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1 – 10 of over 13000Ross I. Lamont and Ann L.N. Chapman
There is increasing recognition of the importance of incorporating medical leadership training into undergraduate medical curricula and this is now advocated by the General…
Abstract
Purpose
There is increasing recognition of the importance of incorporating medical leadership training into undergraduate medical curricula and this is now advocated by the General Medical Council (GMC) and supported through the development of the Undergraduate Medical Leadership Competency Framework (MLCF). However to date, few medical schools have done so in a systematic way and training/experience in medical leadership at undergraduate level is sporadic and often based on local enthusiasm. The purpose of this paper is to outline a theoretical curriculum to stimulate and support medical leadership development at undergraduate level.
Design/methodology/approach
This study describes a theoretical framework for incorporation of medical leadership training into undergraduate curricula using a spiral curriculum approach, linked to competences outlined in the Undergraduate Medical Leadership Competency Framework. The curriculum includes core training in medical leadership for all students within each year group with additional tiers of learning for students with a particular interest.
Findings
This curriculum includes theoretical and practical learning opportunities and it is designed to be deliverable within the existing teaching and National Health Service (NHS) structures. The engagement with local NHS organisations offers opportunities to broaden the university teaching faculty and also to streamline medical leadership development across undergraduate and postgraduate medical education.
Originality/value
This theoretical curriculum is generic and therefore adaptable to a variety of undergraduate medical courses. The combination of theoretical and practical learning opportunities within a leadership spiral curriculum is a novel and systematic approach to undergraduate medical leadership development.
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The prevalence of psychiatric disorders in children and young people is increasing, leading to recommendations that medical schools re-consider their curriculum content and…
Abstract
Purpose
The prevalence of psychiatric disorders in children and young people is increasing, leading to recommendations that medical schools re-consider their curriculum content and teaching practices for child and adolescent psychiatry (CAP). The purpose of this paper is to seek guidance for undergraduate curriculum development from the wider literature on CAP curriculum content and teaching practices.
Design/methodology/approach
A comprehensive search of the literature was conducted, focussing on studies that examined undergraduate teaching of CAP. In an attempt to establish whether there is an agreed level of curriculum content and teaching practices, literature from all over the world was included.
Findings
Findings suggest that curriculum content and teaching practices are varied, therefore it was difficult to identify best practice upon which recommendations can be made. In addition, despite previous calls for curriculum improvements and expansion of learning objectives, recent studies suggest that there has been little change.
Research limitations/implications
A common theme emerging was the importance of making the CAP curriculum relevant to all future doctors rather than only those who plan to specialise in CAP. Further research to determine what CAP knowledge, skills and attitudes non-psychiatrists think that medical students need to be taught is warranted.
Originality/value
This paper reviewed the literature on undergraduate CAP teaching, highlighting common themes from the wider literature on medical curriculum development to inform how CAP curricula content can be developed to equip future doctors.
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Robert Detmering, Anna Marie Johnson, Claudene Sproles, Samantha McClellan and Rosalinda Hernandez Linares
– The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Abstract
Purpose
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Design/methodology/approach
Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.
Findings
Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.
Originality/value
The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.
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Chamila Roshani Perera and Chandana Rathnasiri Hewege
The purpose of this study is to extend the current knowledge of curriculum developments in international business and marketing curricula. Integrating sustainability into business…
Abstract
Purpose
The purpose of this study is to extend the current knowledge of curriculum developments in international business and marketing curricula. Integrating sustainability into business and marketing curricula of the universities are widely debated in previous literature. Sustainability is a global phenomenon; however, curriculum development projects aimed at integrating sustainability education into international business and marketing curricula are scarce. The study investigates the learning gaps in sustainability education among undergraduates enrolled in an International Marketing course to postulate a series of pedagogical practices, leading to effective integration of sustainability education into the curricula.
Design/methodology/approach
Two-phased research method consisting of complementary data collection techniques informed the findings of this study. First, an online survey was conducted among 111 undergraduates enrolled in an International Marketing course. The findings of the survey are used in designing the second phase of data collection performed through a content analysis of essays written by 60 undergraduates evaluating sustainable marketing practices of international firms. Informed by the findings gathered through SPSS- and Nvivo-aided data analysis, this study postulates a series of pedagogical practices.
Findings
The study argues that curriculum development projects in integrating sustainability into an existing curriculum in universities should be aimed at bridging undergraduates’ learning gaps in sustainability education. The main learning gaps identified in the study reveal that undergraduates find it difficult to view the social function of international business firms from a holistic point of view; critically assess sustainable marketing practices; and articulate futuristic views on sustainable marketing practices. Further, the content analysis revealed three major thematic categories: sustainability from reductionists’ perspective, sustainable marketing practices bring nothing “but good for businesses”, ambivalent about the future success of sustainable marketing practices. Triggered by these learning gaps, thematic categories and the theoretical underpinnings of Rusinko’s (2010) matrix for integrating sustainability education, the study offers a set of practical pedagogical guidelines to incorporate sustainability education into curricula.
Research limitations/implications
The study is limited to exploring undergraduate student perspectives, and it would be worthwhile if educators’ perspectives are explored in future studies. The findings could be further improved by conducting a cross-sectional study across several business disciplines.
Practical implications
Based on the findings of the study, a set of guidelines for developing a pedagogical plan to incorporate sustainable education into curricula is presented.
Originality/value
Educators argue that successful curriculum development projects aiming at integrating sustainability into existing curricula should be aligned with the structure of the existing curricula, and those new pedagogical practices in integrating sustainability into existing curricula should be built on students’ learning gaps in sustainability education. To this end, this study examined undergraduates’ learning gaps in sustainability education and postulated pedagogical practices toward integrating sustainability education into an existing curriculum of international marketing.
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This chapter puts “new” material feminist theory to work to re-think curriculum practices in undergraduate higher education. Drawing on the work of Karen Barad and her elaboration…
Abstract
This chapter puts “new” material feminist theory to work to re-think curriculum practices in undergraduate higher education. Drawing on the work of Karen Barad and her elaboration of agential realism, the chapter explores the following questions: how can thinking with new material feminism help develop and support new modes of curriculum design? How does new material feminism facilitate the development of innovative teaching and learning practices? And how does new material feminism expand the means by which knowledge is produced? The chapter utilizes Barad’s notion of diffraction to illuminate how curriculum-making can be done via a patterned activity of creative interference. Empirically grounded in a module on an undergraduate BA Education Studies degree, the discussion employs practical examples of how new material feminist thinking and doing activates different ways of thinking about the body, materiality, affect, space, places, and objects in the undergraduate curriculum. More broadly, the chapter speaks into long-standing concerns about how feminist theory might support innovative teaching and learning, and how it might promote new modes of relation between our students and us as educationalists. The chapter is written from the point of view of the tutor’s reflexive insights on the module as a novel curriculum instantiation of material feminist practice.
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Manuel Larrán and Javier Andrades
This study aims to analyze the main factors that might determine the extent to which Spanish organizational management educators use environmental stand-alone subjects to equip…
Abstract
Purpose
This study aims to analyze the main factors that might determine the extent to which Spanish organizational management educators use environmental stand-alone subjects to equip students with alternative views of business. To give a more qualitative study, this paper also provides a more detailed curriculum analysis from a double point of view: first, the authors analyze the environmental integration in curricula by means of the presence of environmental embedded subjects. On the other hand, the authors analyze the main environmental topics covered by curriculum of Spanish universities.
Design/methodology/approach
A Web content analysis and non-parametric mean comparison statistics of the curricula of undergraduate degrees at all universities in Spain was conducted.
Findings
One of the main conclusions of this paper is that public universities in Spain are more likely to require an environmental course than private universities. Other factors, such as size, political orientation or chairs/research institutes are not statistically explanatory of environmental education. Another important finding is that environmental training in management courses offered by Spanish universities is still relatively underdeveloped. Comparatively, the authors found that the most common method of teaching environmental issues in Spain is by means of embedded subjects (horizontal integration) in comparison with stand-alone subjects (vertical integration) as a response of the necessity of providing a systemic and holistic approach toward environmental aspects. From this perspective, the main topics covered in curriculum are environmental management, sustainable tourism, environmental economy or environmental impact.
Originality/value
There is a lack of empirical research focuses on analyzing determinant factors to environmental education in management undergraduate curricula of Spanish universities. Indeed, most of previous studies provide a descriptive review of environmental courses in management education.
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Anna Marie Johnson, Claudene Sproles and Robert Detmering
– The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Abstract
Purpose
The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.
Design/methodology/approach
Introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.
Findings
Provides information about each source, discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.
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
Keywords
Latisha Reynolds, Samantha McClellan, Susan Finley, George Martinez and Rosalinda Hernandez Linares
This paper aims to highlight recent resources on information literacy (IL) and library instruction, providing an introductory overview and a selected annotated bibliography of…
Abstract
Purpose
This paper aims to highlight recent resources on information literacy (IL) 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 IL published in 2015.
Findings
This paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain either 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 IL.
Details
Keywords
This paper aims to review the undergraduate curricular structure of 36 self‐identified heterodox economic programs in the USA, Australia, UK and Canada.
Abstract
Purpose
This paper aims to review the undergraduate curricular structure of 36 self‐identified heterodox economic programs in the USA, Australia, UK and Canada.
Design/methodology/approach
The author gathers, summarizes, compares and contrasts the structure of 36 undergraduate heterodox departments. Departments are classified into traditional, plausibly pluralistic, and demonstrably heterodox programs. Specific examples illustrate each classification.
Findings
With notable exceptions described here, most heterodox economics programs are structured as traditional mainstream departments with a few pluralist or political economy electives available. However, 20 departments exist that require at least one heterodox course; eight require two or more.
Practical implications
A few programs have created imitable curricular structures that one would expect to significantly influence the depth and breadth of heterodox perspectives presented in the undergraduate economics major.
Originality/value
This is the first published analysis of undergraduate heterodox economics curricula. It highlights the creative structures characterizing some of the English‐speaking world's best programs and demonstrates that the curricula in most programs lack required courses in heterodox economics. The paper also provides examples of intentionally heterodox programs that may serve as models for others to emulate.
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Hamidreza Eskandari, Serge Sala‐Diakanda, Sandra Furterer, Luis Rabelo, Lesia Crumpton‐Young and Kent Williams
This paper aims to present the results of an initial research study conducted to identify the desired professional characteristics of an industrial engineer with an undergraduate…
Abstract
Purpose
This paper aims to present the results of an initial research study conducted to identify the desired professional characteristics of an industrial engineer with an undergraduate degree and the emerging topic areas that should be incorporated into the curriculum to prepare industrial engineering (IE) graduates for the future workforce.
Design/methodology/approach
A survey was administered to faculty and industry professionals across the USA to describe the desired characteristics and define the important emerging topic areas. The modified three‐round Delphi technique was applied to obtain consensus and ranking of the emerging topics.
Findings
The research findings that identify the desired characteristics and the most important emerging topics to be incorporated into the reengineered curriculum discussed in this paper. Statistical analysis of the results indicates some differences in opinions expressed by persons in academic settings and those working in business and industry.
Originality/value
These research findings have implications for the development of curricula at the international level.
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