Expectations of Field Supervisors in Kenya: Implications for Community-based Human Service Practicums

Community-based learning (CBL), which provides opportunities for undergraduate students to develop disciplinary and work-related knowledge and skills, is increasingly becoming an integral component of higher education. Similar to other countries, there is a widespread belief among employers in Kenya that there is a mismatch between university programs and labour market demands. In order to enhance the employability of graduates, many departments at a Kenyan university have incorporated work-integrated experiential learning opportunities such as practicums in the educational experience for undergraduate students. The aim of this article is to describe the expectations of field supervisors in host organisations participitating in a community-based human services program at a Kenyan University. Fifteen purposively sampled field supervisors participated in individual face-to-face interviews that included questions about their understanding of the department’s expectations of student learning activities during practicums, knowledge of the academic preparation of students in the program and challenges associated with the supervisory role. Six field supervisors exhibited some level of understanding of the expectations of their role in working with practicum students, while nine field supervisors indicated unclear expectations of the students’ practicum experience. Thematic analysis revealed key themes related to: (1) student abilities, learning goals and their contributions to the host organisations, and (2) the academic program of study and academic support available from the university faculty or staff to field supervisors. The results of our study revealed a lack of clarity around practicum expectations for most of the field supervisors interviewed and insufficient preparation of the community-based organisations to host a practicum student. Several recommendations are identified to clarify the expectations of community partner organisations and the staff providing student supervision to ensure benefits for both students and the host organisation. Results from this study can be used to inform the development or improvement of practicum opportunities focused on producing a skilled workforce

Indigenous Perspectives on Community Service-Learning in Higher Education: An Examination of the Kenyan Context

To understand community service-learning (CSL) in global contexts, an Indigenous perspective is needed to reflect the range of contextual and historical issues. Theoretical discussions of CSL generally reference theories of experiential and reflective learning; however, work in critical pedagogy and anti-colonial discourse can be utilized to generate a framework that embraces the breadth and depth of CSL in different regions. Extant research on CSL in Africa has found that student learning and development are influenced by pressures faced by the higher education system as well as historical and contextual issues encountered by students while engaged in CSL.  As discussed in this article, incorporating an Indigenous perspective within existing theoretical frameworks can enable the development of models, pedagogical approaches, and practices that reflect needs of Kenyan communities. The authors present a rationale for further CSL research in Kenya to ensure culturally sensitive, theoretically sound, and non-exploitive CSL that fosters positive outcomes for students, partner organizations, communities, and higher education institutions.

Conducting Hermeneutic Research in International Settings: Philosophical, Practical, and Ethical Considerations

Hermeneutics has been theorized and applied as a philosophical framework and interpretive research methodology which pays particular attention to linguistic, social, cultural, and historical contexts to understand the life world and human experiences. While adopted as a qualitative research approach in the fields of education, nursing, psychology, and legal studies, its use is emerging in other human service disciplines. The rich philosophical and theoretical legacy embedded in this research methodology often presents unique challenges and a steep learning curve for researchers, particularly when the research is conducted in international settings. Drawing from insights gained from two hermeneutic studies conducted in Kenya and China, this paper presents considerations for designing a hermeneutic research inquiry. In addition to philosophical, practical, and ethical issues researchers need to consider when designing and implementing hermeneutic studies in international settings, we examine factors and strategies to facilitate successful data collection and interpretation. 

Understanding the Context of Community-Based Learning in Kenya: Sociocultural, Diversity, and Linguistic Issues

Many African higher education institutions have adopted community-based learning (CBL) to foster high-quality learning and civic engagement. In Kenya, neocolonial practices of using Eurocentric community service-learning models have caused tensions and disconnection between CBL theory and university students’ experiences in the field. Using hermeneutics as its theoretical and methodological framework, an interpretive study analyzed Kenyan university students’ experiences and perspectives on CBL in diverse community and organizational settings. This article reports the study’s findings related to students’ encounters with unique sociocultural, diversity, and linguistic issues connected to CBL in Kenya, including encounter with the intense realities of HIV/AIDS. Findings and discussion of these issues contribute to a deepened understanding of civic engagement programs in Kenya and offer new perspectives on developing culturally relevant CBL programs. Muchas instituciones africanas de educación superior han adoptado el aprendizaje basado en la comunidad (ABC) como método para promover el aprendizaje de alta calidad y el compromiso cívico. En Kenia, las prácticas neocoloniales que emplean modelos de aprendizaje a través del servicio a la comunidad han causado tensiones y desconexión entre la teoría y las experiencias de campo de los estudiantes universitarios. Usando la hermenéutica como marco teórico y metodológico, un estudio interpretativo ha analizadolas experiencias y perspectivas de los estudiantes universitarios kenianos acerca del ABC en diversos escenarios comunitarios y organizacionales. Este artículo presenta los resultados de dicho estudio en relación con las experiencias de los estudiantes kenianos en aspectos lingüísticos, socioculturales y de diversidad conectadas al ABC, incluidas sus vivencias con la dura realidad del HIV/SIDA. Las conclusiones acerca de estos aspectos contribuyen a profundizar en la comprensión de los programas de compromiso cívico en Kenia y ofrecen nuevas perspectivas para el desarrollo de programas de ABC culturalmente relevantes.</jats:p

An Analysis of Digital Education in Canada in 2017-2019

Digital education refers to in-person, blended, and fully online learning efforts, as well as attempts to capture a wide range of teaching and learning contexts which make use of digital technology. While digital education is pervasive in Canada, pan-Canadian data on digital education are relatively scarce. The Canadian Digital Learning Research Association/Association Canadienne de Recherche sur la Formation en Ligne conducted pan-Canadian surveys of higher education institutions (2017-2019), collecting data on the digital education landscape and publishing annual reports of its results. Previous analyses of the data have used quantitative approaches. However, the surveys also collected responses to open-ended questions. In this study, we report a systematic analysis of qualitative data exploring the digital education landscape in Canada and its changes over time. Findings shed light on the growth of digital education, the situated and multidimensional nature of digital education, the adoption of openness, quality, and rigour, and the development of alternative credentials

Institutional Perspectives on Faculty Development for Digital Education in Canada

As digital education at the post-secondary level continues to grow, robust professional development that prepares faculty to teach in online and blended settings is necessary. In this study we analyze open-ended comments from the Canadian Digital Learning Research Association’s annual survey of Canadian post-secondary institutions (2017-2019) to deepen our understanding of faculty training and support for digital education as articulated by higher education institutions. We find that 1) digital education orientation or on-boarding processes for faculty vary widely; 2) institutions employ an extensive array of professional development practices for digital education; 3) institutions report culture change, work security, and unclear expectations as challenges in providing digital education training and support; and 4) institutions articulate aspirations and hopes around professional development investments in order to build digital education capacity. These findings have significant implications for research and practice and we describe these in the article.</jats:p

An Analysis of Digital Education in Canada in 2017-2019

Digital education refers to in-person, blended, and fully online learning efforts, as well as attempts to capture a wide range of teaching and learning contexts which make use of digital technology. While digital education is pervasive in Canada, pan-Canadian data on digital education are relatively scarce. The Canadian Digital Learning Research Association/Association Canadienne de Recherche sur la Formation en Ligne conducted pan-Canadian surveys of higher education institutions (2017-2019), collecting data on the digital education landscape and publishing annual reports of its results. Previous analyses of the data have used quantitative approaches. However, the surveys also collected responses to open-ended questions. In this study, we report a systematic analysis of qualitative data exploring the digital education landscape in Canada and its changes over time. Findings shed light on the growth of digital education, the situated and multidimensional nature of digital education, the adoption of openness, quality, and rigour, and the development of alternative credentials.</jats:p