AISHE-J - The All Ireland Journal of Teaching and Learning in Higher Education
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Postgraduates: How can national policy centralise this forgotten tribe and celebrate their skills in tackling the challenges of higher education.
No full textThe role of the postgraduate research student is one that is not often highlighted as important; however, these transient researchers hold two key positions in most Higher Education Institutes (HEIs); full-time researchers and novice educators. Centralising and celebrating the skills set of this ‘forgotten tribe’ could address some of the problems currently faced by the higher education system. These problems include financial constraints imposed by the economic downturn, the requirement to ‘do more with less’, and the use of the knowledge based economy to drive economic stabilisation and recovery. Postgraduate researchers are not the panacea for all higher education ills; these researchers are primarily interested in research and additional duties may distract from this core value. Inclusion of pedagogic training as part of a structured PhD may allow for specific training to be delivered that would benefit many of the stakeholders; the undergraduate, the postgraduate and the HEI at large
The relationship between institutional, course-level and individual teaching excellence in higher education: A proposal for developing competitive advantage through leveraging the expertise of excellent university teachers
No full textInternationally many nations are seeking to recognise and reward excellent teaching at an institutional, subject and individual level, acknowledging the importance of outstanding teaching as a contribution to positive student learning experiences through students’ academic, emotional and transactional engagement. This paper explores the ways in which higher education teaching excellence can be recognised and rewarded, using a case study from the UK, and considers the relationship between institutional, course-level and individual teaching excellence. We conclude by proposing that HEIs can develop a competitive advantage through leveraging the expertise of excellent university teachers to the benefit of learners.
The influence of teaching satisfaction on student persistence
No full textThis paper examines the influence of satisfaction with teaching experiences on students’ intentions to persist. The research is relevant as the influence of an individual educator’s teaching practice on student persistence has at this point been undervalued (Demaris and Kritsonis, 2008). Furthermore, the classroom experience of students has an increasing importance with greater student diversity (Hunt, 2010; Fleming et al., 2010). Literature supports the viewpoint that teaching approaches that are satisfying and inclusive for the student body including active learning can influence student persistence (Zepke et al., 2006; Pascarella and Terenzini, 2005; Laing and Robinson, 2003; Braxton et al., 2000). A mixed-methods case study utilising a questionnaire (n=84) as well as five focus groups and twenty-eight interviews were undertaken. A moderate to strong correlation between satisfying teaching experiences and educational commitment was found (rS=.56). Qualitative data provided additional supporting evidence for the quantitative finding. Furthermore, the social nature of active learning was identified as an influence on the social integration of students which in turn has been linked to student persistence (Braxton et al., 2000; Tinto, 1993). The implications of this research are clear in outlining support for the role of teaching and active learning as an influence on student persistence. This is an important addition to the current body of knowledge on student persistence and a development of the research literature in an Irish context.
Developing Excellent Academic Leaders in Turbulent Times
No full textThe higher education sector needs good academic leaders. Unfortunately, the development and support of good leadership has been largely missing, despite its criticality in preparing institutions for these turbulent times. This commentary explores some of the challenges facing the sector with respect to academic leadership. It profiles some of the issues that are emerging with respect to building a robust sector, including addressing higher education's poor performance with respect to viable and well-considered strategy, academic management and the support of vulnerable academic members. It argues that these issues may stem from poor academic leadership and maps some of the reasons for this challenge. Suggestions as to how we might improve the higher education environment through enhanced valuing and support of good leadership are offered.
Review - Management and Gender in Higher Education by Pat O'Connor, Manchester University Press, 2014
No full textConventional Wisdom in the Writing Classroom
No full textAbstract: This article considers whether instructors of writing in higher education ought prescriptively to involve students in the mechanics of standard written English or, rather, encourage them to prioritise ideas and content. Recognizing the reluctance of many practitioners to daunt learner-writers with rules, and thereby alienate them from their creativity, it nevertheless recommends judicious delivery of lessons in conventional grammar, syntax, and punctuation. Taking standard written English as a variant that continues to hold sway in general, academic, and professional readerships, the article concludes with an annotated selection of language components relevant to undergraduate writing and commonly addressed by readily available resource materials.
Mind Mapping: Overcoming Problems of Writer Identity and Convention for Academic Writing by Student Collaboration
No full textThis article will consider Mind Mapping as an eLearning tool for the enhancement of learning and assessment within the discipline of academic writing. It goes on to identify two key problems for student writers, highlighted by existing research: firstly, writer identity and the affective domain of writing and second, the conventions of academic writing. It then proposes an implementation plan for Mind Mapping for the Applied Writing module (AWRI-1002), which is currently delivered on the Mature Access Foundation Programme (DT522A), at Dublin Institute of Technology (DIT), Ireland. The implementation plan for the use of Mind Mapping for academic writing will attempt to provide solutions for the two key problems experienced by student writers, in order to present the rationale and relevance behind its use. Recommendations for assessment strategies from existing research in this area will also be taken into account.
Factors which Influence the Academic Performance of Level 7 Engineering Students
No full textHigh module failure rates can lead to poor student retention and a need exists for improved understanding of the determinants to academic performance. This research examines the influence of a number of factors on academic performance among Level 7 Engineering students in Dundalk Institute of Technology over a four year period. Using statistical regression techniques age-group, attendance, marks available for continuous assessment, class-size, semester of study and year of study were investigated. Statistical evaluations based on a sample set of 1263 identified that mature students, students with positive levels of attendance and modules with high levels of continuous assessment marks appear to result in better performance. It is envisaged that this work will contribute significant data to the limited knowledge base in this area especially in terms of engineering education. Based on the findings of this study, it is recommended that continuous assessment activities, which take place during class time, be used to incentivise student attendance and engagement, which should lead to better academic performance
On the Use and Evaluation of a Smart Device Student Response System in an Undergraduate Mathematics Classroom
No full textThis paper outlines the use and evaluation of a recently developed smart device student response system (SDSRS) in an undergraduate engineering mathematics classroom. This unique SDSRS allows for a more flexible input than existing response systems, such as clickers, and thus offers students a mechanism for sketching graphs, writing equations and annotating figures. This type of information content is particularly relevant in mathematical-based modules, where the methodology is often more important than the answer itself. The SDSRS also allows the lecturer to instantly capture this real-time information from the students and, hence, obtain quick and valuable insight to the students’ comprehension and use of the taught material. In turn, the lecturer can provide the students with immediate and arguably more useful feedback to address any apparent deficiencies in knowledge that may have arisen. The SDSRS was used in a first year Engineering Mathematics module in the School of Electronic Engineering, Dublin City University (DCU) to evaluate its potential usefulness to both the lecturer and the students. This paper outlines the evaluation study carried out and presents detailed feedback from both the lecturer and the students involved. It is worth noting that neither party had seen or used the SDSRS previously. Overall, highly positive feedback was obtained, as is summarised within
