scholarly journals Why ‘Teach’ Beckett?

2020 ◽  
Vol 29 (1) ◽  
pp. 27-41
Author(s):  
Kathryn White
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Education Level ◽  
Qualitative Approach ◽  
First Century ◽  
Pedagogical Practice ◽  
Irish Context ◽  
The Impact ◽  
Literary Pedagogy ◽  
Insight Into

Samuel Beckett's impact on literature and theatre is unquestionable but what is the impact of his work within the classroom and how do we quantify the effect on student minds? With an emphasis on why, as opposed to how, this article investigates the rationale for teaching Beckett in Higher Education. It raises questions about curriculum design and delivery, and the pedagogical motivation for exposing students to Beckett's work in the twenty-first century. Adopting a qualitative approach from the positionality of the Beckett educator within an Anglophone-Irish context, the phenomenological accounts of teaching Beckett detailed here offer some substantive observations regarding the study of Beckett and education. Providing insight into pedagogical practice in relation to Beckett from literary and practice-based perspectives, each account demonstrates how Beckett's work is effective in creating significant learning experiences which have application for the wider field of literary pedagogy at higher education level.

scholarly journals Pedagogical practice preferences among generational groups of learners: Towards effective twenty-first century higher education

2020 ◽  
Vol 17 (5) ◽  
pp. 84-103
Author(s):  
Ruth Ortega-Dela Cruz ◽  
Keyword(s):  
Higher Education ◽  
First Century ◽  
Pedagogical Practices ◽  
Net Generation ◽  
Pedagogical Practice ◽  
Continuous Change ◽  
Present Generation ◽  
Significant Difference ◽  
Generational Groups ◽  
Twenty First Century

Facilitating learning for the students nowadays demands so much from the educators. This makes the role of higher education institutions (HEIs) more challenging as they look upon the needs of the present generation. This study sought answer to that need by determining the most preferred pedagogical practices that have impact on the students’ ability to stay motivated and learn effectively. Randomly selected higher education students including bachelor, masters’ and doctorate students were surveyed. Majority of the students belong to the so-called Net Generation. They prefer pedagogical practices that engage multiple channels of learning and on ways of assessing the learning outcomes. They thrive more on relevant, applicable, active learning and project-based tasks while working with their learning partners including faculty and students of shared interests. Results of correlation analysis revealed a significant relationship between students’ demographics, and their preferences for pedagogical practices. Analysis of Variance indicated highly significant difference in the preferences for pedagogical practices across generational groups of students. Higher education is indeed changing and thus requires continuous change and improvement on the part of educators who find comfort in utilizing the twentieth century pedagogical practices. Now that innovations and technological breakthroughs are inevitable, educators must take a stand and set the bar in promoting effective twenty-first century higher education.

scholarly journals Developing resilient graduates to be future workplace leaders

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nikki McQuillan ◽  
Christine Wightman ◽  
Cathy Moore ◽  
Una McMahon-Beattie ◽  
Heather Farley
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Curriculum Design ◽  
Business Models ◽  
Academic Community ◽  
Key Factors ◽  
Content Type ◽  
Workplace Leaders ◽  
Innovative Curriculum ◽  
The Impact

PurposeVocational higher education and skills are recognised as key factors in shaping an economy to adapt to fast-emerging business models that disrupt workplace behaviours. Employers require graduates to be “work-ready”, emphasising the need to demonstrate resilience, as a critical desired behaviour (CBI, 2019). This case study shares the integrated curriculum design, co-creation and operationalisation of “Graduate Transitions” workshops that were piloted in a compulsory final-year module across a number of programmes in a higher education institutions’ business faculty to enhance graduates “work readiness”.Design/methodology/approachThe collaboration and leadership thinking of industry professionals, academics and career consultants designed and co-created a workshop that enhances transitioning student resilience and prepares them for their future of work. Action research gathered data using a mixed-methods approach to evaluate student and stakeholder feedback.FindingsEvidence indicates that the workshops actively embed practical coping strategies for resilience and mindful leaders in transitioning graduates. It assures employers that employability and professional practice competencies are experienced by transitioning graduates entering the future workplace.Research limitations/implicationsLimitations to this research are clearly in the methodology and concentrating on the co-creation of an innovative curriculum design project instead of the tools to accurately evaluate the impact in a systematic manner. There was also limited time and resource to design a more sophisticated platform to collect data and analyse it with the imperative academic rigour required. Emphasis on piloting and operationalisation of the intervention, due to time and resource restrictions, also challenged the methodological design.Practical implicationsThe positive feedback from these workshops facilitated integration into the curriculum at an institution-wide level. This paper shares with the academic community of practice, the pedagogy and active learning design that could be customised within their own institution as an intervention to positively influence the new metrics underpinning graduate outcomes.Originality/valueThis pioneering curriculum design ensures that employability and professional practice competencies are experienced by graduates transitioning to the workplace.

scholarly journals The Impact of ADH1B Alleles and Educational Status on Levels and Modes of Alcohol Consumption in Russian Male Individuals

Acta Naturae ◽  
2013 ◽  
Vol 5 (3) ◽  
pp. 99-106 ◽  
Author(s):  
S. A. Borinskaya ◽  
A. A. Kim ◽  
A. V. Rubanovich ◽  
N. K. Yankovsky
Keyword(s):  
Higher Education ◽  
Alcohol Consumption ◽  
Protective Effect ◽  
Social Life ◽  
Genetic Factors ◽  
Social Factor ◽  
Heavy Drinking ◽  
Education Level ◽  
Education Degree ◽  
The Impact

Alcohol abuse is one of the main reasons behind the low life span in Russia. Both social and genetic factors affect the alcohol consumption level. The genetic factors are alleles of the alcohol dehydrogenase ADH1B and aldehyde dehydrogenaseALDH2 genes. We have typed and found frequencies for the alleles in a cohort of 642 men, ethnic Russians. The individuals of the cohort were asked to complete a questionnaire in the framework of the Izhevsk Family Study (Leon et al., 2007, 2009) regarding the amount of alcohol consumed and on the type of hazardous alcohol consumption (nonbeverage alcohol consumption and the so-called zapo which is a Russian term for a heavy drinking bout lasting for at least 2 days, when an individual is withdrawn from the normal social life). The ADH1B*48His allele was found among heterozygous individuals only (N=68, 10.6% of the cohort). The ALDH2*504Lys allele was also found among heterozygous individuals only (N=2, 0.3%) The effect of ADH1B alleles and the influence of the education level on the amount and type of alcohol consumed had not previously been studied in Russians. We have found that the amount of consumed alcohol is 21.6% lower (1733 g of ethanol per year) for ADH1B*48His allele carriers in the cohort of Russian men. The amount of consumed alcohol was found to be 9.8% lower (793 g of ethanol per year) in the case when individuals had a higher education as compared to those who had a secondary- or elementary school education level in the same cohort. Hence, the protective effect of the genetic factor (ADH1B*48His allele carriage) has proven to be more pronounced than the influence of the social factor (education level) at the individual level in the cohort of Russian men. Both factors have also proven to have a protective effect against hazardous types of alcohol consumption. Zapo was not scored among individuals of the cohort with ADH1B*48His allele carriage (OR=12.6, P=0.006), as compared to 8.4% of zapo individuals who did not carry the ADH1B*48His allele (genotype Arg/Arg).The percentage of individuals who consume non-beverage alcohol is lower (0.6%) in the subcohort of people with a higher education degree. This percentage is higher (6.0%, OR=10.0, P=0.004) in the subcohort of people without a higher education degree.

scholarly journals De la práctica pedagógica instrumental a la práctica reflexiva en educación física: retos y posibilidades manifestados en investigaciones precedentes (From an instrumental pedagogical practice to a reflective practice in physical education: challenges an

Retos ◽  
2021 ◽  
Vol 43 ◽  
pp. 290-299
Author(s):  
Willinton Javier Watts Fernández ◽  
Marlene Zwierewicz ◽  
Janery Tafur
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Physical Education ◽  
Reflective Practice ◽  
Qualitative Approach ◽  
Pedagogical Practice ◽  
Educacion Superior ◽  
Education Personnel ◽  
Educational Paradigms ◽  
Theses And Dissertations

  La práctica pedagógica instrumental constituye una condición secular presente en la educación y el ejercicio pedagógico de la educación física es permeado por dicha situación. Aislarse de esta concepción implica invertir en posibilidades para superar retos presentes en la formación de los docentes y valorar experiencias que desarrollan en clase con base en nuevos paradigmas educacionales. Este estudio tiene como objetivo analizar investigaciones publicadas entre 2017 y 2019 en SCOPUS y en el Catálogo de Tesis y Tesinas de la Coordinación para la Perfeccionamiento del Personal de Educación Superior CAPES relacionadas con la práctica pedagógica reflexiva y sus contribuciones a la educacion física. Metodológicamente se ha priorizado la investigación bibliográfica apoyada por el abordaje cualitativo. Entre los resultados, los estudios apuntan que en el abordaje reflexivo de educación física depende de una vinculación entre el pensar y el hacer e indican la relevancia de vincular la formación de los docentes a sus propias prácticas. Abstract. The instrumental pedagogical practice constitutes a secular condition that takes place in education and the pedagogical exercise of physical education is permeated by this situation. Isolating ourselves from this conception implies investing in possibilities to overcome challenges that are part of teacher training and to value experiences that they develop in class based on new educational paradigms. This study aims to analyze research published between 2017 and 2019 in SCOPUS and in the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel CAPES related to reflective pedagogical practice and its contributions to physical education. I regards to the methodology, a bibliographic research supported by the qualitative approach has been prioritized. Among the results, the studies point out that the reflexive approach to physical education depends on a link between thinking and doing and also indicate the relevance of linking teacher training to their own practices.

scholarly journals Teaching and Testing Grammar in Moroccan Departments of English Studies across Reforms

2021 ◽  
Vol 4 (1) ◽  
pp. 1-19
Author(s):  
Ayoub Loutfi
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Comparative Evaluation ◽  
Qualitative Approach ◽  
Teaching Methodology ◽  
Tertiary Level ◽  
English Studies ◽  
Analysis Method ◽  
Content Analysis Method ◽  
The Impact

 This article purports to examine how the expectations of the educational reforms in Moroccan higher education have impacted the teaching and testing of tertiary level grammar. In particular, the hypothesis we defend here is that teaching and testing tertiary level grammar remain constant; therefore, the impact of the various reforms on tertiary level testing is of little consequence. In pursuance of this aim, this paper uses a qualitative approach and content analysis method of the course descriptions of the grammar courses that were suggested across the various reforms. The course descriptions we attempt to analyze are adopted in the English Studies tracks of four major departments in Moroccan universities. The main dimensions that we look at and examine here as the measures for our comparative evaluation are; course objectives, time allotted, the syllabi they contain, teaching methodology, and evaluation modes. The findings confirm that the various reforms, have had little impact on the teaching and testing of grammar in higher education. The paper concludes by suggesting a few pedagogical recommendations vis-à-vis the teaching and testing of grammar in Moroccan Departments of English studies.

scholarly journals COVID-19 Pandemic and Possible Futures of Adult Online Learning in Higher Education : Six Trends That Could Shape the Future

2021 ◽  
pp. 72-85
Author(s):  
Nicolas Gagnon
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adult Education ◽  
Online Education ◽  
Time Span ◽  
Emerging Trends ◽  
The Future ◽  
Adult Online Learning ◽  
The Impact ◽  
Insight Into

The COVID-19 pandemic has had and will have, profound effects on adult education (Boeren, Roumell & Roessger, 2020; Kapplinger & Lichte, 2020) and online learning practices. The impact was unprecedented and led to the largest and quickest transformation of pedagogic practice ever seen in contemporary universities (Brammer & Clark, 2020). Although it is too soon for a full assessment, the first step is to gain insight into an understanding of the macro trends taking shape inside and outside the walls of institutions and then explore how these trends may affect the future. Against this background, a question arises: How is the COVID-19 pandemic shaping the future of adult online learning in higher education? Drawing on adult education and higher education scholarly and practitioner literature published over the last year, the purpose of this paper is threefold: (i) in the context of the COVID-19 pandemic, to identify and analyze emerging trends that could shape the future of adult online education in higher education, (ii) to analyze these trends over a longer time span in the literature, and (iii) to explore the possible futures of adult education and online learning in higher education.

scholarly journals Analysis of Covid-19 impact on virtual hotel operation in Indonesia

2021 ◽  
Vol 20 ◽  
pp. 694-703
Author(s):  
Kenny Roz ◽  
Dicky Wisnu Usdek Riyanto ◽  
Marsudi Marsudi ◽  
Salahudin Salahudin
Keyword(s):  
Content Analysis ◽  
Qualitative Approach ◽  
Future Research ◽  
Online Media ◽  
Media Content ◽  
Data Mapping ◽  
Economic Sector ◽  
Tourism Sector ◽  
The Impact ◽  
Insight Into

The Covid-19 pandemic outbreak had a devastating effect on the economic sector in Indonesia, especially in the tourism sector. This study aims to reveal the impact Covid-19 on the Indonesia tourism sector especially the virtual hotel operation.  This research uses a qualitative approach and content analysis as data mapping of Indonesia online media content. Nvivo-12 plus software is used to manage and analyze the data. The results of this research pandemic covid 19 outbreaks have an impact on the economy of Indonesia and affect startup virtual hotel operations (especially Airy rooms) to the point of closing operations in Indonesia. This research provides some insight into future research opportunities in the new normal conditions in tourism sector operation

scholarly journals South African universities in a time of increasing disruption

2021 ◽  
Vol 24 (1) ◽  
Author(s):  
Johan Coetzee ◽  
Brownhilder Neneh ◽  
Karlien Stemmet ◽  
Jana Lamprecht ◽  
Constance Motsitsi ◽  
...  
Keyword(s):  
Higher Education ◽  
South African ◽  
Curriculum Design ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
African Students ◽  
Study Approach ◽  
South African Universities ◽  
The Impact

Background: The Fourth Industrial Revolution (4IR) and the Coronavirus Disease 2019 (COVID-19) have disrupted the higher education environment in unprecedented ways.Aim: This article identifies the impact of increasing disruption driven by the 4IR and COVID-19 on the content and curriculum design of degree programmes in economic and management sciences offered by South African universities.Setting: Six South African and five top-tier US and UK universities.Methods: The study used a non-positivist qualitative research design and specifically the case-study approach. A document analysis of the information in university yearbooks and prospectuses was conducted, using a purposive sampling design.Results: An online presence will become more important due to increased disruption, and will not only ensure an additional revenue stream, but also promote continuity in operations and mitigate threats from competitors. COVID-19 has accelerated the extent of this disruption and expedited the migration to online teaching and learning platforms.Conclusion: Since science, technology, engineering and mathematics are integral to the majority of 4IR-related modules, South African universities must not shy away from degree programmes that ignore inter- and multi-disciplinary curriculum designs. Coupled with the challenges facing the majority of South African students to access electronic devices, data and the internet, COVID-19 has thrust this challenge to the forefront in the South African higher education landscape. By comparing the developments in South African universities with those in trendsetting, top-tier, global universities, management can assess the extent to which they are internationally competitive and adapting to the demands of the 4IR.

The impact of Spanish on English vocabulary since 1901

English Today ◽  
2017 ◽  
Vol 34 (1) ◽  
pp. 26-31
Author(s):  
Julia Schultz
Keyword(s):  
Present Article ◽  
Opposite Direction ◽  
First Century ◽  
Lexical Borrowing ◽  
New Words ◽  
Subject Areas ◽  
The Subject ◽  
The Impact ◽  
Essential Insight ◽  
Insight Into

While there are numerous investigations of the impact of English on Spanish vocabulary, the opposite direction of lexical borrowing has as yet received fairly little attention. Spanish-derived words and meanings which have been taken over into English in the last few decades have been relatively neglected. The present article gives essential insight into the influence of Spanish on the English lexicon since 1901. I assign the different twentieth and twenty-first century Spanish borrowings to various lexical domains in order to offer an overview of the subject areas and fields of life to which Spanish has added new words and senses in recent times.

scholarly journals Gender and Socio-Economic Issues in the Clinical Assessment of Orthopaedic Patients During the COVID-19 Pandemic

2021 ◽  
Author(s):  
Lorenzo Moretti ◽  
Davide Bizzoca ◽  
Elsa Vitale ◽  
Michelangelo Delmedico ◽  
Antonio Spinarelli ◽  
...  
Keyword(s):  
Higher Education ◽  
Ad Hoc ◽  
Education Level ◽  
Activity Level ◽  
Economic Issues ◽  
Orthopaedic Patients ◽  
The Social ◽  
Call Number ◽  
Almost All ◽  
The Impact

This observational study aims to depict the impact of gender and socio-economic issues on the health status of Italian Orthopaedic patients during the COVID-19 lockdown. An Ad Hoc ques-tionnaire was developed and online administered. The following data were extracted from the questionnaire: age, body mass index (BMI), education level, distance from hospital, orthopaedic disease, concomitant medical comorbidities, living status (with/without cohabitants) and physical activity level (according to Tegner Activity Scale). The impact of the COVID-19 lockdown was studied analyzing differences related to the above-mentioned parameters. A significant increase of the call number to general practitioner and to the orthopaedic surgeon was observed during the COVID-lockdown, especially in patients with higher education level. Nonetheless, a reduced compliance in drugs assumption was observed in patients with higher education level during lockdown (p=0.007). Almost all the analyzed items were significantly in-fluenced by the distance between patient’s domicile and the nearest hospital. However, no sig-nificant differences were observed comparing pre-COVID to COVID lockdown. In the present study patients’ gender and education level revealed a significant impact on the social behavior during the COVID lockdown, compared with the pre-COVID period.

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