Exploring Quality of Learning and Teaching Experiences in Higher Education using the Theory of Constraints: Kenya and New Zealand

<p>The purpose of this study is to examine the quality of learning and teaching (L&T) experiences in higher education (HE) and the effect of undesirable factors on the achievement of L&T goals with an aim of assisting key stakeholders to improve the quality of L&T. As a qualitative study, the theory of constraints (TOC) methodology is espoused as a suitable framework that guided the construction of the interview guide and the analysis of data. The research is conducted in two business schools, one in Kenya and another in New Zealand (NZ). Three different groups of stakeholders were involved in each business school: students, lecturers and senior administrators. To collect data from students, focus group discussions were used, while personal interviews were used to collect data from lecturers and senior administrators. Findings indicate that the goals of L&T are not commonly understood within the two business schools, and that there are very few critical root causes that cause many undesirable factors that impact on the quality of experiences of L&T. In Kenya, two critical root causes were identified: bureaucratic structure of the university and limited government funding. In NZ one critical root cause was identified: research is given more priority than teaching. Since the study only explored quality of L&T in two business schools, collection of more data in other faculties is required to provide more general findings. The use of TOC methodology in HE sector is limited. It therefore produces a platform for further studies. Nevertheless, the findings have practical implications to key stakeholders who could explore resolutions to one or two critical root causes of undesirable factors that impact on quality of L&T experiences specific to their business school as a way to improve quality of L&T. This study also makes theoretical and methodological contributions. At a theoretical level, the work connects with research on L&T in the HE literature which has pointed to the importance of goals and/or learning outcomes, but does so by providing an alternative systems perspective, TOC. TOC places high importance on first understanding the goal of a system. This goal then becomes the benchmark against which efforts are measured. The study has demonstrated, in particular, the negative effects of a lack of clear and common understanding and communication of the L&T goals to the learning outcomes. The study also contributes to the literature through identifying the critical factors of less than desirable effects that impact the quality of experiences of L&T in HE institutions. Its major contribution is the identification of one or two critical root causes that are specific to each business school. The use of TOC methodology in exploring quality of experiences of L&T has identified many factors that impact on L&T experiences, which are similar to those identified in other quality studies in HE. Relatedly, this study has shown that the TOC models, particularly the goal tree and the current reality tree models, embed assumptions, variables, and relationships that are in harmony/consonant with existing HE models of L&T experiences. In particular this study has used Biggs 3P model to map out the cause-effect relationships of the undesirable effects of L&T experiences and concludes that integration of the TOC models with the 3P model provides a comprehensive analysis of the L&T system. Moreover by exploring L&T experiences with a seemingly negative lens this study has exposed many ‘critical’ views that would otherwise not have surfaced. Furthermore, the use of two diverse cases brings to the fore an international perspective of the experiences of L&T in HE sector. With regard to the methodology, this study has undertaken a rigorous application of the TOC methodology to explore the experiences of L&T in two diverse HE sectors. The study is the first of its kind in Kenya and NZ to address these L&T issues using the TOC-Thinking Processes (TOC-TP). The use of the TOC methodology in HE has broadened the TOC body of knowledge which has been predominantly practice-led. The results of this study have demonstrated the value of the TOC methodology in producing useful insights about perceived quality of L&T in the HE sector. The use of TOC methodological tools has proven to be effective in identifying very few critical factors where management could focus attention. Moreover, TOC goes beyond this identification, with recommendations focused on these key root causes rather than treating causes and effects as unrelated, focusing on symptoms rather than root causes, and providing general exhortations to do everything better. Contributions are also made in the manner of usage of the TOC-TP tools within a qualitative research framework, by using the TP tools to capture/convey/communicate the cause- effect interrelationships between factors in the L&T system. The analysis of individual stakeholder views within each case, as well as their combined views, and cross-case analysis, is further aided by the use of TP. By weaving together the TOC’s system thinking approach and the qualitative approach, this study has demonstrated that the two approaches can complement each other to enhance trustworthiness and rigor of study.</p>

Exploring Quality of Learning and Teaching Experiences in Higher Education using the Theory of Constraints: Kenya and New Zealand

<p>The purpose of this study is to examine the quality of learning and teaching (L&T) experiences in higher education (HE) and the effect of undesirable factors on the achievement of L&T goals with an aim of assisting key stakeholders to improve the quality of L&T. As a qualitative study, the theory of constraints (TOC) methodology is espoused as a suitable framework that guided the construction of the interview guide and the analysis of data. The research is conducted in two business schools, one in Kenya and another in New Zealand (NZ). Three different groups of stakeholders were involved in each business school: students, lecturers and senior administrators. To collect data from students, focus group discussions were used, while personal interviews were used to collect data from lecturers and senior administrators. Findings indicate that the goals of L&T are not commonly understood within the two business schools, and that there are very few critical root causes that cause many undesirable factors that impact on the quality of experiences of L&T. In Kenya, two critical root causes were identified: bureaucratic structure of the university and limited government funding. In NZ one critical root cause was identified: research is given more priority than teaching. Since the study only explored quality of L&T in two business schools, collection of more data in other faculties is required to provide more general findings. The use of TOC methodology in HE sector is limited. It therefore produces a platform for further studies. Nevertheless, the findings have practical implications to key stakeholders who could explore resolutions to one or two critical root causes of undesirable factors that impact on quality of L&T experiences specific to their business school as a way to improve quality of L&T. This study also makes theoretical and methodological contributions. At a theoretical level, the work connects with research on L&T in the HE literature which has pointed to the importance of goals and/or learning outcomes, but does so by providing an alternative systems perspective, TOC. TOC places high importance on first understanding the goal of a system. This goal then becomes the benchmark against which efforts are measured. The study has demonstrated, in particular, the negative effects of a lack of clear and common understanding and communication of the L&T goals to the learning outcomes. The study also contributes to the literature through identifying the critical factors of less than desirable effects that impact the quality of experiences of L&T in HE institutions. Its major contribution is the identification of one or two critical root causes that are specific to each business school. The use of TOC methodology in exploring quality of experiences of L&T has identified many factors that impact on L&T experiences, which are similar to those identified in other quality studies in HE. Relatedly, this study has shown that the TOC models, particularly the goal tree and the current reality tree models, embed assumptions, variables, and relationships that are in harmony/consonant with existing HE models of L&T experiences. In particular this study has used Biggs 3P model to map out the cause-effect relationships of the undesirable effects of L&T experiences and concludes that integration of the TOC models with the 3P model provides a comprehensive analysis of the L&T system. Moreover by exploring L&T experiences with a seemingly negative lens this study has exposed many ‘critical’ views that would otherwise not have surfaced. Furthermore, the use of two diverse cases brings to the fore an international perspective of the experiences of L&T in HE sector. With regard to the methodology, this study has undertaken a rigorous application of the TOC methodology to explore the experiences of L&T in two diverse HE sectors. The study is the first of its kind in Kenya and NZ to address these L&T issues using the TOC-Thinking Processes (TOC-TP). The use of the TOC methodology in HE has broadened the TOC body of knowledge which has been predominantly practice-led. The results of this study have demonstrated the value of the TOC methodology in producing useful insights about perceived quality of L&T in the HE sector. The use of TOC methodological tools has proven to be effective in identifying very few critical factors where management could focus attention. Moreover, TOC goes beyond this identification, with recommendations focused on these key root causes rather than treating causes and effects as unrelated, focusing on symptoms rather than root causes, and providing general exhortations to do everything better. Contributions are also made in the manner of usage of the TOC-TP tools within a qualitative research framework, by using the TP tools to capture/convey/communicate the cause- effect interrelationships between factors in the L&T system. The analysis of individual stakeholder views within each case, as well as their combined views, and cross-case analysis, is further aided by the use of TP. By weaving together the TOC’s system thinking approach and the qualitative approach, this study has demonstrated that the two approaches can complement each other to enhance trustworthiness and rigor of study.</p>

Lights and shadows of Airbnb and all-inclusive vacations: How to make them more sustainable? – tourist sector

One of the sustainable goals refers to the tourism services sector—by 2030, devise and implement policies to promote sustainable tourism that creates jobs and promotes local culture as well as products. Responsible tourism (RT) means to: – minimise the negative impact on the economic, environmental and social sphere (3P model); – generate greater economic benefits for local communities; – support the welfare of host communities; – improve working conditions and access to the tourism industry; – engage local residents in making decisions that will have influence on their lives, surroundings and possibilities; – support the preservation of heritage in the sphere of nature and culture for maintaining diversity; – provide tourists with new experiences through closer and more meaningful contact with local culture and people. Below, of the following forms of tourist services are discussed—all-inclusive vacations and Airbnb. The goal is to invite readers to take part in the discussion on those popular forms of spending leisure time—how to make them—if possible—more sustainable.

Peer review in team-based learning: influencing feedback literacy

Background Peer review in Team-based learning (TBL) exists for three key reasons: to promote reflection on individual behaviours; provide opportunities to develop professional skills; and prevent ‘free riders’ who fail to contribute effectively to team discussions. A well-developed process that engages students is needed. However, evidence suggests it remains a difficult task to effectively incorporate into TBL. The purpose of this study was to assess medical students’ ability to provide written feedback to their peers in TBL, and to explore students’ perception of the process, using the conceptual framework of Biggs ‘3P model’. Methods Year 2 students (n = 255) participated in peer review twice during 2019. We evaluated the quality of feedback using a theoretically derived rubric, and undertook a qualitative analysis of focus group data to seek explanations for feedback behaviors. Results Students demonstrated reasonable ability to provide positive feedback, but were less prepared to identify areas for improvement. Their ability did not improve over time, and was influenced by the perceived task difficulty; social discomfort; and sense of responsibility in providing written feedback. Conclusions To increase student engagement, we require a transparent process that incorporates verbal feedback and team discussion, with monitoring of outcomes by faculty and adequate training.

Experimental and Theoretical Validation of One Diode and Three Parameters–Based PV Models

The present paper defines and assesses a new simplified method to represent the photovoltaic (PV) modules’ electrical behavior, based on the commonly used one diode and three parameters (1D + 3P) model, addressing two main objectives. The first one is to quantify and assess, at different operating conditions, the PV modules electrical behavior estimations’ accuracy provided by the well-known 1D + 3P, through a comparison based on experimental and theoretical results. The second one concerns the performance assessment of the 1D + 3P model’s suggested approximation, aiming at simplifying the mathematics instead of solving complex iterative equations, which hinges on higher computational time to obtain accurate results. Hence, experimental and theoretical data were considered, aiming at performing a thorough comparison with more than 17,000 PV modules being assessed, which was achieved by using both the California Energy Commission (CEC) database and PVsyst software. The findings show that the already known 1D + 3P model delivers satisfactory power output estimations for crystalline silicon modules and high irradiance conditions. However, its performance worsens when considering Low Irradiance and thin-film technology. In comparison with the original model, accurate results were obtained with the new simplified suggested 1D + 3P for all irradiance conditions and technologies assessed, thus proving its validity and capability of circumventing the aforementioned challenges.

Sleep and Cancer

Sleep disorders are common, yet underdiagnosed, in cancer care. This chapter focuses on three of the most prevalent disorders: sleep apnea, circadian rhythm disruption, and insomnia, with insomnia being the main focus. Causes and consequences are discussed through the lens of Spielman’s 3P model of chronic insomnia. The chapter discusses the challenges of screening and diagnosing sleep disorders in cancer and gives recommendations for establishing and improving these practices. It also reviews interventions used to treat insomnia and the varying degrees of empirical support that currently exist. Finally, the chapter discusses barriers to treatment and special groups of individuals that require special consideration.

The 3P model for creating sustainable educational reform: an epilogue to the special issue

PurposeThis article presents a conceptual synthesis of the international literature on inclusive education while expanding upon, and incorporating, the articles in this special issue. The authors present their 3P model (philosophy, policy and praxis) and relate each paper in this special issue to different aspects of their model.Design/methodology/approachThis article serves as an epilogue to this special issue of the Journal of Educational Administration as well as a discussion of historical and conceptual distinctions between mainstreaming and inclusion while examining global trends in understanding the move toward inclusive education.FindingsThe authors examined the detrimental effects of ableism and a medical model of disability and their effects on the educational system. They conducted an analysis based on examining the philosophy, policy and practice of the inclusive movement, specifically by examining conceptual models and inclusive decisions, conceptual frameworks for describing inclusive policy and a focus of the application to educational administration. The authors examined the global movement from segregation/exclusion to integration and then to inclusionary praxis.Research limitations/implicationsThe authors maintain that the inclusion literature lacks a sound positivistic empirical base, and so they present throughout the article possible avenues for such research as well as future directions for comparative research.Practical implicationsUnderstanding the philosophical underpinnings of the inclusive movement is central to developing viable inclusive educational settings. The authors distinguish between inclusive schools and local educational authorities where stakeholders have moved toward an inclusionary system (the minority) versus locales who are reluctant to move systems to actual change.Originality/valueThis article takes a wider view of inclusionary practices, from one focusing on children with disabilities to one focusing on historical and traditional exclusionary practices. By widening the scope of the inclusion discussion, to one of exclusion, the authors present a viably wider lens to educational administration.