scholarly journals Public deliberation as a teaching andragogy: Implications for adult student learning from a doctoral higher education policy course

2013 ◽  
pp. 95-108 ◽  
Author(s):  
Matthew Johnson ◽  
Margaret Partlo ◽  
Tammy Hullender ◽  
Emmanuel Akanwa ◽  
Heather Burke ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Education Policy ◽  
Higher Education Policy ◽  
Teaching And Learning ◽  
Public Deliberation ◽  
Adult Student ◽  
Student Agency ◽  
Taking Action

Public deliberation provides an inclusive and robust mechanism for making shared decisions in community and political settings; however, its application to teaching and learning remains underutilized (McMillan & Harriger, 2007). This manuscript reports on a case study of the use of public deliberation as a teaching andragogy in a graduate level course in higher education policy, which showed that public deliberation creates greater ownership of the course, fosters critical thinking and student agency, and implicates taking action.

Tactical evaluations: Everyday neoliberalism in academia

2018 ◽  
Vol 54 (1) ◽  
pp. 77-91 ◽  
Author(s):  
Fabian Cannizzo
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
National Policy ◽  
University Governance ◽  
Self Management ◽  
Policy Reforms ◽  
Managerial Efficiency ◽  
Policy Agendas

Neoliberal political rationalities have transformed not only national policy agendas, but also the strategies that individuals adopt to navigate their everyday lives; sometimes described as ‘everyday neoliberalism’. This article explores everyday neoliberalism’s contribution to the transformation of workplace ethics through a case study of Australian academics. National higher education policy reforms have been mirrored by a transformation in academics’ perceptions of what forms of self-management are legitimate and necessary. While governmental reforms are couched in a language of technical efficiency and accountability to stakeholders, interviews with academics reveal depoliticising practices of evaluation. Values conflicts – between scholarly autonomy and managerial efficiency – are indicative of tactical struggles over the means by which academics evaluate their selves and their labour. The managerialisation of university governance has not eroded political and value commitments, but has encouraged academics to pursue more individualised forms of ethics, which re-affirm their compliance with managerial norms.

The Human Rights-Based Approach to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
Human Rights ◽  
Education Policy ◽  
Higher Education Policy ◽  
Teaching And Learning ◽  
Theoretical Models ◽  
Human Right ◽  
Cultural Rights ◽  
Higher Education Policies ◽  
Human Rights Based Approach

A human right to higher education was included in the International Covenant on Economic, Social and Cultural Rights (ICESCR), which came into force in 1976. Yet the world has changed significantly since it was drafted. State legislation and policies have generally followed a neo-liberal trajectory, shifting the perception of higher education from being a public good to being a commodity. This model has been criticised, particularly because it generally reinforces social inequality. At the same time, attaining higher education has become more important than ever. Higher education is a prerequisite for many jobs, and those who have attained higher education enjoy improved life circumstances. This book seeks to determine whether there is still a place for the human right to higher education in the current international context. In seeking to answer this question, this book compares and contrasts two general theoretical models that are used to frame higher education policy: the market-based approach and the human rights-based approach. In doing so, it seeks to contribute to an understanding of the likely effectiveness of market-based versus human rights-based approaches to higher education provision in terms of teaching and learning. This understanding should enable the development of more considered, sophisticated and ultimately successful higher education policies. This book contends that a human rights-based approach to higher education policy is more likely to enable the achievement of higher education purposes than a market-based approach. In reaching this conclusion, the book identifies some strategic considerations of relevance for advocates of a human rights-based approach in this context.

scholarly journals ¿Qué valoran los estudiantes de un profesor memorable? Un estudio de caso sobre la enseñanza y el aprendizaje en la educación superior / What Makes a Teacher Memorable for Students? A Case Study on Teaching and Learning in Higher Education

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Mariela Alejandra Coudannes Aguirre
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Educación Superior ◽  
Institutions Of Higher Education ◽  
Educacion Superior ◽  
Best Teachers ◽  
Entre Rios

ABSTRACTThe work is part of a research project on educational practices in the training of Teachers of History and Geography of three Argentine universities. In this case the results of the Autonomous University of Entre Rios are analyzed. Focus groups were conducted and history students could talk about their “best” teachers. They were asked what aspects make them memorable and what learning achieved in their classes. While one would expect that the most valued were those who stand out for their intellectual passion, commitment to education, the trend to build critical thinking and good treatment of students, this is not always so. The contradictions between some of the highlighted aspects lead to question and rethink how knowledge is constructed, and what notions of teaching and learning are present in the institutions of higher education in Argentina.RESUMENEl trabajo se enmarca en un proyecto de investigación sobre prácticas educativas en la formación de los profesorados de Historia y Geografía de tres universidades argentinas. En este caso se analizan los resultados obtenidos en la Universidad Autónoma de Entre Ríos. Se realizaron grupos de discusión y los estudiantes de Historia pudieron hablar sobre sus “mejores” profesores. Se les preguntó qué aspectos los hacen memorables y qué aprendizajes lograron en sus clases. Si bien cabría esperar que los más valorados fueran aquellos que se destacan por su pasión intelectual, el compromiso con la educación, la tendencia a la construcción de un pensamiento crítico o el buen trato con los alumnos, ello no siempre resulta así. Las contradicciones entre algunos de los aspectos resaltados llevan a cuestionar y repensar cómo se construye el conocimiento, y qué nociones de enseñanza y aprendizaje están presentes en las instituciones de educación superior en Argentina. Contacto principal: [email protected]

scholarly journals A summary of the National Forum’s Review of the Existing Higher Education Policy Landscape for Digital Teaching and Learning in Ireland

2018 ◽  
Vol 2 ◽  
Author(s):  
Tony Murphy ◽  
Terry Maguire
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Learning Environment ◽  
Digital Technology ◽  
Higher Education Policy ◽  
Teaching And Learning ◽  
Flexible Learning ◽  
Challenges And Opportunities

This summary outlines the findings that emerged from the National Forum’s project on higher education policy and the challenges and opportunities posed for teaching and learning by digital technology. The project sought to define whether existing policies were enabling and reflected the language of digital teaching and learning. The summary discusses the findings within the wider context of a national and international drive toward utilising digital technology to facilitate a more flexible learning environment.

scholarly journals Critical reflections on staff-student partnership and ‘re-interpreting’ journal submissions

2018 ◽  
Vol 1 (1) ◽  
pp. 101-108
Author(s):  
Lorna Mary Cork
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Teaching And Learning ◽  
Digital Literacies ◽  
Teaching Excellence ◽  
Scholarly Community ◽  
Personal Reflections ◽  
Student Reflections ◽  
Diverse Groups

This thoughtpiece shares some personal reflections on a distinctively different approach to student-staff collaboration, whereby students ‘re-interpret’ scholarly submissions to this new HE journal for a wider audience. Student and staff motivations for becoming involved in this work of partnering are examined, and values and ‘intrigue’ are uncovered as contributing to partnership-readiness and sustaining interest. Students engaged critically with Higher Education policy and theory; particularly the Teaching Excellence Framework (TEF) and the concept of a ladder of partnership. The collaboration offers different conceptual lenses, revealing possibilities for the co-creation of a student-staff scholarly community. Student reflections reveal digital literacies for producing re-interpretations and the ‘softer’ skills for collaborating in diverse groups.  However, the key appeal of getting involved is not, as may be assumed, for benefits such as employability, it is the opportunity of collaborating across disciplines and as an equal partner with staff,  where their voices contribute to real debates about teaching and learning in HE.

Keeping the Higher Education “Promise” in Nevada: Latina/o Legislators Policy Ways of Knowing

2021 ◽  
pp. 153819272199497
Author(s):  
Magdalena Martinez
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Policy Making ◽  
Ways Of Knowing ◽  
Cultural Assumptions ◽  
Policy Actors ◽  
Policy Interventions ◽  
Structural Inequities

In this case study, I draw attention to key Nevada Latina/o legislators’ policy ways of knowing and their higher education policy priorities. A focus on the policy actors uncovered structural, racial, and cultural assumptions in policy-making often absent in the exclusive analysis of policy interventions. Their policy ways of knowing were shaped in at least three ways: acknowledging and naming the sources of structural inequities, embracing political humility, and challenging policy knowledge-generating practices.

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