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Embodied experience
No full textThe theoretical notions established in this chapter foreground the importance of perception and experience for the application of phenomenology in the study of performance art. It demonstrates how accounts for embodied experience through the memories of the artists who performed the in case study performance artworks can be utilised examine the reciprocal relationship between the lived body of the artist and the audience.
On the context of the book:
This book introduces the study and application of performance art through phenomenology, inviting readers to explore contemporary performance art and activate their own practices. Using queer phenomenology to unpack the importance of a multiplicity of self/s, the book teaches readers how to be academically rigorous when capturing embodied experiences. Through approachable exercises, definitions of key phenomenological terms, and interviews and insights from some of the best examples of transgressive performance art practice, the work enriches the wider scholarship of theater studies. Situated within contemporary phenomenological scholarship, the book will appeal to radical artists, educators, and practitioner-researchers
Student vulnerabilities and confidence in learning in the context of the COVID-19 pandemic
No full textHow did the onset of the COVID-19 pandemic impact student learning in higher education? Everywhere, Sars-CoV-2 struck hardest in the most disadvantaged communities. This paper asks whether the virus's disproportionate effect on more vulnerable groups is replicated among college and university students. Data come from approximately 3800 students studying at nine higher education institutions located in six different countries around the globe. Conventional imagery of the ‘Ivory Tower’ treats colleges and universities as cloistered academic spaces beyond the ‘real world.’ Such imagery suggests that the patterns of COVID-19 inequity seen in the general population might not hold within higher education. However, the composition of the post-secondary student body has become more diverse and more representative. This could mean that patterns of inequity from the general population might hold, although perhaps at muted strength, among college and university students. We investigate the higher education context, asking how the characteristics of students, such as their gender or family background, their digital access, and their living arrangements during the COVID-19 pandemic, impacted their self-reported ability to learn. The paper finds that students in more difficult situations – no study space, too much noise, and poorer health – reported greater disruption to their learning than did their peers who experienced fewer challenging living arrangements. Vulnerability, as measured by students in traditionally marginalized positions, had smaller impacts on student's confidence in learning
Integration of UN Sustainable Development Goals within multiple preexisting higher education programmes
No full textThis session will present a case analysis of how the UN Sustainable Development Goals have been integrated successfully into multiple, pre-existing, Grade 4, higher education programmes at an institution in Dubai. The session leader will share experiences from following a constructivist pedagogy with significant project-based learning elements. This session will also demonstrate how SDGs have been integrated into summative assessments across two different modules between September 2015 and April 2020. Evidence and examples of success based on the criteria of the Higher Education Academy of the UK (reach, value and impact) will be presented as well as the tools that were specially developed or adapted to support the delivery of learning content.
A critical analysis of related literature will also be shared, including Education for Sustainable for Development (ESD) and Environmental Education (EE), and recent changes to the Times Higher Education rankings to include the UN’s Sustainable Development Goals as a criteria by which students may select their higher education learning experience
La mia infanzia Curda nella Baghdad di Saddam
Get PDFSaddam Hussein: un nome famigerato che evoca molte persecutorie immagini delle sue innumerevoli vittime. Baghdad: un tempo gloriosa città che è passata da storico centro della civiltà ad un distopico stato di polizia immacolatamente curato e riempito di palazzi presidenziali, fino ad un cumulo di macerie bombardate e saccheggiate, in mezzo a pozze di liquame grezzo. L’uomo che ha attraversato le ultime due transizioni, il “Presidente” a vita dell’Iraq Saddam Hussein, sarebbe stato tirato fuori da una topaia ed appeso ad una corda. Ma nelle due decadi precedenti, attraverso gli anni ’80, Saddam era il “Salvatore” dell’Iraq, una faccia baffuta che vigilava sopra ognuna di queste “persone”, che inconsapevolmente includeva me.
Mentre la brutalità di Saddam potrebbe essere applicata equamente ad una serie di opponenti politici o religiosi e varie etnie, i Curdi del nord dell’Iraq (Kurdistan del sud) hanno subito in modo particolarmente pesante i suoi attacchi, soprattutto nel genocidio di Anfal del 1988, simboleggiato dal gasamento della città di Halabja. Comunque, il focus di queste riflessioni non è una ampia macro analisi sulle politiche dell’Iraq Baathista nei confronti dei Curdi, ma sulla mia esperienza unica di bambina curda cresciuta a Baghdad, proprio nel proverbiale ventre della bestia, sotto il regno dittatoriale di Saddam degli anni ’80
Monitoring student engagement in distance learning: an action research to examine and measure the behavioral engagement of students
No full textEducators and policymakers have widely researched student engagement, an essential yet complex construct strongly associated with a student’s academic performance. A plethora of literature is available on student engagement with considerable agreement on the multi-dimensional nature of student engagement, broadly categorized as affective, behavioral, and cognitive engagement (Appleton et al., 2008; Jimerson et al., 2003). Though affective and cognitive indicators are equally important dimensions, the focus of this paper is behavioral engagement which includes observable student actions such as participation in class and extra-curricular activities, attendance, and work habits (Fredricks et al., 2004).
Along with exploring the phenomenon of 'behavioral engagement,' this study applies Learning Analytics to a set of student behavioral engagement and academic performance data. Literature shows that Learning Analytics (LA) data can help teachers predict learners' performance and recognize behavioral patterns (Anderson, Rourke, Garrison, & Archer, 2001). Studies on the use of LA are mostly based on deploying Virtual Learning Environment data like Moodle to observe learners and engage them in online learning, visualizing and clustering learner groups.
When observing student behavioral engagement in online learning classrooms, we have realized how some students lose interest over time. The students’ attention and participation drop as time passes. Due to the loss of motivation, they tend to miss more classes and fail to keep up with coursework. This makes it difficult for academic staff to understand/ the students' learning behaviors, whereby they can either academically challenge the more able students or provide timely support to weak students, where needed.
This manual approach of measuring students' behavioral engagement through traditional observation has shown its limits in the online learning environment. In this study, we propose the use of Insights generated by MS Teams as an automated technique for (1) monitoring digital engagement of students and (2) for applying learning analytics to guide academics to understand their students’ learning behavior, classify them into learning groups (also referred to as behavioral learner archetypes) and take proactive measures and timely action across for each group across their learning modules and extra-curricular activities.
The study aims to introduce a proof-of-concept that applies Learning Analytics to observe and measure students’ behavioral engagement classifying them into learner groups which can be further used to guide and support students in their academic journey
Manifestations of digital poverty identified during the Covid-19 pandemic and predicted impacts to quality of learning
No full textThe translation of communication from offline to online, during the COVID-19 pandemic, brought about a seismic shift in the representation of individuals and their environments, notably, in the field of education. A multinational qualitative study including 31 participants residing in various parts of the world, was undertaken to identify the emergent themes in digital communication in professional and educational settings.
Photo-elicitation interviews were conducted online and latent, abductive content analysis and thematic analysis revealed major themes supported by Ragnedda’s theories of digital capital including: Virtual Privilege (translation of privilege to online environments); Virtual Identity as a Performance (authenticity of self presentation online), and Digital Spaces (security, privacy and logistical concerns). Findings suggest the exacerbation of the digital divide between students from varying socio-economic backgrounds and resulting differences in self-presentation. The implications for learning environment design and student engagement are further highlighted
Impact of soft TQM practices on employee work role performance: role of innovative work behaviour and initiative climate
No full textPurpose
The purpose of this paper is to investigate the effect of soft total quality management (TQM) practices on employee work role performance in the manufacturing sector of United Arab Emirates. It also examined the indirect effect of innovative work behaviour and initiative climate.
Design/methodology/approach
The study is based on a conclusive research design and survey data was collected from 290 employees working in non-managerial positions across various manufacturing companies in UAE. The hypotheses of the empirical study are tested using structural equation modelling. The indirect effects created through moderated mediation are analysed using Hayes Process Macro.
Findings
The results show that soft TQM practices have a positive influence on work role performance. Employee innovative work behaviour acts as a partial mediator and initiative climate moderates the relationship.
Research limitations/implications
The study adopted a cross-sectional analysis and single informants are used, so it is advised that the interpretation of the results is made with enough caution.
Practical implications
Practitioners must bear in mind that when the employees are adequately trained, empowered, involved and organized as team, it would result in employee innovative behaviour and improved work role performance. The top management should be persuaded to be more committed to the above-mentioned activities for more positive employee-level outcomes.
Originality/value
Very few studies have conducted an empirical validation at the intersection of human resource management (HRM) and TQM. This is one of the first studies to examine the relationship between soft TQM and employee work role performanc
The Online Behaviour Taxonomy: a conceptual framework to understand behaviour in computer-mediated communication
Get PDFIn an Internet-enabled era, we are citizens in a vast array of different online spaces, and the behaviours afforded to these spaces are becoming increasingly complex. Within the study of computer-mediated communication (CMC), there is an assumption that behaviour occurring in CMC is equivalent to that depicted in the communicated message. However, we note that this is not always the case. The purpose of this paper is to elucidate different typologies of “online behaviour” based on our proposed Online Behaviour Taxonomy. Within this, we propose three types of “online behaviour” which are largely distinguishable based on where the behaviour itself originates (online or offline) and how this interacts with internet-enabled technologies. These are: online-exclusive, online-mediated and online-recorded behaviour. Specifically, we assert that the source of behaviour (i.e. whether it occurs online or offline) is currently not explicitly referenced in CMC theory, yet acts as a key indicator to dissect the ambiguity of ‘online behaviour’ as a generalised concept. This is arguably a critical factor associated with user experiences and effects of CMC. We situate this discussion in the wider context of CMC; specifically how factors such as audience effects are differentially relevant to these three types of behaviour. Finally, we outline the emerging conceptual contributions and practical directions which we assert may be influenced by our proposed Online Behaviour Taxonomy
Genocide and Ukraine: Do words always mean what we choose them to mean?
Get PDFAllegations of genocide have been made on both sides during the armed conflict in Ukraine. This article reviews the claims, concluding that they appear to be inconsistent with the crime of genocide as defined in Article II of the 1948 Convention, as interpreted by the International Court of Justice, the ad hoc tribunals and the International Law Commission. Most of the claims appear to use the term genocide in a rhetorical sense, without serious concern for the legal issues. The available evidence does not permit inferences to be drawn that the punishable acts are committed with genocidal intent, to the exclusion of other reasonable explanations
Methodological alignment in qualitative research of organisational culture
No full textResearch has long established that organisational culture is an important aspect of organi- sational life (Kieser, 1997), and organisational culture has evolved as a strong paradigm in organisational studies. However, the existing literature has accommodated different views about fundamentals such as defining organisational culture and how we think it works (Martin, 2002). While some scholars consider culture as an independent variable, others believe that organisational culture is not a variable, which can be easily captured, but is the organisation itself including its identity, which is constantly created and recreated (Smircich, 1983). In addition, some scholars believe that organisational culture can be captured as ‘us’ (our values, beliefs, assumptions) and ‘them’ (the values of others) (Anthony, 1994). Presence of subcultures means that it is difficult to define organisational culture as an organisation-wide phenomenon, which is clear and known and can establish harmony and coherence in the organisation. The divergent views on organisational culture and the way the knowledge about culture has been structured have led to ‘ambiguity’ and ‘fragmentation’ of the organisational culture phenomena (Martin, 2002).
Qualitative research on the relationships between organisational culture and management systems have used different lenses based on different conceptualisations of such relationships. This has created distinct pockets of studies with different ontological and epistemological assumptions. Therefore, qualitative research on organisational culture can be characterised as diverse, disparate, and controversial (Alvesson, 2012). These diverse approaches to conceptu- alise organisational culture mean that there is a need to systematically capture methodological approaches used for studying organisational culture including ontological and epistemological assumptions, data collection and analysis methods. In this chapter, we are presenting different approaches and the methods used to study organisational culture, which may assist organi- sational culture researchers to select appropriate design and methods for the purpose of their unique studies of organisational culture