Beyond hard outcomes: ‘soft’ outcomes and engagement as student success

Zepke, Nick; Leach, Linda

doi:10.1080/13562517.2010.522084

Cited by 90 publications

(72 citation statements)

References 9 publications

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“…At the same time, students are pressurized to perform more resiliently, and within higher education, to more robust academic standards and with better progression outcomes of all kinds (Dallavis, 2014;Fitzmaurice, 2008;Rivera--McCutchen, 2012). In the context of higher education, such issues emerge as a battle for the soul of the student, with learning outcomes such as resilience, persistence and prevalence for example, frequently regarded as adjunct to the business of learning, and thus as 'soft' and optional but outcomes such as knowledge gained, or grades achieved, as 'hard' and thus more worthy (Zepke and Leach, 2010). By extension, teacher behaviours that privilege the latter exert a greater power in research terms, since they hold the promise of linking particular pedagogic practices to such coveted outcomes.…”

mentioning

confidence: 99%

Constructing the caring higher education teacher: A theoretical framework

Walker

Gleaves

2016

Teaching and Teacher Education

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Additional information:Use policyThe full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that:• a full bibliographic reference is made to the original source • a link is made to the metadata record in DRO • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders.Please consult the full DRO policy for further details. This study seeks to theorize 'the caring teacher' in the context of the higher education environment. The study was carried out from the perspective of the teachers concerned and adopted an inductive interpretive paradigm and within this, used grounded theory processes and techniques. Emergent categories comprised: a relationship at the centre; compelled to care; caring as resistance; and finally, caring as less than. The four categories were combined in the construction of an integrative model to theorize the teacher in higher education who privileges caring within their pedagogy, from the perspective of the higher education teachers themselves.

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mentioning

confidence: 99%

Constructing the caring higher education teacher: A theoretical framework

Walker

Gleaves

2016

Teaching and Teacher Education

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“…Buntat, Saud, and Hussain (2008) noted some of the problems in the application of soft skills in the teaching & learning were the lack of tools and equipment for practical work that prevented teachers from applying teamwork skills in the workshop. It is also supported by Zepke and Leach (2010) in their study which stated that lecturers and students agreed with the importance of soft skills, but there is issue in applying the skills in the classroom.…”

Section: Teaching and Learning Methods For Soft Skillsmentioning

confidence: 59%

SoSTeM Model Development for Application of Soft Skills to Engineering Students at Malaysian Polytechnics

Esa¹,

Padil²,

Selamat³

et al. 2015

IES

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Soft skills are some of the skills needed to ensure that graduates fulfill the needs of the job market. Until 2010, almost 30% of unemployed graduates in Malaysia are technical graduates and one third comes are graduates from polytechnic. Most engineering graduates are proficient in technical skills but lack in soft skills. The lack of relevant knowledge among lecturers in order to identify appropriate ways and methods in the process of teaching and learning is one of the causes of lack in soft skills application. This study aims to identify the suitable teaching methods for the application of soft skills in the engineering programs for engineering students in Malaysian polytechnics. 488 students and 332 lecturers in engineering courses at the polytechnic had been questioned using questionnaires and interviews. The results showed that there is a relationship between the level of application of soft skills element with the teaching & learning methods used by lecturers. Based on these relationships, researchers had produced SoSTeM model as the model of application of soft skills for engineering students. Researchers also discovered that the use of teaching & learning methods for applying soft skills in engineering programs vary according to the elements of soft skills.

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“…In higher education contexts, although this third strand of 'critical-transformative' SE is increasingly prevalent, it is still considerably less developed as practice and is still somewhat theoretically under-elaborated (although see Bryson et al (2010); Zepke and Leach (2010);Zyngier (2008) and discussion below). Some significant current examples of higher education SE practice within this 'critical-transformative' strand include Exeter University's 'Students as Change Agents' programme which uses data generated by student researchers about a range of teaching and learning experiences to effect micro-and macro-level institutional changes (Students as Change Agents, 2012), and The University of Lincoln's 'Student as Producer' approach which embeds student-engaged research as an 'organizing principle' for all teaching and learning across the University' (Research Engaged Teaching, 2012).…”

Section: Student Engagement As a Field Of Practicementioning

confidence: 99%

“…For example, Lambert's (2009) radical reconfiguration of 'student engagement' as a dialogic practice possessing the contestatory political potential to undermine the hegemony of the higher education student-as-consumer model is supplemented by Lambert, Parker and Neary's (2007, p.534) view that SE can generate a 'critical approach to entrepreneurial practice' within universities and thus serve as a means to 'rethink the ways in which we teach, learn and research'. Zepke and Leach's (2010) argue for a rethinking of the relations between SE, 'soft outcomes' and student success which takes into account the diversity of student learning journeys, while Carey (2012) highlights the cultural, social, individual and structural factors which impinge on student representation in university governance and which produce SE as a complex and contested set of institutional interactions, and Kay, Dunne and Hutchinson (2010) point out the institutional benefits which accrue when students are actively involved in influencing institutional change. Drawing on the participatory tradition of student voice in schools and colleges, Robinson and Taylor (2007) argue for SE as an ethical practice underpinned by values and commitments which include: dialogic communication, conversation and consultation; participatory processes which draw their strength from including diversity and difference; an orientation to tackle inequalities in power relations; and a commitment to positive educational change.…”

Section: Student Engagement As a Field Of Practicementioning

confidence: 99%

Student engagement, practice architectures and phronesis in the student transitions and experiences project

Taylor

2012

Journal of Applied Research in Higher Education

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This document is the author deposited version. You are advised to consult the publisher's version if you wish to cite from it. TAYLOR, Carol (2012). Student engagement, practice architectures and phronesis in the student transitions and experiences project. Journal of applied research in higher education, 4 (2), 109-125. Published version Copyright and re-use policySee http://shura.shu.ac.uk/information.html Sheffield Hallam University Research Archivehttp://shura.shu.ac.uk 1 Student Engagement, Practice Architectures and Phronesis in The Student Transitions and Experiences ProjectThis article discusses the Student Transitions and Experiences (STEP) project, in which visual and creative research methodologies were used to enhance student engagement. The article provides an overview of three main strands within the field of student engagement practice, and explores the STEP project as an instance of the 'critical-transformative' strand. The article draws on recent theorizations by Kemmis et al. (2011) of practice architectures and ecologies of practice to propose an understanding of the STEP project as a practice 'niche'. In thinking through some implications of student engagement as a practice architecture, the article sheds analytical light on student engagement as a specific and complex form of contemporary education practice. The later part of the article focuses on a consideration of phronesis and praxis in specific instances from the STEP project. Working with concepts from Barad (2007), the article develops a conceptualization of the STEP project as an intra-active, entangled situated and particularistic practice of phronesis-praxis.

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Beyond hard outcomes: ‘soft’ outcomes and engagement as student success

Cited by 90 publications

References 9 publications

Constructing the caring higher education teacher: A theoretical framework

Constructing the caring higher education teacher: A theoretical framework

SoSTeM Model Development for Application of Soft Skills to Engineering Students at Malaysian Polytechnics

Student engagement, practice architectures and phronesis in the student transitions and experiences project

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