Peer assessment through digital storytelling: experiences of pre-service IT teachers

2018 ◽  
Vol 35 (3) ◽  
pp. 217-228 ◽  
Author(s):  
Zeynep Tatli ◽  
Nursel Uğur ◽  
Ünal Çakiroğlu
Keyword(s):  
Personal Development ◽  
Teaching Practices ◽  
Digital Storytelling ◽  
Teaching Practice ◽  
Peer Assessment ◽  
Data Gathering ◽  
Assessment Method ◽  
Content Type ◽  
Alternative Means ◽  
Special Case

Purpose The purpose of this paper is to reveal the contribution of the digital storytelling to the peer assessments experiences of pre-service teachers within the teaching practices. Design/methodology/approach The study is carried out as a special case study. Both qualitative and quantitative data gathering tools were used together to investigate a special case in depth (Yıldırım and Şimşek, 2011; Çepni, 2007). In this study, the case investigated was the process whereby the senior year pre-service teachers enrolled in the faculty of education provided assessments of themselves and their peers through the teaching practice course, using digital storytelling. The contributions of the assessment method employed, in the experiences and personal development of the pre-service teachers, were investigated through interviews with pre-service teachers involved. Findings The results suggested that pre-service teachers’ perspectives were quite positive toward the use of digital storytelling for peer assessment in their teaching practices. The prominent contributions were: they caused easily tolerate personally as they did not take a direct form, and that they considered peer assessment through digital storytelling as an alternative means of assessment to effectively reflect the process. Receiving more detailed feedback about their classroom experiences and their teaching skills was helpful for pre-service IT teachers. Suggestions due to the findings were also included. Originality/value In the study, peer assessment digital stories in the teaching practice courses offers the benefits of confidence with, different perspectives, satisfaction, and objectivity. These benefits can help pre-service teachers to focus on shortcomings regarding their teaching experiences, and take care for the correction. Further studies can be provided about the digital storytelling processes in various assessment processes of the instructions to reveal the potential of digital narratives in other domains as well.

scholarly journals Visual approaches to property law pedagogy

2016 ◽  
Vol 8 (1) ◽  
pp. 80-94 ◽  
Author(s):  
Francis King
Keyword(s):  
Teaching Practices ◽  
Teaching Practice ◽  
Legal Education ◽  
Teaching Profession ◽  
Early Career ◽  
Property Law ◽  
Student Body ◽  
Comprehensive Overview ◽  
Content Type ◽  
Visual Pedagogy

Purpose This paper aims to consider a more visual approach to property law teaching practices. This will be achieved by exploring the existence of “visual learners” as a student body, evaluating the use of more visual teaching techniques in academic practice, recognising the historic dominance of text in legal education, and examining the potential for heightening visual teaching practices in the teaching of property law. Design/methodology/approach The paper reviews and analyses some of the available literature on visual pedagogy, and visual approaches to legal education, but also introduces an amount of academic practitioner analysis. Findings This paper evidences that, rather than focusing on the categorisation of “visual learner”, the modern academic practitioner should use the customary use of more visual stimuli, consequently becoming a more “visual teacher”. This paper demonstrates that these practices, if performed effectively, can impact upon the information literacy of the whole student body. It also proffers a number of suggestions as to how this could be achieved within property law teaching practices. Practical implications The paper will provide support for early-career academic practitioners, who are entering a teaching profession in a period of accelerated and continual change, by presenting an overview of pedagogic practices in the area. It will also provide a stimulus for those currently teaching on property law modules and support their transition to a more visual form of teaching practice. Originality/value This paper provides a comprehensive overview of visual pedagogy in legal education, and specifically within that of property law, which has not been conducted elsewhere.

Academic entrepreneurship in the context of education

2019 ◽  
Vol 10 (4) ◽  
pp. 951-974 ◽  
Author(s):  
Sue Rossano-Rivero ◽  
Ingrid Wakkee
Keyword(s):  
Teaching Practices ◽  
Academic Entrepreneurship ◽  
Teaching Practice ◽  
Real Life ◽  
Qualitative Inquiry ◽  
Innovative Teaching ◽  
Content Type ◽  
Study Approach ◽  
External Actors ◽  
The University

Purpose This study aims to extend literature on academic entrepreneurship and entrepreneurial networking by examining how academics, in their role of entrepreneurial educators, network for the creation and execution of novel teaching practices in cooperation with external actors. Design/methodology/approach The empirical investigation is based on qualitative inquiry, using a case study approach. Specifically, eight cases originating at three universities in Germany, The Netherlands and Mexico were examined. The cases which constituted innovative teaching practices were selected following a replication logic. Each involved extensive participation of societal actors in course development or delivery and aimed to stimulate students to work on real life challenges and disseminate novel knowledge back to the world of practice. All courses were either introduced or taught by educators who possessed different levels and types of academic and industrial or entrepreneurial experience. Findings Based on eight cases the authors found that the networking behaviour of entrepreneurial educators is crucial for the generation of proximity with external actors and for the acquisition of key resources, such as an external actor to participate in teaching practice and for the generation of legitimacy for their innovations in teaching. The entrepreneurial and industrial experience of entrepreneurial educators emerges as an affordance to network with external actors, helping them to achieve a common understanding of the opportunity and to generate trust among them. Practical implications This study equips managers of higher education institutions with critical insights into innovating the teaching mission of the university and developing closer and stronger relationships with external actors of the university. Originality/value This study seeks to advance the literature on academic entrepreneurship by shifting the attention away from academic entrepreneurs as merely founders of spin-offs and collaborators with business on research and development towards entrepreneurial educators who see opportunities in establishing collaborations with external actors as part of their teaching activities. Further, it introduces the “social networking perspective” to this field. Vissa (2012) and Stam (2015) introduced this perspective as a logical extension to the study of the generation of social capital to reach entrepreneurial goals.

Determinants of extended warranty prices for consumer durables

2016 ◽  
Vol 25 (7) ◽  
pp. 687-699 ◽  
Author(s):  
Hooman Estelami ◽  
Peter De Maeyer ◽  
Nicholas Estelami
Keyword(s):  
Durable Goods ◽  
Data Gathering ◽  
Future Research ◽  
Initial Product ◽  
Consumer Durables ◽  
Content Type ◽  
Extended Warranty ◽  
Alternative Means ◽  
Extended Warranties ◽  
Warranty Length

Purpose Research in marketing has extensively examined the signaling effects of product warranties on consumer perceptions. Although this stream of research has focused on initial product warranties offered by the manufacturer, studies of extended warranties, which protect consumers against product breakdowns beyond the warranty constraints of the manufacturer, are relatively scarce. This paper aims to empirically establish the effects of variables which influence the pricing of extended warranties for consumer durables. Design/methodology/approach Using data on over 8,000 product offers in six durable goods categories, drivers of the annual premiums for extended warranties are empirically identified. Bivariate and multi-level hierarchical linear regression methods are used to establish the effects of factors which may drive the prices of extended warranties. Findings The results reveal that the standardized annual premiums for extended warranties systematically vary across product categories and brands and are further affected by the retailer’s decision to use odd price endings for the sold product and the extended warranty. The influences of warranty length and price level of the protected product on extended warranty premiums are also empirically established. Research limitations/implications The findings indicate systematic variations in extended warranty prices as a result of the factors studied. Future research can extend this line of inquiry by utilizing alternative means of data gathering. Practical implications Given that marketers often cross-sell many consumer durable goods with extended warranty policies, and considering the growth in consumer spending in this category, as well as the high retail margins associated with extended warranties, this paper contributes to the understanding of the mechanism by which extended warranty prices are determined in the marketplace. Originality/value This is the first study to examine the determinants of extended warranty prices, as past studies have been normative and non-empirical in nature.

Variation in sustainability competency development according to age, gender, and disciplinary affiliation

2015 ◽  
Vol 16 (4) ◽  
pp. 537-575 ◽  
Author(s):  
Sonya Remington-Doucette ◽  
Sheryl Musgrove
Keyword(s):  
Student Attitudes ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Sustainability Education ◽  
Academic Programs ◽  
Degree Programs ◽  
Pedagogical Practice ◽  
Program Structure ◽  
Content Type ◽  
Disciplinary Affiliation

Purpose – The purpose of this paper is to present the results of a classroom assessment aimed at determining the extent to which five key sustainability competencies develop in students during an introductory transdisciplinary sustainability course. University sustainability programs intend to provide integrated education that fosters the key competencies students need to solve real-world sustainability problems. Translating sustainability competencies into effective pedagogical practice in integrated academic programs is not straightforward. This work builds on a previous study by both expanding the competencies evaluated and considering additional demographic characteristics. Design/methodology/approach – The paper summarizes previously identified key sustainability competencies and describes teaching methodologies used to foster these competencies in students. Development of competencies in students during a semester-long course is assessed using a pre-/post-test based on two case studies. The implications of the findings for teaching practice and overall program structure are discussed. Findings – Based on the assessment methods used here, four of the five sustainability competencies evaluated in this study developed differently in students according to gender, disciplinary affiliation and age. Females improved interpersonal competence more than males. Systems thinking competence improved for students associated with the three disciplinary affiliations considered in this study: sustainability major, sustainability minor and business major. Anticipatory competence improved for sustainability and business majors only, but not for students minoring in sustainability and majoring in other disciplines. Finally, normative competence improved for younger students only. Research limitations/implications – Insights for teaching practice and overall program structure are based on assessment of one introductory transdisciplinary sustainability course. Much additional work is needed to draw strong conclusions about general teaching practices and program structure for sustainability education. This study provides a flexible and field-tested rubric for further evaluative work in other sustainability courses or degree programs. Practical implications – Universities incorporate sustainability into their undergraduate curricula in many ways, ranging from certificates to entire degree programs focused on sustainability. The results of this study suggest that educators pay attention to gender diversity, classroom teaching practices, disciplinary perspectives and student attitudes and developmental stages as they figure out how to make sustainability part of undergraduate education. This information may help create more effective sustainability courses and academic programs, which may maintain the viability of current sustainability programs and promote the institutionalization of sustainability in higher education. Originality/value – This research contributes to undergraduate sustainability education by providing insight into how sustainability education might thoughtfully be integrated into academic programs. It also offers an assessment approach for use by other sustainability educators to evaluate effectiveness of teaching practice and overall program structure based on five key sustainability competencies commonly cited in the literature.

Impacts of high-speed railway on the industrial pollution emissions in China

Kybernetes ◽  
2020 ◽  
Vol 49 (11) ◽  
pp. 2713-2735 ◽  
Author(s):  
Xiaomin Fan ◽  
Yingzhi Xu ◽  
Yongqing Nan ◽  
Baoli Li ◽  
Haiya Cai
Keyword(s):  
Environmental Effects ◽  
Industrial Pollution ◽  
High Speed ◽  
Assessment Method ◽  
Economic Effects ◽  
High Speed Railway ◽  
Central Cities ◽  
Content Type ◽  
Pollution Emissions ◽  
The Impact

Purpose The purpose of this paper is to analyse the impact of high-speed railway (HSR) on industrial pollution emissions using the data for 285 prefecture-level cities in China from 2004 to 2016. Design/methodology/approach The research method used in this paper is the multi-period difference-in-differences (DID) model, which is an effective policy effect assessment method. To further address the issue of endogeneity, the DID integrated with the propensity score matching (PSM-DID) approach is employed to eliminate the potential self-selection bias. Findings The results show that the HSR has significantly reduced industrial pollution emissions, which is validated by several robustness tests. Compared with peripheral cities, HSR exerts a greater impact on industrial pollution emissions in central cities. In addition, the mechanism test reveals that the optimised allocation of inter-city industries is an important channel for HSR to mitigate industrial pollution emissions, and this is closely related to the location of HSR stations. Originality/value Previous studies have paid more attention to evaluating the economic effects of HSR, however, most of these studies overlook its environmental effects. Consequently, the impact of HSR on industrial pollution emissions is led by using multi-period DID models in this paper, in which the environmental effects are measured. The results of this paper can provide a reference for the pollution reduction policies and also the coordinated development of economic growth and environmental quality.

Statistical assessment of peer opinions in higher education rankings

2019 ◽  
Vol 11 (3) ◽  
pp. 481-492 ◽  
Author(s):  
Amir Ghiasi ◽  
Grigorios Fountas ◽  
Panagiotis Anastasopoulos ◽  
Fred Mannering
Keyword(s):  
Higher Education ◽  
Peer Assessment ◽  
Parameter Estimates ◽  
Individual Parameter ◽  
Content Type ◽  
Assessment Scores ◽  
College And University ◽  
Higher Education Rankings ◽  
College Of Engineering

Purpose Unlike many other quantitative characteristics used to determine higher education rankings, opinion-based peer assessment scores and the factors that may influence them are not well understood. Using peer scores of US colleges of engineering as reported annually in US News and World Report (USNews) rankings, the purpose of this paper is to provide some insights into peer assessments by statistically identifying factors that influence them. Design/methodology/approach With highly detailed data, a random parameters linear regression is estimated to statistically identify the factors determining a college of engineering’s average USNews peer assessment score. Findings The findings show that a wide variety of college- and university-specific attributes influence average peer impressions of a university’s college of engineering including the size of the faculty, the quality of admitted students and the quality of the faculty measured by their citation data and other factors. Originality/value The paper demonstrates that average peer assessment scores can be readily and accurately predicted with observable data on the college of engineering and the university as a whole. In addition, the individual parameter estimates from the statistical modeling in this paper provide insights as to how specific college and university attributes can help guide policies to improve an individual college’s average peer assessment scores and its overall ranking.

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

Organisational development, appreciative inquiry and the development of Psychologically Informed Environments (PIEs): part two: the pilot study and evaluation

2014 ◽  
Vol 17 (3) ◽  
pp. 131-141 ◽  
Author(s):  
Suzanne Quinney ◽  
Leo Richardson
Keyword(s):  
Positive Psychology ◽  
Appreciative Inquiry ◽  
Personal Development ◽  
Independent Living ◽  
Pilot Project ◽  
Emotional Awareness ◽  
Supported Housing ◽  
Organisational Development ◽  
Content Type ◽  
Development Approach

Purpose – Part One of this duo of papers outlined the appreciative inquiry (AI) philosophy, a strengths-based “positive psychology” and organisational development (OD) approach which is intrinsically creative and generative, and has been found to work well in many fields. The purpose of this paper is to describe its application in homeless hostels and demonstrates the benefits of using AI with the staff and residents, as both a personal development and an OD tool for hostels who want to become a psychologically informed environment (PIE). Design/methodology/approach – This is a case study exploring a new approach to the development of a PIE. The background of the approach and the way it contributes to a PIE as described in Part One is briefly summarised, and the implementation pilot project is discussed; the appreciative conversation and the 5 D cycle are key AI “tools” which were used. The inclusion of positive psychology approaches is referenced. In addition, in the spirit of evidence-generating practice in PIEs, preliminary quantitative and qualitative findings are reported to identify the outcomes of the approach – including client motivation, desire to build positive relationships, and increased emotional awareness. Findings – Residents responded very well to the approach, and a high proportion continued to apply their learning, making major steps towards independent living. This was backed up by quantitative data demonstrating effective outcomes for the supported housing sector, and qualitative themes start to illuminate the psychological processes behind the outcomes. The openness of PIEs to alternative psychologies is further demonstrated. The model was rolled out to other Westminster hostels. Originality/value – AI is well-established as an OD process and less well known as a personal development approach; but has not previously been articulated as a tool for working with hostel residents or for developing PIEs. This strength-based approach is an alternative to some of the problem-based psychological approaches that have been used. In addition, the AI intervention illustrated defining features of a PIE such as reflective awareness.

Determination of criteria for assessing the quality of training future specialists for higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ludmila Sokorutova ◽  
Natalia Prodanova ◽  
Inna Ponomareva ◽  
Oleg Volodin
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Personal Development ◽  
Full Time ◽  
Highly Qualified ◽  
Content Type ◽  
Survey Results ◽  
Professional Employee ◽  
Professional Fields

PurposeThe most important problem for higher education in the post-COVID period is the production of highly qualified specialists for the labor market. The purpose of this study is to determine effective criteria for assessing the quality of training of future specialists and the adequacy of their readiness to solve real problems of the future specialty.Design/methodology/approachA study was carried out among students in order to determine some of the most important characteristics of them as future specialists. Based on the survey results, non-academic indicators were identified that participants perceive as significant for a highly professional employee. The empirical study included 300 undergraduate students from four universities (66% women and 34% men aged 20–21). All participants represent full-time training.FindingsThe survey showed that the participants identified the ability to learn and personal development as the most significant personal qualities.Originality/valueMany criteria for assessing the quality of training of specialists in different professional fields have not been precisely defined. Several ways of solving this problem can be proposed: developing criteria for assessing quality in hiring; revising the methods of work of universities; presenting to students the criteria for development in the profession or adopting international criteria for assessing pedagogical quality.

Enhancing innovative work behaviour in higher institutions of learning: the role of hope

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rehema Namono ◽  
Ambrose Kemboi ◽  
Joel Chepkwony
Keyword(s):  
Public Universities ◽  
Empirical Studies ◽  
Hierarchical Regression ◽  
Conservation Of Resources ◽  
Cross Sectional ◽  
Content Type ◽  
Targeted Interventions ◽  
Alternative Means ◽  
Innovative Work ◽  
Innovative Work Behaviour

PurposeDespite the current dynamism in the education sector that was manifested in new approaches to work that require innovative workforce, little empirical studies have been conducted on how to influence innovativeness in higher education institutions. Moreover, though studies have established a link between hope and innovative work behaviour, no study has established how hope and its two components of agency and pathways influence innovative work behaviour. The purpose of this study is to establish the influence of hope and its two components of agency and pathways on innovative work behaviour.Design/methodology/approachA quantitative cross-sectional research design was adopted in this study. The study employed hierarchical regression to test the hypothesised relationship between hope and its components of agency and pathways on innovative work behaviour using a sample drawn from public universities in Uganda in the two categories of academic and administrative staff.FindingsThe findings reveal that pathways and agency influence innovative work behaviour. The Findings also revealed that hope significantly influences innovative work behaviour over and above its individual components of agency and pathways.Research limitations/implicationsThe study was cross-sectional in nature and the findings may not portray a true picture of the relationship between the study variables over time as behaviour is ever changing. Further studies could carry out a longitudinal study to establish the effect established in this study at different time intervals. The results provide a more complex understanding of how hope and its two components of agency and pathways enhance innovative work behaviour.Practical implicationsThe findings of the study provide insightful direction to managers in public universities in Uganda to consider different avenues of increasing employee hope so as to enhance innovative work behaviour. This can be done through targeted interventions like involving employees in goal setting and setting alternative means to achieve goals.Originality/valueThe value of this study is both empirical and theoretical. Empirically, this study is the first to establish the influence of hope and its two components of agency and pathways on innovative work behaviour in Uganda’s university setting. Theoretically, the study extends veracity of the conservation of resources theory (COR) by clarifying those employees who possess the psychological characteristics of hope exhibit innovative work behaviour. The study also extends on the theory of hope by revealing that agency and pathways influence innovative work behaviour.

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