Education Commons^™

Internationalization As A Strategy To Enhance Higher Education Quality In Vietnam – Reflections From University Leaders, Nguyen Trong Hoai, Luong Vinh Quoc Duy, Damien Cassells

Articles

Internationalization is viewed as an important strategy in the context of a country in transition from central planning to market orientation. Efforts to internationalize universities are being carried out at both national and institutional levels. However, to the best of the authors’ knowledge, there has been no study to investigate how individual institutions approach internationalization and what they gain from that process. This paper aims to investigate the enhancement of teachers’ and students’ knowledge and skills using internationalization in Vietnam universities as a strategy.

Ai Supporting Student Academic Writing In Higher Education, Ita Kennelly, Roisin Donnelly

Books/Book Chapters

In light of AI, we are developing a 5-stage writing and inquiry model that will help lecturers to support student academic writing and critical inquiry across multiple disciplines in higher education.

Stories To Challenge The Status Quo - Experiences Of Black Minority Ethnic Social Care Students In Ireland, Margaret Fingleton

Doctoral

This study examines Black Minority Ethnic social care students’ experiences in Ireland and is located within the parameters of a number of key global events that occurred in the last decade. It provides critical insights into the students lived experiences of migration, resettlement, employment, higher education and social care scholarship.

Theoretically the thesis is grounded in Critical Race Theory (CRT) drawing on the key tenets of race as a social construction, interest convergence, White privilege, storytelling and intersectionality. A participatory research methodology was adopted which informed all phases of the study. Using a combined semi-structured interview/storytelling method the experiences of …

Facilitating Programme-Level Assessment Working Teams To Develop Shared Rubrics Across A Ug And Pg Programme Portfolio In Business Education, Roisin Donnelly, Colin Hughes

Books/Book Chapters

This chapter is a reflective study reporting on a College-wide common rubrics initiative in a Technological University (TU) in Ireland. Assessment and feedback are enduring issues for the higher education sector both in Ireland (as well as internationally). By addressing these priorities, we are focusing on the connected areas of marking practices and feedback processes in a College of Business. The chapter highlights the collaborative nature of an initiative on programmatic assessment design, its breadth of scope, and the high levels of support provided to staff and students through the design process. In particular, rubrics are the main focus of …

Experiencing Dyslexia Through The Prism Of Difference, Keith Murphy

Articles

According to research by AHEAD (2021), students with specific learning difficulties (SLD) are accessing third level education in greater numbers than ever before. Within the body of research conducted few studies have focused on the overall experiences of students with dyslexia studying in third level education. The current study addresses this gap in knowledge as it provides an insight into how students with dyslexia, as an SLD, navigate third level education. Ethnography was used as the principal method of research in this project, and 17 participants, ranging in age from 20 years old to mid-40 years old, took part. The …

Ar/Vr Teaching-Learning Experiences In Higher Education Institutions (Hei): A Systematic Literature Review, Belen Bermejo, Carlos Juiz, David Cortes, Jeroen Oskam, Teemu Moilanen, Jouko Loijas, Praneschen Govender, Jenniifer Hussey, Alexander Lennart Schmidt, Ralf Burbach, Daniel King, Colin O'Connor, David Dunlea

Articles

During the last few years, learning techniques have changed, both in basic education and in higher education. This change has been accompanied by new technologies such as Augmented Reality (AR) and Virtual Reality (AR). The combination of these technologies in education has allowed a greater immersion, positively affecting the learning and teaching processes. In addition, since the COVID-19 pandemic, this trend has been growing due to the diversity of the different fields of application of these technologies, such as heterogeneity in their combination and their different experiences. It is necessary to review the state of the art to determine the …

Students With Hidden Disabilities’ Perceptions Of Online Versus On-Campus Education, And Disability Support Services, Susan Young

Theses

A focus on widening access and participation in Higher Education has resulted in increased numbers of tertiary students with hidden disabilities in recent decades, globally. While academic supports at an institutional level are available for this student population, issues are reported with them consistently, which often leads to their non-utilisation. This is one possible explanation for why these students experience inequitable academic circumstances compared to their peers concerning lower grades and welfare levels, and higher withdrawal and failure rates. There is a paucity of research available on adequate accommodations that support the academic success of students with hidden disabilities in …

A Qualitative Exploration Of The Motivations And Expectations Of Lecturers Who Sign-Up To Participate In An Emotional Intelligence Coaching Programme, Eoghan Guiry, Aiden Carthy

Articles

Research has emphasised the importance of emotional intelligence (EI) in the work of higher education staff. However, little is about the motivations and expectations of lecturers who decide to participate in EI coaching programmes. As part of a larger study pertaining to the efficacy of EI coaching for Irish higher education lecturers, qualitative data was collected by way of a questionnaire that contained two open-ended questions from all participants who signed up for coaching (N = 40). The findings indicate that the primary motivations for participants to sign-up for coaching were personal development and a desire to support research activities. …

Creating Inclusive Universities For Different Abilities, Keith Murphy

Papers

According to research by AHEAD (2021), students with specific learning difficulties are accessing third level education in greater numbers than ever before. Within the body of research conducted few have focused on the overall experiences of students with dyslexia studying in third level education. My study addresses this gap in knowledge as it provides an insight into how students with dyslexia navigate third level education. Ethnography was used as the principle method of research in this project, and 17 participants took part. My research found that when students identify dyslexia as a limitation, it becomes a barrier to successful learning …

Gender Equality In Higher Education And Research, Rodrigo Rosa, Sara Clavero

Articles

No abstract provided.

Staying The Course: Factors Affecting The Progression Of Access Foundation Students At Technological University Dublin, Annette Forster, Fiona Faulkner, Mark Prendergast

Books/Book Chapters

This study examined the factors affecting the progression of Access Foundation students to undergraduate studies, as there is little research on the progression of such students in the empirical literature. Access education has been developed for marginalized students who are traditionally under-represented in higher education. A pragmatic, mixed-methods approach was used to determine the factors that affect the progression of Access Foundation students at Technological University Dublin (TU Dublin) over three academic years (2017/18, 2018/19 and 2019/20). Quantitative and qualitative data were collected via a questionnaire and semi-structured interviews. Quantitative data was analysed using a range of descriptive and inferential …

What Do You Think You Know?, John Donovan

Other

No abstract provided.

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

Perspective Chapter: Reflections On The Future Of Higher Education In The United Kingdom, Jonathan Blackledge

Books/Book chapters

The problems being faced in the UK university sector are considered, how these problems have arisen, what needs to be done about them, and, how the future of the UK’s knowledge economy will be influenced by the strategies currently being implemented by the UK government. This is done by revisiting some examples of problems from the past, and how they were solved. This is undertaken using a framework that is characterised by the following fundamental issues: (i) educational philosophies; (ii) ethics in educational provision; (iii) knowledge economies, and; (iv) the goals of education. In this context, the chapter discusses the …

Advancing Interpretative Phenomenological Analysis As A Novel Methodological Tool In Deepening Insights And Amplifying The Voices Of Women Mentees In Leadership Development Programmes In Irish Higher Education Institutions, Patricia Ganly, Serge Basini, Ashley O'Donoghue

Papers

Positioned within the field of Educational Leadership, this paper asserts the value of adopting Interpretative Phenomenological Analysis (IPA), as a qualitative methodological approach to explore and unravel the lived experience of women mentees (academics, professional, management and support services staff) in leadership mentoring relationships in an Irish Higher Education context.

The research context focuses on the intersection of leadership mentoring and gender in Irish academia, prompted by the under-representation of women in senior positions, coupled with IPA as an under-utilised methodology in educational leadership research. Women’s’ voices are an important part of the process of consciousness-raising in discourses within Educational …

Working With The Intercultural Competence In Higher Education As A Path Towards Inclusion: A Practical Example From Eut+, Natalia Carbajosa, Stefanie Morgret, Catherine Spencer, Ulta Hameister

Papers

The UNESCO defines the concept of interculturality as “the existence and equitable interaction of diverse cultures and the possibility of generating shared cultural expressions through dialogue and mutual respect,” according to the article 4.8 of the Convention on the Protection and Promotion of the Diversity of Cultural Expressions.3 A derivative of this concept would be ntercultural awareness,” which can be defined as the conscious understanding, free of clash, of he fact that people from different cultures have different values. In contrast to interculturality, which accepts and assimilates ways of living and thinking from different cultures, multiculturality simply refers to juxtaposed …

Re-Imagining Andragogy For Innovative And Inclusive Leadership Training For Minority Women In Higher Education, Sylvia Gavigan, Nicholas Kiruma, Liz Murphy, Kingsley Author

Papers

The purpose of this case study undertaken in 2021 was to explore the different ways educators in higher education might implement innovative andragogical practices for inclusive leadership training for minority women. There is need for minority women to develop abilities to make personal adjustments as well as receive support from external structures if they are to benefit from leadership training programs and to be successful leaders (Flower, 2021). The potential for innovation to shift towards a more engaged form of teaching and learning is very important in the 21st Century especially for the inclusion of minority women in leadership in …

Re-Imagining Higher Education Through Equity, Inclusion And Sustainability: Policy Report, Deirdre Mcquillan

Papers

This report gives recommendations to higher education institutions and policymakers to address issues of equality, diversity and inclusion within the Higher Education sector. The report draws on discussions and papers in the 2nd international conference on equality, diversity and inclusion of the European University of Technology. The conference (RISE 2022) addressed issues of re-imagining higher education through equity, inclusion and sustainability and was hosted by Technical University of Sofia in Sozopol, Bulgaria between 1-3 September 2022.

What, So What, Now What? Covid-19 As A Critical Incident In Practice., Claire Mcavinia, Muireann Okeeffe, Roisin Donnelly

Articles

No abstract provided.

Unlocking Student Engagement Opportunities In Learning, Teaching And Assessment Through Active Blended Practice In The Faculty Of Business, Faculty Of Business, Technological University Dublin

Cross Faculty Publications

No abstract provided.

Towards A European Framework For Community Engagement In Higher Education – A Case Study Analysis Of European Universities, Emma O'Brien, Bojana Culum Ilic, Anete Veidemane, Davide Dusi, Thomas Farnell, Ninoslav Scukanec Schmidt

Articles

Purpose – This paper aims to examine the development and piloting of a novel European framework for community engagement (CE) in higher education, which has been purposefully designed to progress the CE agenda in a European context.

Design/methodology/approach – The proposed framework was co-created through the European Union (EU)-funded project towards a European framework for community engagement in higher education (TEFCE). The TEFCE Toolbox is an institutional self-reflection framework that centres on seven thematic dimensions of CE. This paper follows the development of the TEFCE Toolbox through empirical case study analysis of four European universities and their local communities.

Findings …

Power, Passion And Politics: A Grounded Theory Study Of Academic Experiences In Policy Development And Implementation In Higher Education, Marie Brennan

Doctoral

This research study is designed to investigate the lived experiences and perspectives of the academic community on policy development in Irish higher education. A review of the current policy landscape in Ireland and Europe and in particular empirical studies concerning policy implementation provided the focus of the study. The initial study focused on contemporary literature on policy development practices affected by globalisation and subsequently the issues at a national level. Where the gaps in knowledge were identified were in terms of policy implementation at the local level and where the study is aligned. The participants in the study are academics …

Embedding Anti-Racism In The Community Development And Youth Work Programme: The Focus On Positionality, Brid Ni Chonaill, Noirin Macnamara, Georgina Lawlor

Papers

Racism is and has been a persistent feature in Irish society (McVeigh, 1992). Higher education institutions (HEIs) and practice education settings are a microcosm of Irish society and therefore also sites where racism is experienced and/or witnessed by students. Research (Poole, 2019) found that some students on our Community Development and Youth Work (CDYW) programme witnessed racism on placement but did not feel equipped to respond. We were awarded IMPACT funding in partnership with the EDI Directorate in TU Dublin to embed anti-racism in CDYW teaching and learning in 2020/2021 and have continued this work to date. For the purposes …

Authentic Assessment Framework May 2021 Version, Jen Harvey, Derek Dodd

Reusable Resources

The TU Dublin Authentic Assessment (AA) framework was designed to be used as a general guide.for staff undertaking assessment redesigns as part of a University Initiative under the IMPACT SATLE 1 funding call.

The Framework builds on the work of Gulikers et al, (2006) and Villerarroel et al (2020) and is structured across four dimensions: ‘Realism’, ‘Cognitive challenge’, ‘metacognition’, and ‘feedback processes’.

The resource provides a set of ideas that can be used to build the four dimensions into programme based Authentic Assessment strategies and practices.

A Stakeholder Informed Professional Development Framework To Support Engagement With Learning Analytics, Geraldine Gray, Ana Schalk, Pauline Rooney, Charles Lang

Conference papers

This paper reports on a study aimed at identifying training requirements for both staff and students in higher education to enable more widespread use of learning analytics. Opinions of staff and students were captured through ten focus groups (37 students; 40 staff) and two surveys (1,390 students; 160 staff). Participants were predominantly from two higher education institutions in Ireland. Analysis of the results informed a framework for continuous professional development in learning analytics focusing on aspects of using data, legal and ethical considerations, policy, and workload. The framework presented here differentiates between the training needs of students, academic staff and …

You, The Professional Development Framework And Reflective Practice, Roisin Donnelly

Articles

This National Forum Insight is for all staff with a teaching role in Higher Education in Ireland who are engaging with the National Professional Development (PD) Framework.

This Insight is designed to be used to support staff in using the PD Framework to reflect on their professional development and gather evidence for their PD portfolio. We advise the reader to ensure they are familiar with the PD Framework and its domains of professional development in order to use this Insight most effectively.

Embracing Universal Design For Transformative Learning, Larry Mcnutt, Ger Craddock

Articles

The purpose of this paper is to introduce participants to our journey of integrating Universal Design as a central part of a new Technological University in addressing the challenge of a consistent quality experience for all learners. Adopting and combining both the principles of universal design and universal design for learning is not to make it easier but to offer a framework of principles and guidelines to make education appropriate and challenging for everyone. Ken Robinson wrote “A vibrant school can nourish an entire community by becoming a source of hope and creative energy……Poor schools can drain the optimism from …

Seik: Sustainable Event Industry Knowledge, Creating Oers For Event Management Students, Samantha Morris

Case Studies

Presentation describing the Sustainable Events Industry Knowledge project funded by TU Dublin Impact, National Forum of Teaching and Learning and the Higher Education Authority. Presented at the EdTech 2021 Conference hosted by The Irish Learning Technology Association.

Cascading Conversations Across Professional Development Open Courses And Community In Teaching And Learning In Irish Higher Education: Embedding And Sustaining The National Perspective From Within., Roisin Donnelly, Caitríona Ní Shé, Colin Lowry, Theresa Maguire

Conference papers

This study is aimed atteaching and learning staff,academic leaders/senior managers, educational/academic developers, and will offer an opportunity to explore together the long-term vision of a valued and informed teaching and learning culture in Irish higher education and the impact of national conversations on professional development in teaching and learning.The momentum in PD offered by the success of the Open Courses, the sudden national move to online/remote teaching and learning in recent months, and the evolving education policy context (in Ireland), have combined to present a unique opportunity to make strategic forward motion regarding teaching and learning enhancement.By the end of …

Embedding Internationalisation Of Higher Education At The Teaching And Learning Level: Lessons From Lecturers’ Perspectives, Deirdre Ryan

Doctoral

Recognising the educational value of internationalisation in higher education institutions for both international and domestic students is of paramount importance. Despite the increasing presence of internationalisation strategies at national and institution levels, the resultant consequences for the teaching and learning environment are not being adequately explored. Research into lecturers’ engagement with the practicalities of internationalisation in the teaching and learning environment is underdeveloped. This study explores the key variables that affect the implementation gap between the theory and practice surrounding internationalisation of higher education from lecturers’ perspectives. It also examines the inherent lack of engagement between lecturers and the concept …