scholarly journals Working and Learning Through the Local Community: Four Case Studies from Higher Education That Promote Civic Engagement

2020 ◽  
pp. 91-106
Author(s):  
Dawn A. Morley ◽  
Tracey Gleeson ◽  
Kerstin Mey ◽  
Anne Warren-Perkinson ◽  
Tracey Bourne ◽  
...  
Keyword(s):  
Higher Education ◽  
Civic Engagement ◽  
Case Studies ◽  
Best Practice ◽  
Local Community ◽  
Positive Impact ◽  
Health Initiatives ◽  
Real World Learning ◽  
The Uk

Abstract This chapter acts as a companion to Chapter 10.1007/978-3-030-46951-1_4 which discusses the rise of the civic engagement movement in higher education and the mutual benefits of connecting universities with their local communities. The case studies, taken from three universities in the UK and Ireland, illuminate different aspects of civic engagement with international students, through sport and health initiatives and as an extension of a teaching degree. Each case study demonstrates best practice recognised by their sustainability, growing reputation and ongoing positive impact on students’ alternative real world learning experiences.

scholarly journals Please don’t put your phones away: the application of learning technology in UK Higher Education, presenting a Framework for Implementation

2020 ◽  
Vol 13 (2) ◽  
Author(s):  
Xue Zhou ◽  
Peter Wolstencroft ◽  
Stella-Maris Izegbua Orim
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Critical Review ◽  
Best Practice ◽  
Positive Impact ◽  
Learning Technologies ◽  
Learning Technology ◽  
Implementation Framework ◽  
Teaching Learning ◽  
Uk Higher Education

The aim of this research is to identify best practice when adopting new learning technologies in UK higher education. Although technology is widely used in institutions and often has a positive impact on the students’ learning experiences, there is only limited research designed to help lecturers with its implementation. This research presents a critical review and assessment of the practices being incorporated in higher education teaching, learning from both students’ and lecturers’ experiences. The outcome of two case studies are presented where Tophat and Socrative learning technology tools have been used in the classroom. The findings highlight the challenges and best practice.. Based on the case studies and the critical review of other, similar research, a Learning Technology Conceptual Implementation Framework has been developed, which offers guidance on the implementation of learning technology in the classroom.

An Overview of the Case Studies

2013 ◽  
pp. 154-163
Author(s):  
Dimitra Manou ◽  
Jason Papathanasiou
Keyword(s):  
Case Studies ◽  
Local Community ◽  
Local Level ◽  
Community Groups ◽  
Local Monitoring ◽  
Ecological Information ◽  
Local Decision ◽  
Wild Resources ◽  
The Uk

TESS partners were asked to develop local level case studies for Estonia, Germany, Greece, Hungary, Poland, Portugal, Romania, Turkey, and the UK. All studies consisted of a socioeconomic project and a mapping project, except that there was mapping alone in Germany. The aims of the case study projects were to test how best to meet local decision support needs in exchange for local monitoring that meets central policy requirements and whether local monitoring (based on schools, local community groups, or individuals motivated by use of wild resources) can meet government requirements. Such information requires mapping of ecological information, for combination with socio-economic information; the case studies also aimed at assessing local attitudes and capabilities. This chapter presents an overview of results from the studies, which are described individually in the following nine chapters.

Measuring Engagement between Industry and Higher Education in the Built Environment Sector

2005 ◽  
Vol 19 (6) ◽  
pp. 457-468 ◽  
Author(s):  
Stephen Allen ◽  
Aled Williams
Keyword(s):  
Higher Education ◽  
Built Environment ◽  
Case Studies ◽  
Best Practice ◽  
Research Effort ◽  
White Paper ◽  
Working Relationships ◽  
The Uk ◽  
The Impact

Recent education policy in the UK has encouraged universities and industry to work in partnership as a means of improving the quality of student learning and preparing graduates to enter the workplace. Indeed, both the Lambert Review of Business–University Collaboration (Lambert, 2003) and the White Paper on The Future of Higher Education (DfES, 2003) highlight the need for collaboration and closer working relationships. This paper reports on the results of a research effort to assess the extent of university–industry collaboration in the UK's built environment sector and to measure the impact of such activity. The ‘Accelerating Change in Built Environment Education’ (ACBEE) initiative sought to identify the nature of engagement activities in the built environment and to formulate, evaluate and develop guidelines for best practice. Forty case studies of engagement were collected from the built environment sector using a standard template, and many sustained engagement activities and established collaborations were identified. The paper explains how these case studies were categorized and evaluated to develop an understanding of the nature of the different types of engagement. A framework was subsequently developed for the classification of the case studies. Finally, the paper considers how the quality of such engagement can be measured and proposes appropriate key performance indicators.

Technology Transfer between Industry and Higher Education

1991 ◽  
Vol 5 (2) ◽  
pp. 97-104
Author(s):  
S. Connor ◽  
J. Farmer ◽  
J. Wylie ◽  
A. Young
Keyword(s):  
Higher Education ◽  
Technology Transfer ◽  
Organizational Learning ◽  
Case Studies ◽  
Advanced Technology ◽  
Transfer System ◽  
The Uk

This article is concerned with a technology transfer system – the Teaching Company Scheme – which has been operating for some years in the UK. The Scheme is intended to foster a two-way flow of advanced technology between higher education and industry. The authors report on a number of case studies of Teaching Company Programmes and draw conclusions about the effectiveness of the Scheme. A complimentary article on the Teaching Company Scheme was published in the March issue of Industry and Higher Education, focusing on the Scheme in the context of organizational learning (Christine Tiler and Michael Gibbons, ‘A case study of organizational learning: The UK Teaching Company Scheme’, Industry and Higher Education, Vol 5, No 1, 1991, pp 47–55).

scholarly journals Case Studies: A Brief Introduction and Suggested Guidelines for the Field

2021 ◽  
Vol 3 (1) ◽  
pp. 4-11
Author(s):  
Emma Fleck
Keyword(s):  
Case Studies ◽  
Teaching And Learning ◽  
Best Practice ◽  
Entrepreneurship Education ◽  
Special Issue ◽  
Good Case ◽  
Traditional Research ◽  
Teaching Cases ◽  
Parent Discipline

Case studies are a common teaching and learning tool within entrepreneurship and its parent discipline, business, as a method of bringing the nuances of realism to complex theoretical problems. However, within the arts entrepreneurship field, they are used less frequently for pedagogical purposes and often with hesitation. Consequently, in this guide to the Case Study Edition, I aim to briefly: provide a rationale for using case studies in arts entrepreneurship education; illustrate what makes a good case study; highlight the mechanics of writing case studies by clearly outlining the expectations of a submission to JAEE for both traditional research cases and teaching cases; summarize the cases within this special issue and highlight why they demonstrate best practice example cases.

Barriers to Emerging Technology and Social Media Integration in Higher Education

2013 ◽  
pp. 334-354 ◽  
Author(s):  
Ana Adi ◽  
Christina Gasser Scotte
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Case Studies ◽  
Technological Innovation ◽  
Emerging Technologies ◽  
Higher Education Research ◽  
It Infrastructure ◽  
The Uk ◽  
Training Delivery ◽  
Media Integration

With technological innovation and social media infiltrating every field of activity, it was only a matter of time until universities and faculty would need to embrace the technological challenge. This chapter offers three case studies of social media training delivery in universities and researcher centres in the UK, USA, and Bahrain. These case studies cover the use of emerging technologies in higher education research, teaching and policy, and associated first- and second-order barriers to their implementation. Results and impact of the training sessions, including questions asked and feedback provided by participants are also discussed. The chapter emphasizes the increasing interest in training in emerging technologies for educators and affiliated university staff, but also highlights the challenges faced when promoting tools and platforms not supported by either the IT infrastructure of the universities or the policies in place.

Teaching of Sustainability

2014 ◽  
pp. 398-409
Author(s):  
Sue Haile ◽  
Jarka Glassey
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Sustainable Design ◽  
Education Institution ◽  
Curriculum Mapping ◽  
Engineering Curriculum ◽  
Higher Education Institution ◽  
Traditional Research ◽  
The Uk ◽  
Mapping Exercise

Following a discussion of the means of introducing sustainability and sustainable design into the engineering curriculum, this chapter provides examples of the approach taken when teaching these subjects through the use of case studies at a traditional research-intensive higher education institution in the UK: Newcastle University. This chapter demonstrates the range of topics that have been addressed through examples of case studies and discusses the methods of delivery and assessment within the curriculum. The result of a cross-curriculum mapping exercise is presented, showing how sustainability teaching can be incorporated into a variety of undergraduate and postgraduate programmes.

Virtual Reality and Learning in an African University Environment

2011 ◽  
Vol 1 (1) ◽  
pp. 36-49
Author(s):  
Kelvin Joseph Bwalya
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Virtual Reality ◽  
Case Studies ◽  
Positive Impact ◽  
University Environment ◽  
The Status ◽  
E Learning ◽  
Education Model ◽  
User Centric

Incorporating Virtual Reality aesthetics and semantics can contribute towards transforming the education landscape in both the developed and developing world. This can be realized by VR’s capacity to enable the design of more vibrant and dynamic/interactive multimedia applications that are user centric. VR has a positive impact on e-Learning, which is an emerging education model in Africa. This paper uproots the different initiatives, experiences, and challenges that have been met by various endeavors to employ VR as a tool for education, especially in African universities. Using exploratory approaches, two universities in South Africa and Botswana are reviewed as case studies in order to ascertain the status of VR use in higher education in Africa. The paper finds that the potential of VR education is evident in Africa but needs to be unearthed.

scholarly journals Enhancing the Robustness of Causal Claims Based on Case Study Research on Conflict Zones: Observations from Fieldwork in Donbas

2020 ◽  
pp. 1-20
Author(s):  
Stefan Wolff
Keyword(s):  
Case Studies ◽  
Best Practice ◽  
Case Study Research ◽  
Process Tracing ◽  
Case Study Method ◽  
Causal Inferences ◽  
Conflict Zones ◽  
Central Case ◽  
Data Requirements

Abstract Focusing on process tracing and using the example of fieldwork in Donbas, I develop an argument on what theoretically grounded and empirically detailed methodological solutions can be considered to mitigate the challenges of research on conflict zones and assure the robustness of any causal claims made. I first outline my assumptions about process tracing as the central case study method and its application to research on conflict zones, and then discuss in more detail data requirements, data collection, and data analysis. Using two examples of case studies on the war in and over Donbas, I illustrate how three standards of best-practice in process tracing—the need for a theory-guided inquiry, the necessity to enhance causal inference by paying attention to (and ruling out) rival explanations, and the importance of transparency in the design and execution of research—can be applied in the challenging circumstances of fieldwork-based case studies of conflict zones. I conclude by suggesting that as a minimum threshold for reliance upon causal inferences, these three standards also should align with a standard of evidence that requires both the theoretical and empirical plausibility of any conclusions drawn.

scholarly journals Understanding and evaluating teaching effectiveness in the UK higher education sector using experimental design

2019 ◽  
Vol 36 (2) ◽  
pp. 202-216 ◽  
Author(s):  
Jiju Antony ◽  
Stavros Karamperidis ◽  
Frenie Antony ◽  
Elizabeth A. Cudney
Keyword(s):  
Higher Education ◽  
Experimental Design ◽  
Teaching Effectiveness ◽  
School Setting ◽  
Content Type ◽  
Postgraduate Students ◽  
Interesting Study ◽  
Designed Experiment ◽  
The Uk

PurposeThe purpose of this paper is to demonstrate the power of experimental design as a technique to understand and evaluate the most important factors which influence teaching effectiveness for a postgraduate course in a higher education (HE) context.Design/methodology/approachThe methodology involves the execution of a case study in the form of an experiment in a business school setting. The experiment was carried out with the assistance of over 100 postgraduate students from 26 countries. The data were collected over a two year period (2015 and 2016) from a postgraduate course offered by the same tutor for repeatability reasons.FindingsThe key findings of the experiment have clearly indicated that students’ perceptions of teaching effectiveness based on intuition and guesswork are not identical to the outcomes from a simple designed experiment. Moreover, the results of the experiment provided a greater stimulus for the wider applications of the technique to other processes across the case study HE sector.Research limitations/implicationsOne of the limitations of the study is that the experiment was conducted for a popular postgraduate course. It would be beneficial to understand the results of the experiment for less popular postgraduate courses in the university in order to drive improvements. Moreover, this research was conducted only for postgraduate courses and the results may vary for undergraduate courses. This would be an interesting study to understand the differences in the factors between undergraduate and postgraduate teaching effectiveness.Practical implicationsThe outcome of this experiment would help everyone who is involved in teaching to understand the factors and their influences to improve students’ satisfaction scores during the delivery of teaching.Originality/valueThis paper shows how experimental design as a pure manufacturing technique can be extended to a HE setting.

Sign in / Sign up

Export Citation Format

Share Document