Constructing Departmental Culture to Support Student Development: Evidence from a Case Study in Rwanda

Autor/in	Schendel, Rebecca
Titel	Constructing Departmental Culture to Support Student Development: Evidence from a Case Study in Rwanda
Quelle	In: Higher Education: The International Journal of Higher Education Research, 72 (2016) 4, S.487-504 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-016-0036-6
Schlagwörter	Case Studies; Foreign Countries; Educational Quality; Higher Education; Educational Improvement; Teaching Methods; Instructional Innovation; Departments; Role; Critical Thinking; Thinking Skills; Educational Change; Architecture; Design; School Culture; College Faculty; Graduates; Qualitative Research; Interviews; Rwanda + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Ausland; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching improvement; Unterrichtsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Educational Innovation; Bildungsinnovation; Department; Abteilung; Rollen; Kritisches Denken; Denkfähigkeit; Bildungsreform; Architektur; Schulkultur; Schulleben; Fakultät; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Qualitative Forschung; Interviewing; Interviewtechnik; Ruanda
Abstract	In recent years, there have been numerous attempts to improve the quality of higher education in Africa, but there is limited knowledge about the impact of these initiatives on student learning. The results of a study published in 2015 offered some initial data in this regard by identifying a lack of improvement in the critical thinking ability of students enrolled at three of Rwanda's public universities, despite extensive pedagogical reforms across the sector. However, subsequent analysis of the study data suggests that this lack of improvement is not a general phenomenon, as students graduating from the KIST Faculty of Architecture and Environmental Design appear to exhibit deeper approaches to learning and stronger critical thinking skills than graduates with similar backgrounds from other Faculties involved in the study. This paper examines the factors that appear to have contributed to this outlying Faculty's success and argues that departmental culture has played a crucial role, by fostering the conditions necessary for pedagogical innovation. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01