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Article
Publication date: 27 November 2019

Kay Emblen-Perry

This paper aims to present a novel pedagogical approach to education for sustainability within the business curriculum that adopts a sustainability audit of a fictional company…

700

Abstract

Purpose

This paper aims to present a novel pedagogical approach to education for sustainability within the business curriculum that adopts a sustainability audit of a fictional company presented as a case study as the focus of learning, teaching and assessment. It evaluates the user’s ability to provide the active learning called for in education for sustainability literature and hands-on learning that business management students prefer.

Design/methodology/approach

This study explores students’ qualitative and quantitative responses to pre- and post-module surveys and module evaluations to establish the effectiveness of focussing learning, teaching and assessment on a sustainability audit. The study, undertaken over a two-year period, adopts four indicators of learning and teaching effectiveness to synthesise, evaluate and present the findings as follows: development of sustainability knowledge and skill, employment skills, career and life skills and engagement.

Findings

The study finds that a sustainability audit can develop students’ knowledge and skills in all four indicators of learning and teaching effectiveness. In addition, the findings suggest it can raise students’ learning awareness and recognition of their role in the learning process.

Research limitations/implications

This paper reports the findings of a small scale, two-year study. As such, it presents indicative findings rather than generalised conclusions.

Practical implications

Designing a pedagogical approach to education for sustainability within the business curriculum around the completion of a sustainability audit can offer hands-on learning experiences that meet students’ preferences for interactive, experiential and collaborative learning within real-world environments, employers’ demands for employment-ready graduates and educators’ hopes for sustainability advocates.

Originality/value

This study builds on the existing pedagogic discourse of pedagogic means and methods for education for sustainability within the business curriculum. It provides insight into effective hands-on education for sustainability within the business curriculum and offers experience-based guidance to educators seeking to develop immersive, active and experiential, real-world pedagogical approaches.

Details

International Journal of Sustainability in Higher Education, vol. 20 no. 7
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 13 March 2017

Rekai Zenda

The purpose of this paper is to explore teaching methods that can allow learners to be creative and proactive. The learners should be able to solve problems, make decisions, think…

Abstract

Purpose

The purpose of this paper is to explore teaching methods that can allow learners to be creative and proactive. The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. Teaching and learning are evolving and developing in many countries, with a focus concerning what is actually learned through effective teaching methods.

Design/methodology/approach

A qualitative research was carried out, identifying effective teaching methods and exploring their roles in teaching and learning in physical sciences in selected rural secondary schools. Face-to-face interviews with physical sciences teachers, school principals and curriculum advisers were used to collect data.

Findings

A range of teaching methods that may be integrated into teaching and learning activities is identified. The teaching methods ensure that topics are discussed and explored through interaction and sharing of perspective, views and values through which new learning can emerge. Viewed from this perspective, there is a need to create a stimulating, enriching, challenging and focused environment for physical sciences learners through the use of multiple teaching methodologies.

Research limitations/implications

The improvement of science learner’s academic achievement requires also the teachers to develop new skills and ways of teaching the subject. Improving learner academic achievement in physical sciences requires an approach to improve the skills of teachers as well, which focuses on the effective use of teaching methods such as experiments. This means attempting to change the attitude of teachers to regard the processes of teaching and learning as central to their role. In addition, the achievement of learners in science could possibly solve the problem of shortages of engineers, skilled artisans, technicians, doctors and technologists for sustainable development. It is important to create conducive conditions for learning and teaching in physical sciences, and continue to progressively and within available resources, realise that collaboration, problem-solving and hands-on activities are effective teaching methods to improve learner academic achievement.

Practical implications

The learners should be able to solve problems, make decisions, think critically, communicate ideas effectively and work efficiently. The study is limited to the teaching methods used in physical sciences. Hands-on activities are essential in science teaching and learning.

Social implications

The use of collaborations, peer teachings and hands-on activities allows learners emphasise the creation of a classroom where students are engaged in essentially open-ended, student-centred and hands-on experiments.

Originality/value

The paper is original work, in which face-to-face interviews were carried out. Qualitative research was carried out. The paper could assist educators in the teaching of physical sciences in secondary schools using the identified methods. The results were obtained from physical sciences educators, school principals and curriculum advisors in South Africa. Poor academic achievement in rural areas is a concern, and therefore, the paper provides effective methods which can be used by educators in the teaching of physical sciences in rural areas.

Details

Information and Learning Science, vol. 118 no. 3/4
Type: Research Article
ISSN: 2398-5348

Keywords

Book part
Publication date: 20 January 2021

Ahmet Su and Engin Karadağ

Scientific research and delivering education at undergraduate and graduate levels are the main responsibilities of higher education institutions. Considering these points, we

Abstract

Scientific research and delivering education at undergraduate and graduate levels are the main responsibilities of higher education institutions. Considering these points, we aimed to provide insights into an array of topics pertaining to scientific research and tertiary education in Turkey and the future of Turkish higher education. We focused on research-based education, lifelong learning, research and higher education institutions, research grants and funding in Turkey, performance management in higher education, international collaborations, future of hands-on approaches, and lastly the issue of brain drain in Turkey. In the endeavor to present these issues in detail, we employed sector analysis method. Throughout the chapter, we aimed to provide detailed and comparative evaluations making use of both national and international literature.

Details

International Perspectives on Emerging Trends and Integrating Research-based Learning across the Curriculum
Type: Book
ISBN: 978-1-80043-476-9

Keywords

Book part
Publication date: 13 December 2023

Edward C. Fletcher, Erik M. Hines, Donna Y. Ford and James L. Moore

The purpose of this study was to examine the learning experiences of high school Black males participating in an academy of engineering that was configured as a magnet school. We…

Abstract

The purpose of this study was to examine the learning experiences of high school Black males participating in an academy of engineering that was configured as a magnet school. We followed a qualitative case study design to explore the experiences of 16 Black male academies of engineering students. We identified three recurring themes from the interviews with the Black male academy of engineering students: Promoting Interests in STEM, Drawing Connections to Core Academic Concepts, and An Affinity for Hands-on Learning through the Engineering Curriculum. The results of our study helped us to better understand how academies provide a platform for Black male students' interest in engineering as a viable college and career pathway.

Details

Black Males in Secondary and Postsecondary Education
Type: Book
ISBN: 978-1-80455-578-1

Keywords

Article
Publication date: 1 March 2000

Carl A Rodrigues, Nailin Bu and Byung Min

Discusses the effectiveness of different training approaches in other cultures. Highlights differing learning preferences in different societies. Proposes that traineers in…

1426

Abstract

Discusses the effectiveness of different training approaches in other cultures. Highlights differing learning preferences in different societies. Proposes that traineers in nations which contain a lack of individuality or confucianism prefer more teacher centred methods to those with an emphasis on individualism who require a more hands on approach.

Details

Cross Cultural Management: An International Journal, vol. 7 no. 1
Type: Research Article
ISSN: 1352-7606

Keywords

Article
Publication date: 20 March 2023

Mohd Hanafiah Ahmad, Taofeeq Durojaye Moshood and Gusman Nawanir

This study explores the impact of Industry Revolution 4.0 (IR4.0) on learning factory implementation in Universiti Malaysia Pahang (UMP). A learning factory is an action-oriented…

Abstract

Purpose

This study explores the impact of Industry Revolution 4.0 (IR4.0) on learning factory implementation in Universiti Malaysia Pahang (UMP). A learning factory is an action-oriented approach to teaching with participants acquiring competencies through structured self-learning processes in a production–technological learning environment. It integrates different teaching methods with the main objective of moving traditional teaching methods to become closer to real industrial problems. However, there is still limited information that can be used to evaluate the impact of IR4.0 on its implementation in UMP. Therefore, this study focuses on exploring the challenges faced by UMP in developing their learning factory and examines the effectiveness of UMP Learning Factory as a new teaching and learning process to support Industry 4.0.

Design/methodology/approach

First of all, identifying a problem was done, and information regarding the topic was obtained via research from various sources. Example of sources is online journals, books, the Internet and others. It is essential to understand the rationale behind why the research should be carried out as well as the objectives of the study in relation to the topic of interest. After that, a survey of the relevant literature was carried out to compile more pertinent material and run it through the lens of the selected subject. It makes the process of establishing a theoretical framework easier, and it also improves one's knowledge of the research being done. The next step in the process involves selecting responders based on the research. In order to calculate the appropriate sample size for this study, we must identify the entire population so that we can ensure that the findings we obtain are reliable. The entire population are first filtered based on the purpose of the research, and only then is it possible to establish the size of the needed sample of respondents. This research study's data gathering techniques consisted of five steps; however, in this particular study, the researcher only employed two approaches, which focused on individual interviews and semi-structured interviews, respectively. In order to address both the study purpose and the research questions, the interview questions that were developed were meant to relate to one another. During this interview procedure, the interviewees will have the option to elaborate or supply an increasing amount of pertinent data and information. Participants in the interview who have accumulated a significant amount of experience in the relevant sector are better positioned to provide both their personal and professional perspectives. The researcher will utilize audio to gather the script from the responder so that they may collect the data for analysis. The researcher is able to find the precise data analysis from the responses with the assistance of this programme. As a result, the researcher's question to the responders can be considered credible and genuine. Each respondent may read a particular question in the questionnaire in the same manner. As a result, although the question may be trusted, this fact is mostly irrelevant given that it lacks internal validity and hence does not make it possible to answer the research topic. In conclusion, the findings of this study are analysed, and conclusions are drawn from them.

Findings

In order to explore and answer research questions that are tailored to research objectives, the purpose of this study is to investigate such questions. The primary purpose of this study is to evaluate the influence that Industry 4.0 will have on the instructional methodology that will be utilized at UMP. Regarding the second aim, the purpose is to investigate the difficulties that the Universiti Malaysia Pahang encounters in the process of creating the Learning Factory. The final goal is to investigate how well UMP Learning Factory performs as a novel approach to education and training that is intended to assist Industry 4.0. The University of Malaya in Penang (UMP), which is widely regarded as one of the premier educational institutions of its kind in Malaysia, has recently implemented a learning factory as one of its pedagogical approaches. The university's deployment of the learning factory is very recent, and as such, there is room for improvement to make the most of the potential offered by this instructional approach. However, the findings of this research indicate that there is a favourable influence on both learning and teaching. The influence of the implementation of Learning Factory, which is becoming one technique of educational reform, is one of the most important factors to consider. According to the study's findings, UMP has successfully developed a learning factory that has a major influence on the learning process and is extremely good at what it does. The student benefits from an enhanced teaching and learning experience as a direct result of the contribution made by the learning factory. When it comes to generating a learning component based on the result, several obstacles have been identified. If UMP or other institutions intend to create a new learning factory, the problems might be considered factors to consider. In the teaching and learning process context, it has been demonstrated that a learning factory is particularly successful. The learning factory approach is one of the teaching techniques that makes the students understand better and have the experience of handling and controlling the equipment. Because this method introduces the hands-on approach, it is one of the teaching methods. The learning factory method is one that, in its most fundamental form, may be particularly beneficial for students to prepare themselves for the arduous process of joining the workforce. The classroom setting will be quite similar to that of a factory, and the student will improve their general collaboration. In addition to this, they will be able to operate machines and have knowledge regarding the machines that are found in the learning factory. The learning factory makes a significant contribution to the knowledge transfer process in UMP by facilitating the development of a deeper comprehension of certain bodies of information. When compared to more traditional methods of transferring information, the student will have a much easier time comprehending the material that is taught to them through the use of the hands-on learning technique.

Originality/value

This study gained some information about the impact of IR4.0 towards educational transformation, which is expected to give positive results. Basically, this research will provide further explanation about IR4.0 and educational transformation in UMP focus on learning factory. Generally, the implementation of IR4.0 in education will produce a positive result and help the students in the future. The result from this case study will hopefully be beneficial to society. The finding from this research will be used as references to all, especially top management and technical staff of UMP, for further understanding of the impact of the implementation of the learning factory. While conducting this research, seven respondents were selected from the two faculty with their own learning factories, Faculty of Industrial Management (FIM) and Faculty of Technology (FTEK). The researcher targeted lecturers and technical staff as their respondents. The overall result from the interview session was analysed. All the result is based on the interview answer to the researcher's question

Details

Journal of Applied Research in Higher Education, vol. 16 no. 1
Type: Research Article
ISSN: 2050-7003

Keywords

Article
Publication date: 1 March 2005

Priscilla Finley, Susie Skarl, Jennifer Cox and Diane VanderPol

One of the primary goals of the project was to create a supportive environment for experimentation to enhance classroom effectiveness.

1900

Abstract

Purpose

One of the primary goals of the project was to create a supportive environment for experimentation to enhance classroom effectiveness.

Design/methodology/approach

A group of librarians, the enhancement team, scheduled brainstorming sessions with instructors interested in making changes in their classroom approaches. At the brainstorming plans for session objectives, activities, timing, roles and desired outcomes were made for a specific upcoming class. Most participating instructors chose to enhance their classes by trying either an active learning activity or a group work activity that was new to them. A member of the enhancement team attended each of the peer‐planned sessions to take notes and act as an observer, assistant or team teacher, as requested by the instructor. The instructors who participated also filled out brief assessment forms.

Findings

Although neither the non‐library faculty nor the students were formally surveyed, the active learning techniques used in the one‐shots received positive feedback. In particular, several teaching faculty told the library instructors at the end of the classes that the immediate hands‐on activities and the group activities aided the students’ comprehension of materials. In addition, a majority of the library instructors noted in their follow‐up surveys that the students were noticeably more engaged in the learning process during these classes.

Originality/value

The model of peer coaching at the planning stage, combined with team teaching, will be used to introduce new staff to teaching in the UNLV Libraries’ instruction department and continuing staff will be encouraged to open their classrooms to colleagues for ongoing professional development and constructive peer evaluation.

Details

Reference Services Review, vol. 33 no. 1
Type: Research Article
ISSN: 0090-7324

Keywords

Article
Publication date: 1 January 2006

Mark R. McCoy

The purpose of this research is to describe the teaching style of the faculty of a Police Officer Standards and Training (POST) organization in a Midwestern state and the degree…

5202

Abstract

Purpose

The purpose of this research is to describe the teaching style of the faculty of a Police Officer Standards and Training (POST) organization in a Midwestern state and the degree and method of application of adult learning principles by the POST faculty. The move of law enforcement to community‐oriented policing (COP) requires that police officers develop communication and problem‐solving skills. The application of adult learning principles in law enforcement education can help prepare officers for their role in COP.

Design/methodology/approach

In this mixed method/descriptive study, 85 instructors completed the Principles of Adult Learning Scale (PALS) and 21 instructors participated in in‐depth interviews.

Findings

Major findings in the study related to POST instructors' strong preference for a teacher‐centered style of teaching as measured by PALS and a disconnect between what instructors do in the classroom and what they feel is effective instruction.

Practical implications

Offers suggestions related to the nature of the field and for instructor development. Recommendations were made related to professional development and the application of adult learning principles to law enforcement education and training.

Originality/value

This research fills a void in the field by beginning to give a formal description of teaching style in law enforcement education and training. It also details the value of applying adult learning theory in law enforcement instruction and the implications for community‐oriented policing.

Details

Policing: An International Journal of Police Strategies & Management, vol. 29 no. 1
Type: Research Article
ISSN: 1363-951X

Keywords

Article
Publication date: 15 July 2020

Madeleine Orr, Brian P. McCullough and Jamee Pelcher

Given greater awareness of environmental issues and the acceleration of climate change, universities are increasingly requiring undergraduate students to complete coursework in…

Abstract

Purpose

Given greater awareness of environmental issues and the acceleration of climate change, universities are increasingly requiring undergraduate students to complete coursework in environmental issues. Research has shown that environmental courses hosted in science departments can be too challenging for students with no science background. Thus, new approaches to general environmental education at the undergraduate level are necessary. This paper aims to advance three transformative sustainability learning (TSL) interventions that leverage sport as the living laboratory for environmental education through examining green teams and in depth sport venue tours.

Design/methodology/approach

This paper details the experimental application of three TSL interventions in undergraduate sport courses.

Findings

Each intervention produced lasting benefits for several parties. Students benefit from greater exposure to sport management organizations and a hands-on learning opportunity. Sport organizations benefit from a promotional opportunity to showcase their sustainability efforts, improved sustainability practices at their facilities and the opportunity to leverage the students’ involvement for fan engagement initiatives

Research limitations/implications

The interventions presented in this paper were developed in a North American sport context, however, there is a considerable opportunity to develop similar interventions in any region where sport organizations exist.

Originality/value

Despite being one of the most universally appreciated and visible industries, the sport industry has yet to be used as a site for meaningful sustainability learning interventions. The interventions presented herein introduce the opportunity to leverage students’ love of sport for outcomes for all parties: the students, the host organization and sport fans.

Details

International Journal of Sustainability in Higher Education, vol. 21 no. 6
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 17 July 2007

Mathew Joseph, George W. Stone, Kimberly Grantham, Nukhet Harmancioglu and Essam Ibrahim

This exploratory study attempts to capture some of the principal benefits/factors attributable to service learning/community service projects, from a student perspective.

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Abstract

Purpose

This exploratory study attempts to capture some of the principal benefits/factors attributable to service learning/community service projects, from a student perspective.

Design/methodology/approach

A sample of 67 males and 83 females (16 graduate, 71 seniors, and 63 juniors) participated in the study.

Findings

Students believe that their college experience is preparing them for the job market, that critical thinking has been enhanced, and that their college academic experience has emphasized community service upon graduation.

Practical implications

The results increase one's knowledge of the benefits of service learning since so much emphasis is currently being placed on improving the critical thinking and problem‐solving ability of undergraduate business students.

Originality/value

Practitioners would be interested in understanding the impact that service learning can have on the problem‐solving ability of potential employees. If additional research could advance the proposition that students with service learning experience are generally superior in terms of their problem‐solving skills to students with no similar experience, then evidence of a service learning component on a student résumé suddenly adds value to the employer.

Details

Quality Assurance in Education, vol. 15 no. 3
Type: Research Article
ISSN: 0968-4883

Keywords

1 – 10 of over 10000