scholarly journals Competences and learning outcomes: a panacea for understanding the (new) role of Higher Education?

2014 ◽  
Vol 1 (2) ◽  
pp. 279 ◽  
Author(s):  
Robert Wagenaar
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Personal Development ◽  
Academic Staff ◽  
Unique Contribution ◽  
Learning And Teaching ◽  
Educational Programmes ◽  
Effective Performance ◽  
The One

The competence and learning outcomes approach, which intends to improve effective performance of academic staff and students, is becoming dominant in today’s higher education. This was quite different 15 years ago. This contribution aims to offer insight in the reforms initiated and implemented, by posing and answering the questions why the time was appropriate — by identifying and analysing the underlying conditions — and in what way the change was shaped — by focusing on terminology required and approaches developed. Central here is the role the Tuning project — launched in 2000-2001 — played in this respect. The contribution starts with contextualising the situation in the 1990s: the recession and growing unemployment in many European countries on the one hand and the development of a global society and the challenges the higher educational sector faced at the other. It offers the background for initiating the Tuning project, and the discourse on which its approach is based. In particular, attention is given to choosing the concept of competences, distinguishing subject specific and general/generic ones, as an integrating approach of knowledge, understanding, skills, abilities and attitudes. The approach should serve as a means of integrating a number of main goals as part of the learning and teaching process: strengthening employability and preparing for citizenship besides personal development of the student as a basis for the required educational reform. Tuning’s unique contribution is the alignment of this concept to learning outcomes statements as indicators of competence development and achievement and by relating both concepts to profiling of educational programmes.

scholarly journals The role of Personal Development Planning (PDP) for employer sponsored students - an exploration of how PDP learning activities can support CPD and workforce development requirements

1969 ◽  
Author(s):  
Julie Savory
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Staff Development ◽  
Workforce Development ◽  
Personal Development ◽  
Academic Staff ◽  
Development Planning ◽  
Structured Interviews ◽  
Potential Benefits

Over the past decade government policy has emphasised the need for effective and active partnerships between employers and higher education providers (DfES, 2003; Wedgewood, 2007; CBI, 2008; BIS, 2009) to meet the requirements of a globalised knowledge economy. This paper discusses the findings from a research project undertaken at the University of Salford which sought to explore how:Personal Development Planning (PDP) input can support the development of employability skills for part-time sponsored students.Employer engagement could be drawn upon to enhance such provision.Informed by the Appreciative Inquiry approach (Cooperrider 1986, cited Reed, 2007), the methodology included a questionnaire survey of two student cohorts and thirteen semi-structured interviews with organisational development managers from sponsoring organisations to explore perceptions of the value of PDP within day release provision and potential benefits to the organisation. A follow up focus group with employers explored further staff development needs and the potential for PDP processes within Higher Education (HE) courses to complement their existing Continuing Professional Development (CPD) and in-house staff and workforce development strategies.Savory, Conroy and Berwick The role of Personal Development Planning (PDP) for employer sponsored studentsThe paper concludes that dialogue between academic staff, students and sponsoring employers is valuable in developing shared understandings of the role of PDP activities within HE curriculum, the potential benefits for individual professional development and the workforce development requirements of organisations. Employers participating in the research stressed the importance of 'functioning knowledge' (Biggs 2003, cited Walsh, 2008) and discussions highlighted the potential for PDP to provide a bridge between the discipline specific knowledge which forms the main focus of HE courses and the trans-disciplinary knowledge produced by the largely informal learning that occurs during the course of professional practice (Gibbons et al., 1964). The joint dialogue enabled exploration of perceptions of the difference between CPD and PDP and identification of how links between PDP and appraisal processes in the workplace could be strengthened, including suggestions for practical activities which could be incorporated into HE programmes and employers' performance review processes.

Standardization and modernization of Kazakhstan Higher education

2021 ◽  
pp. 95-101
Author(s):  
Yu.N. Pak ◽  
◽  
Zh.S. Nuguzhinov ◽  
D.Yu. Pak
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Learning Outcomes ◽  
Educational Programs ◽  
Educational Process ◽  
Professional Standards ◽  
Educational Standards ◽  
The Republic ◽  
State Educational

Worked out is the analyzes of development of the Kazakhstan system of standardization of higher education on the example of several generations of state educational standards. Their features are examined in structural terms, as well as in terms of the requirements for the compulsory minimum of the educational content, the level of preparedness of graduates and learning outcomes. The dynamics of transformations in the context of expansion of universities academic freedoms, the ratio of compulsory and university components of educational programs is shown. The role of educational and methodological associations of universities of the Republic of Kazakhstan in the development of the regulatory and legal support of the educational process is emphasized. The relevance of introducing the competence-based approach in higher education on the basis of combining educational and professional standards is noted. It is shown that inconsistent and hasty reforms, uncompetitive level of teachers’ remuneration, expanding bureaucratization, underdeveloped quality assurance culture do not contribute to the successful modernization of higher education.

scholarly journals Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0255177
Author(s):  
Zahid Shafait ◽  
Muhammad Asif Khan ◽  
Yuriy Bilan ◽  
Judit Oláh
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Knowledge Management ◽  
Learning Outcomes ◽  
Self Directed Learning ◽  
Mediating Role ◽  
Management Processes ◽  
Directed Learning ◽  
The Relationship

Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes. Methods: The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling. Results: Our results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs. Conclusions: This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.

“You Can Lead the Horse to Water, but … ”

2012 ◽  
pp. 182-199
Author(s):  
Henk Huijser ◽  
Michael Sankey
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web 2.0 ◽  
Learning Management Systems ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Potential Benefits ◽  
The University

This chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.

The Greek Challenge in Work-Based Learning

2008 ◽  
Vol 22 (3) ◽  
pp. 177-182
Author(s):  
Nikolaos I. Taousanidis ◽  
Myrofora A. Antoniadou
Keyword(s):  
Higher Education ◽  
Community Of Practice ◽  
Open Learning ◽  
Work Related ◽  
Learning Techniques ◽  
Educational Programmes ◽  
Pedagogical Principles

Work-based learning is generated, controlled and used within a community of practice and brings new understanding to pedagogical principles as the role of worker becomes also that of learner. This paper presents a series of opportunities of this type of learning, which even enables students to work at a distance, using open-learning techniques, as self-managed learners in their work-related context. The author analyses the legitimacy of work-based knowledge in a higher education setting: this is crucial in understanding the differences and similarities both within the field of work-based learning itself and between work-based learning and more conventional educational programmes. Finally, a method of facilitating and managing such work- based learning in universities is presented.

Tuning and History: A personal overview

2017 ◽  
Vol 16 (4) ◽  
pp. 403-409
Author(s):  
Ann Katherine Isaacs
Keyword(s):  
Learning Outcomes ◽  
International Collaboration ◽  
Pilot Project ◽  
Subject Area ◽  
Historical Narratives ◽  
Development Working ◽  
Learning And Teaching ◽  
History Learning ◽  
Systems Learning

The text places Tuning History in the context of the rapidly developing international collaboration among historians which began in Europe in 1989, with the ECTS Pilot project, and continued, from 2000 on, with the European History Networks (for research and for curriculum development) working in parallel and in collaboration with Tuning, in Europe and other continents. The History ‘Subject Area Group’ has often taken the role of pilot discipline, representing the Humanities in key European and other projects. The text points out the connection of this key role with the great diversity in History learning and teaching worldwide: historical narratives and debates are very different in different countries, and this very difference makes international collaboration a powerful heuristic tool. History training forms valuable competences for many professional and societal roles, and in student-centred higher education systems, learning outcomes can be defined with reference to competences rather than to specific subject matter.

PROFESSIONAL DEVELOPMENT OF TEACHERS IN HIGHER EDUCATION INSTITUTIONS (BASED ON THE EXPERIENCE OF BORYS GRINCHENKO KYIV UNIVERSITY)

2018 ◽  
Vol 1 ◽  
Author(s):  
Nataliia Vinnikova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Decisive Factor ◽  
School Teachers ◽  
Essential Condition ◽  
Learning And Teaching ◽  
Professional Development Of Teachers ◽  
The Individual

Nowadays, higher education is not only an essential condition for the spiritual and professional development of the individual, but also a decisive factor in socio-economic transformation.Taking into consideration changing nature of learning and teaching at higher education institutions, the need for professional development of teachers is increasing. The main purpose of the thesis is to highlight the problem of professional development of academic staff, its relevance and importance for improving learning and teaching. There will be presented a model of teachers’ skills improvement implemented at Borys Grinchenko Kyiv University (Ukraine), as well as new approaches to the organization of training for higher school teachers that combine different training strategies for their development.

Addressing Career Obstacles within a Changing Higher Education Work Environment: Perspectives of Academics

2009 ◽  
Vol 39 (3) ◽  
pp. 376-385 ◽  
Author(s):  
Cobus Pienaar ◽  
Coen Bester
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Performance Management ◽  
Academic Staff ◽  
Point Of View ◽  
Tertiary Institutions ◽  
Staff Members ◽  
General Management ◽  
Effective Performance ◽  
Specific Career

Many changes have occurred in Higher Education Institutions (HEI), which contribute to high levels of work stress among academic staff members and that impact on job satisfaction, job involvement and job engagement. Owing to these changes, academics attached to tertiary institutions are being confronted with specific career obstacles that impact negatively on their job satisfaction and productivity. Our purpose in this study was to determine, from the academic's point of view, the role that HEIs can play to address these obstacles. In terms of positive psychology, persons should not only become aware of their problems, but also come up with alternative solutions on how to address them. A sample of 93 academics from one university, representing the early, middle, and late career stages was selected. The data were obtained by means of the Delphi technique in order to enable respondents to reveal fully what they were experiencing. Respondents were requested to suggest specific actions that could be taken to address the career obstacles academics are confronted with. The most important solutions were related to better remuneration, more effective management of role overload, more effective performance management, more training and development opportunities, more support regarding individual career management, more effective general management, more support regarding research outputs, elimination of discrimination practices, transformation initiatives, encouraging of entrepreneurship, improvement of equipment and working conditions, creation of job security, and promotion of networking.

scholarly journals Power, Play and Pedagogy through the PowerPoint Performance-Lecture

2020 ◽  
Vol 7 (3) ◽  
pp. 382-394
Author(s):  
Kai Syng Tan
Keyword(s):  
Higher Education ◽  
Social Change ◽  
Creative Thinking ◽  
Higher Order ◽  
Learning And Teaching ◽  
Global Pandemic ◽  
Self Knowledge ◽  
Higher Order Learning ◽  
Power Play

What could a visual-led approach to the learning and teaching of complex issues look like for a short online synchronous session? Through a playful performance-lecture exploring concepts in diversity, interdisciplinarity and social change entitled What could a neurodiversity-led 2050 look like?, this paper outlines the possibilities of visual-centred approach, using the ubiquitous Microsoft software PowerPoint (or open-sourced equivalents like Google Slides and Prezi). It seeks to contribute to discourses and practices around role of visual approaches in Higher Education (HE) to address ‘difficult’ topics like power and inequality in an engaging manner, and to empower learners as active participants, including those who may be think visually, such as dyslexic learners. Such approaches will be urgent in a reality characterised by profound socio-political injustice highlighted by Black Lives Matter (BLM), and amid a global pandemic, where teaching occurs online, and where learners and teachers alike may be short of time, attention and resources. Highlighting techniques and perspectives from art, film and neurodiversity, it invites the consideration of the PowerPoint performance-lecture as a simple yet engaging and responsive process for higher order learning and creative thinking. A secondary point of the article to call for HE to itself apply a degree of critical and creative thinking about its own position, to use self-knowledge to do better, in order to move forward. It welcomes feedback and challenges, and calls for the creation of yet more playful, innovative, visual-led approaches in the learning and teaching of complex issues in Higher Education.

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