Visualising tensions in undergraduate education: Clark’s triangle revisited [Scholarly Article - Teaching in Higher Education, 2022]

Title:

Visualising tensions in undergraduate education: Clark’s triangle revisited

 

Author:

Deanna Meth

Learning and Teaching Unit, Queensland University of Technology (QUT), Brisbane, Australia

Published:

Teaching in Higher Education, 6 August 2022

https://www.tandfonline.com/doi/full/10.1080/13562517.2022.2107392

Abstract:

This paper presents a new visualisation of tensions in developing and delivering undergraduate higher education. It links qualitative research on academics’ perceptions of education in one English research-intensive university to known models of knowledge, curricula, pedagogies, student engagement and identities to propose a new conceptual framework. Reworking the 1980s Clark triangle, with its apices of academic oligarchy, state authority and market denoting system tensions, a common apex now merges state and market agendas, and societal pulls are introduced at the third. The paper acknowledges today’s complex higher education environment and responds to critiques about the original triangle’s static nature, recognising oscillation within the space and adding a fourth apex representing students’ identities. The adapted model, supported through academics’ lived experiences, makes explicit the spectrum of choices and desired educational outcomes. It offers an important aid to debates on the purpose of higher education and learning and teaching policy and practice.  

 

Well-Being in Architectural Education: Theory-building, Reflexive Methodology, and the ‘Hidden Curriculum’ [Scholarly Article - Journal of Architectural Education, February 2022]

Title:

Well-Being in Architectural Education: Theory-building, Reflexive Methodology, and the ‘Hidden Curriculum’

 

Authors:

Naomi Stead, Maryam Gusheh & Julia Rodwell

Authors from Monash University

 

Published:

Journal of Architectural Education, 28 February 2022

https://www.tandfonline.com/doi/full/10.1080/10464883.2022.2017699

 

From the article:

What has been less commonly addressed in the research literature is the well-being of architects themselves, especially in relation to their work, and the highly particular tensions and cultures which condition it. This paper looks to turn questions of health in architecture inward to the profession and its people, within architectural education.  

 

Decolonising the Criminology curriculum in South Africa: Views and experiences of lecturers and postgraduate students [Scholarly Article - Transformation in Higher Education, January 2022]

Title:

Decolonising the Criminology curriculum in South Africa: Views and experiences of lecturers and postgraduate students

 

Authors:

Lufuno Sadiki, Department of Social Work and Criminology, Faculty of Humanities, University of Pretoria, Pretoria, South Africa 

&

Francois Steyn, Department of Social Work and Criminology, Faculty of Humanities, University of Pretoria, Pretoria, South Africa

 

Published:

Transformation in Higher Education, 27 January 2022

 https://thejournal.org.za/index.php/thejournal/article/view/150

 

Abstract:

Background: For many years, the lived experiences, knowledge systems and histories of previously colonised people have been misinterpreted, removed and devalued in university teaching. The present curricula of African universities are predominantly Eurocentric and Criminology is no exception. In the wake of the #RhodesMustFall student protest action, there is a recognition and need to include African epistemology within the discipline of Criminology.  

 

Aim: The study investigated the views of lecturers and postgraduate students regarding the content, transformation and decolonisation of Criminology curricula.  

 

Setting: South African universities offering Criminology as a degree and/or academic subject.  

 

Methods: A total of 87 respondents, 42 lecturers and 45 postgraduate students, voluntarily participated in an online survey. Lecturers were purposively selected whilst postgraduate students were recruited via snowball sampling.  

 

Results: Nearly all the respondents had heard of decolonisation before, with the majority of the academic staff members being aware of it prior to #RhodesMustFall. Respondents agreed that the Criminology curriculum needs to be decolonised, with statistically significant differences emanating between black lecturers and white lecturers.  

 

Conclusion: Decolonisation and transformation have been debated for many years without meaningful translation in and changes to Criminology curricula.

 

Balancing employment and entrepreneurship requirements in industrial engineering education [Scholarly Article - The South African Journal of Industrial Engineering, 2021]

Title:

Balancing employment and entrepreneurship requirements in industrial engineering education

 

Authors:

Piwai Chikasha, Kemlall Ramsaroop Ramdass & Kgabo Mokgohloa

 

Published:

The South African Journal of Industrial Engineering, Volume 32, Number 4, 2021

http://sajie.journals.ac.za/pub/article/view/2398

 

Abstract:

The purpose of higher learning is to equip students with the necessary skills and knowledge to support their respective professional careers. Ultimately, each career follows the employment or entrepreneurship path. The higher learning curriculum is generally more structured for the employment path, even though the global economy of the 21st century is fast becoming largely entrepreneurial. This work investigates the scope of entrepreneurship in the context of industrial engineering graduates. The aim is to develop a method to determine quantitatively the importance of focusing on entrepreneurial competence development in engineering students, and to propose a strategy to address the evident need for a greater emphasis on entrepreneurial competencies in graduate industrial engineers, based on market data. The approach is to analyse entrepreneurial projects as advertised by on-line freelance platforms, to determine the general characteristic skill-level requirements and perspectives on opportunity and remuneration. A strategy to enhance graduate entrepreneurial competency is also presented.

Religious education syllabus development and the need for education theory [Scholarly article - Journal of Religious Education, October 2021]

Title:

Religious education syllabus development and the need for education theory 

Author:

Patricia Hannam

Published:

Journal of Religious Education, 28 October 2021

https://link.springer.com/article/10.1007/s40839-021-00154-6

 

Abstract:

Religious education in England is experiencing change of ‘spring tide’ proportions during the third decade of the twenty-first century. This paper offers a flavour of aspects of education theory informing the development of a locally agreed syllabus in the English context. After offering some background contextual information, the paper proceeds to demonstrate some implications of the absence of education theory in religious education discourse in recent times. The body of the paper lays out ways in which a remedy for this has been sought through syllabus development, followed by a discussion identifying practical implications. These include (i) a focus on the importance of teaching and professional responsibilities of each teacher and (ii) attention to curriculum making. The paper concludes by reiterating a desire to bring the educational position of religious education into the open so as to articulate an educational orientation that can secure the value at this point in history of bringing anything concerning religion to children and young people at all. This paper is of course limited as to what can be achieved entirely in this respect; greater consideration of this belongs in a further paper. However, it is hoped the matter will be seen as a pressing one.

Scholarly Article (February 2020) - Education for Innovation (E4I): Exploring the Developmental Process of a Canadian Curriculum Resource

Title:
Education for Innovation (E4I): Exploring the Developmental Process of a Canadian Curriculum Resource

Authors:
Daniel Jarvis, Glenda L. Black & Maria T. Cantalini-Williams

Published:
Alberta Journal of Educational Research, volume 66, number 1, 2020.

Available: 
https://journalhosting.ucalgary.ca/index.php/ajer/article/view/68169

From the abstract:
The Rideau Hall Foundation (RHF) in Ottawa, Canada selected the Schulich School of Education (SSoE) at Nipissing University to create educational resources to correspond with the release of two 2017 publications (Innovation Nation written for emergent readers; and Ingenious written for older readers. Both books were co-authored by The Right Honourable David Johnston (former Governor General of Canada) and Tom Jenkins as part of the Canada 150 sesquicentennial celebrations. The SSoE organized school teacher writing teams in summer 2017 and produced three cross-curricular Education for Innovation (E4I) resources (Early Learning; Grades 1-8; Grades 7-12) each of which included an Innovation Cycle model, sample key innovation learning experiences, and suggestions for culminating Innovation Celebrations. Teacher candidates from participating SSoE faculty classes also created curriculum-specific Innovation units which were subsequently revised by teacher teams and then implemented and reviewed by teachers from different educational contexts (e.g., public schools, private schools, homeschools). The E4I project collaboration involved university faculty, teachers, teacher candidates, and community partners. Based on participant survey data, researchers identified reported benefits and challenges relating to the overall developmental process.