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Book part
Publication date: 23 September 2005

Ronald K. Mitchell

Most of us believe that entrepreneurs are special. We do this because both scholars and practitioners tell us so.

Abstract

Most of us believe that entrepreneurs are special. We do this because both scholars and practitioners tell us so.

Details

International Entrepreneurship
Type: Book
ISBN: 978-0-76231-227-6

Article
Publication date: 5 May 2015

Amanda Carr, Gwen Gilmore and Marcelle Cacciattolo

The purpose of this paper is to discuss that in 2012, a small group of teaching staff in a new diploma of Education Studies program came together to critically reflect on teaching…

Abstract

Purpose

The purpose of this paper is to discuss that in 2012, a small group of teaching staff in a new diploma of Education Studies program came together to critically reflect on teaching approaches that either hindered or encouraged learners to thrive in the transition environment in higher education (HE).

Design/methodology/approach

This paper reports on the use of case writing as a methodological tool for engaging in reflexive inquiry in a HE cross-faculty setting; it also adds a further dimension to the work of (Burridge et al., 2010). The team used a systematic coding activity, known as “threading,” to unpack over-arching themes that were embedded in each other’s narratives.

Findings

Throughout the two years of the project, 12 cases were presented on key critical teaching moments that the researchers had experienced. The themes varied and included topics like student reflections on why they found learning challenging, teachers’ mixed emotions about failing students, difficulties for teachers in having to persuade students to read academic texts, teacher/student confrontations and student resilience amidst challenges linked to their personal and student lives.

Social implications

A central theme to emerge from the research was that complexities arise for teachers when they are faced with learners who are apparently not suited to the career pathway they have signed up for.

Originality/value

Through using a collaborative practitioner research framework, enunciating concerns were raised and different interpretations of the same incident were shared. The paper concludes that case writing can assist academics to be more informed of teaching approaches that lead to successful learning outcomes.

Details

Qualitative Research Journal, vol. 15 no. 2
Type: Research Article
ISSN: 1443-9883

Keywords

Article
Publication date: 12 June 2017

Alicia Prowse, Penny Sweasey and Rachel Delbridge

The literature on student transition to university commonly investigates student expectations, perceptions and experiences and rarely focusses on university academic staff…

Abstract

Purpose

The literature on student transition to university commonly investigates student expectations, perceptions and experiences and rarely focusses on university academic staff viewpoints. The purpose of this paper is to explore the staff development potential of a filmed visit of university academic staff to a sixth form college.

Design/methodology/approach

The project created a space for eight university colleagues from a wide range of discipline areas in a large metropolitan university and ten college students from one local sixth form feeder college to observe and reflect on their experiences of learning and teaching (L&T) in the two environments.

Findings

Staff development episodes were subsequently designed to allow staff who had not attended the visit to comprehend the experiences of L&T in colleges and promote a consideration of pedagogies for student transition. Observations and reflections from this “second audience” are presented.

Research limitations/implications

This was a case study of a visit of a small group of university academic staff to one Roman Catholic sixth form college who selected students to speak on film. The visit occurred just prior to final exams at the end of the academic year.

Practical implications

Packaging the visit via film and workshop activity enabled university staff to hear their own colleagues’ reflections on how students learn in college and the step up to university study. This combination of vicarious/peer learning could be used in a range of staff development and training settings.

Originality/value

This study explored a practical way of extending a small-scale episode of experiential staff development to a much larger staff audience via the use of filmed reflections of participants, combined with workshop activity and online comment and discussion.

Details

Education + Training, vol. 59 no. 5
Type: Research Article
ISSN: 0040-0912

Keywords

Book part
Publication date: 9 November 2020

Stéphane Farenga

This chapter presents a form of both co-participation theory and artful inquiry methodology as useful approaches in carrying out research into the student experience…

Abstract

This chapter presents a form of both co-participation theory and artful inquiry methodology as useful approaches in carrying out research into the student experience. Participatory Pedagogy is predicated on repositioning participants as co-producers of knowledge by introducing them to important aspects of the research, providing a platform to foster expression and affording opportunities to co-shape the research process. Artful inquiry can take many different forms, but collage in particular has the capacity to bring new meanings to the surface even in well-researched fields, such as the student experience. In supporting a Participatory Pedagogy approach, collage can unpack powerful testimonies of personal experience. A practical application of this pairing is also presented based on research into the student experience. This gives readers an insight into how it can be applied to a study, what its limitations might be and especially how students, particularly those from under-represented backgrounds, can benefit from being involved.

Details

Theory and Method in Higher Education Research
Type: Book
ISBN: 978-1-80043-321-2

Keywords

Article
Publication date: 14 November 2016

Marcelle Cacciattolo and Gwen Gilmore

The purpose of this paper is to investigate those teaching and learning factors that either hindered or encouraged preservice teacher participants to succeed in their first year…

Abstract

Purpose

The purpose of this paper is to investigate those teaching and learning factors that either hindered or encouraged preservice teacher participants to succeed in their first year of study. The impact of administrative support alongside pedagogical styles that facilitated a sense of engagement for first year preservice teachers is also discussed.

Design/methodology/approach

This research builds on the work of Sarah Lawrence-Lightfoot’s use of “portraiture” to “capture the complexity and aesthetic of human experience” (Lawrence-Lightfoot & Hoffmann Davis, 1997, p. 4). The use of portraits as a tool for creating a first year student narrative, rich in its canvas of human emotions, is central to the work that follows. Qualitative data that were gathered in this research project are presented.

Findings

The portraiture methodology in this paper enabled the researchers to capture a sense of belonging for first year university students that involved more than procedural matters, orientation events and attendance at information sessions.

Practical implications

These portraits draw wider attention to transition and retention matters beyond considerations of “who our students are” and illustrate how engagement and belonging are enhanced by how these students are engaged by skilful and knowledgeable tutors and group work and collegial approaches to the course.

Originality/value

Portraiture methodology enabled a more nuanced form of viewing “belonging” and “engagement” of these preservice teachers through more personalised forms of engagement with tutors, the development of groups and the practicum placement.

Details

Qualitative Research Journal, vol. 16 no. 4
Type: Research Article
ISSN: 1443-9883

Keywords

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 to…

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.

Book part
Publication date: 19 July 2022

Edith Mukudi Omwami, Andrea Gambino and Joseph Wright

This research focuses on the elements of pedagogy related to teacher–student engagement that promotes a responsive learning environment and improved outcomes for diverse

Abstract

This research focuses on the elements of pedagogy related to teacher–student engagement that promotes a responsive learning environment and improved outcomes for diverse populations in diverse contexts. We examine the pedagogical practices occasioned by the shift to online learning as a result of schools’ closures that followed the declaration of the global COVID-19 pandemic. Our analysis first explores the status of pedagogical practices and access to education technology following the implementation of the SDG4 agenda for an inclusive quality education for all. It follows with an exploration of pedagogical shifts in response to the pandemic following school closures, paying attention to the implications for equity for diverse populations in diverse learning contexts. The analysis draws from the education practice discourse surrounding the pandemic response gained from educators and students, gray literature, emerging scholarly publications, and institutional reports on the topic of pedagogical practices. Lessons from the experiences of the authors as researchers, students, and teachers illustrate examples of Zoom classroom practices that evolved with time that might support productive experiences for learners in technology-mediated learning environments. The global pandemic experience provides an opportunity for the field of comparative education to reconsider planning for the delivery of education in unpredictable and emerging emergencies.

Article
Publication date: 24 May 2021

Bharti Pandya, Louise Patterson and BooYun Cho

This study aimed to analyse if significant pedagogical transitions occurred from Pre-Covid-19 to Covid-19 period concerning applied teaching methods, course content, assessment…

Abstract

Purpose

This study aimed to analyse if significant pedagogical transitions occurred from Pre-Covid-19 to Covid-19 period concerning applied teaching methods, course content, assessment strategies, technical support and faculty's readiness.

Design/methodology/approach

This is a quantitative study wherein perceptions of 116 faculty (from higher education institutions) from 22 countries were collected through an online survey. The authors classified the responses by five measurement characteristics and treatment, that is, Pre-Covid and during Covid. ANOVA test identified the differences between the ten groups. The authors also conducted ANOVA test for five Pre-Covid groups and five Covid groups and found meaningful differences among those groups.

Findings

The authors compared the differences by the treatment, that is, Pre-Covid and Covid, and found the significant difference in teaching methods, assessment strategies and faculty's readiness while there was no significant difference found in course content and technological support.

Practical implications

The findings and recommendations have a practical application for higher education leaders, curriculum managers and faculty working within this academic environment of online learning either completely remote or hybrid.

Originality/value

The interpretive analysis suggests key improvement areas where education policymakers and higher education strategists need to pay attention to developing strategies and be proactive to cope with any future emergencies whilst maintaining high standards of teaching and learning. This includes devising strategies to prepare faculty competencies to teach in a virtual learning environment, to revamp the assessment strategies and teaching methods.

Details

Journal of Applied Research in Higher Education, vol. 14 no. 3
Type: Research Article
ISSN: 2050-7003

Keywords

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