Reconfiguring Knowledge in Higher Education: Emerging Themes and Research Avenues

2018 ◽  
pp. 187-202 ◽  
Author(s):  
Peter Maassen ◽  
Monika Nerland ◽  
Lyn Yates
Keyword(s):  
Higher Education ◽  
Emerging Themes

Leadership in Academia of Pakistan: Perception of Crisis Situation and Solutions

2020 ◽  
Vol 34 (4) ◽  
pp. 671-692
Author(s):  
Shehla A. Yasin ◽  
Syeda Shahida Batool ◽  
Muhammad Asir Ajmal
Keyword(s):  
Higher Education ◽  
Thematic Analysis ◽  
Sampling Technique ◽  
Academic Leadership ◽  
Crisis Situation ◽  
Academic Leader ◽  
Leadership Crisis ◽  
Private And Public ◽  
Emerging Themes ◽  
Age Range

In current study, aim was to explore effective academic leadership in Pakistani higher education institutes. It was an attempt to understand how people in academia perceive effective academic leadership and what are the qualities expected in an effective academic leader? It was also attempted to explore if academicians feel that there is a crisis of leadership in Pakistani higher education institutes? What are the reasons and solution for this crisis situation? Purposive sampling technique was used to select a sample of teachers, students, and psychologists. Three focus groups were conducted one after another. Sample (N = 21) included 13 women and 8 men with age range 21-50 years. Sample was selected from different private and public universities and hospitals of Lahore. Emerging themes were analyzed using bottom up thematic analysis. Results indicated that an effective academic leader should have IQ and EQ, be visionary, and should bring everyone together. The participants mostly agreed that there is leadership crisis in Pakistani higher education institutes. They described various reasons for the crisis situation which mainly implied the responsibility to existing leaders, infrastructure, social decline, and policies.

scholarly journals Student Perceptions of the ‘Best’ Feedback Practices: An Evaluation of Student-Led Teaching Award Nominations at a Higher Education Institution.

2019 ◽  
Vol 7 (2) ◽  
pp. 121-135
Author(s):  
Tom Lowe ◽  
Cassie Shaw
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Student Perception ◽  
Education Institution ◽  
Student Survey ◽  
The United Kingdom ◽  
Teaching Awards ◽  
Teaching Award ◽  
Emerging Themes ◽  
The University

The construction of what students constitute to be “good” feedback often plagues the minds of academics, who seem to continuously search for the holy grail of what it is exactly students want from their feedback in Higher Education. This aspect of the student experience in assessment and feedback continues to elude institutions by the nationally lower average scores in the United Kingdom annual National Student Survey questions on timely/prompt feedback (NSS, 2017, Gartland et al 2016) which makes this a topical area for exploration and discussion. To investigate student perceptions of feedback in an alternative method, this article examines the qualitative data from three years of Student-Led Teaching Awards (STLA) nominations for the category “Best Lecturer for Constructive and Efficient Feedback” at the University of Winchester. From this study, new revelations in regards to the student perception of the ‘best’ lecturer(s) feedback practice have come to light including terminology, language and emphasis on email turnaround, rather than the actual format of the feedback itself (handwritten, e-submission etc.). In order to tease out the repetitive emerging themes for what students are perceiving to be “good” feedback, this paper will outline the findings of this study, including the methodology and nomination process of the SLTAs at Winchester. 

scholarly journals Teaching and Learning Continuity Amid and Beyond the Pandemic

2021 ◽  
Vol 6 ◽  
Author(s):  
Filomena T. Dayagbil ◽  
Daisy R. Palompon ◽  
Laurence L. Garcia ◽  
Michelle Mae J. Olvido
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
The Philippines ◽  
Faculty Members ◽  
Public Higher Education ◽  
Strategic Actions ◽  
Teaching And Learning Environment ◽  
Emerging Themes ◽  
Qualitative Responses

The study explored the challenges and issues in teaching and learning continuity of public higher education in the Philippines as a result of the COVID-19 pandemic. The study employed the exploratory mixed-method triangulation design and analyzed the data gathered from 3, 989 respondents composed of students and faculty members. It was found out that during school lockdowns, the teachers made adjustments in teaching and learning designs guided by the policies implemented by the institution. Most of the students had difficulty complying with the learning activities and requirements due to limited or no internet connectivity. Emerging themes were identified from the qualitative responses to include the trajectory for flexible learning delivery, the role of technology, the teaching and learning environment, and the prioritization of safety and security. Scenario analysis provided the contextual basis for strategic actions amid and beyond the pandemic. To ensure teaching and learning continuity, it is concluded that higher education institutions have to migrate to flexible teaching and learning modality recalibrate the curriculum, capacitate the faculty, upgrade the infrastructure, implement a strategic plan and assess all aspects of the plan.

scholarly journals Preparing teachers for emergency remote teaching: A professional development framework for teachers in higher education

2021 ◽  
Vol 18 (5) ◽  
pp. 52-72
Author(s):  
Ishaq Al-Naabi ◽  
◽  
Jo-Anne Kelder ◽  
Andrea Carr ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Learning Approaches ◽  
Delivery Modes ◽  
Development Framework ◽  
Emerging Themes ◽  
Inductive Thematic Analysis ◽  
Selection Of

COVID-19 has significantly impacted teaching and learning in higher education, leading institutions to embrace Emergency Remote Teaching (ERT) in response to school and university closure. A systematic review research methodology was used to identify, analyse and synthesise literature on professional development in higher education published between 2010 and 2020. Following an inductive thematic analysis, the authors identified four themes that represent the literature: learning approaches, delivery modes, design features and institutional support. Based on the emerging themes and the analysis of the selection of studies, a framework for professional development is proposed to prepare teachers in higher education for ERT. The use of the framework is recommended to guide higher education institutions in best assisting their academic staff during an ERT context.

scholarly journals An Online Engagement Framework for Higher Education

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Petrea Redmond ◽  
Amanda Heffernan ◽  
Lindy Abawi ◽  
Alice Brown ◽  
Robyn Henderson
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Short Review ◽  
Comparison Method ◽  
Review Of The Literature ◽  
Online Engagement ◽  
Education Environment ◽  
Recommendations For Practice ◽  
Emerging Themes

Student engagement is understood to be an important benchmark and indicator of the quality of the student experience for higher education; yet the term engagement continues to be elusive to define and it is interpreted in different ways in the literature. This paper firstly presents a short review of the literature regarding online engagement in the higher education environment, moving beyond discipline-specific engagement. It then presents a conceptual framework which builds upon recurring themes within the literature, including students’ beliefs, attitudes, and behaviours. The framework was developed by adopting a constant comparison method to analyse the literature, and to search for and identify current and emerging themes. The framework identifies indicators for five key elements of online engagement, and the authors propose that the framework provides a guide for researchers and academics when exploring online engagement from a conceptual, practical and research basis. Finally, the paper provides recommendations for practice, outlining how the framework might be used to reflect critically upon the effectiveness of online courses and their ability to engage students.

Seeking a scholarship of pedagogy, technology, and faith: A literature survey

2018 ◽  
Vol 22 (3) ◽  
pp. 252-273 ◽  
Author(s):  
Kara Sevensma ◽  
Marj Terpstra ◽  
Jack Gibson ◽  
Isabella Napitupulu ◽  
Elle Quist Nieuwsma ◽  
...  
Keyword(s):  
Higher Education ◽  
Digital Technologies ◽  
Literature Survey ◽  
Educational Settings ◽  
Pedagogical Decisions ◽  
Emerging Themes ◽  
Christian Educators

This article examines the extent to which published Christian scholarship provides a foundation for Christian educators to critically assess and make grounded pedagogical decisions about technology. A literature survey of 26 Christian and religious journals from 1970 to 2016 reveals a limited body of scholarship that addresses the complex intersections of pedagogy, technology, and faith. The findings highlight emerging themes from the limited scholarship that does exist, and point to gaps in the literature. The discussion offers guidance to Christian audiences considering how to integrate digital technologies in educational settings ranging from P-12 to higher education, and establishes an agenda for future scholarship.

scholarly journals Flipped learning in higher education chemistry: emerging trends and potential directions

2015 ◽  
Vol 16 (4) ◽  
pp. 758-768 ◽  
Author(s):  
Michael K. Seery
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Learning Environment ◽  
Chemistry Education ◽  
Lessons Learned ◽  
Learning Approach ◽  
Flipped Learning ◽  
Emerging Trends ◽  
University Level ◽  
Emerging Themes

Flipped learning has grown in popularity in recent years as a mechanism of incorporating an active learning environment in classrooms and lecture halls. There has been an increasing number of reports for flipped learning in chemistry at higher education institutions. The purpose of this review is to survey these reports with a view to examining the rationale for adopting the flipped learning approach, how educators have implemented the flipped learning approach into their own practice and how these implementations have been evaluated. The reports are analysed for emerging themes on the benefits and challenges of integrating this approach in chemistry education at university level, with a view to understanding how we can continue to develop the approaches taken for implementation of flipped learning methods in higher education chemistry. Analysis of the articles surveyed indicate that the approach is highly popular with students, with educators adopting it as a means of developing an active learning environment, to increase engagement, and to allow time for developing a deeper understanding of the discipline. Despite the approach being open-ended in terms of how it can be implemented, there is some uniformity in how it has been adopted. These approaches are discussed, along with lessons learned from evaluations, with some suggestions for future iterations so that the implementation relies on evidence-based methods.

Emerging themes in creative higher education pedagogy

2018 ◽  
Vol 10 (3) ◽  
pp. 271-282
Author(s):  
Derrick Robinson ◽  
Ben M. Schaap ◽  
Mejai Avoseh
Keyword(s):  
Higher Education ◽  
Effective Teachers ◽  
Administrative Support ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Content Type ◽  
Higher Education Pedagogy ◽  
The Usa ◽  
Emerging Themes ◽  
Higher Education Instruction

Purpose The purpose of this paper is to explore emerging themes in which creativity, or creative pedagogy (CP), is aligned with the practices of higher education instruction. The componential theory of creativity (Amabile, 2012) was used as the lens for examining CP of the study’s participants. Design/methodology/approach Using an exploratory case study of institutionally recognized effective teachers at a flagship university in the upper mid-western region of the USA, researchers sought to see which themes emerge and align with the four components of CP. Researchers used semi-structured interviews, document analysis, and artifact data to support thematic development. Findings Four themes emerge from the study to align with CP: administrative support; praxis and environment; content learning; and student independence. Of the four themes, praxis and environment are found to be most dominant in the study. Within each theme, surrounding environment and creative-relevant components of CP emerge as the most dominant. In all, it can be concluded that effective teachers position themselves toward themes and components that offer the most impact for students. Originality/value Applying Amabile’s (2012) components of creativity to analyze the pedagogical practices of institutionally recognized teachers of excellence encourages deeper observation of pedagogical practices on higher education faculty and institutional impact on pedagogy. Recommendations are offered for both institutions of higher education and its faculty.

scholarly journals Internationalization initiatives in U.S. institutions of higher education : the impact observed by a school of music

2018 ◽  
Author(s):  
◽  
Brooke A. DeArman
Keyword(s):  
Higher Education ◽  
International Students ◽  
Intercultural Communication ◽  
Institutions Of Higher Education ◽  
Critical Approach ◽  
Domestic Students ◽  
School Of Music ◽  
Intellectual Abilities ◽  
Emerging Themes ◽  
The Impact

This qualitative study was designed to evaluate the impact internationalization initiatives in U.S. institutions of higher education have had on a school of music. The critical approach of intercultural communication served as the conceptual framework to guide understanding of internationalization initiatives or efforts within higher education institutions toward preparing students, in particular music graduates, for the global society (Issa, 2015). Data collected from questionnaires and interviews with various stakeholders, organizational documents and the institution's website provided a more thorough understanding of the approach to, and challenges and benefits of internationalization initiatives in a school of music. This data was coded for consistencies and emerging themes in terms of approaches to, challenges, and benefits. The results of this study could create social change for society and communities in better understanding the impact of internationalization initiatives implemented within higher education music departments toward enhancing the artistic and intellectual abilities and contributions of individuals, institutions, and the field of music as a whole. Findings from this study will also inform practices of administrators of music departments within higher education toward attracting and preparing international students as well as preparing current domestic students for a globalized society.

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