Introduction

2020 ◽  
pp. 1-8
Author(s):  
Alison Scott-Baumann ◽  
Mathew Guest ◽  
Shuruq Naguib ◽  
Sariya Cheruvallil-Contractor ◽  
Aisha Phoenix

This book focuses on four main questions: · How do university staff and students view Islam and Muslims? · How do Muslim staff and students experience their faith identities in different ways on campus?· Where do they get their information from? · What role do different kinds of campus context play in shaping such perceptions? · What does this mean for our understanding of how universities function, particularly their capacity to foster critical thinking and cultural inclusivity? It is based on new research undertaken within a wide range of UK universities, including a national, sector-wide survey of over 2,000 students attending 132 universities and in-depth case studies of six very different campuses, including two Islamic colleges of higher education (the first study to include such institutions). The qualitative research has included conversations involving 253 staff and students across these six institutions, focus groups with Muslims and non-Muslims, analysis of teaching materials, observation of classes, and a variety of events pertinent to understanding how Islam is presented on campus.

Author(s):  
Francesco Sofo ◽  
Michelle Sofo

This chapter aims to raise awareness in leaders and practitioners on how critical thinking is embedded within the performance of virtual teams. The increasingly important nexus between critical thinking and team performance is demonstrated within the specific context of the virtual environment. The chapter is interspersed with brief case studies that demonstrate some of the experiences of Australian-based higher education staff in their efforts to incorporate both critical thinking and virtual teamwork into their pedagogy. A framework of success factors and challenges inherent to virtual teams and critical thinking is provided, which covers five influential factors: technology, student characteristics, educator characteristics, social aspects, and team dynamics. The chapter concludes with some directions for future research.


2020 ◽  
Vol 21 (1) ◽  
pp. 1-10
Author(s):  
Dini Dini ◽  
Athiefah Fauziyyah ◽  
Eko Yuliastuti

Studi ini adalah hasil tracer study pada Program Studi (PS) Teknologi Pangan Universitas Terbuka tahun 2017-2020. Studi ini menggunakan metode kualitatif (qualitative research) melalui survei dan wawancara dengan variabel (1) Keterserapan alumni di dunia kerja; (2) Kontribusi perguruan tinggi terhadap tingkat komptensi yang dikuasai; (3) Penilaian alumni terhadap metode pembelajaran di PS Teknologi Pangan. Hasil tracer study menyatakan bahwa dari segi keterserapan alumni di dunia kerja, alumni PS Teknologi Pangan UT sebanyak 68% sudah bekerja dan sebanyak 70% sudah memperoleh pekerjaan sebelum masuk UT. Bidang pekerjaan alumni paling banyak di bidang swasta di sektor usaha makanan dan minuman. Kontribusi perguruan tinggi terhadap tingkat kompetensi yang dikuasai alumni yaitu lebih dari 50% alumni menyatakan perguruan tinggi berkontribusi sangat tinggi dan tinggi dalam pengetahuan di bidang ilmu teknologi pangan, kemampuan riset dan analisis, komunikasi, ketrampilan digital, manajemen waktu dan kemampuan dalam memegang tanggung jawab, serta soft skill. Penilaian alumni terhadap metode pembelajaran di PS Teknologi Pangan yaitu lebih dari 50% menyatakan sudah sangat baik dan baik dari tutorial online, praktikum, dan bahan ajar cetak. Masukan alumni untuk perbaikan layanan yaitu untuk tutorial online antara lain perlunya peningkatan server, tampilan yang lebih menarik, penambahan video dan studi kasus, serta tutor perlu lebih aktif memberikan umpan balik. Masukan mahasiswa untuk praktikum yaitu perlunya laboratorium sendiri yang dimiliki oleh UT, mata kuliah praktikum perlu diperbanyak, serta  integrasi antara mata kuliah praktikum dengan mata kuliah lainnya. Masukan untuk bahan ajar cetak adalah perlu dilakukan pembaharuan materi yang mengikuti dengan perkembangan teknologi dan ilmu pengetahuan. Tracer study in the Food Technology Study Program of the Open University conducted in 2017-2020. This study uses qualitative methods (qualitative research) through surveys and interviews with variables (1) Absorption of alumni in the world of work; (2) Contribution of higher education to the competency level mastered; (3) Evaluation of alumni of learning methods in the Food Technology Study Program. The results of the tracer study stated that in terms of alumni absorption in the world of work, 68% of UT Food Technology PS alumni were already working and as many as 70% had reached a job before entering UT. Most alumni work in the private sector in the food and beverage business sector. The contribution of higher education to the level of competence controlled by alumni is more than 50% of alumni who state that universities contribute very high and high in knowledge in the field of food technology, research and analysis skills, communication, digital skills, time management and the ability to hold responsibility , also soft skills. The alumni assessment of the learning methods at the Food Technology Study Program, namely more than 50% stated that it was very good and good from online tutorials, practicum, and printed teaching materials. Alumni input for service improvements, namely for online tutorials, including the need for server upgrades, a more attractive display, adding videos and case studies, and tutors need to be more active in providing feedback. Student input for practicum is the need for UT's own laboratory, practicum courses that need to be reproduced, and integration between practicum courses with other courses. The input for printed teaching materials is that it is necessary to update the material that follows the development of technology and science.


Author(s):  
Per Berglund ◽  
Per Dannetun ◽  
Wai Lee Chan ◽  
Julie Gold ◽  
Sam Han ◽  
...  

In an era characterized by a move towards a “knowledge society”, universities are central in fostering “knowledgeability”, that is the reflexive understanding of knowledge in knowledge societies. The objective of “knowledgeability” can be met through creating a stronger link between education and research. Furthermore, overall student performance, for example in critical thinking and problem solving, can be improved if research-related activities are incorporated into the curriculum. The aim of this paper is to use inter-national examples to discuss the research- education nexus from four different perspectives, namely context, policy, im- plementation and quality, with case studies from higher education institutions in Singapore and Sweden. We suggest that different integrative technologies can be used to enhance the links, but it will be essential to consider the inputs of training, service and support in using new technology. Interestingly, the act of evaluating the link between edu- cation and research will increase awareness of this linkage by stakeholders involved in both education and research. In turn the link can be strengthened, contributing to increased quality in both education and research.


Author(s):  
Pat Hill ◽  
Amanda Tinker

In over a decade of working on embedding skills within the curriculum, it became apparent to us that the second or intermediate year was rather neglected in terms of intervention.  Across the UK higher education sector, focus has been on supporting first year transition and final year projects (Yorke, 2015; Whittle, 2018). The aim of this paper is to explore a progressive approach to learning development within the curriculum which ensures that the second year is fully exploited in terms of bridging the gap between first and final years. Focus groups were used to investigate perceptions of students, subject specialists and learning developers and the subsequent issues are thematically analysed and discussed. Two case studies are then used to demonstrate the design of a curriculum which supports a collaborative and progressive approach to student learning in which learning developers can play a key role. 


1995 ◽  
Vol 62 (5) ◽  
pp. 242-249 ◽  
Author(s):  
Moira Toomey ◽  
Donna Nicholson ◽  
Anne Carswell

A qualitative research project was undertaken to investigate the clinical utility of the Canadian Occupational Performance Measure (COPM) among therapists from the Regional Municipality of Ottawa-Carleton's Home Care Programme. Nineteen occupational therapists participated in one of four focus groups and in a plenary session to elicit reasons why some therapists used the COPM to assess clients and why others did not. The participants presented a wide range of opinions on the same theme, often from two polarities. The five themes that emerged from the focus groups and which were validated during the plenary session were: Use, environment, administration, outcome and suggested changes. The results demonstrated that COPM utility depended upon the degree to which therapists had incorporated the client-centred approach in their practice, the degree to which management valued and supported the use of the COPM and the degree to which the COPM could be flexible to fit practice context.


Author(s):  
Mariela Alejandra Coudannes Aguirre

ABSTRACTThe work is part of a research project on educational practices in the training of Teachers of History and Geography of three Argentine universities. In this case the results of the Autonomous University of Entre Rios are analyzed. Focus groups were conducted and history students could talk about their “best” teachers. They were asked what aspects make them memorable and what learning achieved in their classes. While one would expect that the most valued were those who stand out for their intellectual passion, commitment to education, the trend to build critical thinking and good treatment of students, this is not always so. The contradictions between some of the highlighted aspects lead to question and rethink how knowledge is constructed, and what notions of teaching and learning are present in the institutions of higher education in Argentina.RESUMENEl trabajo se enmarca en un proyecto de investigación sobre prácticas educativas en la formación de los profesorados de Historia y Geografía de tres universidades argentinas. En este caso se analizan los resultados obtenidos en la Universidad Autónoma de Entre Ríos. Se realizaron grupos de discusión y los estudiantes de Historia pudieron hablar sobre sus “mejores” profesores. Se les preguntó qué aspectos los hacen memorables y qué aprendizajes lograron en sus clases. Si bien cabría esperar que los más valorados fueran aquellos que se destacan por su pasión intelectual, el compromiso con la educación, la tendencia a la construcción de un pensamiento crítico o el buen trato con los alumnos, ello no siempre resulta así. Las contradicciones entre algunos de los aspectos resaltados llevan a cuestionar y repensar cómo se construye el conocimiento, y qué nociones de enseñanza y aprendizaje están presentes en las instituciones de educación superior en Argentina. Contacto principal: [email protected]


2021 ◽  
Vol 8 (12) ◽  
Author(s):  
Jane Irene Dawo ◽  
James Sika

<p>World-wide, 21st century higher education (HE) involves knowledge acquisition focused on addressing societal challenges. Fundamentally valuable are high order skills, such as critical thinking, creative problem solving, teamwork, evaluation, analysis, digital literacy, adaptability, and communication which can be used to navigate across a wide range of disciplines attributive to success in modern society. This is achievable through quality teaching for quality learning and hence the need for modernized pedagogical experience. In this regard, modern pedagogy in HE demands beyond routinized merely teachers’ transmission of information versus students’ retention efforts. It delves into the teaching of students on how to handle, address and interpret concepts, evidence and ideas, how to think and act as experts and how to produce original insights and valuable knowledge for the benefit of society, and ultimately, how to remain ahead of foreseeable societal challenges. Due to this, universities should change pedagogical approaches from fact-based traditional lecturing to interactive teaching with the aim of fostering deep understanding and expert-mindedness for problem-solving. This would result in graduates who fit the emerging economic, social and political situations that nations experience. They should be able to; approach societal challenges given their grounded curiosity, critical thinking and creativity, apply innovative skills in addressing real world problems, display a strong sense of personal and professional identity, and portray a high sense of self-efficacy. This paper is an attempt to explain how HE can give forth products who are world leaders in their specific disciplines in respect of teaching, research and community service.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0963/a.php" alt="Hit counter" /></p>


2020 ◽  
Vol 9 (2) ◽  
pp. 297
Author(s):  
Omar Rabeea Mahdi ◽  
Islam A. Nassar ◽  
Hashem Ali Almuslamani

Investigating the use of case studies as a teaching strategy to enhance the critical thinking skills of the students is the basic objective of this study. By discovering content and procedural issues, best practices are investigated and ways are discovered to foster critical thinking, as a result of which the students tend to develop the ability to think critically. This research employed mixed research methods and used the SPSS program for data analysis. The participants in this research are 42 students from the business management program of leadership and group dynamics course in applied sciences university (ASU) in the kingdom of Bahrain. Based on the research findings, the critical thinking skills of the students have been a consequence of the case study method. The findings of this research may have significant value for other higher education institutions in the wider Gulf region. If the case studies method is used in teaching, it will greatly contribute to the leadership and group dynamics educators in nurturing active learning. Additionally, it is likely to inculcate critical thinking skills, which are highly significant to develop leadership capabilities.


10.1068/c0030 ◽  
2001 ◽  
Vol 19 (5) ◽  
pp. 751-770 ◽  
Author(s):  
Jonathan Greer

Although partnerships are emerging as a central feature in governance arrangements in advanced capitalist societies, much discussion has taken place on the value and effectiveness of the approach. In recent years this debate has come to the fore in Northern Ireland, as a plethora of partnerships have been increasingly applied across a wide range of different government programmes at different levels of governance. Using a map of partnership arrangements in Northern Ireland, the author examines three case studies with a view to analysing the value and importance of partnership and assessing the activities that they do best. From this analysis, the author then discusses the future of partnership governance, outlines a number of areas for new research, and presents an agenda for development. As the case studies suggest that too much emphasis has been placed on developing a ‘process’, to the detriment of product outcomes, it is argued that partnerships need to adopt a dual approach to development by combining an inclusive process with greater strategic focus. At the regional level, however, a partnership framework is needed to facilitate coordination, reduce duplication, and improve understanding between partnerships, and between partnerships, local authorities, and government departments. Moreover, by adopting an inclusive approach, a partnership framework has the potential to provide a voice for the socially and politically excluded and to encourage participative planning and pluralist policymaking.


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