Literaturnachweis - Detailanzeige
Autor/inn/en | Harris, Brigitte; Childs, Elizabeth Anne; Axe, Jo; Gorley, Charlotte |
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Titel | Developing a University Learning, Teaching and Research Framework through Practice Conversations |
Quelle | In: Journal of Applied Research in Higher Education, 14 (2022) 2, S.874-885 (12 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Harris, Brigitte) ORCID (Childs, Elizabeth Anne) ORCID (Axe, Jo) ORCID (Gorley, Charlotte) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2050-7003 |
DOI | 10.1108/JARHE-11-2020-0380 |
Schlagwörter | College Faculty; College Students; Alumni; Professional Personnel; Discussion; Teaching Methods; Models; Outcome Based Education; Inclusion; Diversity; Higher Education; Educational Strategies; Foreign Countries; Caring; Educational Innovation; Canada Fakultät; Collegestudent; Personalbestand; Diskussion; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Lernerfolgsmessung; Inklusion; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrstrategie; Ausland; Care; Pflege; Sorge; Betreuung; Instructional innovation; Bildungsinnovation; Kanada |
Abstract | Purpose: This project engaged faculty, students, alumni and staff in re-visioning their university's learning, teaching and research framework. An extensive consultation process allowed participants to explore, discuss and critically reflect on effective practice. Design/methodology/approach: This action research project provided a process for university community members to engage in practice conversations. In phase 1, focus groups and campus community discussions elicited the diverse perspectives of the community. The design-thinking process of discovery, ideation and prototyping aligned with the action research cycles to help a working group create a learning and teaching framework prototype based on the findings. In the second phase, surveys were used to elicit community members' responses to the prototype, which was then refined. Findings: The prototype was organized into three overarching categories, each containing several attributes. The attributes of the "Applied and Authentic" category were: interdisciplinary and transdisciplinary; experiential and participatory; flexible and individualized; outcomes based; and openly practiced. The attributes of the "Caring and Community-Based" category were: inclusive and diverse; community-based; supportive; team-based; co-creative; and place and virtual space-based. The attributes of the "Transformational" category were socially innovative; respectful of Indigenous peoples and traditions; impactful; and reflective. Originality/value: This article should interest higher education institutions seeking to engage faculty, staff, students and others in practice conversations to develop a learning, teaching and research strategy. This research demonstrated that fostering practice conversations among diverse community members can be a powerful process for creating a common and integrated vision of excellent learning, teaching and research practice. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2022/4/11 |