A Higher Education Leadership Distance Ph.D. Program: An Assessment Using Blocher’s Ecological Learning Theory

Kuk, Linda; Banning, James H.

doi:10.4236/ce.2014.59082

Cited by 2 publications

(1 citation statement)

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“…Kuk & Banning (2014) The learning activities all promoted active involvement in learning. Rather than provide set material-as may previously have been presented in lectures, for example-the teaching staff provided scaffolding information, short statements of context and relevance, and pointed the students towards active reading.…”

Section: Elements Of Successmentioning

confidence: 99%

Individualised, Tailored and Personalised Approach to the Teacher-Learner Relationship in Postgraduate Staff Development Studies—A Case Study of Postgraduate Research Supervision Training

Boyd¹,

Grant²

2017

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This paper discusses the impact and value of feedback that was personable and individually tailored in a postgraduate staff development program that taught supervision skills at an Australian university. The modelling of this feedback style resulted in high student satisfaction. The students were all academic staff who reported transferring that style of feedback into their own teaching practices. They also indicated a desire to bring that feedback style into their supervisory practices as a strategy to promote engagement, retention and more rewarding supervisor-student relationships. The feedback style was seen as precursor to a more effective and rewarding academic relationship that would have ongoing impact on future collegial research and teaching connections.

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Section: Elements Of Successmentioning

confidence: 99%

Individualised, Tailored and Personalised Approach to the Teacher-Learner Relationship in Postgraduate Staff Development Studies—A Case Study of Postgraduate Research Supervision Training

Boyd¹,

Grant²

2017

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Empowering Persistence

Glimps-Smith

2023

Advances in Educational Marketing, Administration, and Leadership

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Autoethnography melds autobiography and ethnography, dissecting personal experiences for cultural insight. It challenges conventional research methods, emphasizing political and social justice. This research delves into transformative learning for non-traditional Black women in doctoral programs, amplifying their narratives amid often overlooked voices. Emphasizing determination and resilience, the research aims to offer critical insights, enhance academic support, create a successful environment, and improve graduation rates. It contributes to discussions on adult education, highlighting transformative learning's impact on inclusion, reflective thinking, and emotional flexibility. The research, which is dedicated to Dr. Blanche Jackson Glimps, helps shape policies, improve support systems, and direct the development of curriculum.

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A Higher Education Leadership Distance Ph.D. Program: An Assessment Using Blocher’s Ecological Learning Theory

Cited by 2 publications

References 13 publications

Individualised, Tailored and Personalised Approach to the Teacher-Learner Relationship in Postgraduate Staff Development Studies—A Case Study of Postgraduate Research Supervision Training

Individualised, Tailored and Personalised Approach to the Teacher-Learner Relationship in Postgraduate Staff Development Studies—A Case Study of Postgraduate Research Supervision Training

Empowering Persistence

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