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Article
Publication date: 1 November 2003

Nandish V. Patel

Describes the holistic approach to learning and teaching interaction which has been taught on undergraduate and postgraduate degrees and doctoral programmes. The holistic…

Abstract

Describes the holistic approach to learning and teaching interaction which has been taught on undergraduate and postgraduate degrees and doctoral programmes. The holistic approach develops students to be critical, confident and independent; aims to make learning a process of self‐improvement that explicitly recognizes the self and the social context of learning and teaching, and recognizing the needs of the individual learner in the interaction. Its premise is that the social context of the interaction is significant. It recognizes that the exchanges that take place within this social action are the foundation for developing critical learners, thus including experiential knowledge of learners and teachers to improve the quality of the teaching situation and levels of achievement of learners. Kelly’s Personal Construct Theory is invoked to explain how the holistic approach leads to the development of learners as critical thinkers. The result of practising the holistic approach has been sustained high levels of student attendance at lectures and seminars, improved progression, and appreciative and satisfied cohorts.

Details

International Journal of Educational Management, vol. 17 no. 6
Type: Research Article
ISSN: 0951-354X

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Article
Publication date: 23 November 2010

Diana Quinn

The purpose of this paper is to examine current approaches to teaching used in academic development services and consider the diversity of their learners (academic…

Abstract

Purpose

The purpose of this paper is to examine current approaches to teaching used in academic development services and consider the diversity of their learners (academic faculty). Faculty engagement with teaching issues and innovations remains a concern for the higher education sector. The academic population contains large numbers of “hard to get at” people, struggling with workload and access issues.

Design/methodology/approach

An additional online resource for academic development, called In a nutshell, has been developed and trialed for three years in a variety of contexts. These resources incorporate voices into concise online presentations with links to further resources. Academic viewers can, in private, participate and make informed decisions about whether they need to learn more about a topic, or not.

Findings

A measurable improvement in faculty engagement with teaching issues and innovations has been detected that can be directly and indirectly attributed to this change in academic development approach. Usage data and user feedback supports the hypothesis that In a nutshells have had an impact on adult learners. Requests by faculty to collaborate on the production of new In a nutshells also indicate engagement. Positive changes in teaching and learning performance indicators are supportive.

Research limitations/implications

The study provides evidence to support the use of concise, flexible and asynchronous online approaches as components of a structured academic development program that provides mandated and non‐mandated learning opportunities for university faculty. The addition of this approach can increase the reach of academic development to include those who can be traditionally hard to reach such as sessional faculty, workplace supervisors and time‐poor, full‐time academics. The concept has recently been extended to create concise learning support that engages and empowers new students to develop new skills.

Practical implications

A streaming server and software is required. Multiple versions of the material are created to ensure accessibility. The time commitment required to invest in initial production of high‐quality product is high; however, this is counter‐balanced by the re‐usability and outreach of the approach.

Originality/value

Partial alignment of learning design and user feedback to an inclusive adult motivation framework indicates that although In a nutshells do meet most requirements of the framework, complementary activities that build the competence of faculty are needed to be linked to In a nutshells to ensure that all targeted adults are motivated to learn.

Details

Interactive Technology and Smart Education, vol. 7 no. 4
Type: Research Article
ISSN: 1741-5659

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Article
Publication date: 13 November 2017

Latisha Reynolds, Amber Willenborg, Samantha McClellan, Rosalinda Hernandez Linares and Elizabeth Alison Sterner

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated…

Abstract

Purpose

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

Design/methodology/approach

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

Findings

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

Originality/value

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Details

Reference Services Review, vol. 45 no. 4
Type: Research Article
ISSN: 0090-7324

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Article
Publication date: 8 January 2020

Riccardo Natoli, Zi Wei and Beverley Jackling

The introduction of International Financial Reporting Standards (IFRS) has brought about renewed calls for the learning environment to foster a deep approach to learning

Abstract

Purpose

The introduction of International Financial Reporting Standards (IFRS) has brought about renewed calls for the learning environment to foster a deep approach to learning by students. Given this, the purpose of this paper is to determine what aspects of the learning environment, as measured by the Course Experiences Questionnaire, created in two semester-long financial accounting classes, influence students’ approaches to learning, as perceived by Chinese accounting students.

Design/methodology/approach

A logistic regression model based on responses from 497 accounting students across two universities in China is used to address this issue.

Findings

The findings provide original empirical evidence of the Chinese accounting students’ expectations of deep learning. The main results showed that teaching quality and clear goals and standards were significantly associated with a deep approach to learning.

Research limitations/implications

As two universities are included in the study, the findings are not necessarily generalisable to all accounting degree courses across China. There are practical implications for the teaching of IFRS in the financial accounting unit in China, and particularly for the two universities. Specifically, instructors need to foster students’ learning environment and inspire an enhanced approach to deep learning by focusing more on communicating their expected academic standards and improving their quality of teaching to reverse the passive approach taken by the vast majority of Chinese accounting students.

Originality/value

As one of the few studies from a Chinese accounting classroom context with respect to the learning approaches to teaching IFRS, this study will contribute to extend the existing knowledge of the learning environment of Chinese universities.

Details

Accounting Research Journal, vol. 33 no. 1
Type: Research Article
ISSN: 1030-9616

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Article
Publication date: 26 July 2019

Meredith I. Honig and Lydia R. Rainey

Districts across the country are calling on their principal supervisors to shift from mainly focusing on operations and compliance to dedicating their time to help…

Abstract

Purpose

Districts across the country are calling on their principal supervisors to shift from mainly focusing on operations and compliance to dedicating their time to help principals grow as instructional leaders. Learning theory elaborates that such support for principals demands that supervisors take a teaching-and-learning approach – which the authors define as consistently using particular strategies that are characteristic of high quality teachers and mentors across various apprenticeship settings – to their work with principals on their instructional leadership. Prior research on leadership supports these shifts but does not examine the conditions under which principal supervisors are able to persist and grow in taking a teaching-and-learning approach specifically. What are those conditions? The paper aims to discuss these issues.

Design/methodology/approach

This paper addresses that question through a re-examination of data from two studies with socio-cultural learning theory as the conceptual framework. The authors primarily use observation data (approximately 760 hours), supplemented by 344 interviews and reviews of hundreds of documents.

Findings

Contrary to extant research the authors did not associate high quality outside coaching with the positive cases of principal supervision. Nor did hiring principal supervisors with requisite prior knowledge explain why some principal supervisors regressed and grew. Findings underscore the importance of supervisors of principal supervisors (SPSs) being principal supervisors’ main mentors and principal supervisors not over-relying on others for assistance but actively leading their own learning, especially through work with colleagues and protecting their time themselves.

Originality/value

This analysis distinguishes conditions that support principal supervisors in taking a teaching-and-learning approach to their work with principals. The authors elaborate key roles for chief academic officers and others who supervise principal supervisors typically overlooked in policy and research on district leadership. Findings reinforce the importance of mentoring to learning and also district leaders serving as main mentors for each other, rather than relying on outside coaching.

Details

Journal of Educational Administration, vol. 57 no. 5
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 23 March 2010

Wanjuan Zhong and Lisa Catherine Ehrich

The purpose of this paper is to explore two dimensions of leadership practices (i.e. teaching and learning and sources of power) used by two exemplary principals in…

Abstract

Purpose

The purpose of this paper is to explore two dimensions of leadership practices (i.e. teaching and learning and sources of power) used by two exemplary principals in mainland China against a background of education reform and to identify how broader contextual factors have shaped these two dimensions of their leadership.

Design/methodology/approach

An exploratory case study was used that drew upon semi‐structured interviews, observations and document analysis. Interviews were conducted with two principals, six teachers from each of the two schools and a superintendent who was the supervisor of the two principals.

Findings

The findings reveal that there are some common elements in both of the leaders' practices but also some subtle differences. Both leaders emphasise teaching and learning. One sees herself as curriculum expert; the other delegate teaching responsibilities. While both uses a top down approach, one principal uses an adversarial approach and the other a more facilitative approach.

Research limitations/implications

The study used a small sample size. It explored the leaders' practices in the light of broader contextual factors rather than personal factors or gender‐based factors

Originality/value

Given the limited empirical research conducted on female principals in mainland China, this qualitative study provides insights into two dimensions of leadership used by two exemplary principals and explains their practices in the light of critical contextual factors such as contemporary and traditional Chinese culture and the school's organisational context.

Details

Journal of Educational Administration, vol. 48 no. 2
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 17 June 2021

Jiejie Lyu, Deborah M. Shepherd and Kerry Lee

The primary purpose of this research is to explore how the cultural context, in this case, China, influences the teaching of entrepreneurship that seeks to cultivate…

Abstract

Purpose

The primary purpose of this research is to explore how the cultural context, in this case, China, influences the teaching of entrepreneurship that seeks to cultivate student entrepreneurs during their university experience.

Design/methodology/approach

A qualitative case study approach is adopted to explore how the cultural environment affects the delivery and application of entrepreneurship education to university students in a Chinese context. Seventeen student entrepreneurs and three lecturing staff members in three Chinese universities were interviewed using a semi-structured interview approach.

Findings

The findings suggest that while Chinese universities have been importing teaching models and methods of entrepreneurship education from the United States and other countries, both students and educators are starting to recognise the need for teaching methods to be contextualised and designed based on national conditions and cultural characteristics. Findings from this study highlight cultural fusion and collision in the process of importing and implementing entrepreneurial teaching methods. For example, teaching students how to write a business plan appears to offer limited value for students' start-up activities and their venture development. The didactic teaching method centred on teachers without entrepreneurial experience works for the teaching “about” entrepreneurship but is paradoxical to the goal of teaching “for” entrepreneurship.

Originality/value

Little theoretical or empirical attention has been paid to the complexity of the cultural environment of teaching approaches to entrepreneurship education. This paper provides novel empirical insight into why the cultural environment plays a critical role in teaching approaches to entrepreneurship education and how these teaching approaches can be culturally nuanced to better meet the needs of nascent student entrepreneurs in various cultural contexts.

Details

International Journal of Entrepreneurial Behavior & Research, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1355-2554

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Book part
Publication date: 29 January 2021

Darrell J. R. Evans

Australian universities have a rich history for enabling, promoting and evaluating innovation and excellence in learning and teaching. Universities have used this practice…

Abstract

Australian universities have a rich history for enabling, promoting and evaluating innovation and excellence in learning and teaching. Universities have used this practice to respond to drivers from government and the changing global educational environment, as well as accommodating for the characteristics of Australian universities such as scale, equity of access and the balance of domestic and international students. Often through institutional collaborations, educators have challenged pedagogical practices and introduced and tested innovative ways to enhance student learning, which has contributed to an international reputation for quality learning and teaching. However, the recent removal of specific government funding to support innovation, the increased emphasis on student success and employability outcomes and the threat of performance-based funding means that Australian universities will need to commit to the ongoing development of learning and teaching and demonstrate the potential for learning gain.

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Book part
Publication date: 5 December 2014

Patrick Blessinger and John M. Carfora

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the…

Abstract

This chapter provides an introduction to how the inquiry-based learning (IBL) approach is being used by colleges and universities around the world to strengthen the interconnections between teaching, learning, and research within the arts, humanities, and social sciences. This chapter provides a synthesis and analysis of all the chapters in the volume, which present a range of perspectives, case studies, and empirical research on how IBL is being used across a range of courses across a range of institutions within the arts, humanities, and social sciences. The chapter argues that the IBL approach has great potential to enhance and transform teaching and learning. Given the growing demands placed on education to meet a diverse range of complex political, economic, and social problems and personal needs, this chapter argues that education should serve as an incubator where students are part of a learning community and where they are encouraged to grow cognitively, emotionally, and socially by taking increasing responsibility for their own learning.

Details

Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-236-4

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Article
Publication date: 4 September 2017

Irina Safitri Zen

The paper aims to explore and analyse the potential of campus living learning laboratory (LLL) as an integrated mechanism to provide the innovative and creative teaching

Abstract

Purpose

The paper aims to explore and analyse the potential of campus living learning laboratory (LLL) as an integrated mechanism to provide the innovative and creative teaching and learning experiences, robust research output and strengthening the campus sustainability initiatives by using the sustainability science approach.

Design/methodology/approach

The challenge to adopt sustainability science as an interdisciplinary approach juxtaposed against the structure, teaching and learning of single disciplinary approach in institution of higher education (IHE). The LLL approach can be one of the options on how the integrative teaching and learning, combination fundamental and applied research and campus operations should conduct to strengthen the implementation of campus sustainability.

Findings

The review of application of LLL from several campus sustainability and combining with the experiences in conducting the UTM Campus sustainability results the strategic operational mechanism of the integration process.

Research limitations/implications

The LLL approach which applies the sustainability science approach did not cover the challenges and issue related to the inter-, inter- and trans-disciplinary during the campus LLL application. Further study needs to be conducted to strengthen the fundamental approach to developing campus LLL as one approach to operationalizing the Sustainable Development agenda in IHE.

Practical implications

The experiences and findings produces from this study help other campus sustainability to articulate the benefits of campus LLL initiatives, anticipate implementation challenges in teaching and learning, research output and the operation. The problem-solving nature of sustainability science provides a platform for implementing campus sustainability initiatives which allow inter-, inter- and trans-disciplinary approach for a more synergize effort of a real case study and project based approach.

Social implications

Furthermore, the implementation of LLL challenges the researcher/academia to provide prompt response as part of societal learning process in strengthening applied-based research as well as to contribute to the fundamental research. Successful LLL approach require both top-down commitments from the top management of the university and bottom-up drive from interested faculty, core research themes, operations and students.

Originality/value

The integrative framework and operational mechanism to operate LLL in campus sustainability which resulted from the analysis taken from several universities that implement campus sustainability is the origin values of significant contribution from this study.

Details

International Journal of Sustainability in Higher Education, vol. 18 no. 6
Type: Research Article
ISSN: 1467-6370

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