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Hibel, Jacob, and Daphne M. Penn. "Bad Apples or Bad Orchards? An Organizational Analysis of Educator Cheating on Standardized Accountability Tests." Sociology of Education 93, no. 4 (June 1, 2020): 331–52. http://dx.doi.org/10.1177/0038040720927234.
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Using an explanatory sequential mixed-methods design, we analyze quantitative administrative and survey data and qualitative archival data to examine the organizational character of standardized test cheating among educators in Georgia elementary schools. Applying a theoretical typology that identifies distinct forms of rule breaking in bureaucratic organizations, we find that teacher-focused, individual-level explanations for cheating are inadequate, particularly in the context of large-scale cheating outbreaks. Our findings suggest cheating scandals tend to arise when rule-breaking decisions shift toward higher levels of the educational bureaucracy, and school and district leaders enact multiple strategies to motivate coordinated cheating efforts among lower-level educators. In these scenarios, a “bad apples” explanation focused on rogue teachers fails to account for the systematic organizational underpinnings of standardized test cheating. We describe the institutional and organizational predictors of organized adult cheating on standardized tests, and we conclude with a discussion of our findings’ implications for education policy and research.
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Hammoudi, Abdelhak, and Samah Benzerroug. "Cheating on Exams: Dishonest or Justifiable Behaviour?" International Journal of English Language Studies 3, no. 4 (April 25, 2021): 79–88. http://dx.doi.org/10.32996/ijels.2021.3.3.7.
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Academic dishonesty has been a perennial issue in higher education for hundreds of years. The advent of technological devices has spurred much more concern regarding the so-called inappropriate use of these tools and their impact on the ethical behaviour of the students. The main aim of this study was to demonstrate to educators that cheating on exams is most of the time a justifiable and smart behaviour. To support this assumption, the study investigated (a) the reasons that often push students to resort to cheating and (b) the role of exam anxiety in engaging students’ survival intelligence to respond to examinations threat with whatever the means. The results, based on a sample of one 100 students from the English language department indicate that 90% of the students think that the way the examinations are designed constitutes the main cause of cheating: questions test memory rather than comprehension. Teachers themselves trigger cheating on exams because the content of their exams does not take into account students’ Multiple Intelligences, and preferred channels of learning. Consequently, students’ survival intelligence, feeling a threat causing exam anxiety, engages itself and automatically sets the learner to cheat ‘without actively thinking about it.’ The current results might be applicable to students in other academic disciplines.
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Iriany, Ieke Sartika, and Rostiena Paciana. "THE IMPROVEMENT OF HIGH EDUCATION QUALITY IN INDONESIA THROUGH THE CHARACTER EDUCATION." Journal Of Educational Experts (JEE) 2, no. 1 (March 30, 2019): 15. http://dx.doi.org/10.30740/jee.v2i1p15-26.
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Nowadays, moral education or character education; has become a relevant way to resolve moral crisis happens in Indonesia. When we said about moral crisis, it all refers to corruption, fornication, children and teen abuse, peer to peer violence, juvenile delinquency, the habit of cheating in exam, drugs abuse, pornography, and anarchy. All of it has become social problems that we still do not have the answer on how to resolve. Thus, based on the matter, character education obviously becomes an important thing to be implemented. Objective description that factually happen to the Indonesian nowadays, has show us that The Indonesian almost lost its true self (or identity). Many incidents happened in a last years, had threatened the nation existence. The spread of social conflict and terror had destroyed the social capital, which is important for the community moral integration. In other side, corruption, collusion and nepotism have turned this nation to become a low trust society. Based on the objective description above, I thought we need to improve the quality of higher educations, particularly through the character education; thus, they could result a diplomas with strong Indonesian identity. Nation Identity will be appears in the nation’s character as an implementation of the highest value of the nation. For the Indonesian, the highest values of the nation clearly written in the national principle, which is Pancasila. Pancasila itself, is the establishment of religious, humanity, nationalism, sovereignty, and sociality concepts. Revitalization of Indonesian identity mean, re-build and strengthen Indonesian identity to every citizens. In other words, an effort to build a person with strong Pancasila sense whom has moral and responsible. Higher education level, in this case, has responsibility to shape and strengthening the national identity, which nowadays seems to be weakened.
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Smale, William T., Ryan Hutcheson, and Charles J. Russo. "Cell Phones, Student Rights, and School Safety: Finding the Right Balance." Canadian Journal of Educational Administration and Policy, no. 195 (March 11, 2021): 49–64. http://dx.doi.org/10.7202/1075672ar.
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Despite the potential instructional benefits of integrating devices such as cell phones into schools and classrooms, research reveals that their improper use can negatively impact student behaviour, learning, and well-being. This paper reviews the literature and litigation on cell phone use in schools due to controversies over cheating, cyberbullying, sexting, and searches of student cell phones. Recent studies suggested that the presence of cell phones and related technologies in classrooms could detract from students’ academic performances while contributing to higher rates of academic dishonesty and cyberbullying. The growing prevalence of cyberbullying is especially concerning because it can have severely negative, even tragic, effects on student mental health and safety. However, given the relatively discreet nature of cell phone use, regulations about their use can be difficult to enforce. After reviewing literature and litigation on the potential risks associated with inappropriate cell phone use in schools, this paper offers suggestions for educators to consider when devising or revising policies balancing students’ individual rights with their safety and well-being before ending with a brief conclusion.
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Brown, Ted, Stephen Isbel, Alexandra Logan, and Jamie Etherington. "Predictors of academic honesty and success in domestic and international occupational therapy students." Irish Journal of Occupational Therapy 47, no. 1 (May 7, 2019): 18–41. http://dx.doi.org/10.1108/ijot-12-2018-0022.
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PurposeAcademic integrity is the application of honest, ethical and responsible behaviours to all facets of students’ scholarly endeavours and is the moral code of academia. The international literature reports the prevalence of academic dishonesty in higher education across many disciplines (including the health sciences), and there is evidence linking academic dishonesty in health professional students with future unprofessional behaviour in the workplace. International students are reported to be a particularly vulnerable group. This paper aims to investigate the factors that may be predictive of academic honesty and performance in domestic and international occupational therapy students.Design/methodology/approachIn total, 701 participants (603 domestic students; 98 international students) were recruited from five Australian universities, and data were collected via a two-part self-report questionnaire. ANOVA and multi-linear regression analyses with bootstrapping were completed.FindingsTendency towards cheating and self-perception tendency towards dishonesty in research, gender, age and hours spent in indirect study were found to be statistically significant predictors of academic integrity and performance.Research limitations/implicationsLimitations of this study were the use of convenience sampling and self-report scales which can be prone to social desirability bias. Further studies are recommended to explore other potential predictors of academic honesty and performance in occupational therapy students.Originality/valueA range of predictors of academic honesty and success were found that will assist educators to target vulnerable domestic and international occupational therapy students as well as address deficiencies in academic integrity through proactive strategies.
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Munoz, Albert, and Jonathon Mackay. "An online testing design choice typology towards cheating threat minimisation." Journal of University Teaching and Learning Practice 16, no. 3 (July 1, 2019): 54–70. http://dx.doi.org/10.53761/1.16.3.5.
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Online testing is a popular practice for tertiary educators, largely owing to efficiency in automation, scalability, and capability to add depth and breadth to subject offerings. As with all assessments, designs need to consider whether student cheating may be inadvertently made easier and more difficult to detect. Cheating can jeopardise the validity of inference drawn from the measurements produced by online tests, leading to inaccurate signals and misperceptions about what students know and can do. This paper extends theoretical understanding about cheating behaviours to link online test design choices and their influence on a student’s capability and willingness to cheat. This research reviews the literature on cheating theories and a typology construction methodology to relate common online test design choices to their cheating threat consequence. In doing so, the typology offers educators designing online tests general normative guidance aimed at reducing threats to assessment inference validity, and academic integrity in general, brought about by student cheating. While we admit that cheating cannot be completely eliminated in online testing, the guidance provided by the typology can assist educators to structure online tests to minimise cheating.
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Amrein-Beardsley, Audrey, David C. Berliner, and Sharon Rideau. "Cheating in the first, second, and third degree: Educators' responses to high-stakes testing." education policy analysis archives 18 (June 29, 2010): 14. http://dx.doi.org/10.14507/epaa.v18n14.2010.
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Educators are under tremendous pressure to ensure that their students perform well on tests. Unfortunately, this pressure has caused some educators to cheat. The purpose of this study was to investigate the types of, and degrees to which, a sample of teachers in Arizona were aware of, or had themselves engaged in test-related cheating practices as a function of the high-stakes testing policies of No Child Left Behind. A near census sample of teachers was surveyed, with valid responses obtained from about 5 percent, totaling just over 3,000 teachers. In addition, one small convenience sample of teachers was interviewed, and another participated in a focus group. Data revealed that cheating occurs and that educators can be quite clever when doing so. But how one defines cheating makes it difficult to quantify the frequency with which educators engage in such practices. Our analysis thus required us to think about a taxonomy of cheating based on the definitions of 1st, 2nd, and 3rd degree offenses in the field of law. These categories were analyzed to help educators better define, and be more aware of others' and their own cheating practices, in an attempt to inform local testing policies and procedures.
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Royal, Camika, and Vanessa Dodo Seriki. "Overkill: Black Lives and the Spectacle of the Atlanta Cheating Scandal." Urban Education 53, no. 2 (December 20, 2017): 196–211. http://dx.doi.org/10.1177/0042085917747099.
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This article examines the 2015 Atlanta cheating scandal trials and sentencing. Using critical race theory, the authors argue that cheating is a natural outgrowth of market-based school reform and that racial realism will always lead to scrutiny of Black performance. The sentences of these Black educators is overkill, rooted in anti-Blackness, and can be best understood as a means of preserving Whiteness as property.
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Wang, Victor X., and Vivian W. Mott. "From Politicized Adult Education to Market Oriented Adult Higher Education." International Journal of Adult Vocational Education and Technology 1, no. 1 (January 2010): 49–71. http://dx.doi.org/10.4018/javet.2010100904.
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This study investigated the general instructional modes of adult educators in Southeast China and Northeast China. The study utilized Conti’s (1983, 2004) Principles of Adult Learning Scale (PALS) to measure instructional modes of adult educators. Data were collected from 112 randomly selected participants engaged in teaching Chinese adult learners in Southeast China and Northeast China. The results of the study showed that adult educators in Southeast China were andragogical in their instruction while their counterparts in Northeast China were pedagogical although the difference (p>0.05) between the means of adult educators in Southeast China and Northeast China was not statistically significant.
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Bielska, Beata, and Mateusz Rutkowski. "Cheating in Higher Education: Between Habit, Resourcefulness and Pressure to Help." EDUKACJA 2020, no. 1 (March 25, 2021): 77–88. http://dx.doi.org/10.24131/3724.200106.
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The article analyses the phenomenon of cheating among Polish students. It is based on a research study using a survey conducted in 2019 at one of Poland’s universities. The study results confirm the findings of other researchers concerning the universality of cheating. The issues of interest include the learned breaking of the “do not cheat” norm that is reinforced at subsequent stages of education, the effectiveness of cheating as an educational strategy and the norm of friendship which could incline a person to help.
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King, Chula, and Chris Piotrowski. "Bullying Of Educators By Educators: Incivility In Higher Education." Contemporary Issues in Education Research (CIER) 8, no. 4 (October 2, 2015): 257–62. http://dx.doi.org/10.19030/cier.v8i4.9434.
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Bullying of adults by adults appears to be a common experience in work, social, and even family life. Yet, historically, there has been limited empirical research on the nature of this prevalent and aberrant interpersonal style among personnel in higher education. This article presents a review of studies that reflect key issues on bullying and incivility of/by administrators, faculty, and staff in college and university settings. There is strong empirical evidence that depicts the adult bully as harboring pervasive psychopathological tendencies such as narcissism and Machiavellianism, with a propensity for exhibiting abusive, controlling, callous, condescending, domineering, coercive, and self-centered behaviors (see Piotrowski, 2015). Several hypothetical case vignettes of incivility/bullying incidents specific to the academe are offered to illustrate these tendencies, along with strategies to recognize, manage, and combat ‘bullying’ styles in interpersonal interactions in college/university settings. Official policy should designate higher education settings as a ‘No Bully Zone’.
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Sileo, Jane M., and Thomas W. Sileo. "Academic Dishonesty and Online Classes: A Rural Education Perspective." Rural Special Education Quarterly 27, no. 1-2 (March 2008): 55–60. http://dx.doi.org/10.1177/8756870508027001-209.
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Rural educators must possess high standards of ethical behavior that inform professional practice and improve the communities in which they live and work. The purposes of this article are to discuss rural education and its intersection with online classes as vehicles to meet residents' educational needs; ethical issues that surround online class delivery; and suggestions to deter academic dishonesty in online classes. Key Words: rural education, distance education, academic dishonesty, academic integrity, cheating, ethics, instructional practices, Internet, online instruction, student behaviors/attitude, teacher preparation, World Wide Web.
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Smith, Alan, and Mike Seal. "The Contested Terrain of Critical Pedagogy and Teaching Informal Education in Higher Education." Education Sciences 11, no. 9 (August 30, 2021): 476. http://dx.doi.org/10.3390/educsci11090476.
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This review explores how critical pedagogy, often cited by educators of informal educators as a key influence, actually informs teaching of informal educators in higher education and assesses its potential to do so. It explores the background to critical pedagogy, its principles, aims and approaches and examines its worldwide influence on the teaching of informal educators. The authors argue that critical pedagogy is crucial for the teaching of informal educators, enabling lecturer and practitioners to interrupt the hegemony of neo-liberal and neo-managerial thinking in their practice and in higher education, and re-orientate themselves and examine their positionality within their institutions. It will focus on practical examples of enabling critical pedagogy in the teaching of informal education in higher education institutions.
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Bretag, Tracey, Rowena Harper, Kiata Rundle, Philip M. Newton, Cath Ellis, Sonia, Sonia Saddiqui, and Karen van Haeringen. "Contract cheating in Australian higher education: a comparison of non-university higher education providers and universities." Assessment & Evaluation in Higher Education 45, no. 1 (May 24, 2019): 125–39. http://dx.doi.org/10.1080/02602938.2019.1614146.
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Thomas, Jesse J. "Wisdom Literature and Higher Education." Journal of Interdisciplinary Studies 14, no. 1 (2002): 117–40. http://dx.doi.org/10.5840/jis2002141/26.
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The Biblical and Deuterocanonical Wisdom books have a great deal to contribute to contemporary higher education, which has been affected adversely by the secularization of the past centuries, most recently by postmodernism. This essay traces the development of the Wisdom literature from Proverbs to the Gospel of John and its implications for higher education in five areas: the integrative; ethical; personal; enjoyable; and transformational aspects of learning Higher education rooted in the Wisdom literature is uniquely capable of addressing each of these issues in a way that education cut off from traditional values cannot. Practical suggestions address such concerns as general education courses, classroom cheating and ethical and professional responsibilities of faculty. For example, some general education courses should be required of senior students in order to integrate courses that they have already completed. The conclusion follows that a balanced practice of the five areas can serve as an antidote to the ills of higher education without degenerating into the repressive educational environment feared by postmodernists.
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Ahrens, Andreas, Jelena Zascerinska, Hariharan Ramar, and Natalia Andreeva. "EDUCATORS’ OPINION ON WEBINARS IN HIGHER EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 1 (May 26, 2016): 15. http://dx.doi.org/10.17770/sie2016vol1.1488.
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Three strategic priorities of the European Union such as Open Innovation, Open Science, and Openness to the World reveal that higher education focused on training of students as prospective specialists needed by society and production orient higher education how to change. In higher education the transition from distance learning to on-line learning has started. For on-line learning in higher education, webinars are becoming an indispensable tool. However, educators’ opinion on webinars in higher education has not been analyzed. The aim of the present contribution is to analyze educators‘ opinion on webinars in higher education underpinning elaboration of a hypothesis on use of webinars in on-line educational environment within higher education. The meaning of such key concepts as webinar, opinion, on-line learning and on-line educational environment is studied. Moreover, the study shows how the steps of the process are related: identifying webinars → defining educators’ opinion → empirical study → conclusions. The empirical study was carried out in September 2015. The sample included 58 educators from the teacher training institution, namely Dr. Sivanthi Aditanar College of Education in India. The study results demonstrate that the educators’ opinions on webinars in higher education are homogeneous. A hypothesis on use of webinars in on-line educational environment within higher education is elaborated. Directions of further research are proposed.
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Mensah, Christopher, and Edem M. Azila-Gbettor. "Religiosity and students’ examination cheating: evidence from Ghana." International Journal of Educational Management 32, no. 6 (August 13, 2018): 1156–72. http://dx.doi.org/10.1108/ijem-07-2017-0165.
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Purpose Academic misconduct has become an albatross on the management of higher education institutions with long-term ramification on developmental agenda of countries. The purpose of this paper is to examine the association between religiousness of students and examination cheating tendencies. Further, this paper explored the cheating methods, reasons for cheating and the relationship between perception of peer cheating and examination cheating propensity among students in Ghana. Design/methodology/approach A cross-sectional research design was adopted for the study using questionnaires to collect data from 355 students in a three-year higher national diploma awarding technical university in Ghana. Descriptive statistics, Mann Whitney U and Kruskal Wallis tests were the main data analytical tools. Findings Results of the study revealed that “fear of failure” was the leading reason driving students’ examination cheating behaviours. Perception of peer cheating was related to levels of self-reported cheating whereas religious inclination of students was uncorrelated with the self-reported cheating behaviour of students. Practical implications The findings of the study provide implication for management of higher education institutions. The academic counselling unit of higher education institutions should work to dispel students’ overly sensitivity to end-of-semester examinations. Teachings of religious groups should highlight examination cheating as constituting violations of religious values and norms. Originality/value This paper is one of the pioneers of examination cheating and religiosity relationship in Ghana’s higher education settings. This study makes an additional contribution to the literature on the religiosity examination cheating nexus.
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Gilbert, Jenny, and Simon Pratt-Adams. "Transforming Higher Education Culture: Teacher Education in Kosovo." International Journal of Educational Reform 29, no. 3 (December 17, 2019): 256–74. http://dx.doi.org/10.1177/1056787919892007.
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Demand for a radical overhaul of teacher education in Kosovo led one Faculty of Education to modernize and improve the university-based preparation of teachers, and so deliver a new competence-based school curriculum. Moving to this learner-centered model of education required transformation in the culture of teacher educators. In order to evaluate the efforts to effect this cultural change, we adopted an unusual action research method, Soft Systems Methodology that recognizes the varying aims and perceptions of stakeholders. These data were holistically captured with the use of metaphors addressing what needs to be done and how things have happened.
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Keeffe, Mary, and Linda De George-Walker. "On the Pulse of Change: The New Beat of Special Education in Higher Education." Australasian Journal of Special Education 34, no. 2 (November 1, 2010): 99–108. http://dx.doi.org/10.1375/ajse.34.2.99.
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AbstractThe roles and responsibilities of special educators in both special and regular school settings are changing rapidly. More than two decades ago the move towards more inclusive practices disrupted the traditional, niche separatism of special educators to the extent that they are now an integral part of the regular school teaching staff. Today the broad agenda to facilitate access and participation for all students in education, not just students with disabilities, influences the roles and responsibilities of special educators. This article briefly identifies some of the generic pulses that are moving the special education profession from a focus on low incidence disabilities towards a more comprehensive approach to inclusion, school responsiveness and individualised learning pathways. From the foundation of inclusive practice, this article will describe how a qualitative study was used to understand the changing roles and responsibilities of special educators. A case-study analysis of 17 schools formed the basis of the investigation. Principals, lead teachers in special education and special education teachers were asked to identify trends and priorities in special education and also to identify rewards and challenges in their jobs. Further cross-referencing with teacher and special educator standards, a focus group, a stakeholder group and research in the field increased the opportunity for academics and special educators to critically reflect on the emerging demands placed on special educators and the attributes that are needed to be professionally effective.
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Giroux, Henry A. "Selling Out Higher Education." Policy Futures in Education 1, no. 1 (March 2003): 179–200. http://dx.doi.org/10.2304/pfie.2003.1.1.6.
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The expansion of neo-liberal capitalism globally suggests an especially dangerous turn at the current historical moment, one that threatens both the substance of democracy as fundamental to the most basic freedom and civil liberties, and the very meaning of higher education. As the power of nation states and civil society to impose or make corporate power accountable is reduced, politics as an expression of democratic struggle is deflated and ethical responsibility appears irrelevant. As neo-liberal capitalism substitutes market relations for the rule of justice and law, it becomes more difficult for educators, students, and citizens to address pressing social and moral issues in systemic and political terms. This article addresses the fundamental shift in society regarding how we think about the relationship between corporate culture, higher education, and democracy. Specifically, it argues that one of the most important indications of such a change can be seen in the ways in which we are currently being asked to rethink the role of higher education. Underlying this analysis is the assumption that the struggle to reclaim higher education must be seen as part of a broader battle over the defense of public goods, and that at the heart of such a struggle is the need to challenge the ever-growing discourse and influence of neo-liberalism, corporate power, and corporate politics. The article concludes by offering some suggestions as to what educators can do to reassert the primacy of higher education as an essential sphere for expanding and deepening the processes of democracy and civil society.
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Fatima, Jabeen, and Muhammad Naseer Ud Din. "Evaluative Study Of M.A. Education Programmes Of Teacher Education At Higher Education Level In Pakistan." Contemporary Issues in Education Research (CIER) 3, no. 12 (January 6, 2011): 29. http://dx.doi.org/10.19030/cier.v3i12.921.
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The study was aimed at evaluating the MA Education Programme of teacher education in Pakistan. Post-graduate teacher’s training institutes in Pakistan grant the Master of Education (MA/M.Ed.), Master of Philosophy (M.Phil) and Doctor of Philosophy (Ph D) post-graduate degrees in the field of education to enhance the careers and accelerate the professional development of educators. The population of the study was all heads and teachers of education departments of public sector universities and government colleges of education and prospective teachers enrolled in public sector universities and government colleges where the Master degree of Education (MA Education) programme was offered. The sample of 20 heads of public sector universities and government colleges of education, 56 teacher educators of 10 public sector universities and 10 government colleges of education, and 200 prospective teachers enrolled in public sector universities and government colleges of education departments, where the Master degree of Education (M.A./M.Ed.) was offered in Pakistan, was selected through cluster random sampling. For the collection of data, three questionnaires - one each for heads of institutions, teacher educators and prospective teachers - were developed. For analysis, chi-square as the contingency test, was applied for identifying the trends from the frequency of responses of each questionnaire item. It was concluded that the teaching faculty of the MA education programme was using a variety of teaching methods according to the nature of objectives, content and students. Evaluation systems for students of the MA education programme were found satisfactory. It is recommended that required changes be introduced in admission criteria, curriculum, duration of degree programme, teaching-practice, research work, rewards and incentives of existing MA Education Programme in Pakistan.
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Jin, Jennifer, Mira Kim, and Pete Rivett. "Semantic Computing for Education." International Journal of Semantic Computing 09, no. 03 (September 2015): 395–413. http://dx.doi.org/10.1142/s1793351x15500063.
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There are challenges educators face in delivering the vast amount of teaching material to students. Using ontologies could solve some of these issues. We survey different types of ontologies available that could aid educators teach students. We discuss how ontologies may help improve the education system for K-12, higher education, curriculum creating, e-learning, etc. We analyze the efficacy of the ontologies available as well as the challenges educators face and how to make improvements.
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Medway, Dominic, Stuart Roper, and Leah Gillooly. "Contract cheating in UK higher education: A covert investigation of essay mills." British Educational Research Journal 44, no. 3 (April 17, 2018): 393–418. http://dx.doi.org/10.1002/berj.3335.
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Năznean, Adrian. "THE COVID-19 PANDEMIC AND THE ONLINIFICATION OF TEACHING AND LEARNING." Journal of Pedagogy - Revista de Pedagogie LXIX, no. 1 (June 2021): 93–109. http://dx.doi.org/10.26755/revped/2021.1/93.
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Online education is of various types and can be defined in numerous ways. Over the last few decades, online education has gained popularity, but has also been regarded with reluctance and scepticism as to the benefits it may have. The COVID- 19 pandemic was declared on the 11th of March 2020 and forced many countries to impose lockdowns and restrictions. As such, several activities were shut down, schools and universities were closed, thus, the need for rapid solutions arose. Since the online environment was there for the taking, physical classrooms were virtualised overnight, homes became learning and teaching spaces for students and educators, whereas the latter were faced with adapting content and transferring it in order to suit its delivery via online platforms. With little to no experience in online education, educators sought to find ways to continue their work bringing emergency modifications. Although digital transformation is not a new phenomenon, the transit from physical classrooms to online ones has been and still is a rough learning curve for many educators. Apart from optimising digital technology to apply to education, another difficult task of any online teacher is to keep students motivated and involved, which can be achieved in different ways. This article discusses methods of content and course delivery, the technology-induced problems that online teaching implies, assessment, ethical behaviour in a virtual setting, and the risk of cheating in online examinations, as well as ways of preventing cheating. Nevertheless, the abrupt onlinification of education may lie at the basis of future exploration and research.
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Radjai, Leyla, and Christopher Hammond. "Internationalization of the curriculum in Japanese higher education." Journal of Comparative & International Higher Education 11, Winter (March 15, 2020): 172–75. http://dx.doi.org/10.32674/jcihe.v11iwinter.1523.
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Internationalization of university curricula has received growing attention among scholars and policymakers who recognize the importance of providing international and intercultural opportunities to all students, not only those able to partake in education abroad. Much of the research in this area has been done in Anglosphere and European contexts (Leask 2017; Beelen and Jones 2015; Haigh 2002), with less scholarly attention given elsewhere. Our study focuses on Japan, analyzing the approaches taken to internationalize the curriculum in English-medium instruction (EMI) programs in Japanese universities. We seek to understand the experiences of educators and students involved in teaching and learning in these internationalized classroom contexts, with a view to contribute novel insights that can inform future policy and practice at internationalizing universities. The research questions guiding this mixed methods project are: 1)What does internationalization of curriculum mean for educators in the Japanese university context? 2)How do faculty members incorporate intercultural/global dimensions into curriculum design in their EMI programs? 3)What factors do educators and students perceive to enable or block the internationalization of the curriculum in these programs?
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Ali, Holi Ibrahim Holi, and Awad Alhassan. "Fighting contract cheating and ghostwriting in Higher Education: Moving towards a multidimensional approach." Cogent Education 8, no. 1 (January 1, 2021): 1885837. http://dx.doi.org/10.1080/2331186x.2021.1885837.
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Koch, Carol. "The Coaching Process in Higher Education." Perspectives on Issues in Higher Education 11, no. 2 (October 2008): 44–47. http://dx.doi.org/10.1044/ihe11.2.44.
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Abstract Excellence in teaching is a standard to which educators aspire. The developmental nature of effective teaching strategies implies the need to provide ongoing and continual support for junior level faculty. Showers (1985) described coaching as a process that involves assistance in learning. Therefore, coaching involves assistance without judgment. Through case study illustration, the coaching process framework will be examined within the context of a university instructor desiring to enhance teaching performance.
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Sarmiento, Celina P., Marie Paz E. Morales, Levi E. Elipane, and Brando C. Palomar. "Assessment practices in Philippine higher STEAM education." Journal of University Teaching and Learning Practice 17, no. 5 (December 1, 2020): 286–301. http://dx.doi.org/10.53761/1.17.5.18.
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The study explored practices of the sampled higher education Philippine STEAM educators in assessing learners. Data sourced from the database of a state-funded research on Philippine STEAM education using a Classroom Observation Protocol, included 106 STEAM teachers from purposely selected institutions drawn from 14 regions. Systematic data analysis (through data condensation, data display, and drawing and verifying conclusions) revealed that STEAM teachers used both appropriate traditional and authentic assessment tools and strategies with inclusive integration of technology. Furthermore, results showed that STEAM teachers’ best assessment practices may be categorised as: 1) assessment for career or industry readiness, 2) mounting assessment system to support instruction, and 3) collective and reflective assessment process. COVID-19 pandemic implications and policy recommendations are also offered, which may enhance assessment practices and suggest a perspective in crafting and recommending national and international standards and guidelines on assessment literacy among higher STEAM educators.
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Ifeoma, Ifediora Raluchukwu, Ifediora Chuka Uzoma, and Ugwuanyi Chidera Christian. "Factors Influencing Examination Cheating Behaviors by Consumers of Post-Primary Education in Enugu, Nigeria." International Journal of Marketing Research Innovation 3, no. 1 (June 29, 2019): 37–50. http://dx.doi.org/10.46281/ijmri.v3i1.335.
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This study evaluates the factors influencing examination cheating behaviors by consumers of post-primary education in Enugu, Nigeria. The study objectives were to; determine whether the gender of consumers of post-primary education has a significant influence on the incidence of examination cheating behaviors in post-primary schools in Enugu, Nigeria, and; ascertain the significant causes of examination cheating behaviors among consumers of post-primary education in Enugu, Nigeria. The study adopted a descriptive research design. Examiners of external and internal examinations in post-primary schools in Enugu, Nigeria were the target population for the study. A sample size of 246 was chosen from this population. A structured questionnaire was the instrument for data collection, while the t-test was used for the hypotheses tests at 5% level of significance. The hypotheses tests revealed that; gender of consumers of post-primary education has no significant influence on the incidence of examination cheating behaviours in post-primary primary schools in Enugu, Nigeria and; inadequate preparation, environmental influence and poor infrastructure in schools are the significant causes of examination cheating behaviors among consumers of post-primary education in Enugu, Nigeria. Following the findings, the study concludes that though male consumers of educational services have a higher tendency of engaging in examination cheating behaviors than female consumers of educational services in Enugu, Nigeria. This influence of gender has been shown to be insignificant. Also, examination cheating behaviors among consumers of educational services in Enugu, Nigeria are caused by a combination of personal attributes of the consumers and group/societal influences.
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Zeri, Fabrizio, Riccardo Cervio, Marta Mosci, Silvia Tavazzi, and Shehzad Naroo. "Group Work and Peer Assessment in Optometry Higher Education." Scandinavian Journal of Optometry and Visual Science 13, no. 1 (July 31, 2020): 10–18. http://dx.doi.org/10.5384/sjovs.vol13i1p10-18.
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In health-related professions, education has unique challenges. Problem-based learning can be extremely useful and driven by strategies such as group-work (GW) and peer assessment (PA), which are both used as formative and assessment tools. This study aimed to explore experience and perceptions about GW and PA held by educators and students in optometry. In a first survey, 45 Italian educators (43.8 ± 13.0 years old) of optometric clinical modules answered an email questionnaire investigating their attitudes towards GW and PA. In a second survey, 66 3rd-year undergraduates (22.5 ± 2.0 years old) answered a questionnaire investigating the perception and attitudes towards GW and PA at the beginning and at the end of a module of Advanced Optometry structured with a formative/summative GW activity with a final PA. Two-thirds of optometry educators declared they use GW, but not as a summative assessment tool. Only a quarter of the sample answered that they used PA at least once. Educators’ attitudes towards GW were more positive than PA (p < 0.001). About 60% and 80% of the interviewed students stated they have never participated in GW and PA, respectively. Students’ pre-course attitudes towards GW and PA resulted in values close to the middle of the scale with no significant differences and positive correlations between them (p < 0.001). When students’ GW attitudes were compared with educators’ GW attitudes, the latter were more positive. Students’ post-course attitudes towards GW and PA were enhanced. Although GW and PA are considered very good strategies to improve teaching, the results of the present study have demonstrated that the use of these strategies in Italian optometric higher education is limited. However, the study has also demonstrated that Italian optometry educators have positive attitudes towards “social” teaching strategies especially for GW. Furthermore, optometry students showed improved attitudes towards these strategies once exposed to them. Overall, the results of the study open the possibility to integrate “social” teaching strategies to improve the effectiveness of optometry education.
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Wilczenski, Felicia L., and Aimee C. D’Avignon. "Inclusion of Students with Intellectual Disability in Higher Education ." Men Disability Society 40, no. 2 (June 30, 2018): 5–14. http://dx.doi.org/10.5604/01.3001.0012.7544.
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Students with intellectual disability (ID) are increasingly seeking higher education opportunities. High school to higher education transition presents challenges for all students, including students with ID. Special educators are uniquely positioned to assist students with ID navigate the transition process. This chapter recommends roles for special educators in transition planning and suggests strategies that can prepare students with ID for inclusion in higher education.
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Stella-Maris, Orim, and Anirejuoritse Awala-Ale. "Exploring Students’ Perception and Experience of Ghostwriting and Contract Cheating in Nigeria Higher Education Institutions." World Journal of Educational Research 4, no. 4 (October 11, 2017): 551. http://dx.doi.org/10.22158/wjer.v4n4p551.
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<em>Ghostwriting and contract cheating constitute serious facets of academic misconduct in Nigerian Higher Education Institutions (NHEI) of learning. Management of these practices have remained elusive as they are impervious to traditional anti-plagiarism techniques. However, despite the prevalence of these practices, gaps in knowledge remain regarding how they are perceived by NHEI students. Most of the existent knowledge is based on untested theories and beliefs but it is imperative that, for an educational system to be successful, there is a need to have an in-depth understanding of their students. The research involves the use of surveys and interview of participants with experiential knowledge, and the purpose of this paper is to provide an insight to student perceptions on ghostwriting and contract cheating in NHEI. The consequence of the findings of this study is the information it provides the NHEI as they attempt to understand, evaluate and manage the occurrence of these practices. This paper concluded that the initial perception of contract cheating and ghostwriting by the Nigerian student is that it is an ethical practice with significant ramifications. However, this view is distorted due to two factors which have caused participating Nigerian students to believe it is a practice that is worth partaking in.</em>
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Pulfrey, Caroline, and Fabrizio Butera. "Why Neoliberal Values of Self-Enhancement Lead to Cheating in Higher Education." Psychological Science 24, no. 11 (September 20, 2013): 2153–62. http://dx.doi.org/10.1177/0956797613487221.
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Smith, Anne. "Challenges Facing Institutions of Higher Education Preparing Inclusive Educators." Journal of the Association for Persons with Severe Handicaps 25, no. 2 (June 2000): 113–16. http://dx.doi.org/10.2511/rpsd.25.2.113.
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Our schools will need to hire more than two million teachers in the next decade for classrooms that already face shortages of qualified teachers, particularly in high-poverty communities. Many districts hire teachers on substandard licenses. New teachers often enter classrooms underprepared for the challenges they will face and are given insufficient support in their first years. For teachers in the classrooms, opportunities to strengthen their skills and knowledge remain largely disjointed, unfocused, and unconnected to classroom practice. (Riley, 2000, p. iii).
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Daniels, Jeannie. "Internationalisation, higher education and educators' perceptions of their practices." Teaching in Higher Education 18, no. 3 (April 2013): 236–48. http://dx.doi.org/10.1080/13562517.2012.719158.
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Wong, T. M. "Teaching innovations in Asian higher education: perspectives of educators." Asian Association of Open Universities Journal 13, no. 2 (September 3, 2018): 179–90. http://dx.doi.org/10.1108/aaouj-12-2018-0032.
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Purpose The purpose of this paper is to identify the teaching innovations that have been implemented in higher education institutions in Asia and the perspectives of educators on them. Design/methodology/approach Semi-structured interviews were conducted with 28 educators who were affiliated with 23 higher education institutions in ten Asian countries/regions. The interviews covered information about the teaching innovations of the participants’ institutions, the characteristics of the innovative practices and the participants’ views on them. The relationships between the characteristics of institutions and their teaching innovations were also examined. Findings The results showed that the teaching innovations included two main categories, namely, those which involved the use of advanced technologies and those which did not. The innovations that involved the use of advanced technologies were mainly from larger institutions, while the other category was mainly from smaller ones and had been practised for less than 1.5 years. Differences were also identified between the two categories in terms of the aims and importance of innovations, innovative features, the evaluation of innovations and improvements needed for them. Originality/value The results highlighted that technology is only one of the many aspects of teaching innovations, which is different from the view prevailing in the literature. They also suggested that differences in the scale of institutions (in terms of number of students) possibly influences the kind of teaching innovations adopted.
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Hapsari, Yulia, Esti Junining, and Devinta Puspita Ratri. "THE NEED OF ENGLISH AT HIGHER EDUCATION." Indonesian EFL Journal 3, no. 1 (September 12, 2017): 31. http://dx.doi.org/10.25134/ieflj.v3i1.651.
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Issues related to the need of English at higher education continue to be a discussion among scholars. Many believe that there is a positive relationship between English language skills of university students and their academic performance, and that English language skills are highly valued as a graduate attribute for employability. However, there are still few actions taken to gain information regarding which specific English language skills needed by educators and academic support staff. Universitas Brawijaya (UB) as one of the prominent higher education institutions in Indonesia is continuously taking actions to keep improving the quality of its graduates. One of the actions is to help its students to have a decent level of English language skills in order to help them to be ready to compete in work market that is going global. To reveal English language skills needed by bachelor graduates of the university as well as the reasons behind the need, sets of questionnaire were distributed to the educators in this case represented by the deans and academic support staff and the heads of academic support units both in the faculty and university level. The data from the questionnaires were then analyzed qualitatively. The findings of this study demonstrated that the educators need Reading and Writing skills more than the other two skills. This finding supports the idea that reading and writing skills are desperately needed to increase the number of publication in UB. Different from this result, the academic support staff perception on the need of English for the employees is on speaking skills. They think that speaking skills are the most needed skills for the employees to be able to handle the guest, and as a speaker of the units.Keyword: need of English, English language skills, higher education
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Saxena, Manisha, and Dharmesh K. Mishra. "Gamification and Gen Z in Higher Education." International Journal of Information and Communication Technology Education 17, no. 4 (October 2021): 1–22. http://dx.doi.org/10.4018/ijicte.20211001.oa10.
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Research has found that the new-age learner, Gen Z, is different from his/ her predecessors and hence educators need new age pedagogical interventions to cater to this group of learners. With a change in the way the new age learner learns, the education system needs to revamp to incorporate tools that suit the need of the learner.The paper reviews the use of Gamification as a tool for motivation and engagement for Gen Z in higher education with the help of peer-reviewed research literature from research databases predominantly from Scopus and Web of Science. The purpose of this paper is to provide suggestions on how to create an engaging and meaningful learning environment in Higher Education for Gen Z by providing relevant insights on Gamification with the help of secondary research. As this is an emerging field of study, this paper will help policymakers, educators and academicians to design and implement relevant interventions to use Gamification as an effective tool for Gen Z learners in the field of higher education.
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Hull, Kevin, and Julie E. Dodd. "Faculty use of Twitter in higher education teaching." Journal of Applied Research in Higher Education 9, no. 1 (February 6, 2017): 91–104. http://dx.doi.org/10.1108/jarhe-05-2015-0038.
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Purpose The purpose of this paper is to determine how higher education teachers are using Twitter in their classroom to engage, educate, and inform students. The results were measured against Chickering and Gamson (1987) “Seven principles for good practice in undergraduate education.” Design/methodology/approach A survey was sent to college and university educators throughout the country who were identified as teachers who use Twitter in their classroom. These educators were asked about their Twitter use, their opinions of Twitter, the impact the social network has had on student learning, the students’ reactions to using Twitter, and how Twitter supported pedagogical best practices, including the “Seven principles for good practice in undergraduate education”. Findings The educators reported that student response to using Twitter in the classroom was overwhelmingly positive and that Twitter has positively impacted student learning. The results also indicate that college educators consider that Twitter use in classes does support the seven principles. Research limitations/implications While college instructors from a wide range of institutions, locations, subject types, and experience levels were surveyed, a limitation is that only their opinions are being examined. Future research may wish to examine the Twitter accounts of these professors to determine if they are using Twitter in the manner that they think they are. Results from the survey could then be compared with the tweet content. Originality/value While previous research has examined how students use and appreciate Twitter in the classroom, this is one of the first studies to examine how the social network is implemented from an instructor viewpoint. The results demonstrate value to instructors. For instructors, the value lies in the knowledge that Twitter has had a positive impact on classroom success for students and that using the social network promotes best practices in pedagogy, supporting constructivism, experiential learning, and the “Seven principles for good practice in undergraduate education”. For administrators, the value lies in the fact that many instructors have had success using Twitter and that more should be encouraged to do the same in their classrooms.
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Ahmad, Tashfeen. "Preparing for the future of higher education." On the Horizon 23, no. 4 (November 9, 2015): 323–30. http://dx.doi.org/10.1108/oth-06-2015-0029.
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Purpose – This paper aims to assist lecturers, universities and their administrators in preparing for the evolving future of higher education. Disruptive innovations in higher education delivery, with the internet as a driver, are creating potential benefits and challenges for traditional service providers. This paper will reflect on how academics should evolve, in the age of the internet, and maximize the benefits of all stakeholders. Design/methodology/approach – This opinion piece emerged after reviewing the latest research and best practices which can improve higher education delivery. Findings – Significant benefits and opportunities can be unlocked if educators apply and incorporate new learning styles and practices. While the pace and momentum is uncertain, this paper re-confirms that disruptive technologies will lead to inevitable changes in higher education. Technology and knowledge have become more accessible and transferable irrespective of location. It is therefore imperative that educational stakeholders seize the opportunity to adjust their methodology and delivery approaches to remain relevant and maintain their value proposition. Originality/value – Educators should rethink how they deliver education, as the traditional model evolves. This paper offers a proposal to navigate the challenges ahead.
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Deale, Cynthia S., Seung Hyun (Jenna) Lee, Jung-In (Stephanie) Bae, and Barbara Jo White. "An Exploratory study of educators’ and students’ perceptions of collaboration versus cheating in hospitality and tourism education." Journal of Teaching in Travel & Tourism 20, no. 2 (October 15, 2019): 89–104. http://dx.doi.org/10.1080/15313220.2019.1679695.
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Maiorana, Francesco. "From High School to Higher Education." International Journal of Smart Education and Urban Society 12, no. 4 (October 2021): 36–51. http://dx.doi.org/10.4018/ijseus.2021100104.
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The vision of introducing computing as a literacy taught from primary school to higher and lifelong education is producing a worldwide new curriculum design and adoption. A strong research effort has involved researchers and educators to find the best ways to prepare teachers and their students for computing with an emphasis on core computer science concepts. This paper, starting from a previously developed curriculum, aims to present and discuss learning trajectories for a first course on computing aiming to presenting key concepts first, such as functions and their use. This learning trajectory is compared with a second learning trajectory presenting loop and loop invariant first and a third one presenting variable first.
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Mulà, Ingrid, Daniella Tilbury, Alexandra Ryan, Marlene Mader, Jana Dlouhá, Clemens Mader, Javier Benayas, Jirí Dlouhý, and David Alba. "Catalysing Change in Higher Education for Sustainable Development." International Journal of Sustainability in Higher Education 18, no. 5 (July 3, 2017): 798–820. http://dx.doi.org/10.1108/ijshe-03-2017-0043.
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Purpose The world is shaped by an education system that reinforces unsustainable thinking and practice. Efforts to transform our societies must thus prioritise the education of educators – building their understanding of sustainability and their ability to transform curriculum and wider learning opportunities. The purpose of this paper is to focus on university educators and critically review the professional development and policy landscape challenges that influence their effective engagement with Education for Sustainable Development (ESD). The paper is informed by a pan-European collaboration involving 33 countries that identified emerging scholarship and practice in this area and assessed the lessons learned from ESD professional development initiatives. It sets the context for a special issue titled “Professional Development in Higher Education for Sustainable Development” that draws together a collection of articles focusing on professional development of university educators across the world. Design/methodology/approach This paper provides a critical review of existing practice, international policy frameworks and literature relating to ESD, professional development and higher education. It examines innovative initiatives worldwide that seek to improve the capability of educators in higher education to integrate ESD into academic practice at individual, disciplinary and institutional levels. A rigorous process of selection was applied and overseen by an international expert group. This ensured that the initiatives sought educational change in ESD, and not simply the embedding of content about sustainability into learning opportunities. It also assured that the initiatives had a clear and intentional professional learning process to underpin the engagement of participants with ESD. Findings ESD has grown in visibility and status worldwide, with a clear increase in activity in higher education. The sector is viewed as a significant force for change in societies, through the education provision it offers to future professionals and leaders in all sectors. However, universities currently lack capacity to integrate ESD effectively into mainstream teaching practices and the training they provide for academic staff or to integrate ESD into their institutional teaching and learning priorities. Many ESD activities remain focused on teaching issues arising in sustainable development research and delivering specialist modules or courses in sustainability. Very few countries and institutions have significant staff development programmes to enhance the ESD competences of university educators and build their academic leadership capabilities for ESD. The contributions to this special issue show the need for greater understanding of the multi-level task of integrating ESD into professional development activities, not just for individual impact in the classroom but to advance institutional change and decisively influence the teaching and learning discourse of higher education. Originality/value There are few research studies and documented activities on ESD professional development in higher education available in the literature. This paper attempts to explore what ESD professional development involves and describes its complexity within the higher education sector. The special issue provides a collection of innovative research and practical initiatives that can help those involved in education and learning to develop ESD as a priority for future university innovative pathways.
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Ragoonaden, Karen, Lisa Morajelo, and Lindsay Kennedy. "Critical Friendship and Inter-Faculty Collaborative Inquiry: Teacher Education and Nursing Education." in education 24, no. 1 (June 21, 2018): 72–87. http://dx.doi.org/10.37119/ojs2018.v24i1.370.
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This paper explores how three researchers utilize critical friendship to systematically examine the nuanced roles of Teacher Education and Nursing Education practices in a community of inquiry. An ancillary theme investigates sustainable structures for supporting the professional learning of teacher and nursing educators. Respectively from two faculties on one campus, university educators came together in September 2015 to form the Critical Friendship in Nursing and Education (CFiNe) community of inquiry. Data collection includes research notes, teaching notes, journaling, and monthly meetings. This community of inquiry has the potential to provide the foundations of critically infused professional development paradigms promoting interdisciplinary and collaborative stances in higher education.
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B, Ligi, and B. William Dharma Raja. "MOBILE LEARNING IN HIGHER EDUCATION." International Journal of Research -GRANTHAALAYAH 5, no. 4(SE) (April 30, 2017): 1–6. http://dx.doi.org/10.29121/granthaalayah.v5.i4(se).2017.1942.
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Mobile learning (m-learning) environments provides a wide range of new and exciting learning opportunities supported by the wireless technology. This paper discuss the role of m-learning in the new educational setting which creates student-centered learning and educational practice, offering new more flexible learning methods for higher education. In the digital 21st century learning and educational processes are integrated with new information and communication technologies (ICTs) in the education system. This new m-learning technology has fascinated the interest of researchers, educators and companies developing learning system and instructional materials. M- Learning facilitates a new mechanism of teaching and learning process in order to enhance the learning and education experience of the students. The use of mobile devices and wireless technology in the new learning environments allows students to achieve more in their educational process. The students will be enthusiastic about the new learning options provided by the mobile technologies. The m- learning environment will provide new study opportunities for the students which strengthen the flexibility of being able to study at any time and any place.
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Mao, Jing. "Diversity and Inclusion in Global Higher Education." Journal of International Students 11, no. 3 (June 15, 2021): 761–64. http://dx.doi.org/10.32674/jis.v11i3.3745.
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Amid internationalization in higher education, modern classrooms have become diversified, which provides both opportunities and challenges for educators and institutions. In response to changing trends and transformative developments in Asian higher education, the editors of Diversity and Inclusion in Global Higher Education: Lessons from Across Asia argue that classroom diversity can deepen students’ learning potential when adequately harnessed and matched with inclusive pedagogy. This edited volume of contributions provides rich insights and practical strategies for cultivating diversity and inclusion in diverse settings in Asia and beyond.
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Aguilar-Smith, Stephanie, and Amanda Flores. "Intergenerational Lessons to and from Higher Education Educators of Color." About Campus: Enriching the Student Learning Experience 25, no. 2 (May 2020): 20–23. http://dx.doi.org/10.1177/1086482220913023.
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Holovko, N., and S. Balashova. "MODELING METHOD FOR PREPARING FUTURE EDUCATORS IN HIGHER EDUCATION INSTITUTIONS." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (11) (2020): 5–8. http://dx.doi.org/10.17721/2415-3699.2020.11.01.
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The article describes the essence of the concept of model and method of modeling; its use in the educational training process of future teachers. Analysis of scientific sources gives grounds to claim that the model of formation, scientists understand the system of interrelated elements of the pedagogical process, which provide a sufficient level of formation of students of socially significant qualities of the future specialist. The article also states that the purpose of pedagogical modeling is to create a functional system of organization of mastering the future knowledge of teachers and ways of their acquisition at the level of professional, subject-specific, and cultural aspects. Modeling is a method of cognitive and management activity, which allows to adequately and fully reflect in the model representations the essence, the most important qualities and components of the system (in our case –training of masters for professional pedagogical activity), to receive information about its past, present and future status, conditions of construction, operation and development.
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Warhuus, Jan P., Per Blenker, and Stine Trolle Elmholdt. "Feedback and assessment in higher-education, practice-based entrepreneurship courses." Industry and Higher Education 32, no. 1 (January 21, 2018): 23–32. http://dx.doi.org/10.1177/0950422217750795.
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When educators teach entrepreneurship experientially in higher education, a need arises for different procedures for assessment, evaluation and feedback, and the legitimacy of this type of course is often questioned. In traditional courses, students accumulate knowledge and the educator’s primary concern is what students learn. When learning ‘through’ practising entrepreneurship, students and educators must also care about how students learn. While research brought awareness to this area of concern more than a decade ago, feedback and assessment in entrepreneurship education have received very limited attention. This article addresses these issues both theoretically and empirically. The findings allow the authors to map out the feedback mechanisms needed in experimental entrepreneurship education and to provide an embedded two-by-two model that describes the purpose and outcome of the feedback. The findings also suggest an approach for design and assessment that may help resolve the pedagogical and legitimacy challenges of such courses. These contributions are directly relevant for students, educators and administrators involved with entrepreneurship courses, and they may be applicable to a wider range of process-based courses.
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Earl, Allison, Robert VanWynsberghe, Pierre Walter, and Timothy Straka. "Adaptive education applied to higher education for sustainability." International Journal of Sustainability in Higher Education 19, no. 6 (September 3, 2018): 1111–30. http://dx.doi.org/10.1108/ijshe-08-2017-0131.
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Purpose This paper aims to present an interpretive case study in education for sustainability (EfS) that applies VanWynsberghe and Herman’s (2015, 2016) adaptive education as pedagogy. Dewey’s theory of behaviour change is applied to educative experiences based on habit disruption and real-world learning, leading to creativity in the formation of new habits. The programme presented inverts dominant conceptions of knowledge to design innovative sustainability pedagogy. Instead knowledge resides alongside experience, cases, intuition, advice, experimentation and dialogue in the individual and collective effort to address daily sustainability challenges. Design/methodology/approach The paper reports on the outcomes of an interpretive case study (Merriam, 1998) of a higher education programme in sustainability pedagogy. It presents a series of reflections by instructors and participants in discussing the programme’s relationship with the core themes of habit, disruption, creative action and dialogue framed within the five features of adaptive education: stakeholders, real-world learning, off campus, transdisciplinarity and non-traditional rewards. Findings Through this examination, the authors found that adaptive education offered a pedagogy that simultaneously addressed the need for increased sustainability knowledge, whilst inverting its dominance. As a long-term project, the extent of the programme’s impact will be evident beyond the programme’s completion. Research limitations/implications This interpretive case study is analysed through high-level conceptual and theoretical aspects of the pedagogy rather than the particularities of the case. By putting the centrality of knowledge into question, the authors are advocating for a more experimental role for higher education in its teaching and learning. These questions are broadly applicable. Social implications There are research, learning and social benefits to this programme. Adaptive education builds capacity for future leaders and educators of sustainability. Originality/value The paper concludes with a discussion for further theorizing and research on adaptive education and EfS in higher education. This research will contribute to broader discussions of the evolving role of education in sustainability.