scholarly journals Co-sensing and co-shaping as shared and relational practices in bringing about relational leaders in higher education

2021 ◽  
Vol 1 (8) ◽  
Author(s):  
Bhavani Ramamoorthi ◽  
Aini-Kristiina Jäppinen ◽  
Matti Taajamo
Keyword(s):  
Higher Education ◽  
Relational Leadership ◽  
Learning Spaces ◽  
Group Discussions ◽  
Team Interaction ◽  
Relational Practices ◽  
Student Teams ◽  
Shared Goal ◽  
Collaborative Learning Environment ◽  
Constructing Knowledge

AbstractThe aim of this article is to investigate how and what kinds of relational and shared practices were co-created within a multicultural team in a higher education collaborative learning environment. The students interacted while working towards the shared goal of co-constructing knowledge. The study provides insight into how student teams can actively build collaboration in learning spaces through manifesting relational leadership. Shared and relational practices refer broadly to all the knowledge, attitudes and skills that emerge from team interaction. A compound theoretical framework combining relational leadership and leadership trichotomy was adapted to study what particular factors enable shared and relational practices. The qualitative study drew data from students’ reflections and group discussions in an intervention which served as a space for experimentation in collaboration and dialogue. The results showed that the students practised Co-sensing and Co-shaping to effectively allow knowledge co-construction. A broadening perception of diversity and the perception that barriers were a doorway to new relational possibilities enabled Co-sensing and Co-shaping to work in collaboration. The results of the study could provide new insights for other kinds of higher education learning environments.

Relational Leadership: Perspectives of Key Constructs on Diversity, Inclusion, and Social Equity in Higher Education

2021 ◽  
Author(s):  
Rodney Luster ◽  
Henry A. Cooper ◽  
Gena Aikman ◽  
Kim Sanders ◽  
Garry Jacobs ◽  
...  
Keyword(s):  
Higher Education ◽  
Social Equity ◽  
Relational Leadership ◽  
Leadership Perspectives

scholarly journals Re:Learn

2021 ◽  
Author(s):  
Linda Borg ◽  
Marie-Louise Eriksson
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Information Literacy ◽  
Academic Writing ◽  
Information Seeking ◽  
Academic Context ◽  
Web Course ◽  
Writing Tutors ◽  
Collaborative Learning Environment ◽  
Academic Information

Librarians and writing tutors in higher education are working intensely to teach information literacy to students. But the extent to which this work is done collaborative or separately differs greatly between the universities. •How can we facilitate collaborative learning on questions regarding the teaching of academic information literacy? •How do we relate this teaching to various national and international frameworks and guidelines? •How do we find new ways and methods for writing tutors and librarians to work together? •Is it possible to create a platform to facilitate the exchange of ideas and tools? These are some of the questions that led us to start this project: to develop an open web course on student learning of information literacy in higher education. But instead of targeting students in higher education the target group for this course is librarians and writing tutors at Swedish universities. The project is funded by the Swedish library Association.The purpose of the course is to: •Place information literacy in an academic context, where academic writing is included together with information seeking, referencing, plagiarism etc. •Develop national cooperation on issues related to the teaching of information literacy and academic writing •To facilitate online peer learning between collegues on issues related to teaching information literacy and academic writing •Develop a platform for sharing experiences regarding tools and methods The participants will get the opportunity to participate in workshops and PBL-inspired group work on themes regarding the teaching of information literacy in higher education. In this way we hope to facilitate a creative and collaborative learning environment. The first iteration of the course will take place April-May 2021. This presentation will be about the development of the course and what we have learned so far.

scholarly journals When the Experimental Lab is Itself the Experiment: Making Someone Else’s Design Work

2021 ◽  
Vol 12 (2) ◽  
pp. 59-78
Author(s):  
Jesse Strycker
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Learning Spaces ◽  
Design Work ◽  
The Future ◽  
Multi Stakeholder

The redesign of learning spaces has been a growing trend in education, especially higher education. The redesign of such spaces takes time and involves a variety of stakeholders, sometimes resulting in ill-defined designs. This can be exacerbated when individuals leading such efforts depart and there is not a consensus on the design, sometimes leading to vendors having a disproportionate say in final implementations. Understanding these differences and finding a way forward can fall on new stakeholders who are tasked with supporting such spaces after most of the foundational decisions have been made and/or carried out. This case explores one faculty member and designer’s experiences with helping to both design for and define such an ill-defined space. Included in this case are the story of the design of the space pieced together from before the author started his employment and the story since he became a stakeholder, stumbling blocks encountered after the space was built, strategies employed in the interim, discussing a path forward, and finally sharing realizations made during the process which will help his future efforts with designing such multi-stakeholder spaces in the future.

scholarly journals Supporting Student Transition into Professional Practice

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Donna Jacqueline Dey ◽  
Angela Lindsay ◽  
Patricia Thomson
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Local Authority ◽  
Early Years ◽  
Initial Teacher Education ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Student Transition ◽  
Student Focus ◽  
Student Transitions

Transitions can affect students throughout their time at university. This study aims to show the potential of an additional, non-assessed placement in supporting MA3 Initial Teacher Education (ITE) students with skills thought to benefit transitions. Much of the research around student transitions focuses upon transitions into and out of higher education. In addition, within the MA ITE programme, students perceive challenges in transitioning into Professional Practice during their four year programme. A pilot study was undertaken to support third year MA ITE students in developing skills and attributes associated with the enhancement theme of student transitions in higher education: self-efficacy; reflection; and connectedness. The study involved MA3 students visiting an Early Learning and Childcare (ELC) setting in one local authority, one afternoon a week for eight weeks, the aim of the placement being for them to gain experience in playing and communicating with younger children, prior to their official early years placement. Initial findings from student focus group discussions suggest that students perceived that the study did help to support them in further developing transition skills and attributes.

Exploring the educational needs of adult learners: A study of three universities in Ghana

2018 ◽  
Vol 24 (2) ◽  
pp. 165-187 ◽  
Author(s):  
Yaw Owusu-Agyeman ◽  
Magda Fourie-Malherbe ◽  
Liezel Frick
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Mixed Method ◽  
Higher Education Institutions ◽  
Educational Needs ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Knowledge And Skills ◽  
Educational Challenges ◽  
Method Approach

Adult learners have unique educational needs that require attention from Higher Education Institutions, facilitators and industry. While several theories and policies have been developed to address the bourgeoning educational challenges confronting adult learners in Higher Education Institutions, not much has been achieved in the wake of growing knowledge and skills demands of employers. Using a mixed method approach, a survey (n = 200) and focus group discussions (n = 27) were conducted among adult learners who were also professionals studying engineering programmes in three diverse universities in Ghana. Additionally, interviews were conducted with representatives from industry and from the three engineering departments in the three universities. The study revealed that while the development of separate programmes for adult learners in Higher Education Institutions is not plausible in meeting the educational needs of adult learners, a different pedagogy could be used in addressing the unique knowledge and skills needs of adult learners. We present the implications of our study in relation to theory, practice and further research.

The need for civic engagement and competency in higher education in Lebanon

2017 ◽  
Vol 4 (4) ◽  
pp. 186-194
Author(s):  
Nadine Joudi ◽  
Ghada Chehimi
Keyword(s):  
Higher Education ◽  
Civic Engagement ◽  
National Security ◽  
The Political ◽  
Exploratory Research ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
University Curriculum ◽  
Research Outcomes ◽  
Security Levels

Lebanon has always been unstable on the political and the national security levels. The youth in Lebanon did not have the privilege of stability to engage in civic activities and become active citizens. The youth need to collaborate with adults to explore different issues and opportunities to develop civic engagement in their own society. This study is an exploratory research which reveals the need for constructive plans in higher education in Lebanon that will lead youth to civic engagement and competence. It also focuses on exploring the existence of university curriculum that fosters the actual implementation of civic engagement and civic competency programmes. Data were collected using a qualitative framework. University students’ civic competency, knowledge, skills, participation in civic engagement, attitudes and efficacy are assessed by using focus group discussions with students and instructors. The research outcomes provide a foundation for the sustainable interventions through the development of a university curriculum.   Keywords: Civic engagement, civic competency, Lebanon.  

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