An examination of the knowledge base for teaching among mathematics faculty teaching calculus in higher education

2010 ◽  
pp. 171-206
Author(s):  
Kimberly Sofronas ◽  
Thomas DeFranco
Keyword(s):  
Higher Education ◽  
Knowledge Base ◽  
Faculty Teaching ◽  
Knowledge Base For Teaching

Learner-Developed Case Studies on Ethics

2018 ◽  
pp. 131-163
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Knowledge Base ◽  
Case Studies ◽  
Ethical Behavior ◽  
Critical Analysis ◽  
Ethical Standards ◽  
Professional Lives ◽  
The Creation

This chapter explains how case studies can be used successfully in higher education to provide an authentic, interactive way to teach ethical behavior through critical analysis and decision making while addressing ethical standards and theories. The creation and choice of case studies is key for optimum learning, and can reflect both the instructor's and learners' knowledge base. The process for using this approach is explained, and examples are provided. As a result of such practice, learners support each other as they come to a deeper, co-constructed understanding of ethical behavior, and they make more links between coursework and professional lives. The instructor reviews the students' work to determine the degree of understanding and internalization of ethical concepts/applications, and to identify areas that need further instruction.

How Faculty Members Develop Views on Internationalization: The Case of a Top-Ranked Indian Business School

2018 ◽  
Vol 13 (3) ◽  
pp. 397-417
Author(s):  
Naveen C. Amblee ◽  
Deepak Dhayanithy
Keyword(s):  
Higher Education ◽  
Knowledge Base ◽  
Business School ◽  
Management Education ◽  
Phenomenological Approach ◽  
Faculty Members ◽  
Global Learning ◽  
Home Base ◽  
The World ◽  
Key Drivers

Internationalization of higher education is considered to be among the most widely researched as well as one of the most misunderstood topics. In this study, we take a phenomenological approach to better understand what internationalization means to faculty members at a leading business school in India, as the country has emerged as one of the largest providers of management education in the world today. This is important because faculty members are considered to be the key drivers of internationalization at their institutions. We find that internationalization means different things to different faculty members, and that these views are strongly shaped by each faculty member’s unique set of past international experiences. We are able to link these views to De Meyer’s three strategic drivers of globalization/internationalization, and find that for Indian management faculty, the desire to enrich the home base emerges as the dominant driver of internationalization, followed by the desire for global learning. Although not a prominent driver, the desire to leverage India’s unique knowledge base was also evident. We expect that these views will drive the future internationalization endeavors of this and other similar leading Indian business schools.

scholarly journals Media Usage Survey: How Engineering Instructors and Students Use Media

2013 ◽  
Author(s):  
Gerd Gidion ◽  
Luiz Fernando Capretz ◽  
Michael Grosch ◽  
Ken N. Meadows
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Online Information ◽  
Traditional Media ◽  
Media Usage ◽  
Study Behavior ◽  
Faculty Teaching ◽  
Online Information Services ◽  
Information Media ◽  
Faculty Teaching Methods

Web 2.0 has ubiquitously penetrated academia. The dissemination of online information services in higher education has led to substantial changes in faculty teaching methods as well as the learning and study behavior of students. For example, the use of online services, such as Google and Wikipedia, has become mandatory not only during teaching and learning activities but also during leisure time for students and faculty. At the same time, traditional information media such as textbooks and printed handouts still form the basic pillars of teaching and learning. This article explains the preliminary results of a survey about media usage in teaching and learning conducted with Western University faculty and students, highlighting trends for the usage of new and traditional media in higher education. Furthermore, the article intends to participate in the ongoing discussion of practices and policies that purport to advance Web 2.0 has ubiquitously penetrated academia. The dissemination of online information services in higher education has led to substantial changes in faculty teaching methods as well as the learning and study behavior of students. For example, the use of online services, such as Google and Wikipedia, has become mandatory not only during teaching and learning activities but also during leisure time for students and faculty. At the same time, traditional information media such as textbooks and printed handouts still form the basic pillars of teaching and learning. This article explains the preliminary results of a survey about media usage in teaching and learning conducted with Western University faculty and students, highlighting trends for the usage of new and traditional media in higher education. Furthermore, the article intends to participate in the ongoing discussion of practices and policies that purport to advance the effective use of media in teaching and learning.

Researching and developing the knowledge base for teaching higher order thinking

1993 ◽  
Vol 32 (3) ◽  
pp. 138-146 ◽  
Author(s):  
Melva Underbakke ◽  
Jean M. Borg ◽  
Donovan Peterson
Keyword(s):  
Knowledge Base ◽  
Higher Order Thinking ◽  
Higher Order ◽  
Knowledge Base For Teaching

Women in Sport and Physical Education: A Review of the Literature in Selected Journals

1993 ◽  
Vol 2 (2) ◽  
pp. 21-49
Author(s):  
Robyn S. Lock
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Knowledge Base ◽  
Exercise Physiology ◽  
Physical Educators ◽  
Review Of The Literature ◽  
Education Literature ◽  
Sport Pedagogy ◽  
Women In Sport ◽  
Physical Educator

The purpose of the paper was to review the physical education literature in selected journals with regard to women’s issues. The review was inclusive of the years 1972 to 1991 and focused on five prominent publications in physical education: Research Quarterly, a journal which presents current research in the different knowledge base areas in physical education (exercise physiology, biomechanics, sport pedagogy, etc.); The Journal of Physical Education Recreation & Dance, a journal which features articles for the practitioner in physical education; Quest, a journal which is a publication of an association of physical educators in higher education; The Journal of Teaching in Physical Education, which focuses on pedagogy in physical education; and The Physical Educator, a journal which is a publication of Phi Epsilon Kappa, a fraternal organization in physical education.

Qualifications frameworks and their conflicting social imaginaries of globalisation

2012 ◽  
Vol 5 (3) ◽  
pp. 22-38 ◽  
Author(s):  
Laura Louise Sarauw
Keyword(s):  
Higher Education ◽  
Knowledge Base ◽  
Bologna Process ◽  
Social Imaginary ◽  
Social Imaginaries ◽  
Lifelong Learners ◽  
Professional Needs ◽  
The Bologna Process

Critics often see the European Bologna Process as a univocal standardisation of higher education. By exploring how different qualifications frameworks project different social imaginaries of globalisation, this article takes a different stance. The overarching qualifications framework of the Bologna Process rests on a socially constituted and contested concept of globalisation as a change towards a more diverse and unforeseeable world, which calls for the development of flexible, lifelong learners with a broad knowledge base and strong democratic competencies. Although this social imaginary is widely known, I argue that it is also highly contested. For example, the Danish qualifications framework of 2003 projects a social imaginary of globalisation as a change towards a smaller and more predictable world, which enables a novel and more efficient alignment of the curriculum towards specific professional needs, and where the development of a broad knowledge base and democratic competencies are no longer prioritised.

A Case Study of Organizational Learning

1991 ◽  
Vol 5 (1) ◽  
pp. 47-55 ◽  
Author(s):  
Christine Tiler ◽  
Michael Gibbons
Keyword(s):  
Higher Education ◽  
Organizational Learning ◽  
Knowledge Base ◽  
Learning Organization ◽  
Small Firms ◽  
Higher Education Institutions ◽  
Knowledge Exchange ◽  
Competitive Performance

The authors set out their view of the firm as a learning organization, outline the objectives of the Teaching Company Scheme, and assess the ways in which it works in practice. They explore how firms are able to use the scheme effectively to tap in to knowledge held within higher-education institutions and so extend their knowledge base and increase their competitive performance. They look also at the potential for expanding the Scheme to operate in different contexts and for different kinds of knowledge-exchange problems. In particular, they examine the potential for extending the Scheme into greater numbers of small firms, and the problems likely to be encountered in doing so.

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