Supporting the development of program leaders in higher education: An action research case study

2020 ◽  
Vol 29 (3) ◽  
pp. 205-217
Author(s):  
Deborah Delaney ◽  
Heather Stewart ◽  
Robyn Cameron ◽  
Elizabeth Cardell ◽  
Samantha Carruthers ◽  
...  
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Learning Community ◽  
Action Learning ◽  
Career Progression ◽  
Leadership Practice ◽  
Case Study Methodology ◽  
Program Leaders ◽  
Study Methodology

The higher education (HE) landscape continues to grow in complexity; thus, there is a need to improve the understanding of leadership in this context. This action research (AR) study was undertaken in a multi-disciplinary context of an Australian university to develop and evaluate an action learning (AL) project promoting leadership practice. An overview of AL is provided to situate the case study methodology and to demonstrate how it is used to develop leadership capabilities and benefit ‘team learning’. The findings support the development of AR programs for leaders in the ever-changing environment of HE. The need for an understanding of what leadership is, the development of a learning community and the articulation of the learning processes are seen as essential to support leaders in their development. Leaders not only need to be reflective but also require a safe and trusting environment to support their quest for career progression, grants and awards.

Using Action Research to Transform a Traditional Reading Practicum

2022 ◽  
pp. 47-78
Author(s):  
Michelle J. Kelley ◽  
Taylar Wenzel ◽  
Karri Williams ◽  
Marni Kay
Keyword(s):  
Action Research ◽  
Student Work ◽  
Case Study Methodology ◽  
Course Content ◽  
Central Florida ◽  
Faculty Input ◽  
Study Methodology ◽  
The University ◽  
Student Reflections

This chapter describes how faculty from the University of Central Florida collaboratively worked to transform an undergraduate reading practicum course utilizing action research and case study methodology. Seeking to develop preservice educators as teacher researchers, the reading faculty responded by developing and implementing the Action Research Case Study Project. This semester-long project required faculty to redesign the course to reflect this emphasis. This chapter includes the modifications made to the course content, the creation of rubrics for evaluating the project, and feedback mechanisms employed to facilitate student success. The project has been implemented for two semesters; various data sources are shared to document the effectiveness of the project including faculty input, survey data, student work examples, and student reflections.

scholarly journals The Development of Prospective Music Teachers’ Harmonic Hearing at Higher Education Establishments

Pedagogika ◽  
2015 ◽  
Vol 117 (1) ◽  
pp. 72-85
Author(s):  
Galina Zavadska ◽  
Jelena Davidova
Keyword(s):  
Higher Education ◽  
Music Teachers ◽  
Training Process ◽  
Case Study Methodology ◽  
Research Results ◽  
Professional Groups ◽  
Music Making ◽  
Study Methodology ◽  
Teachers Training

The development of harmonic hearing is an essential component of the system of music teachers’ training. The paper is concerned with the type of a case study which deals with the study of professional groups (a bigger and more diffusive group of 14 students). The process of training music teachers at sol-fa classes in a higher education establishment is analyzed and described. The sol-fa classes are oriented towards the development of harmonic hearing. The purpose of the study is to develop a technology of conducting sol-fa classes oriented towards developing students’ – the prospective music teachers’ – harmonic hearing on the basis of a case-study methodology; to present the developed material and ways of its application in the training process; to analyze and summarize the results of the research done. The research results show that the criteria relating to practical music making of students, such as polyphonic singing and intoning intervals and chords, and also those relating to creativeness, such as improvisation and composing the accompaniment for the melody, have been the most effective ones.

scholarly journals How Doba Business School Adopted its Business Model due to Coronavirus Pandemic?

2021 ◽  
pp. 486-493
Author(s):  
Marina Letonja ◽  
Živa Veingerl Čič ◽  
Anita Maček ◽  
Marko Divjak
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
Business Model ◽  
Business School ◽  
Business Models ◽  
Higher Education Institutions ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Working Mechanisms

The coronavirus pandemic (pandemic) is posing difficult and unpredictable challenges for Higher Education Institutions (HEIs). They have to adapt their business models (BMs), traditional working mechanisms and the way they transfer their knowledge to their students. The aim of this paper is to show how HEI of applied sciences overcame these challenges, and how they adapted its BM. The case study methodology was used. Based on the case of DOBA Business School Maribor, Slovenia, authors present how it reacted to the changed business and education circumstances. Discussion and concluding remarks stress out the lessons Doba Business School has learned from the pandemic so far and how these insights can help other HEIs to change their BMs in order to cope better in these challenging times.

scholarly journals Internationalization in Canadian Higher Education: A Case Study of the Gap between Official Discourses and On-the-Ground Realities

2015 ◽  
Vol 45 (4) ◽  
pp. 101-122 ◽  
Author(s):  
Marianne A. Larsen
Keyword(s):  
Higher Education ◽  
Review Of The Literature ◽  
East African ◽  
Community Members ◽  
Case Study Methodology ◽  
Canadian Higher Education ◽  
Study Results ◽  
Study Methodology ◽  
Perceived Impact

This case study about one university’s internationalization initiative, known as North Goes South, provides a nuanced and finely grained understanding of what internationalization looks like in practice. The study was guided by a desire to probe the perceived impact of a Canadian–East African internationalization initiative on students, faculty, and Tanzanian community members. The article begins with a brief review of the literature on internationalization and higher education in Canada. The rationale for using a case-study methodology is presented, along with the background and context of the case. Following an outline of the research methods, the study results are reviewed to show the complex and contradictory ways in which this internationalization initiative played out in one higher education setting, pointing to the gap between official discourses of internationalization and on-the-ground realities.  

scholarly journals Academic Advisors in Australian Higher Education: Perceptions, Role Identities, and Recommendations

2021 ◽  
Vol 41 (2) ◽  
pp. 68-79
Author(s):  
Mollie Dollinger ◽  
Jessica Vanderlelie ◽  
Rebecca Eaton ◽  
Suzanne Sealey
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Academic Advising ◽  
North American ◽  
Case Study Methodology ◽  
Role Identities ◽  
Staff Interactions ◽  
Study Methodology ◽  
Over Time

Previous research has evidenced the importance of student and staff interactions as critical functions to support student success at university. Increasingly, academic advising units support these interactions. However, while common throughout North American contexts, little is known about the implementation of such units internationally. In this paper, we use a case study methodology to discuss the introduction of an academic advising team at an Australian university to explore how staff adjusted to these new roles and their reflections on how others perceived them. We use reflective diaries submitted by the advisors (n = 11) to analyze how their role identities formed over time and suggested recommendations for supporting teams in the future.

The Types of Case Studies in Research and Career-Based Endeavors

2022 ◽  
pp. 548-567
Author(s):  
Laurie Wellner ◽  
Kathleen Pierce-Friedman
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Research Design ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Teaching Tool ◽  
Additional Structure ◽  
Case Study Methodology ◽  
Study Methodology

This chapter focuses on the overarching components of the case study methodology in the context of research and career-based teaching and organizational learning settings. More specifically, this chapter, presented in several distinct sections, provides a description of the various types of case studies that can be selected for research purposes as well as for use as a teaching tool for career professionals, higher education faculty, and others interested in employing this type methodology. This chapter is intended to serve as a foundation to the subsequent text in this book pertaining to the detailed descriptions and elements of the case study serving as either a research design or a function of the teaching and learning process in academic and career-based settings. Providing a rich initial presentation of the types and qualities of the case study research design, this chapter will launch additional structure for the later chapters to offer a deeper understanding for the reader.

Investigating Inquiry-Based, Technology-Rich Global Education Through Action Research

2021 ◽  
pp. 245-263
Author(s):  
Nada Zaki Wafa ◽  
Meghan McGlinn Manfra
Keyword(s):  
Action Research ◽  
Global Education ◽  
Teaching And Learning ◽  
School Teacher ◽  
Case Study Methodology ◽  
Rich Description ◽  
Study Methodology ◽  
New Challenges ◽  
Leverage Action

As teachers increasingly face new challenges related to the COVID-19 pandemic and instructional adjustments related to digital and online learning, action research may provide a more effective approach for bringing about change. In this chapter, the authors provide an example of an innovative project in which a university-based researcher worked alongside an elementary school teacher to implement and assess a technology rich, global education program. The case followed the global education teacher from the initial stages of the curriculum implementation through teaching a complete unit. Using a collaborative inquiry model, the authors merged action research with qualitative case study methodology to develop a rich description of instruction. The aim was to understand teacher and student outcomes, while also exploring the benefit of engaging practitioners as co-researchers. The authors offer this project as a representative example of the myriad ways educators can leverage action research to develop innovative approaches to teaching and learning global education.

scholarly journals Aspire UWA: A case study of widening access in Higher Education

2016 ◽  
Vol 7 (2) ◽  
pp. 11-20 ◽  
Author(s):  
Judy Skene ◽  
Louise Pollard ◽  
Helen House
Keyword(s):  
Higher Education ◽  
Economic Status ◽  
Educational Goals ◽  
Case Study Methodology ◽  
Learning Framework ◽  
University Access ◽  
Age Appropriate ◽  
Study Methodology

Widening university access to students from low socio-economic status (LSES) and non-traditional backgrounds has been a key equity objective for Australian universities, particularly since the 2008 Review into Australian Higher Education (Bradley, Noonan, Nugent & Scales, 2008). Aspire UWA is an equity pathway that aims to inform aspirations and build academic attainment through direct involvement with students who are the “most able least likely” to access the benefits of higher education (Harris, 2010, p. 7). Through forming long-term partnerships with 63 secondary schools across Western Australia (WA), Aspire UWA has grown since 2009 to engage over 10,000 students annually. Its learning framework is designed to deliver age-appropriate activities to inspire and inform students from Years 7-12 to achieve their educational goals. This paper adopts a case study methodology to explore the Aspire UWA approach, the specific operation of Aspire UWA and the efficacy of the program. 

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