scholarly journals Embedding learning development; a model for collaborative practice

2018 ◽  
Author(s):  
Laura Minogue ◽  
Carole Murphy ◽  
Kim Salmons
Keyword(s):  
Academic Skills ◽  
Academic Learning ◽  
Small Scale ◽  
Structured Interviews ◽  
Teaching Excellence ◽  
Development Team ◽  
Self Evaluation ◽  
Development Teams ◽  
Learning Development ◽  
The Impact

In 2016, the Learning Development Team at St Mary’s University was awarded a prize for teaching excellence for its report on 'the collaborative delivery of embedded academic skills development programmes within subject modules’. The report detailed the planning and delivery of embedded activities across Schools in which academic skills were tailored to subject specific module content. The success of the report resulted in long-term investment in the Learning Development Team and positioned embedded academic learning as an integral part of the university’s corporate plan. This paper presents the results of a small-scale research study to evaluate an embedded academic skills module in Criminology and Sociology delivered at Level 4. The impact of this embedded module has been measured through semi-structured interviews with students, the subject lecturer and learning development lecturer. The final self-evaluation assessment was also analysed to understand more fully how students had developed over the course of the module. Results clearly demonstrate that embedding academic skills into the Criminology and Sociology programme had an impact on student confidence, belonging and retention. The outcome is an 'impact-tested' accredited skills module that can be adapted and used by other learning development teams.

Examining the impact of political candidates on hotel revenue

2019 ◽  
Vol 3 (1) ◽  
pp. 36-53
Author(s):  
Amanda Belarmino ◽  
Elizabeth A. Whalen
Keyword(s):  
Design Methodology ◽  
The State ◽  
Small Scale ◽  
Structured Interviews ◽  
Political Candidates ◽  
Bandwagon Effect ◽  
Content Type ◽  
Political Candidate ◽  
The Usa ◽  
The Impact

Purpose The purpose of this paper is to examine the impact of a charismatic political candidate on hotel revenue in the USA, particularly in their home states, through the lens of the bandwagon effect. Previous researchers have found that political primaries have a significant impact on hotel revenue due to travel to those states; however, there has yet to be an examination of the impact of popular political candidates on hotel revenue. Design/methodology/approach This research examined the impact of Bernie Sanders’ campaign on hotel revenue in the state Vermont due to the relatively stable demand experienced in that market. First, the researchers used forecasting methodology and t-tests to determine if there was a significant increase in hotel revenue during the time of the Sanders’ campaign for the state and for Burlington, Vermont, his campaign headquarters. Then, eight semi-structured interviews were conducted with hoteliers in Vermont to determine if the Sanders’ campaign was responsible for the observed changes. Findings While the hotel revenue for the state was not significantly different than what would be expected, the hotel revenue in Burlington did see a significant increase. Hoteliers did attribute an increased awareness of the destination and some specific instances of travelers to Sanders’ campaign. Originality/value This is the first study to date to demonstrate the influence of a political candidate on hotel revenue and demonstrated that the bandwagon effect can impact hotel revenue. For hoteliers, it demonstrates that increased destination awareness can impact behavioral intentions on a small scale.

The failure of non‐binding declarations to achieve university sustainability

2007 ◽  
Vol 8 (3) ◽  
pp. 301-316 ◽  
Author(s):  
S.A. Bekessy ◽  
K. Samson ◽  
R.E. Clarkson
Keyword(s):  
Best Practice ◽  
Small Scale ◽  
Structured Interviews ◽  
Pilot Studies ◽  
Content Type ◽  
Institute Of Technology ◽  
University Leaders ◽  
The University ◽  
The Impact ◽  
Insight Into

PurposeThis paper aims to assess the impact and value of non‐binding agreements or declarations in achieving sustainability in universities.Design/methodology/approachA case study of Royal Melbourne Institute of Technology (RMIT) University is presented, analysing the reasons for lack of progress towards sustainability and evaluating best ways forward. Using a timeline and analysis of historical records for the 12 years since RMIT first engaged in the sustainability agenda, major trends in the process of implementing policies are identified. Secondly, 15 semi‐structured interviews with university leaders and key sustainability stakeholders from across the university are analysed to provide insight into how and why the university has failed to achieve sustainability.FindingsNew implications for successfully achieving sustainability arise from these findings. Accountability is a key issue, as RMIT appears to reap benefits from being signatory to declarations without achieving genuine progress. To ensure that declarations are more than simply greenwash, universities must open themselves up to scrutiny of progress to determine whether commitments have been honoured.Practical implicationsRelying on small‐scale “club” activities establishing demonstrations and raising awareness is unlikely to lead to permanent change. The evidence of RMIT's engagement with sustainability shows that, for example, even when successful pilot studies are conducted, these initiatives may do little to affect the mainstream practices of a university unless certain conditions exist. Furthermore, given the on‐paper commitments institutions have made, and the role of the university in society, small‐scale and gradual changes in university practice are a far from adequate response to the urgent sustainability imperative.Originality/valueThe initial engagement of RMIT University with the sustainability agenda 12 years ago marked it as a world leader in sustainability best‐practice. Analysing how and why such a disappointing lack of action has resulted from such promising beginnings provides insight into future directions for implementing sustainability in universities. The paper argues that considering the key responsibility of universities in leading the sustainability agenda, a more systemic and serious response is required.

‘Soft barriers’ – The impact of school ethos and culture on the inclusion of students with special educational needs in mainstream schools in Ireland

2020 ◽  
Vol 23 (2) ◽  
pp. 159-174
Author(s):  
David Mc Keon
Keyword(s):  
Special Education Teachers ◽  
National Policy ◽  
Educational Needs ◽  
Small Scale ◽  
Special Educational Needs ◽  
Structured Interviews ◽  
Social Emotional ◽  
Inclusive Practice ◽  
Traditional Structures ◽  
The Impact

The use of ‘soft barriers’ to deter students with special educational needs (SEN) from accessing some schools has been reported in the Irish media. This article investigates the influence of ethos and culture on access to and inclusive practice in mainstream schools in Ireland. Ethos and culture are nebulous concepts yet are integral to how schools operate, how they present themselves and how they are perceived by the public. Findings from a small-scale, qualitative research study are used to illustrate this. In the study, the understandings and attitudes of principals, special education teachers and guidance counsellors in mainstream schools in relation to students with Social, Emotional and Behavioural Difficulties (SEBD) are investigated through the use of questionnaires and semi-structured interviews. In line with international experiences, an argument is presented suggesting that many sections of the education system in Ireland, while seemingly having been irrevocably transformed in response to national policy on inclusion, preserve very traditional structures, organisation and attitudes due to issues of ethos and culture remaining largely unchallenged in the inclusion debate. This phenomenon appears to have greater impact at post-primary level. Cosmetic, surface-level changes impede meaningful, systemic change in terms of access and inclusive practice.

scholarly journals Učeničkim samovrednovanjem do kvalitetnih učeničkih postignuća

2017 ◽  
Vol 11 (1) ◽  
pp. 73
Author(s):  
Luči Brusać ◽  
Josipa Dadić ◽  
Tamara Kisovar-Ivanda
Keyword(s):  
Positive Impact ◽  
Control Group ◽  
Structured Interviews ◽  
Self Evaluation ◽  
Closed Type ◽  
Initial Assumption ◽  
Significant Difference ◽  
Student Achievements ◽  
School Learning ◽  
Learning Development

The paper presents a study conducted to draw attention to the possibilities of developing the skills of self-evaluation in the process of school learning and their relationship to student achievements. Strategy of here displayed self-evaluation is aimed at learning (development, formative purpose), and not according to numerical assessment (summative purposes). The study included 196 participants (188 students from two schools in Zadar and their 8 teacher). The experimental group included 98 ofstudents, while the control group included 90 ofstudents. With the aim of deep insight into the process of self-evaluation of students' achievements, during the study was used a combined methodology, which included the use of a questionnaire with seven questions of closed type and two open-ended questions intended for the free statements of students, taking part interview with students and semi-structured interviews with their teachers. The results of students' cognitive achievements of both groups, obtained by standardized tests of knowledge, were observedand and analyzed by methods of quantitative data processing. The results showed a statistically significant difference between the results of students experimental and control groups. Analysis of students' free narration and analysis of transcripts of interviews by teachers suggest, as has already been observed by quantitative analysis, trends of higher motivation of students, during and after continuous self-evaluation, reflection on cognitive and metakognitive level and about intensifying the teaching professional focus on the problems of student self-evaluation. Interpenetration of the conclusions of quantitative and qualitative analysis and interpretation is confirmed by the initial assumption that continuous formative self-evaluation of students, during school learning, positive impact on the level of students' achievements, and their interest in the topics.

scholarly journals Classroom Observation: Linking Teacher Evaluation and Professional Development in TESOL

2018 ◽  
Vol III (II) ◽  
pp. 168-195
Author(s):  
Sayyed Rashid Shah ◽  
Roohul Amin ◽  
Hussain Ahmad
Keyword(s):  
Professional Development ◽  
Teacher Evaluation ◽  
Professional Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Classroom Observation ◽  
Small Scale ◽  
Complex Nature ◽  
Structured Interviews ◽  
The Impact

This study examines the impact of increasingly challenging nature of classroom observation as part of teacher evaluation in English Language Teaching (ELT). This paper highlights the complex nature of evaluative classroom observation systems in various educational contexts. It also considers various issues that embody the challenging nature of classroom observation and teacher evaluation in connection to the professional development of teachers. In a small-scale study of Teaching of English to the Speakers of Other Languages (TESOL) professionals in Saudi English as a Foreign Language (EFL) context, it adopts an interpretive approach and utilizes semi-structured interviews to collect data. The results, presented in four major themes provide a detailed account of teachers’ perceptions of the role of classroom observation in their professional learning and development. However, this development has not occurred due to the observation as a tool to elevate teaching and learning standards, alternatively, the managerial demands and the fear of being fired or transferred to remote campuses have stimulated teachers to develop professionally and offset this challenge. Despite their personal drive to professionalize themselves in a collaborative and professional culture, the challenge of observation still prevails owing to the teachers’ lack of autonomy and some insufficiently trained observers’ subjective approach.

‘Slow to change’: Farmers’ perceptions of place-based barriers to sustainable agriculture

2017 ◽  
Vol 32 (6) ◽  
pp. 511-523 ◽  
Author(s):  
Samantha Grover ◽  
Joshua Gruver
Keyword(s):  
Smallholder Farmers ◽  
Ecological Factors ◽  
Past Research ◽  
Qualitative Inquiry ◽  
Local Context ◽  
Small Scale ◽  
Agricultural Policies ◽  
Structured Interviews ◽  
Regional Factors ◽  
The Impact

AbstractSmallholder farmers are an important and growing segment of the farm population in Indiana and in the USA. Past research regarding farmer decision-making has been inconsistent and has largely focused on the larger-scale, conventional farmer, leaving smallholders poorly understood. There is a need to better understand the management decisions of smallholder farmers within their regional context to promote efforts toward environmental, social and economic sustainability. Through in-depth qualitative inquiry, this study investigated the impact of regional factors that influence farmers’ decisions and the barriers and opportunities most relevant to farm viability and sustainability in the context of East Central Indiana (ECI). Semi-structured interviews with 15 key informants and 33 farmers informed our understanding of the factors most relevant to small-scale farming in the region. Several important themes emerged related to perceived barriers to sustainable farm management, including markets; structures and regulations; time and labor; environmental/ecological factors; and networking and access to educational support. The results of this study complement the findings of previous work that describe the complex framework farmers navigate when making decisions on the farm. Further, subtle regional factors emerged that significantly impact farmers’ decisions, emphasizing the importance of local context in crafting agricultural policies and outreach efforts. Implications and recommendations for ECI are discussed.

The Impact of Social Media on Scholarly Practices in Higher Education

2013 ◽  
pp. 342-367 ◽  
Author(s):  
Antonella Esposito
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Exploratory Study ◽  
Small Scale ◽  
Digital Identity ◽  
Structured Interviews ◽  
Research Context ◽  
Production And Distribution ◽  
Subject Areas ◽  
The Impact

This chapter reports selected findings from a small-scale, exploratory study aiming to provide a snapshot of actual modes of uptaking new digital tools for research purposes. The study consists in an interview project, carried out in a large Italian university and constituted by semi-structured interviews to 14 senior, young, and doctoral researchers, working in humanities, social sciences, medicine, and physics subject areas. Whereas the most popular attitude is a pragmatic and efficiency-driven approach in selecting and using old and new tools, a few isolated profiles of digital scholars emerge, championing the construction of their digital identity along with networked modes of knowledge production and distribution, despite the lack of legitimation of their own research context.

scholarly journals Determinants of the Adoption of Climate-Smart Agricultural Practices by Small-Scale Farming Households in King Cetshwayo District Municipality, South Africa

2019 ◽  
Vol 12 (1) ◽  
pp. 195 ◽  
Author(s):  
Victor O. Abegunde ◽  
Melusi Sibanda ◽  
Ajuruchukwu Obi
Keyword(s):  
Climate Change ◽  
Ghg Emissions ◽  
Agricultural Practices ◽  
Educational Status ◽  
Farming System ◽  
Farm Income ◽  
Small Scale ◽  
Structured Interviews ◽  
Small Scale Farmers ◽  
The Impact

Agriculture, particularly small-scale farming, is both a contributor to greenhouse gas (GHG) emissions and a victim of the effects of climate change. Climate-smart agriculture (CSA) offers a unique opportunity to adapt to the effects of climate change while at the same time mitigating GHG emissions. The low response to the adoption of CSA among small-scale farmers raises questions as to the factors influencing its adoption in the small-scale farming system. With the aid of a close-ended questionnaire, structured interviews were conducted and formed the basis on which data were generated from 327 small-scale farmers selected through random sampling. Descriptive statistics, Composite Score Index and a Generalized Ordered Logit Regression (gologit) model were employed for the analysis. The majority (56.6%) of the sampled farmers fell in the medium category of users of CSA practices, while the lowest proportion (17.7%) of the sampled farmers fell in the high category. The use of organic manure, crop rotation and crop diversification were the most popular CSA practices among the sampled farmers. Educational status, farm income, farming experience, size of farmland, contact with agricultural extension, exposure to media, agricultural production activity, membership of an agricultural association or group and the perception of the impact of climate change were found to be statistically significant and positively correlated with the level of CSA adoption. Furthermore, off-farm income and distance of farm to homestead were statistically significant but negatively correlated with the CSA level of adoption. This paper argues that climate change-related education through improved extension contact and exposure to mass media can strengthen integrated farm activities that bolster farm income. Additionally, farmer associations or groups should be given adequate attention to facilitate CSA adoption as a means to climate change mitigation and resilience.

scholarly journals Using Learning Centers to Improve the Language and Academic Skills of Preschool Children

2018 ◽  
Vol 8 (6) ◽  
pp. 32
Author(s):  
Ozgun Uyanik Aktulun ◽  
Gozde Inal Kiziltepe
Keyword(s):  
Mixed Methods Research ◽  
Academic Skills ◽  
Study Data ◽  
Control Group ◽  
Learning Centers ◽  
Structured Interviews ◽  
Teacher Interview ◽  
Implementation Period ◽  
The Impact ◽  
Experimental Group

A mixed-methods research design was employed to investigate the impact of use of learning centers to supportlanguage and academic skills of children aged 61–72 months. The sample of quantitative data of the study consistedof 70 children (35 in the experimental group and 35 in the control group). In the quantitative dimension of the study,data were collected using the “Kaufman Survey of Early Academic and Language Skills,” “Progress in Maths 6 Test,”and the “Control List for the Evaluation of the Print Awareness of Pre-School Children” scales. In the qualitativedimension of the study, semi-structured interviews were conducted with the teachers of the experimental groupthrough the “Teacher Interview Form” developed by the researchers. During the implementation period, learningcenters were established and organized in such a way that the 35 children in the experimental group could use themfor about 75–90 minutes every day for eight weeks. The results obtained from the study reveal that arrangementsmade in the learning centers provide important contributions to the development of children’s language, literacy andmathematics skills.

scholarly journals Regrassing flood-damaged pastures

2005 ◽  
pp. 117-121
Author(s):  
M.D. Wilson ◽  
I. Valentine
Keyword(s):  
Surface Condition ◽  
Soil Surface ◽  
Water Levels ◽  
Rooting Depth ◽  
Small Scale ◽  
Structured Interviews ◽  
Drying Time ◽  
Perennial Weed ◽  
Seedbed Preparation ◽  
The Impact

On the night of February 14th 2004 the lower North Island was hit with a storm system, which would cause the biggest flood seen in the region for over 100 years. The hardest hit areas include the Manawatu, Rangitikei, Horowhenua, Wairarapa and Wanganui regions. In the summer after the event, a survey was conducted of the affected areas. Semi-structured interviews of 52 individual farmers focused on their farm operations, the impact of the flood, and their regrassing strategies. The interviews established the state of the pastures postflood including depth and texture of silt deposit; water levels and flow; duration of inundation; and soil surface condition. The regrassing strategies included seedbed preparation, sowing technique, fertilizer use and weed control. Site measurements made were: pasture cover and species content, and that soil profiles revealed rooting depth and silt depth (if not cultivated). General trends that emerged were that the more thoroughly a seedbed was prepared the lower the risk of pasture establishment failure. Nitrogen (N) applications of 75 kg/ha over the intervening period did not have a significant effect but where deep sediment was encountered two or three applications of N was reported to produce feed and start inputting organic matter (OM). The use of a roller drill increased the reliability of establishment and was essential for the establishment of pasture legumes. Double normal seeding rates (30-40 kg/ha) increased the reliability of success where the seed was broadcast. Many farmers that had no sediment reported perennial weed problems including couch, creeping buttercup and a variety of thistles. Small scale surface cultivation was reported to decrease drying time dramatically in extremely wet areas. Keywords: ground cover, pasture cultivars, pasture establishment, seedbed preparation, weeds and pests

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