Building better learning and learning better building, with learners rather than for learners

Noriega, Farid Mokhtar; Heppell, Stephen; Bonet, Nieves Segovia; Heppell, Julliette

doi:10.1108/10748121311323030

Cited by 12 publications

(4 citation statements)

References 14 publications

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“…The poor quality of education in Pakistan is the reason for low employability, poor employees' performance, and lack of creativity and innovation (Rehman & Khan, 2014). To drive towards betterment requires, the development of the adaptive capacity or strategic flexibility which is a part of the SC component of the IC (Noriega, Heppell, Bonet, & Heppell, 2013). However, organizations which lack this capacity usually resist to adapt to changes in the environment due to lack of motivation in its HC thus resulting in the formation of ILs in their organizations (Nisar, 2019;Reiche, Stahl, Mendenhall, & Oddou, 2016) .…”

Section: Intellectual Liabilities In the Higher Educationmentioning

confidence: 99%

Exploring Intellectual Liabilities in Universities – Case Study of a Public Sector University

Gohar¹,

Khan²

2021

BER

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Public universities are going through a tough time in Pakistan and some of the old universities are facing severe financial crisis to the extent that they cannot even pay their employees. This drift took a long time, and it is mainly due to increase in the intellectual liabilities. While intellectual capital is seen as non-physical resources which helps to create value, intellectual liabilities are the intangible rigidities that destroys the value. This paper explores the creation of intellectual liabilities in universities due to different prevailing processes and practices and the ignorance of its implications by the management, using a public sector university as a case study. Actor-Network Theory is utilized to develop the understanding of the phenomenon, to appreciate the complexity of reality and understanding how social effects are generated as a result of associations between different actors in a network A qualitative research approach was adopted, and primary data was collected through semi-structured interviews and thematic analysis have bene utilized for its analysis. Findings suggest that intellectual liabilities have a destructive role in universities. The findings can prove useful to human resource managers, policy decision-makers, as well as government and academic institutions in understanding what intellectual liabilities is and how they can develop gradually if not prevented.

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Section: Intellectual Liabilities In the Higher Educationmentioning

confidence: 99%

Exploring Intellectual Liabilities in Universities – Case Study of a Public Sector University

Gohar¹,

Khan²

2021

BER

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“…Cerasoli et al (2017) e Redecker et al (2011 preveem que a informalização da educação tende a crescer, impulsionada pela demanda por diferentes formas de ensinoaprendizagem. Os estilos e preferências individuais são pouco considerados no ensino formal: as instituições de ensino tradicionais esperam que os alunos se adaptem a elas e não o contrário (NORIEGA;HEPPELL, 2013).…”

Section: Tendências De Evolução Dos Métodos De Ensino Aprendizagem Emunclassified

Inovação nos Cursos de Administração no Brasil: uma Análise do Alinhamento às Competências do Século XXI

Gimenez

Aranha

Rolim

et al. 2020

RAEP

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Neste trabalho, investigamos se existe um alinhamento entre as competências trabalhadas nas inovações de ensino e aprendizagem das escolas de Administração no Brasil e as competências do administrador do século XXI exigidas pelo mercado de trabalho e pela sociedade. Para isso, inicialmente estudamos as tendências de evolução do ensino superior e produzimos uma lista com as 11 competências atualmente consideradas as mais necessárias aos cidadãos e aos administradores. Em seguida, analisamos os casos dos 23 ganhadores do Prêmio ANGRAD de Inovação, de 2018, que documentam e detalham iniciativas consideradas as mais inovadorasdo Brasil no campo do ensino em Administração. Entendemos que este conjunto de casos representa amplamente os esforços das escolas de Administração brasileiras em se alinharem às novas demandas sociais. Cada caso foi avaliado individualmente e confrontado à lista de competências para a extração de condições (variáveis descritoras) e resultados (variáveis respostas). As configurações assim obtidas foram analisadas por meio da técnica de crisp set Quantitative Comparative Analysis (Análise Quantitativa Comparativa baseada em conjuntos bem definidos) de forma a permitir a proposição de generalizações. Os resultados indicam que as iniciativas inovadoras mais alinhadas às competências do século XXI foram implementadas com base em projetos robustos e coerentes, utilizaram metodologia própria e envolveram professores e alunos; por outro lado, as iniciativas menos alinhadas com as competências do século XXI caracterizaram-se por não utilizarem casos práticos ou reais. Finalmente, a partir da tabulação das competências trabalhadas nas iniciativas, observou-se que a maioria dos projetos envolvia esforços de integração regional; que há um visível empenho em desenvolver competências sócio relacionais; e que, no outro extremo, nenhuma iniciativa envolveu o desenvolvimento de conforto diante do uso de tecnologia.

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“…Generally, there appears to be a shift from formal craft and skill-related workshop instruction, where students occupy their own personal studio desk space within the studio, to informal, blended, online, peer-led and classroombased teaching approaches common in modular delivery (Ghassan & Bohemia, 2015;Scott-Webber, Branch, Batholomew, & Nygaard, 2014). Moreover, hot-desking is common (where students work in whatever free unallocated desk spaces they find) and increasingly no-desking (where students work in whatever free unallocated place they find) arrangements have become widespread in design education, encouraging a reliance on digital skills and communication (Mokhtar Noriega, Heppell, Segovia Bonet, & Heppell, 2013). Boys (2008) suggests that the formal/informal divide hides more than it reveals about the complex relationships between learning and the spaces in which learning takes place.…”

Section: Comparing This Research Investigation To Previous Studies Inmentioning

confidence: 99%

Supporting students’ self-directed experiences of studio learning in Communication Design: The co-creation of a participatory methods process model

Marshalsey

Sclater

2018

AJET

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This interdisciplinary paper discusses the meaning of open, critical, communal, and discursive learning spaces in higher education. It draws on recent research (Marshalsey, 2017) that illuminates the relationship between sensory affect and learning in studio education. It focuses on the extension and development of new learning configurations in the design studio, augmented by technology enhanced learning. Sensory affect is a form of feedback that can be used by learners to analyse and interpret the impact of the learning environment around them. This study used sensory affect as a lens through which to understand students’ experiences of practice-based learning in Communication Design spaces in two distinct higher education settings in the United Kingdom and Australia.The evolution of specialist design studio learning spaces, from physical studios to a blend of virtual and online educational environments, has led to significant debate about how to design, use and evaluate learning spaces for practice-based design disciplines. The paper uses the methods process model, based on participatory design tools (Marshalsey, 2017; Sanders & Stappers, 2008). The MPM supports students and educators to qualitatively interpret and critique their learning spaces more explicitly within their design education.

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Building better learning and learning better building, with learners rather than for learners

Cited by 12 publications

References 14 publications

Exploring Intellectual Liabilities in Universities – Case Study of a Public Sector University

Exploring Intellectual Liabilities in Universities – Case Study of a Public Sector University

Inovação nos Cursos de Administração no Brasil: uma Análise do Alinhamento às Competências do Século XXI

Supporting students’ self-directed experiences of studio learning in Communication Design: The co-creation of a participatory methods process model

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