A new dimension to understanding university teaching

Åkerlind, Gerlese S.

doi:10.1080/1356251042000216679

Cited by 126 publications

(80 citation statements)

References 15 publications

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“…Whilst the literature on learning and teaching has explored a conceptual approach in some depth (eg Entwistle 1997, Prosser and Trigwell 1999, Biggs 2003, Akerlind 2004 there has been little similar exploration for supervision (Pearson & Kayrooz 2004). This report on a study of practices in an UK research intensive university is intended to begin to fill this gap.…”

Section: Introductionmentioning

confidence: 99%

How are doctoral students supervised? Concepts of doctoral research supervision

Lee

2008

Studies in Higher Education

498

500

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Literature about doctoral supervision has concentrated on describing the ever lengthening lists of functions that must be carried out. This functional approach is necessary but there has been little exploration of a different paradigm, a conceptual approach towards research supervision. This paper, based on interviews with supervisors from a range of disciplines, aims to fill this a gap. The main concepts identified are: Functional: where the issue is one of project management; enculturation: where the student is encouraged to become a member of the disciplinary community; critical thinking: where the student is encouraged to question and analyse their work; emancipation: where the student is encouraged to question and develop themselves; and developing a quality relationship: where the student is enthused, inspired and cared for. Supervisors of doctoral students are also trying to reconcile the tensions between their professional role as an academic and their personal self as well as encouraging students to move a long a path towards increasing independence. The concepts are examined in the light of each of these tensions. Finally the research illuminates the power of the supervisor's own experience as a student and the paper suggests that supervisors need to be aware of both the positive and negative aspects of each of these conceptual approaches.

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Section: Introductionmentioning

confidence: 99%

How are doctoral students supervised? Concepts of doctoral research supervision

Lee

2008

Studies in Higher Education

498

500

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“…Factors such as openness, being student focused, friendliness and reliability are behavioural characteristics and are difficult to adopt if they are not already part of your character. Knowing you need to behave this way and behaving this way are two different things (Akerlind, 2004). .…”

Section: Service Quality and Customer Satisfactionmentioning

confidence: 99%

Chasing student satisfaction in the delivery of property higher education

Baxter¹,

Aranda‐Mena²,

Robson³

2017

24th Annual European Real Estate Society Conference

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Purpose: Customer satisfaction has been a goal within the services marketing area for many years. There has been considerable debate over whether higher education students are customers. Funding sources for higher education (HE), regard student satisfaction as one of the measurable components of a university's success in Australia. If it is accepted that HE students are indeed customers, then the marketing models that are applied to services marketing clients could also be applicable within the higher education arena. A questionnaire was developed using Qualtrics, which was delivered to every property undergraduate student in Australia. Findings:The current Australian HE student is contributing towards the cost of their tertiary education in a considerable way. For this reason and many others, modern HE students have different needs and expectations from students in the past and they are similar to any other service customer. Responses from the interviews and the questionnaire indicate a degree of dissatisfaction with issues around teaching quality and delivery, out-dated and inappropriate materials and the lack of practical application such as formal work experience, site visits and case studies.Originality: This research seeks to evaluate higher education property student satisfaction and identify important factors that universities can concentrate on in their goal of improving the student experience.

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“…Bowden andMarton, 2004, Hativa et al, 2001;Prosser et al, 1994;Prosser and Trigwell, 1997;Samuelowicz and Bain, 1992;Åkerlind 2004). Further research has extended the knowledge related to this phenomenon and reported findings on technology-rich learning environments by investigating the conceptions of the e-teaching among university teachers (González, 2012), teachers' perceptions of blended learning and teaching (Ellis et al, 2006) and approaches to teaching using virtual learning environments (Lameras et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

University Teachers’ Conceptions of Their Role as Developers of Technology-Rich Learning Environments

Heinonen

Jääskelä

Isomäki

2017

Proceedings of the 9th International Conference on Computer Supported Education

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Abstract:This phenomenographic study examines how a diverse group of university teachers conceptualised their role as developers of technology-rich learning environments at one university in Finland. The research findings illustrate a variety of conceptions. Five qualitatively different ways of understanding teachers' roles regarding the development of technology-rich learning environments were found: 1) innovator, 2) early adopter, 3) adaptive, 4) sceptic and 5) late adopter. In order to connect the whole set of interconnected roles to a theory of change, Everett Rogers' innovation diffusion theory was exploited in the last phase of analysis. Finally, hierarchically structured categories were created along with five evolutionary themes of expanding intensity. These findings can be used as an assessment tool among teachers to identify their role in educational reform.

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A new dimension to understanding university teaching

Cited by 126 publications

References 15 publications

How are doctoral students supervised? Concepts of doctoral research supervision

How are doctoral students supervised? Concepts of doctoral research supervision

Chasing student satisfaction in the delivery of property higher education

University Teachers’ Conceptions of Their Role as Developers of Technology-Rich Learning Environments

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