Suchergebnisse

PurposeThe purpose of this paper is to build a detailed description of the Global Seminar (GS) curricula model by exploring its on‐the‐ground participatory practices in America, Europe, Africa, Asia, and Australia.Design/methodology/approachWithin a qualitative research design framework, the authors interviewed 20 faculty members from the USA, Mexico, Costa Rica, Italy, Australia, Sweden, Honduras, South Africa, Germany, Austria, and Denmark. They observed 11 class sessions; and analyzed available course documents.FindingsThe GS model provides a broader notion of teaching and learning for sustainability that incorporates greening and education for sustainability into curricula. This participatory model proves the emerging shift towards a new paradigm of teaching and learning for sustainability in academia.Originality/valueThis paper shows how academia can address sustainability through curricula models that promote a fundamental change to the dominant academic paradigm and challenge the existing understanding of sustainability in higher education.

Travelling, curiosity and the quest for the unknown have been a key metaphor for personal growth and human development for at least two thousand years. These ideas re-appeared in the late 13th century when students began to go on so-called Peregrinatio Academica – peregrinations – to foreign universities. These reached their peak in the 17th century. Today most universities worldwide value transcultural travelling and cooperation in their internationalization strategies. Financially supported by the European Union's education programme Erasmus Mundus, a two-year joint international master's degree entitled Transcultural European Outdoor Studies (TEOS) began in the fall of 2011 and is now in its fifth year. The programme is run collaboratively by Marburg University, Germany; the University of Cumbria, UK and the Norwegian School of Sport Sciences in Oslo. It is explicitly inspired by the ancient idea of peregrination. TEOS involves travelling cohorts of students who spend a semester at each of the universities to explore three of the main European outdoor traditions in their native contexts: Erlebnispädagogik, Outdoor Education (Loynes, 2007) and Friluftsliv (Gurholt, 2008), respectively. The cohorts of approximately twenty international students each come from nearly as many countries and five continents. The course is full time and two years long. Cultural interaction on the programme takes many forms including living and studying in an international group, studying in three countries, studying with the national cohort of postgraduate students in each country, being taught in English yet learning two other languages, exploring the local cultures and landscapes, experiencing and examining outdoor activities and outdoor educations of each nation and engaging with visiting scholars from other countries as well as the host nations. The central question of the programme is how the different landscapes and cultural contexts of the three nations, whilst influenced by many of the same historical roots, lead to varying forms of human nature relations and outdoor education practices. Over the first five years of the programme this question has been asked by both staff and students.

Evaluation of teaching at universities is traditionally realized in terms of student ratings. Curriculum evaluation is rarely done in a systematic manner. More often, the emphasis is placed on a particular aspect, which is only of little help in terms of modifying education. A very prominent example is that of medical education. Here, evaluations of curricula primarily focus on new curricula by contrasting them to traditional ones. The article at hand deals with a different evaluation approach, in which five phases have to be considered and contrasting results to other teaching formats are not the main focus. In this article, the authors concentrate on the first phase (baseline evaluation) of the systematic evaluation of a medical curriculum. They describe several challenges of such an evaluation approach and illustrate the strategies used to overcome them. In addition, associated relevant empirical findings from this evaluation study are presented.

Purpose
This paper aims to outline the global research landscape of sustainability curricula implementation processes in higher education. The focus is twofold and investigates where research that aims at integrating sustainability into the curriculum is happening and how the research area of curriculum change for sustainability is developing.


Design/methodology/approach
A systematic review of peer-reviewed case studies published in English in selected journals and edited volumes between 1990 and 2017 was carried out. Data (n = 270 publications) were analyzed via descriptive statistics and bibliometric analysis.


Findings
The study demonstrates that research on sustainability curricula implementation processes in higher education has produced a growing output in a broad range of journals. Nevertheless, the cross-country distribution is imbalanced, with most cases coming from the USA, Europe and Asia, but with the relatively highest density in Oceania. A citation network analysis revealed that the "Western world" is quite well interlinked, whereas other countries are not, indicating that sharing information between and learning from other cases is limited.


Research limitations/implications
The exclusion of non-English publications likely skewed the global distribution of the research landscape included in this study.


Social implications
These findings demonstrate the need for more research and funding for case studies in countries that have not yet been adequately examined.


Originality/value
This study offers the first systematic reflection on the current global research landscape in sustainability curricula implementation and can guide further research endeavors.

Intro -- Title: Transforming Teaching and Learning Experiences for Helping Professions in Higher Education -- Prelims -- Contents -- Foreword: Who Is to Educate the Educator? -- Figures and Tables -- Notes on Contributors -- Introduction -- PART 1: Theoretical Frameworks UnderlyingTeaching and Learning -- Chapter01: Cultural-Historical Activity Theory and Dialecticsfor a Transformative Agency Agenda in HigherEducation -- 1 Introduction -- 2 The Controversial Issue of Academic D -- 3 An Activity-Theoretical Perspective o -- 4 The Participatory Analysis of the Essa -- 4.1 Descriptions of the Features of the -- 4.2 Descriptions of Psychophysiological -- 4.2.1 Vicious Circles of Mental and Emot -- 4.2.2 Morally Charged Feelings -- 4.2.3 Pride and Bravery -- 4.3 Descriptions of Involvement of Othe -- 4.4 Descriptions of Learning Outcomes i -- 4.4.1 Engagement in Considerable Strain -- 4.4.2 Widening and Deepening One's Own K -- 4.4.3 Identification of Essential Links -- 4.4.4 Acquired Abilities to Face Difficu -- 5 Discussion and Conclusion -- Acknowledgements -- References -- Chapter02: Teaching Decolonial Research Methodology from a Student-Centered Radical Black Feminist Orientation -- 1 Introduction -- 2 Rationale -- 3 Some Initial Examples -- 4 What Would a Decolonial Methodology Lo -- 5 Developing and Sustaining a Radical B -- 6 My Decolonial Turn: Part 1 -- 7 My Decolonial Turn: Part 2 -- 8 Sustaining Radical Black Feminist and -- 9 Centering Excluded Voices: Life Sustai -- 10 Decolonial Methodology Example -- 11 Promising Outcomes -- Acknowledgements -- Note -- References -- Chapter 03: Vygotsky Meets Freud -- 1 Introduction and Background -- 2 Freudian and Vygotskian Psychology in -- 3 Method -- 3.1 Introducing CHAT as an Analytical To -- 3.2 The Case Study -- 3.3 The CHAT Application to the Psychoa.

"This book presents useful insights on the regeneration of curricula and pedagogies with a particular focus on universities in South Africa and Africa in general. Transformative Curricula, Pedagogies and Epistemologies: Teaching and Learning in Diverse Higher Education Contexts further explores the state of teaching and learning in different contexts, together with the emerging challenges and responsibilities that African higher education in the twenty first century is faced with. The analysis is put in light of the assumptions borrowed from the West, for Western epistemologies and pedagogies are still dominant. Instead, the book presents a case on the need for rethinking pedagogies and epistemologies within African higher education that include African culture, values, ethics, and indigenous knowledge. The new obligations of inclusive education, decolonisation, transformation, and academic and professional experiences are of paramount importance for contemporary higher education. Valuable ideas about practices and policies in epistemological and pedagogical transformative mechanisms are discussed which can be used to inform a decolonised teaching and learning curriculum most suitable for an African higher education system. Above all, the book goes beyond mere narratives, as it explores decolonisation strategies suitable for transforming pedagogical and epistemological practices that include the education system as a whole"--

Cross-national analyses of university curricula are rare, particularly with a focus on internationalization, commonly studied as impacting higher education through the mobility of people, programs, and campuses. By contrast, we argue that university knowledge shapes globalization by producing various sociopolitical conceptions beyond the nation-state. We examine variants of such a globalized society in 442,283 study programs from 17,129 universities in 183 countries. Three variants stand out, which vary across disciplines: an interstate model (prevalent in business and political science), a regional model (in political science and law), and a global model (in development studies and natural sciences). Regression models carried out on a subset of these data indicate that internationalized curricula are more likely in business schools, in universities with international offices, in those with a large number of social science offerings, and in those with membership in international university associations. We discuss these findings and their links to changes in universities' environment, stressing the recursive relationship between globalization and higher education.