategies but also details the dynamic course of their deployment. The study, therefore, is unique in its contribution.
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Sandra Pennbrant and Lars Svensson
The purpose of this paper is twofold: to describe work-integrated learning (WIL) related to healthcare pedagogics, and to describe the distinctive aspects of research on WIL with…
Abstract
Purpose
The purpose of this paper is twofold: to describe work-integrated learning (WIL) related to healthcare pedagogics, and to describe the distinctive aspects of research on WIL with specialization in healthcare pedagogics.
Design/methodology/approach
The general purpose of this theoretical paper is to define and formulate a research agenda within WIL with specialization in healthcare pedagogics.
Findings
WIL with specialization in healthcare pedagogics is a multidisciplinary field of knowledge encompassing education, health sciences and social sciences, and focuses on research and knowledge-creation involving nursing schools in higher education, healthcare organizations and the surrounding community.
Originality/value
The starting point of the research environment is the ambition to gain knowledge about the conditions, processes and outcomes in healthcare education and healthcare organizations, both individually and collectively, intra- and inter-professionally, in the perspective of life-long learning. WIL with specialization in healthcare pedagogics is a research area that can carry out important research in healthcare education and healthcare organization and, thus, contribute to high-quality care meeting current and future needs.
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Tze Wei Liew, Su-Mae Tan and Si Na Kew
This study aims to examine if a pedagogical agent’s expressed anger, when framed as a feedback cue, can enhance mental effort and learning performance in a multimedia learning…
Abstract
Purpose
This study aims to examine if a pedagogical agent’s expressed anger, when framed as a feedback cue, can enhance mental effort and learning performance in a multimedia learning environment than expressed happiness.
Design/methodology/approach
A between-subjects experiment was conducted in which learners engaged with a multimedia learning material that taught programming algorithms, featuring a pedagogical agent who expressed anger or happiness as a feedback cue in response to the learners’ prior performance. Learners completed a self-reported scale and post-test for measuring mental effort and learning performance, respectively.
Findings
Female learners reported higher mental effort and had better learning performance when the pedagogical agent expressed anger than happiness. Male learners reported marginally lower mental effort when the pedagogical agent expressed anger than happiness.
Originality/value
This study focuses on a pedagogical agent’s expressed emotion as social information to learners. Extending from research advocating a pedagogical agent’s positive emotional expression, this study highlights the potential benefits of a pedagogical agent’s negative emotional expression, such as anger, as a cue for learners to enhance learning effort and performance in a multimedia learning environment.
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Carola Hernandez and Irma Alicia Flores
The purpose of this paper is to identify how pedagogical mentoring contributed to the transformation of teachers’ pedagogical practices and to the consolidation of a team of…
Abstract
Purpose
The purpose of this paper is to identify how pedagogical mentoring contributed to the transformation of teachers’ pedagogical practices and to the consolidation of a team of autonomous leaders in a Colombian regional university, within the framework of a curricular reform.
Design/methodology/approach
The paper is a qualitative research under the methodology of experience systematization. In this methodology, the participants and researchers analyze experiences and generate knowledge about why processes are developed in a particular way. This requires organizing, reconstructing and interpreting facts and experiences. In education, the main actors (teachers) research their own pedagogical practice, developing critical thinking and generating curricular and pedagogical knowledge.
Findings
Results show that pedagogical mentoring was effective in achieving the proposed objectives by means of learning conversations. The entire process addressed the curriculum in all its complexity, encouraged reflection about the teachers’ pedagogical practice and empowered them as designers, implementers and evaluators of the curriculum.
Research limitations/implications
Curricular reforms are complex educational phenomena. In this study, the authors limited the analysis to understanding how to generate a new community of practice with teachers to implement curricular changes in all their complexity. Other actors such as principals or students were not included in the process.
Originality/value
The systematization of this experience shows that pedagogical mentoring is a successful strategy to develop a curricular reform in a participative manner. In addition, it provides elements – from both pedagogical practice and theory – to foster communities of reflexive teachers who are ultimately the actual designers and implementers of curricula that can tackle the challenges of education for the twenty-first century.
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