Pub Date : 2020-01-01DOI: 10.1177/2347631119886403
Manulal P. Ram, K. Ajay, Gopinathan Nair A.
Learning outcomes are inevitably to be declared by any university and educational institution at every level of their programmes. It should have a general scheme for all programmes regardless of the discipline specificities, individual courses or even independent instructional units. Such outcomes are stated at different levels based on the taxonomy of learning adopted in each scheme. People follow different learning taxonomies for stating course contents, designing the assessment items and measuring the attainment. In this work, revised Bloom’s taxonomy (Anderson and Krathwohl, 2001) has been adopted as a classic model to express different cognitive levels in outcome statements and assessment items. This has been demonstrated here based on an 80 credit postgraduate programme in geology offered by state universities and autonomous institutions. This article presents outcome statements and assessment items for three courses of the programme, namely (a) Biostratigraphy and Palaeontology, (b) Metamorphic Petrology and (c) Structural Geology, which can be ideal specimen for adopting the learning taxonomy and outcome-based education in any similar disciplines of educational programmes.
{"title":"Geoscience Curriculum: Approach Through Learning Taxonomy and Outcome Based Education","authors":"Manulal P. Ram, K. Ajay, Gopinathan Nair A.","doi":"10.1177/2347631119886403","DOIUrl":"https://doi.org/10.1177/2347631119886403","url":null,"abstract":"Learning outcomes are inevitably to be declared by any university and educational institution at every level of their programmes. It should have a general scheme for all programmes regardless of the discipline specificities, individual courses or even independent instructional units. Such outcomes are stated at different levels based on the taxonomy of learning adopted in each scheme. People follow different learning taxonomies for stating course contents, designing the assessment items and measuring the attainment. In this work, revised Bloom’s taxonomy (Anderson and Krathwohl, 2001) has been adopted as a classic model to express different cognitive levels in outcome statements and assessment items. This has been demonstrated here based on an 80 credit postgraduate programme in geology offered by state universities and autonomous institutions. This article presents outcome statements and assessment items for three courses of the programme, namely (a) Biostratigraphy and Palaeontology, (b) Metamorphic Petrology and (c) Structural Geology, which can be ideal specimen for adopting the learning taxonomy and outcome-based education in any similar disciplines of educational programmes.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"7 1","pages":"22 - 44"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631119886403","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49505234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.1177/2347631119886416
M. Prabakaran
The historical appropriation of epistemological values is the theme of the article. Bachelard, one of the pioneering thinkers on epistemological evolution, presupposed that historical epistemology will culminate in the end of its history. Scientific imagination should be decluttered from human sentimentalities, Bachelard observed. For that, it is necessary that academics has to psychoanalytically purge himself/herself from his/her path dependencies, originary misperceptions and methodological inappropriateness. Thinking along with Bachelard, I explore whether higher education can be channelized towards evolutionary ascendance of epistemological values.
{"title":"Historical Appropriation of Epistemological Values: A Goal Ahead for Higher Education","authors":"M. Prabakaran","doi":"10.1177/2347631119886416","DOIUrl":"https://doi.org/10.1177/2347631119886416","url":null,"abstract":"The historical appropriation of epistemological values is the theme of the article. Bachelard, one of the pioneering thinkers on epistemological evolution, presupposed that historical epistemology will culminate in the end of its history. Scientific imagination should be decluttered from human sentimentalities, Bachelard observed. For that, it is necessary that academics has to psychoanalytically purge himself/herself from his/her path dependencies, originary misperceptions and methodological inappropriateness. Thinking along with Bachelard, I explore whether higher education can be channelized towards evolutionary ascendance of epistemological values.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"7 1","pages":"67 - 81"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631119886416","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44579998","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.1177/2347631119886402
Rajan Gurukkal
Outcome-based education (OBE) has been the effective framework of teaching, learning and evaluation for the UGC and NAAC for the past five years. Nevertheless, most universities in the country are yet to design their academic programmes and curricula. In this context, we have taken OBE as the central theme for the journal’s current issue. Four articles directly relate to OBE’s general and particular aspects. N. J. Rao’s article comprehensively deals with the theory and practice of OBE. Other articles by Manulal P. R. and Shefeeque V. draw on discipline-specific issues and effects of OBE.
{"title":"Outcome-Based Education: An Open Framework","authors":"Rajan Gurukkal","doi":"10.1177/2347631119886402","DOIUrl":"https://doi.org/10.1177/2347631119886402","url":null,"abstract":"Outcome-based education (OBE) has been the effective framework of teaching, learning and evaluation for the UGC and NAAC for the past five years. Nevertheless, most universities in the country are yet to design their academic programmes and curricula. In this context, we have taken OBE as the central theme for the journal’s current issue. Four articles directly relate to OBE’s general and particular aspects. N. J. Rao’s article comprehensively deals with the theory and practice of OBE. Other articles by Manulal P. R. and Shefeeque V. draw on discipline-specific issues and effects of OBE.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"7 1","pages":"1 - 4"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631119886402","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49010663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.1177/2347631119889412
Shefeeque V.
This article is a discipline-based exploration of the possibilities and prospects of outcome-based education (OBE) in the teaching–learning process of political science at the under graduate level. Developing knowledge-empowered citizenry with critical political consciousness that enables it public policy debates is the key purposes of teaching political science. A serious deficit of the present mode of teacher/curriculum centric teaching–learning process, which fails the cause of imparting such qualities equipping the learner in developing self-critical/self-reflexive knowledge base, is the absence of analytical faculty and criticality. This article seeks to demonstrate the pedagogic advantages and quality assurance plausible in the political science higher education of India through the implementation of OBE.
{"title":"Rethinking Pedagogy: An Outcome-Based Approach to Political Science","authors":"Shefeeque V.","doi":"10.1177/2347631119889412","DOIUrl":"https://doi.org/10.1177/2347631119889412","url":null,"abstract":"This article is a discipline-based exploration of the possibilities and prospects of outcome-based education (OBE) in the teaching–learning process of political science at the under graduate level. Developing knowledge-empowered citizenry with critical political consciousness that enables it public policy debates is the key purposes of teaching political science. A serious deficit of the present mode of teacher/curriculum centric teaching–learning process, which fails the cause of imparting such qualities equipping the learner in developing self-critical/self-reflexive knowledge base, is the absence of analytical faculty and criticality. This article seeks to demonstrate the pedagogic advantages and quality assurance plausible in the political science higher education of India through the implementation of OBE.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"7 1","pages":"45 - 53"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631119889412","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46753604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-24DOI: 10.1177/2347631120930561
Chetan Sinha
The current socio-political situation in India has gradually shifted the meaning of leader, power and identity in the Indian higher education system. Normalizing the diverse voices, oppression, concretizing the social categories and policing of education created a crisis of ethics. The majoritarian and populist leadership took the shape of an authentic leader, representing the identities of the groups who prejudice towards the minorities. The higher education systems such as universities have become a seat of monitoring and limiting dissenting voices and a neoliberal wave has taken over the whole system in the name of morality, nationalism and religious dominance. This article presents a critical analysis of leadership in the university settings and the way leadership processes are considered to be authentic and ethical in a cultural context.
{"title":"Authentic Leadership, Power and Social Identities: A Call for Justice in Indian Higher Education System","authors":"Chetan Sinha","doi":"10.1177/2347631120930561","DOIUrl":"https://doi.org/10.1177/2347631120930561","url":null,"abstract":"The current socio-political situation in India has gradually shifted the meaning of leader, power and identity in the Indian higher education system. Normalizing the diverse voices, oppression, concretizing the social categories and policing of education created a crisis of ethics. The majoritarian and populist leadership took the shape of an authentic leader, representing the identities of the groups who prejudice towards the minorities. The higher education systems such as universities have become a seat of monitoring and limiting dissenting voices and a neoliberal wave has taken over the whole system in the name of morality, nationalism and religious dominance. This article presents a critical analysis of leadership in the university settings and the way leadership processes are considered to be authentic and ethical in a cultural context.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"7 1","pages":"147 - 168"},"PeriodicalIF":0.0,"publicationDate":"2019-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631120930561","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46665870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-11DOI: 10.1177/2347631119857836
A. Mathew
Kerala State higher education policy is a narrative of the government’s perpetual engagement to safeguard its regional and social equity, evolved consciously since its erstwhile princely rule. With more than three-fourths of colleges under private managements, only Kerala, in India, manages to keep at bay the pressure by the unaided private managements for a free run in education and higher education, which, with its relatively inexorable propensity to privatization and commercialization, significantly damages its equity. The Kerala State Higher Education Council, established in 2007, has been a touchstone of this policy ethos to unremittingly sustain equity, access, and excellence through state control.
{"title":"Balancing Social and Regional Equity: Higher Education Policy Trajectory in Kerala","authors":"A. Mathew","doi":"10.1177/2347631119857836","DOIUrl":"https://doi.org/10.1177/2347631119857836","url":null,"abstract":"Kerala State higher education policy is a narrative of the government’s perpetual engagement to safeguard its regional and social equity, evolved consciously since its erstwhile princely rule. With more than three-fourths of colleges under private managements, only Kerala, in India, manages to keep at bay the pressure by the unaided private managements for a free run in education and higher education, which, with its relatively inexorable propensity to privatization and commercialization, significantly damages its equity. The Kerala State Higher Education Council, established in 2007, has been a touchstone of this policy ethos to unremittingly sustain equity, access, and excellence through state control.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"6 1","pages":"207 - 225"},"PeriodicalIF":0.0,"publicationDate":"2019-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631119857836","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43228653","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-11DOI: 10.1177/2347631119840542
Irameet Kaur, C. Shri, K. Mital
The relevance of emotions in teaching is now a widely studied aspect, although contemplation on how the teachers are able to realize, regulate and control their emotions is being deliberated upon. The article attempts to understand the concept of emotional intelligence (EI) in higher education teachers and how it can be incorporated in effective teaching as emotional intelligence competencies (EIC) for superior performance. The technique of structural equation modelling (SEM) has been applied to validate and propose a model for EI-based teaching competencies and their relation with the core competencies. It was statistically proven that EIC have a strong impact on attitude of teachers which in turns contribute highest towards superior performance. The study contributes towards research in the field of EI in teaching and suggests that institutes should give critical importance to enhancement of EIC and accordingly implement suitable training programmes for ensuring effective teaching and superior performance.
{"title":"The Role of Emotional Intelligence Competencies in Effective Teaching and Teacher’s Performance in Higher Education","authors":"Irameet Kaur, C. Shri, K. Mital","doi":"10.1177/2347631119840542","DOIUrl":"https://doi.org/10.1177/2347631119840542","url":null,"abstract":"The relevance of emotions in teaching is now a widely studied aspect, although contemplation on how the teachers are able to realize, regulate and control their emotions is being deliberated upon. The article attempts to understand the concept of emotional intelligence (EI) in higher education teachers and how it can be incorporated in effective teaching as emotional intelligence competencies (EIC) for superior performance. The technique of structural equation modelling (SEM) has been applied to validate and propose a model for EI-based teaching competencies and their relation with the core competencies. It was statistically proven that EIC have a strong impact on attitude of teachers which in turns contribute highest towards superior performance. The study contributes towards research in the field of EI in teaching and suggests that institutes should give critical importance to enhancement of EIC and accordingly implement suitable training programmes for ensuring effective teaching and superior performance.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"6 1","pages":"188 - 206"},"PeriodicalIF":0.0,"publicationDate":"2019-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631119840542","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41830657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-11DOI: 10.1177/2347631119840532
Mark McCrohon, L. Tran
This article discussed the development of a framework that visualizes the ontological reality of educational research participants that is incumbent on existing grounded and positioning theories. The proposed framework constructs the ontological reality of participants from qualitative data collected in semi-structured interviews. This framework results in a visual representation of the educational participant’s reality. The article discussed how the use of versioning improves the auditability and replicability of the framework. The stepwise approach of this framework makes it an ideal candidate for automation, desirable to an emerging generation of qualitative researchers from the social sciences, including education and nursing.
{"title":"Visualizing the Reality of Educational Research Participants Using an Amalgamation of Grounded and Positioning Theories","authors":"Mark McCrohon, L. Tran","doi":"10.1177/2347631119840532","DOIUrl":"https://doi.org/10.1177/2347631119840532","url":null,"abstract":"This article discussed the development of a framework that visualizes the ontological reality of educational research participants that is incumbent on existing grounded and positioning theories. The proposed framework constructs the ontological reality of participants from qualitative data collected in semi-structured interviews. This framework results in a visual representation of the educational participant’s reality. The article discussed how the use of versioning improves the auditability and replicability of the framework. The stepwise approach of this framework makes it an ideal candidate for automation, desirable to an emerging generation of qualitative researchers from the social sciences, including education and nursing.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"6 1","pages":"141 - 157"},"PeriodicalIF":0.0,"publicationDate":"2019-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631119840532","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45559988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-11DOI: 10.1177/2347631119844675
Rajan Gurukkal
{"title":"Where National Prioritization Matters in Research","authors":"Rajan Gurukkal","doi":"10.1177/2347631119844675","DOIUrl":"https://doi.org/10.1177/2347631119844675","url":null,"abstract":"","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"6 1","pages":"133 - 140"},"PeriodicalIF":0.0,"publicationDate":"2019-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631119844675","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43472396","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-11DOI: 10.1177/2347631119840540
S. Kunnath, S. Mathew
Higher education plays a vital role in the employability of people with disability. It promises an independent existence for the person in the society. Understanding this, stakeholders are moving towards an inclusive environment in educational institutions. But the reality is quite alarming in that only a very small number of people with disabilities have access to higher education in developing countries like India. This study conducted through focus group discussions systematically explores the challenges, existing facilities and needed accommodations in a higher education set-up for the benefit of students with disability (SwD). The qualitative study was conducted in six major metropolitan cities across India among adults with disability who had higher education opportunities. Themes such as accessibility, functions in the classroom, accommodations for examinations, communication, social attitude and employment challenges were highlighted as major aspects that needed attention. The results reflect on poor planning, implementation of disability policies, lack of disability sensitization in the society and inadequate availability of resources in a developing country. Reports of support networks provided by friends in colleges, underscored the strength of humanity in the midst of inadequate disability accommodation facilities. Voices of people with disabilities resonates over the lack of available policies and services in a developing country like India.
{"title":"Higher Education for Students with Disabilities in India: Insights from a Focus Group Study","authors":"S. Kunnath, S. Mathew","doi":"10.1177/2347631119840540","DOIUrl":"https://doi.org/10.1177/2347631119840540","url":null,"abstract":"Higher education plays a vital role in the employability of people with disability. It promises an independent existence for the person in the society. Understanding this, stakeholders are moving towards an inclusive environment in educational institutions. But the reality is quite alarming in that only a very small number of people with disabilities have access to higher education in developing countries like India. This study conducted through focus group discussions systematically explores the challenges, existing facilities and needed accommodations in a higher education set-up for the benefit of students with disability (SwD). The qualitative study was conducted in six major metropolitan cities across India among adults with disability who had higher education opportunities. Themes such as accessibility, functions in the classroom, accommodations for examinations, communication, social attitude and employment challenges were highlighted as major aspects that needed attention. The results reflect on poor planning, implementation of disability policies, lack of disability sensitization in the society and inadequate availability of resources in a developing country. Reports of support networks provided by friends in colleges, underscored the strength of humanity in the midst of inadequate disability accommodation facilities. Voices of people with disabilities resonates over the lack of available policies and services in a developing country like India.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"6 1","pages":"171 - 187"},"PeriodicalIF":0.0,"publicationDate":"2019-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631119840540","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42491062","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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