Pub Date : 2023-10-02DOI: 10.1080/13596748.2023.2253651
Agnieszka Anielska, Dominik Antonowicz
ABSTRACTThis paper addresses the problem of the development of postgraduate education in Poland. It aims to analyse how the different types of higher education institutions (HEIs), such as public universities, public universities of applied sciences (UAS) and private sector organisations, engage in postgraduate learning. It draws data from 11 case studies of HEIs which were individually studied with the help of an analysis of institutional strategic documents, as well as 49 individual in-depth interviews with university leaders and academic staff involved in postgraduate education. Drawing on this data, the paper offers two major conclusions. The hierarchy of organisational resources determines the institutional policy of HEIs and provides an account of different levels of institutional involvement in the development of postgraduate studies. It demonstrates the reason private HEIs are the most active in the market of postgraduate education followed by UAS. Second, private HEIs depict typical features for the ‘complete organisations’ helping them to acquire the lion’s share of the postgraduate market. However, public universities with traditional governance models remain relatively passive in this field, allowing individual academics to perform their business.KEYWORDS: Lifelong learningpostgraduate studieshigher education institutionsresource dependence theoryPolish higher education AcknowledgmentsDominik Antonowicz gratefully acknowledges the support of Ministry of Education and Science through the programme “Science for Society” grant number NdS/529032/2021/2021.Agnieszka Anielska gratefully acknowledges the support of National Science Centre through the Preludium Programme (grant number 2016/23/N/HS6/00502)Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The data comes from POLON (The Integrated System of Information on Science and Higher Education) and offers public data about science and higher education https://polon.nauka.gov.pl/siec-polonAdditional informationFundingThe article presents the results of the research performed as a part of the project “Higher education and non-traditional students. Strategies of universities in the field of adult education on the example of postgraduate studies”. It has been financed by the National Science Centre – Narodowe Centrum Nauki (Grant No. 2016/23/N/HS6/00502).
摘要本文探讨了波兰研究生教育发展的问题。它旨在分析不同类型的高等教育机构(HEIs)，如公立大学、公立应用科学大学(UAS)和私营机构，如何参与研究生学习。该报告的数据来自11个高等教育机构的个案研究，这些个案研究是在对院校战略文件的分析下进行的，此外还包括对参与研究生教育的大学领导和学术人员进行的49次深度访谈。根据这些数据，本文给出了两个主要结论。组织资源的层次结构决定了高等教育院校的办学政策，并说明了院校参与研究生课程发展的不同程度。这说明了私立高校在研究生教育市场上最活跃的原因，其次是UAS。其次，私立高等教育机构描绘了“完整组织”的典型特征，帮助它们获得研究生市场的最大份额。然而，拥有传统治理模式的公立大学在这一领域仍然相对被动，允许个别学者开展自己的业务。关键词:终身学习，研究生学习，高等教育机构，资源依赖理论，波兰高等教育鸣谢dominik Antonowicz感谢教育和科学部通过“科学为社会”项目的支持，资助号为NdS/529032/2021/2021。Agnieszka Anielska感谢国家科学中心通过前言项目(资助号2016/23/N/HS6/00502)对其提供的支持。这些数据来自POLON(科学和高等教育信息综合系统)，并提供有关科学和高等教育的公共数据https://polon.nauka.gov.pl/siec-polonAdditional信息基金这篇文章介绍了作为“高等教育和非传统学生”项目的一部分进行的研究结果。《以研究生教育为例的高校成人教育战略》。国家科学中心Narodowe Centrum Nauki(批准号:2016/23/N/HS6/00502)资助。
{"title":"Strategies of higher education institutions towards postgraduate education in Poland","authors":"Agnieszka Anielska, Dominik Antonowicz","doi":"10.1080/13596748.2023.2253651","DOIUrl":"https://doi.org/10.1080/13596748.2023.2253651","url":null,"abstract":"ABSTRACTThis paper addresses the problem of the development of postgraduate education in Poland. It aims to analyse how the different types of higher education institutions (HEIs), such as public universities, public universities of applied sciences (UAS) and private sector organisations, engage in postgraduate learning. It draws data from 11 case studies of HEIs which were individually studied with the help of an analysis of institutional strategic documents, as well as 49 individual in-depth interviews with university leaders and academic staff involved in postgraduate education. Drawing on this data, the paper offers two major conclusions. The hierarchy of organisational resources determines the institutional policy of HEIs and provides an account of different levels of institutional involvement in the development of postgraduate studies. It demonstrates the reason private HEIs are the most active in the market of postgraduate education followed by UAS. Second, private HEIs depict typical features for the ‘complete organisations’ helping them to acquire the lion’s share of the postgraduate market. However, public universities with traditional governance models remain relatively passive in this field, allowing individual academics to perform their business.KEYWORDS: Lifelong learningpostgraduate studieshigher education institutionsresource dependence theoryPolish higher education AcknowledgmentsDominik Antonowicz gratefully acknowledges the support of Ministry of Education and Science through the programme “Science for Society” grant number NdS/529032/2021/2021.Agnieszka Anielska gratefully acknowledges the support of National Science Centre through the Preludium Programme (grant number 2016/23/N/HS6/00502)Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The data comes from POLON (The Integrated System of Information on Science and Higher Education) and offers public data about science and higher education https://polon.nauka.gov.pl/siec-polonAdditional informationFundingThe article presents the results of the research performed as a part of the project “Higher education and non-traditional students. Strategies of universities in the field of adult education on the example of postgraduate studies”. It has been financed by the National Science Centre – Narodowe Centrum Nauki (Grant No. 2016/23/N/HS6/00502).","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135902220","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 : 2023-07-03DOI: 10.1080/13596748.2023.2221117
Mary-Ann Preece
ABSTRACT Emotional well-being of learners in post-compulsory education is a growing concern for educators. It is well documented that there has been a continued increase in mental health difficulties amongst young people over the last decade. In an attempt to be part of the solution to this growing concern, this study explores the theories of positive psychology and PERMA (Positive emotion, Engagement, Relationships, Meaning and Accomplishment) and the implementation of this theory within teaching practices in post-compulsory education. The aim was to be able to evaluate the impact of teaching practices that had the potential to have a positive impact on the emotional well-being of learners within this sector. This study took place in a large further education college with eight participant teachers across a range of subjects and their first-year learners. The data was collected through online questionnaires, group interviews, and classroom observations. Findings revealed which teaching practices were most conducive to supporting the positive emotional well-being of learners.
{"title":"Teaching practices that are conducive to supporting the positive emotional well-being of learners in post-compulsory education","authors":"Mary-Ann Preece","doi":"10.1080/13596748.2023.2221117","DOIUrl":"https://doi.org/10.1080/13596748.2023.2221117","url":null,"abstract":"ABSTRACT Emotional well-being of learners in post-compulsory education is a growing concern for educators. It is well documented that there has been a continued increase in mental health difficulties amongst young people over the last decade. In an attempt to be part of the solution to this growing concern, this study explores the theories of positive psychology and PERMA (Positive emotion, Engagement, Relationships, Meaning and Accomplishment) and the implementation of this theory within teaching practices in post-compulsory education. The aim was to be able to evaluate the impact of teaching practices that had the potential to have a positive impact on the emotional well-being of learners within this sector. This study took place in a large further education college with eight participant teachers across a range of subjects and their first-year learners. The data was collected through online questionnaires, group interviews, and classroom observations. Findings revealed which teaching practices were most conducive to supporting the positive emotional well-being of learners.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"390 - 417"},"PeriodicalIF":0.7,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42972979","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 : 2023-07-03DOI: 10.1080/13596748.2023.2221120
Mojtaba Asaie, M. A. Farsani
ABSTRACT Research Methodology (RM) is the backbone of any TEFL (Teaching English as a Foreign Language) MA programme. Although a burgeoning body of research has investigated students’ attitude towards research and RM course in various disciplines, students’ attitudes towards research and research methods courses in TEFL research has remained a relatively unexplored area. This mixed-methods study aimed to contribute to this gap in the present research literature. To this end, we administered a 33-item close-ended questionnaire with two open-ended questions to 171 TEFL MA students studying at Iranian universities. IBM SPSS (version 26) was used to analyse quantitative data, and MAXQDA (version 2020) was used to analyse qualitative data. The integrated findings revealed a substantial interest in research and highlighted the right attitude towards RM courses. However, the findings singled out the barriers and impediments EFL students encountered during MA studies. We provide implications for EFL policymakers, EFL departments, and research instructors.
{"title":"Surveying TEFL MA students’ attitude towards research and research methodology course: a mixed research approach","authors":"Mojtaba Asaie, M. A. Farsani","doi":"10.1080/13596748.2023.2221120","DOIUrl":"https://doi.org/10.1080/13596748.2023.2221120","url":null,"abstract":"ABSTRACT Research Methodology (RM) is the backbone of any TEFL (Teaching English as a Foreign Language) MA programme. Although a burgeoning body of research has investigated students’ attitude towards research and RM course in various disciplines, students’ attitudes towards research and research methods courses in TEFL research has remained a relatively unexplored area. This mixed-methods study aimed to contribute to this gap in the present research literature. To this end, we administered a 33-item close-ended questionnaire with two open-ended questions to 171 TEFL MA students studying at Iranian universities. IBM SPSS (version 26) was used to analyse quantitative data, and MAXQDA (version 2020) was used to analyse qualitative data. The integrated findings revealed a substantial interest in research and highlighted the right attitude towards RM courses. However, the findings singled out the barriers and impediments EFL students encountered during MA studies. We provide implications for EFL policymakers, EFL departments, and research instructors.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"460 - 484"},"PeriodicalIF":0.7,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45345433","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 : 2023-07-03DOI: 10.1080/13596748.2023.2221115
Daniela Bacova, Amanda Turner
ABSTRACT The COVID-19 pandemic brought unexpected challenges to the lives and professional practice of teachers regardless of their institutional context. Our understanding of how teachers viewed their impact on their perceived sense of professional identity is largely unexplored, especially concerning teachers working in the post-compulsory sector. This article discusses the findings from a small-scale qualitative research project that aimed to investigate, `what teachers’ reflective stories tell us about their perceptions of their professional identities in times of unexpected social change.’ To explore how teachers perceived their professional roles in these challenging times we used a reflective narrative approach in the format of McAdams’s life-story interview (1993). Seven volunteer participants who formed a purposive sample of professionals from a variety of post-compulsory education institutions in the UK were asked to describe key episodes to capture their experiences covering the period from March 2020 to the end of May 2021. The findings focused on how unexpected social changes impacted on teachers’ perceived sense of professional identity, specifically through their sense of vulnerability. Three main themes were identified: vulnerability resulting from questioning professional credibility; vulnerability in the changing dynamics of relationship development; and vulnerability in the pastoral role.
{"title":"Teacher vulnerability in teacher identity in times of unexpected social change","authors":"Daniela Bacova, Amanda Turner","doi":"10.1080/13596748.2023.2221115","DOIUrl":"https://doi.org/10.1080/13596748.2023.2221115","url":null,"abstract":"ABSTRACT The COVID-19 pandemic brought unexpected challenges to the lives and professional practice of teachers regardless of their institutional context. Our understanding of how teachers viewed their impact on their perceived sense of professional identity is largely unexplored, especially concerning teachers working in the post-compulsory sector. This article discusses the findings from a small-scale qualitative research project that aimed to investigate, `what teachers’ reflective stories tell us about their perceptions of their professional identities in times of unexpected social change.’ To explore how teachers perceived their professional roles in these challenging times we used a reflective narrative approach in the format of McAdams’s life-story interview (1993). Seven volunteer participants who formed a purposive sample of professionals from a variety of post-compulsory education institutions in the UK were asked to describe key episodes to capture their experiences covering the period from March 2020 to the end of May 2021. The findings focused on how unexpected social changes impacted on teachers’ perceived sense of professional identity, specifically through their sense of vulnerability. Three main themes were identified: vulnerability resulting from questioning professional credibility; vulnerability in the changing dynamics of relationship development; and vulnerability in the pastoral role.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"349 - 372"},"PeriodicalIF":0.7,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43451826","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 : 2023-07-03DOI: 10.1080/13596748.2023.2221122
Paul Tully
ABSTRACT In this article, Bourdieu’s theory of capital is used to examine differences in the professional attitudes of staff who work in the English Further Education (FE) sector. Little empirical work has been conducted in this field despite evidence that positionality can influence how professionalism is experienced. Bourdieu distinguishes three forms of capital that can determine an actor’s social position and the attitudes and practices that flow from this: economic, cultural and social capital. By developing measures of each capital, differences in perceived professionalism are explored. A survey of 461 staff responses revealed that each capital has a net effect on professionalism. Of the three capitals, cultural capital has the largest effect, reflecting the importance staff assign to expertise and professional development. The article confirms the value of using Bourdieu to explore the factors that shape professional attitudes and includes practical implications for sector leaders and policymakers.
{"title":"The importance of economic, social and cultural capital in understanding professionalism in English Further Education: a Bourdieusian approach","authors":"Paul Tully","doi":"10.1080/13596748.2023.2221122","DOIUrl":"https://doi.org/10.1080/13596748.2023.2221122","url":null,"abstract":"ABSTRACT In this article, Bourdieu’s theory of capital is used to examine differences in the professional attitudes of staff who work in the English Further Education (FE) sector. Little empirical work has been conducted in this field despite evidence that positionality can influence how professionalism is experienced. Bourdieu distinguishes three forms of capital that can determine an actor’s social position and the attitudes and practices that flow from this: economic, cultural and social capital. By developing measures of each capital, differences in perceived professionalism are explored. A survey of 461 staff responses revealed that each capital has a net effect on professionalism. Of the three capitals, cultural capital has the largest effect, reflecting the importance staff assign to expertise and professional development. The article confirms the value of using Bourdieu to explore the factors that shape professional attitudes and includes practical implications for sector leaders and policymakers.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"505 - 529"},"PeriodicalIF":0.7,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48610460","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 : 2023-07-03DOI: 10.1080/13596748.2023.2221116
Isabel Hallam
ABSTRACT When attending predominately residential universities, commuter students are the minority and typically have poorer outcomes than residential peers. Research demonstrates commuter students identify factors impacting on their persistence and success, include time taken to commute, lack of social integration and a poor sense of belonging. In contrast, most students studying in UK college higher education are commuter students. They are already embedded in local communities, with their family and friends outside of university, and have a different sense of university belonging. Data collected during 13 online focus groups over six months explored college higher education commuter students’ sense of belonging and persistence. Reflexive thematic analysis identified that in contrast to the much-researched notion of belonging being important to students’ persistence, in this group of non-traditional commuter students, the notion of mattering was more important. Students spoke about how college higher education staff, particularly their personal tutors, demonstrated students mattered, and this feeling was reciprocated. Feeling like they mattered helped them to engage with learning and persist with their studies. This paper offers insight for higher education providers with high proportions of commuter students, and recommendations about how providers can foster mattering in their students to develop their persistence and success.
{"title":"College higher education commuter students’ experiences of belonging, mattering and persisting with their studies","authors":"Isabel Hallam","doi":"10.1080/13596748.2023.2221116","DOIUrl":"https://doi.org/10.1080/13596748.2023.2221116","url":null,"abstract":"ABSTRACT When attending predominately residential universities, commuter students are the minority and typically have poorer outcomes than residential peers. Research demonstrates commuter students identify factors impacting on their persistence and success, include time taken to commute, lack of social integration and a poor sense of belonging. In contrast, most students studying in UK college higher education are commuter students. They are already embedded in local communities, with their family and friends outside of university, and have a different sense of university belonging. Data collected during 13 online focus groups over six months explored college higher education commuter students’ sense of belonging and persistence. Reflexive thematic analysis identified that in contrast to the much-researched notion of belonging being important to students’ persistence, in this group of non-traditional commuter students, the notion of mattering was more important. Students spoke about how college higher education staff, particularly their personal tutors, demonstrated students mattered, and this feeling was reciprocated. Feeling like they mattered helped them to engage with learning and persist with their studies. This paper offers insight for higher education providers with high proportions of commuter students, and recommendations about how providers can foster mattering in their students to develop their persistence and success.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"373 - 389"},"PeriodicalIF":0.7,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41349592","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 : 2023-07-03DOI: 10.1080/13596748.2023.2221121
Andy Goldhawk, R. Waller
ABSTRACT This article discusses the findings of research into further education (FE) lecturers' and middle managers’ perceptions of what constitutes effective professional development. This focus addresses an area of paucity in the literature that requires attention in this historically under-funded, yet evermore burdened, education sector which can ill afford to divert scarce resources to forms of professional development that do not result in salient learning, and consequential improved student outcomes. Thematic analysis of semi-structured interviews revealed that effective professional development is perceived to involve: the participation of lecturers in determining the focus of their own professional learning; opportunities for reflection; active learning and an element of fun; and learning within communities of practice.
{"title":"Voices from the deck: lecturers’ and middle managers’ perceptions of effective FE sector professional development","authors":"Andy Goldhawk, R. Waller","doi":"10.1080/13596748.2023.2221121","DOIUrl":"https://doi.org/10.1080/13596748.2023.2221121","url":null,"abstract":"ABSTRACT This article discusses the findings of research into further education (FE) lecturers' and middle managers’ perceptions of what constitutes effective professional development. This focus addresses an area of paucity in the literature that requires attention in this historically under-funded, yet evermore burdened, education sector which can ill afford to divert scarce resources to forms of professional development that do not result in salient learning, and consequential improved student outcomes. Thematic analysis of semi-structured interviews revealed that effective professional development is perceived to involve: the participation of lecturers in determining the focus of their own professional learning; opportunities for reflection; active learning and an element of fun; and learning within communities of practice.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"485 - 504"},"PeriodicalIF":0.7,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41451106","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 : 2023-07-03DOI: 10.1080/13596748.2023.2221119
J. Avis
ABSTRACT The paper problematises conceptualisations of Vocational Education and Training (VET) and its relationship to social justice by examining a number of debates. It explores a post-structural policy analysis which is sensitive to the manner in which, through research, we constitute the object of our inquiry and as a result of this process subtly change it. This initial discussion leads into an examination of hegemonic constructions of VET. Subsequently, the paper addresses the contours of inequality as they apply to VET and English further education. This is followed by an examination of conceptualisations of equity, equality and meritocracy. In conclusion, the paper poses a question – how far can VET be shifted from its occupational moorings in order to contribute towards a socially just society, or is it compromised by its close association with the needs of capital and employers? This is not merely an empirical but also a political question that hinges on conceptualisations of social justice and power as well as the manner in which these are addressed in the struggle for a fairer more just society.
{"title":"In pursuit of equity vocational education and training and social justice","authors":"J. Avis","doi":"10.1080/13596748.2023.2221119","DOIUrl":"https://doi.org/10.1080/13596748.2023.2221119","url":null,"abstract":"ABSTRACT The paper problematises conceptualisations of Vocational Education and Training (VET) and its relationship to social justice by examining a number of debates. It explores a post-structural policy analysis which is sensitive to the manner in which, through research, we constitute the object of our inquiry and as a result of this process subtly change it. This initial discussion leads into an examination of hegemonic constructions of VET. Subsequently, the paper addresses the contours of inequality as they apply to VET and English further education. This is followed by an examination of conceptualisations of equity, equality and meritocracy. In conclusion, the paper poses a question – how far can VET be shifted from its occupational moorings in order to contribute towards a socially just society, or is it compromised by its close association with the needs of capital and employers? This is not merely an empirical but also a political question that hinges on conceptualisations of social justice and power as well as the manner in which these are addressed in the struggle for a fairer more just society.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"439 - 459"},"PeriodicalIF":0.7,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42387867","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 : 2023-07-03DOI: 10.1080/13596748.2023.2221123
Hessa Al-Thani, Youmen Chaaban, Xiangyun Du
ABSTRACT This study investigated the roles of eleven discipline-specific facilitators in a multi-tiered professional learning programme implemented in a higher education context. The study also examined the factors supporting and hindering their emerging roles, as they facilitated professional learning opportunities to other faculty in their colleges, while also being supported by programme coordinators. Using a phenomenological approach, data were generated from multiple qualitative sources, mainly portfolio entries and interviews conducted with the eleven facilitators at the end of Phase 1 and Phase 2 of the programme. Data analysis revealed the emerging facilitation roles, as well as the intricacies of the factors that were either supports or constraints to the different facilitators. Implications for the role that facilitation played in transforming teaching and learning in a centralised context are discussed. Specifically, this study delineated the need for both bottom-up approaches supported by top-down structures, which can enhance teaching and learning pedagogies and practices. This mix of bottom-up agency and top-down authority was shown to better support discipline-specific facilitators and faculty participants alike.
{"title":"Factors influencing discipline-specific facilitators’ roles in a multi-tiered professional learning programme in higher education","authors":"Hessa Al-Thani, Youmen Chaaban, Xiangyun Du","doi":"10.1080/13596748.2023.2221123","DOIUrl":"https://doi.org/10.1080/13596748.2023.2221123","url":null,"abstract":"ABSTRACT This study investigated the roles of eleven discipline-specific facilitators in a multi-tiered professional learning programme implemented in a higher education context. The study also examined the factors supporting and hindering their emerging roles, as they facilitated professional learning opportunities to other faculty in their colleges, while also being supported by programme coordinators. Using a phenomenological approach, data were generated from multiple qualitative sources, mainly portfolio entries and interviews conducted with the eleven facilitators at the end of Phase 1 and Phase 2 of the programme. Data analysis revealed the emerging facilitation roles, as well as the intricacies of the factors that were either supports or constraints to the different facilitators. Implications for the role that facilitation played in transforming teaching and learning in a centralised context are discussed. Specifically, this study delineated the need for both bottom-up approaches supported by top-down structures, which can enhance teaching and learning pedagogies and practices. This mix of bottom-up agency and top-down authority was shown to better support discipline-specific facilitators and faculty participants alike.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"530 - 549"},"PeriodicalIF":0.7,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44088472","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 : 2023-07-03DOI: 10.1080/13596748.2023.2221118
Garth D. Stahl, James A. Smith, A. Harvey, Braden Hill, Himanshu Gupta, Sam Moore, Jianing Wang
ABSTRACT As Australian higher education grapples with its colonial history, there has been significant attention to recruiting Indigenous students. However, while we have seen increases in Indigenous participation, males lag significantly behind. Very few Indigenous males enter university and even fewer enter the upper echelons of the stratified higher education sector. In this paper, we investigate the experiences of four Indigenous young men who attended an elite Australian higher education institution. Central to our analysis is how their identities are realised in relation to their sense of Indigeneity and Western ways of knowing, being and doing. In capturing the complex identity work of young Indigenous men, we report on three themes present in the data: feelings of alienation and isolation; identification with their Indigenous identity; and how they view higher education in shaping their futures. How these young men navigate selective institutions speaks to debates regarding non-traditional and historically excluded student populations in elite spaces as well as the decolonisation of higher education.
{"title":"“I tell my brothers that it can be done”: Indigenous Males Navigating Elite Australian Higher Education","authors":"Garth D. Stahl, James A. Smith, A. Harvey, Braden Hill, Himanshu Gupta, Sam Moore, Jianing Wang","doi":"10.1080/13596748.2023.2221118","DOIUrl":"https://doi.org/10.1080/13596748.2023.2221118","url":null,"abstract":"ABSTRACT As Australian higher education grapples with its colonial history, there has been significant attention to recruiting Indigenous students. However, while we have seen increases in Indigenous participation, males lag significantly behind. Very few Indigenous males enter university and even fewer enter the upper echelons of the stratified higher education sector. In this paper, we investigate the experiences of four Indigenous young men who attended an elite Australian higher education institution. Central to our analysis is how their identities are realised in relation to their sense of Indigeneity and Western ways of knowing, being and doing. In capturing the complex identity work of young Indigenous men, we report on three themes present in the data: feelings of alienation and isolation; identification with their Indigenous identity; and how they view higher education in shaping their futures. How these young men navigate selective institutions speaks to debates regarding non-traditional and historically excluded student populations in elite spaces as well as the decolonisation of higher education.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"418 - 438"},"PeriodicalIF":0.7,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48496376","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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