Search results
1 – 10 of over 30000Kim Mather, Les Worrall and Graeme Mather
The purpose of this paper is to explore control and resistance in the UK further education (FE) sector by examining senior college managers’ attempts to engineer culture change…
Abstract
Purpose
The purpose of this paper is to explore control and resistance in the UK further education (FE) sector by examining senior college managers’ attempts to engineer culture change and analysing lecturers’ resistance to such measures.
Design/methodology/approach
Data were derived from interviews with managers and lecturers in two English FE colleges and the analysis of college documents. Interview data were analysed thematically using NVIVO software.
Findings
It was found that college managers sought to build consent to change among lecturers based on values derived from “business‐like” views. Culture change initiatives were framed within the language of empowerment but lecturers’ experiences of change led them to feel disempowered and cynical as managers imposed their view of what lecturers should be doing and how they should behave. This attempt to gain control of the lecturers’ labour process invoked the “Stepford” lecturer metaphor used in the paper. Paradoxically, as managers sought to create lecturers who were less resistant to change, individualised resistance intensified as managers’ attempts to win hearts and minds conspicuously failed.
Research limitations/implications
The paper draws on data from two case study colleges and this limits the generalisability of its findings.
Practical implications
The paper provides a critical perspective on the received wisdom of investing in stylised change programmes that promise to win staff over to change but which may alienate those they purport to empower and ultimately lead to degenerative workplace relations.
Originality/value
The paper offers new insights into culture change from the juxtaposed, polarised views of senior managers and lecturers, while highlighting the negative consequences of imposing change initiatives from above.
Details
Keywords
The purpose of this paper is to explore the perspectives of accounting lecturers regarding the contents of accounting textbooks. It focusses on the ideological character of…
Abstract
Purpose
The purpose of this paper is to explore the perspectives of accounting lecturers regarding the contents of accounting textbooks. It focusses on the ideological character of introductory financial accounting (IFA) textbooks prescribed in the first year of accounting degrees in Indonesia.
Design/methodology/approach
The ideological analysis is informed by Thompson’s (1990) concept of ideology, which was used in a critical sense to refer to its role in serving unequal power relations. Semi-structured interviews of Indonesian accounting lecturers were utilised to collect data.
Findings
In the interviews, the lecturers revealed that the prescribed IFA textbooks focussed on prioritising shareholder interests. The mainstream view among the lecturers was that accounting textbooks realistically exhibited the natural form of accounting, whilst lecturers with an Islamic accounting and finance background notably viewed the character of IFA textbooks as serving an ideological role or permeating propaganda. The latter suggests that alternative worldviews, relevant and nuanced to the Indonesian context, are promoted in accounting education.
Research limitations/implications
The findings presented in this paper should provide a basis for further research into the ideological character of accounting textbooks by analysing the internal structure of accounting textbooks and investigating the broader perspectives of other users and individuals involved in the production of accounting textbooks.
Practical implications
An awareness of the ideological representation of accounting textbooks can provide insights for universities, publishers and policy makers concerned with lecture structure, textbook design and regulation formulation in accounting education.
Originality/value
This is the first paper to empirically explore the ideological character of accounting textbooks prescribed in an Islamic developing country setting.
Details
Keywords
The purpose of this paper is to investigate and understand academic English language-related challenges in listening and speaking faced by English as a foreign language (EFL…
Abstract
Purpose
The purpose of this paper is to investigate and understand academic English language-related challenges in listening and speaking faced by English as a foreign language (EFL) international Master students enrolled in various taught Master programs in a Malaysian university from the viewpoint/lens of 16 lecturers teaching the students.
Design/methodology/approach
This qualitative research relied upon 16 in-depth one-to-one interview sessions with 16 lecturers teaching the taught Master programs at a higher education (HE) institution in Malaysia for data collection. Data collected were coded and categorized according to themes via qualitative analysis software, NVivo.
Findings
It was found that academic English language-related challenges in listening and speaking from the viewpoint of the 16 lecturers are such as lack of discipline content knowledge to communicate, lack of confidence in communicating orally, difficulty in understanding lectures and other oral activities in the classroom, and coping with differences in learning culture.
Research limitations/implications
This study suggests policies and programs to equip lecturers and university administrators to overcome the challenges faced by the students in their academic English language practices especially in listening and speaking to ensure meaningful academic adaptation in the current context.
Originality/value
The uniqueness of this study is that it is a retrospection of the lecturers teaching EFL and English as a second language (ESL) international Master students in taught Master programs in a Southeast Asian country. The focus of the retrospection is on academic English language-related challenges in listening and speaking faced by EFL international Master students who are currently pursuing their Master education at a HE institution in Malaysia.
Details
Keywords
Heather J. Swenddal, Mathews Nkhoma and Sarah Joy Gumbley
The quality and market viability of international branch campuses (IBCs) depend upon their integration with university headquarters. Recent trends toward localizing branch-campus…
Abstract
Purpose
The quality and market viability of international branch campuses (IBCs) depend upon their integration with university headquarters. Recent trends toward localizing branch-campus hiring have raised questions about the extent to which non-parent-campus lecturers will support global integration pursuits. This paper aims to examine IBC lecturers’ orientations towards global integration, exploring how they identify themselves and their campuses as part of their wider universities.
Design/methodology/approach
Employing constructivist grounded theory methodology, 37 lecturers and leaders at four Australian branch campuses in Southeast Asia were interviewed, engaging them in semi-structured discussions of their identities and experiences. Interviews were recorded, transcribed and analyzed using NVivo in an iterative process of theory development.
Findings
Branch-campus lecturers interviewed generally construct their individual and campus identities as separate from their wider universities. Barriers to branch campuses’ global integration include low organizational identification of lecturers, challenges in their relationships with headquarters colleagues and perceptions of cross-campus disparities in resources and students. Branch campuses’ organizationally separate identities are enacted in practice, fueling a self-reinforcing “Othering Loop” that could undermine these campuses’ quality and viability.
Originality/value
This research is the first emic exploration of locally-hired branch-campus lecturers’ views toward global integration. These findings provide an important corrective to the existing literature on this topic, challenging assumptions that localizing branch-campus hiring is the primary risk to integration. Multiple points of potential managerial intervention were identified, highlighting opportunities for university leaders to address contextual barriers and improve international branch campuses’ global integration while continuing current trends toward localized hiring.
Details
Keywords
This study was based on the perceptions of lecturers and black CTA students at Unisa, a South African distance education university regarding on factors that contribute to black…
Abstract
This study was based on the perceptions of lecturers and black CTA students at Unisa, a South African distance education university regarding on factors that contribute to black students’ academic success and failure. The main purposes of the study were to help black CTA students to understand the reasons for success and failure better, and to improve lecturers’ teaching approach(es). The research shows that students and lecturers have divergent views on what factors contribute to academic success or failure and the relative importance of the various factors.
Details
Keywords
A. W. Janitha C. Abeygunasekera
Covid-19 pandemic has affected all sectors in the economy. Among them, education sector is one of the most influenced fields. This chapter presents a case of a faculty in a state…
Abstract
Covid-19 pandemic has affected all sectors in the economy. Among them, education sector is one of the most influenced fields. This chapter presents a case of a faculty in a state university in Sri Lanka which underwent a transformation toward online teaching, learning, and assessment mode with the Covid-19 pandemic. The unexpected conversion to online mode impacted many parties, and among them, the lecturers and students were mostly affected within universities. The author explored the perception of students and lecturers on this unexpected compulsory transformation and identified how they perceive this new normal in teaching, learning, and assessment. In addition, the benefits and challenges faced, and the pre and post views on online experience were also studied. An online survey with students and a series of interviews with lecturers were exercised for data collection. The views that students have on online learning were different among the various study program levels, and the benefits and challenges faced by the different student groups also varied. Further, the lecturers had different perceptions on teaching the different level programs and subjects. These aspects are discussed in detail throughout the chapter, and at the end, suggestions for making the online mode more effective are presented.
Details
Keywords
Norman Rudhumbu and E.C. Elize Du Plessis
The study investigated factors influencing how the curriculum is implemented in accredited private higher education institutions (PHEIs) in Botswana.
Abstract
Purpose
The study investigated factors influencing how the curriculum is implemented in accredited private higher education institutions (PHEIs) in Botswana.
Design/methodology/approach
The study investigated factors influencing curriculum implementation in accredited private universities (PUs) operating in a highly regulated higher education environment in Botswana. A total of six PUs which have been operating in Botswana for at least five years were purposively selected for the study. The mixed methods approach was used in the study. From the six PUs, a sample of 306 lecturers was selected from a population of 1,500 lecturers using stratified random sampling strategy for the quantitative phase of the study, and 25 academic middle managers (AMMs) were also selected from a population of 273 academic middle managers using purposive sampling strategy for the qualitative phase. A structured questionnaire and a semi-structured interview guide were used for data collection. Principal component analysis (PCA) was performed to test the reliability and validity of the measurements. Descriptive statistics, chi-square, one-way ANOVA and regression analysis were used for quantitative data analysis, while a meta-aggregative approach was used for analysing qualitative data. Results showed that educational level, characteristics of the curriculum, of the institution and of the external environment had a significant influence on how curriculum is implemented in PUs in Botswana, while gender, age and years of teaching experience did not have a significant influence. These results have implications on educational policy formulation by regulatory authorities as well as practice in universities for the purpose of enhancing curriculum implementation.
Findings
Results showed that educational level, characteristics of the curriculum, of the institution and of the external environment had a significant influence on how the curriculum is implemented in PUs in Botswana, while gender, age and years of teaching experience did not have a significant influence.
Research limitations/implications
Data were collected from lecturers in accredited private higher education institutions in Botswana only which limited the scope of insight into challenges facing accredited private institutions. Future research needs to expand the scope and consider private both private and public higher education institutions in Botswana and beyond so that more insight on the factors affecting curriculum implementation in higher education institutions can be established and appropriate policies and processes could be put in place for effective curriculum implementation.
Practical implications
The study provides insight into challenges affecting curriculum implementation in higher education institutions and how regulatory authorities, institutional authorities and lecturers can contribute to effective curriculum implementation in these institutions.
Social implications
The study offers an opportunity for higher education institutions to implement the curriculum in a manner that satisfies its primary customers who are the students by taking cognizance of and satisfying factors that contribute to effective curriculum implementation.
Originality/value
There is no study known to the researcher that has been conducted on factors affecting curriculum implementation in accredited private universities in Botswana. This study, therefore, is an eye-opener on such factors and what actions regulatory authorities, institutional management and lecturers should take to promote effective implementation of the curriculum in higher education institutions in Botswana.
Details
Keywords
Mark McCrohon and Berenice Nyland
The purpose of this paper is to investigate on the factors, which influence the academic perspectives and integrity of the Chinese international students (CISs) perspectives of…
Abstract
Purpose
The purpose of this paper is to investigate on the factors, which influence the academic perspectives and integrity of the Chinese international students (CISs) perspectives of academic integrity. The paper reports on the views and experiences of academicians interviewed as part of the study.
Design/methodology/approach
The study used a trans-disciplinary conceptual framework based on grounded and positioning theory to interpret qualitative data derived from in-depth interviews and research literature. In line with this constructivist approach, a version of Auditable Systematised Qualitative Analysis was a tool used to conceptualise the participant’s ideas about academic integrity.
Findings
Analysis of the gathered data from interviews with lecturers suggests that representing a line of discourse expressed by the institution was in many, but not all cases, difficult for these lecturers.
Practical implications
This research has the potential to contribute to administrator, educator and policy makers in their understanding of CIS perspectives, international student experiences in host institutions and local academic experiences, perceptions and attitudes.
Originality/value
This is a primary research paper designed to explore academic perspectives of academic integrity in working with international students. The complexities and changing nature of understanding of the international student context gives the research value.
Details
Keywords
Michele O'Dwyer, Angelica Risquez and Ann Ledwith
This paper seeks to contribute to entrepreneurship education research by exploring entrepreneurship students' views of plagiarism, and their ability to recognise and avoid…
Abstract
Purpose
This paper seeks to contribute to entrepreneurship education research by exploring entrepreneurship students' views of plagiarism, and their ability to recognise and avoid plagiarism.
Design/methodology/approach
The study is based on a questionnaire administered to 205 undergraduate university entrepreneurship students, combining self‐reported data with behavioural measures.
Findings
The results illustrate that, although entrepreneurship students have a clear conceptual understanding of plagiarism and how to avoid it, and they demonstrate an ability to accurately recognise material which needs to be referenced, they do not see use of non‐referenced material as being in breach of academic guidelines. The students also perceive lecturers to be more concerned with plagiarism than the students themselves or the university.
Research limitations/implications
The research identifies a clear divergence between students' claims about their ethical stance regarding plagiarism and their ability to recognise it as a breach of academic guidelines.
Practical implications
The practical implications for entrepreneurship education are: first, the university needs to emphasise to entrepreneurship students that plagiarism is a breach of academic guidelines which will be treated as a serious offence. Second, the university, in partnership with lecturers, must adopt experiential learning approaches to improve plagiarism avoidance skills.
Originality/value
The study supports previous research which identified that students held strong ethical views regarding plagiarism and claimed not to engage in it. However, this paper highlights the divergence between these claims and the students' ability to recognise plagiarism as a breach of academic guidelines – thereby highlighting the need to enhance academic guidelines on plagiarism.
Details