Showing papers on "Higher education published in 2004"

Blended Learning: Uncovering Its Transformative Potential in Higher Education

Abstract: The purpose of this paper is to provide a discussion of the transformative potential of blended learning in the context of the challenges facing higher education. Based upon a description of blended learning, its potential to support deep and meaningful learning is discussed. From here, a shift to the need to rethink and restructure the learning experience occurs and its transformative potential is analyzed. Finally, administrative and leadership issues are addressed and the outline of an action plan to implement blended learning approaches is presented. The conclusion is that blended learning is consistent with the values of traditional higher education institutions and has the proven potential to enhance both the effectiveness and efficiency of meaningful learning experiences.

Internationalization Remodeled: Definition, Approaches, and Rationales:

Abstract: The world of higher education is changing and the world in which higher education plays a significant role is changing. The international dimension of higher education is becoming increasingly impo...

IMPLEMENTING THE SEVEN PRINCIPLES: Technology as Lever

Abstract: In March 1987, the AAHE Bulletin first published “Seven Principles for Good Practice in Undergraduate Education.” With support from Lilly Endowment, that document was followed by a Seven Principles Faculty Inventory and an Institutional Inventory (Johnson Foundation, 1989) and by a Student Inventory (1990). The Principles, created by Art Chickering and Zelda Gamson with help from higher education colleagues, AAHE, and the Education Commission of the States, with support from the Johnson Foundation, distilled findings from decades of research on the undergraduate experience.

First-Generation College Students: Additional Evidence on College Experiences and Outcomes.

Abstract: (2004). First-Generation College Students. The Journal of Higher Education: Vol. 75, No. 3, pp. 249-284.

Improving Online Learning: Student Perceptions of Useful and Challenging Characteristics.

Abstract: Online courses and programs continue to grow in higher education settings. Students are increasingly demanding online access, and universities and colleges are working to meet the demands. Yet many questions remain re: the viability and veracity of online learning, particularly from the learner perspective. The purpose of this study was to gain insights into learners' perceptions of online learning. Seventy-six (76) graduate students were surveyed to identify helpful components and perceived challenges based on their online learning experiences. Results of the study indicated that most learners agreed that course design, learner motivation, time management, and comfortableness with online technologies impact the success of an online learning experience. Participants indicated that technical problems, a perceived lack of sense of community, time constraints, and the difficulty in understanding the objectives of the online courses as challenges. Suggestions for addressing the challenges are provided.

Exploring the use of blogs as learning spaces in the higher education sector

Abstract: 'Blogging' - a contraction of the term 'web logging' - is perhaps best described as a form of micro-publishing. Easy to use, from any Internet connection point, blogging has become firmly established as a web based communications tool. The blogging phenomenon has evolved from its early origin as a medium for the publication of simple, online personal diaries, to the latest disruptive technology, the 'killer app' that has the capacity to engage people in collaborative activity, knowledge sharing, reflection and debate (Hiler, 2003). Many blogs have large and dedicated readerships, and blog clusters have formed linking fellow bloggers in accordance with their common interests. This paper explores the potential of blogs as learning spaces for students in the higher education sector. It refers to the nascent literature on the subject, explores methods for using blogs for educational purposes in university courses (eg. Harvard Law School), and records the experience of the Brisbane Graduate School of Business at Queensland University of Technology, with its 'MBA blog'. The paper concludes that blogging has the potential to be a transformational technology for teaching and learning.

Educating Culturally Responsive Teachers : A Coherent Approach

Abstract: Educating Culturally Responsive Teachers: A Coherent Approach, by Ana Maria Villegas & Tamara Lucas. Albany, New York: SUNY Press, 2002, 246 pp. $21.95, paperback. The central claim in this book is that in order to "facilitate coherence" across coursework and fieldwork, "programs of teacher education need to articulate a vision of the role of schools and of the processes of teaching and learning in a multicultural society" (p. 197). Courses and field experiences can become more successful, the authors argue, only through developing and upholding a strong, guiding, coherent vision among faculty, administrators, and students in any teacher preparation program. "The vision we have proposed is anchored in the belief that a primary role of schools is to promote a more equitable and just society and is informed by constructivist views of teaching and learning" (p. 197). This focus on creating a meaningful vision makes the book equally important for the administrators coordinating programs or departments and the faculty teaching in or affiliated with colleges of education. Given that Educating Culturally Responsive Teachers: A Coherent Approach includes attention to facilitating collaborations among and across education faculty, arts and sciences faculty, and school districts, it may also be useful for district-based directors of teacher induction programs. Students enrolled in teacher credential or certification programs may not attach importance to the higher education applications of the text, but students are likely to appreciate some of the 25 useful charts and figures (e.g., demographics related to public school teaching, interview questions for exploring school communities, and recommended culturally responsive teaching practices) as well as the effects of being students in such "coherent" preparation programs. The authors are professors in the Montclair State University education program and their research has been on promoting equity in secondary and higher education settings. The text sometimes offers successful examples from their university. Overall, the book adds to the knowledge base on designing or re-designing (e.g., for accreditation reviews or strategic planning) university-based teacher training to better reflect the needs and aspirations of the current and projected K-12 student populations. The book begins and ends by referring to the persistent and increasing cultural differences between the teaching force and the student force; this is the primary justification for the authors' programmatic recommendations. The first chapter describes the "shifting demographic landscape" of the U.S. and its impact in teacher education. Nationwide, as much as 91% of K-12 teachers are White while only 65% of students are White. By 2050 it is predicted that only 44% of students will have Anglo-American backgrounds. The next three chapters present what are called "curriculum strands" meant to direct program planning to respond to this growing gap. A total of six strands comprise the "coherent approach" to preparing new teachers for culturally responsive teaching. These are (a) gaining sociocultural consciousness, (b) developing an affirming attitude toward students from culturally diverse backgrounds, (c) developing the commitment and skills to act as agents of change, (d) embracing the constructivist foundations of culturally responsive teaching, (e) learning about students and their communities, and (f) cultivating the practice of culturally responsive teaching. New teachers should understand and embrace these six areas as they move through their university experiences. A significant seventh strand might have been "modeling culturally responsive research methodologies and dissemination" in addition to teaching practices. Faculty members of "coherent" teacher preparation programs, although also mostly White, should model culturally responsive teaching. While consistently and convincingly advocating for culturally responsive teaching for the growing cultural diversity among public school students, the authors do not explicitly locate themselves in the demographics of the teacher or teacher educator population. …

Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses

Abstract: Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses.

Predictors of Academic Achievement and Retention among College Freshmen: A Longitudinal Study.

Abstract: This research examines potential psychosocial predictors of freshman academic achievement and retention College students were assessed on various dimensions, (ie, demographics, prior academic record, smoking, drinking, health-related quality of life, social support, coping) during the first week of their freshman year, and at the beginning of the next academic year A multiple linear regression equation predicting cumulative GPA using 10 predictors accounted for 56% of the variance in academic achievement while a logistic equation predicting retention rates was not statistically significant The amount of variance accounted for in first year cumulative GPA (56%) represents a substantial improvement in prediction over using highschool GPA and SAT scores alone (25%; Wolfe & Johnson, 1995) However, similar to past research, some health and psychosocial variables (eg, smoking, drinking, health-related quality of life, social support, and maladaptive coping strategies) were related to retention This model may be used as a tool to proactively identify students at high risk for poor academic performance during their freshman year and to provide direction regarding proactive intervention strategies for maladaptive behaviors predictive of poor academic performance (eg, smoking, binge-drinking, social support, coping) ********** The freshman year represents a stressful transition for college students (Lu, 1994) Despite a multitude of social, academic, and emotional stressors, most college students successfully cope with a complex new life role and achieve academic success Other students are less able to successfully manage this transition and decide to leave higher education during or at the end of their freshman year It is estimated that 40% of college students will leave higher education without getting a degree (Porter, 1990) with 75% percent of such students leaving within their first two years of college (Tinto, 1987) Freshman class attrition rates are typically greater than any other academic year and are commonly as high as 20-30% (Mallinckrodt & Sedlacek, 1987) The implications of leaving college without obtaining a degree are many Each student that leaves before degree completion costs the college or university thousands of dollars in unrealized tuition, fees, and alumni contributions The decision to leave college is also frequently economically deleterious to the college dropout, whose decision to leave often leaves him or her in a position to earn much less over a lifetime of work (National Center for Educational Statistics, 1989) Despite these considerable negative consequences for universities and students, attrition rates have not changed appreciably over the last few decades (Porter, 1990) This fact has provided an impetus to understand risk factors for college student attrition If such risk factors can be identified, then intervention programs can be designed to increase retention rates (Clark & Halpern, 1993) There is a consistent relationship between college academic achievement and retention, with higher performing students persisting in their studies to a greater degree than their lower achieving cohorts (Kirby & Sharpe, 2001; McGrath & Braunstein, 1997; Ryland, Riordan, & Brack, 1994) Given the consistent relationship between these variables, it is prudent and efficient to identify common risk factors for these student outcomes in order to best develop targeted intervention programs This study will examine a number of potentially predictive variables of academic achievement and retention that have been examined in prior studies and also examine some new potential risk factors, such as student health status, that have yet to be examined The goal of this research was to create a multidimensional risk model that would optimize prediction of both academic achievement and attrition The following is a brief literature overview and rationale for the inclusion of certain variables in this comprehensive risk model …

Exploring the use of blogs as learning spaces in the higher education sector

Abstract: 'Blogging' - a contraction of the term 'web logging' - is perhaps best described as a form of micro-publishing. Easy to use, from any Internet connection point, blogging has become firmly established as a web based communications tool. The blogging phenomenon has evolved from its early origin as a medium for the publication of simple, online personal diaries, to the latest disruptive technology, the 'killer app' that has the capacity to engage people in collaborative activity, knowledge sharing, reflection and debate (Hiler, 2003). Many blogs have large and dedicated readerships, and blog clusters have formed linking fellow bloggers in accordance with their common interests. This paper explores the potential of blogs as learning spaces for students in the higher education sector. It refers to the nascent literature on the subject, explores methods for using blogs for educational purposes in university courses (eg. Harvard Law School), and records the experience of the Brisbane Graduate School of Business at Queensland University of Technology, with its 'MBA blog'. The paper concludes that blogging has the potential to be a transformational technology for teaching and learning.

Markets from Culture: Institutional Logics and Organizational Decisions in Higher Education Publishing

Abstract: Institutional logics, the underlying governing principles of societal sectors, strongly influence organizational decision making. Any shift in institutional logics results in a similar shift in attention to alternative problems and solutions and in new determinants for executive decisions. Examining changes in institutional logics in higher-education publishing, this book links cultural analysis with organizational decision making to develop a theory of attention and explain how executives concentrate on certain market characteristics to the exclusion of others. Analyzing both qualitative and quantitative data from the 1950s to the 1990s, the author shows how higher education publishing moved from a culture of independent domestic publishers focused on creating markets for books based on personal, relational networks to a culture of international conglomerates that create markets from corporate hierarchies. This book offers broader lessons beyond publishing-its theory is applicable to explaining institutional changes in organizational leadership, strategy, and structure occurring in all professional services industries.

The changing debate on internationalisation of higher education

Abstract: “Internationalisation”, the growing border-crossing activities between national systems of higher education is losing ground to “globalisation”, increasing border-crossing activities of blurred national systems which is often employed to depict world-wide trends and growing global competition. This article addresses recent issues of knowledge transfer. It points out tensions between increasing diversity in higher education and efforts to facilitate recognition of prior studies on student mobility. It shows the diversity of steering and management policies with respect to internationalisation and globalisation. Finally, it asks whether globalisation of higher education has to be viewed as a manifestation of “turbo-capitalism” or could be viewed instead as a move towards “global understanding”.

Inquiry in science education: International perspectives

Abstract: This paper set emerged from an international symposium that aimed to shed light on issues associated with the enactment of inquiry both as means (i.e., inquiry as an in- structional approach) and as ends (i.e., inquiry as a learning outcome) in precollege science classrooms. The symposium contributors were charged with providing perspectives from

Globalization and the university: myths and realities in an unequal world

Abstract: Much has been said about the impact of globalization on higher education. Some have argued that globalization, the Internet, and the scientific community will level the playing field in the new age of knowledge interdependence. Others claim that globalization means both worldwide inequality and the McDonaldization of the university. It is argued that all of the contemporary pressures on higher education, from the pressures of massification to the growth of the private sector are the results of globalization. There is a grain of truth in all of these hypotheses—and a good deal of misinterpretation as well. The purpose of this essay is to “unpack” the realities of globalization and internationalization in higher education and to highlight some of the ways in which globalization affects the university. Of special interest here is how globalization is affecting higher education in developing countries—the nations that will experience the bulk of higher education expansion in the coming decades. Much has been said about the impact of globalization on higher education. Some have argued that globalization, the Internet, and the scientific community will level the playing field in the new age of knowledge interdependence. Others claim that globalization means both worldwide inequality and the McDonaldization of the university. It is argued that all of the contemporary pressures on higher education, from the pressures of massification to the growth of the private sector are the results of globalization. There is a grain of truth in all of these hypotheses—and a good deal of misinterpretation as well. The purpose of this essay is to “unpack” the realities of globalization and internationalization in higher education and to highlight some of the ways in which globalization affects the university. Academe around the world is affected differently by global trends. The countries of the European Union, for example, must adjust to new degree structures and other kinds of harmonization that are part of the Bologna and related initiatives. Countries that use English benefit from the increasingly widespread use of that language for science and scholarship. Of special interest here is how globalization is affecting higher education in

Learning for an unknown future

Abstract: What is it to learn for an unknown future? It might be said that the future has always been unknown but our opening question surely takes on a new pedagogical challenge if not urgency in the contem...

The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy

Abstract: The knowledge economy conjures a world of smart people, in smart jobs, doing smart things, in smart ways, for smart money, a world increasingly open to all rather than a few. Glossy corporate brochures present a future in challenging, exciting and financially rewarding jobs for the winners in the competition for fast track management appointments. They also convey an image of enlightened employers actively seeking to diversify their talent pool, reflected in their approach to identifying, hiring and retaining outstanding talent. We are told that the challenge confronting governments around the world is to enhance the employability of the workforce. Every effort must be made to expand access to higher education, dismantle barriers to talent regardless of social circumstances, gender, or skin colour, and to harness human creativity and enterprise to meet the demands of the new economy. The Mismanagement of Talent comes to a different conclusion. Those leaving the world of mass higher education find themselves in a scramble for jobs with rising stakes for the winners and losers. The Mismanagement of Talent examines what determines the outcome of this race when a degree loses its badge of distinction. It shows how some graduates are playing 'the game' to win a competitive advantage and what really happens in the selection events of leading-edge employers. It also argues that talent is being mismanaged by employers that have yet to come to terms with the realities and possibilities of mass higher education. The Mismanagement of Talent will be thought-provoking and controversial reading for those involved in the recruitment of graduates, and those concerned with the way knowledge-based firms recruit and the impact of higher education policy: Professionals working in university careers services, HRM, training, or recruitment generally; Researchers, academics, or students of Business and Management, Human Resource Management, Public Policy, Education, or Sociology; and Job candidates themselves - the 'players' and 'purists' described in the book.

Information and Communication Technologies: A Tool Empowering and Developing the Horizon of the Learner.

Abstract: In this article, we focus on the implementation and development of ICT in the education sector, challenging and developing the traditional learning environment whilst introducing new educational tools including e-learning. The paper investigates ICT as a tool empowering and developing learners lifelong learning opportunities. It defines a model of ICT development and identifies three core development stages through which basic skills, ICT skills, and lifelong learning skills are acquired. The paper further gives a description of the ICT impact on labour and education markets, the current state of development of ICT at school in EU and the needs for further investment in this area. The findings of this paper suggest that such investment is likely to have positive effects when geared towards blended learning approaches built on comprehensive policy ...

A research‐based approach to generic graduate attributes policy

Abstract: For many years universities around the world have sought to articulate the nature of the education they offer to their students through a description of the generic qualities and skills their graduates possess. Despite the lengthy history of the rhetoric of such policy claims, universities' endeavours to describe generic attributes of graduates continue to lack a clear theoretical or conceptual base and are characterized by a plurality of view-points. Furthermore, despite extensive funding in some quarters, overall, efforts to foster the development of generic attributes appear to have met with limited success. Recent research has shed some light on this apparent variability in policy and practice. It is apparent that Australian university teachers charged with responsibility for developing students' generic graduate attributes do not share a common understanding of either the nature of these outcomes, or the teaching and learning processes that might facilitate the development of these outcomes. Instead ...

Globalisation and the university: Myths and realities in an unequal world

Abstract: Much has been said about the impact of globalisation on higher education. Some have argued that globalisation, the Internet and the scientific community will level the playing field in the new age of knowledge interdependence. Others claim that globalisation means both worldwide inequality and the McDonaldisation of the university. It is argued that all of the contemporary pressures on higher education, from the pressures of massification to the growth of the private sector, are the results of globalisation. There is a grain of truth in all of these hypotheses ‐ and a good deal of misinterpretation as well. The purpose of this essay is to “unpack” the realities of globalisation and internationalisation in higher education and to highlight some of the ways in which globalisation affects the university. Of special interest here is how globalisation is affecting higher education in developing countries ‐ the nations that will experience the bulk of higher education expansion in the coming decades.

Engaging the Curriculum in Higher Education

Abstract: Acknowledgements Introduction Part I: The Possibility of Curriculum 1. Curriculum: a missing term 2. Understanding curriculum 3. Higher education for an age of uncertainty 4. Framing curriculum Part II: Signs of Curriculum Life 5. A schema 6. Knowing 7. Acting 8. Being Part III: Prospects for Engagement 9. Engaging the Curriculum 10. Engaging Students 11. Engaging Academics Summary and Reflections Appendices Bibliography Subject Index Author Index The Society for Research into Higher Education

Developing generic skills at university, during work placement and in employment: graduates' perceptions.

Abstract: This paper presents findings from Stage 4 of the Griffith Graduate Project. Graduates from three Schools within Griffith University were surveyed to determine their perceptions of the contributions that the learning contexts of university, work placement and post‐graduation employment made to the development of their generic skills. All graduates involved in the project had experienced work placement as a formal part of their undergraduate studies. Supplementary data from focus group discussions held with employers and graduates are also included. Findings showed that while graduates recognized the contribution university had made to their generic skills development, they greatly valued the experience of learning in the workplace during placement and subsequently in employment. The importance of teamwork, being given responsibility, and collaborative learning emerged as the most important factors for effective learning in the three contexts under consideration.

Knowledge production and the research–teaching nexus: the case of the built environment disciplines

Abstract: Discussion about the nexus between research and teaching in higher education has so far tended to take place at a generic level, with comparatively little attention paid to the significance of subject‐based variations. Drawing on an educational development project involving four UK universities, the article considers the research–teaching nexus from the standpoint of the built environment disciplines. It reviews some ideas about the nature and meaning of research, and draws attention to key differences in the modes of knowledge production employed in practice‐oriented fields, such as the built environment disciplines, and other fields. It addresses the notion of research‐led and research‐based teaching and learning, and elaborates on the range of ways in which knowledge production and student learning can be brought together.

The Benefits of Diversity in Education for Democratic Citizenship

Abstract: The social science statement in Brown v. Board of Education (1954) stressed that desegregation would benefit both African American and White children. Eventually, it was recognized that integration, rather than mere desegregation, was important for benefits to be realized. A parallel argument is made in the legal cases concerning affirmative action in higher education: educational benefits of diversity depend on curricular and co-curricular experience with diverse peers, not merely on their co-existence in the same institution (Gurin, P., 1999, Gurin, Dey, Hurtado, & Gurin, 2002). Positive benefits of diversity were demonstrated in a study comparing students in a curricular diversity program with students in a matched control group (n = 174), and in a longitudinal survey of University of Michigan students (n = 1670).

The Trouble with Ed Schools

Abstract: American schools of education get little respect. They are portrayed as intellectual wastelands, as impractical and irrelevant, as the root cause of bad teaching and inadequate learning. In this book a sociologist and historian of education examines the historical developments and contemporary factors that have resulted in the unenviable status of ed schools, offering valuable insights into the problems of these beleaguered institutions. David F. Labaree explains how the poor reputation of the ed school has had important repercussions, shaping the quality of its programmes, its recruitment, and the public response to the knowledge it offers. He notes the special problems faced by ed schools as they prepare teachers and produce research and researchers. And he looks at the consequences of the ed school's attachment to educational progressivism. Throughout these discussions, Labaree maintains an ambivalent position about education schools, admiring their dedication and critiquing their mediocrity, their romantic rhetoric, and their compliant attitudes.

Introduction to Faculty Learning Communities.

Abstract: Faculty learning communities create connections for isolated teachers, establish networks for those pursuing pedagogical issues, meet early-career faculty expectations for community, foster multidisciplinary curricula, and begin to bring community to higher education.

The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy

Abstract: The knowledge economy conjures a world of smart people, in smart jobs, doing smart things, in smart ways, for smart money, a world increasingly open to all rather than a few. Glossy corporate brochures present a future in challenging, exciting and financially rewarding jobs for the winners in the competition for fast track management appointments. They also convey an image of enlightened employers actively seeking to diversify their talent pool, reflected in their approach to identifying, hiring and retaining outstanding talent. We are told that the challenge confronting governments around the world is to enhance the employability of the workforce. Every effort must be made to expand access to higher education, dismantle barriers to talent regardless of social circumstances, gender, or skin colour, and to harness human creativity and enterprise to meet the demands of the new economy. The Mismanagement of Talent comes to a different conclusion. Those leaving the world of mass higher education find themselves in a scramble for jobs with rising stakes for the winners and losers. The Mismanagement of Talent examines what determines the outcome of this race when a degree loses its badge of distinction. It shows how some graduates are playing 'the game' to win a competitive advantage and what really happens in the selection events of leading-edge employers. It also argues that talent is being mismanaged by employers that have yet to come to terms with the realities and possibilities of mass higher education. The Mismanagement of Talent will be thought-provoking and controversial reading for those involved in the recruitment of graduates, and those concerned with the way knowledge-based firms recruit and the impact of higher education policy: Professionals working in university careers services, HRM, training, or recruitment generally; Researchers, academics, or students of Business and Management, Human Resource Management, Public Policy, Education, or Sociology; and Job candidates themselves - the 'players' and 'purists' described in the book.

Importance‐performance analysis: a useful tool for directing continuous quality improvement in higher education

Abstract: This paper addresses the issue of service quality evaluation within the higher education sector and stresses the need to develop measures that are both psychometrically and practically sound. The paper argues that recent debate surrounding the development of such measures has been too strongly geared toward their psychometric performance, with little regard for their practical value. While the paper supports the need to develop valid, reliable and replicable measures of service quality, it is suggested that educators must not lose sight of the original purpose for which these measures were designed, i.e. their practical value in informing continuous quality improvement efforts. It critiques the use of disconfirmation models and reports on a study of students’ perceptions of quality using importance‐performance analysis (IPA). The technique allows specific failings in the quality of support issues to be identified and their importance to a quality improvement programme assessed.