Learning together: a transdisciplinary approach to student–staff partnerships in higher education

© 2019, © 2019 HERDSA. Partnership in higher education has gained prominence over recent decades, but recent studies have identified a lack of research exploring how partnership practices unfold in specific disciplinary contexts. This article explores how a transdisciplinary approach can be used to better understand and facilitate student–staff partnerships where staff and students have diverse disciplinary backgrounds and knowledge. We present a case study of the Bachelor of Creative Intelligence and Innovation at the University of Technology Sydney, focusing on the adaptation of our curriculum co-creation processes by drawing on multiple knowledge types through a reflexive process of mutual learning. We conclude that explicit consideration of these principles, which are common to both transdisciplinary and partnership frameworks, have the potential to enhance consideration of diverse perspectives and the roles played by worldviews, norms and values when building student–staff partnerships around curriculum co-creation

Journal of Applied Communications vol. 98 (3) Full Issue

Journal of Applied Communications vol. 98 (3) - Full Issu

Bridging the Gap from Skills Assessment and Problem-Based Learning: Lessons from the Coalface of Scholarly Engagement with Curriculum Development

This reflective essay charts and reflects on the progress of a scholarly engagement in curriculum change. Grounded on planning for syllabus and assessment change in a first year university subject, it aimed at evolving that subject from skill learning to problem-based learning. The challenge was to develop problem-based curriculum as authentic, equitable and integrated curriculum for a large, multi-modal and novice student cohort. Using the opportunity for reflective commentary on the author\u27s engagement of both curriculum development and scholarly process, the essay presents parallel narratives that describe the scholarly context of the case study, and predominantly, the author’s reflection on his engagement with this. The former enhances the author’s understanding of curriculum development, whereas the latter provides a foundation for self-learning and an awareness of his relationship with SoTL scholarship. In doing so, it provides a salutary tale reflecting the trials and tribulations of what is probably a common process in universities: ad hoc curriculum development

Using the Inquiry-based Learning Approach to Enhance Student Innovativeness: A Conceptual Model

Individual innovativeness has become one of the most important employability skills for university graduates. In this paper, we focus on how students could be better prepared to be innovative in the workplace, and we argue that inquiry-based learning (IBL) – a pedagogical approach in which students follow the inquiry-based processes used by scientists to construct knowledge – can be effective for this purpose. Drawing on research which examines the social and cognitive micro-foundations of innovative behaviour, we develop a conceptual model that links IBL and student innovativeness, and introduce three teacher-controlled design elements that can influence the strength of this relationship, namely whether an inquiry is open or closed, discovery-focused or information focused and individual or teambased. We argue that an open, discovery-focused and team-based inquiry offers the greatest potential for enhancing students’ skills in innovation. This paper has several implications for higher education research and practice

Evidence-Based Management in "Macro" Areas: The Case of Strategic Management

Despite its intuitive appeal, evidence-based management (EBMgt) faces unique challenges in "macro" areas such as Organization Theory and Strategy Management, which emphasize actions by organizations, and business and corporate leaders. The inherent focus on complex, multi-level and unique problems present serious challenges. EBMgt will nurture the establishment of a new model of research that is not only cumulative in its knowledge-building but also promotes engaged scholarship. Further, the uncertainty and conflict that characterize "macro" decision contexts heighten the need for EBMgt. We put forward four recommendations to advance EBMgt: (1) using more sophisticated meta-analyses; (2) providing syntheses that go beyond quantitative summaries; (3) engaging in a disciplined conversation about our implicit "levels of evidence" frameworks; and (4) developing decision supports.

Can current design and development management pedagogy respond better in reflecting industry needs?

The purpose of this study is to bring clarity and consistency to the academic field that concentrates on management of product design and development. The research explores the assumption that no common standards exist for the education of those wishing to assume a managerial position in that field. The findings have shown a significant lack of consistency in both the subjects offered as well as the naming of the subject in terms of the public presentation. As such, those who wish to enter the field, as well as those wishing to hire leadership, are met with dramatically varied educational background and degree titles. This study presents a review of all identified existing graduate programmes —of which there are 35 institutions worldwide, teaching 60 different courses, with 24 separate degree names. This research explores and identifies the most relevant courses in response to leaders in industry. In his work, Schön (1983) references relevancy in terms of competence that is valued in professional practise as opposed to knowledge taught in academia, and this thesis explores what is practiced and what should be taught. Three distinct groups within the USA were interviewed, including the following: 1) eleven educators responsible for these programme , 2) twenty design-centric industry leaders who hire managers for professional practice, and 3) ninety alumni who have graduated from one particular programme. The tacit knowledge of key leaders needs and the general references made to relevance over rigour are the impetus for the study. Valuing and addressing industry needs and ultimately recommending a course of action that aligns academic training with a more industry relevant content has been the overriding direction for this work. It is that debate that this research, for the first time, addresses the wants of industry, through clarifying eight specific courses to satisfy the need for trained graduate students in the role of management of product design and development within the context of the USA

Fashion Education In Sustainability In Practice

This paper sets out the experiences of and critical reflections on devising and delivering a Masters level fashion education course in sustainability at London College of Fashion, UK. The course, first established in 2008, has been created from a collaborative, participatory, ecological paradigm and draws on an approach to fashion education that is oriented towards process, action and creative participation in all aspects of the transition to sustainability: social, environmental, economic. This stands in contrast to conventional educational models that concentrate on product or outcome and the preparation of students for economic life. The paper describes the Masters course’s broad disciplinary approach and its theoretical framework, drawn from design for sustainability. Through reference to student work, the paper goes on to set out some of the opportunities and challenges that working in this way has presented, including among others; bridging of epistemological differences at an institutional level; new roles for designers working within a framework of sustainability; and emerging ways to visualize the process and practice of sustainability

An Introduction to the Integrated Community-Engaged Learning and Ethical Reflection Framework (I-CELER)

Cultivating ethical Science, Technology, Engineering, and Mathematics researchers and practitioners requires movement beyond reducing ethical instruction to the rational exploration of moral quandaries via case studies and into the complexity of the ethical issues that students will encounter within their careers. We designed the Integrated Community-Engaged Learning and Ethical Reflection (I-CELER) framework as a means to promote the ethical becoming of future STEM practitioners. This paper provides a synthesis of and rationale for I-CELER for promoting ethical becoming based on scholarly literature from various social science fields, including social anthropology, moral development, and psychology. This paper proceeds in five parts. First, we introduce the state of the art of engineering ethics instruction; argue for the need of a lens that we describe as ethical becoming; and then detail the Specific Aims of the I-CELER approach. Second, we outline the three interrelated components of the project intervention. Third, we detail our convergent mixed methods research design, including its qualitative and quantitative counterparts. Fourth, we provide a brief description of what a course modified to the I-CELER approach might look like. Finally, we close by detailing the potential impact of this study in light of existing ethics education research within STEM