Education Commons^™

Building Multistories: A Framework To Diversify The Curriculum In Higher Education, Fionnuala Darby, Lindsay Dowling

Other

Building MultiStories is a collaborative process by academic staff, library staff and students to identify changes to curricula, to resources and to assessments that consider alternative epistemologies and diverse knowledge sources.

Please find the Interactive Version here: https://view.genial.ly/618a80bf90bb540dcc7849d3/presentation-building-multistoriesa-framework

Structured Professional Development For Academic Developers: A Collaborative Approach, Fiona O'Riordan, Íde O'Sullivan, Mary Fitzpatrick, Margaret Keane, Claire Mcavinia, Angelica Risquez

Articles

This paper shares the experience of a group of academic developers’ engagement in collaboratively working towards the completion of an online open-access professional development (PD) course designed to support higher education teachers to engage with a new professional development framework. Committee members of the Educational Developers in Ireland Network set out to complete the course as a demonstration of their commitment to their own PD and to experience the process with a view to becoming facilitators of the course. An auto-ethnographic approach was used to capture this experience, and findings demonstrate an inspiring alternative to PD that supports academic developers …

A Guide To A Successful Industry-Academia Collaboration, Hublinked Consortium

Reports

This report, developed by the HubLinked Consortium, aims at determining what works best when higher education institutions work with industry on software innovation. The range of potential mechanisms for U-I linkages is extensive and they differ in effectiveness. Many of them are examined in the following pages under different sections. This report tries to identify the most efficient ways for HEIs and companies to engage in different types of collaborations as well as identify different needs, obstacles, enablers, preferences and perceptions that CS faculties and industry hold. This research enables a better understanding of the dynamics of U-I linkages in …

Best Practice In Designing Groupwork For First Year Students, Judith Boyle, Rachel Halpin, Chao Ji Hyland

Practitioner Research Projects

The ability to work effectively as part of a group is an expected skill of any graduate, and is regarded as highly desirable criteria for employability (Mellor, 2012; Rutherford, 2015). Through collaborative work, students learn from each other while also developing their interpersonal skills. Many students who enter higher education (HE) do not realise the demands of their programmes, and their first year experience usually has a strong influence on their entire college life (Ginty, 2001). It is estimated that 20-30% of first year students do not progress to the second year of their programmes (NSCRC, 2014); this finding requires …

More Than Community Service: Providing Nationally Relevant And Large Scale Professional Development Opportunities For Public Sector Workers Through Immersion Into E-Learning, Ulrich Rauch Ph.D.

Partnerships

The public service in Trinidad and Tobago is in need of streamlining and modernisation. In the 21st century the economic wellbeing of the country is tied into a global economy that demands entrepreneurship and quick and nimble business and administrative processes to retain a competitive advantage. In particular, Trinidad and Tobago needs to move from extracting ever diminishing hydro-carbon based natural resources such as oil and natural gas, to wealth creation through becoming a knowledge society, by marketing its collective intelligence and entrepreneurial acumen. This requires a well trained workforce and a civil administration that supports sustainable progress in all …

Connected: An Enhanced Online Interface For Engagement Between Industry And Academia, David Kirk, John J. Keogh, Terry Maguire

Conference Papers

The drive for third level education institutes to engage with industry, enterprise and the community recognises their interdependence and need for continuous knowledge exchange. The extent to which students are capable of embracing their post-qualification roles, may be determined by the currency of the curriculum and work-readiness, which is informed by the context of the ‘real-worlds’ however they are shaped. Similarly, the activities that challenge industry, enterprise and the community could find support in the broad the spectrum of knowledge, skills and expertise that resides in the domain of formal education.

A key obstacle to collaboration between higher education institutes …