Querying the P(hD)ath to Educational Development in Higher Education

2018 ◽  
pp. 389-403 ◽  
Author(s):  
Sophia Abbot ◽  
Emily O. Gravett
Keyword(s):  
Higher Education ◽  
Educational Development

Performance Evaluation in Higher Education by Return on Investments Approach

2014 ◽  
pp. 369-390
Author(s):  
Aniruddha Thuse
Keyword(s):  
Higher Education ◽  
Business Education ◽  
Industrial Development ◽  
Educational Development ◽  
Educational Institutions ◽  
North African ◽  
Mena Countries ◽  
High Productivity ◽  
Industry And Education ◽  
Proper Analysis

The Middle East and North African or MENA countries are very keen about restructuring in the field of education. The countries otherwise are not known for the overall industrial development and growth. The huge populations of youth and high unemployment in the MENA countries have made it essential to go for overall industrial development. However, considering the fact that the industry and education of any economy should go hand in hand, it has become unavoidable to stress the higher educational development in the MENA countries. The educational institutions that provide business education (popularly known as B-Schools) in the country will have to work with high productivity, inputs wise. This will enable the economy to bridge the industry-academic gap. However, for this, the realistic approach should be the priority to evaluate the B-Schools' productivity. The investments made in B-Schools are always high (infrastructural and financial), so Return on Investments becomes significant, not only financially but also approach wise. The same approach is discussed in this chapter with proper analysis.

scholarly journals Inquire, Imagine, Innovate: A Scholarly Approach to Curriculum Practice

2019 ◽  
Vol 12 ◽  
pp. 155-165
Author(s):  
Michelle Yeo ◽  
Jennifer Boman ◽  
Julie Mooney ◽  
Andrea Phillipson ◽  
Luciano Da Rosa dos Santos ◽  
...  
Keyword(s):  
Higher Education ◽  
Appreciative Inquiry ◽  
Teaching And Learning ◽  
Educational Development ◽  
Institutions Of Higher Education ◽  
Phase Approach ◽  
Three Phase

This paper describes the development of a three-phase approach our team of educational developers finds useful in curriculum projects in our Teaching and Learning Centre. Informed by the literature on the importance of flexibility and iteration (Knight, 2001; Wolf, 2007) and an orientation towards Appreciative Inquiry (Srivastra & Cooperrider, 1990), we contextualize our work in relation to others in the Canadian educational development landscape. Additionally, we highlight the importance of recognizing micro, meso, and macro levels of influence in institutions of higher education (Poole & Simmons, 2013). We describe our Inquire, Imagine, and Innovate, or 3-I, model for curriculum consultation, positioned by fictionalized vignettes demonstrating how each phase is applied. We conclude the paper by indicating where we are continuing to develop this work.   Dans cet article, nous décrivons l’élaboration d’une approche en trois phases que notre équipe de concepteurs pédagogiques juge utile pour les programmes de notre centre d’enseignement et d’apprentissage. À partir de la recherche sur l’importance de la flexibilité et l’itération (Knight, 2001; Wolf, 2007) et d’un penchant pour l’interrogation appréciative (Srivastva et Cooperrider, 1990), nous replaçons notre recherche dans le contexte d’autres travaux dans le domaine du perfectionnement de l’enseignement au Canada. De plus, nous insistons sur l’importance de reconnaître les micro-, macro- et méso-niveaux d’influence dans les établissements d’enseignement supérieur (Poole et Simmons, 2013). Nous décrivons notre modèle 3-I – Interrogation, Imagination, Innovation – pour la consultation sur les programmes, en montrant, au moyen de fictions sur vignettes, comment chaque phrase se déroule. En conclusion, nous indiquons quelles sont les suites que nous donnons à ce travail.

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