Higher Education Pedagogy Revisited

2022 ◽  
pp. 463-481
Author(s):  
Christopher McCarthy-Latimer
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Economic Benefits ◽  
College Level ◽  
Aggregate Level ◽  
Civic Learning ◽  
Deliberative Dialogue ◽  
Higher Education Pedagogy ◽  
The Individual ◽  
Insight Into

This chapter is an update that examines the effect of using “deliberation” as a tool for teaching at the college level. The students in this study considered the economic benefits and expenses of a box store. Deliberation provides a unique insight into what might be a better understanding of what students are thinking. The literature review contains various forms of deliberation including the process of deliberation in education; the outcomes of deliberative polling events; deliberation with technology; and whether working has an impact on students who deliberate. The use of pre- and posttest surveys shows that students who engaged in a deliberative dialogue were more likely to increase their civic learning and to change their opinions about the issues discussed. The findings demonstrate that deliberation pedagogy influences students' beliefs at both the individual and aggregate level.

Higher Education Pedagogy Revisited

2018 ◽  
pp. 63-81
Author(s):  
Christopher McCarthy-Latimer
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Economic Benefits ◽  
College Level ◽  
Aggregate Level ◽  
Civic Learning ◽  
Deliberative Dialogue ◽  
Higher Education Pedagogy ◽  
The Individual ◽  
Insight Into

This chapter is an update that examines the effect of using “deliberation” as a tool for teaching at the college level. The students in this study considered the economic benefits and expenses of a box store. Deliberation provides a unique insight into what might be a better understanding of what students are thinking. The literature review contains various forms of deliberation including the process of deliberation in education; the outcomes of deliberative polling events; deliberation with technology; and whether working has an impact on students who deliberate. The use of pre- and posttest surveys shows that students who engaged in a deliberative dialogue were more likely to increase their civic learning and to change their opinions about the issues discussed. The findings demonstrate that deliberation pedagogy influences students' beliefs at both the individual and aggregate level.

Deliberation with Working College Students Influencing Civic Learning, Opinion Formation and Engagement

2015 ◽  
Vol 2 (2) ◽  
pp. 1-19
Author(s):  
Christopher McCarthy-Latimer
Keyword(s):  
College Students ◽  
Economic Impact ◽  
State University ◽  
Aggregate Level ◽  
Opinion Formation ◽  
Civic Learning ◽  
Literature Research ◽  
Big Box ◽  
The Individual

This article describes the results from the use of deliberation in the classroom where a majority of students are working. The course included college students from Framingham State University. They discussed the issue of the economic impact of a big-box store. This analysis includes a study of the deliberative polling literature; research of the data on civic learning; an examination of the data comprising net changes in the participants' opinions and gross changes in the participants' opinions; and finally a discussion of the implications for engagement. The results illustrate that the process of deliberation affects changes in attitude items at both the individual and aggregate level.

scholarly journals Does higher education affect total factor productivity in Nepal? An exploration through the lens of ARDL bounds test

2015 ◽  
pp. 76-102
Author(s):  
Madhav Prasad Dahal
Keyword(s):  
Higher Education ◽  
Total Factor Productivity ◽  
Time Series Data ◽  
Series Data ◽  
Aggregate Level ◽  
Factor Productivity ◽  
Direct Benefits ◽  
Positive Externality ◽  
Growth Equations ◽  
The Individual

Education-centered human capital is one of the variables extensively used to model growth equations with the resurgence of growth theories in the 1980s primarily with the publication of Romer’s 1986 and Lucas’ 1988 seminal papers. Education contributes growth through its direct benefits to the individual and positive externality to the society. Theory claims that education enhances economic growth by working as an input of production and by being an agent of technological innovation, dissemination, and imitation. Previous empirical evidence on the effect of education on growth is mixed. This paper empirically examines the effect of higher education on total factor productivity in the aggregate level of the economy of Nepal employing time series data of the period 1975-2011 applying the ARDL method of cointegration. The findings are not encouraging on the issue.DOI: http://dx.doi.org/10.3126/ejdi.v15i1-2.11869Economic Journal of Development Issues Vol. 15 & 16 No. 1-2, pp. 76-102

scholarly journals Against All Odds? The Enduring Value of Liberal Education in Universities, Professions, and the Labour Market

2001 ◽  
Vol 31 (2) ◽  
pp. 47-77 ◽  
Author(s):  
Paul Axelrod ◽  
Paul Anisef ◽  
Zeng Lin
Keyword(s):  
Higher Education ◽  
Liberal Education ◽  
Census Data ◽  
Fine Arts ◽  
Economic Benefits ◽  
The Social ◽  
Core Subjects ◽  
Market Needs ◽  
The Individual ◽  
Policy Shifts

The humanities, the social sciences and the fine arts — the core subjects of liberal education — are at risk in Canadian universities, and the danger arises largely from the forced reorientation of higher education to assumed market needs. This paper attempts to explain why such policy shifts are occurring; it points to the continuing cultural, social and intellectual value of liberal education; and, drawing from recent and previously unreported census data, it demonstrates that liberal education produces generally positive economic benefits to the individual graduate. It concludes that policies designed to diminish the presence of liberal education in universities in favour of more supposedly "market-worthy" subjects are short-sighted and threatening to the integrity and vitality of higher education.

Service design approaches and applications in higher education: A thematic literature review

2020 ◽  
Vol 19 (2) ◽  
pp. 241-255 ◽  
Author(s):  
Marjo Joshi ◽  
Mika Alavaikko
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Value Creation ◽  
Participatory Design ◽  
Formal Education ◽  
Methodological Approach ◽  
Service Design ◽  
Higher Education Pedagogy ◽  
National Collaboration ◽  
Pedagogical Methods

Service design has gained ground in the field of education. This article aims to reveal current approaches of service design applied to higher education pedagogy. The methodological approach is thematic literature review. Great variation in the application of service design can be found through review of selected literature. Three key categories were used for analysis: service, method and value. Four main approaches emerge from the results: service design applied on (1) courses and assignments; (2) pedagogical methods or models; (3) pedagogical applications for specific groups and (4) pedagogy outside formal education. Managers, teachers or researchers can use the results of this study to develop higher education pedagogy with service design approaches. Results also indicate possibilities for further research in the area of participatory design, international and national collaboration or value creation.

‘ISeeYou’: A woman-centred care education and research project in Dutch bachelor midwifery education

2018 ◽  
Vol 77 (8) ◽  
pp. 899-914 ◽  
Author(s):  
Yvonne Fontein-Kuipers ◽  
Enja Romeijn ◽  
Arwen Zwijnenberg ◽  
Willemijn Eekhof ◽  
AnneLoes van Staa
Keyword(s):  
Higher Education ◽  
Reflective Practice ◽  
Participant Observation ◽  
Structured Interview ◽  
Observation Study ◽  
Research Activities ◽  
The Individual ◽  
The Impact ◽  
Insight Into ◽  
The Continuum

Objective: To examine how student midwives in higher education learn to become competent and confident woman-centred practitioners. Design: Participant observation study using a ‘buddy’ approach. Setting: Bachelor of Midwifery students in one higher education institution in the Netherlands Methods: First-year student midwives followed one woman throughout the continuum of childbirth. The students attended a minimum of five of the woman’s antenatal care encounters and a minimum of one postnatal care encounter. In addition, students explored the woman’s professional care network. Student midwives used participant observation, structured interview techniques and reflective practice to focus on (1) the woman and to gain insight into her wishes and experiences of care throughout the continuum of pregnancy, birth and postpartum period; (2) the impact of the caregiver on the woman; and (3) the woman’s experience of the partnership. Lectures, peer-debriefing, competency assessments, research activities and a logbook supported students’ learning. Results: Learning was achieved through the student’s relational continuity and active engagement with the individual woman. Students gained insight into the experiences of individual pregnant and postpartum women, the individual practice of healthcare practitioners and the interaction between the woman and the healthcare practitioner. Students’ development of critical thinking and reflective practice was enhanced to begin to form a vision of woman-centred care. Conclusion: The project was successful in equipping Bachelor of Midwifery students with competencies to support them in their learning of providing woman-centred care and offered them unique and in-depth experiences supporting and augmenting their personal, professional and academic development.

Deliberation With Working College Students Influencing Civic Learning, Opinion Formation and Engagement

2019 ◽  
pp. 237-255
Author(s):  
Christopher McCarthy-Latimer
Keyword(s):  
College Students ◽  
Economic Impact ◽  
State University ◽  
Aggregate Level ◽  
Opinion Formation ◽  
Civic Learning ◽  
Literature Research ◽  
Big Box ◽  
The Individual

This article describes the results from the use of deliberation in the classroom where a majority of students are working. The course included college students from Framingham State University. They discussed the issue of the economic impact of a big-box store. This analysis includes a study of the deliberative polling literature; research of the data on civic learning; an examination of the data comprising net changes in the participants' opinions and gross changes in the participants' opinions; and finally a discussion of the implications for engagement. The results illustrate that the process of deliberation affects changes in attitude items at both the individual and aggregate level.

Texting With Students

2019 ◽  
pp. 167-186
Author(s):  
A. S. CohenMiller
Keyword(s):  
Higher Education ◽  
Text Messaging ◽  
Standard Form ◽  
The United States ◽  
University Teaching ◽  
Pedagogical Practice ◽  
Educational Environments ◽  
Critical Insight ◽  
The Individual ◽  
Insight Into

Text messaging has become a standard form of communication between students. However, how texting can be used in higher education as a pedagogical practice has not been fully explored or articulated. This chapter provides critical insight into the value of text messaging as formal and informal communication both between faculty and students and also messaging led by students. Juxtaposing literature on the use of texting in educational environments with practical examples of university teaching in the United States and post-Soviet Kazakhstan, the chapter outlines challenges, benefits, and suggested methods of texting with students in higher education. Framed within concepts of 21st-century learning, multilingualism, and multiliteracies, the author suggests clear benefits for utilizing technology that students commonly use, while also creating an environment valuing students' changing modes of communication which puts less pressure on the traditional academic discussion, and gives a voice to the individual.

scholarly journals Debate for Civic Learning: A Model for Renewing Higher Education’s Civic Mission

2021 ◽  
Vol 21 (4) ◽  
Author(s):  
Paul Mabrey ◽  
Kevin E. Boston-Hill ◽  
Drew Stelljes ◽  
Jess Boersma
Keyword(s):  
Higher Education ◽  
Collaborative Design ◽  
Course Design ◽  
Institutions Of Higher Education ◽  
Mixed Method Research ◽  
Civic Learning ◽  
Learning Improvement ◽  
Class Differences ◽  
Shared Commitment ◽  
The Individual

Rapidly eroding financial support and tuition increases that outpace inflation threaten the viability of an education that considers civic engagement as foundational. Simultaneously, institutions of higher education are increasingly perceived by the public as market-driven entities existing for the economic benefit of the individual, the upward mobility of a social class, and in turn the further sedimentation of racial and class differences. Now, more than ever, our nation is in need of deliberate attempts to fashion common understandings, ways to navigate inevitable disagreements, and reasonable paths forward. Higher education is positioned to respond to these civic needs but requires a commitment to be bold and remain dedicated to our shared civic mission in the face of alarming polarization and vacated institutional trust. One way institutions of higher education can return to their shared sense of civic mission is with the integration of debate across the curriculum through innovative partnerships and collaborative design. Debate across the curriculum utilizes intentional course redesign to offer active learning experiences that combine public speaking, evidence-based reasoning, collaborative learning, and argumentation into various advocacy simulations. The debate for civic learning model has faculty partnered across multiple institutions to design, integrate, and assess debate-based pedagogy to positively impact student civic learning. Students and faculty across disciplines have reported that debate-based pedagogy helped improve classroom engagement, critical problem solving, perspective taking, empathy, and advocacy skills. This mixed-method research provides insights not only into debate-based course design and learning improvement strategies but also into how faculty, students, and administrators can partner between institutions to demonstrate a shared commitment to the civic mission of higher education and democratic promise of our nation.

Pedagogy and Profit? Efforts to Develop and Sell Digital Courseware Products for Higher Education

2019 ◽  
Vol 57 (3) ◽  
pp. 1125-1158
Author(s):  
Matthew D. Regele
Keyword(s):  
Higher Education ◽  
College Students ◽  
Content Knowledge ◽  
Economic Benefits ◽  
Organizational Goals ◽  
For Profit ◽  
Pedagogical Expertise ◽  
Ethnographic Data ◽  
Access And Quality ◽  
The Individual

The individual economic benefits of higher education are largely determined by what students learn in the process of obtaining their degrees. Increasingly, for-profit companies that develop and sell digital courseware products influence what college students learn. Employees’ pedagogical expertise, content knowledge, and understanding of organizational goals are likely to affect product characteristics and outcomes associated with the use of those products. This study draws on 15 months of ethnographic data to examine one organization’s efforts to develop and sell courseware for use in higher education. The data suggest organization members’ interpretations of educational access and quality support product development and sales efforts consistent with profit aims, but that may promote credentialism, negatively affect learning, and exacerbate quality differences across institutions.

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