scholarly journals COVID as a catalyst: Uncovering misaligned power dynamics and the importance of new Professional Learning Networks for Higher Education science laboratory teaching

2021 ◽  
Author(s):  
Helen Cramman ◽  
Jennifer A. J. Burnham ◽  
Craig D. Campbell ◽  
Nigel J. Francis ◽  
David P. Smith ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Professional Growth ◽  
Power Dynamics ◽  
Science Laboratory ◽  
Learning Networks ◽  
Laboratory Courses ◽  
Laboratory Teaching ◽  
The Uk ◽  
Education Science

The COVID 19 (SARS-CoV-2) pandemic brought in-person teaching to an abrupt halt in early 2020, leaving educators with the problem of how to continue to deliver Higher Education laboratory courses remotely. Three new Professional Learning Networks (PLNs) formed to address this critical need in Biosciences and Chemistry in the UK and Australia. The findings show that the PLNs provided an essential space for knowledge development, collaboration and innovation, with COVID 19 creating a common focus for the networks.Findings also highlighted a lack of empowerment for highly experienced teaching-focused staff to lead change within their departments. The authors recommend significant consideration be given to this issue as well as ensuring suitable resourcing for teaching-focussed staff to engage with opportunities for professional growth.

scholarly journals Charting a course to an emerging field of 'research engagement studies': A conceptual meta-synthesis

2018 ◽  
Vol 2 (2) ◽  
pp. 185-229 ◽  
Author(s):  
Jude Fransman
Keyword(s):  
Higher Education ◽  
International Development ◽  
Higher Education Policy ◽  
Policy And Practice ◽  
Research Engagement ◽  
The Past ◽  
Narrow Definition ◽  
Definition Of ◽  
The Uk ◽  
Education Science

The past decades in the UK have witnessed renewed interest by policymakers, research funders and research institutions in the engagement of non-academic individuals, groups and organizations with research processes and products. There has been a broad consensus that better engagement leads to better impact, as well as significant learning around understanding engagement and improving practice. However, this sits in tension to a parallel trend in British higher education policy that reduces the field to a narrow definition of quantitatively measured impacts attributed to individual researchers, projects and institutions. In response, this article argues for the mobilization of an emerging field of 'research engagement studies' that brings together an extensive and diverse existing literature around understandings and experiences of engagement, and has the potential to contribute both strategically and conceptually to the broader impact debate. However, to inform this, some stocktaking is needed to trace the different traditions back to their conceptual roots and chart out a common set of themes, approaches and framings across the literature. In response, this article maps the literature by developing a genealogy of understandings of research engagement within five UK-based domains of policy and practice: higher education; science and technology; public policy (health, social care and education); international development; and community development. After identifying patterns and trends within and across these clusters, the article concludes by proposing a framework for comparing understandings of engagement, and uses this framework to highlight trends, gaps and ways forward for the emerging field.

Moving beyond silos: professional learning networks in higher education

2017 ◽  
Vol 35 ◽  
pp. 1-11 ◽  
Author(s):  
Torrey Trust ◽  
Jeffrey Paul Carpenter ◽  
Daniel G. Krutka
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Learning Networks

scholarly journals Financial Support of Higher Education Development in Ukraine and the UK

2019 ◽  
Vol 9 (1) ◽  
pp. 44-52
Author(s):  
Tetiana Zorochkina
Keyword(s):  
Higher Education ◽  
Financial Support ◽  
Professional Growth ◽  
Further Education ◽  
Education Development ◽  
Teacher Salary ◽  
Important Indicator ◽  
Higher Education Development ◽  
Research Activities ◽  
The Uk

AbstractThe article deals with the financial support of higher education development in Ukraine and the UK. It presents the expenditure of the consolidated budget on education between 2007 and 2017 in Ukraine and the expenditure on education services per student in the UK. It highlights the funding of research in higher education in Ukraine. It describes the personnel potential of higher education institutions in Ukraine. It specifies the existing problems in the research sector of higher education in Ukraine. It indicates that research activities of the UK universities are at a high level since about one-third of research done by the UK universities is regarded as leading in the context of the world’s research community. The article also considers the salaries of teachers and lecturers in different regions of the UK. Based on theoretical analysis of scientific and pedagogical sources one can conclude that teacher salary in the UK is quite high and differentiated. In addition, they employ other ways to differentiate teacher salary there. Indeed, teachers receive praise for their own professional growth and practice through a dialogue with their leader. It is found that the UK universities receive financial support from the funds administered by the Higher Education Funding Council for England (HEFCE) (except for colleges of further education). The expenditure on higher education per student in the UK is significantly higher than that in Ukraine. Due to the fact that salary differentiation stimulates teacher work, this important indicator must be implemented in Ukraine.

scholarly journals Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam

2021 ◽  
Author(s):  
◽  
Hue Tran
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Professional Growth ◽  
Mixed Methods Research ◽  
Teacher Educators ◽  
Structured Interviews ◽  
Learning And Development ◽  
Primary Means ◽  
Professional Aspirations ◽  
The Government

<p>A key challenge for educators in Vietnamese higher education (HE) lies in the implementation of top-down national educational reforms. Professional learning and development (PLD) is viewed by the government as a primary means to enhance lecturers’ capacity to implement national educational initiatives. However, the nature of PLD for lecturers and its roles in supporting HE reforms in developing countries like Vietnam remain under-investigated. This study explores the practices of PLD for English as a foreign language (EFL) lecturers who are teacher educators within higher education, and the social, cultural, and political contexts within which these occur. The study employs a mixed-methods research methodology with a focus on qualitative approach and the use of Cultural Historical Activity Theory (CHAT) as the framework of analysis. A case study across three tertiary institutions provides the basis for an analysis of the phenomenon of PLD for EFL lecturers in Vietnam involving academic leaders and EFL lecturers. Complementary data collection methods were used: a questionnaire, individual semi-structured interviews, observations of PLD sessions, and relevant document review. Data were analysed both deductively and inductively to explore the roles of PLD in the educators’ personal and professional growth, and their capacity to enact mandated initiatives in the selected institutions. The findings indicate that PLD is a complex, political and culturally situated phenomenon that plays a key role in supporting the professional aspirations of lecturers. The study foregrounds the lecturers’ PLD experiences, the implications of PLD, and the influence of government and institutional policies and initiatives on the lecturers’ PLD. This study proposes a model of PLD that raises critical questions about how HE institutions and policy makers might provide a supportive PLD environment to better foster lecturers’ capacity to bring about changes at both personal and institutional levels. This model shows that PLD needs to be viewed across diverse forms including formal, collaborative and informal PLD. For PLD to be effective, consideration should be given to ensuring lecturers experience it as: (1) needs-based, relevant and meaningful for their learning and applicable to their teaching contexts, (2) encouraging them to be active and self-regulated learners, (3) promoting reflective and experiential learning, and (4) based on negotiated understandings of the purpose and function of PLD among all involved stakeholders. The study contributes to an understanding of PLD requirements for EFL teacher educators in an Asian context, and may be relevant to PLD for tertiary lecturers in a wider international context.</p>

scholarly journals Professional Learning and Development (PLD) in Higher Education: The experiences of teacher educators in Vietnam

2021 ◽  
Author(s):  
◽  
Hue Tran
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Professional Growth ◽  
Mixed Methods Research ◽  
Teacher Educators ◽  
Structured Interviews ◽  
Learning And Development ◽  
Primary Means ◽  
Professional Aspirations ◽  
The Government

<p>A key challenge for educators in Vietnamese higher education (HE) lies in the implementation of top-down national educational reforms. Professional learning and development (PLD) is viewed by the government as a primary means to enhance lecturers’ capacity to implement national educational initiatives. However, the nature of PLD for lecturers and its roles in supporting HE reforms in developing countries like Vietnam remain under-investigated. This study explores the practices of PLD for English as a foreign language (EFL) lecturers who are teacher educators within higher education, and the social, cultural, and political contexts within which these occur. The study employs a mixed-methods research methodology with a focus on qualitative approach and the use of Cultural Historical Activity Theory (CHAT) as the framework of analysis. A case study across three tertiary institutions provides the basis for an analysis of the phenomenon of PLD for EFL lecturers in Vietnam involving academic leaders and EFL lecturers. Complementary data collection methods were used: a questionnaire, individual semi-structured interviews, observations of PLD sessions, and relevant document review. Data were analysed both deductively and inductively to explore the roles of PLD in the educators’ personal and professional growth, and their capacity to enact mandated initiatives in the selected institutions. The findings indicate that PLD is a complex, political and culturally situated phenomenon that plays a key role in supporting the professional aspirations of lecturers. The study foregrounds the lecturers’ PLD experiences, the implications of PLD, and the influence of government and institutional policies and initiatives on the lecturers’ PLD. This study proposes a model of PLD that raises critical questions about how HE institutions and policy makers might provide a supportive PLD environment to better foster lecturers’ capacity to bring about changes at both personal and institutional levels. This model shows that PLD needs to be viewed across diverse forms including formal, collaborative and informal PLD. For PLD to be effective, consideration should be given to ensuring lecturers experience it as: (1) needs-based, relevant and meaningful for their learning and applicable to their teaching contexts, (2) encouraging them to be active and self-regulated learners, (3) promoting reflective and experiential learning, and (4) based on negotiated understandings of the purpose and function of PLD among all involved stakeholders. The study contributes to an understanding of PLD requirements for EFL teacher educators in an Asian context, and may be relevant to PLD for tertiary lecturers in a wider international context.</p>

scholarly journals Maximising the benefits associated with internship learning for undergraduates

2017 ◽  
Author(s):  
Christine Fanthome
Keyword(s):  
Professional Learning ◽  
Professional Growth ◽  
Current System ◽  
Student Expectations ◽  
American University ◽  
Studying Abroad ◽  
Diverse Student ◽  
Population Potential ◽  
Academic Faculty ◽  
The Uk

This paper focuses on student responses to an internship programme at an American university in London, with the purpose of highlighting potential areas for curricular improvement. It is based on a survey of 100 undergraduates studying abroad in the UK and concentrates particularly on whether student expectations of their internships are met, the nature of students' perceived personal and professional learning outcomes, and feedback on the current services offered by the internship management team and academic faculty. Findings indicate that student expectations are generally well managed within the current system, and the majority of students feel that their internships have contributed to their personal and professional growth. However, the data highlight discrepancies in the level and nature of support sought by an increasingly diverse student population. Potential improvements are therefore under consideration, such as broader self-help online resources to include video interviews with past students, additional reflective writing workshops, and the establishment of subject linked social media groups for additional peer support.

scholarly journals Material matters for learning in virtual networks: A case study of a professional learning programme hosted in a Google+ online community.

2015 ◽  
Vol 23 ◽  
Author(s):  
Aileen Ackland ◽  
Ann Swinney
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Learning ◽  
Professional Education ◽  
Online Community ◽  
Learning Experience ◽  
Learning Technology ◽  
Learning Networks ◽  
Actor Network ◽  
Holistic Understanding

In this paper, we draw on Actor–Network Theories (ANT) to explore how material components functioned to create gateways and barriers to a virtual learning network in the context of a professional development module in higher education. Students were practitioners engaged in family learning in different professional roles and contexts. The data comprised postings in the Google+ community, email correspondence, meeting notes, feedback submitted at the final workshop and post-module evaluation forms. Our analysis revealed a complex set of interactions, and suggests multiple ways human actors story their encounters with non-human components and the effects these have on the learning experience. The aim of this paper is to contribute to a more holistic understanding of the components and dynamics of social learning networks in the virtual world and consider the implications for the design of online learning for continuous professional development (CPD).Keywords: professional education and training; learning communities; higher education; Actor–Network Theories(Published: 14 August 2015)Citation: Research in Learning Technology 2015, 23: 26677 - http://dx.doi.org/10.3402/rlt.v23.26677 

scholarly journals The Role of Professional Networks in Supporting and Developing Real World Learning

2020 ◽  
pp. 41-62
Author(s):  
Joanne Brindley ◽  
Stuart Sims
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Real World ◽  
Good Practice ◽  
Learning Activity ◽  
Learning Networks ◽  
Professional Networks ◽  
Effective Learning ◽  
Real World Learning ◽  
The University

Abstract The chapter provides insight into how professional learning networks can be effectively implemented to encourage the sharing of good practice and developed to support a real world learning context within higher education. Observations will be provided into the potential use and effectiveness of professional learning networks, including setting out a framework which maps how this type of learning activity can be effectively developed and administered within higher education settings. This section provides a forward narrative for the case studies from the University of Portsmouth, which acts as a vehicle for contextualising the effectiveness and prerequisites required for effective learning networks to be established. The chapter will culminate by providing the reader with a proposed approach for the implementation of an effective learning network.

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