Pub Date : 2023-07-20DOI: 10.1080/23752696.2023.2237331
Check-Yee Law, John C. Grundy, K. V. Baggo, A. Cain, Rajesh Vasa
{"title":"Case study of designing and evaluating an independent open learner model tool","authors":"Check-Yee Law, John C. Grundy, K. V. Baggo, A. Cain, Rajesh Vasa","doi":"10.1080/23752696.2023.2237331","DOIUrl":"https://doi.org/10.1080/23752696.2023.2237331","url":null,"abstract":"","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46036052","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 : 2023-07-13DOI: 10.1080/23752696.2023.2235337
Andi Susilo, Ping Yang, Ruying Qi
This paper reports quantitative findings of a project investigating the in-progress formation of EFL students’ critical intercultural awareness (CIA) in the Indonesian tertiary context. It examines a 10-week pedagogical intervention using culturally appropriate YouTube clips with intercultural tasks. A one-group pre-test/post-test design was employed involving a cohort of 50 undergraduate participants of mixed gender in five faculties and from varying ethnic groups. An intercultural awareness questionnaire was administered twice before and after the learning intervention. A paired-sample t-test was performed with SPSS 28 to examine the mean differences. The results revealed a significant improvement (Sig. 2-tailed value .001, p < .05) in participants’ CIA scores. This suggests that video clip-assisted intercultural tasks promote the development of abilities to identify, interpret, and critically evaluate the intercultural values embedded in the clips. The study further showed that gender, fields of study and ethnicity did not significantly contribute to the CIA development.
本文报告了一项研究项目的定量结果，该项目调查了印度尼西亚高等教育背景下英语学生批判性跨文化意识(CIA)的形成过程。它研究了一个为期10周的教学干预，使用文化上合适的YouTube片段进行跨文化任务。采用单组前测/后测设计，对来自5个学院的50名不同种族的男女混合本科生进行队列研究。在学习干预前后分别进行了两次跨文化意识问卷调查。用SPSS 28进行配对样本t检验，检验均数差异。结果显示参与者的CIA分数有显著改善(Sig. 2-tailed value .001, p < 0.05)。这表明，视频剪辑辅助的跨文化任务促进了识别、解释和批判性评价嵌入在视频剪辑中的跨文化价值的能力的发展。研究进一步表明，性别、学习领域和种族对中情局的发展没有显著影响。
{"title":"Developing critical intercultural awareness through video clip-assisted intercultural tasks","authors":"Andi Susilo, Ping Yang, Ruying Qi","doi":"10.1080/23752696.2023.2235337","DOIUrl":"https://doi.org/10.1080/23752696.2023.2235337","url":null,"abstract":"This paper reports quantitative findings of a project investigating the in-progress formation of EFL students’ critical intercultural awareness (CIA) in the Indonesian tertiary context. It examines a 10-week pedagogical intervention using culturally appropriate YouTube clips with intercultural tasks. A one-group pre-test/post-test design was employed involving a cohort of 50 undergraduate participants of mixed gender in five faculties and from varying ethnic groups. An intercultural awareness questionnaire was administered twice before and after the learning intervention. A paired-sample t-test was performed with SPSS 28 to examine the mean differences. The results revealed a significant improvement (Sig. 2-tailed value .001, p < .05) in participants’ CIA scores. This suggests that video clip-assisted intercultural tasks promote the development of abilities to identify, interpret, and critically evaluate the intercultural values embedded in the clips. The study further showed that gender, fields of study and ethnicity did not significantly contribute to the CIA development.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43823204","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 : 2023-05-26DOI: 10.1080/23752696.2023.2216190
D. Parmigiani, Aviva Bar Nir, Kate Ferguson-Patrick, Alona Forkosh Baruch, Eileen Heddy, Maria Antonietta Impedovo, Marcea Ingersoll, Mellita Jones, Yael Kimhi, Mónica Lourenço, S. Macqueen, V. Pennazio, Laura Sokal, Renata Timkova, Sina Westa, G. Wikan
Global competence is a complex concept as it is multifaceted, composite, multi-layered, multidimensional
{"title":"Assessing the development of global competence in teacher education programmes: internal consistency and reliability of a set of rubrics","authors":"D. Parmigiani, Aviva Bar Nir, Kate Ferguson-Patrick, Alona Forkosh Baruch, Eileen Heddy, Maria Antonietta Impedovo, Marcea Ingersoll, Mellita Jones, Yael Kimhi, Mónica Lourenço, S. Macqueen, V. Pennazio, Laura Sokal, Renata Timkova, Sina Westa, G. Wikan","doi":"10.1080/23752696.2023.2216190","DOIUrl":"https://doi.org/10.1080/23752696.2023.2216190","url":null,"abstract":"Global competence is a complex concept as it is multifaceted, composite, multi-layered, multidimensional","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48254804","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 : 2023-05-25DOI: 10.1080/23752696.2023.2216388
Chee-Chong Teo, Xinghua Wang, Seng Chee Tan, Jason Lee
{"title":"Enhancing critical thinking in operations management education: a framework with visual-based mapping for interdisciplinary and systems thinking","authors":"Chee-Chong Teo, Xinghua Wang, Seng Chee Tan, Jason Lee","doi":"10.1080/23752696.2023.2216388","DOIUrl":"https://doi.org/10.1080/23752696.2023.2216388","url":null,"abstract":"","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42588538","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 : 2023-05-24DOI: 10.1080/23752696.2023.2216194
K. Highland, Jana Fedtke
{"title":"Rethinking the essay: student perceptions of collaborative digital multimodal composition in the college classroom","authors":"K. Highland, Jana Fedtke","doi":"10.1080/23752696.2023.2216194","DOIUrl":"https://doi.org/10.1080/23752696.2023.2216194","url":null,"abstract":"","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43539821","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 : 2023-01-19DOI: 10.1080/23752696.2023.2165527
K. Markey, M. Graham, D. Tuohy, J. McCarthy, Claire O'donnell, Therese Hennessy, A. Fahy, Brid O’ Brien
{"title":"Navigating learning and teaching in expanding culturally diverse higher education settings","authors":"K. Markey, M. Graham, D. Tuohy, J. McCarthy, Claire O'donnell, Therese Hennessy, A. Fahy, Brid O’ Brien","doi":"10.1080/23752696.2023.2165527","DOIUrl":"https://doi.org/10.1080/23752696.2023.2165527","url":null,"abstract":"","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47541735","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 : 2023-01-19DOI: 10.1080/23752696.2023.2165528
Stephen C. Scogin, M. Marks, Cathy Mader, Kendall Phillips
{"title":"Building motivationally supportive course-based research experiences for undergraduates: a self-determination theory perspective","authors":"Stephen C. Scogin, M. Marks, Cathy Mader, Kendall Phillips","doi":"10.1080/23752696.2023.2165528","DOIUrl":"https://doi.org/10.1080/23752696.2023.2165528","url":null,"abstract":"","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41587548","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 : 2022-10-20DOI: 10.1080/23752696.2022.2137055
Rafael Inoa, Kelly L. Sullivan, Keri Giordano, Kimberly D Wynarczuk
ABSTRACT The purpose of this qualitative exploratory case study using document analysis was to explain the process of developing an interprofessional education initiative at a public university in the northeastern US. The aim of the initiative was to provide interprofessional education to graduate students. Documents, including a descriptive timeline of the initiative; student discussion posts, reflective journals, and announcements; emails; and a syllabus, were analyzed to determine successes and challenges encountered throughout the initiative. Process theory, as used in project management research, was employed as the conceptual framework of the study. The analysis revealed nine themes for successes and seven themes for challenges. Implications for the future design and implementation of interprofessional education opportunities across masters and doctoral programs relevant to these themes are discussed. Practical implications and suggestions for future research are also provided.
{"title":"The process of developing a hybrid interprofessional education initiative for graduate students","authors":"Rafael Inoa, Kelly L. Sullivan, Keri Giordano, Kimberly D Wynarczuk","doi":"10.1080/23752696.2022.2137055","DOIUrl":"https://doi.org/10.1080/23752696.2022.2137055","url":null,"abstract":"ABSTRACT The purpose of this qualitative exploratory case study using document analysis was to explain the process of developing an interprofessional education initiative at a public university in the northeastern US. The aim of the initiative was to provide interprofessional education to graduate students. Documents, including a descriptive timeline of the initiative; student discussion posts, reflective journals, and announcements; emails; and a syllabus, were analyzed to determine successes and challenges encountered throughout the initiative. Process theory, as used in project management research, was employed as the conceptual framework of the study. The analysis revealed nine themes for successes and seven themes for challenges. Implications for the future design and implementation of interprofessional education opportunities across masters and doctoral programs relevant to these themes are discussed. Practical implications and suggestions for future research are also provided.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45136982","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 : 2022-10-05DOI: 10.1080/23752696.2022.2130390
Ben Fenton-Smith, L. Gurney
ABSTRACT The complex role of academic language and learning (ALL) professionals in higher education is poorly understood, even though it contributes to key outcomes such as improved study skills, academic language enhancement, curriculum development and student retention. In this paper, we explore the multiple professional identities of people working in this field. Ten ALL practitioners employed in Australian universities took part in semi-structured interviews exploring their roles and the contextual constraints and affordances of their work. We elaborate on eight discrete subject positions that emerged from the participants’ data: the collaborator, the relationship manager, the applied linguist, the teacher, the content (non) expert, the academic, the strategist, and the expense. We draw on a critical realist frame to articulate the interplay between structure and individual agency within these identities, highlighting the range of expertise that ALL practitioners bring to the role.
{"title":"Collaborator, applied linguist, academic, expense? Exploring the professional identities of academic language and learning professionals","authors":"Ben Fenton-Smith, L. Gurney","doi":"10.1080/23752696.2022.2130390","DOIUrl":"https://doi.org/10.1080/23752696.2022.2130390","url":null,"abstract":"ABSTRACT The complex role of academic language and learning (ALL) professionals in higher education is poorly understood, even though it contributes to key outcomes such as improved study skills, academic language enhancement, curriculum development and student retention. In this paper, we explore the multiple professional identities of people working in this field. Ten ALL practitioners employed in Australian universities took part in semi-structured interviews exploring their roles and the contextual constraints and affordances of their work. We elaborate on eight discrete subject positions that emerged from the participants’ data: the collaborator, the relationship manager, the applied linguist, the teacher, the content (non) expert, the academic, the strategist, and the expense. We draw on a critical realist frame to articulate the interplay between structure and individual agency within these identities, highlighting the range of expertise that ALL practitioners bring to the role.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44914173","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 : 2022-10-03DOI: 10.1080/23752696.2022.2130391
Alan S. Cornell, W. Doorsamy, K. Padayachee
ABSTRACT The traditional academic pipeline has branched out significantly in recent years. The motivation of students pursuing higher degrees has also changed dramatically in response to wider socio-economic needs. Supervisors of PhD students are consequently faced with the need to adapt supervision practices to equip graduates with a broader suite of workplace competencies. However, PhD supervision is a practice located in the broader setting of a higher education system, conditioned by factors that change over time. In this paper we share the perspectives of a range of STEM supervisors from varying backgrounds on their conceptions of the purpose and goals of the PhD. Archer’s Social Realist theoretical framework was used in a comparative analysis between groups and across themes. It also enabled a novel visualisation in the form of a heat map, illustrating the mechanisms shaping supervision practices, highlighting the strong interplay between student agency and the development of particular dispositions.
{"title":"Supervisor perspectives in STEM PhD supervision: a social realist analysis of current trends","authors":"Alan S. Cornell, W. Doorsamy, K. Padayachee","doi":"10.1080/23752696.2022.2130391","DOIUrl":"https://doi.org/10.1080/23752696.2022.2130391","url":null,"abstract":"ABSTRACT The traditional academic pipeline has branched out significantly in recent years. The motivation of students pursuing higher degrees has also changed dramatically in response to wider socio-economic needs. Supervisors of PhD students are consequently faced with the need to adapt supervision practices to equip graduates with a broader suite of workplace competencies. However, PhD supervision is a practice located in the broader setting of a higher education system, conditioned by factors that change over time. In this paper we share the perspectives of a range of STEM supervisors from varying backgrounds on their conceptions of the purpose and goals of the PhD. Archer’s Social Realist theoretical framework was used in a comparative analysis between groups and across themes. It also enabled a novel visualisation in the form of a heat map, illustrating the mechanisms shaping supervision practices, highlighting the strong interplay between student agency and the development of particular dispositions.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48144387","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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