Search results

The purpose of this paper is to highlight the role an intentional and cohesive research group for doctoral researchers and supervisors can play in surfacing and de-mystifying many of the implicit doctoral literacy practices involved in doctoral study.

This participatory, collaborative project, involving 11 doctoral researchers and three supervisors, was conducted in two stages. In the first stage, doctoral researchers and supervisors engaged in a discussion which resulted in a shared concept map. The concept map was then used as a prompt for stimulated recall interviews in which the participants reflected on the connections and peer learning afforded by the research group.

Drawing on ideas from Communities of Practice theory, the data revealed that the research group, including both supervisors and doctoral students, developed knowledge, relational connections and an awareness of a range of doctoral literacies.

This paper makes suggestions for how those in doctoral education can develop and embed research groups into institutional practices.

This study demonstrates the significant role a research group which is structured, intentional and guided plays in supervisors’ and doctoral students’ development of doctoral literacies and the fundamental intellectual and relational connections afforded by participating in such communities.

The purpose of this review is to evaluate existing learning agility measures and offer recommendations for their use in organizational and scholarly contexts.

This is a general review paper assessing the psychometric qualities of prevalent learning agility measures. Measures were selected based on their predominance and use in the learning agility literature and organizational settings.

Learning agility measurement is an area requiring further research. Multiple conceptualizations of learning agility exist, making the true structure of learning agility unclear. The learning agility measures in the academic literature deviate from learning agility’s traditional conceptualization and require further validation and convergent validity studies. Commercial measures of learning agility exist, but their development procedures are not subjected to peer review and are not widely used in academic research, given the cost associated with their use.

Learning agility is prevalently used in organizational settings and is receiving increased scholarly attention. Various conceptualizations and measurement tools exist, and it is unclear how these theories and measures relate and differ. This paper contributes to practice by providing practical guidelines and limitations for measuring learning agility.

Learning agility was initially conceived as a multidimensional construct comprising people agility, results agility, change agility and mental agility. As the construct has evolved, the dimension structure of the measure has evolved as well. This study addresses a gap in our current understanding of how to conceptualize and measure learning agility.

This study explores how physical factors foster a supportive and welcoming atmosphere conducive to learning and personal development. The research highlights the relevance of “spatial belonging” as a novel concept associated with the materiality of buildings in higher education institutions, explaining how the physicality of architectural space directly impacts students’ success and learning experience.

The research methods included the use of cartographies created by undergraduate students, which provided a platform for them to articulate their perspectives on the educational spaces within their school.

The findings show a relationship between well-designed educational spaces and students’ heightened sense of belonging. Implications for educational policy and campus design are included as areas for future research, emphasizing the need for architects, educators and policymakers to collaborate in creating spaces that meet functional academic requirements.

Spatial belonging has been studied through the architectural student perspective, however, there should be a different approach toward materiality from students of different disciplines. The study could be replicated in different institutions and multiple career paths.

Spatial design for higher education has been a matter of importance especially after COVID-19, since the sudden change of educational learning migrating to online platforms, the meaning and value of space should be revisited. HEIs should be prepared for multiple events that our society and environment may experience in the foreseeable future. Guidelines of spatial design for belonging and well-being should be at hand of educators and stakeholders.

Spatial design is involved with psychological processes where emotions are being experienced in different places. A physical space should provide students with what they need in order to fulfill their needs as human beings who are experiencing multiple changes in their academic and personal life. Moreover, as seen in previous research, through the pandemic many students presented anxiety and depression which was related to isolation. Therefore, their life in campus is important not only for their academic development but for personal reasons.

The concept of sense of belonging has been studied through the perspective of psychology, geography, education and multiple disciplines. However, there is a lack of research that relates sense of belonging with materiality and architecture. The relationship physical spaces, has not been considered as essential for the development of basic tasks. Who designs the spaces we inhabit? Why are they designed in that particular way? Why are people not involved in the design of the spaces they work and live? Space is essential for social relationships to be developed, and at the same time social relations create different spaces, therefore, architecture supports the way we experience these spaces and promotes different relationships where there are no hierarchical levels but every aspect rather spatial or social have the same level of importance.

This paper aims to explore how young students experience the contribution of a pedagogical assemblage based on design thinking (DT) while contributing to the transition to a more just and sustainable university.

This qualitative research considers the case of two pedagogical experiences developed at Universitat Politècnica de Valencià, Spain. In both experiences, a methodological proposal that includes practices of care, just transitions and DT was implemented. The data obtained through in-depth interviews, surveys and digital whiteboard labels was analyzed under the lens of three relational categories in the context of sustainability.

Learnings are acquired through five categories: place-based learning, prior learning, embodied learning, collaborative teamwork and intersectionality. The research shows how the subjective knowledge of young students positions them as co-designers and leaders of a University that drives a more just and sustainable transition.

The originality of the paper lies in the shift of DT from a human-based approach to a justice-oriented relational approach.