scholarly journals Distributed leadership in the construction of a new higher education campus and community

2017 ◽  
Vol 47 (2) ◽  
pp. 224-240 ◽  
Author(s):  
Johanna Vuori
Keyword(s):  
Higher Education ◽  
Distributed Leadership ◽  
Local Community ◽  
Single Case ◽  
Active Role ◽  
Analytical Framework ◽  
Community Members ◽  
Education Students ◽  
Education Community ◽  
Depth Interviews

This study examines a teaching-oriented higher education community which undertook a major programme of change when planning a new campus and redesigning its pedagogics. This is a single case qualitative study based on in-depth interviews of community members and field observations and using activity theory as an analytical framework. It is suggested that instead of merely being a rhetorical tool of senior management, distributed leadership can be practised in higher education communities for the benefit of the learners, the teaching and administrative staff and the local community. The study emphasises the importance of the joint sense making of the pedagogical approach in the creation of distributed leadership practices in a teaching-oriented higher education community. It also highlights how higher education students may take an active role in a work system characterised by distributed leadership, and how the infrastructure of a campus building may support distributed leadership.

The vocational route to higher education in Finland: Students’ backgrounds, choices and study experiences

2021 ◽  
pp. 147490412199626
Author(s):  
Nina Haltia ◽  
Ulpukka Isopahkala-Bouret ◽  
Annukka Jauhiainen
Keyword(s):  
Higher Education ◽  
Sense Of Belonging ◽  
Education Students ◽  
Educational Backgrounds ◽  
Mature Students ◽  
Academic Track ◽  
Education Community ◽  
Institutional Structures ◽  
Upper Secondary ◽  
Institutional Habitus

Division between academic and vocational education is a predominant feature of both upper secondary and higher education in Finland as well as in many other country contexts. This article focuses on a minority of higher education students, those who have not proceeded to higher education through the traditional academic track but have enrolled through the vocational route. We deploy the concept of institutional habitus and utilize Eurostudent VI survey data ( N=7318) to analyse the backgrounds and study experiences of higher education students with different kinds of educational backgrounds. Our findings indicate that those enrolling through the vocational route are more often mature students from lower parental educational backgrounds. They have often completed a longer study path and began to see themselves as future higher education students later in their life course. There are also differences in how students with diverse educational backgrounds experience their sense of belonging to the higher education community. This paper focuses on Finland but has relevance for other European countries as the institutional structures and practices discussed in this paper are evident internationally.

scholarly journals PROGRAM PEMULIHAN PELANCONGAN PASCA BENCANA GEMPA BUMI 2015 DI SEKITAR PINGGIRAN GUNUNG KINABALU, KUNDASANG: CABARAN DAN STRATEGI

2019 ◽  
Author(s):  
Raihan Anas ◽  
Rosazman Hussin ◽  
Badariah Ab Rahman
Keyword(s):  
Local Community ◽  
Qualitative Approach ◽  
Field Observations ◽  
Community Members ◽  
Main Approach ◽  
Depth Data ◽  
Mount Kinabalu ◽  
Recovery Program ◽  
Depth Interviews ◽  
Post Disaster

This study is on the post-earthquake disaster recovery program in Kundasang located on the outskirts of Mount Kinabalu, Ranau Sabah. Therefore, this study reviews the post-disaster tourism recovery program conducted by members of the local community to revive existing tourism products. The main approach of this study is the qualitative approach. Methods of collecting data such as in-depth interviews with seven informants involved. Besides, field observations have been applied to obtain more in-depth data for this study. The results show that the community in Kampung Mesilou Kundasang has been directly and actively involved in the post-disaster tourism recovery program. The findings show that there are issues and challenges faced by community members whose issues and challenges are different in the process of implementing and implementing the post-earthquake earthquake recovery program in Sabah Kundasang.   ABSTRAK Kajian ini adalah mengenai program pemulihan pelancongan pasca bencana gempa bumi di Kundasang yang terletak di pinggiran Gunung Kinabalu, Ranau Sabah.Gempa bumi yang berlaku pada 05 Jun 2015 di kawasan Gunung Kinabalu telah menyebabkan aktiviti pelancongan di sekitar Kundasang telah terjejas. Oleh itu, kajian ini meninjau program pemulihan pelancongan pasca bencana yang dilakukan oleh ahli komuniti setempat untuk memulihkan semula produk pelancongan yang sedia ada. Pendekatan utama kajian ini adalah pendekatan kualitatif. Kaedah kutipan data seperti temubual mendalam kepada tujuh orang informan yang melibatkan ahli komuniti yang berkepentingan. Selain itu, pemerhatian di lapangan telah diaplikasikan untuk mendapatkan data yang lebih mendalam bagi kajian ini. Hasil kajian mendapati bahawa komuniti di Kampung Mesilou Kundasang telah terlibat secara langsung dan aktif dalam program pemulihan pelancongan pasca bencana. Hasil kajian mendapati bahawa wujud isu serta cabaran yang dihadapi oleh ahli komuniti dimana isu dan cabaran yang dihadapi adalah berbeza dalam proses melaksanakan dan semasa melaksanakan program pemulihan pelancongan pasca bencana gempa bumi di Kundasang Sabah.                                                                                                         

scholarly journals SLEEP QUALITY AND SLEEP HABITS IN STUDENTS

2021 ◽  
Author(s):  
Beatriz Almeida ◽  
◽  
Carlos Albuquerque ◽  
Madalena Cunha ◽  
Anabela Antunes ◽  
...  
Keyword(s):  
Higher Education ◽  
Sleep Quality ◽  
Active Role ◽  
Poor Quality ◽  
Education Student ◽  
Physical And Mental Health ◽  
Sleep Habits ◽  
Education Students ◽  
Health Objectives

Introduction: The student stage is marked by many changes that will affect different aspects of young youth life, including changes in sleep patterns. Sleep is known to play an active role in the overall development of students, mainly because of its restorative functions and an insufficient number of hours of sleep can be associated with consequences on physical and mental health. Objectives: To analyze the factors that interfere with higher education students’ sleep quality. Methods: A systematic review of the literature was carried out drawing on a selection of articles published between 2012 and 2020, following the method proposed by the Joanna Briggs Institute and according to the Preferred reporting items for systematic reviews and meta-analyzes (PRISMA). This selection was carried out using PubMed, B-On and SCIELO search engines. The review was based on 5 articles whose methodological quality was found to be undeniable. Results: Results show that, on the whole, students suffer from a poor quality of sleep. This situation is commonly associated with factors such as being a higher education student worker, shift work, or caffeine, alcohol, and tobacco use, among others. Conclusions: In view of the outcomes, it became clear that higher education students need to be made more aware of the importance of sleep habits and daytime sleepiness, and to improve their health literacy. They need to be informed and trained in these areas so they may reduce or at least prevent certain risk behaviours that increasingly threaten their sleep quality and overall health.

scholarly journals Sustainable Feedback: Students’ and Tutors’ Perceptions

2016 ◽  
Author(s):  
Gerry Geitz ◽  
Desirée Joosten - Ten Brinke ◽  
Paul Kirschner
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Problem Based Learning ◽  
Personal Characteristics ◽  
Active Role ◽  
Individual Behavior ◽  
First Year ◽  
Education Students ◽  
Learning Skills

Feedback has been shown to substantially influence students’ learning. However, not everything characterized as feedback is effective. Sustainable feedback places students in an active role in which they generate and use feedback from peers, self or others and aims at developing lifelong learning skills. First-year higher education students and tutors received sustainable feedback during their problem-based learning. To gain insights into how they perceived the sustainable feedback, students were probed via structured, open-ended questionnaires. While all participants positively valued the feedback, their personal characteristics, previous experience with feedback and concomitant perceptions appeared to have greatly influenced both tutors’ and students’ specific, individual behavior and responses. Conclusion is that sustainable feedback requires an evolving role of students and tutors with respect to sharing their perceptions of what feedback is, understanding the value and importance of feedback contributions of all participants, and developing the necessary skills to ask questions and give feedback.

scholarly journals Digital Literacy in Post-certification Healthcare Education

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Veronica Montebello
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Healthcare Education ◽  
Education Students ◽  
Education Community ◽  
Traditional Format ◽  
Changing Patterns ◽  
Healthcare Professions ◽  
Professional Disciplines

Digitally mediated contexts are proliferating across all professional disciplines and also transverse social cultures in higher education worldwide. Malta is no exception. Financial pressures, keeping up with international advances, maintaining standards and changing patterns of lifelong learning are driving the education institutions to adopt online modes of communication, interaction and education. As expected, these changes can also be evidenced in the healthcare education sector. This inevitably brings with it a drive towards innovative modalities of interaction, carrying out research and in the pedagogy of teaching and learning. More importantly it necessitates an institutional shift towards prioritising the development of digital literacy among higher education students and academics alike. This does come with challenges – financial and logistical – but significant in the case of post-certification students is the varying degrees of digital literacy competences, combined with a packed curriculum, to be covered in a restrained timeframe, in combination with work and personal commitments. Additionally, a large percentage of these students have gone through their education in the traditional format, and therefore studying in a technology-centric environment presents unique difficulties. The following report presents recommendations envisaged to overcome the challenges around digital literacy in post-certification healthcare professionals. It is to be highlighted that many of the proposals are applicable to the development of digital literacy within the wider higher education community and are not restricted to post-certification healthcare professions alone.

scholarly journals Community Participation as a Strategy to Address Water Shortage: A Tale of Bigwa and Lukuyu Wards in Morogoro

2016 ◽  
Vol 6 (3) ◽  
pp. 42
Author(s):  
Idda Lyatonga Swai
Keyword(s):  
Decision Making ◽  
Community Participation ◽  
Building Materials ◽  
Local Community ◽  
Active Role ◽  
Community Members ◽  
Water Project ◽  
Initial Stage ◽  
Implementation Stage ◽  
Power And Influence

The efforts to involve the community in determining their own destination in terms of needs and resources can only be achieved when citizens play an active role and at some degree demonstrate significant power and influence on decisions. Community power and influence are key elements embedded in the governance circle. Community participation in the governance, ceteris Paribas, enhances citizens’ skills and capacity to support their own projects. Therefore, the notion of community participation cannot be overemphasized. The thorough examination of it at its initial stage is imperative. In that regard, this article examines how local community members of Bigwa and Lukuyu wards participated in MABILU water project. Data were collected from ordinary members of the respective wards, Ward Executive Officers (WEOs), neighbourhood chairpersons and water project representatives. Interview and Content analysis were used to collect and analyse the data respectively.The results indicate that the successfulness of MABILU water project was attributed by the fact that the citizens were involved from the initial stage of decision making to implementation stage. While 63% of the participants confirmed to have participated in initiating and decision making about the project, 80% of total respondents confirmed to have participated in the implementation stage. The findings show that community members participated in digging and burying trench, contributing money to facilitate the implementation, carrying building materials and cleaning the project area. Some community members participated by encouraging other members to support the project, managing and supervising the projects and supervising the construction of water kiosk. 

scholarly journals Community and Environmental Sustainability

2019 ◽  
Vol 11 (3) ◽  
Author(s):  
Cathryne L. Schmitz ◽  
Christine H. Stinson ◽  
Channelle D. James
Keyword(s):  
Environmental Sustainability ◽  
Environmental Science ◽  
Local Community ◽  
Learning Context ◽  
Community Members ◽  
Learning And Development ◽  
Education Students ◽  
Educational Models ◽  
Community Based Education

Academic institutions as community members, creators of knowledge, and educators of current and future citizens and practitioners have the potential to play a significant role in establishing sustainable environments. This article examines the role of community as the learning context for colleges and universities and as co-creators for complex change processes. Collaborative educational models are presented that link environmental sustainability to community engagement and the enhancement of social and economic justice. Through interdisciplinary, community-based education students gain an awareness of and learn to make an investment in sustainable communities. As teams of students work in the local community, they are meaningfully involved with the community, each other, and the environment. Examples of collaborations designed to engage in interactive learning and development are outlined. Research from the areas of social work, environmental science, social justice, and social entrepreneurship are used to support this curricular approach.

scholarly journals How Can Flipped Classroom Approach Support the Development of University Students’ Working Life Skills?—University Teachers’ Viewpoint

2020 ◽  
Vol 10 (12) ◽  
pp. 366
Author(s):  
Sanna Väisänen ◽  
Laura Hirsto
Keyword(s):  
Higher Education ◽  
University Students ◽  
Life Skills ◽  
Flipped Classroom ◽  
Working Life ◽  
Active Role ◽  
Classroom Environments ◽  
Education Students ◽  
University Teachers ◽  
Semistructured Interviews

Higher education students need both generic skills and field-specific knowledge in order to cope with the diverse demands of working life. The aim of this study was to gain a better understanding of the development of university students’ working life skills and of how these skills can be developed in learning environments utilizing the flipped classroom approach. The focus was on the experiences and thoughts of higher education teachers concerning which learning environment features support the development of working life skills. Altogether, 22 higher education teachers from a Finnish university were interviewed with semistructured interviews, and the data was subjected to content analysis. The results indicated that teachers identified several generic and field-specific working life skills, the most important of which were collaboration, communication, information literacy, and skills related to career and responsibilities. The flipped classroom appeared to support students’ active role and facilitate versatile ways of learning. Especially, cooperative and active learning were identified to be the key means to support the development of students’ working life skills in flipped classroom environments. Facilitating students’ opportunities to develop their working life skills can be seen as an integral part of flipped classroom environments in many ways. However, it is important that the opportunities are actively promoted, and conceptual and practical tools are provided for the student through university studies.

scholarly journals Quality partnerships: The community stakeholders' view

2010 ◽  
Vol 3 ◽  
pp. 70-87 ◽  
Author(s):  
Vhonani Netshandama
Keyword(s):  
Higher Education ◽  
Local Community ◽  
Stakeholder Analysis ◽  
Education Institution ◽  
Community Members ◽  
Step Method ◽  
Community Stakeholders ◽  
Black Populations ◽  
The University ◽  
University Community

Since 1997 universities in South Africa have been encouraged to be responsive to the needs of communities, to encourage broader participation and to address issues of access in higher education (Department of Education 1997). This transformative agenda was found to be especially compelling in the case of rural-based South African universities, which often serve historically disadvantaged black populations in areas that are both under-resourced and underdeveloped (Nkomo & Sehoole 2007, pp. 235–36). In 2006 the traditional leadership of a local community approached the University of Venda to propose a partnership. This prompted the researcher to conduct a qualitative study, which sought to explore and describe community members’ views of what they understood to be a quality partnership. Thirty-seven community representatives were engaged in individual as well as focus group interviews. These representatives were identified first through a stakeholder analysis procedure that sought to determine who in the community would have valuable input for the university-community partnership. As a point of departure, the following two questions were asked consecutively: What are your needs and expectations of a partnership with the university and what would you regard as a quality partnership between the HEI and the community? The sample selection was purposive, utilising the snowball technique. Data was transcribed and analysed using Tesch’s eight-step method (Tesch 1990, in Creswell 1994, p. 155). Interview data and field notes were co-coded, crosschecked and triangulated. Feedback workshops were conducted with the community to confirm the findings. A consensus was reached that four main requirements emerged from the data: —Balance the partnership objectives of both parties —Ensure an unexploitative partnership —Share power and control in the partnership —Maintain and monitor the partnership. This article provides a brief overview of the national and regional context to university-community engagement and considers what it means to partner with communities facing urgent and pressing needs. It then looks in detail at what the study revealed about community members’ understanding of quality partnerships with a Higher Education Institution, and provides some thoughts on how to facilitate a quality partnership in a similar context. Key words: Community, stakeholders, quality partnership

scholarly journals Women's Roles In Adding Value To Wooden Crafts And Contributing To Family Income In Babung, Gunungkidul

2021 ◽  
Vol 33 (2) ◽  
pp. 135
Author(s):  
Slamet Subiyantoro
Keyword(s):  
Gender Discrimination ◽  
Local Community ◽  
Family Income ◽  
Physical Work ◽  
Women's Roles ◽  
Community Members ◽  
Artistic Value ◽  
Women’S Roles ◽  
Depth Interviews

Gender discrimination continues to exist in the Special Region of Yogyakarta, with women often placed in the role of mother and housekeeper. In areas such as Bobung Village, where they form an integral part of the local industry, women transcend these roles to contribute to the economy. This research aimed to examine women's roles in adding to the artistic value of wooden crafts, their impact on increasing family income, and local community members’ views towards these female roles. The research was socio-anthropological, with data obtained through in-depth interviews, participant observations, and content analyses of documents and records. Data were analyzed using an interactive model including data collection, reduction of presentation, and verification. The findings showed that (1) women play a significant  role in improving the artistic value of wooden crafts through their batik painting and writing techniques. They make these crafts appear more exotic, and help to preserve traditional batik motifs. (2) With the addition of these women’s motifs to wooden crafts, they add to their family income while still performing their domestic duties, such as caring for their children and cooking. Their wages are based on a daily system, collective system, or combination of both. (3) Batik-making on wooden crafts has feminine characteristics; it is soft and light, as opposed to woodworking’s masculine characteristics of hard, physical work. Women’s batik-making is consequently complementary to the work performed by men. According to the local people, there is no gender bias related to the job differentiation between men and women.

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