Higher Education Literature: Characteristics of Citation Patterns

1990 ◽  
Vol 61 (1) ◽  
pp. 84 ◽  
Author(s):  
John M. Budd
Keyword(s):  
Higher Education ◽  
Education Literature

scholarly journals Underpinning the entrepreneurship educator’s toolkit: conceptualising the influence of educational philosophies and theory

2021 ◽  
Author(s):  
Robin Bell
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Educational Philosophy ◽  
Entrepreneurship Education ◽  
Theory And Practice ◽  
Learning Theories ◽  
Philosophical Orientation ◽  
Education Literature ◽  
Educational Philosophies ◽  
Literature Theory

AbstractEntrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualisation of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.

scholarly journals Awakening Aspirations of Primary School Students: Where Will Your Dreams Take You?

2017 ◽  
Vol 6 (3) ◽  
pp. 116 ◽  
Author(s):  
Ruth Greenaway ◽  
Uwe Terton
Keyword(s):  
Higher Education ◽  
Primary School ◽  
New World ◽  
Tertiary Education ◽  
Economic Status ◽  
Primary School Students ◽  
School Students ◽  
Education Literature ◽  
Socio Economic Status ◽  
Capacity To Aspire

This article posits that when children are encouraged to aspire, they can become aware of a new world of choices and opportunities. Children should be supported to aspire in all areas of their lives. Of interest is children’s capacity to aspire to attend tertiary education. Literature shows that children cannot aspire to attend higher education when they have no knowledge of the opportunities nor realise its purpose. To support this argument, we discuss a project involving primary school students from areas that have been identified as having a low socio-economic status. The results show that as a consequence of students participating in the My Tertiary Eductaion (MyTED) program they developed the capacity to aspire to attend tertiary education.“Alicia would look up at the starry sky and dream”(Bright Star, Crew, 1997, p.5)

scholarly journals Use of Action Research in Nursing Education

2016 ◽  
Vol 2016 ◽  
pp. 1-9 ◽  
Author(s):  
Susan D. Moch ◽  
R. Todd Vandenbark ◽  
Shelley-Rae Pehler ◽  
Angela Stombaugh
Keyword(s):  
Higher Education ◽  
Nursing Education ◽  
Action Research ◽  
Literature Review ◽  
Research Methodology ◽  
Research Process ◽  
Education Literature ◽  
Definition Of

Purpose.The purpose of this article is to describe action research in nursing education and to propose a definition of action research for providing guidelines for research proposals and criteria for assessing potential publications for nursing higher education.Methods.The first part of this project involved a search of the literature on action research in nursing higher education from 1994 to 2013. Searches were conducted in the CINAHL and MEDLINE databases. Applying the criteria identified, 80 publications were reviewed. The second part of the project involved a literature review of action research methodology from several disciplines to assist in assessing articles in this review.Results.This article summarizes the nursing higher education literature reviewed and provides processes and content related to four topic areas in nursing higher education. The descriptions assist researchers in learning more about the complexity of both the action research process and the varied outcomes. The literature review of action research in many disciplines along with the review of action research in higher education provided a framework for developing a nursing-education-centric definition of action research.Conclusions.Although guidelines for developing action research and criteria for publication are suggested, continued development of methods for synthesizing action research is recommended.

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.

scholarly journals Interdisciplinarity and technology-enhanced learning: Reflections from art and design and educational perspectives

2018 ◽  
Vol 13 (1) ◽  
pp. 46-69 ◽  
Author(s):  
Madeleine Sclater ◽  
Vic Lally
Keyword(s):  
Higher Education ◽  
Sociology Of Education ◽  
Technology Enhanced Learning ◽  
Central Theme ◽  
Art And Design ◽  
Education Literature ◽  
Interdisciplinary Project ◽  
Cultural Historical Activity ◽  
Interdisciplinary Theory ◽  
Enhanced Learning

The main focus of this article is our project of reimagining higher education for ourselves and our students using the central theme of technology-enhanced learning (TEL), which is inextricably linked to education in the present and in the future in many contexts. We argue that interdisciplinarity and interdisciplinary working are central and essential features of TEL and, yet, they are largely invisible in the TEL literature. TEL itself is still largely invisible in the sociology of education literature and, hence, suffers ‘dual invisibility’. We suggest that this may be connected to the crisis that has beset TEL research and pedagogy. We examine the power of theory in TEL work, citing the use of cultural–historical activity theory (CHAT) in our own TEL work. A detailed account of an interdisciplinary, theory-informed TEL project is provided, and this is analysed to explore how the weave between disciplines, particularly art and design, and education, and interdisciplinary project working can be mutually beneficial in our project of reimagining higher education for work and study.

scholarly journals Bridging the Gap between Theory and Empirical Research in Evaluative Judgment

2021 ◽  
pp. 1-16
Author(s):  
Hassan Khosravi ◽  
George Gyamfi ◽  
Barbara E. Hanna ◽  
Jason Lodge ◽  
Solmaz Abdi
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Learning Analytics ◽  
Learning Activities ◽  
Data Driven ◽  
Educational Tool ◽  
Evaluative Judgment ◽  
Educational Tools ◽  
Education Literature

The value of students developing the capacity to accurately judge the quality of their work and that of others has been widely studied and recognized in higher education literature. To date, much of the research and commentary on evaluative judgment has been theoretical and speculative in nature, focusing on perceived benefits and proposing strategies seen to hold the potential to foster evaluative judgment. The efficacy of the strategies remains largely untested. The rise of educational tools and technologies that generate data on learning activities at an unprecedented scale, alongside insights from the learning sciences and learning analytics communities, provides new opportunities for fostering and supporting empirical research on evaluative judgment. Accordingly, this paper offers a conceptual framework and an instantiation of that framework in the form of an educational tool called RiPPLE for data-driven approaches to investigating the enhancement of evaluative judgment. Two case studies, demonstrating how RiPPLE can foster and support empirical research on evaluative judgment, are presented.

scholarly journals Perceptions of Access and Disability Services in Relation to Implementation and Usage of Assistive Technology in a Post-Secondary Institution

2020 ◽  
Author(s):  
Sarah Ahmed ◽  
Melissa Avila ◽  
Stephanie Bruns ◽  
Anne Kaczkowsli ◽  
Kaitlyn McMullin ◽  
...  
Keyword(s):  
Higher Education ◽  
Assistive Technology ◽  
Student Outcomes ◽  
Disability Services ◽  
Post Secondary ◽  
Education Literature ◽  
Post Secondary Institution ◽  
Faculty Feedback

While existing research explores the use of AT in higher education, literature is lacking regarding students' and faculty feedback on AT and disability services. Further research is required to determine how to enhance implementation and reception of accommodations students receive from disability services at post-secondary institutions based on combined feedback from students and faculty. This study aims to provide better insight on the experiences of both students and faculty on their usage and guidance in accommodations provided. This includes assistive technology and aiding disability services in enhancing their delivery to achieve the most meaningful and effective student outcomes in academia.

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