Info
- Utilizzare la checkbox di selezione a fianco di ciascun documento per attivare le funzionalità di stampa, invio email, download nei formati disponibili del (i) record.
Applied pedagogies for higher education : real world learning and innovation across the curriculum / / edited by Dawn A. Morley, Md Golam Jamil
| Applied pedagogies for higher education : real world learning and innovation across the curriculum / / edited by Dawn A. Morley, Md Golam Jamil |
| Edizione | [1st ed. 2021.] |
| Pubbl/distr/stampa | Springer Nature, 2021 |
| Descrizione fisica | 1 online resource (XXIII, 415 p.) : 20 illus |
| Disciplina |
370.113
378.015 |
| Soggetto topico |
Education and state
Education, Higher Professional education Vocational education |
| ISBN | 3-030-46951-4 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Introduction. Real world learning - recalibrating the higher education response towards application to lifelong learning and diverse career paths; Dawn A. Morley and Md Golam Jamil -- PART I. Emerging responses in real world learning -- Chapter 2. Internal knowledge transfer: professional development programmes and embedding real world learning for full-time undergraduates; David Perrin, Connie Hancock and Ruth Miller -- Chapter 3. The role of professional networks in supporting and developing real world learning; Joanne Brindley and Stuart Sims -- Chapter 4. Real World Learning through Civic Engagement: Principles, Pedagogies and Practices; Kristine Mason O'Connor and Lindsey McEwen -- Chapter 5. Working and learning through the local community- four case studies from higher education that promote civic engagement; Dawn A. Morley, Tracey Gleeson, Kerstin Mey, Anne Warren-Perkinson, Tracey Bourne, Amy E. King, Linda Cooper and Duncan Reavey -- Real world learning and the internationalisation of higher education: approaches to making learning real for global communities -- Md Golam Jamil, Nazmul Alam, Natascha Radclyffe-Thomas, Mohammad Aminul Islam, A.K.M. Moniruzzaman Mollah, Annajiat Alim Rasel -- PART II. Moving learning into real world practice: extending student opportunities in higher education -- Chapter 7. Designing and supporting extraordinary work experience; Dawn A. Morley, Paul Marchbank, Tony Steyger, Lesley Taylor, Anita Diaz and Pauline Calleja -- Chapter 8. Making Projects Real in a Higher Education Context; Roy Hanney -- Chapter 9. Real world learning: Simulation and Gaming; Jonathan Lean, Jonathan Moizer, Cathrine Derham, Lesley Strachan and Zakirul Bhuiyan -- Chapter 10. Learning enterprise and entrepreneurship through real business projects; Lucy Hatt -- Chapter 11. The journey of Higher Degree Apprenticeships (HDAs); Claire Hughes and Gillian Saieva -- PART III. The journey of Higher Degree Apprenticeships (HDAs) -- Chapter 12. Making inspiration mainstream: Innovative pedagogies for the real world; Carina Buckley and Maria Kukhareva -- Chapter 13. ‘Getting to the soul’: radical facilitation of real world learning in higher education programmes through reflective practice; Jo Trelfa -- Chapter 14. Real world learning and authentic assessment; Melenie Archer, Dawn A. Morley and Jean-Baptiste R.G. Souppez -- Chapter 15. Using educational technology to support students’ real world learning; Edward Bolton and Roger Emery -- Chapter 16. Real Time, Real World Learning – capitalising on mobile technology; Keith D. Parry, Jessica Richards, Cameron McAuliffe -- Chapter 17. Conclusion. Real world learning – researching and co constructing working definitions for curriculum development and pedagogy; Dawn A. Morley. |
| Record Nr. | UNINA-9910424947403321 |
| Springer Nature, 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Higher Education for and beyond the Sustainable Development Goals / / by Tristan McCowan
| Higher Education for and beyond the Sustainable Development Goals / / by Tristan McCowan |
| Autore | McCowan Tristan |
| Edizione | [1st ed. 2019.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2019 |
| Descrizione fisica | 1 online resource (365 pages) : illustrations |
| Disciplina |
378
378.015 |
| Collana | Palgrave Studies in Global Higher Education |
| Soggetto topico |
Higher education
International education Comparative education Educational policy Education and state Higher Education International and Comparative Education Educational Policy and Politics Education Policy |
| ISBN | 3-030-19597-X |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1. Introduction -- PART I -- Chapter 2. The role of education in development -- Chapter 3. The anatomy of the university -- Chapter 4. The developmental model -- Chapter 5. Three global trends: status competition, commodification and unbundling -- PART II -- Chapter 6. Access -- Chapter 7. Quality -- Chapter 8. Impact on the SDGs -- PART III -- Chapter 9. Limits of the developmental model -- Chapter 10. The post-development university. |
| Record Nr. | UNINA-9910349340303321 |
McCowan Tristan
|
||
| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Refiguring Universities in an Age of Neoliberalism : Creating Compassionate Campuses / / by Louise J. Lawrence
| Refiguring Universities in an Age of Neoliberalism : Creating Compassionate Campuses / / by Louise J. Lawrence |
| Autore | Lawrence Louise J. |
| Edizione | [1st ed. 2021.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2021 |
| Descrizione fisica | 1 online resource (230 pages) |
| Disciplina |
379
378.015 |
| Collana | Palgrave Critical University Studies |
| Soggetto topico |
Education, Higher
Education - Philosophy Social justice Inclusive education Higher Education Educational Philosophy Social Justice Inclusive Education Educació superior Universitats Currículums (Ensenyament) Política educativa Neoliberalisme Justícia social |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-030-73371-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Chapter 1: Introduction -- Chapter 2: A Prolegomenon to Refiguring the Neoliberal University: Reading with Early Christian Traditions of Compassion in the Throes of a Pandemic -- Chapter 3: Envisioning Compassionate Campuses: Critically Probing Organisational Values and Mission Statements -- Chapter 4: Compassionate Curricula? Northern and Southern Epistemologies and Cognitive [In-] Justice -- Chapter 5: Compassionate Campus Climates: Confronting Privilege and Prejudice with Compassionate Citizenship -- Chapter 6: Compassion and Kindness: Refiguring Discourses of Student Mental Health and Wellbeing -- Chapter 7: [Mis-]Directed Compassion? Power, Sexual Violence and Misconduct, in the Neoliberal Academy -- Chapter 8: Conclusion. |
| Record Nr. | UNINA-9910484280103321 |
|
Lawrence Louise J.
|
||
| Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Reparative Futures and Transformative Learning Spaces
| Reparative Futures and Transformative Learning Spaces |
| Autore | Walker Melanie |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Cham : , : Palgrave Macmillan, , 2024 |
| Descrizione fisica | 1 online resource (292 pages) |
| Disciplina | 378.015 |
| Altri autori (Persone) |
BoniAlejandra
VelascoDiana |
| Soggetto topico |
Decolonization
Social justice Pedagogia crítica Justícia social |
| Soggetto genere / forma | Llibres electrònics |
| ISBN | 3-031-45806-0 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | Acknowledgements -- Contents -- Notes on Contributors -- List of Figures -- List of Photos -- List of Tables -- Chapter 1: Reparative Futures Through Transformative Learning Spaces: An Intersectional Approach for Decolonised and Sustainable Human Development -- Repair and Future Pathways -- What Form of Learning Might Enable Repair, Dignity, and Recognition? -- Decolonisation -- Combined Capabilities -- Introducing the Chapters Which Follow -- References -- Chapter 2: Post-Truth, Difficult Knowledge, and Reparative Futures: Nurturing Affective Solidarity for Transformative Learning Spaces -- Introduction -- Post-Truth as Difficult Knowledge -- Reparative Futures and Reparative Pedagogies -- Nurturing Affective Solidarity as a Form of Reparative Pedagogies -- Conclusion -- References -- Chapter 3: Youth Voices on Social Justice: Doing Repair Work in a South African Higher Education Space -- Introduction -- Conceptual Framing -- Methodology and Methods -- Intersecting Elements for Reparative Praxis: Archive (Curriculum), Pedagogy and Relationships -- A Curriculum Archive -- Stories About Gendered Power -- A Story About Racism -- Stories About the Power of Education -- A Story About Not Fitting In |
| Record Nr. | UNINA-9910805570103321 |
|
Walker Melanie
|
||
| Cham : , : Palgrave Macmillan, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Universities with a Social Purpose : Intentions, Achievements and Challenges
| Universities with a Social Purpose : Intentions, Achievements and Challenges |
| Autore | Shephard Kerry |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Singapore : , : Springer Singapore Pte. Limited, , 2024 |
| Descrizione fisica | 1 online resource (164 pages) |
| Disciplina | 378.015 |
| Altri autori (Persone) | SanthakumarV |
| Collana | Sustainable Development Goals Series |
| ISBN | 981-9989-60-4 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- Preface -- Acknowledgements -- Contents -- About the Authors -- 1: Prologue: Social Purpose, Challenges to Achievement, the Possibility of Universities with Specific Social Purposes, and a Response -- 1.1 Limitations of Conventional Universities in Meeting Specific Social Purposes and the Roots of the Desire to Have Universities with Social Purposes -- 1.1.1 Conventional Universities are Elitist, or Those Which Meet the Needs of Elites -- 1.1.2 The Perception That Conventional Universities are Inadequate to Meet Certain Social Needs -- 1.1.3 The Persistence of Poverty and Underdevelopment -- 1.1.4 Persistence of Marginalised Social Groups and Their Need for Higher Education -- 1.2 Universities with Social Purpose: Different Examples -- 1.3 Should There Be Universities for Social Purposes? What About Other Institutes? -- 1.4 Socioeconomic Challenges of the Universities with Specific Social Purposes -- 1.5 Idea Versus Implementation -- 1.6 Inadequate Resources -- 1.7 Lower Private Returns from Education for Social Purposes and the Consequent Challenges -- 1.8 Who May Seek Admission in Universities with a Social Purpose? -- 1.9 Who Becomes Teachers in Universities with a Social Purpose? -- 1.10 Homogenisation of the World Economy and the Consequent Homogenisation of Education -- A Response and Suggestions for the Structure of Our Book -- Reference -- References -- 2: Universities and Their Social Purpose -- 2.1 Purposes of Primary, Secondary and Tertiary Education and What Distinguishes University Education -- 2.1.1 Educational Sectors -- 2.1.2 Diversity of Higher Education in the UK, New Zealand and India in the Twenty-First Century -- 2.1.2.1 The UK with a Focus on England -- 2.1.2.2 The Structure of Education in India -- 2.1.2.3 Aotearoa New Zealand -- 2.2 The Idea of a University.
2.2.1 The Idea of an Undergraduate Degree, Intellectual Independence and Social Purpose -- 2.3 Theoretical Underpinnings for the Analysis of Social Purpose -- 2.4 Case Studies of Social Purpose in Action -- 2.4.1 On Widening Participation in Higher Education Institutions in England -- 2.4.2 How Is India's New Education Policy Attempting to Address the Challenges in India's Education? -- 2.4.3 Addressing Treaty of Waitangi Obligations and Demographic Inequities in Aotearoa New Zealand -- 2.5 Conclusions -- References -- 3: Participation, Social Mobility and Social Purpose -- 3.1 Higher Education and Social Stratification -- 3.2 Societal Ambitions to Widen Participation -- 3.3 Causes of Higher Education Elitism -- 3.4 Some Philosophical Considerations -- 3.5 How Societies and Universities Are Seeking to Widen Participation in Higher Education -- 3.5.1 Positive Discrimination -- 3.5.2 Addressing the Costs of Widening Participation -- 3.5.3 Systemic Changes within Universities -- 3.5.4 Rural Under-Developed Areas, Rural Doctors and Teachers, Bonds and Preferential Selection -- 3.5.5 Which Students Are Adequately Prepared to Participate in our Universities and What Should Universities Expect of Them? -- 3.6 Institutions with Special Social Purposes -- 3.6.1 Participation Trends in India -- 3.6.2 Early Efforts in Colonial India -- 3.6.3 Demands by Caste Groups -- 3.6.4 Teachers as Participants in Institutions with Specific Social Purposes -- 3.7 How Are We Doing So Far? -- References -- 4: Teaching in Universities and Specific Social Purposes -- 4.1 Introduction -- 4.2 What Kinds of Teaching Would Be Useful for Specific Social Purposes: Historical and Current Educational Research and Development on Teaching for Social Justice -- 4.3 What 'Meaningful Education' Means in the Context of Universities' Social Purposes. 4.4 Some Examples of Teaching and Learning Programmes that Address Specific Social Purposes -- 4.4.1 Conventional Universities and Category B Students -- 4.4.2 What Institutions with Specific Social Purposes Are Attempting -- 4.4.3 Category A: Teaching Disciplines to Understand the Real Life of Students -- 4.4.4 Category A and B Students: Testing the Ability to Apply the Knowledge -- 4.4.5 Category C Students: Education Programs to Address Local Issues -- 4.4.6 Category A, B and C Students: Teaching Courses with a Specific Social Purpose -- 4.5 So, How Well Are Universities Managing to Address Their Social Purposes? -- 4.5.1 Research Approaches to Measure Change -- References -- 5: Research in Universities and Its Connection with Social Purpose -- 5.1 Introduction -- 5.2 Traditional Drivers for University Research and Their Links to Social Purpose -- 5.2.1 Research on Generalisable Insights and Its Usefulness for Specific Social Purposes -- 5.2.2 Ideology and Research for Social Purposes -- 5.2.3 Research in Conventional Universities Is Often Driven by the Need for Theory -- 5.2.4 What Determines Desirable Research Within Disciplines and Between Disciplines? -- 5.2.5 Quantitative Research Paradigms Dominate Some Research Fields But Limit the Research Questions That Can Be Asked -- 5.2.6 What About Consulting by Academics? Does That Help Specific Social Purposes? -- 5.2.7 Summarising Traditional Drivers for University Research and Their Links to Social Purpose -- 5.3 Specific Social Purposes and Knowledge Claims -- 5.3.1 Different Knowledge(s) in Different Contexts? -- 5.3.2 Do Specific Social Purposes, in Specific Educational Contexts, Also Involve Nurturing a Knowledge Which Is Different from That of Conventional Universities? -- 5.3.3 How Is Knowledge for Specific Social Purposes Valued and Used by Our Universities?. 5.4 The Impact Debate and Its Impact on the Social Purposes of Universities -- 5.5 What Could Be the Nature of Research in Universities with Specific Social Purposes? -- 5.5.1 Research to Connect with Practice -- 5.5.2 Using Research Skills for Social Purposes -- 5.5.3 Research for Specific Social Needs: A Few Examples -- 5.6 Conclusions -- References -- 6: Community Engagement and Social Purpose -- 6.1 Introduction -- 6.2 Service Learning, Internships, Placements and Field-Practice -- 6.3 Examples and Experience from India -- 6.3.1 Internships -- 6.3.2 Developing Links Between University Courses and Field Practice -- 6.3.3 Successes and Limitations -- 6.4 Educational Theorising About Community-Engagement -- 6.4.1 Co-construction of Knowledge and the Boundaries of Disciplinary Knowledge -- 6.4.2 How University People Conceptualise Their CE Activities -- 6.4.3 Service Learning, Community Service, and Changing the World in Your Own Time -- 6.4.4 Scholarship as a Framework to Understand University Teachers' Community Engagement -- 6.5 Social Change that Does Not Overtly Benefit from Engagement with Universities, But Perhaps Should -- References -- 7: Competitive Individualism, Intellectual Independence and Imagining some Alternatives and Consequences -- 7.1 Introduction -- 7.2 What Are Critical Thinking and Intellectual Independence, in Broad Terms? -- 7.3 How Realistic Is it to Expect our Graduates to Always Think for themselves? -- 7.4 Is Intellectual Independence Context, or Discipline, Specific? -- 7.5 What Educational Objectives Might Be Incompatible with Seeking Intellectual Independence as the Principal Aim of Universities? -- 7.6 Concerns About the Development of Intellectual Independence as the Principal Aim of Universities -- 7.6.1 Liberalism -- 7.6.2 Individualism -- 7.6.3 Cultural and Linguistic Relativism. 7.6.4 Positioning Self-Interest, Competitive Individualism, Cooperation and Intellectual Independence -- 7.6.5 Does the Pursuit of Specific Social Purpose Require a Compromise on Intellectual Independence? -- 7.6.6 So, if We Are Serious About the Social Purposes of Universities, What Should We Be Doing About It? -- A Response from Santha -- References -- 8: Governance of Social Purpose -- 8.1 Kerry to Santha -- 8.2 Santha to Kerry -- 8.3 Kerry to Santha -- 8.4 Diverse Factors Contribute to the Decisions That Universities Make About What They Teach -- 8.4.1 Santha to Kerry -- 8.4.1.1 What Employers Want and How This Affects What Universities Teach -- 8.4.1.2 Academic Freedom of University Teachers -- 8.4.1.3 Disciplines Dominate University Teaching -- 8.4.1.4 Limited Resources -- 8.4.1.5 Postgraduate Specialisation, Vocational Learning and the Notion of the 'Ideal' in Conventional Universities -- 8.4.2 Kerry to Santha -- 8.5 Teaching Social Purposes May Need Changes in the Way Disciplines are Taught -- 8.5.1 Santha to Kerry -- 8.5.1.1 How We Teach What We Teach -- 8.5.1.2 Social Purposes May Need More Multidisciplinary and Interdisciplinary Learning -- 8.5.2 Kerry to Santha -- 8.6 Teacher Identity, Development and Progression -- 8.6.1 Santha to Kerry -- 8.6.1.1 Who Becomes Teachers in Universities and Its Impact on Teaching for Social Purposes -- 8.6.1.2 Practitioners as Teachers in Universities with Specific Social Purposes? -- 8.6.2 Kerry to Santha -- 8.7 What Is to Be Learned and Who Is to Teach It? -- 8.7.1 Santha to Kerry -- 8.7.2 Kerry to Santha -- 8.7.2.1 The Roles of Institutions with Specific Social Purpose in "Giving He to Students from Poorer and Marginalised Groups" -- 8.7.2.2 A "Social' (or Environmental) Orientation in All Students". How Would We Know? -- References -- 9: Epilogue. 9.1 A Brief Summary of the Ideas Developed in This Book. |
| Record Nr. | UNINA-9910799235303321 |
|
Shephard Kerry
|
||
| Singapore : , : Springer Singapore Pte. Limited, , 2024 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||