scholarly journals Transformative learning, tribal membership and cultural restoration: A case study of an embedded Native American service-learning project at a research university

2017 ◽  
Vol 10 ◽  
Author(s):  
Brent E Sykes ◽  
Joy Pendley ◽  
Zermarie Deacon
Keyword(s):  
Higher Education ◽  
Native American ◽  
Service Learning ◽  
Transformative Learning ◽  
Research University ◽  
Social Impact ◽  
Focal Point ◽  
World View ◽  
Wide Range ◽  
Tribal Nation

This research examines the case of a service-learning project embedded within a CBPR-based Native American tribal nation and research university collaboration in the US. Transformative learning (TL) served as the theoretical framework by which we, the multidisciplinary research team, came to appreciate the significance of the tribal nation’s lived history and deep sense of cultural loss, as well as the social impact of the service-learning project. To date, the majority of research on transformative learning has focused on the individual. This research builds on the work of a growing cadre of TL theorists who consider the role of the collective in transformation. This is especially salient for community-focused research efforts that incorporate service-learning. In this case, we treat consciousness raising, observed through documents, direct observation and participant observation, as evidence of collective transformation. Results indicate that the service-learning project served as a catalyst for tribal nation higher education students and tribal leaders to collectively engage in critical reflection. In doing so, both groups came to develop new, emergent views of tribal membership. Students, in particular, emerged with transformed world views and deepened cultural connections, while tribal leaders came to appreciate service-learning relative to tribal needs. We thus assert that service-learning can be a culturally appropriate, sustainable educational mechanism that has application across a wide range of Indigenous communities, thereby highlighting the instrumentality of this case. The research also indicates how higher education institutions and fellow researchers oriented to CBPR may render more successful their future collaboration practices with historically marginalised communities. We advocate that service-learning be directed by the tribal nation or community in question. As such, the community’s lived experience and world view becomes the focal point of the partnership, thereby making it culturally relevant and broadening the views of other stakeholders.

scholarly journals What makes or breaks higher education community engagement in the South African rural school context: A multiple-partner perspective

2017 ◽  
Vol 13 (2) ◽  
pp. 177-196 ◽  
Author(s):  
Eugene Gabriel Machimana ◽  
Maximus Monaheng Sefotho ◽  
Liesel Ebersöhn
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
School Context ◽  
Secondary Analysis ◽  
Rural School ◽  
Multiple Partner ◽  
Social Challenges ◽  
Education Community ◽  
Wide Range

The purpose of this study is to inform global citizenship practice as a higher education agenda by comparing the retrospective experiences of a range of community engagement partners and including often silent voices of non-researcher partners. Higher education–community engagement aims to contribute to social justice as it constructs and transfers new knowledge from the perspectives of a wide range of community engagement partners. This qualitative secondary analysis study was framed theoretically by the transformative–emancipatory paradigm. Existing case data, generated on retrospective experiences of community engagement partners in a long-term community engagement partnership, were conveniently sampled to analyse and compare a range of community engagement experiences ( parents of student clients ( n = 12: females 10, males 2), teachers from the partner rural school ( n = 18: females 12, males 6), student-educational psychology clients ( n = 31: females 14, males 17), Academic Service-Learning ( ASL) students ( n = 20: females 17, males 3) and researchers ( n = 12: females 11, males 1). Following thematic in-case and cross-case analysis, it emerged that all higher education–community engagement partners experienced that socio-economic challenges (defined as rural school adversities, include financial, geographic and social challenges) are addressed when an higher education–community engagement partnership exists, but that particular operational challenges (communication barriers, time constraints, workload and unclear scope, inconsistent feedback, as well as conflicting expectations) hamper higher education–community engagement partnership. A significant insight from this study is that a range of community engagement partners experience similar challenges when a university and rural school partner. All community engagement partners experienced that higher education–community engagement is challenged by the structural disparity between the rural context and operational miscommunication.

scholarly journals The EUA education policy: quality assurance strategies

Osvitolohiya ◽  
2017 ◽  
pp. 143-149 ◽  
Author(s):  
Iryna Sokolova ◽  
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Quality Management ◽  
Focal Point ◽  
Management Strategies ◽  
Reform Process ◽  
Policy Statement ◽  
Quality Culture ◽  
Wide Range ◽  
The Impact

The Bologna Reform Process, which became the focal point of reform in most European countries, brought a wide range of quality concerns into the central arena of higher education discourse. Quality Assurance processes were supposed to support an increased institutional attention. The aim of this paper is to create a better the EUA's Input to EHEA Policy Making. EUA carries out a variety of activities that are underpinned by the belief that the main responsibility for quality assurance lies within higher education institutions. EUA Policy Statement on Quality and Quality Assurance in the European Higher Education Area аre identified and described in the article.It is determined the impact of the EUA in shaping European quality culture through the development of educational policy and decision-conceptual documents, the annual European Quality Assurance Forums to consolidate internal and external stakeholders, expand the dialogue format in the context of the EHEA changing landscape and the best practices implementation for quality assurance. The keynote presentations of the EQAF (2006-2016) focused on current trends in quality assurance. The quality culture approach promoted by EUAdiffers clearly frommore traditional quality management strategies, shifting attention to more development-oriented and value-based aspects. Based on the results of the projects different approaches towards quality, quality culture, or formal quality assurance and accreditation procedures are focusedin the paper. The Institutional evaluation programme in higher education, realizedin 45 countries, is described. Other programs and projects that define the tasks of quality management are characterized in thepaper. Trends in quality assurance are presented in the article taking into account the national and European contexts. This paper outlines EUA key objectives for 2017-2019. Support the creation of thequality culture in higher education institutionsis one of them.

Transformative Learning

2019 ◽  
Vol 10 (4) ◽  
pp. 1-15
Author(s):  
Laura Landry-Meyer ◽  
Su Yun Bae ◽  
John Zibbel ◽  
Susan Peet ◽  
Deborah G. Wooldridge
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Transformative Learning ◽  
Learning Theory ◽  
Teaching And Learning ◽  
Good Practice ◽  
Transformative Learning Theory ◽  
Face To Face ◽  
Short Term Study ◽  
Teaching In Higher Education

The aim of this article is to connect transformative learning theory with the practice of teaching in higher education. Connecting theory to effective active learning pedagogy is good practice in teaching adults, andragogy. Using transformative learning theory as a guide, this article describes the historical evolution of transformative learning theory and describes specific application in higher education using Chickering and Gamson's principles of undergraduate education. The discussion of teaching and learning examples from face-to-face, online, service-learning, and short-term study abroad contexts provide the reader with concrete applications.

scholarly journals Didactic Strategies to Promote Competencies in Sustainability

2019 ◽  
Vol 11 (7) ◽  
pp. 2086 ◽  
Author(s):  
Gemma Tejedor ◽  
Jordi Segalàs ◽  
Ángela Barrón ◽  
Mónica Fernández-Morilla ◽  
M. Fuertes ◽  
...  
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Learning Strategies ◽  
Research University ◽  
Social Innovation ◽  
Collaborative Work ◽  
Academic Community ◽  
Knowledge Generation ◽  
Education For Sustainability ◽  
Didactic Strategies

Higher education is a principal agent for addressing the sustainable development goals proposed by the 2030 Agenda, because of its key mission of knowledge generation, teaching and social innovation for sustainability. In order to achieve this, higher education needs to integrate transversally the values of sustainability in the way of developing the field of management, as well as research, university life and, of course, teaching. This paper focuses on teaching, and more specifically on the didactic strategies considered most relevant for training in sustainability competencies in college students, according to the guidelines commonly accepted by the international academic community. Through collaborative work among experts from six Spanish universities taking part in the EDINSOST project (education and social innovation for sustainability), funded by the Spanish R&D+i Program, in this paper the role of five active learning strategies (service learning, problem-based learning, project-oriented learning, simulation games and case studies) in education for sustainability are reviewed, and a systematic approach of their implementation in higher education settings is presented. The results provide a synthesis of their objectives, foundations, and stages of application (planning, implementation, and learning assessment), which can be used as valuable guidelines for teachers.

scholarly journals Capstone Experience Purposes

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Russell Kirkscey ◽  
Julie Vale ◽  
Jennifer Hill ◽  
James Weiss
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Liberal Arts ◽  
Research University ◽  
Oral Communication ◽  
The United States ◽  
Academic Experience ◽  
Public Research ◽  
Graduate School Preparation ◽  
Public Research University

Capstone experiences (CEs) serve a variety of purposes in higher education as opportunities to apply academic skills, explore post-graduate life and employment, and achieve a meaningful undergraduate event. This study investigated the purposes of CEs through a content analysis of institutional course syllabi/course outlines/module outlines and catalog/calendar descriptions at five institutions of higher education: a large public research university in Canada, a large public teaching university in the United Kingdom (UK), a college of a large public research university in the United States (US), and two medium-sized private liberal arts universities in the US. Using the CE purposes found in a review of scholarly literature as a research guide, the authors analyzed 84 institutional documents. CE purposes that appeared in the sample at lower percentages when compared with published studies included oral communication, a coherent academic experience, preparation for graduate school, preparation for life after college, and civic engagement/service learning. Implications for practice include the need for instructors and administrators to consider revising CE documents to better reflect the content and goals of the courses and to address the requirements of other audiences (e.g., program reviewers, accreditation evaluators). Moreover, the results of this study may assist educators in considering reasons for omitting explicit purposes from CE documents and/or justifying the inclusion of previously omitted purposes.

scholarly journals Contextualising Service Learning for Vietnamese Higher Education

2021 ◽  
Author(s):  
◽  
Thi Ngoc Dung Nguyen
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Policy Development ◽  
Local Context ◽  
Viet Nam ◽  
Observation Data ◽  
Moral Value ◽  
The West ◽  
Wide Range ◽  
Vietnamese Higher Education

<p><b>The term ‘service learning’ has appeared on the horizon of Vietnamese higher education in the past few decades and is one among a wide range of pedagogical approaches that have been imported from the West. ‘Looking outward’ (Nguyen & Tran, 2017), especially to the West, is a legacy of long-lasting foreign domination that has shaped political and social changes in Viet Nam. Despite its Western roots, the service learning approach also appears to have accommodated Vietnamese ideological influences associated with creating a more capable workforce, fulfilling socialist responsibilities, and cultivating Confucian moral values. This form of experiential learning is expected to respond to the dreams of the nation by producing young graduates who possess the expertise and ethics to meet Ho Chi Minh’s socialist ideology ‘Vừa hồng, vừa chuyên’ (Both socialist-minded and professionally competent), who are better prepared for a modernised and globalised workforce. Driven by these ideologies, service learning has become increasingly popular in Vietnamese universities. Yet, despite the widespread adoption of the approach, the contextualisation of service learning is underexplored in academic research. This study aims to address the research gap by investigating the inception, challenges and opportunities, and implications for the growth and expansion of service learning in Vietnamese context.</b></p> <p> This multisite case study, which involved participants from four universities in Viet Nam, employed an interpretivist paradigm and Kuan-Hsing Chen’s (2010) Asia as Method as theoretical orientations. An interpretivist lens enabled an exploration of the subjective experiences of those who have been involved in service learning projects and the meanings they construct. Meanwhile, Asia as Method highlighted the specificity of the local context and offered a more radical edge to an interpretivist lens, particularly in terms of proposing changes to service learning in Vietnamese higher education. A reflexive thematic analysis (Braun & Clarke, 2019) of interview, document, and observation data revealed three distinguishing features of service learning in Vietnamese higher education: the importance of communities as a means for educational change, the challenges associated with navigating power relationships, and the significance of benevolence as moral value.</p> <p>My findings suggested important implications for policy development and service learning practices in Vietnamese higher education. In order to bridge the gap in literature on service learning in a socialist, communist, and Southeast Asian developing country, a framework for institutionalising service learning in Viet Nam is proposed, together with a set of tactics to support practitioners to sustain their service learning initiatives. I envisage that the framework will serve as a reference point for service learning initiatives in universities in the wider Asian region, particularly those with a Confucian heritage, ex-colonised territories, and developing countries.</p>

Integrating Case Study Methodology to Analyze Intra- and Inter-Institutional Comparisons of Service-Learning Within the Carnegie Community Engagement Classification Framework

2018 ◽  
pp. 113-130
Author(s):  
Jarrad D. Plante ◽  
Thomas D. Cox
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
Research University ◽  
Academic Learning ◽  
Case Study Methodology ◽  
Classification Framework ◽  
Study Methodology ◽  
Institutional Comparisons

Service-learning has a venerable history in higher education and includes three pillars: community service, academic learning, and civic knowledge. An elective classification system by the Carnegie Foundation for the Advancement of Teaching called the Carnegie Community Engagement Classification (CCEC) created a framework for higher education institutions for fidelity and accountability of community engagement. This chapter examines data from three different colleges and universities to understand the institutionalization of service-learning—a private teaching university, a private liberal arts college, and a public research university situated in the same metropolitan locale—offering varying approaches to completing the CCEC applications from the three vantage points. Using case study methodology, this chapter highlights intra- and inter-institutional comparisons of three institutions of higher learning to inform higher education institution administrators seeking to enhance service-learning experiences that benefit students, higher education practitioners, scholars in the higher education and service-learning fields, as well as community leaders.

scholarly journals University environment and its influence on the development of the student's personality: actualization of the problem from the standpoint of the philosophical and competence approaches

2018 ◽  
pp. 72-116
Author(s):  
Volodymyr Ryabchenko
Keyword(s):  
Higher Education ◽  
Technical Progress ◽  
Social Impact ◽  
World View ◽  
Ecological Crisis ◽  
Global Competence ◽  
University Environment ◽  
Professional Career ◽  
Global Challenges ◽  
New Generation

The article focuses on the problem of how university environment influences student’s personality development from the standpoint of philosophical-competent approach. Validated that this problem is both large, complex and extremely socially significant on university, local and global levels. It needs a permanent solution, because every new generation of students is different from the previous generation. Each new generation faces new challenges while stepping to their professional career. The difference between these challenges was not as significant and not that much socially implying in the past. Nowaday challenges, that should be responded in adequacy with the high-graduate professional, are clear and could be even pattern-breaking not only in 5-year education period, but even between year-to-year graduates. The ideological competence as the ability of specialists with higher education is determined corresponding to their own outlook to the social statuses and roles that they embrace and carry out. Attention is drawn to the fact that the world-view competence is the determining factor in general competence. The fact that modern civilization accelerates into the global ecology crisis proves the lack of ideological competence of post-graduate individuals. After all, they are the main subject of life transformation backed with intelligence and the most advanced achievements of science and technical progress. Proposed to consider the global human competence as it’s endangered and synergistic ability to halt the global ecological crisis and ensure sustainable civilization development. Explained that global competence is possible only if it’s subjects will be ruled by values that have a positive correlation with principles of sustainable development. Promotion of such values should be facilitated in university environment where individuals considered as future life changers are getting their degrees. Attention is paid on the importance of basic principles of ideological competence development (morality and social responsibility). Proved that it can be achieved only if conditions of an academically virtuous and democratic university environment are met. Substantiated that one of the effective methods to create such conditions should be launching effective governance mechanisms to university activities management. The emphasis is put on authoritarianism that blocks personal freedom in many domestic institutions, resulting in the lack of personal responsibility skills. It’s impossible to develop a responsible citizen without proper freedom conditions, only slave can be an option. For the adequate understanding of complexity and diversity of the extraordinary social impact of university environment on student’s identity under the conditions of social and global challenges author performed a critic analysis of national higher education insitution’s ability to deal with this issue through the prism of the following contradictions: 1) Technical and social development or science and technical progress and social evolution; 2) Competence criteria on local levels and global competence requirements; 3) The current crisis of classic universities and global challenges of technogenic civilization that graduates should deal with; 4) National university status devaluation in Ukraine and the urgent need to boost national competitiveness; 5) Virtualization and education process distancing from university environment and ever-increasing requirements to humanity of graduates. In the process of critical analysis through the prism of contradictions described above the challenges on global, social, and university levels were identified, and individuals with higher education should respond to these with competence. Suggested to use these challenges as a peculiar matrix to make the assessment for each given higher education institution to prepare such individuals and determine their prospective ability to further development and existence.

scholarly journals Contextualising Service Learning for Vietnamese Higher Education

2021 ◽  
Author(s):  
◽  
Thi Ngoc Dung Nguyen
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Policy Development ◽  
Local Context ◽  
Viet Nam ◽  
Observation Data ◽  
Moral Value ◽  
The West ◽  
Wide Range ◽  
Vietnamese Higher Education

<p><b>The term ‘service learning’ has appeared on the horizon of Vietnamese higher education in the past few decades and is one among a wide range of pedagogical approaches that have been imported from the West. ‘Looking outward’ (Nguyen & Tran, 2017), especially to the West, is a legacy of long-lasting foreign domination that has shaped political and social changes in Viet Nam. Despite its Western roots, the service learning approach also appears to have accommodated Vietnamese ideological influences associated with creating a more capable workforce, fulfilling socialist responsibilities, and cultivating Confucian moral values. This form of experiential learning is expected to respond to the dreams of the nation by producing young graduates who possess the expertise and ethics to meet Ho Chi Minh’s socialist ideology ‘Vừa hồng, vừa chuyên’ (Both socialist-minded and professionally competent), who are better prepared for a modernised and globalised workforce. Driven by these ideologies, service learning has become increasingly popular in Vietnamese universities. Yet, despite the widespread adoption of the approach, the contextualisation of service learning is underexplored in academic research. This study aims to address the research gap by investigating the inception, challenges and opportunities, and implications for the growth and expansion of service learning in Vietnamese context.</b></p> <p> This multisite case study, which involved participants from four universities in Viet Nam, employed an interpretivist paradigm and Kuan-Hsing Chen’s (2010) Asia as Method as theoretical orientations. An interpretivist lens enabled an exploration of the subjective experiences of those who have been involved in service learning projects and the meanings they construct. Meanwhile, Asia as Method highlighted the specificity of the local context and offered a more radical edge to an interpretivist lens, particularly in terms of proposing changes to service learning in Vietnamese higher education. A reflexive thematic analysis (Braun & Clarke, 2019) of interview, document, and observation data revealed three distinguishing features of service learning in Vietnamese higher education: the importance of communities as a means for educational change, the challenges associated with navigating power relationships, and the significance of benevolence as moral value.</p> <p>My findings suggested important implications for policy development and service learning practices in Vietnamese higher education. In order to bridge the gap in literature on service learning in a socialist, communist, and Southeast Asian developing country, a framework for institutionalising service learning in Viet Nam is proposed, together with a set of tactics to support practitioners to sustain their service learning initiatives. I envisage that the framework will serve as a reference point for service learning initiatives in universities in the wider Asian region, particularly those with a Confucian heritage, ex-colonised territories, and developing countries.</p>

The (Mis)Uses of Race in Research on College Students: A Systematic Review

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 5-41
Author(s):  
Marc P. Johnston-Guerrero
Keyword(s):  
Higher Education ◽  
College Students ◽  
Systematic Review ◽  
Content Analysis ◽  
Student Affairs ◽  
Educational Outcomes ◽  
Racial Groups ◽  
Higher Education Journals ◽  
Wide Range ◽  
Implicit And Explicit

Race has been one of the most controversial subjects studied by scholars across a wide range of disciplines as they debate whether races actually exist and whether race matters in determining life, social, and educational outcomes. Missing from the literature are investigations into various ways race gets applied in research, especially in higher education and student affairs. This review explores how scholars use race in their framing, operationalizing, and interpreting of research on college students. Through a systematic content analysis of three higher education journals over five years, this review elucidates scholars’ varied racial applications as well as potential implicit and explicit messages about race being sent by those applications and inconsistencies within articles. By better understanding how race is used in higher education and student affairs research, scholars can be more purposeful in their applications to reduce problematic messages about the essentialist nature of race and deficit framing of certain racial groups.

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