METHODOLOGIES AND LEARNING PROCESSES THROUGH CASE STUDIES FOR THE DEVELOPMENT OF ARTISTIC PRACTICE IN HIGHER EDUCATION

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

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Teaching Interreligious Encounter

10.1093/oso/9780190677565.003.0010 ◽

2017 ◽

Author(s):

Hans Gustafson

Keyword(s):

Higher Education ◽

Service Learning ◽

Community Engagement ◽

Case Studies ◽

Course Design ◽

Comparative Theology ◽

Guest Speakers

This chapter offers instructors in higher education some basic tools and elements of course design for interreligious encounter in the undergraduate classroom. Aiming at practice over theory, it provides practical suggestions for fostering interreligious understanding from the first day of class through the end of the semester. These suggestions include the use of guest speakers, interdisciplinary case studies, in-class reflections, and interreligious community engagement (i.e., “service learning”), among others. Further, it provides a concise bibliography of basic introductory texts for both students and instructors in the areas of comparative theology, theologies of religions and religious pluralisms, and interreligious studies and dialogue.

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Education

10.1093/oso/9780190889760.003.0007 ◽

2018 ◽

Author(s):

José van

Keyword(s):

Higher Education ◽

Public Education ◽

Big Five ◽

Common Good ◽

Business Models ◽

Learning Processes ◽

Online Course ◽

Publicly Funded ◽

Knowledge Based ◽

Course Material

This chapter investigates how platformization is affecting the idea of education as a common good on both sides of the Atlantic. The growth of online educational platforms has been explosive, in both primary and higher education. Most of these educational platforms are corporately owned, propelled by algorithmic architectures and business models. They have quickly gained millions of users and are altering learning processes and teaching practices; they boost the distribution of online course material, hence impacting curriculums; they influence the administration of schools and universities; and, as some argue, they change the governance of (public) education as a whole. The chapter explores how, powered by the Big Five, these educational platforms are pushing a new concept of learning that questions values that are fundamental to publicly funded education: Bildung, a knowledge-based curriculum, autonomy for teachers, collective affordability, and education as a vehicle for socioeconomic equality.

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The core components of education 4.0 in higher education: Three case studies in engineering education

Computers & Electrical Engineering ◽

10.1016/j.compeleceng.2021.107278 ◽

2021 ◽

Vol 93 ◽

pp. 107278

Author(s):

Jhonattan Miranda ◽

Christelle Navarrete ◽

Julieta Noguez ◽

José-Martin Molina-Espinosa ◽

María-Soledad Ramírez-Montoya ◽

...

Keyword(s):

Higher Education ◽

Engineering Education ◽

Case Studies ◽

The Core ◽

Core Components

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Making School Children’s Participation in Planning Processes a Routine Practice

Societies ◽

10.3390/soc11010003 ◽

2021 ◽

Vol 11 (1) ◽

pp. 3

Author(s):

Jenny Stenberg ◽

Lasse Fryk

Keyword(s):

Case Studies ◽

Design Research ◽

Community Building ◽

Learning Processes ◽

Routine Practice ◽

Close Collaboration ◽

Regular Process ◽

Children’S Participation ◽

Planning Processes ◽

Children's Participation

Children’s participation in planning has been investigated to some extent. There are, however, unexplored topics, particularly concerning what is needed for children’s participation to become a regular process. Based on case studies in Sweden, this article draws some conclusions. It is quite possible to organize ordinary processes where children participate in community building, in collaboration with planners, as part of their schoolwork. The key question is how this can be done. Clearly, it needs to occur in close collaboration with teachers and pupils, however it also needs to be implemented in a system-challenging manner. Thus, rather than looking for tools with potential to work in the existing school and planners’ world, it is important to design research that aims to create learning processes that have the potential to change praxis. Hence, it is not the case that tools are not needed, rather that children need to help to develop them.

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Case Studies of Internationalization in Adult and Higher Education

Journal of Studies in International Education ◽

10.1177/1028315310388945 ◽

2010 ◽

Vol 16 (1) ◽

pp. 75-98 ◽

Cited By ~ 14

Author(s):

Joellen Elizabeth Coryell ◽

Beth A. Durodoye ◽

Robin Redmon Wright ◽

P. Elizabeth Pate ◽

Shelbee Nguyen

Keyword(s):

Higher Education ◽

Case Studies ◽

Adult And Higher Education

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Digital historiefortelling i arbeidsplassbasert barnehagelærerutdanning – arbeidsmåte for individuell og kollektiv læring

Tidsskrift for Nordisk Barnehageforskning ◽

10.7577/nbf.1688 ◽

2016 ◽

Vol 12 ◽

Cited By ~ 1

Author(s):

Kristin Holte HAUG

Keyword(s):

Higher Education ◽

Experiential Learning ◽

Creative Process ◽

Personal Narratives ◽

Learning Processes ◽

Kindergarten Teacher ◽

Learning Cycle ◽

Research Focus ◽

Teacher Students ◽

Beneficial Approach

Abstract: This article presents Norwegian Kindergarten Teacher students’ and Kindergarten staff’s use of Digital Storytelling (DS), a tool for reflection and learning in higher education. The field of DS’ research focus on the use of personal narratives in the learning process, multimedia, and the creative process in developing identity and voice in a social context: the Story Circle. The frame is Workplace-based Kindergarten Teacher Education. The article is based on a case: student Yvonne’s work with DS in her kindergarten. Data is collected through observation and analyzed in light of theories on learning in practice, concretized to Kolb's experiential learning cycle. Results indicate that DS is a beneficial approach for facilitating both individual and collective reflection. A significant condition is that kindergarten staff participates in students' learning processes. Sammendrag: Artikkelen tar for seg barnehagelærerstudenters og barnehageansattes bruk av digital historiefortelling (DH), som er en arbeidsmåte for refleksjon og læring i høyere utdanning. DH kjennetegnes ved: fortellingens betydningen for læring i forhold til tradisjonell sakprosa, den multimodale dimensjonen og den kreative prosessen hvor fortellingen blir til i en sosial kontekst: fortellersirkelen. Rammen er Arbeidsplassbasert barnehagelærerutdanning. Artikkelen baseres på et case: studenten Yvonnes arbeid med DH i egen barnehage. Data er innhentet gjennom observasjon og fortolkes i lys av teorier om læring i praksis, konkretisert til Kolbs erfaringslæringsmodell. Jeg viser at DH tilrettelegger for individuell og kollektiv refleksjon for både studenter og barnehageansatte. Forutsetningen er at ansatte gis muligheter til å delta i studentenes læringsprosesser.

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Ethiopian new public universities

Quality Assurance in Education ◽

10.1108/qae-12-2014-0054 ◽

2016 ◽

Vol 24 (2) ◽

pp. 158-172 ◽

Cited By ~ 6

Author(s):

Rita Van Deuren ◽

Tsegazeab Kahsu ◽

Seid Mohammed ◽

Wondimu Woldie

Keyword(s):

Higher Education ◽

Case Studies ◽

Public Universities ◽

Secondary Data ◽

System Level ◽

Illustrative Case ◽

Content Type ◽

Higher Education System ◽

New Public ◽

And Gender

Purpose – This paper aims to analyze and illustrate achievements and challenges of Ethiopian higher education, both at the system level and at the level of new public universities. Design/methodology/approach – Achievements and challenges at the system level are based on literature review and secondary data. Illustrative case studies are based on university data and interviews with university representatives. Findings – The Ethiopian higher education system has increased its enrollments substantially. The construction of 13 new universities that started enrolling students around 2007 contributed greatly to this achievement. Challenges accompanying this growth lie in funding, quality and quantity of staffing, teaching practices, research and community service, quality assurance and gender balance. Originality/value – The present study contributes to existing literature by describing case studies illustrating challenges and achievements in new public universities in Ethiopian higher education.

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Analyses on Personalized Employment Guidance in Higher Education

Research in Education Assessment and Learning ◽

10.37906/real.2020.8 ◽

2020 ◽

Vol 5 (2) ◽

Author(s):

Liu Meng

Keyword(s):

Higher Education ◽

Individual Differences ◽

Education System ◽

Entrepreneurship Education ◽

Learning Processes ◽

Entrepreneurial Education ◽

Employment Services ◽

Attention To Students ◽

The Individual

At present, with the development of entrepreneurship education, higher education draws more attention to students' learning processes and outcomes. Based on a scientific and standardized education system, entrepreneurship education requires higher education to provide students with more targeted, personalized, and flexible guidance to cater to their needs. Therefore, it is necessary to carry out personalized employment services and guidance. This paper aims to discuss how to provide personalized employment guidance and services according to the individual differences of students, and how to make the entrepreneurial education more diverse and get better results.

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The Wider Impacts of Universities: Habermas on Learning Processes and Universities

Nordicum-Mediterraneum ◽

10.33112/nm.8.2.10 ◽

2013 ◽

Vol 8 (2) ◽

Author(s):

Jesper Eckhardt Larsen

Keyword(s):

Higher Education ◽

Labor Market ◽

Comparative Analysis ◽

Knowledge Economy ◽

Learning Processes ◽

The Self ◽

Societal Impact ◽

Functionalist Theory ◽

The University ◽

The Relationship

The discourse of reform in higher education tends to focus narrowly on employability and the relationship between higher education and the labor market. Universities as research institutions are now considered solely in the dominant discourse of innovation. This way of conceiving universities is inspired by functionalist theory that focuses on the imperatives of a knowledge economy. Taking a departure in the theory of society developed by Jürgen Habermas this paper seeks to provide a theoretical framework for an empirical comparative analysis on the wider societal impact of universities. It is the argument that the wider impacts of higher education and research at universities must be seen in a more complex vision of modern societies. The paper is thus primarily a re-reading of Habermas’ critique of functionalist views of the university and an application of Habermas’ critique on current issues in the debates on higher education. A special discussion will be taken on issues of the self in view of the current tendencies to regard all education from the standpoint of the economic outputs.

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