Extension and pedagogical practice in architecture

The pedagogical practices developed in articulation with the extension office called "architectural consulting" attached to the architecture program of Caribbean University Corporation in Sincelejo, Colombia, are presented in order to reflect on the exercises developed in the light of one of the functions inherent in the university in the 21st century: innovation, specifically speaking of recent trends in social sustainability and its relationship with pedagogical practice in architecture. The adopted methodology, with a participatory approach, was developed in 4 phases: problem identification, work criteria, conceptualization, and implementation. Examples of the participatory works developed by students of the architecture program are shown, which generate alternatives for local development in the city, in places where the municipal administration and its planning structures do not reach to arrive in an effective way. Changes are identified in the role of pedagogical practices focused on social innovation and the new functions they assume, students, teachers and communities involved in the critical construction of the new citizenship.

UNIFEI, Brazil: a case study of the role of the university in local development

International Journal of Technoentrepreneurship ◽

10.1504/ijte.2011.043722 ◽

2011 ◽

Vol 2 (3/4) ◽

pp. 227 ◽

Cited By ~ 1

Author(s):

Genecy Moraes Coelho Junior ◽

Branca Terra ◽

Elaine Cavalcate Peixoto Borin ◽

Mariza Almeida

Keyword(s):

Local Development ◽

Land financialisation, planning informalisation and gentrification as statecraft in Antwerp

Urban Studies ◽

10.1177/00420980211028235 ◽

2021 ◽

pp. 004209802110282

Author(s):

Callum Ward

Keyword(s):

Free Market ◽

Planning System ◽

Informal Governance ◽

Value Capture ◽

Role Of The State ◽

Recent Trends ◽

The City ◽

Insight Into ◽

Roll Out

This article offers insight into the role of the state in land financialisation through a reading of urban hegemony. This offers the basis for a conjunctural analysis of the politics of planning within a context in which authoritarian neoliberalism is ascendant across Europe. I explore this through the case of Antwerp as it underwent a hegemonic shift in which the nationalist neoliberal party the New Flemish Alliance (Nieuw-Vlaamse Alliantie; N-VA) ended 70 years of Socialist Party rule and deregulated the city’s technocratic planning system. However, this unbridling of the free market has led to the creation of high-margin investment products rather than suitable housing for the middle classes, raising concerns about the city’s gentrification strategy. The consequent, politicisation of the city’s planning system led to controversy over clientelism which threatened to undermine the N-VA’s wider hegemonic project. In response, the city has sought to roll out a more formalised system of negotiated developer obligations, so embedding transactional, market-oriented informal governance networks at the centre of the planning system. This article highlights how the literature on land financialisation may incorporate conjunctural analysis, in the process situating recent trends towards the use of land value capture mechanisms within the contradictions and statecraft of contemporary neoliberal urbanism.

University as a vehicle to achieve social innovation and development: repositioning the role of the university in the society

Social Enterprise Journal ◽

10.1108/sej-10-2020-0093 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Lwando Mdleleni

Keyword(s):

Local Community ◽

Social Innovation ◽

Research Question ◽

Academic Research ◽

Exploratory Research ◽

Western Cape ◽

Content Type ◽

Purpose This paper aims to explore the role of university in promoting, generating and sustaining social innovation (SI). It aimed to understand how higher education institutions have extended their contribution beyond the traditional function of teaching and research to perform in socio-economic problem-solving. It looks at the kinds of contributions which universities potentially make to SI processes, and the effects that this has on the direction and magnitude of SI, and by implication social development. This was done by drawing lessons from a SI project that the University of the Western Cape has been involved in, i.e. Zenzeleni Networks Project. Design/methodology/approach To address the research question with this framework, the author adopted an exploratory research design using a case study. This research is qualitative, exploratory and descriptive, based on a case study built with secondary data. Findings This paper submits that universities can potentially function as key role players in promoting SI initiatives and fostering social transformations. Universities contribute with different kinds of resources and inputs to foster new SI ideas. Originality/value The paper suggests that socially innovative university projects may contribute to community social sustainability maintaining social cohesion by increasing social capital and providing resources for the empowerment of the marginalised communities. In so doing, they contribute to overcome social exclusion and promote more sustainable forms of development at community level. More research is needed on how universities can build community networks with local community partners, who can use the insights of academic research to replicate interventions and move to scale.

Le lingue occidentali nei 150 anni di storia di Ca’ Foscari - I libri di Ca’ Foscari ◽

Le pietre di Ca’ Foscari: Ruskin e il Palazzo

10.30687/978-88-6969-262-8/001 ◽

2018 ◽

Author(s):

Jeanne Clegg ◽

Emma Sdegno

Keyword(s):

Grand Canal ◽

History Of ◽

New Ideas ◽

The Grand Canal ◽

The University ◽

Our contribution concerns a phase in the history of the building that gives the University its name. When Ruskin came to Venice in 1845 he was horrified by the decayed state of the palaces on the Grand Canal, and by the drastic restorations in progress. In recording their features in measurements, drawings and daguerreotypes, Ca’ Foscari took priority, and his studies of its traceries constitute a unique witness. This work also helped generate new ideas on the role of shadow in architectural aesthetic, and on the characteristics of Gothic, which were to bear fruit in The Seven Lamps and The Stones of Venice. In his late guide to the city, St Mark’s Rest, Ruskin addressed «the few travellers who still care for her monuments» and offered the Venetian Republic’s laws regulating commerce as a model for modern England. Whether or not he knew of the founding of a commercial studies institute at Ca’ Foscari in 1868, he would certainly have hoped that it would teach principles of fair and just trading, as well as of respectful tourism.

Arrival and Formation

The Oxford Group and the Emergence of Animal Rights ◽

10.1093/oso/9780197508497.003.0002 ◽

2020 ◽

pp. 15-31

Author(s):

Robert Garner ◽

Yewande Okuleye

Keyword(s):

Applied Ethics ◽

Married Couples ◽

Oxford Group ◽

The University ◽

This chapter serves three main functions. First, it identifies the ten core members of the Oxford Group, and documents their backgrounds and the circumstances of their arrival in the city of Oxford. The Oxford Group consisted of three married couples: Roslind and Stanley Godlovitch, Peter and Renata Singer, and Richard and Mary Keshen. Next were the three singletons who shared a house in Oxford: John Harris, David Wood, and Michael Peters. Finally, and slightly more at the periphery—partly because of his age and partly because he was not an Oxford student (or married to one)—there was Richard Ryder. Second, it describes the formation of the Oxford Group and the key role played by the gatekeepers. Here, a dynamic role was played by the Godlovitches and by Brigid Brophy who did most to bring the group together Finally, the role of what Farrell describes as the “magnet place,” in our case Oxford—and the university in particular—is dissected. The importance of access to a major seat of learning that had a unparalled reputation in the field of philosophy and which was at the forefront of the development of a new field of applied ethics is documented.

Advances in Hospitality, Tourism, and the Services Industry - Global Place Branding Campaigns across Cities, Regions, and Nations ◽

The Role of Local Governments in City Branding

10.4018/978-1-5225-0576-1.ch012 ◽

2017 ◽

pp. 251-269 ◽

Cited By ~ 1

Author(s):

Emel Gonenc Guler

Keyword(s):

Local Governments ◽

Social Issues ◽

Local Development ◽

Cultural Variation ◽

City Branding ◽

Destination Branding ◽

Environmentally Sustainable ◽

Civic Dialogue ◽

Local governments provide a range of local services, preserve the life and liberty of residents, creating space for democratic participation and civic dialogue, supporting market-led and environmentally sustainable local development. City branding supplies the principles for the city developing policy to sustain the local development. In other words, city branding means being powerful to face the increasing wild competition for resources, investment and tourism facilities, both for addressing crucial social issues and cultural variation. The main objective of this study is to highlight the role of local governments and to emphasize the various destinations “bodies” used in the branding process in different administration systems. Although there are many different destination branding strategies over the world, the city branding success cannot be performed without the strong participation of the local governments.

The Role of Local Governments in City Branding

Advertising and Branding ◽

10.4018/978-1-5225-1793-1.ch035 ◽

2017 ◽

pp. 784-803

Author(s):

Emel Gonenc Guler

Keyword(s):

Local Governments ◽

Social Issues ◽

Local Development ◽

Cultural Variation ◽

City Branding ◽

Destination Branding ◽

Environmentally Sustainable ◽

Civic Dialogue ◽

Educational Tourism and Local Development: The Role of Universities

Sustainability ◽

10.3390/su12176766 ◽

2020 ◽

Vol 12 (17) ◽

pp. 6766 ◽

Cited By ~ 1

Author(s):

Sabrina Tomasi ◽

Gigliola Paviotti ◽

Alessio Cavicchi

Keyword(s):

Local Development ◽

Local Economy ◽

Learning Goals ◽

International Mobility ◽

Educational Tourism ◽

Local Stakeholders ◽

Mobility Programs ◽

Secondary Objective ◽

On the basis of a scoping review of the literature about educational tourism—a type of tourism in which the traveller’s primary or secondary objective is learning—this study summarizes views on how Higher Education Institutions (HEIs) can foster local development through educational tourism. The results show that international students can be considered as educational tourists, and their stay can benefit them and the destination. In this context, the university can actively facilitate relationships between tourists and local stakeholders to foster learning at the destination and improve the sustainability of the local economy; some reports about specific cases are described. We argue that the tourism component should be considered by any institution organising or managing educational programmes, in order to exploit the opportunities offered by the destination for the achievement of learning goals. More specifically, the paper focuses on educational tourism related to HEI students in international mobility programs, who are educational tourists inasmuch as their overall experience at the destination includes leisure and tourism activities. Further research is needed to formulate models of intervention.

Prerequisites for the development of educational ecosystems

Казанский педагогический журнал ◽

10.51379/kpj.2021.149.5.006 ◽

2021 ◽

Author(s):

Е.Н. Прокофьева

Keyword(s):

Pedagogical Practices ◽

Educational Activity ◽

Educational Organizations ◽

Educational Strategies ◽

Flexible Mechanism ◽

Human Orientation ◽

Human And Nature ◽

В современной методологии образования основным является подход «ориентация на человека», что порождает вектор экосистемности образования как новую норму образовательной деятельности. Сейчас только формируются и отрабатываются стратегии создания и развития образовательных экосистем и ее педагогических практик, как в цифровом пространстве, так и вне его. Обосновывается роль трансформационных процессов в научно-образовательной сфере, которые предопределяют необходимость формирования в вузах образовательных экосистем. В статье автор раскрывает предпосылки развития образовательной экосистемы с позиций реализации когнитивной парадигмы образования. Автором рассмотрены проблемы представления образовательных экосистем при отсутствии ориентира на гуманитаризацию обучения, недостаточно развитых системах управления, ориентире на человекоцентризм вместо человеко- и природосообразности. Представлен анализ результатов пилотного исследования факторов организации образовательных экосистем. Выделены основные ориентиры формирования образовательных экосистем. Описана сущность образовательной экосистемы через призму: отношений, педагогических взаимодействий, образовательной среды, ориентации на качество образования, образовательных стратегий и технологий. На основании выделенных предпосылок развития образовательных экосистем, делается вывод о том, что университетская экосистема – это гибкий механизм взаимодействия всех акторов образования, который позволяет своевременно и адекватно реагировать на внешние и внутренние изменения. Статья предназначена для педагогов, руководителей образовательных организаций, исследователей, занимающихся вопросами образовательной экосистемы. In the modern methodology of education, the main approach is "human orientation", which gives rise to the vector of ecosystem education as a new norm of educational activity. Strategies for the creation and development of educational ecosystems and its pedagogical practices both in the digital space and outside it are just being formed and worked out. The role of transformational processes in the scientific and educational sphere, which predetermine the need for the formation of educational ecosystems in universities, is substantiated. In the article, the author reveals the prerequisites for the development of the educational ecosystem from the standpoint of the implementation of the cognitive paradigm of education. The author considers the problems of representing educational ecosystems in the absence of a focus on the humanitarization of learning, insufficiently developed management systems, a focus on humanocentrism instead of human- and nature-conformity. The analysis of the results of a pilot study of the factors of the organization of educational ecosystems is presented. The main guidelines for the formation of educational ecosystems are highlighted. The essence of the educational ecosystem is described through the prism of: relationships, pedagogical interactions, educational environment, orientation to the quality of education, educational strategies and technologies. Based on the identified prerequisites for the development of educational ecosystems, it is concluded that the university ecosystem is a flexible mechanism for the interaction of all actors of education, which allows timely and adequate response to external and internal changes. The article is intended for teachers, heads of educational organizations, researchers dealing with the issues of the educational ecosystem.

Estudio correlacional entre la modalidad de educación pública o privada y el estilo de aprendizaje

Eco Matemático ◽

10.22463/17948231.460 ◽

2015 ◽

Vol 6 (1) ◽

pp. 69

Author(s):

Gerson Adriano Rincón-Álvarez ◽

Daniel Villamizar-Jaimes ◽

Carlos Antonio Pabón-Galán

Keyword(s):

Learning Styles ◽

Pedagogical Practices ◽

Pedagogical Practice ◽

Public And Private ◽

University Environment ◽

Arts And Humanities ◽

Study Population ◽

The Difference ◽

Faculty Of Education ◽

ResumenSiempre ha existido una gran discusión sobre, la diferencia entre la educación pública y privada, referente a muchos tópicos de enseñanza aprendizaje como: la metodología, la filosofía, la preparación de los estudiantes, y en lo referente a este artículo, las diferentes estrategias que emplean los estudiantes para adquirir y fortalecer sus aprendizaje. La identificación de los estilos de aprendizaje y el cómo se desenvuelve el estudiante en el medio universitario es de gran importancia para la adecuación de las prácticaspedagógicas del docente y la construcción de los micro-currículos de las asignaturas, que conforman el pensum académico del programa. Con el fin de generar un mejor ambiente de aprendizaje, esta investigación identifica los estilos de aprendizaje de los estudiantes del programa académico de Licenciatura en Matemáticas de la Facultad de Educación, Artes y Humanidades de la UFPS, enmarcado en la teoría del modelo de Kold. Se concluye que el estilo predominantes en la población objeto de estudio fue el reflexivo seguido del pragmático y por último el activo y el teórico respectivamente. Se finaliza con la aplicación de las pruebas de independencia y correlación de Spearman, hallando alta relación entre los estilos reflexivo y pragmático dentro del modelo de Kold, pero ninguna relación entre el estrato social y los estilos de aprendizaje.Palabras claves: estilos de aprendizaje, modelo, pensum, micro-currículo, Practica PedagógicaAbstractThere has always been a big discussion about the difference between public and private education regarding many topics of learning as the methodology, philosophy, preparing students, and in relation to this article, the different strategies employ students to acquire and strengthen their learning. The identification of learning styles and how the student develops in the university environment is of great importance to the adequacy of the pedagogical practices of teachers and the construction of micro-curriculum subjects that make up the academic curriculum of the program. In order to create a better learning environment, this research identifies learning styles of students of the academic Bachelor of Mathematics, Faculty of Education, Arts and Humanities UFPS, framed in the theory of model Kold. We conclude that the predominant style in the study population was followed by the pragmatic and thoughtful finally assets and theoretical respectively. It ends with the application of the tests of independence and correlation of Spearman, finding high relationship between pragmatic and thoughtful styles within the model Kold, but no relationship between social class and learning styles.Keywords: learning styles, model, curriculum, micro-curriculum Pedagogical Practice