scholarly journals On reflection: mature students’ views of teaching and learning on Access to Higher Education Courses

2015 ◽  
Vol 25 (4) ◽  
pp. 296-313 ◽  
Author(s):  
Hugh Busher ◽  
Nalita James ◽  
Anna Piela
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Access To Higher Education ◽  
Mature Students ◽  
Education Courses

Widening Access to Higher Education – An Australian Case Study

2003 ◽  
Vol 8 (2) ◽  
pp. 195-212
Author(s):  
Glen Postle ◽  
Andrew Sturman
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Access To Higher Education ◽  
History Of Higher Education ◽  
Student Groups ◽  
Diverse Student ◽  
History Of ◽  
Australian Case ◽  
Open And Distance Learning

In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.

Widening Access to Higher Education in Spain: The Unexpected Effects of Two Policy Changes

2002 ◽  
Vol 8 (1) ◽  
pp. 46-59 ◽  
Author(s):  
María Jesús San Segundo
Keyword(s):  
Higher Education ◽  
Access To Higher Education ◽  
Policy Changes ◽  
University System ◽  
Economic Determinants ◽  
Access Policy ◽  
Spanish Constitution ◽  
Mature Students ◽  
Educational Investments ◽  
University Curricula

This article describes two policy changes in Spain, which were not designed as part of an access policy: regional decentralisation (following the approval of the Spanish Constitution in 1978) and the reform of university curricula that has taken place since 1989. It is shown that these policy changes have had some unexpected effects on access to higher education by different groups of individuals. The analysis pays special attention to the rates of participation of students in different regions, as well as to the probability of access according to socio-economic origin. Economic determinants of educational investments are emphasised. The article shows that the Spanish university system does not offer many opportunities for mature students to access and finance higher education.

scholarly journals TEACHERS' PERSPECTIVE ABOUT FACTORS THAT PREVENT SUCCESS IN TEACHING AND LEARNING PROCESS IN HIGHER EDUCATION OF ENGINEERING IN BRAZIL

2016 ◽  
Vol 74 (1) ◽  
pp. 61-70
Author(s):  
Gláucia Nolasco de Almeida Mello
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Dropout Rate ◽  
Point Of View ◽  
High Dropout Rate ◽  
Research Problems ◽  
Information And Communication ◽  
Education Courses

The last fifteen years, in Brazil, the number of engineering freshmen had a huge increased and, although the number of graduated also had increased over the same period, the percentage of engineering freshmen are by far higher than engineers graduated. In this context, there is a clear evidence of the high dropout rate in higher education courses of engineering in Brazil. Once most of developed researches about engineering courses dropout in Brazil are focused in the students and institutions point of view about factors that affect dropout rate, in this research it was investigated the professors perspective to answer the three questions: (1) What are the main factors which prevent success in teaching and learning process identified by professors of engineering during the classes? (2) How can professors to improve the teaching and learning process in higher education courses of engineering in Brazil? (3) How can Higher Education Institutions (HEI) support the professors? The research data were collected through team activities developed with 134 professors of higher education courses of engineering. This research reveals that the most important factors that affect negatively the teaching and learning process are related to inadequate high school preparation and behaviour of students. Main suggestions of professors for improving the teaching and learning process and also students' motivation are related to pedagogical aspects such as: use of Information and Communication Technologies (ICTs) as support of classes and implementation of professor and student support programs with significant participation of HEI. Key words: qualitative research, problems in engineering education, professor's perspective, higher education of engineering in Brazil.

scholarly journals Editorial

2021 ◽  
Vol 14 (3) ◽  
pp. v-vii
Author(s):  
Penny Welch ◽  
Susan Wright
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
International Relations ◽  
Teaching And Learning ◽  
The United States ◽  
Access To Higher Education ◽  
National History ◽  
International Partnerships ◽  
Learning And Teaching ◽  
The Social

This issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences includes authors from China, Canada, France and the United States. The first two articles analyse processes of developing international partnerships and networks promoting refugee access to higher education. The other three papers concern aspects of teaching and learning: online learning in accountancy; a flipped pedagogy in sociology; and the inclusion of national history in introductory international relations courses.

scholarly journals DESIGN THINKING AS ACTIVE TEACHING METHODOLOGY AT THE UNIVERSITY -COMPARATIVE STUDY BETWEEN COURSES

2021 ◽  
Vol 2 (4) ◽  
pp. e24231
Author(s):  
Paulo Sergio de Sena ◽  
Maria Cristina Marcelino Bento ◽  
Nelson Tavares Matias ◽  
Messias Borges Silva
Keyword(s):  
Higher Education ◽  
Comparative Study ◽  
Teaching And Learning ◽  
Design Thinking ◽  
Business Administration ◽  
Teaching Methodology ◽  
Active Teaching ◽  
Professional Profile ◽  
The University ◽  
Education Courses

In a move to go beyond pedagogical concerns for engineering teaching and learning and expand to other higher education courses and other professionals, this study compared the use of Design Thinking as a tool to pedagogically mobilize courses in Business Administration, Design, Nursing and Pedagogy. The results showed that the same pedagogical concern of engineering was shared with the compared courses. The relationships between students were fundamental for solving problems, as proposed by Design Thinking, as well as the relationships between the classes of a given course with their concerns about the professional profile that is being formed.

scholarly journals AS CONTRIBUIÇÕES DA EDUCAÇÃO A DISTÂNCIA PARA O DESENVOLVIMENTO LOCAL E REGIONAL: VISÃO DOS PROFISSIONAIS ATUANTES NOS POLOS DE APOIO PRESENCIAL

2020 ◽  
Vol 13 (2) ◽  
pp. 256
Author(s):  
Eloiza Ribeiro Lopes Gama ◽  
Marcelo Henrique Pereira dos Santos ◽  
Francisco Ricardo Duarte ◽  
Luzia Coelho Rodrigues
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Local Development ◽  
Qualitative Approach ◽  
The Internet ◽  
Access To Higher Education ◽  
City Managers ◽  
Data Collection Process ◽  
Education Courses ◽  
Effective Contribution

This article aims to identify the Distance Education contributions as policy of expansion and democratization of higher education, under the focus of the view of Coordinators of Presential Support and Tutors and observe the contributions of the expansion of distance education courses for regional and local development in the states of Bahia and Pernambuco. To carry out this investigation, were selected four poles, located in the cities of Juazeiro / BA, Pintadas / BA, Ouricuri /PE and Trindade /PE. To collect data, we used the qualitative approach analysis. For the data collection process, it proceeded to the interviews with Pole Coordinators and Presential and Distant Tutors in the selected poles. In addition to these interviews, we used the survey of documentation and files (documents, spreadsheets and printed and digital records) of the Secretary of Distance Education of UNIVASF, in order to verify the locations and poles of graduates and locate Coordinators and Tutors. After this phase of collection, proceeded to the transcription of the interviews and document comparison, followed by analysis of collected data. Among the results, it highlights that the coordinators agreed that Distance Education has come to increase access to higher education and improving the lives of people. it stands out that still occur common difficulties revealed by them, among which the internet lack of quality and lack of support about the Pole maintenance with city managers. These results demonstrate the effective contribution of Distance Education, both in the training of graduates and for the local and regional development and show that this is a field still open to further investigations.

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