Internationalization in the Higher Education Classroom: Local Policy Goals Put Into Practice

2018 ◽  
Vol 22 (4) ◽  
pp. 317-333 ◽  
Author(s):  
Hedda Söderlundh
Keyword(s):  
Higher Education ◽  
Local Learning ◽  
Local Policy ◽  
Policy And Practice ◽  
Student Centered ◽  
Fine Grained ◽  
Social Actions ◽  
Policy Goals ◽  
Do So

Nowadays, most universities have policies for internationalization, and in such policies, attention is increasingly given to internationalization as an aspect of students’ learning. However, there have so far been limited efforts to study how such student-centered internationalization can be carried out in practice. This article explores linkages between policy and practice, and it reports on a case study of how local policy goals of internationalization are carried out at the classroom level in a university in Sweden. Through fine-grained analyses of classroom interactions, it is demonstrated how a teacher and his students put policy goals into practice and what aspects stimulate them to do so. More generally, the results contribute to knowledge of how internationalization of higher education can be encouraged and practiced in local learning settings in the form of social actions and how it is carried out in a certain context at a certain time.

scholarly journals Genuine students as partners: How a Teaching Assistant Consultant program put students as partners into practice

2018 ◽  
Vol 2 (2) ◽  
pp. 106-114
Author(s):  
Gerry Gourlay ◽  
Cynthia Korpan
Keyword(s):  
Higher Education ◽  
Graduate Student ◽  
Teaching Assistants ◽  
Teaching Assistant ◽  
Power Sharing ◽  
Learning And Teaching ◽  
Student Leader ◽  
Teaching In Higher Education ◽  
Do So

In this case study, a graduate student and staff member show how an institution wide program, aimed at enhancing learning and teaching in higher education, exemplifies Matthews’s (2017) “Five Propositions for Genuine Students as Partners Practice” at the department level. To do so, we describe the five propositions in relation to the Teaching Assistant Consultant (TAC) program that positions a graduate student leader in each department to support new Teaching Assistants (TAs). Through comparison, we look at how the program is inclusive, exhibits strong power-sharing capabilities through continual reflection and conversation, is ethical, and is strongly transformative.

scholarly journals Resilience and Empowerment through Higher Education in Kakuma Refugee Camp: A Conversation

2021 ◽  
Vol 4 (1) ◽  
pp. p64
Author(s):  
Paul O’Keeffe ◽  
Samuel Niyonkuru
Keyword(s):  
Higher Education ◽  
Positive Impact ◽  
Refugee Camp ◽  
Management Policy ◽  
Local Health ◽  
Policy And Practice ◽  
Health Care Organisation ◽  
Care Organisation ◽  
The Impact

Resilience and empowerment are concepts that recently have become popularised in the world of forced displacement management policy and practice. Often undervalued and dismissed as being buzzwords, these concepts have become bound up in the burgeoning study of higher education in refugee contexts. This article explores these themes in the frame of a real-world experience of studying a blended learning medical studies course in Kakuma refugee camp and the impact it has had on an individual’s life and that of his community. Building on the academic discourse, we present a case study of the individual’s experience of studying an online and face-to-face course in Kakuma refugee camp and subsequently undertaking an internship with a local health care organisation. Through a discursive conversation, the subject of the case study reveals the positive impact this educational experience has fostered in his life by instilling resilience and empowering him to become a force for positive change in his community.

scholarly journals When Students Design University: a Case Study of Creative Interdisciplinarity between Design Thinking and Humanities

2019 ◽  
Vol 1 (1) ◽  
pp. 24-52
Author(s):  
Alessandra Molinari ◽  
Andrea Alessandro Gasparini
Keyword(s):  
Higher Education ◽  
Design Thinking ◽  
Research Process ◽  
Educational Policies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Self Confidence ◽  
Experimental Workshop ◽  
Principles Of Design

AbstractThis paper addresses the issue of how to enhance student participation in university governance. This issue is approached by taking into account the growing pressures of the European Commission’s modernization agenda on the educational policies of the European Higher Education Area, and by focusing on the way these pressures affect students’ conceptions of themselves and of the mission of higher education. The thesis presented in this paper is that design thinking and the humanities share a common epistemological core that enables them, if applied in educational settings, to play a major role in fostering students’ trust in their governance skills and in their ability to influence educational policies through a creative mindset and a deeper comprehension of the stakes in present-day higher education. An experimental workshop combining design thinking with the humanities and with the constructivist approach of student-centered learning was held within a course in a humanities bachelor program on the basis of a heuristic framework developed through an interdisciplinary research process. This process was conducted according to the principles of design and hermeneutics. The outcomes of the workshop in terms of the participants’ enhanced self-confidence and decisional skills validate the thesis of this study.

scholarly journals Peer Instruction in Computing Higher Education: A Case Study of a Logic in Computer Science Course in Brazilian Context

2021 ◽  
Vol 29 ◽  
pp. 1403-1432
Author(s):  
Esdras L. Bispo Jr. ◽  
Rosemara P. Lopes ◽  
Simone C. Santos
Keyword(s):  
Higher Education ◽  
Computer Science ◽  
Peer Instruction ◽  
Sufficient Evidence ◽  
Learning Gain ◽  
Learning Methods ◽  
Student Centered ◽  
The Impact ◽  
Structured Approach

One of the challenges of Computing Education Research is the proposition of new learning methods. Researches indicate active learning methods are more effective than traditional ones. Peer Instruction is one of these learning methods that promotes a student-centered class, enabling (s)he constructs his/her comprehension through a structured approach with questions and peer discussions, used in Computing in the last years. Nevertheless, researches about the use of this method are very scarce in South America. Accordingly, this research aims to discuss the impact of Peer Instruction use on higher education from a Logic in Brazilian Computer Science course. The research context is an undergraduate course in Computer Science in the first term of 2018 at the Federal University of Jataí. Sufficient evidence was found for the veracity of two propositions related to this study: (i) Peer Instruction use guarantees a learning gain of students, and (ii) Peer Instruction is well accepted by students. Therefore, it concluded that Peer Instruction use is suitable for Logic courses in Computing Higher Education in Brazil, with good acceptance from students.

scholarly journals Employability in online higher education: A case study

2013 ◽  
Vol 14 (1) ◽  
pp. 106 ◽  
Author(s):  
Ana Paula Silva ◽  
Pedro Lourtie ◽  
Luisa Aires
Keyword(s):  
Higher Education ◽  
Theoretical Model ◽  
Online Education ◽  
Learning Communities ◽  
Employability Skills ◽  
Local Learning ◽  
The Past ◽  
Online Higher Education ◽  
The Subject

<p>Over the past 15 years, learning in distance education universities has become more interactive, flexible, collaborative, and participative. Nevertheless, some accounts have highlighted the importance of developing more instrumental and standardized educational practices to answer the challenges of employability. In fact, the choice of skills that are important to learning communities and the labour market has been the subject of controversy because it involves heterogeneous motives among different groups.</p><p>This paper compares the perceptions of employability skills in a sample of teachers from the Universidade Aberta and a sample of students who attend a local learning centre at this University. The research focused on the following dimensions: a) the most important employability skills, and b) the employability skills to be developed in online undergraduate degrees<span class="apple-converted-space">. To collect the required data, a questionnaire was prepared and applied to students and teachers, taking the theoretical model of Knight and Yorke (2006) as its main reference. In spite of the specificity of each group, the results revealed some similarities between students and teachers with regard to employability. The conclusions also highlighted the need to promote research on this matter in online education.</span></p>

Urban Planning as a Strategy to Implement Social Sustainability Policy Goals? The Case of Temporary Housing for Immigrants in Gothenburg, Sweden

2021 ◽  
Vol 13 (4) ◽  
pp. 1720
Author(s):  
Olga Stepanova ◽  
Magdalena Romanov
Keyword(s):  
Urban Planning ◽  
Planning Process ◽  
Social Sustainability ◽  
Local Policy ◽  
Ethnic Segregation ◽  
Conflicts Of Interests ◽  
Temporary Housing ◽  
Policy Goals ◽  
Sustainability Policy

Planning is one of the envisioned strategies for reaching policy goals of urban social sustainability. However, the practical realization of this vision faces a number of challenges not least due to conflicts of interests and goals that arise in the planning process. There also seems to be a lack of understanding of the relationship between formal planning and social sustainability goals that are often normative and visionary. In order to bridge this knowledge gap, this paper investigates how urban social sustainability can be implemented in urban planning in the context of conflicts of interests and goals. In particular, we explore two questions: (i) whether and how planning procedures are interconnected with local policy goals for social sustainability; (ii) whether and how conflict affects the implementation of these goals through planning. The paper presents a qualitative case study of planning of temporary housing for immigrants in Gothenburg, Sweden, where a conflict of interests developed in conjunction with the planning. The local social sustainability goals are operationalized through the specific sub-goals of accessible and more equal living conditions, distribution of and equal access to housing for all groups in the community, and reduced social and ethnic segregation and discrimination in regard to housing. We identify shortcomings in the integration of local urban social sustainability goals into planning procedures and find that conflicts of interests as well as conflicts of priorities within and between the policy goals complicate their integration into formal planning procedures. More attention needs to be given to improved operationalization of the questions of priority and conflict resolution, both in planning and in urban social sustainability policy, if planning is to be considered a viable strategy for implementation of social sustainability goals.

scholarly journals APRENDIZAGEM SIGNIFICATIVA NO ENSINO DE GEOGRAFIA: os benefícios da aprendizagem baseada em problemas por meio de um estudo de caso

2018 ◽  
Vol 7 (14) ◽  
pp. 224-241
Author(s):  
Cleilton Sampaio De Farias
Keyword(s):  
Decision Making ◽  
Secondary Education ◽  
Learning Experience ◽  
Problem Based Learning ◽  
Teaching Methodology ◽  
Student Centered ◽  
Geography Teaching ◽  
Self Learning ◽  
Do So

A Aprendizagem Baseada em Problemas – ABP, por ser uma metodologia de ensino centrada no aluno, pode apresentar resultados bem favoráveis, pois, promove de forma ativa a autoaprendizagem, o trabalho em equipe, o pensamento crítico, a resolução de problemas, a adoção de estratégias facilitadoras das tomadas de decisão e a aprendizagem significativa.Assim, objetiva-se discutir as características de uma experiência de aprendizagem significativa no ensino médio integrado, que foi realizada sobre um tema da disciplina de Geografia e com a utilização do método da ABP na forma de estudo de caso. Para tanto, buscou-se em primeiro lugar construir um ambiente de aprendizagem significativa, posteriormente executou-se a experiência e, por fim, realizou-se algumas avaliações para compreender qual a contribuição da experiência para a aprendizagem significativa dos estudantes. Por fim, percebeu-se que a adoção de metodologias ativas como a ABP na forma de estudo de caso pode produzir resultados favoráveis ao desenvolvimento de capacidades essenciais para que os estudantes, por si só, resolvam problemas e produzam os seus próprios conhecimentos possibilitando, dessa forma, a aprendizagem significativa no ensino médio integrado. PALAVRAS-CHAVE Aprendizagem baseada em problemas. Aprendizagem significativa. Ensino de Geografia. SIGNIFICATIVE LEARNING IN GEOGRAPHY TEACHING: the benefits of Problem Based Learning through a case study ABSTRACT The Problem Based Learning - PBL, because it is a student centered teaching methodology, can have very favorable results because it actively promotes self learning, teamwork, critical thinking, problem solving, adoption of strategies to facilitate decision making and significative learning. Thus, we aim to discuss the characteristics of a meaningful learning experience in integrated secondary education, which was carried out on a subject of the Geography discipline and with the use of the PBL method in the form of case study. In order to do so, we first sought to build a significative learning environment, then the experience was carried out, and finally some evaluations were carried out to understand the contribution of the experience to significative student learning. Finally, it was observed that the adoption of active methodologies such as PBL in the form of a case study can produce favorable results for the development of essential skills so that the students, by itself, solve problems and produce their own knowledge enabling, from this significative learning in integrated secondary education. KEYWORDS Problem-based learning. Significative learning. Teaching Geography. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

scholarly journals Exploring Teachers’ Lived Experiences of Cooperative Learning in Ethiopian Higher Education Classrooms: A Phenomenological-Case Study

2021 ◽  
Vol 11 (7) ◽  
pp. 332
Author(s):  
Tefera Tadesse ◽  
Aregu Asmare ◽  
Hashim Ware
Keyword(s):  
Higher Education ◽  
Cooperative Learning ◽  
Undergraduate Students ◽  
Lived Experiences ◽  
Structured Interview ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Traditional Lecture ◽  
Phenomenological Case Study

A growing body of research indicates that teaching is the most important determinant of student learning in higher education (HE). However, HE teachers have a persistent challenge to transform pedagogical practices from a teacher-centered to a student-centered approach. In this study, the authors employed a phenomenological-case study design to examine the teachers’ lived experiences with cooperative learning (CL) pedagogies as applied in the undergraduates’ classrooms in a large public university in Ethiopia. The authors collected the relevant data from two teacher participants through both reflection and a semi-structured interview, along with document analysis of course-related material. The teacher participants felt that their involvement in the CL lessons gave them insight to understand strategies used to implement CL and practical learning opportunities on how to use it as one variant of student-centered teaching methods. As the teacher interviewees suggested, the CL lessons helped them change their mindset from traditional lecture-based teaching to a student-centered approach and transform their pedagogical practices. The results of this study suggest that CL pedagogies offer teachers with professional development opportunities for a meaningful transformation of their roles in HE classrooms. Additionally, the results have important practical implications for many HE institutions (HEIs) and their teachers who work with undergraduate students.

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