PurposeThis paper problematises student support in higher education during the Covid-19 crisis and proposes an original approach of social network analysis for developing effective support for students from different socio-economic backgrounds.Design/methodology/approachIn this forward-thinking essay, the authors draw on theoretical ideas from Hannah Arendt in conceptualising the destructive and productive nature of societal crises such as the Covid-19 pandemic. We also draw on literature on social network analysis in exploring student support.FindingsThe authors propose a number of recommendations for university staff to consider when developing effective student support, ranging from nurturing their own professional capital to mapping student support networks and the role of faculty within these.Originality/valueThis paper emphasises the importance of developing effective student support that works for students from different socio-economic backgrounds. This is essential to avoid regression in widening participation policies and practices, and to promote inclusive university environments.
Background: Data-based decision making (DBDM) and research-informed teaching practice (RITP) are key to teacher and school improvement.Currently, however, DBDM and RITP represent two distinct approaches to developing evidence-informed practice (EIP) and do not correspond to the all-encompassing notion of EIP envisaged by many academics and commentators.Purpose: DBDM and RITP are usually employed independently of each other. Each is associated with its own theoretical perspectives and research base, and each has its own pitfalls and strengths. Yet the approaches employed appear to be complementary, suggesting that there might be value in combining DBDM and RITP into one overarching process for achieving EIP. This paper presents the conceptual analysis and arguments for this proposal. Sources of evidence:Drawing from literature and previous research in the fields of DBDM, RITP and EIP, we describe both DBDM and RITP, before comparing and contrasting the integral aspects of each.Main argument: Our analysis leads us to suggest that not only is there overlap between these two approaches, but the strengths of each appear to mirror and compensate for the weaknesses of the other. As such, we argue that it is important that decisions in education are based on a combination of personal judgement, research evidence and local school data. This is Combining the Best of Two Worlds restricted Page 3 of 39 because such a combination is likely to lead to equitable, effective and efficient decisions that are informed by values and preferences, grounded in context and steeped in practices that have been shown to be effective elsewhere. Conclusions:We suggest that an effective strategy for EIP might be to achieve 'the best of two worlds' by integrating DBDM and RITP. In line with evidence-informed practices in medicine and management, this means EIP in education can finally be engaged in as a holistic approach to educational decision-making that critically appraises different forms of evidence before key improvement decisions are made. Our proposed approach, Evidence informed School and Teacher Improvement, is thus designed with the aim of enhancing the quality of educational provision by employing these evidence types as part of a systematic cycle of inquiry, focused on continuously improving the quality of learning in schools.Keywords: data-based decision making, research-informed teaching practice, evidenceinformed practice, evidence-informed school and teacher improvement, professional learning community, knowledge mobilisation.Barends, Eric, Denise M. Rousseau, and Rob B. Briner. 2014. "Evidence-based Management.The Basic Principles."
The relationship between education practice and education theory has a long history. In modern times, education practice and its relation to education research has been central to debates about the nature and quality of education as an academic discipline in universities. This paper reports an empirical study that investigated a new instantiation of the practice-theory debates -'close-to-practice' research in education. The research, a) sought to define and further articulate the concept of close-to-practice research, and b) provide reflections on the quality of close-to-practice research. The orientation of the work reported in the paper is informed by theory on traditions of knowledge in the organisation of education that have contributed to the development of education as an academic discipline.The main section of the paper reports the findings of the empirical study. The research design was a rapid-evidence-assessment and a series of interviews with education researchers whose experiences were highly relevant to understanding of close-to-practice research issues. The conclusions of the research are reported in relation to how close-to-practice research might be defined, including in relation to quality, but also implications for education as a discipline in universities subject to nation-wide assessments of quality.
Although the central role of educational intermediaries that can connect research and practice is increasingly appreciated, our present understanding of their motivations, products, and processes is inadequate. In response, this multiple-case study asks how and why three large-scale intermediaries-Edutopia, the Marshall Memo, and Usable Knowledge-are engaging in brokerage activities, and compares the features of the knowledge they seek to share and mobilize. These entities were deliberately chosen and anticipated to reveal diversity. Multiple data sources were analyzed based primarily upon Ward's knowledge mobilization framework. These entities contrasted widely, especially in relation to core knowledge dimensions, enabling us to identify two distinct brokerage types. To conclude, theoretical (how to conceptualize brokerage) and practical (how to foster interactive knowledge exchange) implications are presented. This study also reveals certain innovative mobilization approaches, including skillful use of social media and the production of videos depicting how and why to adopt particular strategies.
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