Pub Date : 2020-07-01DOI: 10.30612/hre.v8i15.11135
Joilson Silva de Sousa, Alanderson Maxson Ferreira do Nascimento, Avelino Aldo de Lima Neto
Resenha da Obra: SOUSA, Antonia de Abreu; OLIVEIRA, Elenice Gomes de. (Org.). Educacao Profissional: analise contextualizada. Fortaleza: Edicoes UFC, 2014, 186 p.
作品评论:SOUSA, Antonia de Abreu;OLIVEIRA, Elenice Gomes de. (Org.)。职业教育:语境分析。= =地理= =根据美国人口普查，这个县的总面积为，其中土地和(0.984平方公里)水。
{"title":"Caminhos percorridos pela educação profissional: o prescrito e o vivido","authors":"Joilson Silva de Sousa, Alanderson Maxson Ferreira do Nascimento, Avelino Aldo de Lima Neto","doi":"10.30612/hre.v8i15.11135","DOIUrl":"https://doi.org/10.30612/hre.v8i15.11135","url":null,"abstract":"Resenha da Obra: SOUSA, Antonia de Abreu; OLIVEIRA, Elenice Gomes de. (Org.). Educacao Profissional: analise contextualizada. Fortaleza: Edicoes UFC, 2014, 186 p.","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"31 1","pages":"310-316"},"PeriodicalIF":3.2,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87789646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-01DOI: 10.30612/hre.v8i15.12418
Sebastião Rodrigues-Moura, Graciella Watanabe, F. Perboni
--
--
{"title":"Apresentação - Educação, Currículo e Ensino de Ciências: por uma base comum","authors":"Sebastião Rodrigues-Moura, Graciella Watanabe, F. Perboni","doi":"10.30612/hre.v8i15.12418","DOIUrl":"https://doi.org/10.30612/hre.v8i15.12418","url":null,"abstract":"<jats:p>--</jats:p>","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"41 1","pages":"1-5"},"PeriodicalIF":3.2,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77638652","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-07DOI: 10.1108/oth-10-2019-0074
Marko Orel, W. Bennis
The purpose of this paper is to define coworking in juxtaposition to open, collaborative workspaces that have already long existed at companies and universities and to establish that this model of coworking has taken off in the business world, but has not taken off at education institutions.,The literature and existing resources on flexible work arrangement in academic settings are reviewed to explore the possible applications of a coworking model to higher education. Because of minimal empirical research on the topic, the paper opens up a much-needed discussion on coworking in a scholarly context and its potential benefits for institutions of higher education.,Establishing scholarly coworking units on a broader scale could enhance the development of a cross-regional dimension in education by encouraging mobility of both students and scholars and promote cooperation among educational institutions. The implementation of coworking spaces for universities has occurred at a much lower rate than business-oriented coworking spaces, and several potential reasons for this asymmetry are considered.,While establishing an on- or off-campus coworking environment for graduate and postgraduate pupils is explored to some extent, the possibility and beneficial role of a scholarly coworking space model are poorly understood and under-studied. This conceptual paper provides a framework for applying the coworking model to scholarly settings, with the potential to facilitate more open and inclusive scientific collaboration, research and education, addressing one of the central problems of geographic and institutional barriers to scholarship.
{"title":"The perspective of a coworking space model in scholarly settings","authors":"Marko Orel, W. Bennis","doi":"10.1108/oth-10-2019-0074","DOIUrl":"https://doi.org/10.1108/oth-10-2019-0074","url":null,"abstract":"The purpose of this paper is to define coworking in juxtaposition to open, collaborative workspaces that have already long existed at companies and universities and to establish that this model of coworking has taken off in the business world, but has not taken off at education institutions.,The literature and existing resources on flexible work arrangement in academic settings are reviewed to explore the possible applications of a coworking model to higher education. Because of minimal empirical research on the topic, the paper opens up a much-needed discussion on coworking in a scholarly context and its potential benefits for institutions of higher education.,Establishing scholarly coworking units on a broader scale could enhance the development of a cross-regional dimension in education by encouraging mobility of both students and scholars and promote cooperation among educational institutions. The implementation of coworking spaces for universities has occurred at a much lower rate than business-oriented coworking spaces, and several potential reasons for this asymmetry are considered.,While establishing an on- or off-campus coworking environment for graduate and postgraduate pupils is explored to some extent, the possibility and beneficial role of a scholarly coworking space model are poorly understood and under-studied. This conceptual paper provides a framework for applying the coworking model to scholarly settings, with the potential to facilitate more open and inclusive scientific collaboration, research and education, addressing one of the central problems of geographic and institutional barriers to scholarship.","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"22 1","pages":"101-111"},"PeriodicalIF":3.2,"publicationDate":"2020-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90618492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-01DOI: 10.1108/OTH-02-2020-0005
Márcia Coelho, I. Menezes
Purpose In the context of increasingly diverse issues that affect global society, the social responsibility dimension in higher education institutions is being called to the forefront of change, both in the sense of rethinking their internal practices (e.g. promoting the access and progression of students from different cultural backgrounds) and in their interaction with the surrounding community (e.g. through the establishment of stronger partnerships). The USR activities and projects are considered driving forces of change for universities, but the potential that the involvement of students in this area can have, in their academic and professional capacities, is not yet sufficiently studied. Design/methodology/approach This study examines how students from three European universities (Edinburgh, Porto and Kaunas) perceive the impact of their own involvement in the Erasmus + project ESSA – an experiential training in university social responsibility audit – through focus-group discussions. Findings This analysis pointed towards the role of USR projects as an opportunity for students to improve transversal competencies aligned with articulation between the three cornerstones of the university: teaching, research and third mission. Research limitations/implications The study rests on students' perceptions of personal change. Practical implications This research can help higher education institutions understand the potential of involving students in existing USR projects as a tool to promote their personal, academic and civic development. Social implications USR is a core mission of higher education institutions that is beneficial not only internally but also in what concerns interactions with the community and the potential for developing “public-minded alumni”. Originality/value This paper provides an insight into how students perceive the impact of their involvement in USR projects as unique learning spaces.
{"title":"University social responsibility as a driving force of change: students’ perceptions beyond the ivory tower","authors":"Márcia Coelho, I. Menezes","doi":"10.1108/OTH-02-2020-0005","DOIUrl":"https://doi.org/10.1108/OTH-02-2020-0005","url":null,"abstract":"\u0000Purpose\u0000In the context of increasingly diverse issues that affect global society, the social responsibility dimension in higher education institutions is being called to the forefront of change, both in the sense of rethinking their internal practices (e.g. promoting the access and progression of students from different cultural backgrounds) and in their interaction with the surrounding community (e.g. through the establishment of stronger partnerships). The USR activities and projects are considered driving forces of change for universities, but the potential that the involvement of students in this area can have, in their academic and professional capacities, is not yet sufficiently studied.\u0000\u0000\u0000Design/methodology/approach\u0000This study examines how students from three European universities (Edinburgh, Porto and Kaunas) perceive the impact of their own involvement in the Erasmus + project ESSA – an experiential training in university social responsibility audit – through focus-group discussions.\u0000\u0000\u0000Findings\u0000This analysis pointed towards the role of USR projects as an opportunity for students to improve transversal competencies aligned with articulation between the three cornerstones of the university: teaching, research and third mission.\u0000\u0000\u0000Research limitations/implications\u0000The study rests on students' perceptions of personal change.\u0000\u0000\u0000Practical implications\u0000This research can help higher education institutions understand the potential of involving students in existing USR projects as a tool to promote their personal, academic and civic development.\u0000\u0000\u0000Social implications\u0000USR is a core mission of higher education institutions that is beneficial not only internally but also in what concerns interactions with the community and the potential for developing “public-minded alumni”.\u0000\u0000\u0000Originality/value\u0000This paper provides an insight into how students perceive the impact of their involvement in USR projects as unique learning spaces.\u0000","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"78 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84059698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-13DOI: 10.1108/oth-11-2019-0078
Qian Wang, Jiajun Liu
The purpose of this paper is to explore an innovative teaching design to teach accounting management that aims to foster students’ technical and soft skills. The effectiveness of this new teaching design addresses current concerns for universities preparing students for the future.,The paper deploys the qualitative research methodology and applies multiple methods to gather data in a case study. The researchers collected data through pre- and post-surveys of individual students, three half-day observations on the five project teams and a one-hour long semi-structured interview with a focus group.,Five themes emerged in the research to support the effectiveness of the new teaching design. The study also showed that students’ abilities in self-directed learning (SDL) link to their learning experiences. When students were more capable of initiating learning, such ability enriched their practices of soft skills in the team setting.,This one-shot study had a small group of homogeneous participants and had no baseline comparison to identify the increment of students’ soft skills.,The findings provide valuable insights into the course design and implementation of the teaching approach for the future. The paper suggests that fostering students’ SDL will increase the effectiveness of soft skills development.,This empirical research extends current knowledge of teaching soft skills and calls for action on the development of students’ SDL abilities.
{"title":"Teaching for the future: a transnational university practice","authors":"Qian Wang, Jiajun Liu","doi":"10.1108/oth-11-2019-0078","DOIUrl":"https://doi.org/10.1108/oth-11-2019-0078","url":null,"abstract":"The purpose of this paper is to explore an innovative teaching design to teach accounting management that aims to foster students’ technical and soft skills. The effectiveness of this new teaching design addresses current concerns for universities preparing students for the future.,The paper deploys the qualitative research methodology and applies multiple methods to gather data in a case study. The researchers collected data through pre- and post-surveys of individual students, three half-day observations on the five project teams and a one-hour long semi-structured interview with a focus group.,Five themes emerged in the research to support the effectiveness of the new teaching design. The study also showed that students’ abilities in self-directed learning (SDL) link to their learning experiences. When students were more capable of initiating learning, such ability enriched their practices of soft skills in the team setting.,This one-shot study had a small group of homogeneous participants and had no baseline comparison to identify the increment of students’ soft skills.,The findings provide valuable insights into the course design and implementation of the teaching approach for the future. The paper suggests that fostering students’ SDL will increase the effectiveness of soft skills development.,This empirical research extends current knowledge of teaching soft skills and calls for action on the development of students’ SDL abilities.","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"7 1","pages":"85-92"},"PeriodicalIF":3.2,"publicationDate":"2020-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73029406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-16DOI: 10.1108/oth-11-2019-0077
Nimitha Aboobaker, Renjini D.
In the context of conflicting results in the existing literature on the effectiveness of entrepreneurial education and training, this study aims to examine the effect of entrepreneurial training on perceived human capital and entrepreneurial intention of students. A deeper understanding of the effectiveness of entrepreneurship programs assumes significance, given the substantial policy support and budgetary spending on entrepreneurship education across the world, especially in emerging economies like India. Furthermore, the authors seek to examine if human capital mediates the relationship between entrepreneurial training and entrepreneurial intention.,In total, 330 final-year students who had undergone a mandatory course on “entrepreneurship and new venture planning” in various disciplines in science, technology and management were randomly selected as sample respondents. A self-administered and structured questionnaire that measured the attitude toward perceived effectiveness of entrepreneurial education and training, perceived human capital and the entrepreneurial intention was used to elicit responses.,Results revealed that entrepreneurial training and education are effective in eliciting an important student-level outcome of entrepreneurial intention. Furthermore, the study found that human capital significantly mediates the aforementioned relationship. Based on these findings, it is suggested to further the focus of entrepreneurial training programs conducted in universities and thus foster entrepreneurial outcomes among students.,This study adds to the body of knowledge, by examining if entrepreneurial education and training provided by universities indeed yield positive results in terms of higher intentions to engage in entrepreneurial activities, with emphasis on a large developing economy like India. Entrepreneurship development is widely recognized as an effective tool for the socio-economic development of societies in developing countries. This study, by establishing the efficacy of entrepreneurship education in creating entrepreneurial intention among young students, endorses the policy focus and resource spending on entrepreneurship training and education. Also, this study is pioneering in examining the mediating role of human capital in the aforementioned relationship.
{"title":"Human capital and entrepreneurial intentions: do entrepreneurship education and training provided by universities add value?","authors":"Nimitha Aboobaker, Renjini D.","doi":"10.1108/oth-11-2019-0077","DOIUrl":"https://doi.org/10.1108/oth-11-2019-0077","url":null,"abstract":"In the context of conflicting results in the existing literature on the effectiveness of entrepreneurial education and training, this study aims to examine the effect of entrepreneurial training on perceived human capital and entrepreneurial intention of students. A deeper understanding of the effectiveness of entrepreneurship programs assumes significance, given the substantial policy support and budgetary spending on entrepreneurship education across the world, especially in emerging economies like India. Furthermore, the authors seek to examine if human capital mediates the relationship between entrepreneurial training and entrepreneurial intention.,In total, 330 final-year students who had undergone a mandatory course on “entrepreneurship and new venture planning” in various disciplines in science, technology and management were randomly selected as sample respondents. A self-administered and structured questionnaire that measured the attitude toward perceived effectiveness of entrepreneurial education and training, perceived human capital and the entrepreneurial intention was used to elicit responses.,Results revealed that entrepreneurial training and education are effective in eliciting an important student-level outcome of entrepreneurial intention. Furthermore, the study found that human capital significantly mediates the aforementioned relationship. Based on these findings, it is suggested to further the focus of entrepreneurial training programs conducted in universities and thus foster entrepreneurial outcomes among students.,This study adds to the body of knowledge, by examining if entrepreneurial education and training provided by universities indeed yield positive results in terms of higher intentions to engage in entrepreneurial activities, with emphasis on a large developing economy like India. Entrepreneurship development is widely recognized as an effective tool for the socio-economic development of societies in developing countries. This study, by establishing the efficacy of entrepreneurship education in creating entrepreneurial intention among young students, endorses the policy focus and resource spending on entrepreneurship training and education. Also, this study is pioneering in examining the mediating role of human capital in the aforementioned relationship.","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"11 1","pages":"73-83"},"PeriodicalIF":3.2,"publicationDate":"2020-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90795581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-22DOI: 10.1108/oth-11-2019-0080
Roger Pizarro Milian, S. Davies
The purpose of this study is to analyse the prospective impact of the future of work on universities.,Several brief case studies of heralded disruptors of higher education (HE) – including digital badges, for-profit universities and massive open online courses – are reviewed to illustrate inertial forces in the system.,The results indicate that several social forces will protect most universities from significant disruption, with the impetus for change being felt mostly in the periphery of the system.,The argument presented in this study serves as a corrective to claims that looming changes in the nature of work will radically disrupt universities. It calls for more nuanced theorizing about the interaction between technical and institutional forces in HE.
{"title":"Forecasting the impacts of the “future of work” on universities: a sociological perspective","authors":"Roger Pizarro Milian, S. Davies","doi":"10.1108/oth-11-2019-0080","DOIUrl":"https://doi.org/10.1108/oth-11-2019-0080","url":null,"abstract":"The purpose of this study is to analyse the prospective impact of the future of work on universities.,Several brief case studies of heralded disruptors of higher education (HE) – including digital badges, for-profit universities and massive open online courses – are reviewed to illustrate inertial forces in the system.,The results indicate that several social forces will protect most universities from significant disruption, with the impetus for change being felt mostly in the periphery of the system.,The argument presented in this study serves as a corrective to claims that looming changes in the nature of work will radically disrupt universities. It calls for more nuanced theorizing about the interaction between technical and institutional forces in HE.","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"55 1","pages":"63-71"},"PeriodicalIF":3.2,"publicationDate":"2020-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86925407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-29DOI: 10.1108/oth-08-2019-0060
Taru Konst, L. Kairisto-Mertanen
Purpose The purpose of this paper is to discuss the concept of a pedagogical strategy called innovation pedagogy and examine how it has been and will be developed. The paper is an overview of the latest development of the innovation pedagogy approach. It provides a discussion of the changes in innovation pedagogy and, more generally, in higher education, including the changes in educational aims and involving a sustainable future as the priority in all education. Design/methodology/approach The research methodology is based on action research, participatory observation and on the experiences of the authors of the development process, which has taken place in one Finnish university of applied sciences during the past decade. Findings The implementation of innovation pedagogy requires time, participation of the whole educational community and management commitment. The study describes the results of the development work and states that the educational goals require consideration of values, processes and structures. Research limitations/implications Because of the case study setting and a specific cultural context, there are limitations to the generalizability of the findings. Originality/value Focusing on the development of the concept of innovation pedagogy helps to understand how education development takes place gradually and how it can simultaneously aim to respond to the demands of a sustainable future. This study extends approaches on research in education and innovation pedagogy.
{"title":"Developing innovation pedagogy approach","authors":"Taru Konst, L. Kairisto-Mertanen","doi":"10.1108/oth-08-2019-0060","DOIUrl":"https://doi.org/10.1108/oth-08-2019-0060","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to discuss the concept of a pedagogical strategy called innovation pedagogy and examine how it has been and will be developed. The paper is an overview of the latest development of the innovation pedagogy approach. It provides a discussion of the changes in innovation pedagogy and, more generally, in higher education, including the changes in educational aims and involving a sustainable future as the priority in all education.\u0000\u0000\u0000Design/methodology/approach\u0000The research methodology is based on action research, participatory observation and on the experiences of the authors of the development process, which has taken place in one Finnish university of applied sciences during the past decade.\u0000\u0000\u0000Findings\u0000The implementation of innovation pedagogy requires time, participation of the whole educational community and management commitment. The study describes the results of the development work and states that the educational goals require consideration of values, processes and structures.\u0000\u0000\u0000Research limitations/implications\u0000Because of the case study setting and a specific cultural context, there are limitations to the generalizability of the findings.\u0000\u0000\u0000Originality/value\u0000Focusing on the development of the concept of innovation pedagogy helps to understand how education development takes place gradually and how it can simultaneously aim to respond to the demands of a sustainable future. This study extends approaches on research in education and innovation pedagogy.\u0000","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"6 1","pages":""},"PeriodicalIF":3.2,"publicationDate":"2020-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90549084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-24DOI: 10.1108/oth-09-2019-0067
D. Starr-Glass
This paper reflects on and seeks to reconcile and to consolidate two bodies of literature. The first deals with course design in higher education, particularly with efforts to create significant learning experiences. The second body of literature, which is considerably less well-known, considers the implied student – the intended or preconceived student for whom these learning experiences are created. Significant learning experiences are created by instructors for students, not for themselves. Thus, a critical condition for success in course design is to examine and interrogate the implied student that instructors had in mind and to reconcile those preconceived notions with the actual students who populate the learning space.,The paper is a critical reflection on the literature and the author’s experience in designing college level business and economics courses and in attempting to create significant learning experiences in those courses. The study reflects on practice, reviews the relevant literature, and is speculative in nature. It is not empirically based and may well have limited generalizability. However, it is hoped that this paper will promote further exploration of the implied student construct and will lead to further research into the misalignment of expectations and outcomes between implied students and actual students.,The paper contends that there is inevitably a gap – for both the instructor and the learner – between the expectations and outcomes that are anticipated for implied students and realized by actual students. It suggests that recognition of this gap is a critical element in designing significant learning experiences for actual learners. The paper further suggests that success in creating these experiences is improved through reconsidering the implied student stereotype, engaging with actual students and instructor-led communication of the implicit goals and outcomes of the course.,Students are best served if they engage in learning spaces thoughtfully centered on significant learning experiences. However, learning environments are often constructed around envisaged students who are defined by the learning expectations, pedagogic philosophies and ideological biases of the instructor. This paper provides value by encouraging instructors to explore their preconceptions of the implied student and creating and facilitating learning environments that recognize, appreciate and respond to the actual students who will populate them. Further, the paper highlights “the implied student,” which has gained considerable traction in Nordic countries but only limited attention in the USA and UK.
{"title":"Significant learning experiences and implied students","authors":"D. Starr-Glass","doi":"10.1108/oth-09-2019-0067","DOIUrl":"https://doi.org/10.1108/oth-09-2019-0067","url":null,"abstract":"This paper reflects on and seeks to reconcile and to consolidate two bodies of literature. The first deals with course design in higher education, particularly with efforts to create significant learning experiences. The second body of literature, which is considerably less well-known, considers the implied student – the intended or preconceived student for whom these learning experiences are created. Significant learning experiences are created by instructors for students, not for themselves. Thus, a critical condition for success in course design is to examine and interrogate the implied student that instructors had in mind and to reconcile those preconceived notions with the actual students who populate the learning space.,The paper is a critical reflection on the literature and the author’s experience in designing college level business and economics courses and in attempting to create significant learning experiences in those courses. The study reflects on practice, reviews the relevant literature, and is speculative in nature. It is not empirically based and may well have limited generalizability. However, it is hoped that this paper will promote further exploration of the implied student construct and will lead to further research into the misalignment of expectations and outcomes between implied students and actual students.,The paper contends that there is inevitably a gap – for both the instructor and the learner – between the expectations and outcomes that are anticipated for implied students and realized by actual students. It suggests that recognition of this gap is a critical element in designing significant learning experiences for actual learners. The paper further suggests that success in creating these experiences is improved through reconsidering the implied student stereotype, engaging with actual students and instructor-led communication of the implicit goals and outcomes of the course.,Students are best served if they engage in learning spaces thoughtfully centered on significant learning experiences. However, learning environments are often constructed around envisaged students who are defined by the learning expectations, pedagogic philosophies and ideological biases of the instructor. This paper provides value by encouraging instructors to explore their preconceptions of the implied student and creating and facilitating learning environments that recognize, appreciate and respond to the actual students who will populate them. Further, the paper highlights “the implied student,” which has gained considerable traction in Nordic countries but only limited attention in the USA and UK.","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"9 1","pages":"55-62"},"PeriodicalIF":3.2,"publicationDate":"2020-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78375124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-24DOI: 10.1108/oth-10-2019-0069
K. Prince
This paper reflects on the author’s experience of an education foundation’s developing a robust and nationally recognized futures studies practice over a period of 14 years. In so doing, this paper aims to inform other futures studies practitioners about the kinds of considerations that can be encountered, and which must be managed, in starting, developing and maintaining a futures studies practice.,Organized around KnowledgeWorks’ triennial forecasts on the future of learning, the paper takes a narrative approach to describe the organization’s and the author’s future studies journeys, examining ways in which organizational learning and dynamics, as well as audience reception, affected the relative success of the study.,The paper begins by describing KnowledgeWorks’ excitement when publishing its first forecast on the future of education as a client of the institute for the future put KnowledgeWorks on the national map. It goes on to examine the organization’s capacity development in learning how to engage education audiences in exploring the future of learning, situating the study in the field of futures studies and developing internal capacity and thought leadership in the field. The paper concludes by reflecting on key aspects of KnowledgeWorks’ organizational learning; the organization’s leadership, moment and culture; and the author’s professional development journey.,The paper will help other future studies practitioners, along with organizations interested in considering investing in futures studies, anticipate considerations that could help them strengthen their practice or set up their organizational investment for success.
{"title":"Education futures: balancing the familiar and the unknown","authors":"K. Prince","doi":"10.1108/oth-10-2019-0069","DOIUrl":"https://doi.org/10.1108/oth-10-2019-0069","url":null,"abstract":"This paper reflects on the author’s experience of an education foundation’s developing a robust and nationally recognized futures studies practice over a period of 14 years. In so doing, this paper aims to inform other futures studies practitioners about the kinds of considerations that can be encountered, and which must be managed, in starting, developing and maintaining a futures studies practice.,Organized around KnowledgeWorks’ triennial forecasts on the future of learning, the paper takes a narrative approach to describe the organization’s and the author’s future studies journeys, examining ways in which organizational learning and dynamics, as well as audience reception, affected the relative success of the study.,The paper begins by describing KnowledgeWorks’ excitement when publishing its first forecast on the future of education as a client of the institute for the future put KnowledgeWorks on the national map. It goes on to examine the organization’s capacity development in learning how to engage education audiences in exploring the future of learning, situating the study in the field of futures studies and developing internal capacity and thought leadership in the field. The paper concludes by reflecting on key aspects of KnowledgeWorks’ organizational learning; the organization’s leadership, moment and culture; and the author’s professional development journey.,The paper will help other future studies practitioners, along with organizations interested in considering investing in futures studies, anticipate considerations that could help them strengthen their practice or set up their organizational investment for success.","PeriodicalId":47013,"journal":{"name":"On the Horizon","volume":"12 1","pages":"33-44"},"PeriodicalIF":3.2,"publicationDate":"2020-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74753057","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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