120 research outputs found
The role of universities and educators in developing and implementing sustainable developmental goals
Full text linkUniversities and Higher Education Institutions (HEIs) are seen as having a social mission to deliver common good to society, both locally and globally. These institutions develop different policies due to global changes in Higher Education (HE), such as internationalisation and Sustainable Development (SD). They have an important role in setting sustainable developmental goals (SDGs) and also delivering them through teaching, research and other services. Effective delivery of SD practices relies upon educators who are directly involved in making the links between students and community. However, educators are not everywhere involved in developing policies, which impacts on their ability to deliver. This research, set in Scottish HEIs, investigates educators’ perceptions of internationalisation in HE, how the concept is constructed and delivered in their universities, and what – if any – involvement these educators have in developing policy. This paper argues that educators, especially HE educators, have potential that is neglected in developing SDGs
INTERNATIONAL JOURNAL OF MANAGEMENT RESEARCH AND REVIEW MENTORING AND ADULT LEARNING: ANDRAGOGY IN ACTION
No full textABSTRACT The adult learning and self-directed learning has become most popular in the western countries like UK. The paper attempts to make recommendations for the mentoring programme initiated by the London Fire Brigade (LFB). The mentoring of new operational staff in becoming a firefighter has taken on a significant role in London Fire Brigade (LFB). The application of various theories in adult learning and how the concept of Andragogy is in action for mentoring and adult learning has been discussed and presented with the recommendations
SDG-driven internationalisation:transforming Scottish higher education for social impact
Full text linkIn the contemporary landscape of higher education (HE), the pursuit of the United Nations (UN) Sustainable Development Goals (SDGs) has emerged as a transformative force, driving higher education institutions (HEIs) to reevaluate their missions and practices (Chinnasamy and Daniels, 2019). Despite global crises have intensified doubts about achieving the SDGs by 2030 (Leal Filho et al., 2023), highlighting the crucial role of HE in addressing these challenges. Scottish universities are integral to this effort, addressing these challenges through enhanced service quality (Guo et. al.,2023) and a commitment to corporate social responsibility (Khan et. al., 2020), and contributing to Scotland’s vision, and actively pursuing the achievement of the UN SDGs by 2030. Scotland’s Economic Strategy prioritises Internationalisation as one of four key areas to enhance Scotland's strength, fairness, and prosperity.However, traditional top-down approaches in policy formulation often neglect the nuanced insights and expertise of educators, leading to a significant disconnect between policy ambitions and their execution, which can exacerbate social inequalities and hinder social justice. To address this, our study proposes a shift towards a bottom-up approach in policy development, focusing on empowering educators as pivotal agents in the successful implementation of SDG-driven internationalisation within Scottish HEIs. Our research aims to examine how prioritising educator involvement can enhance service quality and fulfill corporate social responsibility within Scottish HEIs. We identified a gap in the literature regarding the role of educators in policy development and their potential impact on SDG implementation within HEIs. To achieve this, our study will utilise a mixed-methods approach, including one to one in-depth interviews and questionnaire survey, to gain comprehensive insights into educator involvement in policy development. We will also identify effective mechanisms for ongoing dialogue and engagement between educators, policymakers, and other stakeholders.The purpose of this study is to contribute to the literature by addressing the gap in understanding the role of educators in SDG-driven internationalisation within HEIs. By positioning educators as central stakeholders and decision-makers, we aim to foster a culture of ownership, innovation, and collective action towards SDG attainment by 2030. This research presents a strategic investment in the long-term sustainability and resilience of Scottish HE. The anticipated outcomes include enhanced educational practices aligned with global sustainability goals, a robust platform for educators to influence policies that reflect their experiences and expertise, and a significant contribution towards societal transformation and the global sustainability agenda.<br/
SDG-driven internationalisation:transforming Scottish higher education for social impact
Full text linkIn the contemporary landscape of higher education (HE), the pursuit of the United Nations (UN) Sustainable Development Goals (SDGs) has emerged as a transformative force, driving higher education institutions (HEIs) to reevaluate their missions and practices (Chinnasamy and Daniels, 2019). Despite global crises have intensified doubts about achieving the SDGs by 2030 (Leal Filho et al., 2023), highlighting the crucial role of HE in addressing these challenges. Scottish universities are integral to this effort, addressing these challenges through enhanced service quality (Guo et. al.,2023) and a commitment to corporate social responsibility (Khan et. al., 2020), and contributing to Scotland’s vision, and actively pursuing the achievement of the UN SDGs by 2030. Scotland’s Economic Strategy prioritises Internationalisation as one of four key areas to enhance Scotland's strength, fairness, and prosperity.However, traditional top-down approaches in policy formulation often neglect the nuanced insights and expertise of educators, leading to a significant disconnect between policy ambitions and their execution, which can exacerbate social inequalities and hinder social justice. To address this, our study proposes a shift towards a bottom-up approach in policy development, focusing on empowering educators as pivotal agents in the successful implementation of SDG-driven internationalisation within Scottish HEIs. Our research aims to examine how prioritising educator involvement can enhance service quality and fulfill corporate social responsibility within Scottish HEIs. We identified a gap in the literature regarding the role of educators in policy development and their potential impact on SDG implementation within HEIs. To achieve this, our study will utilise a mixed-methods approach, including one to one in-depth interviews and questionnaire survey, to gain comprehensive insights into educator involvement in policy development. We will also identify effective mechanisms for ongoing dialogue and engagement between educators, policymakers, and other stakeholders.The purpose of this study is to contribute to the literature by addressing the gap in understanding the role of educators in SDG-driven internationalisation within HEIs. By positioning educators as central stakeholders and decision-makers, we aim to foster a culture of ownership, innovation, and collective action towards SDG attainment by 2030. This research presents a strategic investment in the long-term sustainability and resilience of Scottish HE. The anticipated outcomes include enhanced educational practices aligned with global sustainability goals, a robust platform for educators to influence policies that reflect their experiences and expertise, and a significant contribution towards societal transformation and the global sustainability agenda.<br/
Empowering student voices:co-creating engaging and inclusive learning through authentic assessment
Full text linkWorkshop Overview:This 50-minute interactive workshop explores the role of student engagement and partnership in enhancing learning, teaching, and assessment through authentic assessment strategies, with a particular focus on portfolio assessment. Tertiary Quality Enhancement Framework (TQEF) principles of Excellence in Learning, Teaching and Assessment, Supporting Student Success, Student Engagement and Partnership, and Enhancement and Quality Culture, the session highlights how co-created, meaningful assessment practices can foster deeper learning and inclusivity.Portfolio assessment provides students with an opportunity to actively engage in their learning process, enabling them to take ownership of their progress, critically reflect on their achievements, and develop essential academic and professional competencies. Unlike traditional assessment methods, portfolios capture students’ learning journeys over time, allowing for a more holistic and personalised evaluation of their abilities. By incorporating real-world applications, portfolio-based assessment strengthens the connection between learning and employability, equipping students with transferable skills that prepare them for future challenges.The workshop will examine practical examples of portfolio-based assessment in higher education, demonstrating how it can support student success by enhancing motivation, critical thinking, and self-regulation. Additionally, it will explore strategies for designing inclusive assessment tasks that reflect the diverse experiences, backgrounds, and aspirations of students, ensuring that learning remains equitable and accessible for all.The discussion will also address potential challenges in implementing portfolio assessment and provide insights into overcoming barriers related to assessment design, feedback, and institutional adoption. By embedding student voices in assessment practices, educators can foster a culture of partnership and innovation that supports continuous learning and quality enhancement.This workshop offers an opportunity to reflect on the role of authentic assessment in higher education and to explore strategies that promote meaningful student engagement, ultimately contributing to a more inclusive and effective learning environment.Workshop Structure Icebreaker Activity (5 minutes): Participants will engage in a word cloud activity (using Mentimeter) to share their understanding and experiences with authentic assessment and portfolio-based learning.Case Studies & Group Discussions (15 minutes): The case studies of portfolio assessment in different disciplines will be presented, showcasing how this method supports critical reflection, student agency, and real-world learning. Participants will discuss in small groups how they currently assess students and whether their methods reflect authentic, student-centred approaches.Collaborative Design Challenge (20 minutes): Groups will co-design a portfolio assessment framework for a hypothetical course, incorporating elements such as:•Student-driven evidence collection•Reflection and self-assessment•Formative and summative assessment integrationEach group will present a 2-minute pitch on their designed portfolio assessment strategy.Reflection & Action Planning (10 minutes): Participants will reflect on how they might implement portfolio assessment in their own teaching and outline one action to take forward. Padlet will be used to collect key insights and commitments.Expected Outcomes:•Participants will gain practical strategies for implementing portfolio assessment as an authentic and inclusive approach to student learning.•The session will encourage knowledge exchange and peer learning, fostering a collaborative teaching culture.•Attendees will leave with an actionable plan to enhance assessment practices in their own contexts.The workshop is designed to be highly interactive, ensuring participants engage through discussion, co-creation, and reflection.<br/
Crisis as a catalyst for change in global higher education
Full text linkIn recent times, the world has faced pressing crises, notably the global Covid-19 pandemic (Cohen and Cromwell, 2020) and the ongoing war in Ukraine (Lendel, 2023), impacting millions worldwide, including those in global higher education (GHE). Particularly vulnerable are the displaced populations, significantly affected by conflicts such as the war in Ukraine (Korosteleva and Petrova, 2022). Amidst these challenges, higher education (HE) emerges as a crucial ally, especially in providing support and education to the displaced (Kasianchuk et al., 2022). In response, many UK universities have proactively designed measures to cater to the educational needs of displaced learners during crises. The global crises have raised doubts about the achievability of the United Nations Sustainable Development Goals by 2030 (Leal Filho, et al., 2023), highlighting the pivotal role of HE in addressing such challenges. Against this background, this paper aims to investigate how HE providers perceive the design of programmes aimed at empowering learners from diverse backgrounds/cultures during crises. This research employs secondary data through systematic literature reviews and case studies focusing on HE initiatives with displaced populations. Employing social capital theory by Bourdieu (1986) as an analytical framework, the study explores innovative initiatives and measures adopted, leveraging digital tools to educate and empower displaced populations. Developing HE programmes tailored to address the specific needs of displaced learners, emphasising their agency, is essential for fostering resilience. HE serves multifaceted purposes, contributing to societal learning and the greater good. The findings of this study hold implications for various stakeholders, including educators, HE providers, government agencies, and businesses. Innovative approaches in HE emerge as crucial catalysts during crises, not only facilitating education but also fostering skill development and societal reintegration, thereby enhancing the socio-economic conditions of displaced individuals. In essence, these initiatives not only ensure education but also aid in rehabilitation during crises
Doing internationalisation in higher education
Full text linkBackground: Globally, the concept of 'internationalisation' in higher education (HE) is high on the agenda, and Scottish universities are no exception. The internationalisation of higher education is considered a global phenomenon that is understood differently in the literature, in practice, and among HE institutions in different countries (Knight, 2015). Consequently, it is possible that Scottish HE also has its own unique approach to internationalisation. Additionally, institutional policies in higher education, such as those related to globalisation and internationalisation, influence educators' practices. To comprehend the notion of internationalisation in Scottish HE, this study considers educators' perspectives. Educators who teach and conduct research in HE were approached for this study because there is a gap in the literature regarding educators' perspectives (Daniels, 2013; Bedenlier and Zawacki-Richter, 2015; Johnstone and Proctor, 2018), and few, if any, studies have been conducted in Scottish HE from the educators' point of view. This gap in the literature is considered problematic since educators are the ones who 'do' internationalisation in higher education, by implementing and applying institutional policies, including internationalisation policy. Therefore, this paper focuses on a specific aspect of my doctoral research, which aims to explore the role that Scottish educators play (or would like to play) in developing and implementing internationalisation.Method: To capture the everyday experiences and understandings (Denzin and Lincoln, 2011) of educators who teach and research in HE, a qualitative method was chosen for this study. Ulrich Beck's Cosmopolitanism (Beck, 2007; Beck and Sznaider, 2010) was used as an analytic framework to explore the research question, as there is also a lack of theorising on internationalisation. The study selected three universities in Scotland to cover a wide range of their published institutional strategies on internationalisation, taking into account the institution's size, geographical location, and category. A total of 15 educators (5 from each university) participated and contributed to the study. In-depth interviews were conducted to collect data and gather educators' perspectives based on their lived experiences and understandings while teaching and researching in HE. The data collected from the interviews were analysed to understand how educators conceptualise and implement internationalisation in Scottish HE.Results: Internationalisation can have different meanings for different stakeholders. From an economic perspective, it can refer to expanding overseas student markets to increase fee income, while for others it can involve developing culturally sensitive curricula in collaboration with marginalised communities and creating opportunities for students and lecturers to learn from cultural diversity in the classroom. The findings from this study suggest that the understanding of the notion of 'internationalisation' at the institutional level differs between educators and senior management. Furthermore, the educators' experiences and understandings revealed different perspectives on internationalisation. These perspectives aligned with Knight's (2004) Activity Dimension, and some educators also emphasised the Competency Dimension. The study identified that the presence of different cultures can be a challenging aspect of internationalisation, but teaching international students enhances the educators' practice and makes it more enjoyable. Therefore, culture becomes a significant focus in internationalisation, viewed in various ways. Educators also recognise the importance of culture in the development and practice of internationalisation.Implications: These findings indicate a divergence of views regarding the concept of internationalisation and the impact of the cultural context of the institution. Although the study focused on educators' perspectives, the findings suggest implications for various stakeholders in HE. Internationalisation in HE serves multiple purposes, including benefiting society as a whole and meeting the needs of businesses, employers, and students. Educators who teach and conduct research in HE play a vital role and possess insider knowledge that is not fully utilised by HEIs. If this insider knowledge is applied, HEIs could develop a culturally responsive framework for internationalisation policy. It is believed that this study will contribute to the development of institutional strategic policies that incorporate educators' perspectives in constructing an internationalised university.<br/
Developing cultural capability in higher education:cross-professional collaboration for educators' professional development
Full text linkCultural capability is becoming increasingly important for educators in higher education due to the increasing significance of internationalisation in HEI’s. The intercultural interactions at many levels of HEI’s, including with the diverse student population that continue to grow, have influenced educators in HE to develop their practices accordingly. According to Deardoff (2006) engaging with culturally different others has become normal for educators working in HEI’s. In response to this requirement, many professional development initiatives have been implemented by HEI’s to enhance educators' cultural capability. Nevertheless, the effectiveness of professional development initiatives is in question, due to a lack of cross-professional collaboration. Developing quality relationships across other cultures is some of the key aspects of developing cultural capability (Wihlborg and Robson, 2018). This paper explores the potential benefits of cross-professional collaboration that could be used for developing educators’ cultural capability. To achieve this, this paper draws upon a section of data from my doctoral research and from relevant literature to address the research question: How can cross-professional collaboration among educators be used to develop cultural capability in HEI’s? The study adopted a qualitative method and an interpretive philosophy to gather and interpret the results. The data was gathered through interviews with the fifteen educators working in three Scottish HEI’s. The paper concludes that educators have a range of opinions about professional development and emphasises that cross-professional collaboration has the potential to enhance educators' cultural capability and thus improve the quality of higher education for all students.<br/
Enhancing student success through authentic assessment – a portfolio-based approach
Full text linkAssessment in higher education is fundamental to shaping student learning, engagement, and academic success. Portfolio assessment has emerged as a robust and authentic evaluative approach, enabling students to systematically document their progress, critically reflect on their learning trajectories, and cultivate essential skills over time. This presentation examines portfolio assessment as a student-centred pedagogical strategy that fosters deep learning, critical inquiry, and the practical application of knowledge. Anchored in the Tertiary Quality Enhancement Framework (TQEF) sub-themes - excellence in learning, teaching, and assessment; supporting student success; student engagement and partnership; and enhancement and quality culture - this session explores how portfolios serve as a mechanism for student empowerment, personalised learning, and meaningful assessment. Drawing on practical case studies, the session will illustrate how portfolio-based assessments enhance student agency, metacognition, and critical thinking while ensuring inclusivity and equity in assessment practices. Furthermore, the presentation will discuss key strategies for designing effective portfolio-based assessment tasks, providing formative and summative feedback, and addressing implementation challenges. Aligning portfolios with institutional learning objectives fosters structured, student-centred learning experiences that not only enhance academic performance but also strengthen employability prospects. Embedding authentic assessment practices within higher education curricula further supports skill development and lifelong learning. This session emphasises the role of portfolio assessment in cultivating a culture of excellence and innovation in higher education at UWS and beyond.<br/
Developing cultural capability in higher education:cross-professional collaboration for educators' professional development
Full text linkCultural capability is becoming increasingly important for educators in higher education due to the increasing significance of internationalisation in HEI’s. The intercultural interactions at many levels of HEI’s, including with the diverse student population that continue to grow, have influenced educators in HE to develop their practices accordingly. According to Deardoff (2006) engaging with culturally different others has become normal for educators working in HEI’s. In response to this requirement, many professional development initiatives have been implemented by HEI’s to enhance educators' cultural capability. Nevertheless, the effectiveness of professional development initiatives is in question, due to a lack of cross-professional collaboration. Developing quality relationships across other cultures is some of the key aspects of developing cultural capability (Wihlborg and Robson, 2018). This paper explores the potential benefits of cross-professional collaboration that could be used for developing educators’ cultural capability. To achieve this, this paper draws upon a section of data from my doctoral research and from relevant literature to address the research question: How can cross-professional collaboration among educators be used to develop cultural capability in HEI’s? The study adopted a qualitative method and an interpretive philosophy to gather and interpret the results. The data was gathered through interviews with the fifteen educators working in three Scottish HEI’s. The paper concludes that educators have a range of opinions about professional development and emphasises that cross-professional collaboration has the potential to enhance educators' cultural capability and thus improve the quality of higher education for all students.<br/
- …
