scholarly journals Une perspective SoTL au développement professionnel des enseignants au supérieur : Qu’est-ce que cela signifie pour le conseil pédagogique?

2010 ◽  
Vol 1 (2) ◽  
Author(s):  
Claire Bélanger
Keyword(s):  
Higher Education ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Current Practice ◽  
Educational Development ◽  
Scholarship Of Teaching ◽  
Enseignement Supérieur ◽  
The Relationship ◽  
Practical Recommendations

Dans la littérature en enseignement supérieur, surtout anglo-saxonne, l’attention est de plus en plus vouée au Scholarship of Teaching and Learning (SoTL). Nous aimerions contribuer par ce texte à la réflexion sur ce que peut signifier le SoTL pour la pratique de conseil. Nous présenterons d’abord notre conception du conseil pédagogique en tant que mesure d’accompagnement au développement pédagogique des enseignants. Nous décrirons ensuite ce qui est entendu par le SoTL et la place que cette perspective au développement en enseignement réserve au conseil pédagogique. Enfin, nous tenterons un rapprochement entre notre compréhension du SoTL et notre pratique actuelle de conseil pédagogique, laissant voir un élargissement possible de celle-ci. L’ensemble se matérialise dans un tableau qui relie entre eux le développement pédagogique des enseignants dans une perspective SoTL et le conseil pédagogique, concrétisant des visées, stratégies et contextes suggérés de conseil en fonction du développement en enseignement des enseignants et des attributs du SoTL. In the literature on higher education, especially in English, there is an increasing focus on the scholarship of teaching and learning (SoTL). With this paper, we would like to to address the issue of the relationship between SoTL and educational development. First, we present our conception of the role of the educational developer in teachers’ pedagogical development. We then describe what is understood by SoTL and the place it gives to educational developers’ support in enhancing teachers’ development. We conclude by attempting to tie together our understanding of SoTL and our current practice as educational developers, suggesting ways this practice might be broadened. The whole discussion takes place within an SoTL framework linking teacher development and educational development, and includes practical recommendations concerning aims, strategies and settings.

scholarly journals Instructional Leadership and Role of Module Leaders

2021 ◽  
pp. 105678792110423
Author(s):  
Afzal Sayed Munna
Keyword(s):  
Higher Education ◽  
Instructional Leadership ◽  
Teaching And Learning ◽  
Semistructured Interview ◽  
Health And Social Care ◽  
Research Findings ◽  
Effective Teaching And Learning ◽  
The Relationship

Leadership plays an important role in an educational establishment as they help to manage the day-to-day activities. Instructional leadership has always played a distinct role in higher education as the role of instructional leadership was always to influence on effective teaching and learning processes. The purpose of this research is intended to identify the role of instructional leadership, including the relationship between instructional leadership and the role of module leaders in higher education using their own institution as a case study. The author conducted a small scall semistructured interview where two programme leaders were selected from the School of Business and Health and Social Care and were approached directly by sending formal email and also over the phone and asked if they were willing to participate. Research findings suggest that instructional leadership enables the programme/module leaders to establish a shared belief around the learning and can improve the learner’s achievement.

Reimagining higher education in the wake of COVID-19

2020 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Zachary Simpson
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Journal Editor ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
The World ◽  
Global North ◽  
North And South

In this editorial, journal editor-in-chief, Zach Simpson, introduces the peer-reviewed articles and reflections in Volume 4, Issue 2 of the SOTL in the South journal. These papers, Zach argues, each reimagine aspects of higher education: the classroom, the curriculum, the role of SOTL and so on. In addition, the editorial addresses the current (at the time of publication) coronavirus pandemic afflicting the world, arguing that COVID-19 is not only deepening inequalities between the global North and South, but also rendering SOTL ever more important.Keywords: SOTL in the South, teaching and learning, higher educaiton, special issueHow to cite this article: Simpson, S. 2020. Reimagining higher education in the wake of COVID-19. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 1-3. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=145This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals The Relationship between Entertainment Producers and Higher Education Providers

2012 ◽  
Vol 145 (1) ◽  
pp. 18-28
Author(s):  
Alan McKee ◽  
Jon Silver
Keyword(s):  
Higher Education ◽  
Program Evaluation ◽  
Teaching And Learning ◽  
Business Models ◽  
Tertiary Education ◽  
Division Of Labour ◽  
Scholarship Of Teaching ◽  
Business Skills ◽  
Graduate Attributes ◽  
The Relationship

Cameron, Verhoeven and Court have noted that many screen producers do not see their tertiary education as being beneficial to their careers. We hypothesise that universities traditionally have not trained students in producing skills because of the division of labour between arts and business faculties, and because their focus on art rather than entertainment has downplayed the importance of producing. This article presents a Scholarship of Teaching and Learning (SOTL) whole-of-program evaluation of a new cross-faculty Bachelor of Entertainment Industries degree at QUT, devoted to providing students with graduate attributes for producing, including creative skills (understanding story, the aesthetics of entertainment, etc.), business skills (business models, finance, marketing, etc.) and legal skills (contracts, copyright, etc.). Stakeholder evaluations suggest that entertainment producers are highly supportive of this new course.

1. The Neoliberal Logic of Service-Learning

2020 ◽  
Vol 2 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Megan Snider Bailey
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Community Partnerships ◽  
Market Forces ◽  
Community Based ◽  
University Partnerships ◽  
Economic Changes ◽  
The Public ◽  
The Relationship

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

Higher education, post-conflict democratization and the legacies of authoritarian rule: The Tripoli University Programme for Rebuilding Libya

2021 ◽  
pp. 174619792098136
Author(s):  
Sansom Milton
Keyword(s):  
Higher Education ◽  
Middle East ◽  
Civic Education ◽  
Authoritarian Rule ◽  
Post Conflict ◽  
Transitional Processes ◽  
The Arab Spring ◽  
The Relationship

In this paper, the role of higher education in post-uprising Libya is analysed in terms of its relationship with transitional processes of democratization and civic development. It begins by contextualising the Libyan uprising within the optimism of the ‘Arab Spring’ transitions in the Middle East. Following this, the relationship between higher education and politics under the Qadhafi regime and in the immediate aftermath of its overthrow is discussed. A case-study of a programme designed to support Tripoli University in contributing towards democratisation will then be presented. The findings of the case-study will be reflected upon to offer a set of recommendations for international actors engaging in political and civic education in conflict-affected settings, in particular in the Middle East.

Overconfidence of vocational education students when entering higher education

2015 ◽  
Vol 57 (4) ◽  
pp. 429-447 ◽  
Author(s):  
Mark P. Bowden ◽  
Subhash Abhayawansa ◽  
John Bahtsevanoglou
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Further Education ◽  
Small Sample ◽  
First Year ◽  
Education Students ◽  
Content Type ◽  
The Relationship ◽  
Practical Implications

Purpose – There is evidence that students who attend Technical and Further Education (TAFE) prior to entering higher education underperform in their first year of study. The purpose of this paper is to examine the role of self-efficacy in understanding the performance of students who completed TAFE in the previous year in a first year subject of microeconomics in a dual sector university in Melbourne, Australia. Design/methodology/approach – The study utilises data collected by surveys of 151 students. Findings – A student’s self-efficacy is positively associated with their marks in a first year subject of microeconomics. However, the relationship between final marks and self-efficacy is negative for those students who attended TAFE in the previous year suggesting that they suffer from the problem of overconfidence. When holding self-efficacy constant, using econometric techniques, TAFE attendance is found to be positively related to final marks. Research limitations/implications – The findings are exploratory (based on a small sample) and lead to a need to conduct cross institutional studies. Practical implications – The research points to the need for early interventions so that TAFE students perform well in their first year of higher education. It also points to potential issues in the development of Victorian Certificate of Applied Learning (VCAL) programs. Originality/value – To the best of the authors’ knowledge, this is the first paper to examine the inter-related impact of attendance at TAFE in the previous year and self-efficacy on the subsequent academic performance of TAFE students.

scholarly journals Entrepreneurial visions of the self: Language teaching and learning under neoliberal conditions

Multilingua ◽  
2020 ◽  
Vol 39 (3) ◽  
pp. 269-275
Author(s):  
Martina Zimmermann ◽  
Sebastian Muth
Keyword(s):  
Language Learning ◽  
Social Relations ◽  
Teaching And Learning ◽  
Language Ideologies ◽  
Language Learner ◽  
Critical Perspective ◽  
Future Success ◽  
Neoliberal Ideology ◽  
The Relationship

AbstractIn this special issue, we bring together empirical research that takes a critical perspective on the relationship between language learning and individual aspirations for future success. In doing so we aim to initiate a debate on how neoliberal ideology and mode of governance permeate language learning as part of a wider neoliberal project that postulates the ideal of the competitive and self-responsible language learner. The four contributions illustrate how neoliberal desires about entrepreneurial selves play out differently within different social, political, or linguistic contexts. They do not only address different languages individuals supposedly need to teach or acquire for a successful future within a specific context, but also concentrate on the discourses and social relations shaping these entrepreneurial aspirations. Ranging from vocational training in Japan, early education in Singapore, healthcare tourism in India, to higher education in Switzerland, the contributions all illustrate the role of language as part of the struggle to improve either oneself or others. While the research sites illustrate that investments in language are simultaneously promising and risky and as such dependent on local and global linguistic markets, they equally highlight underlying language ideologies and reveal wider structures of inequality that are firmly embedded in local, national and global contexts.

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