This document provides an outline for a presentation on access and equity in higher education from an international perspective. It includes an introduction to the speaker, Dr. Lisa Lucas, and her background in sociology and higher education. It then outlines several international projects and research studies related to access and equity in higher education that Dr. Lucas has been involved in, including the EC ACCESS4ALL project, the WUN 'Challenges of Access and Equity' project, and the ESRC/NRF SARiHE project focused on rural students in Southern Africa. The document concludes with some discussion points around challenges of access for underrepresented groups, developing an inclusive university culture and curriculum, and the role of educational and staff development.
2021 researchcolloqium south africa_22september2021_ossiannilsson_finalEbba Ossiannilsson
2021 Research Colloquium hosted by South African Department of Higher Education and Training Research Colloquium. My presentation on Blended learning: State of the nation
This document discusses the importance of open education as a matter of human rights and social justice. It focuses on how the COVID-19 pandemic highlighted issues with education systems, including the need for more open and sustainable approaches to ensure equal access. The pandemic disrupted education worldwide and emphasized the value of openness, as well as issues like ethics, privacy, and ensuring no one is left behind. Moving forward, education systems must promote innovative and creative solutions to enable high-quality, efficient, and personalized lifelong learning for all.
Our presentation today 28 September 2021 at OEGlobal2021 on Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond.
Christian M. Stracke, Aras Bozkurt, Daniel Burgos, Jon Mason, Ebba Ossiannilsson, Ramesh Chander Sharma, Marian Wan, Jane-Frances Obiageli Agbu, Karen Cangialosi, Grainne Conole, Glenda Cox, Fabio Nascimbeni, Chrissi Nerantzi, María Soledad Ramírez Montoya, Cleo Sgouropoulou, Jin Gon Shon, Pierre Boulet, Andreia Inamorato dos Santos, Stephen Downes, Robert Farrow, Vanessa Proudman, Zeynep Varoglu, Martin Weller, Junhong Xiao, Gema Santos-Hermosa, Özlem Karakaya, Vi Truong & Cécile Swiatek
Global monitoring of the unesco oer recommendation oe global_connect2021Ebba Ossiannilsson
OEGlobal 2021 in collaboration with University Nantes, FR, 27 September -1 October 2021. My session today 27 September 2021 on behalf of ICDE OER Advocacy Committee on Global Monitoring of the UNESCO OER Recommendation
Global Monitoring of the UNESCO OER Recommendation
Ebba Ossiannilsson, Jane-Frances Obiageli Agbu, Cengiz Hakan Aydin, Melinda de la Pena Bandalaria, Daniel Burgos, Xiangyang Zhang, Rosa Leonor Ulloa Cazarez, Mpine Makoe, Cristine Gusmão, Yi Yang, Constance Blomgren and Trish Chaplin-Cheyne
20210928 Global study on Open Education and Open Science: Practices, use case...Ramesh C. Sharma
This paper provides an overview of the status of Open Education and Open Science for our global society in the first year of the COVID-19 pandemic: It presents practices and uses cases from 12 countries and global regions on the challenges for formal education during the COVID-19 outbreak. A special focus is led on the potential solutions and examples of Open Education and Open Science in these regional use cases. Their analysis and comparison present insights about the developed strategies and implemented practices in the different regions worldwide. And their discussion offers opportunities and recommendations how Open Education and Open Science can innovate and improve formal education in schools, universities and lifelong learning during the ongoing COVID-19 pandemic as well as afterwards.
This document summarizes the results of a group concept mapping study on organizational challenges and opportunities for open online education in the Netherlands. The study identified 8 clusters of challenges and opportunities: 1) online teaching, 2) supporting mechanisms, 3) assessment, 4) external target groups, 5) educational flexibility, 6) quality of education, 7) institutional reputation, and 8) educational efficiency. Educational flexibility was identified as the largest opportunity area, while assessment was seen as the biggest challenge. Overall, opportunities for open online education were recognized, but implementation challenges remain, particularly regarding teacher skills and organizational support.
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
Decolonising DMU: Building the Anti-Racist UniversityRichard Hall
Slides for Decolonising DMU: Building the Anti-Racist University online, at a University of East Anglia event, hosted by UEA's Decolonising Interns' group. For more details, see: http://decolonising-dmu-building-the-anti-racist-university
2021 researchcolloqium south africa_22september2021_ossiannilsson_finalEbba Ossiannilsson
2021 Research Colloquium hosted by South African Department of Higher Education and Training Research Colloquium. My presentation on Blended learning: State of the nation
This document discusses the importance of open education as a matter of human rights and social justice. It focuses on how the COVID-19 pandemic highlighted issues with education systems, including the need for more open and sustainable approaches to ensure equal access. The pandemic disrupted education worldwide and emphasized the value of openness, as well as issues like ethics, privacy, and ensuring no one is left behind. Moving forward, education systems must promote innovative and creative solutions to enable high-quality, efficient, and personalized lifelong learning for all.
Our presentation today 28 September 2021 at OEGlobal2021 on Global study on Open Education and Open Science: Practices, use cases and potentials during the COVID-19 pandemic and beyond.
Christian M. Stracke, Aras Bozkurt, Daniel Burgos, Jon Mason, Ebba Ossiannilsson, Ramesh Chander Sharma, Marian Wan, Jane-Frances Obiageli Agbu, Karen Cangialosi, Grainne Conole, Glenda Cox, Fabio Nascimbeni, Chrissi Nerantzi, María Soledad Ramírez Montoya, Cleo Sgouropoulou, Jin Gon Shon, Pierre Boulet, Andreia Inamorato dos Santos, Stephen Downes, Robert Farrow, Vanessa Proudman, Zeynep Varoglu, Martin Weller, Junhong Xiao, Gema Santos-Hermosa, Özlem Karakaya, Vi Truong & Cécile Swiatek
Global monitoring of the unesco oer recommendation oe global_connect2021Ebba Ossiannilsson
OEGlobal 2021 in collaboration with University Nantes, FR, 27 September -1 October 2021. My session today 27 September 2021 on behalf of ICDE OER Advocacy Committee on Global Monitoring of the UNESCO OER Recommendation
Global Monitoring of the UNESCO OER Recommendation
Ebba Ossiannilsson, Jane-Frances Obiageli Agbu, Cengiz Hakan Aydin, Melinda de la Pena Bandalaria, Daniel Burgos, Xiangyang Zhang, Rosa Leonor Ulloa Cazarez, Mpine Makoe, Cristine Gusmão, Yi Yang, Constance Blomgren and Trish Chaplin-Cheyne
20210928 Global study on Open Education and Open Science: Practices, use case...Ramesh C. Sharma
This paper provides an overview of the status of Open Education and Open Science for our global society in the first year of the COVID-19 pandemic: It presents practices and uses cases from 12 countries and global regions on the challenges for formal education during the COVID-19 outbreak. A special focus is led on the potential solutions and examples of Open Education and Open Science in these regional use cases. Their analysis and comparison present insights about the developed strategies and implemented practices in the different regions worldwide. And their discussion offers opportunities and recommendations how Open Education and Open Science can innovate and improve formal education in schools, universities and lifelong learning during the ongoing COVID-19 pandemic as well as afterwards.
This document summarizes the results of a group concept mapping study on organizational challenges and opportunities for open online education in the Netherlands. The study identified 8 clusters of challenges and opportunities: 1) online teaching, 2) supporting mechanisms, 3) assessment, 4) external target groups, 5) educational flexibility, 6) quality of education, 7) institutional reputation, and 8) educational efficiency. Educational flexibility was identified as the largest opportunity area, while assessment was seen as the biggest challenge. Overall, opportunities for open online education were recognized, but implementation challenges remain, particularly regarding teacher skills and organizational support.
My presentation at OEB21 Shaping the Future of Learning
Diverse. Collaborative. Transformative
on The New Normal is about Resilience, Sustainability, and the Social Contract
Decolonising DMU: Building the Anti-Racist UniversityRichard Hall
Slides for Decolonising DMU: Building the Anti-Racist University online, at a University of East Anglia event, hosted by UEA's Decolonising Interns' group. For more details, see: http://decolonising-dmu-building-the-anti-racist-university
1. The document discusses the need for innovation and reform in existing school systems, which are often underperforming and producing long-term damages from poor education services.
2. While more investment is needed, resources must also be used better, and existing initiatives show promise but remain fragmented in their impact.
3. The document proposes the "Learning School Initiative" to complement existing funding sources by mapping projects, innovative schools, and available support to build on results and strategically invest in a worldwide school transformation program.
The document summarizes eight parallel workshops that will take place on July 16th. Workshop 1 will discuss the role of higher education institutions in sustainable development. Workshop 2 will focus on strategies for internationalization that maximize benefits and minimize risks. Workshop 3 will examine policies and practices that promote equitable access and student retention. Workshop 4 will discuss public-private partnerships to increase higher education capacity. Workshop 5 will address changing models of institutional governance. Workshop 6 will look at the impact and future of the Bologna Process in Europe and beyond. Workshop 7 will explore the involvement of higher education in initiatives like Education for All and the Millennium Development Goals. Workshop 8 will debate how to create a higher education area built on solidarity between institutions globally
2015 p. henderikx the changing pedagogical landscapeEADTU
The document discusses the changing pedagogical landscape in higher education. It summarizes a study commissioned by the European Commission on innovations in pedagogy and technology use. The study examined policies and developments in 8 European countries. While technology is increasingly used, traditional pedagogical approaches still dominate. Promising institutional strategies include developing institution-wide educational strategies and expanding online continuing education. Blended education combining online and face-to-face learning is growing. The study also discusses systemic innovations like online master's programs and formative assessment.
The document summarizes the design and development of an international collaboration to create a series of MOOCs called "MOOCs For Teachers". The collaboration was between Politecnico di Milano and UNIT to create short MOOCs focused on flipped classroom methodology, use of open educational resources, active learning, and formative assessment. The first MOOC in the series on flipped classroom methodology took 6 months to develop with input from 8 people. It included video testimonials from international experts and had over 2000 participants. The MOOCs were designed to foster collaboration between instructional designers and encourage teachers to rethink their roles and contributions to design.
A panel discussion on the formation and function of an interdisciplinary scholarly community for doctoral students
Peter A. Bacevice Lisa C. Guzman Danielle K. Molina
Center for the Study of Higher and Postsecondary Education
University of Michigan
Yale Bouchet Conference on Diversity in Education March 30-31, 2007
Innovation and the Dynamic Future of Mass Higher Education - Michael K. ThomasEduSkills OECD
This document discusses fostering innovation in higher education institutions. It outlines several forms innovation can take, including disruptive and sustaining innovations, and new business models. It recommends that institutions build an innovation culture through leadership support, formal goals, and teams. Institutions should understand changing definitions of quality education and the needs of new types of learners. The document also suggests creating new entities outside existing structures, providing dedicated resources, incentivizing innovation, focusing on customers, experimenting, and accepting failure.
Research in international education can take many forms: whether you are trying to identify best practice in transnational collaboration, investigating strategic planning or measuring outcomes, you face the choice of how best to achieve the desired aims of the study. This session explores some of the mystery surrounding research by looking at some of the practical approaches to undertaking it and by providing insights into the challenges and benefits of the research methods available.
Challenges of online learning for campus based universities open educational...ROER4D
Three key challenges facing universities in South Africa are the relevance of the curriculum, affordability of education, and cultural recognition. While online learning aims to address economic issues, it may not sufficiently transform education or recognize diverse cultures. Open educational resources (OER) and practices (OEP) could help by allowing customization of materials, reducing costs, and encouraging collaboration across institutions. However, simply using OER "as is" may reinforce dominant perspectives. To fully realize social justice, OER and OEP must support restructuring economic models, recognizing diverse cultures, and plural perspectives through collaborative creation and sharing of open resources.
The DALVision Academic Innovation initiative is designed to support and encourage the expertise and ideas of faculty members and program staff in curricular and program development. It is led by the Academic Innovation program of the Office of the VP Academic supported by the expert knowledge in the Centre for Learning and Teaching.
The first set of grants from this initiative is supporting projects designed to implement and evaluate new methods in course delivery, curriculum design and management and other elements of the academic experience.
This document provides a summary of Professor Ebba Ossiannilsson's background and expertise. Ossiannilsson is a consultant and expert in open, flexible, online and distance learning. She advocates for open education to promote SDG4 and the future of education. She holds leadership roles in several international organizations focused on open education and quality assessment. Ossiannilsson has nearly 20 years of experience in her field and regularly publishes and speaks at conferences. The document outlines her extensive qualifications and contributions to advancing open education on a global scale.
This document discusses the leadership styles needed during the COVID era. It describes an "edupreneurial leader" who can scan internal and external environments, diagnose personnel, and utilize flexible leadership styles. Leaders may adopt entrepreneurial and pedagogical styles depending on their personality, education, experience, and the success and risks of their organization. As environments become more uncertain, an edupreneurial approach of doing more with less and improving outcomes by aligning internal and external factors is needed. There is no single best leadership style; the optimal mix depends on situational context. The search continues for the right leadership cocktail.
This presentation about Open Education focuses on Open Educational Practice and Open Access. It was delivered as part of the Jisc Digital Leaders programme on 20th November 2015. The presentation was collaboratively put together by @celeste_mcl (focussed on OEP) and @hblanchett (focussed on Open Access).
Biltevt 2021 the next normal, building forward differently – for wellbeing...Ebba Ossiannilsson
BILTEVT2021: International Barrier-Free Informatics Technology Congress 2021” will be held by Turkish Barrier-Free Informatics Platform and hosted by Manisa Celal Bayar University on 2-4 September 2021 in Manisa / Turkey.
A global outlook the situation and use of oer during the pandemic covid-19, ...Ebba Ossiannilsson
My presentation today on A global outlook: The situation and use of OER during the pandemic COVID-19, and the role of UNESCO OER Recommendation at the DECriS project "Digital Education for Crisis Situations: Times when there is no alternative) project multiplier event State-of-the-Play on Digital Education During the Covid-19 Crisis", Barcelona, Spain, 5th November 2021
My presentation at XVIII Congresso Brasileiro de Ensino Superior a Distância
VII Congresso Internacional de Educação Superior a Distância
Educação, Tecnologia e Resiliência Social: o que aprendemos com a pandemia 22 October 2021
Where have we got to in attaining and sustaining mass higher education? José ...EduSkills OECD
Mass higher education has become an irrepressible reality globally due to trends like globalization and increasing social mobility aspirations. While opening opportunities, it also brings challenges for governments and institutions to balance excellence, equity, and manage expectations. It is reshaping politics and economies worldwide and may help bring unprecedented scientific development and international academic cooperation that changes the world of knowledge and potentially world peace.
While recent high-profile developments such as Massive Open Online Courses (MOOCs) have placed renewed emphasis on the idea of openness in education, different notions of open in relation to education can be found dating back to the 1960s. This document builds on recent research undertaken to trace this history, acknowledging that there is no single root of ‘open’ in this context, but to map the different ways of thinking about open education that have come to bear on the field we see today.
Mapping of themes across time aims to provides those new to the field with a useful overview of the history and introduction to the concept of openness, and ways to explore the literature further. Each section of this document will summarise the nature of one of the themes, and its relationship to the broader network. Additionally, the document provides an annotated bibliography, through summaries of five of the most influential publications across a range of perspectives in each theme.
Hodgkinson-Williams 2014 - Degrees of ease: Adoption of OER, Open Textbooks a...ROER4D
This document provides an overview of Open Educational Resources (OER), Open Textbooks, and Massive Open Online Courses (MOOCs). It discusses the emergence and definitions of these concepts. OER emerged from "learning objects" and were further developed through open licensing models. They are educational resources that can be freely used and reused. Open Textbooks similarly aim to increase access through open licensing. MOOCs emerged later and aim to provide open online courses to large numbers of students. The document examines factors influencing how easily educators and students in the global south can use and adapt these resources.
Issues in Linking Teaching and Discipline Based Research: Disciplinary and De...NewportCELT
Professors Alan Jenkins (Oxford Brookes University) and Mick Healey (University of Gloucestershire) present Session 1 to the Higher Education Academy All Wales Research-Teaching Nexus Action Set Conference at Gregynog Hall, 1-2 September 2009 (near Newtown, Powys, Wales, UK). Session is introduced by the conference convenor Professor Simon Haslett of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport (to skip introduction move to slide 2).
The documents discuss the relationship between teaching and research in higher education. They provide definitions of a university and research-based learning. Several models are presented that describe different levels of integrating teaching and research from research-led to research-based curriculums. Case studies demonstrate strategies universities have used to better link teaching and research through coordinated departmental interventions and project-based learning. Overall, the documents argue that actively engaging students in research adapted for their discipline is one way to better connect teaching and research in higher education.
1. The document discusses the need for innovation and reform in existing school systems, which are often underperforming and producing long-term damages from poor education services.
2. While more investment is needed, resources must also be used better, and existing initiatives show promise but remain fragmented in their impact.
3. The document proposes the "Learning School Initiative" to complement existing funding sources by mapping projects, innovative schools, and available support to build on results and strategically invest in a worldwide school transformation program.
The document summarizes eight parallel workshops that will take place on July 16th. Workshop 1 will discuss the role of higher education institutions in sustainable development. Workshop 2 will focus on strategies for internationalization that maximize benefits and minimize risks. Workshop 3 will examine policies and practices that promote equitable access and student retention. Workshop 4 will discuss public-private partnerships to increase higher education capacity. Workshop 5 will address changing models of institutional governance. Workshop 6 will look at the impact and future of the Bologna Process in Europe and beyond. Workshop 7 will explore the involvement of higher education in initiatives like Education for All and the Millennium Development Goals. Workshop 8 will debate how to create a higher education area built on solidarity between institutions globally
2015 p. henderikx the changing pedagogical landscapeEADTU
The document discusses the changing pedagogical landscape in higher education. It summarizes a study commissioned by the European Commission on innovations in pedagogy and technology use. The study examined policies and developments in 8 European countries. While technology is increasingly used, traditional pedagogical approaches still dominate. Promising institutional strategies include developing institution-wide educational strategies and expanding online continuing education. Blended education combining online and face-to-face learning is growing. The study also discusses systemic innovations like online master's programs and formative assessment.
The document summarizes the design and development of an international collaboration to create a series of MOOCs called "MOOCs For Teachers". The collaboration was between Politecnico di Milano and UNIT to create short MOOCs focused on flipped classroom methodology, use of open educational resources, active learning, and formative assessment. The first MOOC in the series on flipped classroom methodology took 6 months to develop with input from 8 people. It included video testimonials from international experts and had over 2000 participants. The MOOCs were designed to foster collaboration between instructional designers and encourage teachers to rethink their roles and contributions to design.
A panel discussion on the formation and function of an interdisciplinary scholarly community for doctoral students
Peter A. Bacevice Lisa C. Guzman Danielle K. Molina
Center for the Study of Higher and Postsecondary Education
University of Michigan
Yale Bouchet Conference on Diversity in Education March 30-31, 2007
Innovation and the Dynamic Future of Mass Higher Education - Michael K. ThomasEduSkills OECD
This document discusses fostering innovation in higher education institutions. It outlines several forms innovation can take, including disruptive and sustaining innovations, and new business models. It recommends that institutions build an innovation culture through leadership support, formal goals, and teams. Institutions should understand changing definitions of quality education and the needs of new types of learners. The document also suggests creating new entities outside existing structures, providing dedicated resources, incentivizing innovation, focusing on customers, experimenting, and accepting failure.
Research in international education can take many forms: whether you are trying to identify best practice in transnational collaboration, investigating strategic planning or measuring outcomes, you face the choice of how best to achieve the desired aims of the study. This session explores some of the mystery surrounding research by looking at some of the practical approaches to undertaking it and by providing insights into the challenges and benefits of the research methods available.
Challenges of online learning for campus based universities open educational...ROER4D
Three key challenges facing universities in South Africa are the relevance of the curriculum, affordability of education, and cultural recognition. While online learning aims to address economic issues, it may not sufficiently transform education or recognize diverse cultures. Open educational resources (OER) and practices (OEP) could help by allowing customization of materials, reducing costs, and encouraging collaboration across institutions. However, simply using OER "as is" may reinforce dominant perspectives. To fully realize social justice, OER and OEP must support restructuring economic models, recognizing diverse cultures, and plural perspectives through collaborative creation and sharing of open resources.
The DALVision Academic Innovation initiative is designed to support and encourage the expertise and ideas of faculty members and program staff in curricular and program development. It is led by the Academic Innovation program of the Office of the VP Academic supported by the expert knowledge in the Centre for Learning and Teaching.
The first set of grants from this initiative is supporting projects designed to implement and evaluate new methods in course delivery, curriculum design and management and other elements of the academic experience.
This document provides a summary of Professor Ebba Ossiannilsson's background and expertise. Ossiannilsson is a consultant and expert in open, flexible, online and distance learning. She advocates for open education to promote SDG4 and the future of education. She holds leadership roles in several international organizations focused on open education and quality assessment. Ossiannilsson has nearly 20 years of experience in her field and regularly publishes and speaks at conferences. The document outlines her extensive qualifications and contributions to advancing open education on a global scale.
This document discusses the leadership styles needed during the COVID era. It describes an "edupreneurial leader" who can scan internal and external environments, diagnose personnel, and utilize flexible leadership styles. Leaders may adopt entrepreneurial and pedagogical styles depending on their personality, education, experience, and the success and risks of their organization. As environments become more uncertain, an edupreneurial approach of doing more with less and improving outcomes by aligning internal and external factors is needed. There is no single best leadership style; the optimal mix depends on situational context. The search continues for the right leadership cocktail.
This presentation about Open Education focuses on Open Educational Practice and Open Access. It was delivered as part of the Jisc Digital Leaders programme on 20th November 2015. The presentation was collaboratively put together by @celeste_mcl (focussed on OEP) and @hblanchett (focussed on Open Access).
Biltevt 2021 the next normal, building forward differently – for wellbeing...Ebba Ossiannilsson
BILTEVT2021: International Barrier-Free Informatics Technology Congress 2021” will be held by Turkish Barrier-Free Informatics Platform and hosted by Manisa Celal Bayar University on 2-4 September 2021 in Manisa / Turkey.
A global outlook the situation and use of oer during the pandemic covid-19, ...Ebba Ossiannilsson
My presentation today on A global outlook: The situation and use of OER during the pandemic COVID-19, and the role of UNESCO OER Recommendation at the DECriS project "Digital Education for Crisis Situations: Times when there is no alternative) project multiplier event State-of-the-Play on Digital Education During the Covid-19 Crisis", Barcelona, Spain, 5th November 2021
My presentation at XVIII Congresso Brasileiro de Ensino Superior a Distância
VII Congresso Internacional de Educação Superior a Distância
Educação, Tecnologia e Resiliência Social: o que aprendemos com a pandemia 22 October 2021
Where have we got to in attaining and sustaining mass higher education? José ...EduSkills OECD
Mass higher education has become an irrepressible reality globally due to trends like globalization and increasing social mobility aspirations. While opening opportunities, it also brings challenges for governments and institutions to balance excellence, equity, and manage expectations. It is reshaping politics and economies worldwide and may help bring unprecedented scientific development and international academic cooperation that changes the world of knowledge and potentially world peace.
While recent high-profile developments such as Massive Open Online Courses (MOOCs) have placed renewed emphasis on the idea of openness in education, different notions of open in relation to education can be found dating back to the 1960s. This document builds on recent research undertaken to trace this history, acknowledging that there is no single root of ‘open’ in this context, but to map the different ways of thinking about open education that have come to bear on the field we see today.
Mapping of themes across time aims to provides those new to the field with a useful overview of the history and introduction to the concept of openness, and ways to explore the literature further. Each section of this document will summarise the nature of one of the themes, and its relationship to the broader network. Additionally, the document provides an annotated bibliography, through summaries of five of the most influential publications across a range of perspectives in each theme.
Hodgkinson-Williams 2014 - Degrees of ease: Adoption of OER, Open Textbooks a...ROER4D
This document provides an overview of Open Educational Resources (OER), Open Textbooks, and Massive Open Online Courses (MOOCs). It discusses the emergence and definitions of these concepts. OER emerged from "learning objects" and were further developed through open licensing models. They are educational resources that can be freely used and reused. Open Textbooks similarly aim to increase access through open licensing. MOOCs emerged later and aim to provide open online courses to large numbers of students. The document examines factors influencing how easily educators and students in the global south can use and adapt these resources.
Issues in Linking Teaching and Discipline Based Research: Disciplinary and De...NewportCELT
Professors Alan Jenkins (Oxford Brookes University) and Mick Healey (University of Gloucestershire) present Session 1 to the Higher Education Academy All Wales Research-Teaching Nexus Action Set Conference at Gregynog Hall, 1-2 September 2009 (near Newtown, Powys, Wales, UK). Session is introduced by the conference convenor Professor Simon Haslett of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport (to skip introduction move to slide 2).
The documents discuss the relationship between teaching and research in higher education. They provide definitions of a university and research-based learning. Several models are presented that describe different levels of integrating teaching and research from research-led to research-based curriculums. Case studies demonstrate strategies universities have used to better link teaching and research through coordinated departmental interventions and project-based learning. Overall, the documents argue that actively engaging students in research adapted for their discipline is one way to better connect teaching and research in higher education.
New Developments in Open Educational Practicepetecannell
This document discusses developments in open educational practice. It notes that open and distance education, open education, and widening participation each face challenges and have separate communities of practice with little dialogue. Recent MOOCs have increased access but not necessarily participation or innovation. The importance of open educational practices is emphasized as practices that support open resources, innovative pedagogy, and empower learners. A recent project in Scotland found that barriers to online learning combine situational and institutional factors, and that redesigning with student contexts and peer support in mind improves retention.
This document discusses the need for a pan-Canadian e-learning research agenda. It notes that while many research opportunities and questions exist, there have been no systematic efforts to define or address issues through research. Developing an agenda could catalyze action, create a shared community, focus ideas, provide direction, allow for collaboration, and attract funding. The document reviews different approaches to developing an agenda and barriers to e-learning research. It argues that an integrated, pan-Canadian agenda is needed to energize the research community and ensure discovery and adoption of innovations.
S1 SCIENCE EDUCATION AND GUIDANCE IN SCHOOLS: THE WAY FORWARD 10.00 di fabioprogettoacariss
This document discusses guidance and career counseling for the promotion of scientific talents. It notes that numerous educational initiatives have been implemented to encourage students' interest in STEM fields, but that attention must also be paid to gifted students. Effective science enrichment programs incorporate inquiry-based learning, scaffolding, and cognitive apprenticeship. They have been shown to increase science knowledge and achievement for general students as well as female and gifted students. However, factors like gender stereotypes, lack of role models, and family influences have contributed to a science gender gap. Guidance interventions should provide career information, counseling, and opportunities for dialogue to help students construct their careers, with a focus on reducing stereotypes.
Inequality in educational technology policy networked learning 2016Laura Czerniewicz
Presentation as part of Symposium at Networked Learning
Challenges to social justice and collective well being in a globalised education system
https://networkedlearningconference2016.sched.org/event/6pls/symposium-2-introduction-challenges-to-social-justice-and-collective-wellbeing-in-a-globalised-education-system#
This document discusses engaging students in research and inquiry within community and further education institutions that provide higher education (CBHE). It reviews literature on integrating research-based learning and scholarly activity into the curriculum. The document presents strategies for involving students in research, such as having them work on research teams, applied research projects, or student-led journals. It also discusses developing students' research skills progressively throughout their studies. Overall, the document argues that engaging students in research and inquiry can enhance their learning experience and help develop skills needed for their future professions.
Handbook for the integration of the gender perspective in teaching and researchSUPERA project
Presentation held by Maria J. Pando - Canteli and Pilar Rodriguez (Universidad de Deusto) during the SUPERA Final Conference, organised by SUPERA on 25 March 2022.
This document discusses open textbooks as a sustainable model for South African universities. It defines open textbooks as digital, openly licensed teaching materials that can be accessed on various devices. The document outlines Fraser's social justice framework of addressing economic, cultural, and political injustices through affirmative and transformative responses. It then provides examples of open textbook projects at the University of Cape Town that aim to promote social justice by making materials more accessible, relevant, collaborative, and by shifting power dynamics. The document discusses challenges like disciplinary differences, technical skills, time requirements, and the need for institutional support like funding, expertise, and partnerships to support open textbook creation and address sustainability.
This document discusses a project to embed quantitative methods into undergraduate political science courses through "stealth" by surreptitiously incorporating data analysis into discussions of subject knowledge. It notes that students often feel alienated by a lack of connection between quantitative approaches and their degree subjects. The project developed new teaching materials using UK election data and active learning pedagogies to structure hands-on data analysis and interpretation. Student evaluations found this approach helped them appreciate how quantitative evidence is used in academic literature and feel quantitative methods are more useful and relevant to their studies.
This document discusses open educational resources (OERs) and how they are mediated through various processes and institutions. It examines definitions of OERs from organizations like the Hewlett Foundation and OECD. It also explores the discourses around OERs, including institutional discourse around widening access to education and a marketing discourse focused on reputation and markets. Additionally, it analyzes how OERs are mediated within educational institutions and across communities through collaboration, cultural exchange, and networks of improvement.
This document discusses strategies for engaging undergraduate students in research and inquiry throughout their entire university experience. It suggests that research and inquiry should be incorporated from students' first year through to their final projects before graduation. Various models are presented for how to embed research in the curriculum at different stages of students' academic careers. This includes case studies of programs that incorporate research early on, during capstone projects, and throughout entire degree programs. The document emphasizes that taking a research-based approach to learning can benefit students by developing important skills and by treating them as active participants in the academic community.
This document discusses strategies for engaging undergraduate students in research and inquiry throughout their entire university experience. It suggests that research and inquiry should be incorporated from students' first year through to their final projects before graduation. Various models are presented for how to embed research in the curriculum at different stages of students' academic careers, from introductory courses in the first year to capstone experiences like dissertations in the final year. The document advocates for developing a "research-active curriculum" where all students experience learning through and about research in order to prepare them for professional careers.
This document discusses strategies for engaging undergraduate students in research and inquiry throughout their entire university experience. It suggests that research and inquiry should be incorporated from students' first year through to their final projects before graduation. Various models are presented for how to embed research in the curriculum at different stages of students' academic careers. This includes case studies of programs that engage students in research early on, involve them in capstone projects in their final year, and integrate research throughout the entire degree. The goal is to develop students' ability to investigate problems and make evidence-based decisions to prepare them for professional careers.
Dr. Glenda Cox is a scholar who has been researching and advocating for open education at the University of Cape Town since 2007. Her most recent project from 2018-2021 focused on open educational resources for development. This included research, advocacy, and implementation initiatives following previous open education work. Cox aims to increase access to education through open textbooks and practices that address social justice issues. She discusses how open education can promote economic equity, cultural diversity, and political inclusion. Cox also provides guidance on becoming an open scholar by understanding copyright, using Creative Commons licenses, and adopting open pedagogical practices that emphasize collaboration and sharing.
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1. Access and Equity in Higher Education:
an International Perspective
Dr Lisa Lucas
Graduate School of Education
University of Bristol
Contact: Lisa.Lucas@bristol.ac.uk
3. Session Outline
Introduction
Access and Equity in Higher Education?
EC ACCESS4ALL Project
WUN ‘Challenges of Access and Equity’ Project
ESRC/NRF SARiHE Project
Some Discussion Points
4. About Me…
Sociologist (Glasgow, York, Warwick)
Research Assistant - Oxford Centre for Staff
Development (Professor Graham Gibbs) in 1990s
Research Fellow – Education and Professional
Development, University College London, 2001-2002
Lecturer/Senior Lecturer – Graduate School of Education,
University of Bristol, 2002-
5. Funding and Evaluation Policies in Higher
Education
Impacts of RAE/REF on
university management and
academic work
Global league tables and the
idea of the World Class
University
Academics responses to
Policy Change in Higher
Education
6. Academic Work, Early Career Academics and
Doctoral Education
Doctoral education in the Social
Sciences and Sciences
Donald Bligh project on Early
Career Researchers into Higher
Education
Australia/UK collaboration on
Academic Work, Careers and
Identity
7. Access and Equity in Higher Education
WUN – Challenges of Access
and Equity: the curriculum
answers back
EU – ACCESS4ALL with a
Consortium of 7 European
countries.
Southern African Rurality in
Higher Education (SARiHE)
– SA/UK Partnership
8. Access and Equity
“The promotion of
social mobility through
university credentials is
becoming a challenge in
both developed and
emerging economies…”
(Mok & Neubauer, 2016)
9. Access4All- Laboratory for Policies and Practices of Social Development in Higher
Education
(2015 1 ES01 KA203 015970)‐ ‐ ‐ ‐
11. EC ERASMUS+ Project – “ACCESS4ALL”
There are 4 specific objectives:
to establish a map of the institutional policies for attending to under
represented groups in relation to academic access and success
to establish guidelines to be implemented by higher education
organisations to promote initiatives aimed to encourage the access and
successful development of students who are under-represented in universities
to co-create strategies and measures promoting the access, continuation
(and success) of vulnerable students and non-traditional learners at
university
to create a laboratory for the creation of innovative and flexible
strategies in order to promote the commitment of Higher Education
institutions to the most vulnerable student groups
http://access4allproject.eu/
14. ACCESS4ALL – ‘Good Practices’ Database and
Formal Criteria
A FORMAL CRITERIA
A1. ACCESS TO INFORMATION:
A2. TIMEFRAME:
A3. NUMBER OF STUDENTS:
A4. SCALABILITY: Has it been or can it potentially be scaled
up and practiced in a wider scale?
A5. TRANSFERABILITY: Has it been or can it potentially be
transferred and applied to different (a) target groups, (b)
institutions, and (c) societies?
A6. ASSESSMENT: How has it been evaluated?
A7. CONTACT
15. ACCESS4ALL – ‘Good Practices’ Database
Content Criteria (incl - ‘Social Justice Principles’)
B CONTENT CRITERIA
B1. SOCIAL JUSTICE PRINCIPLES (see Nelson & Creagh, 2013):
B1.1 Self-determination: Have students participated to its (a) design, (b) enactment
and (c) evaluation? Is it possible to make informed decisions about the participation?
B1.2 Rights: Are all participants treated with dignity and respect? How have their
individual cultural, social and knowledge systems been recognised and valued?
B1.3 Access: Has an active and impartial access to the resources (e.g., curriculum,
learning, academic, social, cultural, support, and financial resources) been provided?
B1.4 Equity: Does it openly demystify and decode dominant university cultures,
processes, expectations and language for differently prepared cohorts?
B1.5 Participation: Has it led to socially inclusive practices?
B2. COLLABORATION:
B3. STUDENT SATISFACTION:
B.4 STUDENT WELLBEING:
17. ACCESS4ALL Template for Inclusion – ‘Pyramid
Inclusion Model’
Environment - what do we
have (including context,
policies, practices,
stakeholders and resources)?
Aspirations - what do we
want (what are our
aspirations as an HEI for
inclusion)?
Evaluation - how will be
evaluate our activities and
practices?
18. ACCESS4ALL – Next Steps
Developing the ‘training programme’ for staff at
each university
Trialling of the training programme in Summer 2017
(mix of online and face to face activities)
Dissemination Activities with key stakeholders
Multiplier events
Conferences
19. WUN – Challenges of Access and
Equity: the curriculum answers back
20. Introduction – WUN Project
Worldwide University Network (WUN) project involving
four countries – Australia (Dr Tai Peseta, University of
Sydney, lead partner), New Zealand, South Africa and
England.
Concern to explore the concepts of access and equity
through ‘curriculum’ in two relatively under-represented
areas – doctoral education and academic professional
learning.
Guiding Research Questions
How is curriculum conceptualised in doctoral education and
academics’ professional learning?
What understanding of access and equity are driving decisions
about higher education curriculum in doctoral education and
academics’ professional learning?
How do people involved in shaping doctoral education and
academic professional learning contexts understand themselves and
others in relation to access and equity?
21. WUN Project – access and equity in higher
education: the curriculum answers back
Gale (2014) points to the OECD’s
urging of its member states to expand
HE participation so as to increase the
number of knowledge workers, bolster
economies and maintain a competitive
advantage against other (non-OECD)
economies such as China. Whatever
the motivator, the aspiration
“presumes that current forms of HE
constitute a universal good and that
equity can simply be achieved by
extending equal opportunity for access
to all”
“Although the tendency in HE
policy has been “to see equity
in terms of just access, rather
than to consider what is
being accessed” (Gale, 2014,
p.15), our analysis suggests that
the issue of access and equity
may be moving into new
territory at least in the three
post-colonial societies discussed
here (if not in the metropole,
where the moves may be more
limited).”
22. Access and Equity in Doctoral Education
“Diversity, then, should feature prominently in conversations about the
changing nature of doctoral education. Who is involved in the process is just
as important as the process itself” (Holley, 2013: 100)
“Issues of social equity remain high on policy agendas across the UK…access
to education has long been seen as one of the key areas by which social equity
can be measured” (McCulloch & Thomas, 2013: 2016)
Doctoral Education as an ‘Elite’ Forum
“Participation in postgraduate study, especially research degrees, does appear
to be heavily skewed towards those from higher socio-economic
backgrounds” (HEPI, 2010 cited McCulloch & Thomas, 2013: 219)
There are “major gaps in our knowledge of doctoral education” (ibid)
‘Curriculum’ appears not to be given attention
23. Curriculum: ‘a tangle of content and pedagogy’
Curriculum - “…a structure of knowledge, identity and pedagogy…” (Green,
2012: 16)
“Alongside such an explicit curriculum, there are many more or less hidden
processes that mould the research student into a recognizable
scholar/researcher/advanced professional – that one noun won’t suffice is
suggestive of the multiple outcomes sought from the research education
and consequently the multiple sources from which curriculum flows.
These include messy affective processes… that are often
unacknowledged in higher education generally. And, to return to an
earlier point, if we think of curriculum as what is currently known, there is the
expectation that the doctoral student will produce an original insight or
finding. In other words, she or he will redefine the existing boundaries of
curriculum-as-knowledge, of what could be taught in the future.” (Grant,
2011: 260)
‘A Living Curriculum’ (Keesing-Styles et al, 2014: 498) – “reframe learning as
a ‘conversation’ and develop programmes that are integrated with the world
and genuinely dynamic”
24. Methodology
Focus Group Discussions within one
Faculty of Social Sciences
Focus Group A –5 Doctoral
Researchers (Lucy, Ingrid, Diane,
Soo-jin,Trinh )
Focus Group B – 6 Doctoral
Researchers (Luis, Tomasz, Sofia,
Annabel, Saira and Maria)
3 (UK) and 8 (EU and International)
2 (male) 9 (female)
9 (funded) and 2 (self-funded)
All in 2nd
3rd
or 4th
year of study
Exploratory questions focused on their
perceptions of access and equity and
their idea of participation within a
doctoral curriculum
Thematic analysis
25. Curriculum - Themes
Importance of doctoral
researchers in determining
curriculum
“We have a lot of knowledge and
background that we’re not
sharing with the University in
terms of experience…it’s (the
University) losing
opportunities to learn and the
School is much, much richer
and interesting because of
people than is in the curricula
or the official curricula” (Luis)
Desire to ‘legitimize’ or
‘support’ aspects of
informal learning
“We did do it for about six
months where we set up
sessions and then people were
going to speak about an item
of their research because a
couple of us organised it and
it was just, I think the feeling
that sometimes people didn’t
come along to it, couldn’t all
get together at the same
time… people were under
pressure” (Diane)
26. Preliminary Conclusions
Access and Equity in Doctoral Education
Perceived lack of transparency in admissions procedures
Funding crucial to access and opportunities during study
Struggles with differentiation of languages and cultures and feelings of
inadequacy
Doctoral Education – ‘a living curriculum’
‘Curriculum’ not on their radar (initially)
Want the elements of formal taught programme to continue throughout
the doctorate
Greater involvement for doctoral researcher in determining the
curriculum
Greater support and legitimization of ‘informal’ curriculum activities
Greater access to courses and opportunities across the university and
elsewhere
27. Barrow, M. et al (in review) Access and Equity in higher education
– moving consideration from access bodies to embodiment
We trace out four national
framings of access and equity
in HE by analysing
government and institutional
policy documents from
Australia, England, New
Zealand and South Africa
and the institutional policies
of a single research-intensive
university in each of them.
In South Africa the Draft Social Inclusion
Policy Framework recommends a range of
mandatory structural, financial and curriculum
interventions be implemented across HE.
The content-focused suggestions call on
universities and colleges to: “develop and
implement anti-racism and citizenship
curricular and extra-curricular education
programmes” (p. 16); expand content by
including programmes that deal with “gender
in education” (p. 16); include issues relevant
to the LGBTI community (p. 17); and use
curricula “to promote awareness of HIV and
AIDS” (p. 17). In this policy setting, the
curriculum is now seen as a site for
responding to equity groupings and issues
previously excluded or overlooked.
28. Barrow, M. et al (in review) Access and Equity in higher education
– moving consideration from access bodies to embodiment
“It is, however, interesting that even in the elite ‘new-world’
institutions we considered, there are invitations to introduce a
new type of curriculum that is not copied from metropolitan
forebears and that instead of only framing the debate in terms of
‘problem’ students in need of special treatment in order to enter
(and succeed in) HE, there are some small but vibrant policy
invitations for new kinds of substantive curriculum – curriculum
previously excluded from the academy.”
30. ESRC/Newton&NRF - SARiHE Project
To understand the practices,
challenges and opportunities
for students from rural areas
accessing and participating in
higher education in Southern
Africa. We are also exploring
how curricula, which remain
imbued with colonialism, can
be reimagined and
reconfigured to build on and
value all (including rural) HE
student experiences.
31. ESRC/Newton&NRF - SARiHE Project
The SARiHE project is conducting research over several stages. We
have adopted a participatory methodology, which can be argued to
be a ‘decolonising’ mode (Bozalek and Biersteker, 2011), as it
avoids a deficit positioning of under-represented students.
Co-researchers are:
Collecting accounts of everyday practices in the form of digital
documentaries.
Contributing to discussions and focus groups
Contributing to data analysis.
Participating in presentations and academic writing, and
publishing both on the website and in print.
32. ESRC/Newton&NRF - SARiHE Project
Data Collection with University Staff
Individual interviews will be held with the Deputy Vice
Chancellor for learning and teaching and the Dean of
Students (or equivalents).
Focus groups with six academics (Humanities and STEM) will
be held in each institution. Interviews will explore with
institutional representatives how institutions manage access,
support under-represented students and the issues around
rurality.
33. Some Discussion Points
Challenges of access for under-represented groups?
Developing an inclusive university culture and an
inclusive curriculum?
The role of educational and staff development?
34. References
Barrow, M. et al… (in review) Access and Equity in higher education – moving
consideration from access bodies to embodiment, Critical Studies in Education.
Basit, T.N. & Tomlinson, S. (2012) Social Inclusion and Higher Education, Bristol,
Policy Press.
Brew, A. & Lucas, L. (2009) (Eds) Academic Research and Researchers, Buckingham:
SRHE/Open University Press.
Brew, A., Boud, D., Namgung, S, Lucas, L. & Crawford, K. (2016) Research
productivity and academics’ conceptions of research, Higher Education. 71, 5: 681-697.
Dovigo F. et al (2016) (edited) Higher Education in Finland, Italy, Portugal, Romania,
Spain, and UK: A brief overview, ACCESS4ALL,
Frølich, N., Huisman, J. (2013) A re-interpretation of institutional transformations in
European higher education: strategising pluralistic organisations in multiplex
environments, Higher Education, 65: 79-93.
Gale, T. (2014). Reimagining student equity and aspiration in a global higher education
field. In H. Zhang., P.W.K Chan & C. Boyle (Eds.), Equality in Education: fairness
and inclusion (p. 9-22). Netherlands: Sense Publishers.
35. References
Keesing-Styles, L., Nash, S. & Atres, R. (2014) Managing Curriculum change and
‘ontological uncertainty’ in tertiary education, Higher Education Research and Development,
33, 3: 496-509.
Lucas, L. (2006) The Research Game in Academic Life, Maidenhead: SRHE/Open
University Press.
Lucas, L. (2009) Research Management and Research Cultures: power and productivity
in Brew, A. & Lucas, L. (eds) Academic Research and Researchers, Buckingham:
SRHE/Open University Press.
Lucas, L. (2015) Performance Based Research Assessment in Higher Education, Oxford
Bibliographies.
Lucas, L. (2014) Academic Resistance in the UK: challenging quality assurance
processes in higher education, Policy and Society, 33: 215-224.
Lucas, L. (2017) Evaluating Academic Research: ambivalence, anxiety and audit in the
risk university, S, Shore, C & Wright, S. (2016) Managing the Risk University, Oxford,
Berghahn Books.
Wray, M. (2013) Developing an Inclusive Culture in Higher Education: final report,
York: Higher Education Academy
Editor's Notes
The rationale of the project was mainly build around this 4 points:
the reduction of the number of persons at risk of poverty or social exclusion in the EU is one of the key targets of the Europe 2020 strategy;
That fact that there is a wide range of vulnerable groups of young people around Europe;
And that the financial and economic crisis has directly or indirectly affected the middle and lower classes, creating, in some European countries, newly excluded groups from Higher Education (HE.).
Finally, within the framework of the Bologna process, the social dimension of higher education has been present since the Prague communiqué of 2001, which emphasised the need to work towards the inclusion of students.
As all of you already know, the consortium is made up of six partners from six different countries:
P2- Inst. Politécnico de Leiria, from Portugal
P3- U. degli Studi di Bergamo, from Italy
P4 - U. Of Bucharest, Romania
P5 – University of Bristol, from UK
P6 - University of Jyväskylä, from Finland (/ˈjyvæsˌkylæ/. ) jiaviskila (http://es.forvo.com/word/jyv%C3%A4skyl%C3%A4/)
P1- Universitat Autònoma de Barcelona, from Spain.
As all of your remember, the idea is to build some kind to A4A toolkit, including:
the template for identifying and describing good practices
The online bank of good practices
The A4A self-assessment tool
The A4A pyramid for inclusion
A4A training package, allowing any other HEIS to develop a similar training
The self-assessment tool should measure not just the HEI values and principles, but also the main organisational characteristics for promoting any kind of innovations, especially those aimed to improve students’ inclusion, make more open HEI and reduce structural discrimination. An A4A HEI is not only an institution committed with students’ inclusion, but also a dynamic institution continually involved in innovative process.