scholarly journals Enhancing post-disaster reconstruction capacity through lifelong learning in higher education

2015 ◽  
Vol 24 (3) ◽  
pp. 338-354 ◽  
Author(s):  
Menaha Thayaparan ◽  
Mohan Siriwardena ◽  
Chamindi Ishara Malalgoda ◽  
Dilanthi Amaratunga ◽  
Irene Lill ◽  
...  
Keyword(s):  
Higher Education ◽  
Built Environment ◽  
Lifelong Learning ◽  
Practice Guidelines ◽  
Good Practice ◽  
Social Implications ◽  
Disaster Resilience ◽  
Content Type ◽  
Learning And Teaching ◽  
Post Disaster

Purpose – Due to the complexities involved in disasters and due to the peculiar nature of post-disaster reconstruction, built environment professionals require continuous updating of their skills and knowledge to contribute effectively to disaster resilience. The purpose of this paper is to identify the ways in which higher education institutions (HEIs) can address this need through the provision of lifelong learning. Design/methodology/approach – This paper is based on both a literature review and on empirical evidence obtained through interviews, a workshop and group validation. Findings – The challenges faced by HEIs in accommodating lifelong learning are presented. Furthermore, good practice guidelines are provided to enable HEIs to respond effectively to industry requirements; to provide lifelong learning via through-life studentship; to promote collaboration amongst HEIs, industries, professional bodies and communities, and to promote the adoption, diffusion and exploitation of the latest learning and teaching technologies. Research limitations/implications – The empirical focus of the research is limited to three EU countries, namely UK, Lithuania and Estonia. This paper focuses on role of HEIs in enhancing the disaster risk reduction (DRR) capacity in the built environment, especially at the stage of post-disaster reconstruction. Practical implications – The recommendations provided on good practice suggest how HEIs can integrate disaster related knowledge into their curriculum faster than previously and how they are able to assist their educators and learners in building up their knowledge base on a continuous basis. Social implications – Capacity building in enhancing DRR during the post-disaster reconstruction stage through the provision of lifelong learning will create social implications within the responsiveness of built environment professionals to cater for disaster resilience. Originality/value – The appropriateness of lifelong learning as an approach to disaster management education is justified. The challenges HEIs face in accommodating lifelong learning and the recommendations on good practice guidelines in order to make the HEIs more responsive to educational needs are discussed.

Organisational change and development towards inclusive higher education

2016 ◽  
Vol 8 (1) ◽  
pp. 101-118 ◽  
Author(s):  
Victoria Louise O'Donnell
Keyword(s):  
Higher Education ◽  
Cultural Theory ◽  
Good Practice ◽  
Organisational Change ◽  
Content Type ◽  
Learning And Teaching ◽  
Changing Practice ◽  
Higher Education Culture ◽  
Education Culture ◽  
The Impact

Purpose – The purpose of this paper is to develop an understanding of the impact of organisational policies around inclusion on individual academic practices, and to develop an understanding of the factors which enable or prevent shifts towards inclusion in higher education learning and teaching. Design/methodology/approach – The paper presents data from the document analysis phase of a larger research project. To achieve an understanding of the complex process of development towards an inclusive higher education culture within one focal university, the research took a qualitative approach, underpinned by a critical realist perspective which acknowledges and demands the investigation of multiple levels of reality. The documentary analysis presented here used a constant comparative technique. Documents were analysed inductively by the project team, leading to the identification of key emergent themes. Findings – Three themes related to the development of an inclusive higher education culture emerged from the analysis of the data. These were: learner empowerment; changing practice through challenging practice; inclusive practice as good practice. The focal university’s vision for an inclusive culture was expressed inconsistently across data sources, and did not provide clear indications of concrete shifts in practice which would be required in order to enact that vision. Originality/value – The data are analysed and discussed through the lens of socio-cultural theory, allowing for a complex understanding to emerge of the ways in which participation in the valued practices of a university community is affected by the influence of policy and strategy.

scholarly journals Do LEGO® Models Aid Reflection in Learning and Teaching Practice?

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Chrissi Nerantzi ◽  
Craig Scott Despard
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Good Practice ◽  
Academic Practice ◽  
Learning And Teaching ◽  
Good Assessment ◽  
The University ◽  
Assessment Strategies ◽  
The Impact

In this paper we describe the use of LEGO® models within assessment of the Postgraduate Certificate in Academic Practice (PGCAP) offered at the University of Salford. Within the context of the PGCAP, we model innovative and contextualised assessment strategies for and of learning. We challenge our students, who are teachers in higher education (HE), to think and rethink the assessment they are using with their own students. We help them develop a deeper understanding and experience of good assessment and feedback practice in a wider context while they are assessed as students on the PGCAP. We report on an evaluation of how the LEGO® model activity was used with a cohort of students in the context of the professional discussion assessment. We share the impact it had on reflection and the assessment experience and make recommendations for good practice.

scholarly journals Teaching sustainable development in higher education

2016 ◽  
Vol 17 (3) ◽  
pp. 305-321 ◽  
Author(s):  
Cathy Howlett ◽  
Jo-Anne Ferreira ◽  
Jessica Blomfield
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Reflective Thinking ◽  
Interdisciplinary Approach ◽  
Pedagogical Practices ◽  
Course Evaluations ◽  
Education For Sustainability ◽  
Social Implications ◽  
Pedagogical Practice ◽  
Content Type

Purpose This paper aims to argue that substantive changes are required in both curricula and pedagogical practice in higher education institutions to challenge dominant epistemologies and discourses and to unsettle current ways of thinking about, and acting in relation to, the environment. Central to such a shift, it is argued, is the need for higher education curricula to be interdisciplinary and for pedagogical practices to work to build capacities in students for critical and reflective thinking. Design/methodology/approach In this paper, a case study of our reflections is offered on a subject designed to promote capacities in students for critical and reflective thinking via an interdisciplinary approach. The paper uses data from student reflective essays and student course evaluations to make an argument for the success of this approach. Findings Genuine transformative learning can occur within a constructivist informed pedagogical approach to teaching for sustainability. Research limitations/implications Research implications are that genuine transformation can occur in students’ thinking processes (which the paper argues is critical for effective education in sustainability) with appropriately designed courses in higher education. Practical implications More effective environmental actors and thinkers, who can critically engage with the complexity of environmental problems. Social implications Social implications include a more effective and socially just higher education for sustainability Originality/value The authors know of no other narrative that addresses attempts to educate for sustainability using this approach.

Why and how to build back better in shrinking territories?

2019 ◽  
Vol 28 (4) ◽  
pp. 460-473 ◽  
Author(s):  
Grazia Di Giovanni ◽  
Lorenzo Chelleri
Keyword(s):  
Built Environment ◽  
Design Methodology ◽  
Recovery Process ◽  
Economic Recovery ◽  
Content Type ◽  
Development Path ◽  
Recovery Pattern ◽  
Territorial Transformation ◽  
Post Disaster ◽  
Practical Implications

PurposeThe purpose of this paper is to explore the concept of build back better (BBB) in contexts affected by depopulation and shrinking economies discussing how and if its principles are able to drive the recovery pattern toward a sustainability re-development path.Design/methodology/approachBBB principles’ usefulness in driving toward a sustainable post-disaster recovery has been tested in L’Aquila’s area (Italy) – severely affected by an earthquake in 2009 – through interviews and analyses of reconstruction plans and policies.FindingsAlthough most of the BBB principles can be recognized within the intentions of plans and policies, the recovery process highlights a major fallacy in addressing the pre-disaster socio-economic stresses inducing to shrinkage and depopulation development lock-ins.Practical implicationsAlthough most of the principles can be recognized in the intentions of plans and policies, the recovery process highlights a main fallacy of the “BBB paradigm”: the need of addressing pre-disaster socio-economic stresses while recovering from the shocks was not explicitly nor implicitly addressed.Originality/valueShrinkage as a process of territorial transformation has been little explored in relation to natural hazards and post-disaster contexts. Indeed, while from one side BBB concept and principles drive toward a potential mitigation of the main risks while re-building, it results challenging to overcome the built environment re-building priorities to question whether, what and how to re-build while investing in socio-economic recovery. Reverting, or accepting, shrinkage could indeed implies to not build back part of the urban fabric, while investing in skills and capacity building, which, in turn, would be difficult to justify through the reconstruction budget. The tension between re-building (better, the built environment) and re-development (skills and networks, at the expense of re-building) is critical when BBB faces disasters happening in shrinking territories.

Medical training helps L&G to shine

2012 ◽  
Vol 20 (4) ◽  
pp. 6-8
Keyword(s):  
Lifelong Learning ◽  
Design Methodology ◽  
Medical Training ◽  
Medical Knowledge ◽  
Social Implications ◽  
Percent Reduction ◽  
Content Type ◽  
University Center ◽  
Effective Training ◽  
Practical Implications

PurposeDescribes how enhancing the specialist medical knowledge of 150 underwriters and claims assessors at Legal & General Assurance Society has helped the company to save thousands of pounds in costs for referring claims to chief medical officers.Design/methodology/approachExplains the reasons for the training, the form it took and the results it has achieved.FindingsDetails how the company has established a pool of UK‐wide specialist underwriters and claims assessors with an enhanced knowledge and understanding of common diseases, disorders and syndromes, and this is helping it to underwrite risks and prognoses more effectively.Practical implicationsReveals that, as a result of the training, Legal & General has experienced 500 fewer referrals to chief medical officers a month. This is a 35 percent reduction, which translates to a saving of £12,000 a month. The course paid for itself within 13 months.Social implicationsHighlights the benefits to L&G clients, in terms of better quality and faster service.Originality/valueDescribes an effective training partnership between L&G and Cardiff University Center for Lifelong Learning.

scholarly journals Vector AR3-APP – A Good-Practice Example of Learning with Augmented Reality

2021 ◽  
Vol 23 (2) ◽  
pp. 51-64
Author(s):  
Karin Langer ◽  
Stefanie Lietze ◽  
Gerd Ch. Krizek
Keyword(s):  
Higher Education ◽  
Augmented Reality ◽  
Good Practice ◽  
Digital Learning ◽  
Self Directed Learning ◽  
Learning And Teaching ◽  
Augmented Reality Application ◽  
Directed Learning

AbstractAfter a discussion about the possibilities and status of augmented reality in education, a good practice example of an augmented reality application is presented. This case study examines the use of an augmented reality app in higher education to support abstract STEM content, such as vectors. Based on this example, the implementation of such apps in didactic concepts and self-directed learning will be discussed. Furthermore, aspects of integration into digital learning and teaching will be addressed.

Countering extremism through service learning: narratives learned from journalism students

2019 ◽  
Vol 11 (4) ◽  
pp. 686-697
Author(s):  
Maria Robert Bou Zeid
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Single Case ◽  
Higher Education Institutions ◽  
Social Implications ◽  
Case Study Methodology ◽  
Content Type ◽  
Higher Educational ◽  
Journalism Students

Purpose The purpose of this paper is to examine the case of the Aspiration, Communication and Transformation campaign conducted by journalism students to counter extremism as a form of experiential learning in Lebanese higher educational context. It documents the views and experiences of students in a service learning (SL) project for redressing a timely social issue. Design/methodology/approach This study employed a descriptive case study methodology involving a portraiture naturalistic approach for data gathering. It conducted semi-structured interviews with three participating students to learn from their experiences in countering extremism. This was complemented by two interviews with the instructor in charge of the project and an external stakeholder. Findings Results emphasized the combination of applying the broadcast technical skills of the course to countering extremism in a volatile political context. Research limitations/implications The findings are only a mild reflection of countering extremism through SL since it focused on a single case study involving a limited number of participants. However, the study offered common sense conclusions having broader applicability. Practical implications This topic is of particular importance to higher educational institutions and communities working on countering extremism through education, particularly in contexts rife with violence and ideological indoctrination. Social implications This paper has social implications on promoting awareness about extremism as a challenging social debacle. It presents workable recommendations for fostering a stronger relationship between higher education institutions and communities to defy extremism. It shows the importance of connecting curricula to community needs. Originality/value This paper fills a gap in the literature pertaining to the role of higher education institutions in countering extremism through SL in Lebanon and the MENA region.

Building codes and regulations for disaster resilience in Bangladesh: the case of Dhaka

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Iftekhar Ahmed ◽  
Md Humayun Kabir
Keyword(s):  
Built Environment ◽  
Building Codes ◽  
Capital City ◽  
Disaster Resilience ◽  
Building Regulations ◽  
Content Type ◽  
Public Events ◽  
Voluntary Compliance ◽  
Challenges And Opportunities ◽  
Capital Development

Purpose The paper deals with the challenges and opportunities of enabling resilience of the built environment through building regulations and codes in a developing country context. The purpose of this paper is to explore how voluntary compliance can be achieved, drawing from the views of key stakeholders in this field. Design/methodology/approach Dhaka, the capital city of Bangladesh, is a central hub of more than 20 million people. The city is growing rapidly in an unplanned manner to host the increasing population, creating vulnerability to different hazards including earthquakes, fires and building collapses. The Bangladesh National Building Code (BNBC) and the building and planning regulations of the Capital Development Authority are the key instruments for ensuring safety, but lack of compliance is widespread. The views of relevant stakeholders on issues relating to compliance of safe building codes for ensuring disaster resilience were documented and analysed. Findings It was found that those involved in construction activities are in most cases not aware of the BNBC; landowners were reluctant to follow regulations and codes to avoid extra cost; and construction workers were not interested in compliance as there were no incentives. While enforced deterrence is required, it has its limitations in a context such as Dhaka. Raising awareness and building capacity at all levels can offer a way forward for voluntary compliance. Incorporation of knowledge on regulations and codes for disaster resilience into university and technical education curricula are likely to allow developing the capacity of built environment professionals and widespread awareness can be raised through training, media and public events. Originality/value There are many publications on building regulations and codes, but few specifically focussing on disaster resilience. Also, much of the discussion on regulations and codes deals with compliance through enforcement, but hardly any deal with the idea of voluntary compliance. There are also a lot of publications on disasters in the case study city, Dhaka, but comparatively few on building codes and regulations specifically for disaster resilience.

scholarly journals Participatory action research: tools for disaster resilience education

2018 ◽  
Vol 9 (4/5) ◽  
pp. 402-419 ◽  
Author(s):  
Michelle Annette Meyer ◽  
Marccus Hendricks ◽  
Galen D. Newman ◽  
Jaimie Hicks Masterson ◽  
John T. Cooper ◽  
...  
Keyword(s):  
Action Research ◽  
Built Environment ◽  
Environmental Justice ◽  
Participatory Action Research ◽  
Participatory Research ◽  
Disaster Resilience ◽  
Participatory Action ◽  
Content Type ◽  
Research Activities ◽  
Planning Processes

Purpose Participatory action research can improve scientific knowledge and community capacity to address disaster resilience and environmental justice. Evidence from the literature suggests that resident participation enhances assessment of environmental risks, raises awareness and empowers residents to fight for equitable distribution of hazard and climate risk adaptations. Yet, risk assessment and urban planning processes still frequently operate within expertise-driven groups without significant community engagement. Such fragmentation results in part from a lack of appreciation for community expertise in built environment adaptations and educational tools to support resident involvement in the often technical built environment planning processes. Design/methodology/approach A participatory research and place-based education project was developed that enhanced co-learning between residents and researchers while collecting and analyzing local data on flood resilience in the built environment. Five research activities constitute the curriculum of resilience education on stormwater infrastructure: establishment of partnership agreement/memorandum of understanding, participatory GIS to identify flooding issues, water quality testing and health survey, stormwater infrastructure assessment and urban/landscape design. Partners included high school and college students, residents and environmental justice organizations. Findings Outcomes include a stakeholder-approved infrastructure assessment smartphone application, neighborhood maps of drainage issues, a report of water containments and neighborhood-scaled green infrastructure provisions and growth plans. Findings indicate that participatory research positively contributed to resilience knowledge of participants. Originality/value This paper outlines an interdisciplinary pedagogical strategy for resilience planning that engages residents to assess and monitor the performance of stormwater infrastructure and create resilience plans. The paper also discusses challenges and opportunities for similar participatory projects.

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