scholarly journals Sustainability in education: An evaluation of a new teaching and learning strategy in chartered accountancy studies – A student perspective

2013 ◽  
Vol 6 (2) ◽  
pp. 285-308 ◽  
Author(s):  
Riëtte De Lange ◽  
Ben Marx ◽  
Alex Van der Watt
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Education Institution ◽  
Accounting Education ◽  
First Century ◽  
Student Perspective ◽  
Social Landscape ◽  
Educational Perspective ◽  
Economic Imperative

Sustainability has been described as the primary moral and economic imperative of the twenty-first century and one of the most important sources of both opportunities and risks for businesses. From an educational perspective, sustainability could be related to enhancing accurate, reliable and relevant teaching and learning in an ever-changing and evolving educational, economic and social landscape. The objective of the paper is twofold: it aims, firstly, to provide a brief overview of the higher education landscape and drivers for change in accounting education and the need for sustainable teaching and learning; and, secondly, it aims to provide evidence of the implementation of a new teaching and learning strategy in accountancy education programmes at a large SAICA-accredited residential higher education institution. This was done through a literature review and supported by empirical evidence obtained from questionnaires completed by the honours student group in chartered accountancy of the stated institution. The study found that, although initially new to students, the teaching and learning approach was well accepted and eventually created an environment conducive to teaching and learning. It was also found that students marks improved, which resulted in higher throughput rates.

scholarly journals Perspectives of organizational identity in a health higher education institution: a mixed-method analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ubirajara José Picanço de Miranda Junior ◽  
Maria Rita Carvalho Garbi Novaes ◽  
Henrique Batista Araújo Santos ◽  
João Fellipe Santos Tatsch ◽  
Rafael Sanches Ferreira ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Organizational Identity ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Education Institution ◽  
Early Years ◽  
Common Interest ◽  
Public Higher Education ◽  
Higher Education Institution

Abstract Background Among the processes to be experienced by any organization during its establishment is the formation of an organizational identity. This process can be understood as the activity and event through which an organization becomes unique in the mind of its members. An organizational identity leads to an identification and both are directly associated with the success of an institution. This study is about a public higher education institution in health in its early years, with distinctive characteristics in the country where it is situated. In spite of having been successful in the graduation of its students it has fragile institutional bases, lack of autonomy and internal problems common to other institutions of this type. Thus, this study was conducted to understand how this institution defined itself among its own members, the elements of its identity and what justified its relative success despite its weaknesses. Methods A mixed-method approach was used to evaluate how a representative portion of this organization identifies with it. For the qualitative study two focus groups were conducted with transcripts submitted to content analysis proposed by Bardin, culminating in results from which a Likert scale-based questionnaire was elaborated and applied to 297 subjects. Results There were six central elements of the organizational identity made evident by the focus groups: political / ideological conflict; active teaching and learning methodologies; location / separation of campuses; time of existence; teaching career; political-administrative transformations. The quantitative analysis revealed in more detail the general impressions raised in the focus groups. Most results were able to demonstrate distinct identifications of the same identity with its exposed weaknesses. Conclusions Lack of autonomy, administrative and structural shortcomings and ideological or political conflicts presented themselves as problems capable of destabilizing the identity of a public higher education institution. On the other hand, one way to combat such problems is through the development of the institution itself, particularly by becoming more active and useful to the community and seeking in a common interest to the higher administration agencies.

scholarly journals Informal Education Pedagogy Transcendence from the ‘Academy’ to Society in the Current and Post COVID Environment

2022 ◽  
Vol 12 (1) ◽  
pp. 37
Author(s):  
Ian David Jones ◽  
Geraldine Brady
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Professional Practice ◽  
Informal Education ◽  
Teaching And Learning ◽  
Education Institution ◽  
Teaching Methodology ◽  
Primary Method ◽  
Social Pedagogy ◽  
Practice Approach

The purpose of this paper is to consider the following two notions; (1) that the use of ‘informal education pedagogies’ within teaching and learning in the ‘academy’ can both support the learning process within the ‘classroom’ but also transcend to society via students; and (2) that synergies exist between informal education and social pedagogical concepts. The discussions are situated from the perspective of an experienced practitioner and academic who is currently teaching youth related degree courses within a Higher Education Institution. This experiential learning has informed knowledge acquisition, understanding and skills application from professional practice to the teaching environment. An experiential learning perspective will be the primary method adopted; the value of this paper lies in its potential to re-affirm that degree courses which embed a ‘practice the practice’ approach in their teaching methodology support the embedding of core values of the said discipline. The paper argues that the ethically value-based principles and practice of informal education pedagogy, and social pedagogy, are relevant for the current and post COVID-19 pandemic environment.

Bridging the Instructional Designers and Lecturers in Technology Education

2011 ◽  
pp. 215-237
Author(s):  
Samuel Ng Hong Kok ◽  
Tang Buay Choo ◽  
Myint Swe Khine
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Communities Of Practice ◽  
Technology Education ◽  
Teaching And Learning ◽  
Education Institution ◽  
Learning Objects ◽  
Instructional Designers ◽  
Higher Education Institution

This chapter examines an initiative to create educational technology (ET) Champions and leaders within a higher education institution in Singapore. It examines how the concept of communities of practice was applied to an initiative for transforming teaching and learning through educational technology. Instructional designers coached ET Champions in the principles of creating learning objects who later returned to their respective colleges to work with other lecturers. ET Champions progressed through five stages, which included peripheral, legitimate, core, strategic and transformational membership. Each stage required support and guidance within the community.

Students Writing Their Own Lectures with a Wiki and the CSA

2010 ◽  
pp. 244-259 ◽  
Author(s):  
Cath Ellis ◽  
Sue Folley
Keyword(s):  
Higher Education ◽  
Information Society ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Higher Education Institutions ◽  
Teaching Strategy ◽  
Student Population ◽  
Diverse Background ◽  
Overwhelming Evidence ◽  
Didactic Lecture

This chapter examines why despite decades of research and overwhelming evidence questioning the pedagogical effectiveness of lecturing as a teaching and learning strategy, it remains the dominant pedagogical mode in most higher education institutions worldwide. The authors explore further why lectures are not the most appropriate teaching strategy in the current higher education climate for three main reasons: the way we now view ‘knowledge’; the information society in which we are currently immersed; and the diverse background and experience of today’s student population. The authors offer an alternative to the lecture which can achieve what a lecture aims to, but in a more student-centred way. Their alternative is informed by the contributing student approach, devised by Collis & Moonen (2001), whereby students collaboratively find, explore, share, and engage with the content which they would have otherwise received passively via a didactic lecture.

scholarly journals Quarantined, Sequestered, Closed: Theorising Academic Bodies Under Covid-19 Lockdown

2020 ◽  
Vol 2 (3) ◽  
pp. 791-811
Author(s):  
Lesley Gourlay
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Institution ◽  
Black Death ◽  
Spatial Practices ◽  
Online Teaching And Learning ◽  
Working Practices ◽  
The University ◽  
Uk Higher Education

Abstract The term ‘quarantine’ is derived from the Italian quarantena, from quaranta, referring to the forty days of isolation traditionally imposed during the era of the Black Death in Europe. This paper examines this and related contemporary terms, in order to consider the complex and contradictory nature of enforced sites of isolation, with reference to the historical literature. The centrality of spatial practices in the current pandemic is emphasised, with a focus on the normally unobserved, micro practices of individuals under ‘lockdown’. The paper reports on an interview study conducted at a large UK Higher Education institution during the Covid-19 ‘lockdown’, and analyses the accounts of six academics, focusing particularly on their embodied and sociomaterial practices, with reference to the etymological analysis. The paper considers the extent to which their reported experiences reflect the various meanings of the term sequestrato, going on to propose that their working practices, particularly focused on screens and video calls, are characterised by a need to ‘perform the university’. I speculate on how the ontological nature of the university itself has been fundamentally altered by the closure of the campus and lockdown, proposing that the site of the university is now radically dispersed across these sequestered bodies. I conclude by calling into the question the accuracy of the term ‘online teaching and learning’, instead suggesting that in a fundamental sense, none of these practices is in fact ‘online’ or digital.

Building an Innovative and Entrepreneurial Dimension in an Institution of Higher Education

2020 ◽  
Vol 7 (2) ◽  
pp. 200-214
Author(s):  
Ron Corso
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Working Environment ◽  
First Century ◽  
Disruptive Effect ◽  
Institutions Of Higher Education ◽  
End User ◽  
New Research ◽  
The University

Institutions of higher education in the twenty-first century are undergoing a transformation locally and globally from traditional pillars of learning to being more entrepreneurial in their core business. There is increasing pressure on universities to becoming more flexible and adaptable as organizations and in the graduate attributes, they imbed in their students. There is a need to build deeper links with business, to both maximize innovation and promote growth, to ensure students are equipped to excel in the workforce. This change is having a disruptive effect on the role of universities, from classical research institutions to entrepreneurial universities mimicking more of the modern workplace working environment, requiring autonomy in their decision-making and in the way new research is developed, implemented and transferred in the relationships formed within their respective regions. This article outlines work in progress on the University of South Australia’s attempts to rebrand itself as a University of Innovation and Enterprise (Australia’s University of Enterprise) in both its end-user inspired research outcomes and industry-informed teaching and learning.

Using a Business Simulation to Enhance Accounting Education

2013 ◽  
Vol 28 (4) ◽  
pp. 801-822 ◽  
Author(s):  
Richard A. (Dick) Riley ◽  
Ernest R. Cadotte ◽  
Leff Bonney ◽  
Christelle MacGuire
Keyword(s):  
Student Performance ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Accounting Education ◽  
Accounting Students ◽  
Business Simulation ◽  
Business Professionals ◽  
Embedded Assessment ◽  
Commission Report ◽  
Business Simulations

ABSTRACT This paper presents a learning strategy that demonstrates how integrated business simulations can be used to enhance accounting education. The Pathways Commission report takes a broad view of the accountant's role in society and argues that accountants serve in a variety of capacities, including advising businesses, assisting management in understanding and monitoring operations, and facilitating the efficient and effective deployment of resources, among others. With experience, accountants have a competitive advantage over many business professionals because they embrace numbers and develop solutions to difficult problems for the benefit of their clients and the businesses they serve. Business simulations help accounting students refine that competence by leveraging their affinity for financial and non-financial numbers as well as their willingness to analyze problems in a structured fashion. Simulations also challenge students to work in unstructured situations, developing their tolerance for and appreciation of ambiguity. The learning strategy further demonstrates how the activities described can be used for course-embedded assessment. Student performance is documented by the business simulation and instructor via objective measures as well as rubrics, examples of which are included herein. The compiled data provide within-course and programmatic feedback that can be used to improve teaching and learning outcomes.

Developing a measure for student perspectives on institutional effectiveness in higher education

2018 ◽  
Vol 44 ◽  
Author(s):  
Peter T. Ayuk ◽  
Gerrie J. Jacobs
Keyword(s):  
Higher Education ◽  
Educational Outcomes ◽  
Institutional Effectiveness ◽  
Education Institution ◽  
Student Perspective ◽  
Validity And Reliability ◽  
Structural Validity ◽  
Exploratory Factor Analyses ◽  
Managerial Implications ◽  
Value Add

Orientation: This study outlines institutional effectiveness (IE) in higher education (HE) and interrogates its underlying elements from a student perspective. Following a review of contemporary perspectives on student educational outcomes, the study identifies and explores the importance of four pertinent indicators of IE in the context of a South African (SA) higher education institution (HEI). Research purpose: This study aimed to explore the structural validity and reliability of the Student Educational Outcomes Effectiveness Questionnaire (SEEQ), administered to students at an SA HEI, collecting data on their perceptions of IE. Motivation for the study: Institutional effectiveness is a contested concept in HE and several approaches to define it, using various sets of underpinning elements, can be found. The conceptualisation and measuring of IE within the SA HE sector is a hugely neglected area of research. This study therefore attempted to delineate and to gauge IE, utilising the perceptions and preferences of students at an SA HEI. Research design, approach and method: Data for this study were collected using a self-selection sample (N = 807) of students from four schools at the selected HEI. Reliability and exploratory factor analyses were performed to explore the internal consistency and structural validity of the above-mentioned SEEQ. Main findings: The reliability of SEEQ is deemed to be acceptable and the validity of the four theoretical constructs (or dimensions) hypothesised in respect of IE from a student perspective were supported. Practical/managerial implications: Preliminary empirical evidence suggests that SEEQ could be employed in a cautious manner by HEIs (especially in SA), with a view to gauge IE, as well as to promoting the scholarship and management of institutional performance and student success. Contribution or value-add: This article presents a multidimensional approach to the depiction and measurement of IE from a student perspective. It makes a handy initial contribution to a grossly under-researched phenomenon in the SA HE sector.

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