scholarly journals “I am wary of giving too much power to students:” Addressing the “but” in the Principle of Staff-Student Partnership

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Rebecca Murphy ◽  
Sarah Nixon ◽  
Simon Brooman ◽  
Damian Fearon
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Student Engagement ◽  
Mixed Methods Approach ◽  
Educational Challenge ◽  
Feedback Strategies ◽  
Partnership Approach ◽  
Substantial Change ◽  
Positive Statement

Staff and students coming together to enhance learning is a key educational challenge facing the higher education sector. Literature proposes different ways of achieving this through co-creation, partnership, and collaboration. This paper focuses solely on staff perspectives of a staff-student partnership project aimed at improving feedback strategies. Through a mixed-methods approach, staff in four disciplines in one UK university were questioned in regard to collaborating with students, asked to take part in a co-creation experience, and then invited to take part in a follow-up interview. Findings indicated that staff initially supported greater student engagement in curriculum development but were wary of substantial change in the design of curriculum content. Some doubted the experience and abilities of students in this context. The overarching response was a positive statement followed first with a “but” and then with the issues that could be caused by a partnership approach. 

scholarly journals Engaging students with self-assessment and tutor feedback to improve performance and support assessment capacity

2016 ◽  
Vol 13 (1) ◽  
pp. 4-24
Author(s):  
Conor Thomas McKevitt ◽  
Keyword(s):  
Mixed Methods ◽  
Student Engagement ◽  
Focus Group ◽  
Student Development ◽  
Thematic Analysis ◽  
Student Life ◽  
Improve Performance ◽  
Self Assessment ◽  
Mixed Methods Approach ◽  
Constructive Feedback

Assessment is one of the most important elements of student life and significantly shapes their learning. Consequently, tutors need to ensure that student awareness regarding assessment is promoted. Students should get the opportunity to practise assessing work and receive tutor feedback so that they might improve on both the work and their assessment of it. The purpose of this paper is to investigate how student engagement with criteria, exemplars, self-assessment, and feedback influenced students’ performance, their assessment capacity, and also how students experienced the process. A mixed methods approach was used. Students’ performance and assessments were established using a rubric that included 5 criteria each evaluated using 5 point likert scale linked to descriptors. A thematic analysis of the focus group resulted in two themes. The findings show that overall students’ performance in the assignment significantly improved between draft and final submissions. Students’ assessment of their work significantly differed to the tutor’s on some criteria at both submissions but in opposite directions on one criterion between both submissions. The focus group found that the rubric guided students to produce their draft while tutor feedback guided them to improve on it. However, these findings require further investigation. The following recommendations ensue from the research and should assist student development concerning assessment. Tutors should give students an opportunity to assess work and also see tutor’s assessment of that work using the same criteria. Also, tutors should provide constructive feedback during an assignment.

scholarly journals Private Universities and Development of Higher Education in Nigeria: A Mixed Methods Approach

2017 ◽  
Author(s):  
Yusuf Suleiman ◽  
Zahyah Hanafi ◽  
Muhajir Taslikhan
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Private Universities ◽  
Private Investment ◽  
Private University ◽  
Developed Countries ◽  
University Education ◽  
Historical Background ◽  
Teaching Staff ◽  
Mixed Methods Approach

Private university education is unarguably one of the growing trends in the education system in the world. Providing university education to citizens should not be the solitary efforts of government, but should be the responsibility of adults at all levels. The giant stride of private investment in the acceleration of university education in Nigeria is overwhelming. This paper examines the private university's contribution to the development of university education in Nigeria, focusing on the strengths, weaknesses and way forward. Basically, the purpose of the study is to highlight the areas where private universities had contributed to the advancement of university education. It carefully looked at the historical background, rationale and antagonists of private universities. Also, the paper examined the global trends of private universities. Methodologically, mixed methods approach was used for the study. Quantitatively, secondary data were collected and analyzed to establish the areas in which private universities contributes to the development of higher education in Nigeria. Qualitatively, interviews were conducted in two private universities, where teaching and non-teaching staff of the universities granted the interview. NVivo Software was used to do the transcription, coding and analysis of the interview. Findings from the two methods employed revealed that the importance of private universities cannot be under-estimated, it is akin to the advancement of university education in Nigeria. Conclusively, the activities of private universities would continue to play a positive role in ensuring that Nigerian university education is placed among the developed countries. Significantly, the study would assist private universities on how to improve their efforts for a better private university education so as to ensure quality service. Also, government should endeavour to assist private universities in the area of staff capacity building and infrastructure. Lastly, enabling environment should be provided by the government for more private investors to establish more universities in Nigeria.

Relook at University Planning-Development for Sustainability in Higher Education

2021 ◽  
Vol 12 (2) ◽  
pp. 13-28
Author(s):  
Neeta Baporikar
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Mixed Methods Approach ◽  
Strategic Plans ◽  
The Future ◽  
University Planning ◽  
Road Maps ◽  
Sustainability In Higher Education ◽  
Planning Development ◽  
The Way

Universities frequently suffer when they use linear, mechanistic thinking. Leaders can make too many erroneous assumptions about the future. In addition, when users view strategic plans as fixed road maps, they often fail to recognize the faulty assumptions that hinder their success along the way. They generally fail to harness emerging opportunities as well. To enhance outcomes, planners must ensure there are adequate resources for monitoring and adjusting plans during implementation. Those empowered to monitor outcomes and activities must fully understand that the planning core intentions are for development so that so they can effectively refine the plan as it unfolds. Adopting a mixed-methods approach, this study intends to explore some of these issues in an effort to enhance practice and intends to propose a framework for university planning and development to ensure sustainability in higher education.

scholarly journals The cultural dimensions of information use: A mixed methods approach to the information use experience of Emiratis in Higher Education

2020 ◽  
Author(s):  
Helen Weston
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Cultural Values ◽  
Teaching And Learning ◽  
Information Use ◽  
Cultural Dimensions ◽  
Sequential Method ◽  
Mixed Methods Approach ◽  
Teaching And Learning Environment ◽  
The Relationship

Upon transitioning to higher education, Emirati students bring their cultural values and sentiments into the teaching and learning environment. Using the Explanatory Sequential method of Mixed Methods approach, this research explored how the information use of Emirati students enrolled in higher education is experienced in light of what is revealed when national culture is explored. This research provides empirical data contributing to the discussion of how culture intersects with information use in higher education. New contributions underpin the relationship between culture and information use. They also support the design and implementation of pedagogical approaches that recognize cultural diversity of learners.

A Problem-Based Learning Technique to Improve Student Engagement in Multidisciplinary Groups in Higher Education

2020 ◽  
pp. 545-565
Author(s):  
Michael Opoku Agyeman ◽  
Haiping Cui ◽  
Shirley Bennett
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Action Research ◽  
Student Engagement ◽  
Real World ◽  
Quantitative Research ◽  
Learning Strategy ◽  
Problem Based Learning ◽  
Job Market ◽  
Multidisciplinary Nature

Recently, there has been a rise in the integration of curriculum from different disciplines in higher education (HE) in response to the multidisciplinary nature of the skillset required by the modern job market. In cases where the curriculum is delivered to students from the same discipline, it is intuitive for students to easily identify with its relevance. However, the aforementioned will not be as obvious in situations where a curriculum is taken by multidisciplinary groups of students. Consequently, there is a risk of student disengagement. This chapter evaluates how to enhance student engagement in modules thought to multidisciplinary groups in HE. The chapter presents an action research which uses mixed methods of qualitative and quantitative research to improve student engagement in a real-world module taken by Computing, Electrical & Electronics Eng., and Mechatronics Eng. students at University of Northampton. By using a problem-based learning strategy as an intervention, student engagement has been significantly improved with evidences in grade distribution and satisfaction.

Evaluating Institutional Green Building Policies: A Mixed-Methods Approach

2010 ◽  
Vol 5 (1) ◽  
pp. 115-131 ◽  
Author(s):  
Anthony F Cupido ◽  
Brian W Baetz ◽  
Ashish Pujari ◽  
Samir Chidiac
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
North America ◽  
Policy Development ◽  
Higher Education Institutions ◽  
Green Building ◽  
Future Research ◽  
Sustainable Building ◽  
Mixed Methods Approach ◽  
Building Policy

Sustainable or green building practices have been adopted recently by many higher education institutions for their new campus buildings and major renovations. To date, no formal study has been conducted to determine if policy is essential for sustainable building practices and the implementation of LEED®for these institutional green buildings in North America. A mixed-methods approach consisting of a quantitative survey and qualitative interviews was undertaken with senior facility professionals at higher education institutions in North America. The survey evaluated the institution's use of a policy, guideline, standard, law or goal related to sustainable building practices and the interview identified specific practices as well as issues such as leadership, policy compliance and barriers to adopting sustainable building policies. This paper provides a framework for an institutional sustainable building policy that is suitable to use as a template for senior facility professionals and their specific policy development. This work contributes to a foundation for future research related to sustainable/green building policy development and its application to the higher education sector.

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