Pub Date : 2023-06-01DOI: 10.3167/latiss.2023.160205
J. L. Santos, Matthew F. Filner
Public universities in the United States confront drastic changes as labour relations continue to evolve towards neoliberal managerial practices. Increasingly, faculty feel excluded from decision-making processes influencing their lives. This article provides a case study of Public Midwestern University (PMU, a pseudonym), where a faculty union went from protest to participation with administration to formulate a new model for shared governance. While PMU produced such a model, interviews with participants depict a larger economic context that cultivates mistrust and a great sense of uncertainty. The article discusses conflicting attitudes around unionisation, managerial practices and the future of higher education.
{"title":"Shared governance in the public university","authors":"J. L. Santos, Matthew F. Filner","doi":"10.3167/latiss.2023.160205","DOIUrl":"https://doi.org/10.3167/latiss.2023.160205","url":null,"abstract":"\u0000Public universities in the United States confront drastic changes as labour relations continue to evolve towards neoliberal managerial practices. Increasingly, faculty feel excluded from decision-making processes influencing their lives. This article provides a case study of Public Midwestern University (PMU, a pseudonym), where a faculty union went from protest to participation with administration to formulate a new model for shared governance. While PMU produced such a model, interviews with participants depict a larger economic context that cultivates mistrust and a great sense of uncertainty. The article discusses conflicting attitudes around unionisation, managerial practices and the future of higher education.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"55 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87630973","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 : 2023-06-01DOI: 10.3167/latiss.2023.160204
Patric Wallin
Transaction, competition and opposition have become imperative in higher education. In this article, I will explore where to go from here building on critical pedagogy and ideas from students-as-partners and undergraduate research. Using the course ‘Environments for learning in higher education’ as an empirical starting point and approaching students’ work through qualitative document analysis, I will explore: (1) what students focus on when given the opportunity to design their own research questions around learning environments; and (2) how they re-imagine and frame future learning environments in the higher education. With this as a backdrop, I will discuss how a critical dialogic teaching praxis can help to think about the university as a place for collaboration between students and academics with the common purpose to co-create knowledge and meaning.
{"title":"Humanisation of higher education","authors":"Patric Wallin","doi":"10.3167/latiss.2023.160204","DOIUrl":"https://doi.org/10.3167/latiss.2023.160204","url":null,"abstract":"\u0000Transaction, competition and opposition have become imperative in higher education. In this article, I will explore where to go from here building on critical pedagogy and ideas from students-as-partners and undergraduate research. Using the course ‘Environments for learning in higher education’ as an empirical starting point and approaching students’ work through qualitative document analysis, I will explore: (1) what students focus on when given the opportunity to design their own research questions around learning environments; and (2) how they re-imagine and frame future learning environments in the higher education. With this as a backdrop, I will discuss how a critical dialogic teaching praxis can help to think about the university as a place for collaboration between students and academics with the common purpose to co-create knowledge and meaning.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"98 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81198526","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 : 2023-06-01DOI: 10.3167/latiss.2023.160206
A. Simpson, L. Salter, Rituparna Roy, Luke D. Oldfield, Apriel D. Jolliffe Simpson
Despite the growing size of the academic precariat in the tertiary sector, this exploited group of workers lacks a voice in either their universities or their national union. In this article we draw on our experiences of transitioning from a small activist group to a broader research collective with influence and voice, while forging networks of solidarity. Through reflecting on developing the Precarious Academic Work Survey (PAWS), we explore how action research is a viable way of structurally and politically (re)organising academic work. We argue that partnering with changemakers such as unions as co-researchers disrupts their embedded processes so that they may be (re)politicised towards pressing issues such as precarity. Further, we highlight how research can be used as a call to action and a tool to recruit powerful allies to collaborate on transforming universities into educational utopias.
{"title":"Less talk, more action","authors":"A. Simpson, L. Salter, Rituparna Roy, Luke D. Oldfield, Apriel D. Jolliffe Simpson","doi":"10.3167/latiss.2023.160206","DOIUrl":"https://doi.org/10.3167/latiss.2023.160206","url":null,"abstract":"\u0000Despite the growing size of the academic precariat in the tertiary sector, this exploited group of workers lacks a voice in either their universities or their national union. In this article we draw on our experiences of transitioning from a small activist group to a broader research collective with influence and voice, while forging networks of solidarity. Through reflecting on developing the Precarious Academic Work Survey (PAWS), we explore how action research is a viable way of structurally and politically (re)organising academic work. We argue that partnering with changemakers such as unions as co-researchers disrupts their embedded processes so that they may be (re)politicised towards pressing issues such as precarity. Further, we highlight how research can be used as a call to action and a tool to recruit powerful allies to collaborate on transforming universities into educational utopias.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"142 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77825766","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 : 2023-06-01DOI: 10.3167/latiss.2023.160202
Martin Parker
My concern in this article is how the university might become more distributed, less concentrated in particular places and times, and more permeable to different sorts of interests. In order to do this, I have written a partly autobiographical reflection on an attempt to practice the work of the university differently. It is the early story of a sort of ‘research institute’ which is attempting to take the problems of its city region seriously and find ways to connect the resources of a large elite university to many other organisations in its locality. In theoretical terms, the article uses the idea of ‘social infrastructure’ as a way of thinking about how an institution operates beyond its imagined temporal and spatial boundaries and co-produces with people who have different identities and capacities.
{"title":"The university without walls","authors":"Martin Parker","doi":"10.3167/latiss.2023.160202","DOIUrl":"https://doi.org/10.3167/latiss.2023.160202","url":null,"abstract":"My concern in this article is how the university might become more distributed, less concentrated in particular places and times, and more permeable to different sorts of interests. In order to do this, I have written a partly autobiographical reflection on an attempt to practice the work of the university differently. It is the early story of a sort of ‘research institute’ which is attempting to take the problems of its city region seriously and find ways to connect the resources of a large elite university to many other organisations in its locality. In theoretical terms, the article uses the idea of ‘social infrastructure’ as a way of thinking about how an institution operates beyond its imagined temporal and spatial boundaries and co-produces with people who have different identities and capacities.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"73 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76469491","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 : 2023-04-25DOI: 10.1177/14757257231170621
Rosario Ruiz-Olivares, Marién Mesa
The aims of this study were to compare the use of Review Questions (RQs) and RQs + Response Cards (RCs) in a Spanish university context; to observe which procedure most increases Active Student Responses (ASRs), to verify whether the use of these procedures improves the accuracy of students’ exam answers and, to observe whether unscheduled ASR increases under experimental conditions. 67 Spanish university students from a Spanish public university participated in the study. An A–B design of alternating treatments was used to compare the use of RQ and RQ + RC. The results showed that the condition RQ y RQ + RC increased the frequency of ASRs and RQ + RC improved the accuracy of students’ answers in online exams. There was also an upward trend in unscheduled ASRs during both conditions. The conclusion was that more research is needed to improve the daily teaching practice of university teachers by developing strategies to facilitate formative assessment, to improve ASR and, by extension, to improve the effectiveness of students’ final exam answers.
{"title":"The Effect of Review Questions and Response Cards on Increases in Active, Accurate Responses by Spanish University Students","authors":"Rosario Ruiz-Olivares, Marién Mesa","doi":"10.1177/14757257231170621","DOIUrl":"https://doi.org/10.1177/14757257231170621","url":null,"abstract":"The aims of this study were to compare the use of Review Questions (RQs) and RQs + Response Cards (RCs) in a Spanish university context; to observe which procedure most increases Active Student Responses (ASRs), to verify whether the use of these procedures improves the accuracy of students’ exam answers and, to observe whether unscheduled ASR increases under experimental conditions. 67 Spanish university students from a Spanish public university participated in the study. An A–B design of alternating treatments was used to compare the use of RQ and RQ + RC. The results showed that the condition RQ y RQ + RC increased the frequency of ASRs and RQ + RC improved the accuracy of students’ answers in online exams. There was also an upward trend in unscheduled ASRs during both conditions. The conclusion was that more research is needed to improve the daily teaching practice of university teachers by developing strategies to facilitate formative assessment, to improve ASR and, by extension, to improve the effectiveness of students’ final exam answers.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"22 1","pages":"179 - 194"},"PeriodicalIF":2.2,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45368397","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 : 2023-03-22DOI: 10.1177/14757257231163482
Nina Udvardi-Lakos, Marlene Weirich, Kim Lützenburger, Julia Asbrand, A. Renkl
In psychology programs, students should acquire both domain-specific knowledge and cross-domain competences important for later practice (e.g., multiple document literacy). Typically, such competences are trained directly in courses explicitly devoted to them or indirectly in courses on psychological topics that require them without systematically teaching and training them (e.g., when reading multiple texts about a topic). To exploit the advantages of both direct and indirect training approaches, we combined them in a new psychology course in which students were taught domain-specific knowledge on pedagogy and psychotherapy, and they were trained in the competence facets of (a) epistemic beliefs, (b) multiple document literacy, and (c) argumentative thinking. The direct training took a tried-and-tested example-based learning approach. A central element of the indirect training consisted of course assessments requiring the application of these three competences to the contents about pedagogy and psychotherapy. The combined training approach led to significant increases in declarative knowledge, advanced epistemic beliefs, and greater self-efficacy in implementing strategies relating to multiple document literacy and argumentative thinking. This approach can be adapted to accommodate different psychological content areas or different cross-domain competences.
{"title":"Combining a Direct and Indirect Training Approach for Cross-Domain Competences: The Case of the Course “Pedagogy for Psychotherapists”","authors":"Nina Udvardi-Lakos, Marlene Weirich, Kim Lützenburger, Julia Asbrand, A. Renkl","doi":"10.1177/14757257231163482","DOIUrl":"https://doi.org/10.1177/14757257231163482","url":null,"abstract":"In psychology programs, students should acquire both domain-specific knowledge and cross-domain competences important for later practice (e.g., multiple document literacy). Typically, such competences are trained directly in courses explicitly devoted to them or indirectly in courses on psychological topics that require them without systematically teaching and training them (e.g., when reading multiple texts about a topic). To exploit the advantages of both direct and indirect training approaches, we combined them in a new psychology course in which students were taught domain-specific knowledge on pedagogy and psychotherapy, and they were trained in the competence facets of (a) epistemic beliefs, (b) multiple document literacy, and (c) argumentative thinking. The direct training took a tried-and-tested example-based learning approach. A central element of the indirect training consisted of course assessments requiring the application of these three competences to the contents about pedagogy and psychotherapy. The combined training approach led to significant increases in declarative knowledge, advanced epistemic beliefs, and greater self-efficacy in implementing strategies relating to multiple document literacy and argumentative thinking. This approach can be adapted to accommodate different psychological content areas or different cross-domain competences.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"22 1","pages":"195 - 215"},"PeriodicalIF":2.2,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45987645","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 : 2023-03-01DOI: 10.3167/latiss.2023.160104
G. I. Bok
The purpose of this article is to describe adult learners’ sense of belonging when studying remotely in Malaysia. The methodology of the research involved carrying out in-depth interviews with twelve adult learners studying in a distance education institution to uncover their sense of belonging. The collected data was then analysed with Nvivo Version Twelve. The results showed that the annual campus meeting, the e-Learning platform and peer support all contributed significantly to the learners’ feeling of belonging in their distance-learning programmes. Nevertheless, these findings do not imply absolute belongingness, because their sense of belonging was observed alongside their sense of isolation amongst their peers in distance-education programmes.
本文的目的是描述成人学习者在马来西亚远程学习时的归属感。研究方法包括对12名在远程教育机构学习的成人学习者进行深度访谈，以揭示他们的归属感。然后用Nvivo Version 12分析收集的数据。结果表明，年度校园会议、电子学习平台和同伴支持都对学习者在远程学习项目中的归属感有显著贡献。然而，这些发现并不意味着绝对的归属感，因为他们的归属感与他们在远程教育方案中与同龄人的孤立感同时存在。
{"title":"Belonging in distance learning","authors":"G. I. Bok","doi":"10.3167/latiss.2023.160104","DOIUrl":"https://doi.org/10.3167/latiss.2023.160104","url":null,"abstract":"\u0000The purpose of this article is to describe adult learners’ sense of belonging when studying remotely in Malaysia. The methodology of the research involved carrying out in-depth interviews with twelve adult learners studying in a distance education institution to uncover their sense of belonging. The collected data was then analysed with Nvivo Version Twelve. The results showed that the annual campus meeting, the e-Learning platform and peer support all contributed significantly to the learners’ feeling of belonging in their distance-learning programmes. Nevertheless, these findings do not imply absolute belongingness, because their sense of belonging was observed alongside their sense of isolation amongst their peers in distance-education programmes.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"36 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75924711","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 : 2023-03-01DOI: 10.3167/latiss.2023.160102
B. Grant
The traditional master–apprentice architecture of doctoral supervision is undoubtedly undergoing change. In the anglophone world, the father's house of supervision with its almost exclusively male occupants was first established in the late nineteenth and early twentieth centuries. It persisted, largely undisputed, until the final decades of the twentieth century, when doctoral numbers bloomed throughout the West and more and more women (and others) took occupancy of the house as students and supervisors (advisors). In this article, I sketch the gendered origins of doctoral supervision in the West and then review the extant (anglophone) literature on women doctoral supervisors. In examining that small body of work, I ask two questions: What are women doing to supervision? And is the woman supervisor really ‘just a man’? My conclusions underscore the complexity of ongoing efforts to dismantle the father's house of supervision.
{"title":"Dismantling the father's house?","authors":"B. Grant","doi":"10.3167/latiss.2023.160102","DOIUrl":"https://doi.org/10.3167/latiss.2023.160102","url":null,"abstract":"The traditional master–apprentice architecture of doctoral supervision is undoubtedly undergoing change. In the anglophone world, the father's house of supervision with its almost exclusively male occupants was first established in the late nineteenth and early twentieth centuries. It persisted, largely undisputed, until the final decades of the twentieth century, when doctoral numbers bloomed throughout the West and more and more women (and others) took occupancy of the house as students and supervisors (advisors). In this article, I sketch the gendered origins of doctoral supervision in the West and then review the extant (anglophone) literature on women doctoral supervisors. In examining that small body of work, I ask two questions: What are women doing to supervision? And is the woman supervisor really ‘just a man’? My conclusions underscore the complexity of ongoing efforts to dismantle the father's house of supervision.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"1 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89457160","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 : 2023-03-01DOI: 10.1177/14757257221122267
Maximilian Pfost, Peter Kuntner, Simone A. Goppert, Vanessa Hübner
Studying at university places high demands on the control and regulation of one's own learning behavior. In order to support students’ learning, we developed and used a webtool containing elements such as regular performance testing as well as feedback on test performance and self-evaluations. In this report, we first introduce core elements of the applied webtool. Then, we present findings on student's use of this tool. Results show substantial variability in willingness and frequency of tool usage between students. Students with better final school exam grades and students who intended to engage regularly in course postprocessing were more willing to use such a tool. The findings are discussed against the background of regulation requirements in open learning environments and implications on better implementation are derived.
{"title":"Self-Regulated Learning, Learner Characteristics and Relations to Webtool Usage in Higher Education","authors":"Maximilian Pfost, Peter Kuntner, Simone A. Goppert, Vanessa Hübner","doi":"10.1177/14757257221122267","DOIUrl":"https://doi.org/10.1177/14757257221122267","url":null,"abstract":"Studying at university places high demands on the control and regulation of one's own learning behavior. In order to support students’ learning, we developed and used a webtool containing elements such as regular performance testing as well as feedback on test performance and self-evaluations. In this report, we first introduce core elements of the applied webtool. Then, we present findings on student's use of this tool. Results show substantial variability in willingness and frequency of tool usage between students. Students with better final school exam grades and students who intended to engage regularly in course postprocessing were more willing to use such a tool. The findings are discussed against the background of regulation requirements in open learning environments and implications on better implementation are derived.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"22 1","pages":"94 - 106"},"PeriodicalIF":2.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44362355","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 : 2023-03-01DOI: 10.3167/latiss.2023.160106
J. Aagaard, M. H. Stenalt, N. Selwyn
In the wake of COVID-19, enthusiasm is growing for hybrid and other blended forms of teaching. Before celebrating the hybrid future of education, however, it is instructive to interrogate its hybrid presence. Accordingly, this article explores pedagogical challenges prompted by the pandemic pivot to online teaching. Analysing qualitative survey data from Danish university teachers (n = 488), we identify five critical stances towards educational technology: (1) technologies are fine when used correctly; (2) technical issues are a major obstacle; (3) hybrid teaching is overwhelming; (4) one's sense of students suffers online; and (5) students hide behind their screens. Based on these results, this article identifies two challenges for the hybrid future of education: the problem of presence and the webcam-related tension between surveillance and care.
{"title":"‘Out of touch’","authors":"J. Aagaard, M. H. Stenalt, N. Selwyn","doi":"10.3167/latiss.2023.160106","DOIUrl":"https://doi.org/10.3167/latiss.2023.160106","url":null,"abstract":"\u0000In the wake of COVID-19, enthusiasm is growing for hybrid and other blended forms of teaching. Before celebrating the hybrid future of education, however, it is instructive to interrogate its hybrid presence. Accordingly, this article explores pedagogical challenges prompted by the pandemic pivot to online teaching. Analysing qualitative survey data from Danish university teachers (n = 488), we identify five critical stances towards educational technology: (1) technologies are fine when used correctly; (2) technical issues are a major obstacle; (3) hybrid teaching is overwhelming; (4) one's sense of students suffers online; and (5) students hide behind their screens. Based on these results, this article identifies two challenges for the hybrid future of education: the problem of presence and the webcam-related tension between surveillance and care.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"496 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76391529","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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