Search results
1 – 10 of over 9000Yancy Toh, Wei Loong David Hung, Paul Meng-Huat Chua, Sujin He and Azilawati Jamaludin
The purpose of this paper is to illustrate the dialectical interplay between centralisation and decentralisation forces so as to understand how schools leverage on its autonomous…
Abstract
Purpose
The purpose of this paper is to illustrate the dialectical interplay between centralisation and decentralisation forces so as to understand how schools leverage on its autonomous pedagogical space, influence the diffusion of innovations in the educational landscape of Singapore and how a centralised-decentralised system supports (or impedes) pedagogical reform for twenty-first century learning.
Design/methodology/approach
The paper first outlines the evolutionary stance of Singapore’s decentralisation from its past to present trajectories, thus providing a broader social-historical interpretation to its tight-loose-tight coupling of the education system; followed by situating the context of reform within the national narrative of Ministry of Education’s (MOE) twenty-first century competencies framework. The authors examine how school autonomy should be accompanied by systemic enabling mechanisms, through two case illustrations of whole-school reforms.
Findings
There are four carryover effects that the authors have observed: structural, socio-cultural, economic and epistemic. Middle managers from the two schools act as a pedagogical, socio-technological and financial broker outside the formal collaborative structures organised by the MOE. Such a “middle-out” approach, complemented by centralised mechanisms for “coeval sensing mechanism”, has resulted in boundary-spanning linkages and multiplier effects in terms of knowledge spillovers.
Research limitations/implications
Socio-cultural context matters; and what constitutes as co-learning between policymakers and practitioners in Singapore may be construed as policing that stifles innovations in other contexts.
Originality/value
In addition to the conceptualisation of how school autonomy may lead to school-based innovations, the paper provided some preliminary empirical evidence of how the co-production of knowledge has been engendered within, across and beyond individual Singapore schools through the mechanism of innovation diffusion. The unit of analysis is innovation ecosystem.
Details
Keywords
Jimmy Ezekiel Kihwele and Jamila Mkomwa
The study explored the impact of the King and Queen of Mathematics Initiative (KQMI) in promoting students’ interest in learning mathematics and improving their achievement. The…
Abstract
Purpose
The study explored the impact of the King and Queen of Mathematics Initiative (KQMI) in promoting students’ interest in learning mathematics and improving their achievement. The specific objectives of the study focused on the impact of the initiative in promoting interest in mathematics, assessing the contribution of the initiative to students’ achievements and investigating challenges encountered by the initiative.
Design/methodology/approach
The study used a case study design with a mixed-method approach. One ward secondary school was involved. The sample size was N = 79, where 77 were grade three students in a science class and two teachers. Data collection involved documentary review, observation and interviews. Data analysis employed both content analysis and a dependent t-test to determine the effect size of the initiative.
Findings
The findings revealed that KQMI had a significant impact on improving performance in mathematics among students (t (71) = −7.917, p < 0.05). The study also showed that male students improved their performance more than their counterparts throughout the KQMI. The mathematics teacher revealed that students still need assistance to solve mathematical questions with different techniques to develop the expected competencies.
Research limitations/implications
The initiative was conducted only in one school, limiting the findings’ generalization. Also, the innovation faced different challenges, such as accessing adequate resources and students with little knowledge of mathematics, which the initiative aimed to address.
Practical implications
Pedagogical innovations enhance the promotion of students’ interest in learning mathematics and hence improve their performance. Also, through pedagogical innovations, teachers improve their teaching skills and practices from students’ feedback.
Originality/value
The KQMI is a new pedagogical innovation modified from the existing innovations such as game-based method, task design, mobile learning and mathematics island.
Details
Keywords
Laura-Maija Hero and Eila Lindfors
Collaboration between universities and industry is increasingly perceived as a vehicle to enhance innovation. Educational institutions are encouraged to build partnerships and…
Abstract
Purpose
Collaboration between universities and industry is increasingly perceived as a vehicle to enhance innovation. Educational institutions are encouraged to build partnerships and multidisciplinary projects based around real-world open problems. Projects need to benefit student learning, not only the organisations looking for innovations. The context of this study is a multidisciplinary innovation project, as experienced by the students of an University of Applied Sciences in Finland. The purpose of this paper is to unfold students’ conceptions of the learning experience, to help teachers and curriculum designers to organise optimal conditions and processes, and support competence development. The research question was: How do students in higher professional education experience their learning in a multidisciplinary innovation project?
Design/methodology/approach
The study took a phenomenographic approach. The data were collected in the form of weekly diaries, maintained by the cultural management and social services students (n=74) in a mandatory multidisciplinary innovation project in professional higher education in Finland. The diary data were analysed using thematic inductive analysis.
Findings
The results of the study revealed that students’ understood the learning experience in relation to solvable conflicts and unusual situations they experienced during the project, while becoming aware of and claiming their collaborative agency and internalising phases of an innovation process. The competences as learning outcomes that students could name as developed related to content knowledge, different personal characteristics, social skills, emerging leadership skills, creativity, future orientation, social skills, technical, crafting and testing skills and innovation implementation-related skills, such as marketing, sales and entrepreneurship planning skills. However, future orientation and implementation planning skills showed more weakly than other variables in the data.
Practical implications
The findings suggest that curriculum design should enable networked, student-led and teacher supported pedagogical innovation processes that involve a whole path from future thinking and idea development through prototyping to implementation planning of the novel solution. Teachers promote deep comprehension of the innovation process, monitor and ease the pain of conflict if it threatens motivation, offer assessment tools and help in recognising gaps in individual competences and development needs, promote more future-oriented, concrete and implementable outcomes, and facilitate in bridging from innovation towards entrepreneurship planning.
Originality/value
The multidisciplinary innovation project described in this study provides a pedagogical way to connect higher education to the practises of society. These results provide encouraging findings for organising multidisciplinary project activities between education and working life. The paper, therefore, has significant value for teachers and entrepreneurship educators in designing curriculum and facilitating projects. The study promotes the dissemination of innovation development programmes in between education and work organisations also in other than technical and commercial fields.
Details
Keywords
Rebeca Roysen and Tânia Cristina Cruz
The purpose of this paper is to discuss the pedagogical tools that can enhance transdisciplinarity in higher education and stimulate sustainability transitions, based on the case…
Abstract
Purpose
The purpose of this paper is to discuss the pedagogical tools that can enhance transdisciplinarity in higher education and stimulate sustainability transitions, based on the case study of a partnership between the University of Brasilia and an ecovillage in Brazil.
Design/methodology/approach
A qualitative study was carried out, based on professors’ experience, students’ reports and registration data. Emergent themes were discussed based on the concepts of sustainability transitions, transdisciplinarity and active/experiential learning methods.
Findings
Undergraduate classes at the ecovillage have motivated students to work towards sustainability transitions by presenting them with new repertoires of sociotechnical configurations and social practices, by promoting a feeling of belonging and co-responsibility for the world and by a horizontal sharing of knowledge and affections that instigated reflections about their purposes in personal and professional life.
Practical implications
This experience demonstrates the potential of transdisciplinary pedagogical approaches to education for sustainability that promote collaboration with different stakeholders and the reflection on individual and collective motives and values – the inner dimension of sustainability.
Originality/value
It describes an innovative and transformative initiative in the heart of Latin America.
Details
Keywords
Taru Konst (e. Penttilä) and Liisa Kairisto-Mertanen
The purpose of this paper is to discuss the concept of a pedagogical strategy called innovation pedagogy and examine how it has been and will be developed. The paper is an…
Abstract
Purpose
The purpose of this paper is to discuss the concept of a pedagogical strategy called innovation pedagogy and examine how it has been and will be developed. The paper is an overview of the latest development of the innovation pedagogy approach. It provides a discussion of the changes in innovation pedagogy and, more generally, in higher education, including the changes in educational aims and involving a sustainable future as the priority in all education.
Design/methodology/approach
The research methodology is based on action research, participatory observation and on the experiences of the authors of the development process, which has taken place in one Finnish university of applied sciences during the past decade.
Findings
The implementation of innovation pedagogy requires time, participation of the whole educational community and management commitment. The study describes the results of the development work and states that the educational goals require consideration of values, processes and structures.
Research limitations/implications
Because of the case study setting and a specific cultural context, there are limitations to the generalizability of the findings.
Originality/value
Focusing on the development of the concept of innovation pedagogy helps to understand how education development takes place gradually and how it can simultaneously aim to respond to the demands of a sustainable future. This study extends approaches on research in education and innovation pedagogy.
Details
Keywords
Previous research on pedagogical reforms has seldom looked at how reform may contribute to aggression in school organizations. The purpose of this paper is to hypothesize that…
Abstract
Purpose
Previous research on pedagogical reforms has seldom looked at how reform may contribute to aggression in school organizations. The purpose of this paper is to hypothesize that teachers’ disengagement from school mediates the tendency for teachers to manifest aggression when they are implementing pedagogical reform in school. Behind this hypothesis is the assumption that people are bound to encounter obstacles when implementing changes, and the resultant frustration can easily grow into feelings of disengagement and aggression which block the changes.
Design/methodology/approach
In total, 845 teachers in 30 secondary schools in Hong Kong were surveyed and path analysis employed to look at how constraint in an organization and feeling of disengagement within the school hampers the successful implementation of reform towards constructivist pedagogy.
Findings
Results of the study suggest that feelings of disengagement amplify the negative impact of instructional change and cause aggressive impulses within the school to intensify, but support from school can significantly reduce the feelings of disengagement and constraint experienced by teachers. Findings of the study contribute to a deeper understanding of the dynamics of change and its impacts on school organizations.
Originality/value
Although some studies have looked at workplace aggression in a school setting, there is no work being done to look at how mandated school reform contributes to workplace aggression.
Details
Keywords
Hiroshi Ito, Shinichi Takeuchi, Kenji Yokoyama, Yukihiro Makita and Masamichi Ishii
This study examines the impact of the Association to Advance Collegiate Schools of Business (AACSB) accreditation on education quality. We discern the prospective influences of…
Abstract
Purpose
This study examines the impact of the Association to Advance Collegiate Schools of Business (AACSB) accreditation on education quality. We discern the prospective influences of AACSB, focusing on shifts in teaching methods and content and assessment procedures.
Design/methodology/approach
Using a case study approach, in-depth interviews are conducted with a Japanese-accredited business school’s faculty members to understand their perceptions of the school’s education-quality issues. The data were thematically analyzed.
Findings
Respondents acknowledged that AACSB accreditation has positively influenced teaching, encouraging active learning and the case method. However, they also indicated that accreditation had a restrictive effect on assessment activities, pushing toward compliance rather than genuine learning evaluation. This dichotomy suggests a need for balancing standard adherence with the flexibility to maintain educational depth and assessment integrity.
Research limitations/implications
Convenience sampling may introduce self-selection bias. Furthermore, the qualitative case study approach does not allow for statistical generalization. However, when combined with existing literature, the findings can be analytically generalized and transferred to other contexts.
Originality/value
We provide insights regarding AACSB accreditation’s impact on business education, encompassing shifts in teaching methods and content and faculty perceptions of assessment. This study enhances the scholarly understanding of business school accreditation and offers guidance to accredited or accreditation-seeking academic institutions.
Details
Keywords
Many educators have advocated constructivist‐based pedagogies as a way to develop the skills needed in knowledge societies. However, many countries have a tradition of…
Abstract
Purpose
Many educators have advocated constructivist‐based pedagogies as a way to develop the skills needed in knowledge societies. However, many countries have a tradition of instructivist‐based practices, which rely on didactic lectures, rote memorization and high‐stakes exams. The purpose of this paper is to conceptualize the reactions to constructivist‐based pedagogy in instructivist‐based learning cultures.
Design/methodology/approach
The author employs a literature review to compare the philosophical and pedagogical differences between constructivism and instructivism, and proposes a conceptual model for introducing constructivist‐based pedagogies into instructivist learning cultures.
Findings
The needs of teachers, students, and institutions intersect during pedagogical innovations, which take place within national systems. The alignment between students' and teachers' educational philosophies, as well as an institutional system's resources, policy, and culture can bring conflict or congruence, as teachers, students, administrators and other stakeholders dismiss, adapt, ignore or celebrate the (mis)alignment.
Originality/value
The model described in this paper is intended to serve as a guide for educators who are introducing innovative pedagogies in a variety of settings, and will continued to be validated through a design‐research study in Oman.
Details
Keywords
Mark J. Hager, Anthony Basiel, Michael Howarth and Tarek Zoubir
This chapter presents a case study of the ways the Phoebe pedagogic planner assists faculty to design and select e-learning technology because “it's not the technology, but the…
Abstract
This chapter presents a case study of the ways the Phoebe pedagogic planner assists faculty to design and select e-learning technology because “it's not the technology, but the [quality] of the educational experience that affects learning” (Seltz, 2010, p. 1). Faculty applied guidance from Phoebe to evaluate various interactive media options for undergraduate psychology courses to enhance student learning and engagement. The authors discuss the application of instructional technology in Introduction to Psychology, Cross-cultural Psychology, and Human Motivation and Emotion courses. These projects were prompted by earlier work (Hager & Clemmons, 2010) that explored collaboration to promote integration of technology in traditional courses. The new technologies include discussion forums; online simulations, cases and assessments; text-to-poll; and the Moodle learning management system (LMS). Current theories of e-learning are applied to analyze and critique these projects, concluding with recommendations for future research, practice, and faculty development to incorporate learning technologies. The authors demonstrate how learner-centered collaboration among faculty, researchers, and administrators can shape and improve student engagement and develop institutional cultures of e-learning.
The purpose of this paper is to describe the results of a research study on eLearning across Europe. The aims are to identify the main focus of eLearning projects supported by the…
Abstract
Purpose
The purpose of this paper is to describe the results of a research study on eLearning across Europe. The aims are to identify the main focus of eLearning projects supported by the European Leonardo da Vinci programme and to give recommendations for the future.
Design/methodology/approach
The objectives were achieved in two different steps: First, the projects were categorized by the researchers according to an agreed set of criteria. This in turn led through the so‐called funnel methodology to a representative selection of eLearning projects which were evaluated more deeply by means of expert interviews.
Findings
The study showed that technical matters and narrowly‐defined subject areas still receive the most emphasis by eLearning developers. What is needed, however, is a stronger focus on the learners and their needs. The need for innovation in eLearning is not in the area of technological innovation, rather pedagogical innovation and increased value, for the learners need to play a more important role in eLearning projects.
Research limitations/implications
This thematic monitoring should be seen as only a first step and needs to be continued to help steer the development of eLearning projects financed by the European Commission.
Practical implications
The main focus of the outcomes is the necessity of the enforcement of learner‐oriented approaches instead of technology‐driven approaches in order to create added value for the eLearners.
Originality/value
This project was the first overall European monitoring in the field of eLearning, analysing the actual changes in thinking on eLearning and defining clear recommendations for the future.
Details