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Book Review: Designing Learning For Intensive Modes Of Study, Janelle Allison
Book Review: Designing Learning For Intensive Modes Of Study, Janelle Allison
Journal of University Teaching & Learning Practice
Designing learning for intensive modes of study is a clear, concise guide to designing curricula with intensive modes of study. It takes a project management style approach and considers implementation at the unit, program, and institutional scale. Appendix A allows readers to explore how different intensive mode learning strategies have been designed and implemented. We see how the theory is translated into practice. Case studies bring the Guide to life and illustrate the steps to be negotiated in adopting novel approaches to learning and teaching. The key messages and plentiful illustrations currently included in vignette form in the main body …
Immersive Learning In A Block Teaching Model: A Case Study Of Academic Reform Through Principles, Policies And Practice, Thomas Roche, Erica Wilson, Elizabeth Goode
Immersive Learning In A Block Teaching Model: A Case Study Of Academic Reform Through Principles, Policies And Practice, Thomas Roche, Erica Wilson, Elizabeth Goode
Journal of University Teaching & Learning Practice
Universities across the globe are considering how to effect meaningful change in their higher education (HE) delivery in the face of the COVID-19 pandemic and shifting student learning preferences. This paper reports on a descriptive case- study of whole-of-institution curriculum reform at one regional Australian university, where more traditional 13-week semesters have been replaced with a 6-week immersive block model known as the Southern Cross Model. Based on a synthesis of literature in best practice HE pedagogy and principles, the case study draws on both a review of policy and staff interviews (N = 5) to outline the key …
Expanding Faculty Development Through Capacity-Building: An Institutional Case Study, Vicki L. Baker, Andrew N. Christopher, Sarah Noah
Expanding Faculty Development Through Capacity-Building: An Institutional Case Study, Vicki L. Baker, Andrew N. Christopher, Sarah Noah
Journal of University Teaching & Learning Practice
The global pandemic highlighted the need for diverse faculty development partners to ensure student and faculty learning was supported, particularly in intensive modes of educational delivery. Our paper presents an institutional case study of how educational technology, in collaboration with the Center for Teaching and Learning and subject matter experts, served as untapped providers of faculty development. We detail the decision to shift to an intensive 7-week module system rather than our traditional 15-week semester in response to COVID-19. Although challenging for both faculty and students, this shift in educational delivery facilitated innovative approaches to faculty and student learning that …
Insights Into Professional Learning For Intensive Block Model: Lessons From A Participatory Evaluation For Capacity Building, Gayani Samarawickrema, Kaye Cleary, Sally Gauci
Insights Into Professional Learning For Intensive Block Model: Lessons From A Participatory Evaluation For Capacity Building, Gayani Samarawickrema, Kaye Cleary, Sally Gauci
Journal of University Teaching & Learning Practice
We share lessons gained through supporting an institution-wide curriculum innovation via a post-graduate professional learning program. At the inception of the innovation, an intensive Block Model (BM) was unfamiliar to both the institution and its professional learning facilitators. The Graduate Certificate of Tertiary Education was re-modelled with BM as the heart of professional learning so academics would encounter BM as students. The program modelled BM principles, reinforced by meta-conversations to provide students with a reflective, immersive experience. Through a participatory evaluation, professional learning facilitators’ individual reflections were distilled to generate collaborative insights into academics’ capacity building for BM. Their lessons …
Exploring Academic Perspectives On Immersive Scheduling In A Uk University, Rebecca Turner, Debby R.E. Cotton, Emily Danvers, David Morrison, Pauline E. Kneale
Exploring Academic Perspectives On Immersive Scheduling In A Uk University, Rebecca Turner, Debby R.E. Cotton, Emily Danvers, David Morrison, Pauline E. Kneale
Journal of University Teaching & Learning Practice
This study examined how academic staff responded to a cross-institutional change initiative to integrate immersive scheduling into the first-year undergraduate curriculum. Immersive scheduling, also referred to as block or compressed delivery, sought to create a supportive first-year experience, to ease students’ transition to university. Adopting an immersive approach is associated with considerable change as academic staff adapt their practice to accommodate the compressed time frame of modules and embrace learning and assessment methods associated with this delivery format. In this study, we undertook semi-structured interviews with 17 academics who were leading the development and delivery of immersive modules or supporting …
The Success, Satisfaction And Experiences Of International Students In An Immersive Block Model, Elizabeth Goode, Thomas Roche, Erica Wilson, Jacky Zhang, John W. Mckenzie
The Success, Satisfaction And Experiences Of International Students In An Immersive Block Model, Elizabeth Goode, Thomas Roche, Erica Wilson, Jacky Zhang, John W. Mckenzie
Journal of University Teaching & Learning Practice
Despite growing interest in immersive block models in higher education, very little is known about the experiences of international students in these non-traditional forms of learning. To enable an initial view of how international students perceive and perform in an immersive block model, we used an exploratory mixed methods approach to examine the academic success, satisfaction, and experiences of international students in a 6-week immersive block model at a regional public Australian university. Inferential statistical tests were used to explore the success rates and unit and teaching satisfaction of onshore and offshore international students in the immersive block model and …
Understanding Engagement In Intensive Learning: From Fuzzy Chaotic Indigestion To Eupeptic Clarity, Reilly A. Dempsey Willis, Paulo Vieira Braga
Understanding Engagement In Intensive Learning: From Fuzzy Chaotic Indigestion To Eupeptic Clarity, Reilly A. Dempsey Willis, Paulo Vieira Braga
Journal of University Teaching & Learning Practice
This paper is framed by Nick Zepke’s, Vicki Trowler’s, and Paul Trowler’s concept of student engagement being “chaotic”, suffering from “indigestion” and “fuzziness”. This study was conducted at a UK higher education institution that recently moved to a “block and blend” delivery approach. We investigated what students and staff think engagement looks like in an intensive block and blend learning context. Data were gathered from students and staff via an online survey, which consisted of both scaled and open-ended questions. Findings are synthesised in an elemental map, providing a comparison of students and staff perceptions of engagement. Specifically, students and …
Intensive Work-Integrated Learning (Wil): The Benefits And Challenges Of Condensed And Compressed Wil Experiences, Theresa M. Winchester-Seeto, Sonia J. Ferns, Patricia Lucas, Leanne Piggott, Anna Rowe
Intensive Work-Integrated Learning (Wil): The Benefits And Challenges Of Condensed And Compressed Wil Experiences, Theresa M. Winchester-Seeto, Sonia J. Ferns, Patricia Lucas, Leanne Piggott, Anna Rowe
Journal of University Teaching & Learning Practice
Work-integrated learning (WIL) is a well-established educational strategy with acknowledged benefits for student learning and employability. This paper explores and documents Intensive WIL, where students undertake short or condensed WIL experiences, ranging from 35 to 400 hours. Four case studies from different universities, designed for different purposes, using either placement or project approaches, and with different student cohorts, showcase the flexibility and adaptability of this model of WIL. Drawing on existing quality frameworks developed for WIL, a new, dedicated set of quality indicators was developed to evaluate examples of intensive WIL, as demonstrated in the case studies. This new framework …
“Can We Not Do Group Stuff?”: Student Insights On Implementing Co-Creation In Online Intensive Programs, Samantha J. Newell, Natasha Van Antwerpen
“Can We Not Do Group Stuff?”: Student Insights On Implementing Co-Creation In Online Intensive Programs, Samantha J. Newell, Natasha Van Antwerpen
Journal of University Teaching & Learning Practice
The demand for intensive educational experiences is increasing, necessitating a focus on ensuring quality and providing adequate student support. Increasing opportunities for student collaboration, including teacher/student co-creation of learning materials, has strong potential to increase engagement and support. Given increased interest in co-creation within education and research more broadly, we explored student perspectives on this novel approach within online intensive modes of teaching with a focus on feasibility and implementation. Two focus groups were conducted with students (N = 16), including discussion of their preferences and barriers for implementing co-creation initiatives in an intensive program. Thematic analysis was then …
Student And Faculty Perceptions Of Summative Assessment Methods In A Block And Blend Mode Of Delivery, Paulo Ricardo Vieira Braga, Carmen Maria Ortiz Granero, Ellen Buck
Student And Faculty Perceptions Of Summative Assessment Methods In A Block And Blend Mode Of Delivery, Paulo Ricardo Vieira Braga, Carmen Maria Ortiz Granero, Ellen Buck
Journal of University Teaching & Learning Practice
The recent increase in the number of higher education institutions adopting block teaching has prompted questions about the appropriateness of assessment methods that were commonly used in a semesterised delivery model. This paper explores student and faculty perceptions of summative assessment methods in a block and blend mode of delivery at a higher education institution in the United Kingdom. In this study, we used a convergent mixed methods approach to explore student and faculty perceptions of different assessment methods as accurate evaluations of learning using surveys, combining Likert-type and open-ended questions. The findings highlight how traditional, single assessment methods occurring …
Belonging In Remote Higher Education Classrooms: The Dynamic Interaction Of Intensive Modes Of Learning And Arts-Based Pedagogies, Shiona L. Long, Mary-Rose Mclaren
Belonging In Remote Higher Education Classrooms: The Dynamic Interaction Of Intensive Modes Of Learning And Arts-Based Pedagogies, Shiona L. Long, Mary-Rose Mclaren
Journal of University Teaching & Learning Practice
In this paper, the authors explore the conditions that support belonging in remote VU Block Model® teaching. They examine the role of arts-based, embodied pedagogy in promoting engagement in learning, connection between students, and between students and teachers, and in an environment in which vulnerability and risk-taking in learning is valued. A discussion of belonging in higher education and the practice of embodied learning is followed by the reflections of seven participants. These participants were students in a remotely taught, arts-based higher education block unit, which had been mindfully adapted to retain the embodied nature of delivery during the …
Intensive Modes Of Study And The Need To Focus On The Process Of Learning In Higher Education, Jason M. Lodge, Kevin Ashford-Rowe
Intensive Modes Of Study And The Need To Focus On The Process Of Learning In Higher Education, Jason M. Lodge, Kevin Ashford-Rowe
Journal of University Teaching & Learning Practice
In the context of a constantly evolving international higher education sector, this commentary emphasises the need for consilience between basic research on learning processes and observations from intensive modes of study. Following a discussion of conflicting evidence on optimal learning time frames, we advocate for seeking alignment between classroom practices with underlying learning mechanisms. We argue for a unified understanding of effective learning beyond notions of the credit point hour or volume of learning, focusing on processes rather than mere inputs and outputs. A collaborative approach between researchers, educators, and policymakers aiming for consilience has the potential to provide practical …
Editorial: Intensive Modes Of Teaching, Past, Present, And Future, Ian Solomonides, Gayani Samarawickrema, Kaye Cleary, Sally Male
Editorial: Intensive Modes Of Teaching, Past, Present, And Future, Ian Solomonides, Gayani Samarawickrema, Kaye Cleary, Sally Male
Journal of University Teaching & Learning Practice
A recent overview and brief history of intensive modes of learning and teaching in higher education is presented, with implications for the design, application, impact, governance, and regulation of intensive mode teaching and learning. Previously limited to particular levels of study, or locations in the academic year, intensive modes as new forms of system-wide curriculum and organisation challenge the isomorphism of traditional, symmetrised organisations, while also being able to expand or complement conventional higher education. However, in whole-of-institution intensive mode settings, the importance of systematic awareness and application in adopting and sustaining intensive modes is highlighted, including the need to …
Lived Experience: Students’ Perceptions Of English Language Online Learning Post Covid-19, Amr M. Mohamed, Saleem Mohd Nasim, Rose Aljanada, Aseel Alfaisal
Lived Experience: Students’ Perceptions Of English Language Online Learning Post Covid-19, Amr M. Mohamed, Saleem Mohd Nasim, Rose Aljanada, Aseel Alfaisal
Journal of University Teaching & Learning Practice
The purpose of this study was to assess university students' perceptions regarding online learning post-COVID-19, with a focus on international relevance. 260 students were surveyed online across six dimensions of online learning using an online survey. The findings indicate that synchronous audio and video learning can be an effective alternative to traditional learning, especially for male students. Online learning success requires taking student demographics and digital equity into consideration in a competitive higher education landscape. In addition, the study recommends further research to determine the effectiveness of online learning across disciplines and diverse student populations. The findings of this study …
Choose Your Own Adventure: Understanding Why Students Prefer Certain Types Of Assessment, Ryan Jopp, Jessica L. Pallant, Heather Russell
Choose Your Own Adventure: Understanding Why Students Prefer Certain Types Of Assessment, Ryan Jopp, Jessica L. Pallant, Heather Russell
Journal of University Teaching & Learning Practice
Empowering students with choice when it comes to assessment is shown to have a positive impact on student satisfaction and success, with previous studies finding a more flexible approach to assessment can promote engagement and performance. However, very little is known about why students choose certain types of assessment. Building on previous research, this study examines the many factors that influence student choice of assessment in an undergraduate business unit. Leveraging data collected over two semesters, our study found that student choice of assessment was primarily influenced by whether students thought the assessment was interesting, with 46% of overall respondents …
Tutors’ Responses To Student Disclosures: From “Suicidal Ideation” To “Feeling A Little Stressed”, Alexander Walker, Sandi L. Tait-Mccutcheon, Amanda Gilbert
Tutors’ Responses To Student Disclosures: From “Suicidal Ideation” To “Feeling A Little Stressed”, Alexander Walker, Sandi L. Tait-Mccutcheon, Amanda Gilbert
Journal of University Teaching & Learning Practice
Tutors in higher education are receiving and responding to student disclosures that include racism, anxiety, loneliness, legal disputes, family upheavals, physical, emotional, and mental health, bereavement, legal battles, and harassment. In many cases, this caring aspect of the tutor role is not acknowledged, allocated time in job descriptions, or accurately remunerated. This qualitative study explored how tutors experienced and managed student disclosures, the personal and professional impact of responding to disclosures, and how tutors believed they could be better supported. Data was collected from two cohorts of participants tutoring at a University in Aotearoa New Zealand. using interviews and questionnaires …
Exploring Disruption Through The Lens Of An Adapted Five Senses Framework, Theresa Ashford, Peter A. Innes, Karen Hands, Sarah Casey, Jacqueline Blake
Exploring Disruption Through The Lens Of An Adapted Five Senses Framework, Theresa Ashford, Peter A. Innes, Karen Hands, Sarah Casey, Jacqueline Blake
Journal of University Teaching & Learning Practice
This quasi-experimental research design surveyed 688 students through a self-administered online survey to specifically explore relations between student self-assessed capabilities (Lizzio Five Senses, 2006), overall program satisfaction, withdrawal behaviours, demographics and year of study in their university courses during an emergency COVID-19 lockdown experience. Importantly, this research offers a more nuanced view of the Five Senses and confirms their importance as a university strategy for student success. These findings offer further granularity into the complex set of relations that impact decisions around satisfaction, persistence, and capability in higher education and support previous research by Lizzio and Wilson (2008) indicating students’ …
A Wolf In Sheep’S Clothing? Critical Discourse Analysis Of Five Online Automated Paraphrasing Sites, Kay M. Hammond, Patricia Lucas, Amira Hassouna, Stephen Brown
A Wolf In Sheep’S Clothing? Critical Discourse Analysis Of Five Online Automated Paraphrasing Sites, Kay M. Hammond, Patricia Lucas, Amira Hassouna, Stephen Brown
Journal of University Teaching & Learning Practice
Research on academic integrity used to focus more on student character and behaviour. Now this research includes wider viewing of this issue as a current teaching and learning challenge which requires pedagogical intervention. It is now the responsibility of staff and institutions to treat the creation of a learning environment supporting academic integrity as a teaching and learning priority. Plagiarism by simply copying other people’s work is a well-known misconduct which undermines academic integrity; moreover, technological developments have evolved plagiarism to include the generation and copying of computer-generated text. Automated paraphrasing tool (APT) websites have become increasingly common, offering students …
University Student Perceptions Of Online Learning In Jordan, Khleef A. Alkhawaldeh, Sarah Eldurini, Dima Alrai, Sara Yaghmourian
University Student Perceptions Of Online Learning In Jordan, Khleef A. Alkhawaldeh, Sarah Eldurini, Dima Alrai, Sara Yaghmourian
Journal of University Teaching & Learning Practice
This research paper examined Jordanian university students' perceptions of online learning in terms of knowledge, attitude, and practice (variables of the KAP model). It also investigated the relationship between their perceptions of online learning and their academic performance. students' perceptions of variables of the KAP model toward online learning were measured through an online questionnaire distributed to Jordanian universities students. Academic performance was also measured by identifying students' perceptions of their academic performance after switching to online learning due to COVID-19. One-sample t-test results indicated that the means of responses fall within the area of agreement (agree and strongly agree) …
Exploring Cross-Cultural Teacher Perspectives On Student Engagement In Virtual Learning Environments During The Covid-19 Pandemic, Ishaq Al-Naabi, Javier Cifuentes-Faura, Loeurt To, Deborah Odu Obor
Exploring Cross-Cultural Teacher Perspectives On Student Engagement In Virtual Learning Environments During The Covid-19 Pandemic, Ishaq Al-Naabi, Javier Cifuentes-Faura, Loeurt To, Deborah Odu Obor
Journal of University Teaching & Learning Practice
The rapid transition to emergency remote teaching during the COVID-19 pandemic posed challenges for teachers, students, and higher education institutions, impacting students' learning and engagement in the learning process. Based on Self-Determination Theory, this paper employs a collective case study research methodology to examine teachers' strategies for supporting students' learning and engagement in virtual learning environments during emergency remote teaching in the pandemic era, with the goal of offering guidelines to assist teachers in fostering student learning and engagement in these virtual settings. The inductive thematic analysis of eight semi-structured interviews with teachers from Spain, Oman, Nigeria and Cambodia revealed …
Utilising Features Of Sport Commentating To Provide A Framework For Co-Teaching The Online Lecture, Christopher E. Jones, Gabriel G. Perrone
Utilising Features Of Sport Commentating To Provide A Framework For Co-Teaching The Online Lecture, Christopher E. Jones, Gabriel G. Perrone
Journal of University Teaching & Learning Practice
Higher education teaching abruptly changed during the COVID-19 pandemic to remote, on-line learning and teaching. The use of on-line communication software to teach became the norm and remains at many institutions. This software contains features, such as the chat, that offer teaching and learning advantages; however, potential benefits can be challenging to realise for academics used to traditional modes of lecture delivery. In most cases a solo-taught lecture designed for a physical room does not transition well to the on-line space. Co-teaching, which involves two or more academics teaching the same class, is a pedagogy that can improve engagement and …
The Flinders University/Tafe Sa Bachelor Of Creative Arts Dual Award Model: A Case Study, Michelle Gander, Eric Bouvet
The Flinders University/Tafe Sa Bachelor Of Creative Arts Dual Award Model: A Case Study, Michelle Gander, Eric Bouvet
Journal of University Teaching & Learning Practice
This study aims to evaluate the effectiveness of the Bachelor of Creative Arts (BCA), a dual award degree offered jointly by Flinders University and TAFE SA. It first sets the rationale for the award while placing it in the Australian educational context, comparing it to equivalent programs offered at other institutions. It then provides an insight into the characteristics of a cohort of students. To achieve this, the study analyses a range of key quantitative metrics including demographics, enrolment numbers, attrition, student experience surveys and grade distributions to determine the cohort’s profile. Additionally, the study seeks information from recent graduates …
The Mindful Interactions (Mi) Tool: Promoting Student Mental Health In Tertiary Education, Elspeth Stephenson, Helen Yost
The Mindful Interactions (Mi) Tool: Promoting Student Mental Health In Tertiary Education, Elspeth Stephenson, Helen Yost
Journal of University Teaching & Learning Practice
This conceptual paper introduces the Mindful Interactions (MI) tool designed to enable university teaching academics to promote student mental health and in so doing, impact positively on academic outcomes. The MI tool is comprised of three elements: understandings to provide theoretical guidance which inform pedagogy, practices to provide strategies for translating theory into practice, and guiding principles which provide a catalyst for critical reflexion, challenge existing beliefs, and create a shared vision from which to work. Relationships are at its core, acknowledging that university students report teacher-student relationships as key to their mental health. Issues related to university student …
Learning With Generative Artificial Intelligence Within A Network Of Co-Regulation, Jason M. Lodge, Paula De Barba, Jaclyn Broadbent
Learning With Generative Artificial Intelligence Within A Network Of Co-Regulation, Jason M. Lodge, Paula De Barba, Jaclyn Broadbent
Journal of University Teaching & Learning Practice
The emergence of generative artificial intelligence (AI) has created legitimate concerns surrounding academic integrity and the ease with which such technologies might lead to cheating in assessment, in particular. However, fixating solely on potential misconduct is overshadowing a more profound, transformative interaction between learners and machines. This commentary article delves into the relationship between students and AI, aiming to highlight the need for revised pedagogical strategies in the AI age. We argue that the much-discussed approaches that prioritise AI literacy or augmented critical thinking might be inadequate. Instead, we contend that a more holistic approach emphasising self-regulated learning (SRL) and …
Editorial: Artificial Intelligence Is Awesome, But Good Teaching Should Always Come First., Joseph Crawford, Carmen Vallis, Jianhua Yang, Rachel Fitzgerald, Christine O'Dea, Michael Cowling
Editorial: Artificial Intelligence Is Awesome, But Good Teaching Should Always Come First., Joseph Crawford, Carmen Vallis, Jianhua Yang, Rachel Fitzgerald, Christine O'Dea, Michael Cowling
Journal of University Teaching & Learning Practice
The explosion of generative artificial intelligence into the mainstream of society some twelve months ago has seriously challenged learning and teaching practice. Since then, AI companies such as OpenAI are constantly improving their language models and releasing new features to make them more capable and useful. So, given there have been many disruptors in the past and emerging disruptions in the present, what can we learn in this situation, where Generative AI stands poised to challenge the purpose and relevance of assessment models? From our examples, disruptive technologies only have a major impact when they positively transform practice and are …
Socio-Emotional Support In Higher Education: Evidence From First Year Learning Communities, Jet P. Van Der Zijden, Theo Wubbels
Socio-Emotional Support In Higher Education: Evidence From First Year Learning Communities, Jet P. Van Der Zijden, Theo Wubbels
Journal of University Teaching & Learning Practice
First-year learning communities (FLCs) are known to improve student integration during the first year at university. The FLC classroom social climate and its potential role in contributing to this positive effect of FLCs have not been studied. The current study wants to elucidate students’ perceptions of the social climate within the Utrecht Undergraduate Pharmacy FLCs by exploring students’ perceptions and perceived value of peer and student-teacher interactions within these FLCs, relate these perceptions to the dimensions of the classroom social climate and clarify which factors help or hinder a positive perceived value. Fourteen first-year students from the cohort 2020-2021 (n=208) …
Book Review: Relational Pedagogies: Connections And Mattering In Higher Education, Ameena L. Payne, Taylor Payne
Book Review: Relational Pedagogies: Connections And Mattering In Higher Education, Ameena L. Payne, Taylor Payne
Journal of University Teaching & Learning Practice
This book review of Relational Pedagogies: Connections and Mattering in Higher Education by Karen Gravett aims to offer a compelling analysis that enhances the scholarly conversations around the importance of building relationships and connections in higher education, particularly in complex and uncertain times. By situating the book's arguments within the wider academic discourse, the review strives to provide valuable insights, meaningful connections and an assessment of the book's impact on advancing relational pedagogies in higher education. By centering the perspectives of Black women and other marginalised groups, the review offers an intersectional critique that strives to expand the discourse on …
Is Work From Home (Wfh) Feasible For University Language Educators In The Post Covid-19 Era?, Hou-Keat Khong, Kee-Man Chuah, Siti Nabilah Ahmad Sanusi
Is Work From Home (Wfh) Feasible For University Language Educators In The Post Covid-19 Era?, Hou-Keat Khong, Kee-Man Chuah, Siti Nabilah Ahmad Sanusi
Journal of University Teaching & Learning Practice
This study investigated the effects of work from home (WFH) on language educators in Malaysian universities gauging specifically their perceptions on its advantages and disadvantages during the COVID-19 pandemic. A mixed-methods research design was employed involving 152 language educators. The results revealed that although the overall mean scores were rather neutral, language educators were more inclined toward positive effects of WFH, most notably in terms of saving communing time and being closer to family. However, the negative effects were missing colleagues and feeling glued to the computer. The results also shed interesting insights into Malaysian language educators’ high confidence in …
Insights And Experiences Of Students About The Factors That Enhance Relational Pedagogy In Higher Education, Yaw Owusu-Agyeman, Semira Pillay
Insights And Experiences Of Students About The Factors That Enhance Relational Pedagogy In Higher Education, Yaw Owusu-Agyeman, Semira Pillay
Journal of University Teaching & Learning Practice
This study examines the insights and experiences of students about the factors that enhance relational pedagogy in a South African university. To provide empirical explanations as to how these insights could be prioritised to enhance effective teaching and learning, quantitative and qualitative data were collected from 1087 participants using a survey that also required them to complete an open-ended section. The quantitative data was analysed using Fuzzy Analytic Hierarchy Process, while the qualitative data was evaluated using thematic analysis. An analysis of the quantitative data revealed that the most significant factors that enhance relational pedagogy were, ethical care, interpersonal communication, …
Avoiding Stuck Places: University Educators’ Views On Supporting Migrant And Refugee Students With Transitioning Through And Out Of Higher Education, Sally Baker, Megan Rose, Clemence Due, Prasheela Karan
Avoiding Stuck Places: University Educators’ Views On Supporting Migrant And Refugee Students With Transitioning Through And Out Of Higher Education, Sally Baker, Megan Rose, Clemence Due, Prasheela Karan
Journal of University Teaching & Learning Practice
University student equity cohorts experience inequitable graduate/ employment outcomes. These challenges are magnified for Culturally and Linguistically Marginalised Migrant and/or Refugee students (CALMMR). Consequently, this study aimed to investigate the views of Australian university educators on the transitioning of CALMMR students from higher education into employment. Employing mixed methods, this study commenced with a survey of university educators (n=40) followed by semi-structured interviews (n=13). Findings highlighted that specialised, diverse support is needed for CALMMR students across studies and into careers. Specifically, students faced additional challenges, which are not being met in a fragmented university system. Universities need to provide support …