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1.
ABSTRACTPartnership in higher education has gained prominence over recent decades, but recent studies have identified a lack of research exploring how partnership practices unfold in specific disciplinary contexts. This article explores how a transdisciplinary approach can be used to better understand and facilitate student–staff partnerships where staff and students have diverse disciplinary backgrounds and knowledge. We present a case study of the Bachelor of Creative Intelligence and Innovation at the University of Technology Sydney, focusing on the adaptation of our curriculum co-creation processes by drawing on multiple knowledge types through a reflexive process of mutual learning. We conclude that explicit consideration of these principles, which are common to both transdisciplinary and partnership frameworks, have the potential to enhance consideration of diverse perspectives and the roles played by worldviews, norms and values when building student–staff partnerships around curriculum co-creation. 相似文献
2.
ABSTRACT Questions such as ‘what is value in the student experience?’ and ‘how do we measure or assess value in higher education?’ remain an under-researched area. However, in the context of marketisation and competitive forces in higher education, there is a need to unpack what is value in the student experience. In this article, a conceptualisation of value that can be applied in higher education (known as value-in-use) is introduced and applied to a specific and increasingly important aspect of the student experience – student–staff partnerships. Qualitative survey data (n?=?97) and interviews (n?=?35) from ten cases of various manifestations of student–staff partnerships in the Australasian context is presented and assessed in relation to value. The findings highlight that student–staff partnerships may enhance value in the student experience and that value-in-use may be an appropriate lens through which to continue to explore how value is created and measured in the student experience. 相似文献
3.
Howard N. Meyer 《Equity & Excellence in Education》2013,46(1):27-33
This article describes the three-year evolution of a team-taught teacher education class entitled the “Social Contexts of Education” in the setting of an urban high school. The course developed a number of innovative practices, including collaborative instruction by K-12 and university faculty and the development of a parent engagement strategy that increased parent participation by 59% in the school's Fall Parent Night in the second year of the collaborative. The authors describe the rewards and challenges of such site-based activities, and indicate that while school and university partnerships are highly valued in many contemporary policy initiatives, student teachers may resist such partnerships, particularly when they are based in urban school sites with which they may have had little prior experience. 相似文献
4.
《Journal of Further & Higher Education》2012,36(7):959-974
AbstractVietnam is emerging as an accelerated economic and political society with an increased global presence; thus, increased attention has been given to producing qualified college graduates who can contribute to the growing global economy. Yet challenges exist due to lack of educational infrastructure and ineffective teaching practices. As a result, the Vietnamese government embraces international collaborations in higher education as a way to address educational needs; however, although research exists on policy implications and government priorities, very little is known about how students perceive the teaching methods provided at these collaborative transnational universities. The purpose of this qualitative case study is to examine graduate students’ perceived effectiveness of teaching methods at Vietnamese-German University (VGU), a predominantly technology and engineering university that is an international collaboration between Vietnam and Germany. We seek to answer the research question of, ‘how is the use of student-centred practices effective in an international learning environment?’ Findings from graduate students indicate that collaborative learning, specifically through group work and modified flipped classrooms, are effective ways to maximise student learning. Implications for practice and future research are discussed as ways to emphasise the benefits of student-centred teaching and learning at transnational collaborative universities. 相似文献
5.
ABSTRACTGlobal multicultural teacher education courses and programs have made claims to offer Prospective Teachers (PSTs) a global understanding of diversity and multiculturalism. However, there is very little research that has examined the classroom experiences of PSTs and teacher educators. Drawing on a collaborative autoethnography, this article explores the ways our transnational identities shaped our experiences (as a PST and a teacher educator) in a global teacher education course focused on diversity and multiculturalism. We were guided by the following research question: How do we, as South Asian transnational migrants, experience the curriculum of a global multicultural education course in the United States? We found that the curricular nationalism within multicultural education courses often negates any critical engagement with the influence of transnationalism on immigrants and their educational experiences. Transnational migrants are expected to translate their experiences, cultural practices, and life ways to fit into the container of the U.S. nation-state. Furthermore, there was a visible absence of narratives and research about transnational lives and identities in the course curriculum. As teacher education programs prepare PSTs to enter classrooms with growing immigrant populations, it is important that we attend to this glaring gap in both practice and research. 相似文献
6.
ABSTRACTWe have come to conceptualize our transdisciplinary, transnational, and transcultural interaction and reciprocal learning through self-study research as polyvocal professional learning. Our conceptualization of polyvocality has made visible how dialogic encounters with diverse ways of seeing, knowing, and doing can deepen and extend professional learning in self-study research. For this collaborative self-study, we created a poetic bricolage composed of frequently used words in three of our published research poems as we asked, “Why? Why does our work together exist? And why should anyone care?” What emerged became an organic abstract of the impetus for our collaborative learning over time. Through inventing a poetic bricolage, we were able to make visible and available how our multiple interests, practices, and methods have come together to support fluid, dialogic co-learning, and re-learning. Discovering the why of our work included unearthing our gravitation toward transdisciplinary scholarship, which offers university faculty a wide range of possibilities for co-learning and co-creativity. Our demonstration of methodological inventiveness in action through poetic bricolage will be useful to others interested in exploring the promise and tensions of plurality, interaction and interdependence, and creative activity in self-study methodology. 相似文献
7.
Abstract This study describes issues related to the genesis of two university and middle‐school partnerships as experienced and related by the university faculty members who have participated in the process. Benefits and tensions have surfaced from these partnerships. Some of the benefits included a broader community of professional colleagues, opportunities to collaborate on research, and firsthand experiences with school reform. The tensions involved conflicts with the university's reward system, the length of time it takes to build trust, the difficulties in establishing collaborative research agendas and balancing two worlds, and feelings of detachment from university colleagues and activities. Although promises have been made that the university's reward system will change to give priority to work in schools, this is a major concern for non‐tenured faculty. In spite of this, there is great potential in these partnerships to affect change in teacher education. 相似文献
8.
Beniamin Knutsson 《Globalisation, Societies & Education》2019,17(4):432-444
ABSTRACTTransnational multi-stakeholder partnerships (MSPs) are proliferating in the domain of education and development. This paper intervenes in scholarly discussions on such partnerships by pondering what post-foundational political thought might add. It is argued that both liberal and critical literature, albeit from very different viewpoints, tend to foreground order and stability. Drawing on post-foundational political theory, and a case study of the Global Partnership for Education, the present paper explores transnational MSPs in education as incomplete hegemonic projects. By bringing attention to fissures and disruptions, the paper exposes how the absent ground of ‘the political’ ultimately haunts the stability of partnerships. 相似文献
9.
Despite contrasting views on the overlap of early childhood education and teacher education, opportunities abound for expanding the role of early childhood educators in broader teacher education discourse. University-based early childhood education and kindergarten-through-grade-12 teacher education share purposes, philosophies, and resources that should be explored to more effectively address the needs of diverse young children and their families. Community partnerships and a shift toward community-based teacher preparation present a context and opportunity for exploring the overlap of these two historically separate fields. In this article, we present a framework for collaborative, field-based early childhood teacher preparation, situating birth-though-grade-12 teacher education in diverse community contexts and involving school and community personnel to achieve universal 21st-century goals for the teaching and learning of young children. 相似文献
10.
Deborah Ralls 《International Journal of Inclusive Education》2019,23(11):1134-1148
ABSTRACTThis article explores how a school’s decision to become co-operative affects its engagement relationships with students and parents. The findings stem from a wider study exploring approaches to engagement in a recently converted co-operative academy, a large secondary school in a northern English city. The article surfaces the possibilities and tensions that occur as the school seeks to reposition itself in the English education marketplace, with a co-operative model that explicitly sets out to promote mutualisation, not privatisation; ‘we’ rather than ‘me’. The process of becoming co-operative is examined by exploring the underlying purposes of the school’s engagement with students and parents and the relationships that emerge as a result. The study surfaces the issues faced as a co-operative school seeks to enact thicker, ‘collective forms’ of democratic engagement against a backdrop of English education policy based on individualistic notions of democracy as freedom of choice. The findings point to the need for a different policy understanding of school engagement, an understanding that suggests engagement is about the process of developing more equitable, collaborative relationships with stakeholders and rests on the repositioning of students, parents and community members – from ‘choosers’ and ‘consumers’ to a collective public in education. 相似文献
11.
AbstractSite-based education development now constitutes a common approach to preparing learners for particular occupations, enabling them to secure employment and at the same time achieve broader social, economic and personal outcomes. New forms of partnerships, other than traditional vendor–client relations, are necessary to achieve such multi-faceted goals. This can be achieved by recognising and appropriately integrating pedagogical contributions in different sites to cater for learning needs. Accordingly, professionals from educational institutions need to actively collaborate and engage with a range of key personnel to form partnerships for the purposes of harnessing and facilitating learning opportunities within the constraints of given sites. An action research process enables participating partners to work towards and achieve agreed outcomes. Outcomes addressing areas causing concern are developed and discussed ‘on site’, forming site-based education development. Using a collaborative action research methodology that addresses issues identified by those in particular sites, solutions can be made visible and problems worked through. This enables the partners to achieve agreed outcomes developed during the life of the partnership. Outcomes and possible training areas are developed and discussed by key partners, particularly those in workplaces. In this article, we draw on intersecting sets of understandings around the philosophy of site-based education development, founded mainly on two overarching theories of workplace learning and practice architectures, to theorise partnerships for site-based education development. Some findings and ideas from two exemplar action research projects are presented to exemplify the key concepts. 相似文献
12.
Mario Novelli 《British Journal of Sociology of Education》2016,37(6):848-860
AbstractPiketty’s Capital in the Twenty-first Century has brought the issue of inequality to the centre of political debate. This article explores contemporary research on the relationship between education and inequality in conflict-affected contexts with a view to seeing how Piketty’s work speaks to these issues as a field of research and practice. The article provides a critique of Piketty’s approach, arguing for a broader, interdisciplinary and holistic approach to exploring and addressing inequality in education in conflict-affected contexts in their multiple economic, cultural and political dimensions. In doing so the article also lays out an analytical framework inspired by cultural political economy for researching education systems in conflict contexts which seeks to go beyond narrow human capital framings of education and address the multiple potential of education to promote sustainable peace and development in and through education. 相似文献
13.
ABSTRACT Chinese universities are actively pursuing cross-border collaborations in the form of transnational higher education programmes. Our study captures the experiences of Chinese students to illuminate how they navigate their learning journeys in a China-Australia articulation programme. To communicate the complexity of learning in modern transnational higher education programmes, we employed activity theory as the theoretical framework to explore cross-cultural contradictions shaping students’ experiences of learning. Assessment, programme rules, teaching strategies, and class and campus settings created contradictions that students had to negotiate as in-between learning spaces. We argue that cross-system contradictions play important roles in transnational higher education programmes. Therefore, instead of seeking to eliminate these contradictions or smooth cross-educational differences, these contradictions should be leveraged as learning opportunities to enrich transnational higher education programmes. 相似文献
14.
Democracy and a commitment to human rights are key defining features of the European Union. Nevertheless, the inhabitants of Europe, living their local realities sometimes based in poverty and unemployment, and subject to racism, inadequate housing and high levels of crime, may not recognise that the European project is, in its intention, inclusive, since an inclusive society is far removed from their actual experience. European transnational education programmes are intended to promote a sense of involvement in European development. In 1997 the European Commission initiated a study to identify features of projects within its transnational education, training and youth programmes which contribute effectively to political education, and in particular to the development of active citizenship among participants. Projects initiated in 18 European countries, including all 15 European Union Member States, were analysed for the quality of information offered, their capacity to provide practice in democratic skills and opportunities for exploring multiple identities, and the extent to which they worked on democratic lines and enabled participants to feel involved. This article reports on the findings of this study, illustrating best practice in education for active citizenship and proposing a framework which might be applied to any programme of political education. 相似文献
15.
Voldemar Tomusk 《International Studies in Sociology of Education》2013,23(3):335-352
This article looks at globalisation as a process of replacement of the global political order of nation states with the global economic order of transnational corporations. It is argued that this process carries far-reaching consequences, in which a growing number of spheres, including education, are subjected to the interests of the global economic order. Under the disguise of global economic development activities the new world system strives towards maximising the short-term profits of the transnational capitalist class. Following Sklair's global systems theory, this article looks at the World Bank as a transnational organisation. Based on recent World Bank higher education reform loan projects in Eastern Europe, it is argued that the primary outcome of the World Bank loan projects is the redistribution of the resources of the so-called 'recipient countries' to the transnational capitalist class. 相似文献
16.
ABSTRACTOne of the main drivers of internationalisation in higher education (HE) is the intention to facilitate the development of intercultural competence (IC) among students and staff. However, previous research shows that higher levels of IC are not automatically achieved by participating in internationalised educational settings. Drawing on the results from a bi- and trilateral collaborative project, we combine cultures of learning and small culture approaches to analyse how participants’ previous educational experience may have influenced the learning process in internationalised HE classrooms. This article argues the necessity of a non-essentialist view of teaching and learning practices in internationalised classrooms. Our analysis demonstrates how academic practices and classroom norms are (re)negotiated in these new contexts, forming new evolving ‘small’ cultures of learning. The role reciprocity plays in working towards cultural synergy in internationalised HE is also addressed. Striving towards equality in power distribution proves to be significant in achieving cultural synergy. 相似文献
17.
Doreen Starke-Meyerring Ann Hill Duin Talene Palvetzian 《Technical Communication Quarterly》2013,22(2):139-174
Globalization is radically transforming technical communication (TC) both in the workplace and in higher education. This article examines these changes and the ways in which TC programs position themselves amid globalization, in particular the ways in which they use emerging global partnerships to prepare students for global work and citizenship. For this purpose, the authors report on a Council for Programs in Technical and Scientific Communication-supported exploratory study of current partnership initiatives in TC programs. The study indicated a high level of activity, planning, and interest in global partnerships and revealed a range of creative and innovative partnerships that systematically integrate new opportunities for experiential learning, collaborative international research, and civic engagement in a global context into programs and their curricula. Partnerships also emphasize cultural sensitivity, equal partner contribution, and mutual benefit, thus offering alternatives to emerging global trade visions of higher education. The article also identifies key challenges that partnerships face, suggesting implications for programs and the field as a whole to facilitate successful partnerships. 相似文献
18.
Doreen Starke-Meyerring Ann Hill Duin Talene Palvetzian 《Technical Communication Quarterly》2007,16(2):139-174
Globalization is radically transforming technical communication (TC) both in the workplace and in higher education. This article examines these changes and the ways in which TC programs position themselves amid globalization, in particular the ways in which they use emerging global partnerships to prepare students for global work and citizenship. For this purpose, the authors report on a Council for Programs in Technical and Scientific Communication-supported exploratory study of current partnership initiatives in TC programs. The study indicated a high level of activity, planning, and interest in global partnerships and revealed a range of creative and innovative partnerships that systematically integrate new opportunities for experiential learning, collaborative international research, and civic engagement in a global context into programs and their curricula. Partnerships also emphasize cultural sensitivity, equal partner contribution, and mutual benefit, thus offering alternatives to emerging global trade visions of higher education. The article also identifies key challenges that partnerships face, suggesting implications for programs and the field as a whole to facilitate successful partnerships. 相似文献
19.
ABSTRACTThis article examines a particular type of public–private partnership (PPP) that is rarely studied in comparative educational policy studies: one in which a government funds privately run international schools. The aim of this PPP is to enrich and thereby improve the regular curriculum or to the quality of education in public schools. As the exponential growth of International Baccalaureate (IB) illustrates, such forms of PPP have increased significantly over the past few years. The authors show that transnational accreditation holds a special appeal for the middle class that is committed to cosmopolitanism, international mobility, and global citizenship. However, international standards schools such as IB are not alone with advancing a transnational accreditation of their educational programmes. Symbolically, Programme in International Student Assessment also provides a transnational accreditation, albeit not on individual education programmes but rather on entire educational systems. The article examines the reasons for the popularity of this type of PPP, analyses the interaction between the private and public education sectors, and investigates how governments explain, and what they expect from, the close cooperation with private education providers. 相似文献
20.
Shun Wing Ng 《Higher Education Quarterly》2012,66(3):272-292
This article reports a commissioned research project on exploring the emerging issues and challenges of attracting Asian students to study in Hong Kong's higher education institutions. Findings reveal the rapidly growing demand for quality transnational education in Asia and the strengths, weaknesses, opportunities and threats of exporting Hong Kong's higher education. The challenges include the need to arrive at a consensus on the aims of internationalisation of Hong Kong's higher education, issues related to promotion strategies overseas, as well as problems of social and multi‐cultural inclusion of non‐local students. Drawing on the research findings, the author suggests going beyond the notion of profit‐oriented vision and exploring the real mission of promoting higher education services overseas that contributes to the enhancement of higher education receivers' learning experiences and preparing students to be future leaders in a humane environment. 相似文献