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Article
Publication date: 7 November 2016

Wim Lambrechts and Peter Van Petegem

The purpose of this paper is to explore how competences for sustainable development and research interrelate within a context of competence-based higher education…

Abstract

Purpose

The purpose of this paper is to explore how competences for sustainable development and research interrelate within a context of competence-based higher education. Specific focus is oriented towards strengthening research competences for sustainability.

Design/methodology/approach

Following a hermeneutic–interpretive methodology, this paper builds upon a critical literature review to demarcate the theoretical framework and an in-depth analysis of a case study exploring the interrelations between both types of competences.

Findings

The paper discusses current issues in the integration of competences and explores the contribution of research-based methods to acquire competences for sustainable development. The analysis shows that research skills are often mentioned to contribute to this acquisition, though from a general perspective, or from the sidelines of the learning process. A holistic view on how both concepts are linked is missing.

Research limitations/implications

First, the complex nature of competences and their integration in higher education could lead to difficulties in interpreting and analysing them. Second, the analysis is based on a single-case study, limiting possibilities to generalise the results. Third, this study is not looking at curriculum practices in these fields.

Practical implications

There is a need to holistically (re-)frame research competences within the concepts of education for sustainable development and, to a wider extent, sustainable development.

Social implications

Framing research competences within the concept of sustainable development enables a thorough and “conscious”, rather than coincidental, acquisition of competences for sustainable development.

Originality/value

The originality of this paper lies in the fact that there is little literature about the interrelations between competences for sustainable development and research competences.

Details

International Journal of Sustainability in Higher Education, vol. 17 no. 6
Type: Research Article
ISSN: 1467-6370

Keywords

Abstract

Details

A Developmental and Negotiated Approach to School Self-Evaluation
Type: Book
ISBN: 978-1-78190-704-7

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Article
Publication date: 18 June 2019

Roos Van Gasse, Marije Lesterhuis, San Verhavert, Renske Bouwer, Jan Vanhoof, Peter Van Petegem and Sven De Maeyer

The Flemish Examination Centre designed an intervention to establish a professional learning community on the topic of writing assessment. The purpose of this paper is to…

Abstract

Purpose

The Flemish Examination Centre designed an intervention to establish a professional learning community on the topic of writing assessment. The purpose of this paper is to investigate the effects of this intervention and explain how this intervention succeeded in establishing a professional learning community.

Design/methodology/approach

A mixed method design was used to answer the research questions. Quantitative analysis of comparative judgement data provided insight into the effects of the intervention. More specifically was analysed whether examiners judged more in line after the intervention. Qualitative analysis of the conversations within the intervention served to examine how interdependent examiners behaved in the professionalisation exercises and to gain insight into how a professional learning community was established.

Findings

The analysis showed that the intervention of the Flemish Examination Centre facilitated the formation of a professional learning community. This was visible in the quantitative analysis. The qualitative analysis showed that highly interdependent activities were helpful in establishing the professional learning community.

Practical implications

This study shows that interactions of high interdependence are beneficial to facilitate professional learning communities.

Originality/value

This study shows that the assessment data can guide a well-thought out design of interventions to establish professional learning communities among assessors. Assessment data can be a guidance for supportive group constellations and discussions to improve assessment practices. The key in this regard lies in the level of interdependence that is created among participants.

Details

Journal of Professional Capital and Community, vol. 4 no. 4
Type: Research Article
ISSN: 2056-9548

Keywords

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Article
Publication date: 17 May 2011

Olaf Timmermans, Roland Van Linge, Peter Van Petegem, Monique Elseviers and Joke Denekens

This study aims to explore team learning activities in nursing teams and to test the effect of team composition on team learning to extend conceptually an initial model of…

Abstract

Purpose

This study aims to explore team learning activities in nursing teams and to test the effect of team composition on team learning to extend conceptually an initial model of team learning and to examine empirically a new model of ambidextrous team learning in nursing.

Design/methodology/approach

Quantitative research utilising exploratory and confirmatory factor analyses, and correlation and multiple regression analyses, were used for empirical validation.

Findings

Principal component analyses of the team learning activities scale revealed a five‐factor model, explaining 78 per cent of the variance on the team‐learning scale. Being a nursing team in a community hospital, having high team longevity, and having a high percentage of female nurses explained 33 per cent of team learning.

Research limitations/implications

Data aggregation in a cross‐sectional design can be criticised for potential biases. However, statistical assumptions for aggregation were met, and the concepts used in this study were clearly formulated at team level. Thus, a valuable instrument is provided for further quantitative research on team learning in nursing.

Practical implications

The team learning activities in nursing teams reflected the ambidexterity of teams in modern nursing practice. The findings provide a rationale for managers to create infrastructures that support both productive, as well as developmental learning tasks in teams.

Originality/value

The study provides new insights regarding how team learning activities occur in ambidextrous teams in nursing. Contrary to prediction, the results show that team composition has little effect on team learning activities. This is valuable knowledge for researchers, trainers, teams and management in nursing.

Details

Journal of Workplace Learning, vol. 23 no. 4
Type: Research Article
ISSN: 1366-5626

Keywords

Content available
Article
Publication date: 17 May 2011

Sara Cervai and Tauno Kekäle

Abstract

Details

Journal of Workplace Learning, vol. 23 no. 4
Type: Research Article
ISSN: 1366-5626

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Book part
Publication date: 28 November 2013

Abstract

Details

A Developmental and Negotiated Approach to School Self-Evaluation
Type: Book
ISBN: 978-1-78190-704-7

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Book part
Publication date: 28 November 2013

Abstract

Details

A Developmental and Negotiated Approach to School Self-Evaluation
Type: Book
ISBN: 978-1-78190-704-7

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Book part
Publication date: 13 July 2020

Abstract

Details

Introduction to Sustainable Development Leadership and Strategies in Higher Education
Type: Book
ISBN: 978-1-78973-648-9

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Book part
Publication date: 13 July 2020

Glenda Crosling, Graeme Atherton, Munir Shuib, Asyirah Abdul Rahim, Siti Norbaya Azizan and Mohammad Izzamil Mohd Nasir

This chapter discusses the findings of a study at a public university in Malaysia, which reflect the country’s evolving situation regarding sustainability education. The…

Abstract

This chapter discusses the findings of a study at a public university in Malaysia, which reflect the country’s evolving situation regarding sustainability education. The study aimed to explore the knowledge of and attitudes to sustainability of the academic staff at the university, and the pedagogical approaches they used in curricula. Through a mixed method approach, primary data were collected through an online quantitative survey containing 90 statements related to Education for Sustainable Development Goals, knowledge, attitudes, pedagogical techniques, and learning objectives. Following the survey, a focus group discussion was conducted involving several academic staff from the university to explore their perspectives on current sustainability teaching practices and to identify emerging issues. Findings revealed that there were generally positive levels of understandings and attitudes among the academic staff toward education on sustainability development (ESD). Furthermore, the staff agreed highly with ESD learning objectives, and various pedagogical approaches were in use. These are important findings as the levels of awareness and attitudes among academics play a key role in shaping successful implementation of a range of pedagogical techniques for ESD goals. As well as the challenges identified in the study, the chapter puts forward useful insights and key aspects to enhance ESD practices at all levels in the country. Options for policy and practice to move beyond sustainable development as a goal or aspiration for teaching and learning to a practical and pedagogical reality of ESD practices in Malaysian higher education institutions are also discussed.

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Book part
Publication date: 29 September 2015

Erika Löfström, Anne Nevgi, Elisabeth Wegner and Mari Karm

In this chapter, the authors discuss the use of various kinds of images, namely photographs, drawings and verbal metaphors, as research data. These, perhaps less…

Abstract

In this chapter, the authors discuss the use of various kinds of images, namely photographs, drawings and verbal metaphors, as research data. These, perhaps less conventional forms of data, have been used to identify and probe deeper into beliefs and conceptions that are closely connected with identities, but which might not be obvious to the research participants themselves. The purpose of this chapter is to provide examples of how images can be used in research, and to identify some of the features particularly pertinent or specific to the use of images. The authors draw on their own research using these forms of data in studies on teaching and learning in higher education. The authors describe key issues related to data collection and analysis, and identify challenges in these processes. They also discuss trustworthiness of images as data and dependability of interpretations in the process of analysing photographs, drawings and metaphors, and identify ethical perspectives specific to research utilising these data.

Details

Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-78560-287-0

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