Finding a Way In

2019 ◽  
pp. 104-124
Author(s):  
Veronica Keiffer-Lewis
Keyword(s):  
Higher Education ◽  
Complex Systems ◽  
Deep Understanding ◽  
Lessons Learned ◽  
Starting Point

Dialogue is central to the process of deep understanding and to building true communities that not only respect cultural and spiritual/faith differences but also excel and thrive at intrapersonal, interpersonal, institutional, and cultural levels because of those differences. Although the benefits of dialogue as a pathway to authentic interfaith and intercultural communities are well documented, dialogue is not easy to develop and sustain within complex systems, such as healthcare and higher education. Thus, when dialogue as a means for deeper intercultural or interfaith understanding has not been readily agreed to by participants, the challenges met along the dialogic pathway can be difficult to sell. Following a review of the foundational literature pertaining to calling-out and calling-in, this chapter examines the lessons learned from teaching the praxis of calling-in versus calling-out as a starting point for the development and maintenance of dialogue across differences within complex systems.

scholarly journals Re-imagining the Pedagogical Paradigm Within a Technology Mediated Learning Environment

2019 ◽  
Vol 1 (1) ◽  
pp. 138-145
Author(s):  
Ken Brown ◽  
Viola Larionova ◽  
Natalia Stepanova ◽  
Vic Lally
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Professional Learning ◽  
Critical Realism ◽  
Deep Understanding ◽  
Approaches To Learning ◽  
Lessons Learned ◽  
Mediated Learning ◽  
New Approaches ◽  
Educational Culture

AbstractTraditional didactic pedagogies employed within the culture of the Russian higher education system precluded students’ engagement with problems which were described as generating dissonances in learning cognition. Addressing issues of dissonance within the higher education learning sphere requires re-imagining the educational culture. Re-imagining provides an opportunity to promote new approaches to learning through alternative affordances; one such affordance is technology mediated learning.Pedagogical re-design within an alternative learning paradigm requires deep understanding of the problems associated with the previous paradigm. Re-imagined pedagogical scope for exploration of the professional, learning, cultural, institutional and technical aspects expand the knowledge base beyond the didactic towards an engaging student-centered ethos using open education and gamification.To address issues of learning, culture, technology, and institution, a convergent mixed methods design using student questionnaires and academic interviews alongside performance observations was employed. The research study examined the re-imagining of the educational culture to promote new approaches to learning through the affordances of technology mediated learning within a constructivist, critical realism epistemology using thematic analysis.The re-imagined pedagogical design within a technology mediated learning environment demonstrates a cultural shift towards an engaging and supportive educational experience. The lessons learned may be applied in other higher educational contexts.

Towards a Model of a Didactics of eLearning

2016 ◽  
pp. 396-415 ◽  
Author(s):  
Filomena Amador ◽  
Ana Nobre ◽  
Daniela Barros
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Learning Environments ◽  
Higher Education Institutions ◽  
Professional Knowledge ◽  
Deep Understanding ◽  
Level Of Education ◽  
Didactic Transposition ◽  
Theoretical Perspectives ◽  
Starting Point

In this paper our aim is to analyze and discuss some of the problems that Higher Education Institutions are facing with the change in the profile of students who reach this level of education. In this context issues related to the implementation of several professional knowledge areas (conceptual, pedagogical and technological) acquire a new dimension due to the need of transpose them into online learning environments. This starting point is a deep understanding from the analysis of three theoretical perspectives: digital natives and social and cultural settings, models of didactic transposition, and education for sustainable development. The last one was selected as a model to exemplify. Thus, it is our goal in this article to discuss a first draft of a didactic transposition model adapted to eLearning that answers the needs of this specific public.

Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian

Public Voices ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 115
Author(s):  
Mary Coleman
Keyword(s):  
Higher Education ◽  
United States ◽  
Winning Strategy ◽  
Supreme Court Decision ◽  
The United States ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
The Political ◽  
Political Actors ◽  
Trade Offs

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison

Advancing campus and community sustainability: strategic alliances in action

2014 ◽  
Vol 15 (2) ◽  
pp. 157-168 ◽  
Author(s):  
Leanne Bilodeau ◽  
Jackie Podger ◽  
Alaa Abd-El-Aziz
Keyword(s):  
Higher Education ◽  
British Columbia ◽  
Community Development ◽  
Lessons Learned ◽  
Content Type ◽  
Sustainable Community Development ◽  
University Of British Columbia ◽  
Societal Needs ◽  
Sustainability Initiatives ◽  
The University

Purpose – Universities can provide a leadership role to develop and mobilize knowledge to meet societal needs. In fulfilling this mission, universities can also serve as agents of sustainable development on campus and in communities they serve. The purpose of this article is to describe the drivers that have advanced the University of British Columbia Okanagan campus' operational and academic sustainability objectives; the initiatives and partnerships developed on campus and in the community in response to these drivers; and the outcomes and lessons learned. Design/methodology/approach – This article summarizes the experience of the University of British Columbia Okanagan campus in leveraging key drivers to develop sustainability initiatives and partnerships for greater operational efficiencies, cost savings, environmental stewardship and applied research. The university's leadership commitment to sustainability, economic opportunities and provincial legislative requirements are among the drivers discussed. This paper also provides an innovative partnership framework to support sustainable community development. Findings – Drivers of sustainability in higher education can contribute to the development of sustainability initiatives and partnerships that benefit institutions and communities and achieve operational and academic sustainability mandates. Practical implications – This article provides information that can be applied by institutions of higher education to advance sustainability within the context of current economic conditions and societal needs. Originality/value – The experience of the campus and the partnership framework presented in this paper is original. The framework provides a mechanism to engage students, faculty and the community in sustainable community development research. Key insights from multiple perspectives and lessons learned are shared.

EuroPACE: The Lessons Learned So Far

1994 ◽  
Vol 8 (1) ◽  
pp. 19-28 ◽  
Author(s):  
William A. Weimer
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Planning Process ◽  
Lessons Learned ◽  
The Past ◽  
History Of ◽  
Education Projects ◽  
European Programme

One of the most significant cooperative industry–higher education projects in Europe during the past decade has been EuroPACE, the European Programme of Advanced Continuing Education. In January 1993, EuroPACE ceased its broadcasts and re-entered the planning process. By the time this article has been published, EuroPACE should again be broadcasting, but with a somewhat different format and content. In this article, Bill Weimer presents a brief history of the first five years of EuroPACE and analyses the project. He examines key assumptions and decisions made, points out those which now appear to have been in error, and lists the lessons learned. Many of the assumptions and decisions made were correct; some of these are also discussed. This article will contribute the experience and lessons learned by EuroPACE to other joint industry–higher education projects. It may help them to avoid making some of the same mistakes.

scholarly journals The Influence of Entrepreneurship Education and Family Background on Students’ Entrepreneurial Interest in Nutritious Traditional Food Start Ups in Indonesia

2018 ◽  
Vol 7 (4.9) ◽  
pp. 118 ◽  
Author(s):  
Hendra Hidayat ◽  
Yuliana .
Keyword(s):  
Higher Education ◽  
Family Background ◽  
Entrepreneurship Education ◽  
Traditional Food ◽  
Regression Analyses ◽  
Entrepreneurial Education ◽  
Traditional Foods ◽  
Continuous Innovation ◽  
Starting Point ◽  
Start Ups

The entrepreneurial interest of students in higher education tends to be low,albeit the introduction of entrepreneurial education at colleges and universities. There is no exception of lack of interest in entrepreneurship at traditional food businesses where these businesses in Indonesia have an unlimited market share, higher profit, lower riskof loss, and continuous innovation. Entrepreneurial education is not the only determinant asthe students' environment, especially their family background also has an important role in influencing and building student entrepreneur interest. Hence,this study assesses the influence of entrepreneurship education and family background towards the interest of entrepreneurs especially in nutritious traditional foods based on a sample of 150 higher educationstudents. Data was collected usingquestionnaire whiledata was analysed usingdescriptive and multiple regression analyses. The results of the studyshow that entrepreneurial education as well as family background positively affect students’ entrepreneurial interest in traditional food. Therefore, entrepreneurship education should become a serious concern in higher education as can be one the students’ starting point in building the interest and spirit of entrepreneurs. 

scholarly journals Quality Assurance in Ghana: Accomplishments and Challenges

2018 ◽  
Vol 94 ◽  
pp. 28
Author(s):  
Patrick Swanzy ◽  
Patricio V. Langa ◽  
Francis Ansah
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Education System ◽  
Lessons Learned ◽  
Higher Education System

This article examines Ghana’s efforts to revitalize its higher education system using quality assurance (QA). Specifically, we discuss the accomplishments and challenges of the QA system. Ghana has one of the oldest QA systems in Africa, so lessons learned there are worth sharing with scholars and practitioners.

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