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Book part
Publication date: 4 February 2019

Alise de Bie, Elizabeth Marquis, Alison Cook-Sather and Leslie Patricia Luqueño

This chapter draws on data from two studies, one in Canada and another in the United States, focused on the experiences of pedagogical partnership as described by students

Abstract

This chapter draws on data from two studies, one in Canada and another in the United States, focused on the experiences of pedagogical partnership as described by students traditionally underrepresented and underserved in higher education. These students argue that such collaborations with faculty hold promise for creating more inclusive and responsive practices. Using the concept of epistemic justice, the authors explore how partnerships can facilitate epistemological forms of equity and inclusion by (1) creating more equitable conceptions of knowing and knowledge that open possibilities for (2) fostering students’ confidence in their knowledge and willingness to share it with others. The authors argue that partnerships – in their epistemic, relational, and affective impacts – are one powerful way to recognize underrepresented and underserved students as “holders and creators of knowledge” (Delgado-Bernal, 2002, p. 106) and bring about greater epistemic justice in higher education.

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Strategies for Fostering Inclusive Classrooms in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-061-1

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Book part
Publication date: 26 November 2018

Wendy Rowe, Wanda Krause, Gary Hayes, Lisa Corak, Robert Sean Wilcox, Robert Vargas, Fabricio Varela, Fabricio Cordova, Shina Boparai and Gesow Azam

Recognizing the need to build global-minded citizens, higher education institutions are increasingly trying to find ways to leverage their international programs to…

Abstract

Recognizing the need to build global-minded citizens, higher education institutions are increasingly trying to find ways to leverage their international programs to develop students’ intercultural competence. The MA in global leadership at Royal Roads University, Canada, created an international partnership in Ecuador that serves to go beyond the traditional student study abroad or service learning focus and instead focuses on developing competencies of global mindedness and strategic relationships. In this chapter, we present an analysis of how an international student group engaged in building dynamic partnerships within a Global South country to create change for sustainable development initiatives of mutual concern. Through a case example, we describe how these partnerships evolved and adapted in ways that enhanced the learning needs of the students while simultaneously supporting the development of new educational opportunities for Ecuadorians. To illustrate, this chapter delineates the activities that members of the program undertook to connect and develop a mutuality of relationship across diverse stakeholders in Ecuador. The authors analyze this network-building process from the perspective of cultural context, building trust and influence, and responding to social development needs of host communities.

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Book part
Publication date: 27 May 2017

Joyce R. Bojko-Jeewek

This chapter presents a university’s School of Education partnership with three local elementary schools to provide learning and professional development opportunities for…

Abstract

This chapter presents a university’s School of Education partnership with three local elementary schools to provide learning and professional development opportunities for all stakeholders. Impacting student learning is the main goal of these collaborative endeavors, regardless of age. University pre-service educators perform a variety of activities with elementary students to extend hands-on learning experience beyond their coursework. Experiences focus on mutually beneficial activities for both parties which fulfills each one’s mission and vision for impacting student learning on both the elementary level and the teacher preparation program. Professional development includes activities that involve teacher-to-teacher initiatives that may be designed for teachers by teachers to share teaching strategies; research, both qualitative and quantitative, involving practitioners in the field using student-centered and innovative new instructional ideas in the classroom developing toolkits of best practices. Qualitative approaches are taken through interviews and teacher perceptions through the process and product of each professional development activity.

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University Partnerships for Pre-Service and Teacher Development
Type: Book
ISBN: 978-1-78714-265-7

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Article
Publication date: 1 February 2016

Ann B. Brewster, Paul Pisani, Max Ramseyer and Jack Wise

The purpose of this paper is to describe a new conceptual model integrating research, university-community partnerships, and an innovative undergraduate team approach to…

Abstract

Purpose

The purpose of this paper is to describe a new conceptual model integrating research, university-community partnerships, and an innovative undergraduate team approach to more effectively and efficiently address social problems while enhancing university-community relations and providing valuable learning experiences for students.

Design/methodology/approach

The paper describes the rationale for, and the key components, steps, and activities involved in piloting the conceptual model of university-community engagement. The model integrates research, community engagement, and undergraduate development and education along with ongoing evaluation by the relevant stakeholders.

Findings

As illustrated in a brief case study presentation, the model has significant promise in meeting several university and community objectives simultaneously. Specifically, it focusses on community needs by addressing a mutually agreed upon social issue, it builds and strengthens university-community relationships as a partnership of equals, and it promotes undergraduate development and learning in a way that integrates knowledge and service to society. Specific outcomes in each area are summarized.

Practical implications

This approach is a viable option for university and college professors interested in synthesizing several important foci: research, developing and sustaining university-community partnerships, and undergraduate development and learning.

Originality/value

The initial experience with the model indicates that it is an efficient and effective means for colleges and universities to simultaneously meet the goals of education, individual and collective citizenship, community engagement, and research productivity.

Details

Journal of Applied Research in Higher Education, vol. 8 no. 1
Type: Research Article
ISSN: 2050-7003

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Book part
Publication date: 12 August 2009

Claire Kamm Latham

The American Institute of Certified Public Accounts (AICPA) and the American Assembly of Collegiate Schools of Business (AACSB) encourage experiential learning as a…

Abstract

The American Institute of Certified Public Accounts (AICPA) and the American Assembly of Collegiate Schools of Business (AACSB) encourage experiential learning as a component of accounting and business curriculum. This chapter introduces a business partnership framework for experiential learning in accounting information systems, internal control, and auditing courses. Accounting students establish a partnership with a business client at the beginning of their accounting information systems and internal control study and continue the learning approach through the first auditing course. The framework brings real-world experience to accounting information systems, internal control, and auditing concepts. Accounting students learn to solve unstructured problems in complex realistic business settings, integrating technical and experienced-based knowledge. The project provides a structure for strengthening students’ personal competencies including developing successful team behavior and professional skills. The author has used the business-partnership model effectively for 15 years.

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Advances in Accounting Education
Type: Book
ISBN: 978-1-84855-882-3

Open Access
Article
Publication date: 25 September 2019

Sarah Jayne Briggs, Zoe P. Robinson, Rachel Louise Hadley and Rebecca Laycock Pedersen

This paper aims to explore a single-institution case study of partnership working between students, the University and Students’ Union, through four student-led…

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Abstract

Purpose

This paper aims to explore a single-institution case study of partnership working between students, the University and Students’ Union, through four student-led sustainability projects. The paper analyses the role and value of these partnerships and provides advice for other institutions on effective partnership working between these stakeholders.

Design/methodology/approach

A single case study of partnership working with multiple embedded units of analysis (four projects) is presented based on reflections of practitioners involved in the projects who have different roles within the University and Students’ Union.

Findings

The longevity and effectiveness of student-led projects, and disciplinary-breadth of students engaged, can be enhanced by greater collaboration with, and integration into, University and Students’ Union systems. Partnership working between different stakeholders is key to overcoming challenges and the success of student-led projects, helped by key staff “enablers”. These projects provide myriad learning opportunities for developing change agency skills, even where projects are relatively short-lived and could be seen as failures in terms of longevity.

Research limitations/implications

This analysis is based solely on practitioner reflections, with limited direct quantification or qualitative data on the projects’ impacts on the students themselves.

Originality/value

This paper draws together the experiences and reflections of four practitioners with different roles within the University and Students’ Union across four different projects and provides advice to generate student-led sustainability projects which have longevity and impact for wider student populations and future generations of cohorts.

Details

International Journal of Sustainability in Higher Education, vol. 20 no. 8
Type: Research Article
ISSN: 1467-6370

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Open Access
Article
Publication date: 26 November 2019

Kholilah, Vega Wafaretta and Dian Syariati

Entrepreneurship-based learning (EBL) is one of the student-center learningmethods that can answer learning challenges in the era of industrial revolution 4.0. EBL is…

Abstract

Purpose

Entrepreneurship-based learning (EBL) is one of the student-center learningmethods that can answer learning challenges in the era of industrial revolution 4.0. EBL is expected to improve students’ competencies and make students more adaptable to the changes in the world of work in the future. The paper aims to discuss this issue.

Design/methodology/approach

This study uses quasi-experiments and divides classes into project class and control class. The project consists of making business proposals, conducting business, liquidating the partnership, and recording business transaction using the Xero platform. The Wilcoxon Signed Ranks Test, Mann–Whitney Test and independent t-test were carried out to test whether there are differences of cognitive abilities and entrepreneurial (general, social and functional) competencies between the project class and control class.

Findings

The results of the study shows there are differences of understanding of partnership accounting and the achievement of social and functional entrepreneurial competencies between the project class and control class.

Research limitations/implications

This study implies in using EBL to improve entrepreneurial skills for students beyond cognitive abilities.

Originality/value

The novelty of this research is the implementation of EBL in partnership accounting topics.

Details

Asian Journal of Accounting Research, vol. 4 no. 2
Type: Research Article
ISSN: 2443-4175

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Article
Publication date: 13 February 2009

Emily Love and Margaret B. Edwards

The purpose of this paper is to examine the prospects and benefits of collaborating with student services organizations in order to integrate information literacy and…

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2647

Abstract

Purpose

The purpose of this paper is to examine the prospects and benefits of collaborating with student services organizations in order to integrate information literacy and instruction services into pre‐existing academic programs and services.

Design/methodology/approach

The paper begins with a literature review of recent library collaborations with student services areas such as international student centers, study abroad, multicultural student services, career services and writing centers, and then outlines a general rubric employed at the University of Illinois used to develop, implement and assess library partnerships with these student services units.

Findings

A current literature review reveals a new and often overlooked information literacy niche that exists within the student services realm. These collaborations are generally welcomed by the partners, heighten students' access to information, and incorporate information literacy objectives into students' lives beyond the classroom.

Practical implications

This paper highlights an often overlooked area in student services units for collaboration on information literacy programming and the number of positive associated outcomes.

Originality/value

This paper describes a new and unique approach to connecting students with the library's services beyond the traditional faculty‐based approach.

Details

Reference Services Review, vol. 37 no. 1
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 31 May 2019

Christy Groves

A large, predominantly undergraduate university in Tennessee partnered with a local magnet school aiming to assist high school seniors with their college-level research…

Abstract

Purpose

A large, predominantly undergraduate university in Tennessee partnered with a local magnet school aiming to assist high school seniors with their college-level research assignment. The partnership began as a pilot, but quickly expanded to include other high schools as a result of initial successes. This paper aims to describe the development of the partnership and its importance in fulfilling a key component of college preparedness for gifted high school students.

Design/methodology/approach

This paper describes how the Library partnership commenced as a service to a local high school that required its students to access college-level research materials. The paper details how both the Library and the high school recognized the impact of collaborating to expose these students to the information literacy skills needed for college readiness.

Findings

The paper presents the challenges encountered when attempting to provide college-level information literacy instruction to large groups of students visiting a college campus. It concludes with best practices and lessons learned, as well as plans for formal assessment and future initiatives.

Originality/value

The author has presented at Library Instruction West, July 2018. A review of the professional literature demonstrates that other academic libraries have partnered with local schools for a variety of library-related initiatives. Therefore, the concept of partnerships between the Library and local high schools is not unique. However, this paper aims to describe challenges encountered, best practices, lessons learned and suggestions for future directions, including formal assessment, all of which could be adapted by other academic libraries as applicable.

Details

Reference Services Review, vol. 47 no. 2
Type: Research Article
ISSN: 0090-7324

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Book part
Publication date: 18 December 2016

Vetta L. Sanders Thompson and Sula M. Hood

Proponents of community engagement to promote social change advocate bringing together researchers, practitioners, politicians, business leaders, advocates and other…

Abstract

Proponents of community engagement to promote social change advocate bringing together researchers, practitioners, politicians, business leaders, advocates and other relevant stakeholders to identify and solve community problems and issues. This chapter will describe the need for academic and community partnerships, how academic institutions can develop priorities, governance and financial structures that facilitate stronger, more effective community relationships and make contributions to the resolution of social ills. The current literature on community engagement, community-based participatory research, community action research, community-engaged scholarship and service-learning are reviewed. The principles and tenets of engaged scholarship are reviewed, barriers to implementation are discussed and examples provided. Academic institutions can play an important role in social change if they are willing to embrace community engagement. A key to success is building trust, sharing power, fostering co-learning, enhancing strengths and resources, building capacity, and addressing community-identified needs. Academic participation requires institutional and faculty commitment to engagement principles, flexible and inclusive governance structures and strategies to educate community members. The development of the relationships and structures required for successful community engagement can be inhibited by imbalances in power and knowledge that often exist among practitioners, researchers, and community members. This review may assist academic institutions to examine implementation of tenure and promotion policies, oversight strategies and structures that assure community development and benefit, as well as opportunities for faculty, staff and student training on principles and best practices of community-engaged research.

Details

The Crisis of Race in Higher Education: A Day of Discovery and Dialogue
Type: Book
ISBN: 978-1-78635-710-6

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