Results for Development’s Post

The UGC has issued guidelines for Higher Educational Institutions, emphasizing customized Institutional Development Plans (IDPs) to achieve academic objectives. These guidelines provide a broad framework encompassing academic excellence, research, innovation, and infrastructure development, enabling institutions to craft tailored plans aligned with their unique goals and objectives. https://lnkd.in/gesPyUZn #BrainfeedMagazine #Highereducationplus #HigherEducationalInstitutions #institutionaldevelopmentplans #universitygrantscommission

2023 was the year that we leaned into learning. In the face of global crises and new technological frontiers, we redoubled our efforts to provide every child with a quality education based on the best scientific knowledge and evidence. 💡 Learn more about our work and partnerships over the last year by exploring our interactive Annual Report: 📖 https://bit.ly/3IMcebP #Education #AnnualReport #Learning

So excited to share that the Journal of Applied Learning and Teaching has just published a paper that Sharron Jones and Kelsey Woodards and I wrote on kindness, pedagogy of care and the hyflex teaching approach. The story started with Sharron Jones' passion for developing a pedagogy of care with her Regional and Remote students. She used whatever technology she could to foster and develop these caring connections and evolved a hyflex class as a way to respond to her students. As we worked together and she shared more detail about her approach, I provided some insight into what other educators were doing with hyflex classes and noted I hadn't read any literature with an explicit connection between a pedagogy of care and digital education/technology implementations. This exploration led us to question if there was an impact on the student experience utilising a 'caring hyflex'. As it happened, Kelsey Woodards was awarded a vacation scholarship and this enabled her to share her perspective of the student experience. She shared how the approach made a positive impact on her learning journey. We now had an example of practice. We collaborated on this paper in a way that ignored the artificial barriers of 'academic' and 'professional' while recognising the power structures in and around our relationships. Sharron helped us to articulate this as the collegiality of care with which we shared and worked. There is more work that we could pursue in this area. So many ideas and concepts to explore. We welcome your feedback on the paper and suggestions on the possibilities for further application and research. Beyond an impact on learning and teaching, my personal hope is to make a positive contribution to the literature on the 'third space' in Higher Education. Perhaps towards what Dr Natalia Veles describes as the advancement of new narratives of agency and collective learning from boundary crossing. What do you think... https://lnkd.in/gEtyUK6u #jalt, #journalofappliedlearningandteaching, #kindess, #thirdspace, #highereducationresearch #hyflex #digitaleducation #pedagogyofcare

- It's time to talk about research culture and environment for REF 2028 - Here is a very useful introduction on how we should actively develop our research culture in Higher Education provision . . . https://lnkd.in/e26kupFd

#HE4Good Chapter 4. ‘Imagining higher education as infrastructures of care’ by Leslie Chan, Mona Ghali & Paul Prinsloo is a powerful and provocative chapter in Higher Education for Good, edited by myself and & Catherine Cronin. The chapter imagines structures that operate on principles and values of reciprocity, reparation, gifting, sovereignty, hospitality, and epistemic pluralism. Link to chapter in #openaccess book. https://lnkd.in/dt4UirFv 

This significant study provides valuable insights for policymakers, shedding light on the multifaceted challenges encountered by educators in implementing education for sustainable development (ESD) across both formal and non-formal settings. The research underscores the importance of transdisciplinarity and systems thinking as crucial competencies perceived by educators for effective ESD implementation. The findings prompt a reevaluation of the purpose of education, urging a shift towards incorporating sustainable development to foster the development of responsible and informed citizens. For a comprehensive exploration of educators' competences, motivations, and teaching challenges in ESD, refer to the work of Andrea Corres, Isabel Ruiz-Mallén, and Marco Rieckmann in their article titled "Educators’ competences, motivations and teaching challenges faced in education for sustainable development: what are the interlinkages?" published in Cogent Education (DOI: 10.1080/2331186X.2024.2302408). You can access the full article [here](https://lnkd.in/dARyCe4i). #education_2030 #education_for_sustainable_development #esd

Recently I have been examining how physical and virtual spaces mediate teaching and learning in universities, and how this might be changing (particularly since Covid). Literature review and analysis so far is now published in this paper, short title "From Flagship to Flotilla?" published as part of a new Special Issue of IJAP on Education for Sustainable Development. Open access online at https://lnkd.in/erXYfjRx Comments and discussion welcome #learningspaces #campusarchitecture #academicdevelopment

Thrilled to share the publication both digital and hardcopy of the volume "Die menschliche (Hoch)schule - Human(e) Education," edited by Christine Kohlert, to which I had the honor of contributing a chapter on #HigherEducation administration. https://lnkd.in/dsQKQbSP The book offers timely perspectives into the digital transformation of higher education organizations, with chapters enriched by the experiences of experts and practitioners in the field. I argue in "Love service orientation, not turf war: Towards humane administration in higher education" for quality management of internal practices to create "human-centered" administrative services (in German, alas). In an increasingly competitive educational landscape, development strategies of public universities emphasize research and teaching as core areas of reputation-building. Internal structures and processes of university (self-)administration, on the other hand, are much less transparent – and remain, therefore, difficult to compare for non-members – as they belong to subordinate organizational features invisible to external parties. Yet, cumbersome internal processes and inefficient interfaces reduce internal service quality for members of the organization, and likewise for external stakeholders – in the long run possibly damaging the institution’s (academic) reputation. The concept of service orientation can guide professionalization and digitization of “humane” processes in higher education administration; directing primary focus on the quality of internal services with the goal of increasing satisfaction for all members of the institution. https://lnkd.in/dE4xBPCV A special thanks to Christine Kohlert for her idea, invitation, efforts and patience until project completion - and kudos to all fellow authors for their valuable perspectives, shedding light on contemporary challenges and opportunities in humanizing higher education. #HigherEducation #DigitalTransformation #ServiceQuality

Education needs research & development funding like other industries so we can innovate models & practices to keep up with the demands of today's classrooms. Teachers & students deserve better. As a company funded by research grants from the Institute of Education Sciences, we agree the next president should prioritize an education innovation agenda, and ensure districts, researchers, policy makers and innovators can conduct appropriate R&D. Ulrich Boser https://lnkd.in/gk5FPYZ3

Peer reviewed article on evidence-based practice and its limitations. Rethinking Evidence-Based Practice in Education: A Critical Literature Review of the ‘What Works’ Approach Abstract This literature review critically examines the concept of ‘evidence-based practice’ (EBP) in education, particularly its implementation in England. EBP, which advocates using scientific research to inform teaching, enjoys widespread support from policymakers and educators. However, concerns exist regarding its emphasis on quantitative evidence, particularly findings from laboratory experiments and randomised controlled trials (RCTs). Critics argue that this approach can reduce teacher autonomy and struggles to adapt to diverse educational contexts. By analysing a broad range of literature, this review explores the current ‘what works’ approach within EBP and highlights its challenges, such as neglecting qualitative data and the complexities of real-world classrooms. The review concludes by advocating for a more balanced approach that integrates both quantitative and qualitative research methods, while fostering collaboration between researchers and practitioners. Keywords: evidence-based practice, cognitive science, educational research, what works, educational policy #teaching #education #educationalresearch #teacherdevelolpment #teachertraining https://lnkd.in/ezybiFZ2