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The purpose of this paper is to take a student-centred perspective to understanding the range of ways that students respond to receiving information about their learning…
Abstract
Purpose
The purpose of this paper is to take a student-centred perspective to understanding the range of ways that students respond to receiving information about their learning behaviours presented on a dashboard. It identifies four principles to inform the design of dashboards which support learner agency and empowerment, features which Prinsloo and Slade (2016) suggest are central to ethical adoption of learning analytics.
Design/methodology/approach
The study involved semi-structured interviews with 24 final-year undergraduates to explore the students’ response to receiving dashboards that showed the students’ achievement and other learning behaviours.
Findings
The paper identifies four principles that should be used when designing and adopting learner dashboards to support student agency and empowerment.
Research limitations/implications
The study was based on a small sample of undergraduate students from the final year from one academic school. The data are based on students’ self-reporting.
Practical implications
The paper suggests that these four principles are guiding tenets for the design and implementation of learner dashboards in higher education. The four principles are: designs that are customisable by students; foregrounds students sense making; enables students to identify actionable insights; and dashboards are embedded into educational processes.
Originality/value
The paper’s originality is that it illuminates student-centred principles of learner dashboard design and adoption.
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In this paper I want to look at just one of the many contemporary legal narratives of homophobia – the phenomenon of the “Homosexual Advance Defence” (H.A.D.). While I agree with…
Abstract
In this paper I want to look at just one of the many contemporary legal narratives of homophobia – the phenomenon of the “Homosexual Advance Defence” (H.A.D.). While I agree with the analysis of one American commentator, who indicts the H.A.D. as a “judicial institutionalization of homophobia” (Mison, 1992, p. 136), I maintain that it is important to extend analyses which take as their main target the entrenchment of bigoted judicial views or which employ as their main critical tool a liberal framework of equality and discrimination (for example, see Potter, 2001). Just as Eve Kosofsky Sedgwick urges us not to view homophobia as simple ignorance or bigotry (see Howe, 2000, pp. 85–87), I argue that there is much more at stake with the H.A.D., and consequently much more required of us, than mere questions of ignorance, discrimination and (re-)education. While it is important to identify and condemn at every turn the various legal and social manifestations of homophobia, of which the H.A.D. is clearly one, it is just as important (if not more so) to interrogate the discursive and epistemological foundations, or legitimations, of these very beliefs.
Times were tough for the heads of Australian independent schools in the 1950s and 1960s. In New South Wales alone, Knox Grammar School lost two, Barker College and P. L. C…
Abstract
Times were tough for the heads of Australian independent schools in the 1950s and 1960s. In New South Wales alone, Knox Grammar School lost two, Barker College and P. L. C. Croydon one each in the 1950s and Newington College had lost two and Meriden School one in the 1960s. And in 1965, Allen McLucas was forced to resign from The Scots College Sydney. Behind these problems of governance and leadership in independent schools lay deeper social and moral changes in the broader community and changing educational philosophies.
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This chapter reports on findings from a study that explored the experiences of African American young men who graduated from Du Bois Academy, an all-boys public charter secondary…
Abstract
This chapter reports on findings from a study that explored the experiences of African American young men who graduated from Du Bois Academy, an all-boys public charter secondary school in the Midwestern region of the United States. The chapter considers issues of African American male persistence and achievement and how they are impacted by school culture. Specifically, the author discusses how school culture can help shape these students’ educational experiences and aspirations. Using student narratives as the guide, a description of how Du Bois Academy successfully engaged these African American male students is provided. The students articulated three critical components of school culture that positively shaped their high achievement and engagement: (a) sense of self, (b) promotion of excellence, and (c) community building. The student narratives provided a frame for promoting positive school culture that enhances the educational experiences and academic aspirations of African American male students.
Provides a report of the official conference of the Malcolm Baldrige National Quality Award, held in Washington, 13‐15 March 2000. Gives an overview of the conference and…
Abstract
Provides a report of the official conference of the Malcolm Baldrige National Quality Award, held in Washington, 13‐15 March 2000. Gives an overview of the conference and specifically of the four recipients of the Baldrige Award. Notes that leadership in its many forms was a key factor for all these companies. Looks in depth at each of the companies in turn.
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Bríd D. Dunne, Katie Robinson and Judith Pettigrew
This paper aims to examine the relationship between psychiatry and occupational therapy in Ireland through a case study of the development of the occupational therapy department…
Abstract
Purpose
This paper aims to examine the relationship between psychiatry and occupational therapy in Ireland through a case study of the development of the occupational therapy department in St. Patrick’s Hospital, Dublin, from 1935 to 1969. Patronage by psychiatrists was an important factor in the professionalisation of occupational therapy internationally.
Design/methodology/approach
Documentary sources and oral history interviews were analysed to conduct an instrumental case study of occupational therapy at St. Patrick’s Hospital from 1935 to 1969.
Findings
The research identified key individuals associated with the development of occupational therapy at St. Patrick’s Hospital, including psychiatrist Norman Moore, occupational therapy worker Olga Gale, occupational therapist Margaret Sinclair, and social therapist Irene Violet Grey. Occupational therapy was considered by the hospital authorities to be “an important part in the treatment of all types of psychiatric illness” (Board Meeting Minutes, 1956). It aimed to develop patient’s self-esteem and facilitate social participation. To achieve these objectives, patients engaged in activities such as dances, arts and crafts, and social activities.
Originality/value
This study has highlighted the contributions of key individuals, identified the links between occupational therapy and psychiatry, and provided an insight into the development of the profession in Ireland prior to the establishment of occupational therapy education in 1963. Occupational therapy practice at St. Patrick’s Hospital from 1935 to 1969 was congruent with the prevailing philosophy of occupational therapy internationally, which involved treatment through activities to enhance participation in society.
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The essay builds a timeline of the friendship and intellectual intercourse between Sraffa and Wittgenstein with data from both their Cambridge Pocket Diaries (CPDs) and their…
Abstract
The essay builds a timeline of the friendship and intellectual intercourse between Sraffa and Wittgenstein with data from both their Cambridge Pocket Diaries (CPDs) and their correspondence and biography. The timeline distinguishes five phases: their first meetings until June 1930, the time in which their weekly conversations run uninterrupted (October 1930–June 1933); the period in which the enchantment of their previous meetings was broken (October 1933–July 1936); the following decade in which their meetings were in some years intense, in others nearly inexistent, until Sraffa decided to put an end to their conversations; and finally the years preceding Wittgenstein’s death. The meetings between Sraffa and Wittgenstein from their CPDs are listed in the Appendix.
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The purpose of this paper is to explore the community development experiences of a communitarian leader who has worked with various global institutions. Through interviews and the…
Abstract
Purpose
The purpose of this paper is to explore the community development experiences of a communitarian leader who has worked with various global institutions. Through interviews and the examination of lived experiences, findings yield new insights into the complexity of human identity and the flexibility of decision making in a multicultural setting. The narrative also aims to inform current discourse on leadership in the non-profit sector.
Design/methodology/approach
Narrative analysis was used to investigate outcomes and relay the personal anecdotes of the interview participant. Formal and open-ended questioning generated comprehensive responses concerning the participant’s personal and professional interactions while completing work-related tasks for global development projects. In general, questions that referenced conflict among colleagues, cultural proclivities, and gendered decision making allowed the participant to expound on answers that explored workplace relationships, organizational structures, and leadership perspectives. Interview responses were examined for emergent patterns or categories and detailed analysis of codes from interviews guided the creation of four key themes: feminine ethos, organizational identity, self-perception, and sociocultural interaction.
Findings
The narrative delves into the important human and humanitarian experiences that have shaped the professional life of Dr Thomas Bruce, an exemplar of leadership in the global non-profit sector. Bruce, a self-described communitarian, served as Chairman of the Board of Directors at Heifer International and oversaw community outreach initiatives in South Africa for the Kellogg Foundation. Based on Bruce’s knowledge, expertise, and responses, findings suggest global leaders take a multidimensional approach to colleague interaction and project completion. Narrative outcomes also indicate the evolving nature of grassroots initiatives requires both assertive and cooperative management styles.
Research limitations/implications
Due to the chosen research method, findings focus on the experiences of one global non-profit leader. Narrative outcomes are unique and may not have the requisite data to be applied to cases or situations beyond the global non-profit sector. Therefore, researchers are encouraged to interview other leaders who have worked on global humanitarian initiatives to further understand their diverse experiences.
Practical implications
The narrative includes practical implications for practitioners who oversee global development projects and other humanitarian initiatives in an interdependent world. Use of compromise, collaboration, and compassion often aid community outreach efforts and strengthen communication in the workplace, particularly for leaders who manage a multicultural workforce.
Social implications
In an interdependent world shaped by the forces of globalization and cosmopolitanism, leaders of global non-profit organizations regularly manage a multicultural workforce and resolve public disputes in order to address prevailing humanitarian challenges. Understanding the lessons learned by one exemplar in the global non-profit sector can aid cross-cultural communication and enhance community development activities in various countries.
Originality/value
This narrative fills an identified need to study and understand how global leaders work with diverse communities and a multicultural workforce to complete important institutional and humanitarian goals.