Pub Date : 2022-08-24DOI: 10.1080/23752696.2022.2109500
N. A. Abd Rahim, Z. Mohamed, Z. Tasir, S. Shariff
ABSTRACT The ‘how’ of teaching method varies in its effectiveness with ‘what’ learning outcome it intends to achieve, and for ‘whom’ the course is targeted. We employed a longitudinal research design to examine the effectiveness of experiential learning and case study immersion to develop entrepreneurial self-efficacy and opportunity recognition among engineering students. Data were collected from two undergraduate cohorts who undertook an entrepreneurship course with different pedagogical approaches. The t-test results showed no statistically significant difference in self-efficacy. However, there was a statistically significant difference in opportunity recognition. The effectiveness of the two approaches differed when a paired t-test was conducted. Educators should adopt an approach that is constructively aligned to a specific learning outcome. Whilst teaching ‘about’ entrepreneurship through case study immersion is effective to develop the cognitive ability of non-business students to recognize opportunity, in contrast, experiential learning or teaching ‘through’ entrepreneurship is more effective to develop their self-efficacies.
{"title":"Impact of experiential learning and case study immersion on the development of entrepreneurial self-efficacy and opportunity recognition among engineering students","authors":"N. A. Abd Rahim, Z. Mohamed, Z. Tasir, S. Shariff","doi":"10.1080/23752696.2022.2109500","DOIUrl":"https://doi.org/10.1080/23752696.2022.2109500","url":null,"abstract":"ABSTRACT The ‘how’ of teaching method varies in its effectiveness with ‘what’ learning outcome it intends to achieve, and for ‘whom’ the course is targeted. We employed a longitudinal research design to examine the effectiveness of experiential learning and case study immersion to develop entrepreneurial self-efficacy and opportunity recognition among engineering students. Data were collected from two undergraduate cohorts who undertook an entrepreneurship course with different pedagogical approaches. The t-test results showed no statistically significant difference in self-efficacy. However, there was a statistically significant difference in opportunity recognition. The effectiveness of the two approaches differed when a paired t-test was conducted. Educators should adopt an approach that is constructively aligned to a specific learning outcome. Whilst teaching ‘about’ entrepreneurship through case study immersion is effective to develop the cognitive ability of non-business students to recognize opportunity, in contrast, experiential learning or teaching ‘through’ entrepreneurship is more effective to develop their self-efficacies.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43548774","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 : 2022-08-23DOI: 10.1080/23752696.2022.2113112
V. Tran
ABSTRACT The purpose of this study is to investigate the characteristics influencing students’ satisfaction with online learning and their efficacy in online courses during the COVID–19 pandemic period. Furthermore, it examined whether there was a moderating of academic self-efficacy on perceived satisfaction and effectiveness of online education. The data for the study were obtained using an online survey from 319 respondents who were studying at any education level. The results indicate that instructor quality, course design, quick feedback, and students’ expectations strongly relate to perceived satisfaction. In addition, quick feedback and students’ expectations strongly relate to the effectiveness of online education, while course design and instructor’s prompt feedback are factors that have no relationship to students’ effectiveness in online education. Academic self-efficacy moderates the relationship between perceived satisfaction and effectiveness of online education paths. This paper builds a model to find the relationship between instructor quality, course design, prompt feedback, and student expectations, perceived satisfaction, effectiveness of online education. Furthermore, the moderate effect of academic self-efficacy in regulating the link between perceived satisfaction and online learning efficacy is proposed in this study. These results are most consistent with the earlier studies that investigated such variables throughout the background of social comparison.
{"title":"Perceived satisfaction and effectiveness of online education during the COVID-19 pandemic: the moderating effect of academic self-efficacy","authors":"V. Tran","doi":"10.1080/23752696.2022.2113112","DOIUrl":"https://doi.org/10.1080/23752696.2022.2113112","url":null,"abstract":"ABSTRACT The purpose of this study is to investigate the characteristics influencing students’ satisfaction with online learning and their efficacy in online courses during the COVID–19 pandemic period. Furthermore, it examined whether there was a moderating of academic self-efficacy on perceived satisfaction and effectiveness of online education. The data for the study were obtained using an online survey from 319 respondents who were studying at any education level. The results indicate that instructor quality, course design, quick feedback, and students’ expectations strongly relate to perceived satisfaction. In addition, quick feedback and students’ expectations strongly relate to the effectiveness of online education, while course design and instructor’s prompt feedback are factors that have no relationship to students’ effectiveness in online education. Academic self-efficacy moderates the relationship between perceived satisfaction and effectiveness of online education paths. This paper builds a model to find the relationship between instructor quality, course design, prompt feedback, and student expectations, perceived satisfaction, effectiveness of online education. Furthermore, the moderate effect of academic self-efficacy in regulating the link between perceived satisfaction and online learning efficacy is proposed in this study. These results are most consistent with the earlier studies that investigated such variables throughout the background of social comparison.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46967158","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 : 2022-07-12DOI: 10.1080/23752696.2022.2100446
B. Wong, K. Hoskins
ABSTRACT In higher education, non-traditional students experience a range of challenges, from aspiration and access into university to academic progress and success in their degree. Most students either enter employment or further study after their degree. This paper focuses on the latter stages of the effort to widen student access and participation in higher education, with an exploratory study of the career preparation and readiness of 22 final-year undergraduates from non-traditional backgrounds in the UK. We explore how students prepare themselves and are prepared by their degree for life after university, with the focus on career preparations and employment. In particular, we discuss the challenges for these students to engage in opportunities such as work experiences and extracurricular activities, which have implications for their chances of success and social mobility. We conclude with recommendations for practice, especially for academic and professional staff.
{"title":"Ready, set, work? Career preparations of final-year non-traditional university students","authors":"B. Wong, K. Hoskins","doi":"10.1080/23752696.2022.2100446","DOIUrl":"https://doi.org/10.1080/23752696.2022.2100446","url":null,"abstract":"ABSTRACT In higher education, non-traditional students experience a range of challenges, from aspiration and access into university to academic progress and success in their degree. Most students either enter employment or further study after their degree. This paper focuses on the latter stages of the effort to widen student access and participation in higher education, with an exploratory study of the career preparation and readiness of 22 final-year undergraduates from non-traditional backgrounds in the UK. We explore how students prepare themselves and are prepared by their degree for life after university, with the focus on career preparations and employment. In particular, we discuss the challenges for these students to engage in opportunities such as work experiences and extracurricular activities, which have implications for their chances of success and social mobility. We conclude with recommendations for practice, especially for academic and professional staff.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49571541","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 : 2022-06-27DOI: 10.1080/23752696.2022.2092882
Omar A. Alawajee
ABSTRACT Communication through sign language is essential for teachers of deaf students. This study sought to assess and evaluate the sign language proficiency of preservice teachers of deaf students to help preservice teacher preparation program designers identify what aspects of sign language need to be focused on and provide recommendations to improve preservice teachers’ sign language levels. An exploratory research design was used through questionnaires distributed to a convenience sample. The research subjects were undergraduate female students (N = 36) enrolled in a Saudi Arabian university’s preservice preparation program for teachers of deaf students. This study’s results indicate that preservice teachers of deaf and hard of hearing students scored highly for lexical signs, on an average level for iconic lexical signs, but on a low level for the domain of arbitrary lexical signs. There was a significant effect of participants’ grade point averages (GPAs) on their overall sign language proficiency score. No significant effect of age, academic level, and the number of completed sign language training on overall sign language proficiency score was reported. This study’s outcomes show that preservice teachers’ sign language level needs to be improved and developed. Recommendations are presented for future research and preservice teacher preparation program designers to develop learners’ sign language skills.
{"title":"Exploring the sign language proficiency of university undergraduate students in a preservices preparation program for teachers of deaf students","authors":"Omar A. Alawajee","doi":"10.1080/23752696.2022.2092882","DOIUrl":"https://doi.org/10.1080/23752696.2022.2092882","url":null,"abstract":"ABSTRACT Communication through sign language is essential for teachers of deaf students. This study sought to assess and evaluate the sign language proficiency of preservice teachers of deaf students to help preservice teacher preparation program designers identify what aspects of sign language need to be focused on and provide recommendations to improve preservice teachers’ sign language levels. An exploratory research design was used through questionnaires distributed to a convenience sample. The research subjects were undergraduate female students (N = 36) enrolled in a Saudi Arabian university’s preservice preparation program for teachers of deaf students. This study’s results indicate that preservice teachers of deaf and hard of hearing students scored highly for lexical signs, on an average level for iconic lexical signs, but on a low level for the domain of arbitrary lexical signs. There was a significant effect of participants’ grade point averages (GPAs) on their overall sign language proficiency score. No significant effect of age, academic level, and the number of completed sign language training on overall sign language proficiency score was reported. This study’s outcomes show that preservice teachers’ sign language level needs to be improved and developed. Recommendations are presented for future research and preservice teacher preparation program designers to develop learners’ sign language skills.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47640139","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 : 2022-05-11DOI: 10.1080/23752696.2022.2072361
A. Qvortrup, E. Lykkegaard
ABSTRACT There is a substantial body of research concerned with student retention in higher education. However, in regard to factors related to study environment, existing research is described as incomplete. Based on Tinto’s institutional departure model and a literature review of recent international articles on dropout in higher education, this article suggests a revised model for understanding dropout processes. The model envisages study environment as a concept consisting of overlapping domains of a social system, an academic system, and teaching. The article distinguishes between factors related to each of these three systems and discusses how they can be used to understand and prevent dropouts.
{"title":"Study environment factors associated with retention in higher education","authors":"A. Qvortrup, E. Lykkegaard","doi":"10.1080/23752696.2022.2072361","DOIUrl":"https://doi.org/10.1080/23752696.2022.2072361","url":null,"abstract":"ABSTRACT There is a substantial body of research concerned with student retention in higher education. However, in regard to factors related to study environment, existing research is described as incomplete. Based on Tinto’s institutional departure model and a literature review of recent international articles on dropout in higher education, this article suggests a revised model for understanding dropout processes. The model envisages study environment as a concept consisting of overlapping domains of a social system, an academic system, and teaching. The article distinguishes between factors related to each of these three systems and discusses how they can be used to understand and prevent dropouts.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47662763","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 : 2022-05-05DOI: 10.1080/23752696.2022.2072362
Rachel Wishkoski, Diana J. Meter, Sarah Tulane, Michael Q. King, Kevin A. Butler, L. Woodland
ABSTRACT This study used a mixed-methods longitudinal design to investigate change in students’ understanding, attitudes, anxiety, perceptions of relevance, and disinterest in a required social science undergraduate research methods course across a semester. Participants were 78 undergraduates (94% women, 6% men; 92% white non-Hispanic/Latinx, M age = 25.62, SD = 7.17) at a university in the United States. Results suggest that participant attitudes toward and perceptions of research methods shifted over the course of the semester. Overall, anxiety decreased, while positive attitudes increased. However, initial perceptions and changes in perceptions varied among the three course sections. Over time, students largely recognized the course’s relevance and conveyed positive attitudes toward research and their success in overcoming the challenge of completing the course. Implications for pedagogy include the need for continued assessment of learners, development of students’ self-concept as researchers, teaching of research as a process, and connection to application.
{"title":"Student attitudes toward research in an undergraduate social science research methods course","authors":"Rachel Wishkoski, Diana J. Meter, Sarah Tulane, Michael Q. King, Kevin A. Butler, L. Woodland","doi":"10.1080/23752696.2022.2072362","DOIUrl":"https://doi.org/10.1080/23752696.2022.2072362","url":null,"abstract":"ABSTRACT This study used a mixed-methods longitudinal design to investigate change in students’ understanding, attitudes, anxiety, perceptions of relevance, and disinterest in a required social science undergraduate research methods course across a semester. Participants were 78 undergraduates (94% women, 6% men; 92% white non-Hispanic/Latinx, M age = 25.62, SD = 7.17) at a university in the United States. Results suggest that participant attitudes toward and perceptions of research methods shifted over the course of the semester. Overall, anxiety decreased, while positive attitudes increased. However, initial perceptions and changes in perceptions varied among the three course sections. Over time, students largely recognized the course’s relevance and conveyed positive attitudes toward research and their success in overcoming the challenge of completing the course. Implications for pedagogy include the need for continued assessment of learners, development of students’ self-concept as researchers, teaching of research as a process, and connection to application.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42745376","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 : 2022-04-29DOI: 10.1080/23752696.2022.2068155
R. Cossu, I. Awidi, J. Nagy
ABSTRACT This experimental-mixed methods investigates the impact of shifting from a traditional laboratory model to a hybrid laboratory model. The hybrid model consisted of (1) online instructions and pre-laboratory test, (2) compressed face-to-face laboratory time, and (3) post-laboratory data analysis. This study analyses whether student perceptions of a targeted intervention were correlated to a range of student performance indicators. Only a fractional improvement in student performance was observed, but evidence suggests that the use of online content led to more frequent student interaction with the learning material. The pre-laboratory tests encouraged a better preparation for the laboratory. Splitting the laboratory intervention into different phases was generally better perceived by students than the traditional style. The findings are expected to encourage course coordinators and developers to adopt concepts used in the delivery of hybrid solutions which is important due to the current emphasis on the use of online models of instruction.
{"title":"Can we use online technology to rejig the traditional laboratory experience to improve student engagement?","authors":"R. Cossu, I. Awidi, J. Nagy","doi":"10.1080/23752696.2022.2068155","DOIUrl":"https://doi.org/10.1080/23752696.2022.2068155","url":null,"abstract":"ABSTRACT This experimental-mixed methods investigates the impact of shifting from a traditional laboratory model to a hybrid laboratory model. The hybrid model consisted of (1) online instructions and pre-laboratory test, (2) compressed face-to-face laboratory time, and (3) post-laboratory data analysis. This study analyses whether student perceptions of a targeted intervention were correlated to a range of student performance indicators. Only a fractional improvement in student performance was observed, but evidence suggests that the use of online content led to more frequent student interaction with the learning material. The pre-laboratory tests encouraged a better preparation for the laboratory. Splitting the laboratory intervention into different phases was generally better perceived by students than the traditional style. The findings are expected to encourage course coordinators and developers to adopt concepts used in the delivery of hybrid solutions which is important due to the current emphasis on the use of online models of instruction.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41804790","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 : 2021-01-01DOI: 10.1080/23752696.2021.1916980
S. Geertshuis, Qian Liu, Ngaire Rix, Odette Murdoch, M. McConnell
ABSTRACT The Fourth Industrial Age (4IA) is likely to be accompanied simultaneously by an increase in technology-mediated learning and an urgent need for people to learn rapidly, effectively and collaboratively. This study investigates the potential of vicarious learning from videoed tutorials as a pedagogical tool suitable for the challenges of 4IA. Undergraduate Business students observed videos of student tutees responding to tutor prompts as they tackled open-ended and conceptually challenging problems. The results revealed that student observers self-reported: gains in their conceptual understanding from watching videoed tutorials; preferences for watching tutorial dialogues over alternative learning methods; and that watching videoed tutorials had positive impacts on their affect and access to additional learning-related information. The study concludes that vicarious learning from videoed tutorials is an accessible technology-mediated pedagogy that is achievable by mainstream educators and is effective in developing conceptual understanding, engaging students and providing access to additional learning-related information.
{"title":"Learning by watching others learn: the use of videoed tutorials in undergraduate business education","authors":"S. Geertshuis, Qian Liu, Ngaire Rix, Odette Murdoch, M. McConnell","doi":"10.1080/23752696.2021.1916980","DOIUrl":"https://doi.org/10.1080/23752696.2021.1916980","url":null,"abstract":"ABSTRACT The Fourth Industrial Age (4IA) is likely to be accompanied simultaneously by an increase in technology-mediated learning and an urgent need for people to learn rapidly, effectively and collaboratively. This study investigates the potential of vicarious learning from videoed tutorials as a pedagogical tool suitable for the challenges of 4IA. Undergraduate Business students observed videos of student tutees responding to tutor prompts as they tackled open-ended and conceptually challenging problems. The results revealed that student observers self-reported: gains in their conceptual understanding from watching videoed tutorials; preferences for watching tutorial dialogues over alternative learning methods; and that watching videoed tutorials had positive impacts on their affect and access to additional learning-related information. The study concludes that vicarious learning from videoed tutorials is an accessible technology-mediated pedagogy that is achievable by mainstream educators and is effective in developing conceptual understanding, engaging students and providing access to additional learning-related information.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2021.1916980","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49355651","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 : 2021-01-01DOI: 10.1080/23752696.2021.1882325
G. Knight
ABSTRACT As universities embrace widening participation, we are starting to observe sector-wide awarding gaps, and with student continuation within Engineering & Technology as one of the lowest in Higher Education (HE), it would appear that our current curricular is not always effective for the attainment of a diverse student body. This paper highlights the external driving forces related to the widening participation within HE and how this is influencing STEM education. It describes the current practice that has positively influenced diversity awareness and how HE can use the student voice more effectively to drive forward both institutional change and programme curricula design to ensure positive outcomes for all students.
{"title":"Delivering a positive outcome for STEM students– how TEF will that be?","authors":"G. Knight","doi":"10.1080/23752696.2021.1882325","DOIUrl":"https://doi.org/10.1080/23752696.2021.1882325","url":null,"abstract":"ABSTRACT As universities embrace widening participation, we are starting to observe sector-wide awarding gaps, and with student continuation within Engineering & Technology as one of the lowest in Higher Education (HE), it would appear that our current curricular is not always effective for the attainment of a diverse student body. This paper highlights the external driving forces related to the widening participation within HE and how this is influencing STEM education. It describes the current practice that has positively influenced diversity awareness and how HE can use the student voice more effectively to drive forward both institutional change and programme curricula design to ensure positive outcomes for all students.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2021.1882325","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42060512","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 : 2021-01-01DOI: 10.1080/23752696.2020.1866440
Adam Matthews, M. McLinden, C. Greenway
ABSTRACT A challenge for higher education, in the context of the ‘Fourth Industrial Age’, is to prepare students for uncertain futures. Proposed is a model of integrated scholarship drawing on, and developing, Boyer’s scholarship (discovery, teaching, integration and application). We argue that such a model provides a connecting thread between the idea of a university as conceptualised in the 19th century, making links between the university of the past, present and future. Through reference of a case study example of the links between teaching and research presented in the 2017 UK Teaching Excellence Framework, we draw upon Boyer’s scholarship as a conceptual lens to examine institutional texts which articulate teaching excellence. Our findings indicate that current judgements about effective linkages between teaching and research vary greatly with few examples or evidence. Our integrated scholarship model joins together institutional learning communities to discover, communicate and apply new knowledge across disciplines.
{"title":"Rising to the pedagogical challenges of the Fourth Industrial Age in the university of the future: an integrated model of scholarship","authors":"Adam Matthews, M. McLinden, C. Greenway","doi":"10.1080/23752696.2020.1866440","DOIUrl":"https://doi.org/10.1080/23752696.2020.1866440","url":null,"abstract":"ABSTRACT A challenge for higher education, in the context of the ‘Fourth Industrial Age’, is to prepare students for uncertain futures. Proposed is a model of integrated scholarship drawing on, and developing, Boyer’s scholarship (discovery, teaching, integration and application). We argue that such a model provides a connecting thread between the idea of a university as conceptualised in the 19th century, making links between the university of the past, present and future. Through reference of a case study example of the links between teaching and research presented in the 2017 UK Teaching Excellence Framework, we draw upon Boyer’s scholarship as a conceptual lens to examine institutional texts which articulate teaching excellence. Our findings indicate that current judgements about effective linkages between teaching and research vary greatly with few examples or evidence. Our integrated scholarship model joins together institutional learning communities to discover, communicate and apply new knowledge across disciplines.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2020.1866440","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48445339","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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