Teaching in Higher Education : From Content-focused to Learning-focused Approaches to Teaching

The aim of this dissertation was to explore teaching in higher education from the teachers’ perspective. Two of the four studies analysed the effect of pedagogical training on approaches to teaching and on self-efficacy beliefs of teachers on teaching. Of these two studies, Study I analysed the effect of pedagogical training by applying a cross-sectional setting. The results showed that short training made teachers less student-centred and decreased their self-efficacy beliefs, as reported by the teachers themselves. However, more constant training enhanced the adoption of a student-centred approach to teaching and increased the self-efficacy beliefs of teachers as well. The teacher-focused approach to teaching was more resistant to change. Study II, on the other hand, applied a longitudinal setting. The results implied that among teachers who had not acquired more pedagogical training after Study II there were no changes in the student-focused approach scale between the measurements. However, teachers who had participated in further pedagogical training scored significantly higher on the scale measuring the student-focused approach to teaching. There were positive changes in the self-efficacy beliefs of teachers among teachers who had not participated in further training as well as among those who had. However, the analysis revealed that those teachers had the least teaching experience. Again, the teacher-focused approach was more resistant to change. Study III analysed approaches to teaching qualitatively by using a large and multidisciplinary sample in order to capture the variation in descriptions of teaching. Two broad categories of description were found: the learning-focused and the content-focused approach to teaching. The results implied that the purpose of teaching separates the two categories. In addition, the study aimed to identify different aspects of teaching in the higher-education context. Ten aspects of teaching were identified. While Study III explored teaching on a general level, Study IV analysed teaching on an individual level. The aim was to explore consonance and dissonance in the kinds of combinations of approaches to teaching university teachers adopt. The results showed that some teachers were clearly and systematically either learning- or content-focused. On the other hand, profiles of some teachers consisted of combinations of learning- and content-focused approaches or conceptions making their profiles dissonant. Three types of dissonance were identified. The four studies indicated that pedagogical training organised for university teachers is needed in order to enhance the development of their teaching. The results implied that the shift from content-focused or dissonant profiles towards consonant learning-focused profiles is a slow process and that teachers’ conceptions of teaching have to be addressed first in order to promote learning-focused teaching.

Achieving continuous professional development in higher education

Traditional higher education technology emphasizes knowledge transmission. In contrast, the Community platform presented in this paper follows a social approach that interleaves knowledge delivery with social and professional skills development, engaging with others, and personal growth. In this paper, we apply learning and complex adaptive systems theory to motivate and justify a continuous professional development model that improves higher education outcomes such as placement. The paper follows action design research (ADR) as the research method to propose and evaluate design principles.

Internationalising the Social Work Curriculum: A Working Toolkit for Higher Education Facilities

This toolkit was collated by social work academics at Queen’s University Belfast (QUB), United Kingdom in collaboration with social work educators nationally and internationally who are committed to the internationalisation of the social work curriculum. The information and examples contained in this document offer a practical guide for the development and evaluation of international opportunities for students and academics. The resources were designed with diverse educational settings in mind for the enhancement of social work learning and teaching.

Lines in class The ongoing attack on mass education in England

Andrew McGettigan’s analysis of the financial transformations of higher education (‘Who Let the Dogs Out? The Privatization of Higher Education’, RP 174)is important for comprehending the complexity of the changes universities are undergoing and their implications. As he argues, ‘it is mass higher education in England’ that is now under attack and adequately responding to this requires the development of new habits and new forms of thought. It is also necessary to contextualize this attack in relation to comparable changes occurring in other educational sectors in England, not least because it is through control of the points of intersection between primary, secondary, and tertiary education that the government’s political intent is being most effectively realized. An analysis of these changes reveals the broader nature of the attack on the idea and practice of mass education itself.

Digital storytelling: emotions in higher education

The results presented in the article are part of a wider PhD project developed under the Doctoral program in Multimedia in Education from the University of Aveiro. The project, which sought to understand student ID in Higher education through the use of Digital Storytelling, was made possible through the Doctoral Grant awarded by Fundação para a Ciência e Tecnologia (FCT).

Knowledge management in higher education institutions: a framework to improve collaboration

The purpose of this paper is to present a framework that increases knowledge sharing and collaboration in Higher Education Institutions. The paper discusses the concept of knowledge management in higher education institutions, presenting a systematization of knowledge practices and tools to linking people (students, teachers, researchers, secretariat staff, external entities)and promoting the knowledge sharing across several key processes and services in a higher education institution, such as: the research processes, learning processes, student and alumni services, administrative services and processes, and strategic planning and management. The framework purposed in this paper aims to improve knowledge practices and processes which facilitate an environment and a culture of knowledge collaboration,sharing and discovery that should characterize an institution of higher education.

Higher Education Sector in India: Issues and Imperatives

The 21st century is marked by a paradigm shift in education that has resulted both in threats and opportunities. It has brought new challenges and an opportunity for higher education. Higher education in India is undergoing rapid changes. The challenges ahead are multifaceted and multidimensional. Though the data show a massive growth in the number of students' enrollment in colleges/universities, holistic view reveals that still only a meager of the total population has access to higher education. Globalization and privatization are imposing new challenges but the nations are still entangled in solving the basic problems of accessibility to higher education for all. In the wake of the transition from elitist to mass education, universities worldwide are under pressure to enhance access and equity, on the one hand, and to maintain high standards of quality and excellence, on the other. Today the notion of equity not only implies greater access to higher education, but also opportunities for progress. In recent debates on higher education, the notions of equity and access go beyond minority to diversity. Affirmative action, too, has become raceexclusive and gender-neutral.1

Employment Realm in Technical Education in Kerala-A Study on the Problem of Unemployment among Engineers

The The The The growing demandgrowing demandgrowing demandgrowing demandgrowing demandgrowing demandgrowing demandgrowing demandgrowing demandgrowing demandgrowing demandgrowing demandgrowing demand for the expansion of for the expansion of for the expansion of for the expansion of for the expansion of for the expansion of for the expansion of for the expansion of for the expansion of for the expansion of for the expansion of for the expansion of for the expansion of for the expansion of for the expansion of for the expansion of for the expansion of for the expansion of for the expansion of for the expansion of for the expansion of the the the the publicly funded system publicly funded system publicly funded system publicly funded system publicly funded system publicly funded system publicly funded system publicly funded system publicly funded system publicly funded system publicly funded system publicly funded system publicly funded system publicly funded system publicly funded system publicly funded system publicly funded system publicly funded system publicly funded system publicly funded system publicly funded system publicly funded system publicly funded system of education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goodof education as merit and free goods emphasized emphasized emphasized emphasized emphasized emphasized emphasized emphasized emphasized emphasized on large allocation large allocation large allocation large allocation large allocation large allocation large allocation large allocation large allocation large allocation large allocation large allocation large allocation large allocation large allocation large allocation large allocation of funds on of funds on of funds on of funds on of funds on of funds on of funds on of funds on of funds on of funds on of funds for promoting educationfor promoting educationfor promoting educationfor promoting educationfor promoting educationfor promoting educationfor promoting educationfor promoting educationfor promoting educationfor promoting educationfor promoting educationfor promoting educationfor promoting educationfor promoting educationfor promoting educationfor promoting educationfor promoting educationfor promoting educationfor promoting educationfor promoting educationfor promoting educationfor promoting education. Compared to . Compared to . Compared to . Compared to . Compared to . Compared to . Compared to . Compared to . Compared to . Compared to . Compared to . Compared to . Compared to the rest of Indiathe rest of Indiathe rest of Indiathe rest of Indiathe rest of Indiathe rest of Indiathe rest of Indiathe rest of Indiathe rest of Indiathe rest of Indiathe rest of Indiathe rest of Indiathe rest of Indiathe rest of Indiathe rest of Indiathe rest of Indiathe rest of India, Kerala is far ahead , Kerala is far ahead , Kerala is far ahead , Kerala is far ahead , Kerala is far ahead , Kerala is far ahead , Kerala is far ahead , Kerala is far ahead , Kerala is far ahead , Kerala is far ahead , Kerala is far ahead , Kerala is far ahead , Kerala is far ahead , Kerala is far ahead , Kerala is far ahead , Kerala is far ahead , Kerala is far ahead , Kerala is far ahead , Kerala is far ahead , Kerala is far ahead in this respect in this respect in this respect in this respect in this respect in this respect in this respect in this respect in this respect in this respect in this respect in this respect in this respect in this respect in this respect in this respect primarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the eprimarily because of the earlierarlierarlierarlierarlierarlier political and social political and social political and social political and social political and social political and social political and social political and social political and social political and social political and social political and social political and social political and social political and social political and social political and social political and social political and social political and social political and social compulsions ofcompulsions ofcompulsions ofcompulsions ofcompulsions ofcompulsions ofcompulsions ofcompulsions ofcompulsions ofcompulsions ofcompulsions ofcompulsions ofcompulsions of the state. The prethe state. The prethe state. The prethe state. The prethe state. The prethe state. The prethe state. The prethe state. The prethe state. The prethe state. The prethe state. The prethe state. The prethe state. The prethe state. The prethe state. The prethe state. The prethe state. The prethe state. The presumption of sumption of sumption of sumption of sumption of sumption of sumption of sumption of sumption of sumption of sumption of assured assured assured assured assured assured assured assured and guaranteed and guaranteed and guaranteed and guaranteed and guaranteed and guaranteed and guaranteed and guaranteed and guaranteed and guaranteed and guaranteed and guaranteed and guaranteed and guaranteed and guaranteed employment in employment in employment in employment in employment in employment in employment in employment in employment in employment in employment in employment in the Middle East the Middle East the Middle East the Middle East the Middle East the Middle East the Middle East the Middle East the Middle East the Middle East the Middle East the Middle East the Middle East the Middle East the Middle East the Middle East and also in other and also in other and also in other and also in other and also in other and also in other and also in other and also in other and also in other and also in other and also in other and also in other and also in other and also in other and also in other and also in other and also in other and also in other countries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased furthecountries increased further the scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher educationthe scope of higher education in KeralaKeralaKeralaKeralaKeralaKerala, particularparticularparticularparticularparticularparticularparticularparticularparticularparticularly the technical educationthe technical educationthe technical educationthe technical educationthe technical educationthe technical educationthe technical educationthe technical educationthe technical educationthe technical educationthe technical educationthe technical educationthe technical educationthe technical educationthe technical educationthe technical educationthe technical educationthe technical educationthe

Guia per a l'adaptació a l'espai europeu d'educació superior: 1. Competències = Guía para la adaptación al espacio europeo de educación superior: 1. Competencias = Guide to adaptation to the european higher education area: 1. Competences

Aquest quadern és el primer lliurement de les Orientacions per a l’adaptació a l’espai europeu d’educació superior. Té l’origen en el debat de la Comissió de seguiment del Pla pilot d’adaptació a l’espai europeu d’educació superior de la UdG i del grup de treball que s’ha constituït l’hivern 2005-2006 expressament per tractar el tema de les competències

Uses of mobile phones in higher education

This brief paper explores the current and potential usage of mobile phones within higher education. It reports on the outcomes of a brain storming session regarding this subject undertaken with a cohort of final year Computer Science students undertaking a Social, Legal and Ethical Aspects of Information Technology course at The University of Reading. Subsequent analysis was undertaken as a result of online discussion using a Managed Learning Environment and a web based survey completed by over 250 undergraduates from around the UK.

The effect of term-time employment on UK higher education students

In the UK, participation in higher education has risen over the past two decades, along with a shift of the costs of higher education onto the individual and a move to widening participation among previously underrepresented groups. This has led to changes in the way individuals fund their higher education, in particular a rise in the incidence of term time employment. Term time employment potentially plays a much bigger role than in the past, both as a means for individuals to fund their education and reduce debt, and as a way to gain valuable work experience and increase employability. With the increase in the number of graduates in the UK labour market it is now more important for individuals to be able to differentiate themselves in the labour market.

Education and the labour market in Latin America: why measurement is important and what it tells us about policies, reforms and performance

Includes bibliography