scholarly journals Real World Learning and the Internationalisation of Higher Education: Approaches to Making Learning Real for Global Communities

2020 ◽  
pp. 107-132
Author(s):  
Md Golam Jamil ◽  
Nazmul Alam ◽  
Natascha Radclyffe-Thomas ◽  
Mohammad Aminul Islam ◽  
A. K. M. Moniruzzaman Mollah ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Real World ◽  
Internationalisation Of Higher Education ◽  
Diverse Learning ◽  
Real World Learning ◽  
Practical Guidelines ◽  
Citizenship Skills ◽  
The Uk

Abstract Real world learning and the internationalisation of curricula are relatively new considerations in contemporary higher education discourses. Inquiry and application lie at the heart of real world learning, and the internationalisation of academic programmes is expected to equip learners with diverse learning styles and global citizenship skills. However, combining these two sets of educational objectives for pedagogic success is challenging, mainly because of learners’ academic, social and cultural differences. The chapter addresses this problem theoretically and with the help of three real cases drawn from the UK and Bangladesh. The cases convey the ethos and procedures for accommodating diversity, inquiry, application of learning, and cross-cultural collaboration in international educational settings. The findings suggest several practical guidelines on creating authentic and long-term learning opportunities in higher education.

scholarly journals Students’ Voice in Learning Style Assessment: The Innovative Learning Experiences Tool (ILE)

2016 ◽  
Vol 6 (2) ◽  
pp. 180
Author(s):  
Nosisana Patricia Mkonto
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Assessment Tool ◽  
Learning Experiences ◽  
Active Role ◽  
Learning Needs ◽  
Diverse Learning ◽  
Innovative Learning

<strong></strong><p>Students who enter higher education have diverse learning needs, andhigher education institutions need to provide for these needs. One way of dealing with this variety of learning needs is to empower students to play an active role in their own learning, by making them aware of their learning styles.  Identifying learning styles is an important facet within the learning process. Assessing learning styles could provide students with an opportunity to be reflective, and interrogate how they learn. Students’ learning styles can be assessed by using a learning styles assessment tool. The Innovative Learning Experiences (ILE) which was developed in this study, caters for the students` voice where students reflect on their past and present learning experiences. </p><br /><strong> </strong>

Managing knowledge transfer partnership for a rural community

Kybernetes ◽  
2014 ◽  
Vol 43 (3/4) ◽  
pp. 629-651 ◽  
Author(s):  
Peter Wiltshier ◽  
Michael Edwards
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
Learning Styles ◽  
Holistic Approach ◽  
Teaching Staff ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Key Skills ◽  
Market Town ◽  
The Uk

Purpose – This paper aims to propose a knowledge transfer partnership (KTP) model, using higher education (HE) students researching in the UK. It is focused on community engagement via charitable trusts, New Opportunities Wirksworth (NOW) & Ecclesbourne Valley Rail (EVR). The researchers designed and implemented a pilot study that explored the potential of a small, yet attractive and active, market town to diversify and regenerate using tourism. This project, which has been funded by the UK Higher Education Innovation Fund (HEIF), has been devised to operate and monitor a KTP in the culturally important heritage market town of Wirksworth, in Derbyshire. Design/methodology/approach – A systems-thinking constructivist approach is used and employs problem-based learning (PBL) through engagement of students in research and data collection. The authors identified that skills for sustainable development within the community are dependent on the reintegration of complex, inter-dependent and inter-disciplinary factors. A holistic approach to the learning and knowledge shared within the community underpins UK initiatives to promote capacity development in ways to change knowledge applications across product and service boundaries. Therefore, in addition to encouraging diversification and regeneration through tourism, this project supported the University of Derby's academic agenda to promote experiential and entrepreneurial learning in students working at both undergraduate and postgraduate levels. This paper accords with the current university initiatives to meet the student employability agenda through the application of PBL and knowledge management. Findings – The creation of outcomes and recommendations for Wirksworth's stakeholders provides sustainability through the knowledge creation and sharing processes. There are seven outcomes that chart a path to development and knowledge transfer (KT) and sharing. The authors simultaneously provided an environment for students to gain skills and a community to acquire new knowledge, and these are the outcomes and output of this project. New learning styles may support inclusive academic practice (see related samples of PBL such as Ineson and Beresford in HLST resources 2001). Implications for building a KT community through the social capital accumulated in the project are explored. Originality/value – In taking PBL from the classroom to the community, the authors have created a new KT environment in which skills can be acquired and a regeneration strategy can be tested in a work-or-practice-related setting. Students recognise that they are building learning for themselves that is unique in that it cannot be recreated in a classroom setting. The authors see this project developing into a robust long-term partnership between communities and institutions with KT benefits to teaching staff in addition to students. These benefits will include new skills for PBL, working collaboratively with partners in the community to develop key skills in HE students, innovation in assessment, inclusive learning and teaching, experiential and entrepreneurial learning in practice.

Are national higher education policies adequate for the next decade?

2012 ◽  
Author(s):  
Paul Clark
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Education System ◽  
Education Policies ◽  
Large Measure ◽  
Higher Education System ◽  
Higher Education Policies ◽  
National Economic ◽  
The Uk

The period since the election in May 2010 has seen a number of very far-reaching reforms enacted in the higher education system in the UK, and especially England. These have been driven in large measure by the economic situation, but also by the aim to introduce a more market-based approach into the sector. At the same time, the higher education system faces a number of long-term challenges, particularly in terms of how it can best contribute to much-needed regional and national economic growth. This article first summarises the reforms which have been put in place and some of the factors driving them; next goes on to set out the long-term challenges which the sector will need to address; and finally assesses whether the policy platform established through the government's reforms is likely to help or hinder the achievement of the sector's (and the country's) strategic aims.

scholarly journals Making Projects Real in a Higher Education Context

2020 ◽  
pp. 163-185
Author(s):  
Roy Hanney
Keyword(s):  
Higher Education ◽  
Social Learning ◽  
Real World ◽  
Theoretical Underpinning ◽  
The World ◽  
Model Of Management ◽  
Real World Learning ◽  
Real Value ◽  
Agile Learning ◽  
Industry Professionals

Abstract Challenging educators to rethink projects and see them as a practice rather than as a model of management the authors explore the possibilities for using live projects to enhance real world learning in higher education. Drawing on the work of the ‘critical projects movement’ the chapter outlines a theoretical underpinning for reconceptualising projects as a practice and proposes a new pedagogic model that of ‘agile learning’. Framing the use of live projects is a mode of real world learning that generates encounters with industry professionals and provides real-value outputs for clients. The chapter explores the challenges that face educators who wish to foreground ‘social learning’ and engagement with communities of practice as a means of easing the transition for students from education to the world of work.

scholarly journals Introduction: Real World Learning—Recalibrating the Higher Education Response Towards Application to Lifelong Learning and Diverse Career Paths

2020 ◽  
pp. 1-17
Author(s):  
Dawn A. Morley ◽  
Md Golam Jamil
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Real World ◽  
Curriculum Design ◽  
Career Paths ◽  
Longitudinal Development ◽  
The World ◽  
Real World Learning ◽  
Alternative Approaches

Abstract Morley and Jamil critique the changing higher education landscape where metrics, marketisation and challenging employment prospects for graduates put into question traditional modes of higher education ethos and delivery. Theorists identify alternative approaches where learning is focused on greater authenticity, personalisation and longitudinal development. The chapter introduces the emerging concept of ‘real world learning’, which is under-researched within higher education yet shows early potential to address some of the disjunctions between students’ learning and the world of work. An introduction is made to the chapters within the book that follow, written with the intention to illuminate what is real world learning and how it can be applied to curriculum design and pedagogy.

scholarly journals Understanding successful development of complex health and healthcare interventions and its drivers from the perspective of developers and wider stakeholders: an international qualitative interview study

BMJ Open ◽  
2019 ◽  
Vol 9 (5) ◽  
pp. e028756 ◽  
Author(s):  
Katrina M Turner ◽  
Nikki Rousseau ◽  
Liz Croot ◽  
Edward Duncan ◽  
Lucy Yardley ◽  
...  
Keyword(s):  
Real World ◽  
Development Process ◽  
Intervention Development ◽  
Grant Application ◽  
Successful Intervention ◽  
Qualitative Interview Study ◽  
Healthcare Interventions ◽  
Randomised Controlled ◽  
The Uk

ObjectiveIdentify how individuals involved in developing complex health and healthcare interventions (developers), and wider stakeholders in the endeavour, such as funders, define successful intervention development and what factors influence how interventions are developed.DesignIn-depth interviews with developers and wider stakeholders to explore their views and experiences of developing complex health and healthcare interventions.SettingInterviews conducted with individuals in the UK, Europe and North America.ParticipantsTwenty-one individuals were interviewed: 15 developers and 6 wider stakeholders. Seventeen participants were UK based.ResultsMost participants defined successful intervention development as a process that resulted in effective interventions that were relevant, acceptable and could be implemented in real-world contexts. Accounts also indicated that participants aimed to develop interventions that end users wanted, and to undertake a development process that was methodologically rigorous and provided research evidence for journal publications and future grant applications. Participants’ ambitions to develop interventions that had real-world impact drove them to consider the intervention’s feasibility and long-term sustainability early in the development process. However, this process was also driven by other factors: the realities of resource-limited health contexts; prespecified research funder priorities; a reluctance to deviate from grant application protocols to incorporate evidence and knowledge acquired during the development process; limited funding to develop interventions and the need for future randomised controlled trials (RCTs) to prove effectiveness. Participants expressed concern that these drivers discouraged long-term thinking and the development of innovative interventions, and prioritised evaluation over development and future implementation.ConclusionsTensions exist between developers’ goal of developing interventions that improve health in the real world, current funding structures, the limited resources within healthcare contexts, and the dominance of the RCT for evaluation of these interventions. There is a need to review funding processes and expectations of gold standard evaluation.

scholarly journals Language policy in the internationalisation of Higher Education in Anglophone countries: The interplay between language policy as ‘text’, ‘discourse’ and ‘practice’

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Florence Bonacina-Pugh ◽  
Elisabeth Barakos ◽  
Qi Chen
Keyword(s):  
Higher Education ◽  
Language Policy ◽  
Critical Discourse Analysis ◽  
Conversation Analysis ◽  
Global Dimension ◽  
Critical Discourse ◽  
The Core ◽  
Internationalisation Of Higher Education ◽  
Internationalisation Strategy ◽  
The Uk

AbstractIn order to better compete in an increasing neoliberalised education system, many Higher Education Institutions (HEIs) have developed an internationalisation strategy that aims at incorporating an intercultural and global dimension into curricula and learning environments for all. This internationalisation agenda raises important language policy issues that are often side-lined in the UK and other Anglophone countries where an English monolingual ethos prevails. Centrally, the question arises indeed as to whether internationalisation processes have an impact on HEIs’ language policies in Anglophone countries. This paper takes the case of a Russell Group University in the UK and focuses on two masters programmes that attract annually a ‘multilingual elite’ (Barakos and Selleck 2019). It examines the institution’s language policy adopted at the levels of ‘texts’, ‘discourses’ and ‘practices’ (Bonacina-Pugh 2012), using a critical discourse analysis of policy documents and a conversation analysis of classroom interactions. We argue that language policy is at the core of HEIs’ internationalisation processes even in Anglophone countries and that, methodologically, the articulation of findings from critical discourse and conversational analyses represents a step forward in the field of language policy.

scholarly journals Real World Learning: Simulation and Gaming

2020 ◽  
pp. 187-214
Author(s):  
Jonathan Lean ◽  
Jonathan Moizer ◽  
Cathrine Derham ◽  
Lesley Strachan ◽  
Zakirul Bhuiyan
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Real World ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Real World Learning ◽  
Subject Areas ◽  
Insight Into

Abstract Simulations and games are being used across a variety of subject areas as a means to provide insight into real world situations within a classroom setting; they offer many of the benefits of real world learning but without some of the associated risks and costs. Lean, Moizer, Derham, Strachan and Bhuiyan aim to evaluate the role of simulations and games in real world learning. The nature of simulations and games is discussed with reference to a variety of examples in Higher Education. Their role in real world learning is evaluated with reference to the benefits and challenges of their use for teaching and learning in Higher Education. Three case studies from diverse subject contexts are reported to illustrate the use of simulations and games and some of the associated issues.

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