scholarly journals Developing Pacific leaders within a tertiary education setting through appreciative inquiry: A personal perspective

2009 ◽  
Author(s):  
Cherie Chu
Keyword(s):  
Appreciative Inquiry ◽  
Tertiary Education ◽  
National Policy ◽  
Mentoring Relationships ◽  
Personal Perspective ◽  
Educational Success ◽  
Pacific People ◽  
Leadership Potential ◽  
Policy Concern ◽  
Leadership Mentoring

Against a background of national policy concern with enhancing the educational success of Pacific students, this paper offers a personal perspective on the potential of appreciative inquiry (AI) as an approach to leadership mentoring in tertiary education settings. It discusses how the four phases of AI were implemented in the author’s mentoring activities and argues that AI is highly beneficial both for group and individual mentoring contexts. The paper concludes that mentoring relationships using AI, in which the mentor focuses on the protégé’s strengths, has considerable value in growing leadership potential for Pacific people.

scholarly journals Mentoring for Leadership in Pacific Education

2021 ◽  
Author(s):  
◽  
Cherie Maria Chu
Keyword(s):  
Leadership Development ◽  
Case Studies ◽  
Personal Growth ◽  
Tertiary Education ◽  
Mentoring Relationships ◽  
Research Approach ◽  
Enabling Factors ◽  
Pacific People ◽  
Aotearoa New Zealand ◽  
The Pacific

<p>Leadership development for Pacific people is an area of attention in tertiary education in Aotearoa/New Zealand. By strengthening leadership development in tertiary education institutions, Pacific peoples' educational success can be enhanced. As a strategy, mentoring is deemed to be a way of successfully facilitating Pacific students' leadership development. Hence, this study explored mentoring for leadership of Pacific students at Victoria University of Wellington. Such a purpose ensured that mentoring experiences are explained adequately. Employing an Appreciative Inquiry (AI) research approach, the study involved four case studies - Manaaki Pihipihinga, the Hawaii group, the Pacific Students' Education Leadership Cluster and One-to-One Mentoring Relationships - of mentoring. The case studies formed the basis for rigorous reflections of the researchers' own and the mentoring stories of proteges. Using the AI's four phases of Discovery, Dream, Design and Destiny, enabling factors and key principles about mentoring were drawn out from the cases. The study offers and Appreciative Mentoring (AM) Framework, based on an adaptation of the 4- Ds of AI. The AM Framework comprises of Recognise, Realise, Guide and Grow phases of mentoring, focusing on the development and growth of the relationship between mentor and proteges. The study offers clarified definitions and explanations of mentoring. As well, the study advocated for the use of AM to establish personal growth and leadership maturity in Pacific students.</p>

scholarly journals Mentoring for Leadership in Pacific Education

2021 ◽  
Author(s):  
◽  
Cherie Maria Chu
Keyword(s):  
Leadership Development ◽  
Case Studies ◽  
Personal Growth ◽  
Tertiary Education ◽  
Mentoring Relationships ◽  
Research Approach ◽  
Enabling Factors ◽  
Pacific People ◽  
Aotearoa New Zealand ◽  
The Pacific

<p>Leadership development for Pacific people is an area of attention in tertiary education in Aotearoa/New Zealand. By strengthening leadership development in tertiary education institutions, Pacific peoples' educational success can be enhanced. As a strategy, mentoring is deemed to be a way of successfully facilitating Pacific students' leadership development. Hence, this study explored mentoring for leadership of Pacific students at Victoria University of Wellington. Such a purpose ensured that mentoring experiences are explained adequately. Employing an Appreciative Inquiry (AI) research approach, the study involved four case studies - Manaaki Pihipihinga, the Hawaii group, the Pacific Students' Education Leadership Cluster and One-to-One Mentoring Relationships - of mentoring. The case studies formed the basis for rigorous reflections of the researchers' own and the mentoring stories of proteges. Using the AI's four phases of Discovery, Dream, Design and Destiny, enabling factors and key principles about mentoring were drawn out from the cases. The study offers and Appreciative Mentoring (AM) Framework, based on an adaptation of the 4- Ds of AI. The AM Framework comprises of Recognise, Realise, Guide and Grow phases of mentoring, focusing on the development and growth of the relationship between mentor and proteges. The study offers clarified definitions and explanations of mentoring. As well, the study advocated for the use of AM to establish personal growth and leadership maturity in Pacific students.</p>

scholarly journals Capacity building in nurse educators in a Global Leadership Mentoring Community

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Dorette Sugg Welk ◽  
Ellen B. Buckner ◽  
Beth Desaretz Chiatti ◽  
Salima Farooq ◽  
Claudia K. Y. Lai ◽  
...  
Keyword(s):  
Nurse Educators ◽  
Global Leadership ◽  
Nurse Educator ◽  
Mentoring Relationships ◽  
Main Role ◽  
Key Characteristics ◽  
Global Presence ◽  
Leadership Mentoring ◽  
One Year ◽  
International Interactions

Abstract Globally, nurse educators participate in the three main role activities of teaching, scholarship, and service. Matching for different global locations and career stages, 12 mentor–mentee pairs completed a one-year coordinated virtual program through Sigma Theta Tau International’s Global Leadership Mentoring Community and mentees reported building their nurse educator capacities. The authors describe factors that potentially influence international mentoring such as language, time, technology, and key characteristics of mentoring relationships. Growth in educator roles occurred in the contexts of the culture of academe itself and Boyer’s definitions of scholarship. Consistent with Sigma’s vision statement, nurse educators have a global presence and responsibility to prepare competent nurses who can advance the health of the world’s people. Readers may benefit for future planning of mentoring activities to build capacities in nurse educator roles through international interactions.

Harmonizing a melody?!

2016 ◽  
Vol 5 (1) ◽  
pp. 71-93 ◽  
Author(s):  
Sou Kuan Vong
Keyword(s):  
Education Policy ◽  
Civic Education ◽  
Tertiary Education ◽  
National Policy ◽  
Democratic Citizenship ◽  
The Self ◽  
Future Research ◽  
Disciplinary Power ◽  
Content Type ◽  
The Government

Purpose – The purpose of this paper is to develop a critical analysis of the policy of moral and civic education in the non-tertiary education system in Macao and to examine the kinds of citizens it prepares. Design/methodology/approach – It is a qualitative research design informed by the Foucauldian concepts of “governmentality” and “technology of the self” to analyze the moral and civic education policy in Macao. Findings – The governmentality or art of government of the moral and civic education policy in Macao is made possible by three strategies, namely “governmentalisation of the state,” construction of “moral and civic education as a field of actions” and creation of “social harmony as a new form of civic virtue.” Based on the disclosed governmentalities, three approaches adopted by the government are identified, “normalising the school system,” “educating the students” and “disciplining the scapegoats.” Through these approaches, two technologies of the self are identified, namely disciplinary power and bio-politics, which are used to prepare citizens. In Macao, it seems that there is a tension between the discourses of active democratic citizenship and patriotic education. Research limitations/implications – The type of policy and theoretical analysis the author has adopted in investigating moral and civic education policy illuminates the local and national policy and, in so doing, creates opportunities for building comparative research on similar issues and their implications for education. Social implications – This paper can contribute to the local discussion of the possibility of rewriting the meanings of citizenship. Originality/value – This paper is comprehensive and can therefore provide a ground for further and future research.

scholarly journals Adult Learning Principles a Strategy for Improving Instructional Delivery in Higher Institutions of Learning in Nigeria

2021 ◽  
pp. 38-45
Author(s):  
Murtala Aknabi Yusuf
Keyword(s):  
Higher Education ◽  
Adult Learning ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
National Policy ◽  
Adult Learning Principles ◽  
Higher Institution ◽  
Learning Principles ◽  
Higher Institutions ◽  
National Policy On Education

This paper argues that an andragogical approach to teaching and learning in higher education in Nigeria has become necessary if the goals prescribed by the National Policy on Education as regards tertiary education are to be achieved. Going by the current practice in some tertiary education institutions, students are seen as passive learners and teachers as “masters” of all knowledge. This posture naturally promotes 'banking learning' which views learners as banks within whom knowledge is deposited to be withdrawn at a later date. Since an approach such as this is inimical to the achievement of the goals of tertiary education in Nigeria, the paper advocates for the adoption of adult learning principles by teachers of higher institution of learning. Adult learning principle which is based on andragogy theory propounded by Malcolm Knowles sees learners as autonomous and self-directed; experienced; goal-oriented; relevancy-oriented; practical-oriented individuals. The paper ends by giving selective examples of how adult learning principles may be applied to higher education teaching to achieve the goals enunciated within the Nigeria National Policy on Education. 

Institutionalised Ethical Issues In Nigeria’s Tertiary Education: An Inquiry In Relation To Normative Quality

2020 ◽  
Vol 7 ◽  
Author(s):  
Umar Mohammed Kani ◽  
Rabiatul-Adawiah Ahmad Rashid
Keyword(s):  
Ethical Issues ◽  
Tertiary Education ◽  
National Policy ◽  
Shared Responsibility ◽  
Regulatory Agencies ◽  
Tertiary Institution ◽  
Tertiary Institutions ◽  
Governmental Agencies ◽  
National Policy On Education

Tertiary education in Nigeria has been facing challenges of quality that become a serious concern to the entire citizens particularly stakeholders for that it is the tool relied upon for growth and development of the country. This study aimed at exploring institutionalised ethical issues in Nigeria’s tertiary education system and inductively speculate whether they are capable of posing a threat to the expected quality for effectiveness. Qualitative method of research was employed in the study using interview protocol to 18 participants drawn purposively from regulatory agencies of the tertiary institutions by their categories, other governmental agencies that make policies and or have necessary stake in tertiary education, and a randomly selected tertiary institution each from the four broad categories. After applying thematic techniques of analysis from the raw interview data collected, themes were identified that confirmed existence of ethical issues condensed in mutilated funding, corruption, autonomy factor, institutionalisation of tertiary education, politicisation and marketisation in the tertiary education sector. Presence of the institutionalised ethical issues raised is a shared responsibility of all stakeholders, and consequential resistance is seemingly difficult. It is therefore concluded that by their strength, the issues are capable of weakening the normative quality of Nigeria’s tertiary education as defined by the National Policy on Education (NPE), hence the need for a realistic improvement.

scholarly journals Exploring the Relational Leadership Potential of Appreciative Inquiry: A Case Study

2018 ◽  
Vol 8 (1) ◽  
pp. 47-57
Author(s):  
John H. Sim
Keyword(s):  
Leadership Development ◽  
Appreciative Inquiry ◽  
Future Research ◽  
Relational Leadership ◽  
Participatory Action ◽  
Generative Capacity ◽  
Relational Approach ◽  
Leadership Potential ◽  
Collective Imagination

This case explores the potential of Appreciative inquiry (AI) as a process for leadership development. As a relational approach, AI is poised to develop new leadership by encouraging upcoming generations to collectively envision novel and inspiring futures and engage in participatory action. Moreover, generative capacity and collaborative strength are identified as primary developmental variables in AI, the interconnection of which facilitates a concert of leadership and engenders change through collective imagination. To that end, this case draws from data derived from a case study of AI in a military setting to support this claim. Additionally, a basic programme model for AI-based leadership development and implications for future research and practice are presented for consideration.

scholarly journals The Erosion of University Freedom and Autonomy: Nigerian Experience

2013 ◽  
Vol 15 ◽  
pp. 60-70
Author(s):  
Akpoyovwaire Samuel Mukoro
Keyword(s):  
Academic Freedom ◽  
Basic Characteristic ◽  
Tertiary Education ◽  
Academic Discipline ◽  
National Policy ◽  
Institutional Autonomy ◽  
New Development ◽  
The University ◽  
National Policy On Education

The goals of tertiary education which include the university, are well spelt out in the National Policy on Education. One of the basic characteristic of academic necessity motivating the founding of universities is the need to develop and maintain established academic discipline or areas of knowledge and investigation so as to produce intellectuals, researchers, among others. One way to achieve this was to resist tendencies or development that tends to erode their academic freedom and autonomy. Obviously, universities with predominant academic focus tend to guard their freedom and autonomy very jealously and so remain impervious to new development that tends to erode it. The paper, therefore, examine the concepts of freedom and autonomy. The paper equally examines the indispensability of freedom and autonomy to universities. Also, the paper highlights the issues of erosion of university academic freedom and institutional autonomy in Nigeria. Finally, the paper recommends that government should ensure that universities are managed in line with their statutory laws and acts. In this way each organ of the university such as governing councils, senate, faculties, departments among others will carry out their laid out functions successfully, thus reducing the realities that may have limit university freedom and autonomy.

scholarly journals INTRODUCTION OF HANDS-ON PROJECTS INVOLVING 8 INTELLIGENCES AND 21 WORK-READINESS SKILLS TO BOOST MOTIVATION IN ENGLISH PRESENTATION COURSES

2020 ◽  
Vol 36 (5) ◽  
Author(s):  
Nguyen Thi Hang Nga
Keyword(s):  
Education Reform ◽  
Global Education ◽  
Tertiary Education ◽  
National Policy ◽  
Work Readiness ◽  
Hands On ◽  
National University ◽  
Readiness Skills ◽  
Target Skills ◽  
Teaching Learning

Teaching-learning innovation has always been one of the national and educational leaders’ political goals. “True learning, true career" has been known as a tough goal in Vietnam’s latest national policy in education. Our research means to incorporate highly practical and hands-on projects involving 21 work-readiness skills and 8 intelligences to boost motivation in English presentation courses. Core concepts from Vietnamese Party’s latest education reform policies, global education trends and WEF workforce forecast in 2018 have shed light on this 3-year study which then engaged 05 classes of English non-majored Advanced Program students in Vietnam National University. The data were exploited through online questionnaires, print questionnaires, indepth interviews and teaching logs. The results show an encouraging progress in all target skills among which creative skills, listening skills, language skills dominated, thereby increasing learners inspiration. The teachers also get more proactive and sense more opportunities for innovation. Hopefully, the article may be a friendly and easy implication for practitioners still confused when applying new concepts, contribute to innovative tertiary education and proudly and delightedly share the achievements of our hands-on courses.

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