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Book part
Publication date: 7 December 2023

Toru Kawai

Development theory in college describes and explains how students develop. This chapter explores ways to balance and consolidate differentiation and integration in this theory

Abstract

Development theory in college describes and explains how students develop. This chapter explores ways to balance and consolidate differentiation and integration in this theory. First, it traces the origins, history and current development of the theory, which evolves from an integrative understanding to a differentiated one. Subsequently, it identifies the tensions between integration and differentiation in this evolution. This chapter consider two directions towards the theoretical consolidation of differentiation and integration: (1) returning to how integrative understandings were achieved and exploring research directions that further advance integrative understandings; (2) recognizing the parallel evolution of North American student development theory in theorising about learning from a critical realism perspective, and, by overlaying this theory upon such a perspective, reconstructing it towards consolidation. This chapter concludes by discussing two implications for further higher education research that draws on student development theory.

Article
Publication date: 1 June 2004

Jeffrey N. Gatten

Academic librarians have long been concerned with facilitating the teaching of information seeking and critical thinking skills among the undergraduate student population. In this…

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Abstract

Academic librarians have long been concerned with facilitating the teaching of information seeking and critical thinking skills among the undergraduate student population. In this sense, librarians are very much interested in facilitating student development. This article briefly describes the two major theories of student development, places these theories in the context of academic librarianship, and offers suggestions on how librarians can apply (map) these theories to practice when interacting with students. The goal is to enhance programmatic library interventions in order to further develop students’ information research skills.

Details

Reference Services Review, vol. 32 no. 2
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 15 May 2023

Wei Liu

Drawing on diverse findings in Second Language Acquisition (SLA) and Language Teaching research, but centering on the unique needs and contexts of international students in…

Abstract

Purpose

Drawing on diverse findings in Second Language Acquisition (SLA) and Language Teaching research, but centering on the unique needs and contexts of international students in post-secondary education, this paper aims to develop a working theory of international students’ continued language development.

Design/methodology/approach

As a critical review, the paper focuses on the most relevant concepts that have important bearings on the research topic, such as attitude, motivation and willingness to communicate; the age and biological factor, namely, the critical period for SLA; the learning environment and methodological factors, such as the input hypothesis; and finally, the larger sociocultural factor, i.e. Bronfenbrenner’s Ecological Systems Theory of student development.

Findings

This paper has developed a comprehensive theory of second language development for international students by synthesizing all relevant research findings in SLA and language teaching research.

Research limitations/implications

Linguistic factors, i.e. how students’ different first languages impact their pace and difficulty in learning a second language, though important, are not included in this paper.

Practical implications

The paper can better inform international students, faculty members, support staff and even members of the larger community about the attributions, the processes and the possible outcomes of second language development for international students.

Originality/value

Second language development is an immensely important part of international students’ international education journey. But currently, there is no comprehensive and coherent understanding of this issue among stakeholders of international student success.

Details

Journal for Multicultural Education, vol. 17 no. 3
Type: Research Article
ISSN: 2053-535X

Keywords

Book part
Publication date: 25 July 2019

Shelley Price-Williams, Pietro Sasso and Roger “Mitch” Nasser Jr

The origin of the learning community, in higher education in the US, began over a century ago. In contemporary higher education, living-learning communities (LLCs) have become a…

Abstract

The origin of the learning community, in higher education in the US, began over a century ago. In contemporary higher education, living-learning communities (LLCs) have become a strategic way to foster student development, engagement, and success as well to advance key tenets of diversity and inclusion. Within this work, a historical narrative of the learning community is provided, in addition to a discussion of relative student development theory. Finally, this chapter positions diversity and inclusion as central to this educational intervention and frames the utility of this student engagement model within the Dynamic Student Development Metatheodel, a modern theory of student success and development.

Details

Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-065-9

Keywords

Book part
Publication date: 7 December 2023

HyeJin Tina Yeo

This chapter introduces the tenets of international student critical race theory (IntlCrit) by expanding the critical race methodology to better account for the racialized…

Abstract

This chapter introduces the tenets of international student critical race theory (IntlCrit) by expanding the critical race methodology to better account for the racialized experiences of international students of color (SOC) in higher education. IntlCrit emphasizes recognizing international SOC as a racialized student body and acknowledges international students' different racial contexts and experiences in their home countries beyond the US dominant monolithic paradigm of racism (Black and White). IntlCrit provides a conceptual foundation for scholarly discourse on race and racism by offering a set of tailored tenets while utilizing tenets of critical race theory (CRT). The tailored tenets can further advance critical analyses to examine developmental processes of racial “othering” and understand the ways that racism affects international SOC in the internationalization of higher education. The IntlCrit tenets include: recognizing and humanizing international SOC as a racial body; evolving international students' eyes (racial identity development); acknowledging intersectional and transnational identities; using an expansive and inclusive historical approach; centering race and racism on international students' experiential knowledge; challenging notions of color-evasiveness and meritocracy in the internationalization of higher education; and committing to global justice. While IntlCrit tenets are focused on addressing the contexts of international students, the framework provides critical perspectives that can be useful in understanding the experiences of different international student groups by nationality or region. Indeed, it can contribute to more extensive discussions regarding how racism functions globally and in the United States. Lastly, it is important to note that the IntlCrit tenets are not definitive or permanent but are a meaningful initiative that challenges inequities and inequalities toward international students' racial experience. I hope the IntlCrit perspectives contribute to including race and racism in international education scholarship and enhancing the policies and practices in diversity, equity, and inclusion to embrace the global, multicultural, and multi-ethnic/racial contexts.

Book part
Publication date: 16 September 2021

Pietro A. Sasso and Tyler Phelps

Online courses and self-directed and asynchronous learning may not be the best for everyone. Individuals possess a number of different learning styles and life circumstances when…

Abstract

Online courses and self-directed and asynchronous learning may not be the best for everyone. Individuals possess a number of different learning styles and life circumstances when they enter higher education. Technology is but one answer to addressing these diverse needs and providing choices to students. Technology should be employed in a way that does not replace this system of choice but enhances it and provides individuals with other opportunities for achieving educational goals. The ideal for higher education lies somewhere in-between the purely digital and purely traditional modes of educational delivery. Lost in this capitulation of higher education to the enrollments of distance education is student success. This chapter will explore challenges to distance education student retention and persistence, disseminate the theoretical construct of the Dynamic Student Development Metatheodel, and apply specific student success strategies to distance education. These strategies include intrusive advising and asynchronous advising techniques. This chapter will conclude with how these advising techniques and strategies can facilitate increased student persistence through engagement with academic advisors using asynchronous approaches that move beyond the traditional temporal, didactic strategies employed by most higher education institutions.

Book part
Publication date: 21 August 2017

Rachel E. Friedensen and Ezekiel Kimball

Disability is a multivalent, fluid concept that encompasses a broad set of phenomena that shape the experiences of individuals as they interact with others; social systems and…

Abstract

Disability is a multivalent, fluid concept that encompasses a broad set of phenomena that shape the experiences of individuals as they interact with others; social systems and processes; and legal structures. A disability identity also encompasses a range of different diagnoses and levels of visibility, which serve to influence whether others perceive a person to have a disability. Recognizing the multivalent nature of disability-as-identity makes it possible to understand more fully the experiences of students with disabilities in higher education institutions. Since there is no single theoretical framework that can account for the multivalent nature of disability identity, we utilize the concept of theoretical borderlands (Anzaldúa, 1987) – spaces where ideas come into conflict with one another – to bring crip theory (Kafer, 2013; McRuer, 2006) and critical queer theory (Muñoz, 1999; Wilchins, 2014) into conversation with each other to explore disability identity. We explore the medical, legal, diagnostic, environmental, social, and cultural dimensions of disability identity, concluding with a call to consider the intersectional nature of disability. We also consider the implications for higher education research and practice.

Details

Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-78743-222-2

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Book part
Publication date: 29 November 2014

Paige E. Sindt and James M. Lucas

Social and technological changes of the 21st century influence how and what students learn while in college. New research about student learning suggests a critical need for…

Abstract

Social and technological changes of the 21st century influence how and what students learn while in college. New research about student learning suggests a critical need for higher education to reform teaching and learning methods. Experiential and inquiry-based learning (IBL) are essential to engaging students and achieving the type of learning demanded by today’s global workforce. These skills include critical analysis, systems thinking, problem-solving, and spanning cultural and disciplinary boundaries. For decades, international educators purported that education abroad provided these skills for participants, yet recent research suggests that the same factors inhibiting deep learning on campus can also affect global, experiential environments. No longer can faculty members assume that students will learn from experience alone; they must intentionally construct activities accounting for the specific characteristics and needs of learners. This chapter outlines trends influencing student learning, making the case that traditional, content-based, directed instruction is poorly suited for student learning in the 21st century. The authors suggest that applying experiential and inquiry-based practices is essential to constructing effective education abroad program. Case studies, strategies, tools, and resources are provided to assist faculty with developing competencies to teach through an experiential and inquiry-based pedagogical framework.

Details

Inquiry-based Learning for Faculty and Institutional Development: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-235-7

Article
Publication date: 1 February 2008

Victoria Little, Richard Brookes and Roger Palmer

This paper aims to demonstrate how a Contemporary Marketing Practices (CMP)‐based living case study approach can be used to enhance student learning, and to develop new theory

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Abstract

Purpose

This paper aims to demonstrate how a Contemporary Marketing Practices (CMP)‐based living case study approach can be used to enhance student learning, and to develop new theory about marketing practice.

Design/methodology/approach

The paper compares and contrasts teaching cases and research cases to create context. It then describes two examples of the living case study approach: one project directed at understanding the impact of information technologies (IT) on marketing practice, and the other at examining managerial understandings of customer value.

Findings

The study finds that a living case approach extends insight into antecedents and consequences of marketing practice, consistent with CMP research objectives. New conceptual frameworks for the IT adoption process and conceptions of customer value are co‐created by executive students and the authors. It shows that managers are able contributors to theory development. The paper concludes that the living case approach provides a rich “zone of mutuality” between research and teaching.

Research limitations/implications

Action learning can be used in business schools to enhance theoretical and practical understanding of complex process‐based phenomena.

Practical implications

The living case study is suited to post‐experience students rather than undergraduates. In addition to considering the nature of the student body, faculty should also consider fit with their personal competencies and the curriculum prior to taking this approach. However, it should be done so advisedly.

Originality/value

The study stimulates reflection on alternative approaches to teaching and learning in executive education, and to theory development in marketing practice.

Details

Journal of Business & Industrial Marketing, vol. 23 no. 2
Type: Research Article
ISSN: 0885-8624

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Article
Publication date: 6 February 2024

Anthony Olukayode Yusuf, Adedeji Afolabi, Abiola Akanmu, Homero Murzi, Andres Nieto Leal, Sheryl Ball and Andrea Ofori-Boadu

There is a growing mismatch between the skill demands of the industry and the offerings of academia. One way of reducing this mismatch is by improving collaborations between…

Abstract

Purpose

There is a growing mismatch between the skill demands of the industry and the offerings of academia. One way of reducing this mismatch is by improving collaborations between practitioners and instructors using web-networking platforms. However, it is important to understand practitioners’ considerations while collaborating with instructors. Therefore, this study identified these considerations in order to infer inputs for the design of the graphical user interface (GUI) of a web-based platform for connecting instructors and practitioners.

Design/methodology/approach

A mixed method was adopted through a survey and focus group. A survey was used to capture practitioners’ considerations while collaborating with instructors for student development, and a focus group helped uncover an in-depth understanding of the study phenomena. The data were analyzed using descriptive and inferential statistics and thematic analysis.

Findings

The results show the willingness of practitioners to collaborate with instructors for student development, the ways by which practitioners are willing to meet instructors' course-support needs and their considerations in deciding to do so. Slight differences were observed between the results of the survey and the focus group regarding the ranking of the practitioners’ considerations. The study highlighted demographic differences in practitioners’ considerations when deciding on meeting instructors' course-support needs. The results provide a basis to deduce the GUI inputs of web-networking platforms for connecting instructors and practitioners.

Originality/value

This study revealed practitioners’ design needs and GUI inputs to facilitate the design of web-networking platforms for connecting instructors and practitioners. This study also contributes to user interface design principles, theories on individual differences and practitioners’ involvement in student professional development.

Details

Engineering, Construction and Architectural Management, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0969-9988

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