Developing strategic learning alliances: partnerships for the provision of global education and training solutions

The paper describes a comprehensive model for the development of strategic alliances between education and corporate sectors, which is required to ensure effective provision of education and training programmes for a global market. Global economic forces, combined with recent advances in information and communication technologies, have provided unprecedented opportunities for education providers to broaden the provision of their programmes both on an international scale and across new sectors. Lifelong learning strategies are becoming increasingly recognized as an essential characteristic of a successful organization and therefore large organizations have shown a preparedness to invest in staff training and development. The demands for lifelong learning span a wide range of training and educational levels from school-level and vocational courses to graduate-level training for senior executive

Improving assessment tasks through addressing our unconscious limits to change

Despite widespread recognition of the need to improve assessment in higher education, assessment tasks in individual courses are too often dominated by conventional methods. While changing assessment depends on many factors, improvements to assessment ultimately depend on the decisions and actions of individual educators. This paper considers research within the ‘heuristics and biases’ tradition in the field of decision-making and judgement which has identified unconscious factors with the potential to limit capacity for such change. The paper focuses on issues that may compromise the process of improving assessment by supporting a reluctance to change existing tasks, by limiting the time allocated to develop alternative assessment tasks, by underestimating the degree of change needed or by an unwarranted overconfidence in assessment design decisions. The paper proposes countering these unconscious limitations to change by requiring justification for changing, or not changing, assessment tasks, and by informal and formal peer review of assessment task design. Finally, an agenda for research on heuristics and biases in assessment design is suggested in order to establish their presence and help counter their influence

Threats to student evaluative judgement and their management

Students’ capacity for making evaluative judgements of their own work is widely acknowledged as central to their learning within programmes as well as being vital to their subsequent professional practice. In higher education literature, the act of evaluative judgement is usually portrayed as a process of deliberative, analytical reasoning requiring student agency and objectivity, typically scaffolded by points of reference such as explicit criteria, rubrics or exemplars. This article challenges this common portrayal of judgement by drawing attention to research from outside higher education on the role of unconscious factors in judgement and decision-making. Drawing from the field of heuristics and bias studies, the article outlines six unconscious factors that have the potential to distort students’ analytical judgement of their work. A recent challenge to the heuristics and bias approach that radically repositions the place of reasoning in judgement is also considered. Since these unconscious factors have received scant attention in higher education literature, the purpose of this article is to draw attention to them, to identify the challenges they pose to current understandings of evaluative judgement, and to outline their implications for enhancing assessment practic

The hidden curriculum revisited: A critical review of research into the influence of summative assessment on learning

That summative assessment drives learning has become one of the most frequently stated maxims in the literature of assessment and learning in higher education. However, a careful review of the empirical research often cited in support of this proposition may cause us to reconsider its veracity and to seek a more nuanced understanding of the research findings. Seminal research on the influence of assessment on learning in higher education was reviewed on the basis of its context, research methods used, sampling, reported findings, and the generalisability of these findings. This study found that the treatment of the research reported in frequently cited works such as Making the grade, The hidden curriculum, and Up to the mark has often oversimplified, and thus misrepresented, the research findings, leading to singular interpretations of complex, multi-faceted phenomena. Other research suggesting limitations to the capacity of assessment per se to improve students' approaches to learning is often misunderstood or under-emphasised, leading to the risk of exaggerated claims for the capacity of 'alternative' forms of assessment to foster effective learning processes in students. The findings of this review lead to a proposed agenda for empirical research to address what seem to be serious gaps in our understanding of fundamental aspects of the interactions between assessment and learning

What can higher education learn from feedback seeking behaviour in organisations? Implications for feedback literacy

While there is now extensive research on informal feedback seeking behaviour by employees in organisations, this literature has received limited attention in higher education. This paper addresses the gap between the two fields of feedback literacy and feedback seeking behaviour. Key organisational feedback seeking behaviour concepts including employee intentions in seeking feedback, the practice of weighing costs and benefits before seeking feedback, the qualities sought in potential feedback providers, feedback seeker characteristics that influence feedback seeking behaviour, and a range of feedback seeking methods and outcomes are outlined and their potential implications for feedback literacy are considered. The paper draws on feedback seeking behaviour literature to propose a research agenda for establishing a stronger and more nuanced understanding of feedback literacy in higher education

Reframing assessment research: through a practice perspective

Assessment as a field of investigation has been influenced by a limited number of perspectives. These have focused assessment research in particular ways that have emphasised measurement, or student learning or institutional policies. The aim of this paper is to view the phenomenon of assessment from a practice perspective drawing upon ideas from practice theory. Such a view places assessment practices as central. This perspective is illustrated using data from an empirical study of assessment decision-making and uses as an exemplar the identified practice of ‘bringing a new assessment task into being’. It is suggested that a practice perspective can position assessment as integral to curriculum practices and end separations of assessment from teaching and learning. It enables research on assessment to de-centre measurement and take account of the wider range of people, phenomena and things that constitute it

Recurring dynamically-induced thinning during 1985-2010 on Upernavik Isstrøm, West Greenland

This is the publisher's version, also available electronically from "http://onlinelibrary.wiley.com".1] Many glaciers along the southeast and northwest coasts of Greenland have accelerated, increasing the ice sheet's contribution to global sea-level rise. In this article, we map elevation changes on Upernavik Isstrøm (UI), West Greenland, during 2003to 2009 using high-resolution ice, cloud and land elevation satellite laser altimeter data supplemented with altimeter surveys from NASA's Airborne Topographic Mapper during 2002 to 2010. To assess thinning prior to 2002, we analyze aerial photographs from 1985. We document at least two distinct periods of dynamically induced ice loss during 1985 to 2010 characterized by a rapid retreat of the calving front, increased ice speed, and lowering of the ice surface. The first period occurred before 1991, whereas the latter occurred during 2005 to 2009. Analyses of air and sea-surface temperature suggest a combination of relatively warm air and ocean water as a potential trigger for the dynamically induced ice loss. We estimate a total catchment-wide ice-mass loss of UI caused by the two events of 72.3 ± 15.8 Gt during 1985 to 2010, whereas the total melt-induced ice-mass loss during this same period is 19.8 ± 2.8 Gt. Thus, 79% of the total ice-mass loss of the UI catchment was caused by ice dynamics, indicating the importance of including dynamically induced ice loss in the total mass change budget of the Greenland ice sheet

Holy anorexia: Eating disorders symptomatology and religiosity among Muslim women in the United Arab Emirates

© 2017 Elsevier B.V. There is a substantial body of literature reporting a negative association between religiosity and psychiatric symptoms. In the context of eating disorders, however, this relationship appears to be reversed. The few studies exploring the relationship between religiosity and eating disorders have mostly focused on the Judeo-Christian religious traditions in Western nations. The present study examines this relationship among Muslim college women from the United Arab Emirates (UAE). All participants (N = 1069) independently completed the religious commitment inventory (RCI-10) and the eating attitudes test (EAT-26). As hypothesised, there was a positive association between religiosity and eating disorders symptoms. Furthermore, those scoring above the EAT-26 cut-off reported significantly greater levels of religiosity. These findings suggest that heightened religiosity among young Emirati women may represent a vulnerability factor for eating disorders. Preventative initiatives in the UAE should consider focusing on religiosity

Rapid circulation of warm subtropical waters in a major glacial fjord in East Greenland

Author Posting. © The Authors, 2009. This is the author's version of the work. It is posted here by permission of Nature Publishing Group for personal use, not for redistribution. The definitive version was published in Nature Geoscience 3 (2010): 182-186, doi:10.1038/ngeo764.The recent rapid increase in mass loss from the Greenland Ice Sheet is primarily attributed to an acceleration of outlet glaciers. One possible cause is increased melting at the ice/ocean interface driven by the synchronous warming of subtropical waters offshore of Greenland. This hypothesis is largely untested, however, because of the lack of observations from Greenland’s glacial fjords and our limited understanding of their dynamics. Here, we present new ship-based and moored oceanographic data, collected in Sermilik Fjord, a large glacial fjord in East Greenland, showing that subtropical waters are present throughout the fjord and are continuously replenished via a wind-driven exchange with the shelf, where they occur year-round. The temperature and rapid renewal of these waters suggest that, at present, they drive enhanced submarine melting at the terminus. Key controls on the melting rate are the volume and properties of subtropical waters on the shelf and the patterns of the along-shore winds, suggesting the glaciers’ acceleration was triggered by a combination of atmospheric and oceanic changes. These measurements provide evidence of rapid advective pathway for the transmission of oceanic variability to the ice-sheet margins and highlight an important process that is missing from prognostic ice-sheet models.F.S. acknowledges support from WHOI’s Ocean and Climate Change Institute’s Arctic Research Initiative and from NSF OCE 0751896, and G.S.H and L.A.S from NASA’s Cryospheric Sciences Program. Funding for the hooded seal deployments was obtained from the International Governance and Atlantic Seal Research Program, Fisheries and Oceans, Canada, to G. B. S. and to the Greenland Institute of Natural Resources to A. R. A