Historical Perspective, Research in Higher Education Vincent Carpentier UCL Institute of Education, University College London, London, UK Synonyms The study of the past; the long-term lens; changes and continuities. Definition The study of the past of higher education. Introduction The engagement with history is an important feature of research in higher education, which has taken various forms and has been driven by various rationales (Lowe 2009). The variety of objectives, methodologies and interpretations is precisely what made the contribution of the historical dimension to the understanding of higher education so valuable although it has not come without its challenges. Past present and future Many factors explain why universities alongside other forms of higher education have always been the objects of a strong historical attention. To start with, Hammerstein reminds us that “European universities are the oldest surviving European institutions with the exception of the catholic Church” (1996, p.113). Past and present Although the historical perspective often confirms its strong potential to enrich the understanding of higher education, it does not escape from the key debates about the various conceptions of the role of history and its potential uses and misuses. Such debates question whether the use of history to inform the present is desirable or even feasible. The risk of presentism has been debated within most historical fields and the history of higher education is no exception (Hutcheson, 2010). Such controversies had the merits to sound a note of caution for those seeking to conduct or read historical research in higher education. First of all, they remind us of the intrinsic value of historical research in higher education and that “it was perfectly possible for historical explanations to be pursued for its own sake without reference to the claims of social relevance” (Tosh, p. 47). They also incite those seeking to link past and present to be mindful of the danger of a presentist view of history and its consequences in terms of misinterpretations or anachronisms. Those are problematic issues not only in relation to the validity of historical findings but also in relation to the ways findings “travel”, and can sometimes be decontextualized as part of an instrumental and selective use of history by media and policy circles. Acknowledging those limitations does not weaken but strengthens a reasoned approach of history seeking to inform the present. This effort of contextualisation is an integral part of a necessary productive engagement of historians with public policy (Szreter, 2011, p. 222). 2 Periodisations The difficulty to make sense of such a long history is reflected by the variety of offered historical periodisations of higher education, which mirror the differences in the lens and the thematic chosen. The starting point of such periodization has also always been a recurrent issue. Many researchers like Perkin identified the ri

3. Association For Academic Quality (AFAQ)
is an independent, not for profit
organization established with a view to
promote education and uplift education
standards through its various school
support programs.
Introduction

4. Schools mediate between Future and
Present. Destiny comes closer when school
become front runner. In the name of
Allah, to serve the cause of Islam and
Pakistan. AFAQ would contribute in the
holistic development of schools, teachers
and pupils.
Mission statement

5. Effective
Communication
Skills

6. Objectives
After the completion of this workshop you should
be able to:
• Define communication and its purposes
• Describe different types and networks of
communication.
• Discuss components of communication
• Discuss the characteristics of effective
communication.
• Describe feedback as it relates to
communication.
• Identify behaviors and statements that can help
or hurt communication.
• Assess personal strengths and areas needing
improvement in communication skills

7. Define Communication
Communication is a
process whereby
information is enclosed
in a package and is
channeled and imparted
by a sender to a
receiver via some
medium. The receiver
then decodes the
message and gives the
sender a feedback

8. Components of communication
The definitions that we have discussed earlier
indicate that communication has the following key
components:
• a message to be sent by a sender,
• a channel for sending the message,
• a receiver to whom the message is being sent,
• shared meaning or understanding between the
sender and receiver, and
• the need for a response, or feedback, about the
message.

9. Sender
Ali Wants to Spend
the Weekend at
lake
Message
“Let’s pack our
bags and head for
the lake on
Saturday”.
Receiver
(Ahmad) has to
work
“I” d love to but I
don’t get this
weekend off”.
Feedback

11. Types of Communication
Below are two types of communication that you
are likely to use or encounter in your work as an
education manager.
(1) Verbal communication
(a) Written communication
(b) Oral Communication
(2) Non Verbal communication
(a)Visual Communication
(b)Aural communication
(c)Gestural

12. Oral Written
Immediate feed back Delayed feed back
Shorter sentences, shorter words Longer sentences /words
Conversational More formal
Focus on interpersonal relations Focus on content
Prompt action Delayed action
Less detailed technical information More detailed technical inform
More personal pronouns Fewer personal pronouns
Simpler construction Complex in nature
Difficult to keep record Easy to keep record
Characteristics of verbal
communication

13. Flow of communication
Downward:
Information can be passed by the inspector to
the head teacher who in turn passes it on to the
deputy head teacher, senior teacher and
teachers.
Upward:
Information can flow from the teachers to the
head teacher and further up the system.
Horizontally or laterally:
Communication can take place among people at
the same level or belonging to the same work
group.

14. Characteristics of Effective
Communication

15. • The target audience must be clearly identified.
• The appropriate medium must be clearly
identified.
• The language should be clear and simple.
• The message should be presented in a logical
train of thought.
• Short sentences and paragraphs should be
used.
• If needed, examples and illustrations should be
used, as they help clarify the message.
• Unnecessary words, particularly adjectives,
should be avoided.
• The message must be timely, accurate and
evoke the desired response.

16. Barriers to effective
communication
Communication is never complete and never 100 percent accurate
because of the nature of the communication process. The process
involves a sender, a receiver and other variables, and problems may
arise in any of these stages in the process.
• Physics
– Distance
– Faulty communication channels
– Inappropriate use of mode of communication
• Semantics
– Knowledge level of sender and receiver
– Use of technical terms.
– Information overload
• Psychological
– Personalities of sender and receiver
– Status differences
– Attitudes, prejudices, stereotyping.
– Differences in perception
– Current emotional state
– Gender
– Assumption
• Poor listening habits

17. Statements to avoid &
alternatives
Recommendation Statements to Avoid Alternative
Use “I” messages. “You are confusing me.” “I am confused. Please help
me understand what
Don’t give orders “Wait here!” “Would you please wait here.”
Don’t uses “should have”. “You should have not done it” I want you to keep a clean
service record
Don’t use have to “You have to follow the rules’ “The organization will excel if
we follow the rules.”
Focus on what CAN be done. “It’s not part of my job.” “Let me check it out how can I
help u”
Be specific. Don’t use
“Always” and “never”.
“You always forget the
policy.”
“You forgot the policy in the
last meeting”

18. How people perceive
the information?

19. How To Communicate
Effectively
• Take responsibility for the success of your communication. If
they're not "getting it", it's because you're not giving it in a
way they can understand.
• Realize that the unconscious mind is your greatest ally.
• It's not about you. To communicate effectively, learn to see
the world for the other person's perspective.
• If what you're doing isn't working... do something different.
• Communication can change reality. That's why advertisers
spent $165,000,000,000 last year... and you can have the
same impact when you know how.
• Every action has a positive intention. You just have to find it.
• It's better to be successful than right. The world demands
results, not excuses.

20. • There are Five
persuasion
secrets
for effective communication

21. • Persuasion Secret 1 - Influence Is Individual
Each person sees the world differently so it is important that
we learn how to discover their personal perspective and
adapt our message to it.
• Persuasion Secret 2 - People Seek To Align With Their Values
How to discover personal values and use them to persuade
and influence people.
• Persuasion Secret 3 - Buying Strategies
How to discover buying strategies and use them to
effectively communicate and persuade.
• Persuasion Secret 4 - People Buy From People They Like
Because people buy from people they like, creating rapport is
very useful for persuasion and influence. This page explains
the basics of creating rapport.
• Persuasion Secret 5 - Tilt The Value Proposition
The value proposition is what determines whether someone
adopts your ideas or buys your products. Use these methods
to tilt the value proposition in your favor and become a
persuasion expert.

22. Purpose of Communication
• facilitates the introduction and management of innovation;
• facilitates decision-making and allows for the analysis of
competing alternatives;
• facilitates goal achievement through the mobilization of
financial and human resources;
• influences teachers’ performance and motivation through
the provision of feedback;
• provides a vehicle which teachers can use to express their
hopes, fears and desires;
• constitutes a tool for the dissemination of information on
educational issues;
• facilitates school development planning; and
• networks the school with other schools and agencies that
have an interest in education.

23. Elements of Communication
• Attitude
• Actions
• Talking
• Listening
• Appearance
• Setting.

24. Element &Description Suggestions
Attitude
How our mood comes across to
people
Be polite, friendly, optimistic & respectful.
Show compassion & confidence.
Actions
What we do while we communicate
Make the person feel welcome & comfortable.
Be on time & use time efficiently.
Focus your full attention on the person.
Talking
What words we use, what questions
we ask
& how we ask them, &
when we talk
Listening
How we listen & how we respond
Be a good listener
Avoid judgmental responses.
Help the person identify her/his feelings. Reassure the person
that her/his
Feelings are okay.
Appearance
How we look
Non verbal cues
Posture: Lean toward the speaker. Avoid crossing arms & legs.
Gestures: Use open-palm gestures. Do not point, clench fist or
shake fingers.
Facial expressions: Nod or smile. Do not look bored or
disgusted.
Eye contact
Maintain eye contact only if it is culturally appropriate
Body Language: Do not fidget or act restless.
Voice: Use a respectful tone that is not too loud
Setting
How the area looks
& feels
Make sure the area is clean, attractive and orderly.
Make sure the area feels private.

25. Tips for Improving
Communication
• Put Positive Behaviors into Practice
• Chose your statements very carefully
• Deal effectively with challenging people
• Listen carefully
• Put Positive Behaviors into Practice
• Show respect, be polite,
• Be on time,
• Have a positive attitude, listen carefully,
• Show empathy, be flexible,
• Help out,
• Give compliments, and/or show appreciation.

26. Questions and Answers

27. Thanks