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This paper argues for recognition of the centrality of relational pedagogy for student learning and the important role played by academic developers in supporting this. In the paper, the authors situate relational pedagogy within the context of contemporary marketized higher education, explore the nature and importance of relational pedagogy, and they illustrate some of the ways in which it may be developed and enacted. Academic developers play a significant role in supporting academics' understanding and practice of relational pedagogy. The Covid-19 pandemic has highlighted the importance of a relational pedagogy at a time when care and relationships with others have mattered more than ever. Therefore, the authors suggest that relational pedagogy is an important area worthy of academic developers' attention and institutional backing. [ABSTRACT FROM AUTHOR]

This paper describes the past, present, and future of medical education in Cambodia. Although doctor training began in 1902, the first medical school was not founded until 1946. Since the colonial era, the curriculum and teaching strategies have been strongly influenced by the French system, dominated by didactic lectures and the apprenticeship model. Three chronic issues have plagued medical education in the country following the Khmer Rouge regime: a shortage of doctors, poor-quality training, and lack of relevance to the current and future population needs. An increasing number of medical schools and yearly student enrollment have addressed the first issue. Today, the fundamental challenges have shifted from quantity to ensuring the quality and relevance of medical education. Competency-based medical education (CBME) has been adopted as a new curricular model to tackle the latter two issues. Active collaboration between government institutions, public universities, and development partners drives this curricular reform at the national and institutional levels. This paper further examines the challenges associated with medical education and proposes recommendations. [ABSTRACT FROM AUTHOR]

Widening participation in England has been framed around two primary needs; raising attainment and raising aspiration. Whilst aspiration is complex, policy definitions often frame it in narrow economic terms and see access to higher education as primarily about developing a workforce, the underlying logic being that to improve social mobility that individuals need to "aim higher". Pre-entry work with under-represented groups therefore has tended to adopt a deficit of aspiration approach. There has been extensive critique of the deficit model yet "raising aspirations" still endures in both national and institutional policy. Drawing on sixteen semi-structured interviews with widening participation practitioners in England, this paper considers the alignment between policy and practice. It explores the more complex and nuanced view of aspiration held by practitioners and how this more closely aligns with the theory of possible selves. This paper argues that there are two key issues; a disjuncture between policy and practice and a gap in understanding of the structural issues associated with aspiration. The paper argues that the solution involves a radical rethink of policy that returns to a focus on helping individuals to realise their own individual aspirations and more clearly acknowledges the structural constraints shaping the formation, vocalisation and realisation of aspirations. [ABSTRACT FROM AUTHOR]

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This paper provides a detailed introduction to the structures and practice of ideological and political education in Chinese universities. It draws on a thematic analysis of documents from the Chinese Communist Party and State sources, and data from 24 in-depth interviews with managers of ideological and political education, teaching staff, student counsellors and students from three universities. This paper shows how ideological and political education in Chinese universities has developed into an institutionalized system. It reveals how the practices of ideological and political education institutionalize patriotism as appropriate ideological perspectives for students. It offers empirical evidence of the party-led structures, formal teaching and varied activities that together make up ideological and political education in Chinese universities. [ABSTRACT FROM AUTHOR]

In the Swedish educational system, there has been a recent push for digital technology in different school subjects. This paper investigates what regulates Swedish physical education teachers' perceptions of digital technology in outdoor education. The results is reflected in a number of rules that govern Swedish physical education teachers' perceptions and use of digital technology in outdoor education. Findings suggest that teachers' views on the relevance of digital technology in outdoor education depends partly on curriculum formulations, but of significant importance are also other factors such as: the addressed knowledge area, grade level, choice of digital device, needs of students, and teachers' ideological beliefs. These rules are discussed in relation to the construction of outdoor education as knowledge area within physical education and in relation to the ways in which Swedish physical education teachers relate to curriculum changes. [ABSTRACT FROM AUTHOR]

Politically expedient approaches to difficult knowledge about sexual violence have included educational practices that create conditions for 'safe' spaces, such as announcing content in advance, trigger warnings and other pedagogical practices that make care allowable and smooth out the sharp edges of violence that can knowingly invoke trauma. This paper is about the power of curricular materials charged with violence in educational practices that cannot guarantee safety. I draw from feminist new materialisms to analyse the thing-ness of clothing in an art installation that was curated as a sexual violence prevention curriculum at my university. I consider the clothing as mattering as the substance of affect and thought. The starting point is that pedagogies of affectively charged encounters in education produce relations of danger and repair with important implications for victims' and survivors' knowledge, memory and trauma. The goal is to question the hope for pedagogical guarantees concerning difficult knowledge and understand what more precarity might mean for pedagogical responsibility in sexual assault curricula. The paper concludes by considering the curricular possibilities of difficult affective knowledge for a kind of queer healing and collective attention to sexual violence. [ABSTRACT FROM AUTHOR]

Prior publications on sexuality education experiences have often focused on cisgender students. Few have studied transgender students' experiences, particularly in East Asia, and none have addressed these issues in the Hong Kong Chinese context, where transgender human rights are a hotly debated issue, and injustice towards trans youth persists. Using the concepts of transprejudice and rights-based sexuality education, this paper identifies the non-inclusive and inclusive sexuality education experiences of Chinese transgender students as reported in data from qualitative interviews with eight trans students aged 16–20 years from secondary schools and a community college. We identified the following themes: 1) Left Out – being omitted and silenced; 2) Terrified and Distressed – being misgendered and misinformed; 3) Outraged – being pathologised and bullied; 4) Empowered: connecting trans-Inclusive and rights-based education; 5) Affirmed and Supported – engaging in trans-inclusive dialogue. The paper argues that rights-based gender diversity content needs to be included in the sexuality education curriculum to reduce transgender students' feelings of marginalisation. It also speaks to the need for advocacy for non-prejudiced and inclusive sexuality education in Hong Kong. [ABSTRACT FROM AUTHOR]

This study sheds light on how to develop inclusive pedagogy in higher education, from the point of view of 42 inclusive faculty members from 6 Spanish universities. A qualitative methodology was used through semi-structured in-depth interviews. Data analysis was inductive, using a system of categories and topics. The results reveal that the faculty members which develop inclusive pedagogy in general have beliefs linked to the social model of disability and inclusive education approaches. They do not usually have specific training or knowledge about disability. They design their curricula in a flexible and open way to accommodate all students. They show a positive attitude toward students with disabilities and use diverse and participatory teaching methodologies, giving prominence to students. These data are consistent with those found in previous studies and offer keys to those faculty members who are interested in developing an inclusive pedagogy at the university. This paper examines in detail how faculty members of six faculties of educational sciences develop a theoretical framework comprising beliefs, knowledge, designs and actions. The research has found that faculty members hold beliefs about disability based on the social model of disability and inclusive approach. In general, inclusive faculty members' knowledge of disability and attention to diversity issues is scarce. The design of courses and teaching programmes led by inclusive university faculty is characterised by being open, flexible and providing clear and detailed information to students. Faculty who develop inclusive pedagogy use varied, participative and active methodologies, which are combined with a positive and approachable attitude towards students with disabilities. [ABSTRACT FROM AUTHOR]

The main research problem in this paper is assessing the effectiveness of entrepreneurship education in the universities of Tehran province. By considering entrepreneurship intentionality as an indicator of the effectiveness of entrepreneurship education, for the first time, the impact of entrepreneurship curriculum, entrepreneurship education and entrepreneurial university climate on goal intention, implementation intention and commitment level of students have been studied. In this research, using a questionnaire that has been designed by the authors, data were collected from a random sample of 205 postgraduate students in the faculties of entrepreneurship, management and economy of the selected universities. The analyses carried out using Pearson correlation coefficient, confirmatory factor analysis and structural equation modeling on cross-sectional data confirm all the research hypotheses and show that there is a meaningful positive relationship among entrepreneurship education and goal intention, implementation intention and commitment of students to their entrepreneurship goals. [ABSTRACT FROM AUTHOR]

Decolonisation is a socio-political movement which challenges Eurocentrism and post-colonial notions of power. This has numerous implications for higher education institutions (HEIs), where the content and delivery of curricula may be seen as products of colonial legacy. The decolonisation agenda has increasing support from students, the academy, and regulatory bodies, which together are invoking HEIs to act. This paper reports on research undertaken within a UK HEI, which benchmarked the extent to which programmes followed characteristics of (de)colonised curricula. A survey, based on existing open access resources, was completed by 99 staff and 290 students across four schools. Findings suggest differences in how curricula are perceived by staff and students, and between white and minority ethnic student groups. Given growing global interest in decolonisation and associated social justice themes, this research has important applications for other HEIs. [ABSTRACT FROM AUTHOR]

A threshold concept is a crucial concept in learning whose defining characteristics are that it is transformative but sometimes troublesome to achieve. Legal reasoning has been viewed as a threshold concept in the legal studies curricula of higher education institutions which law students must master and, in some universities, is prescribed as a threshold graduate outcome for them to achieve. Referring to the formalistic model of legal reasoning, known as IRAC (issue, rule, application, conclusion) or similar acronyms, the question addressed in this paper is whether this method for legal reasoning is appropriate to lead towards the satisfaction of the characteristics of a threshold concept in legal studies. Through an in-depth examination of the literature on the three, primary characteristics that define a threshold concept: that it is "transformative, troublesome, and liminal", it will be posited that use of the formalistic variant of IRAC is not suitable for the acquisition of legal reasoning skills. Rather, it is argued that a model underpinned by legal syllogism better aligns with these three characteristics of a threshold concept and with how law students might solve legal problems in the real world. [ABSTRACT FROM AUTHOR]

Given the ongoing socio-ecological crises, higher education institutions need curricular interventions to support students in developing the knowledge, skills, and perspectives needed to create a sustainable future. Campus farms are increasingly becoming sites for sustainability and environmental education toward this end. This paper describes the design and outcomes of a farm-situated place-based experiential learning (PBEL) intervention in two undergraduate biology courses and one environmental studies course over two academic years. We conducted a mixed-method study using pre/post-surveys and focus groups to examine the relationship between the PBEL intervention and students' sense of place and expressions of pro-environmentalism. The quantitative analysis indicated measurable shifts in students' place attachment and place-meaning scores. The qualitative findings illustrate a complex relationship between students' academic/career interests, backgrounds, and pro-environmentalism. We integrated these findings to generate a model of sustainability learning through PBEL and argue for deepening learning to encourage active participation in socio-ecological change. [ABSTRACT FROM AUTHOR]

The Rutgers University (RU) Open and Affordable Textbooks (OAT) Program provides $1,000 incentive awards to faculty who commit to redesigning or developing a course to use open or affordable course materials. This can include replacing a traditional textbook with open educational resources (OER), library-licensed materials, course reserves, self-developed materials, or a combination of these. It is a university-wide initiative, but this paper will focus on the impact on students in the health science programs. In many cases Health Sciences faculty went beyond using open educational resources by developing their own and making them freely available to their students and others. As of 2020 it is estimated students in the health sciences have saved $285,218 through the use of open materials and sustainable course design. [ABSTRACT FROM AUTHOR]

Are we teaching the right things to our students? We do a great job of teaching hard skills but is there enough focus on the type of soft skills employers want? This commentary suggests not. Most higher education providers do not embed soft skills deeply in the curriculum across all subjects. The paper calls for a rethink about how to ensure soft skills are taught. [ABSTRACT FROM AUTHOR]

This paper explores the institutional pressures and responses associated with introducing integrated reporting into university-level accounting education in Sri Lanka. In particular, we are looking to see whether those responses lead to deep or surface learning in students. Drawing on the theory of new institutional sociology, the institutional pressures framework, and the model of constructive alignment, the analysis spans data on Sri Lanka's ten universities that offer accounting degrees. We find that most universities have incorporated integrated reporting into their accounting degrees by following either a 'compromise' or 'acquiescence' strategy. This comes in response to numerous isomorphic pressures at the institutional level. These pressures are brought to bear through the extent to which teaching, learning and assessment activities follow constructive alignment. In this context, the institutions themselves can be categorised into four response groups: beginners, followers, impressionists, and prospectors. [ABSTRACT FROM AUTHOR]

Developing curricula that responds to the demand for internationalisation in higher education institutions (HEIs) has been gaining wide attention around the world. Taiwan, a country that houses more than 100 HEIs, is a keen member in joining the bandwagon of academic internationalisation. This paper explores the learning process and perceived benefits, as narrated by students from one HEI course, directed at developing students' local cultural knowledge and global competencies, such as English and technological proficiency, through the means of video-making. An added objective of the course was for students to enter their completed videos to the Bilingual Video Competition hosted by a national university in central Taiwan. Findings from the study demonstrated that through the course, students have not only gained a stronger foothold of their cultural identity and English and digital literacy skills, but the process of the project has also led them to become more agentic and to recognise the importance of team work and collaboration. Suggestions for future studies will be discussed. [ABSTRACT FROM AUTHOR]

COVID-19 pandemic has caused disruption in higher medical education and healthcare worldwide. To thrive in times of uncertainty, medical higher education institutions have to adapt to the post-COVID-19 era and innovate its international activities. To make a difference in societies locally, nationally and internationally, they will have to enhance their global presence. Internationalization is the best way to the exchanging of knowledge, enhancement of the medical curriculum, and mobilization of talent and resources for research and teaching. To remain competitive, universities will need to expand their international activities. This paper highlights several suggestions to enhance internationalization of medical higher education institutions in the post-COVID-19 era. [ABSTRACT FROM AUTHOR]

Many studies highlight positive outcomes from curriculum co-creation including its transformational potential for students. In this paper, we explore how curriculum co-creation transforms students, drawing on Johansson and Felten's (2014. Transforming Students: Fulfilling the Promise of Higher Education. Baltimore, MD: Johns Hopkins University Press) theoretical framework including four factors of student transformation: (1) disruption of previous ways of working, (2) reflection on experiences, (3) new forms of action, and (4) integration of new perspectives and ways of working. We present our analysis of student and staff experiences of actively engaging in curriculum co-creation at five Scottish universities to understand the ways in which students are transformed through this experience. Our findings focus on four themes of student transformation in curriculum co-creation: developing positive relationships and community; engagement and enjoyment; taking risks and overcoming challenges; and academic achievement and retention. We conclude that the risks and challenges inherent in curriculum co-creation may in fact be exactly those conditions conducive to student transformation. [ABSTRACT FROM AUTHOR]

The Covid-19 pandemic has not only brought about sociocultural, psychological and economic challenges, but also educational problems that have entailed radical policy changes to allow universities and colleges to fulfil their role. Before the pandemic, the majority of university courses were designed for face-to-face settings; but under the social distancing policies since Covid-19, institutions have had to react quickly, revising their teaching and assessment policies to ensure that education continues for all students and accommodate the new remote reality of education. This paper provides a review of the changes in educational assessment and grading policies of universities around the world in response to the Covid-19 pandemic, where five key themes were identified: covid-19 binary grading system, revised regulations governing the final degree award, relaxed academic progression policies, revised extension, deferral and exceptional circumstances policies, and mark adjustments. This review will serve as a useful summary for institutions to reflect upon and inform planning strategies for subsequent unexpected future events. [ABSTRACT FROM AUTHOR]

The enduring colonial-like relations among Northern and Southern spaces continue to influence knowledge production and dissemination. Critical scholarship on epistemic diversity in higher education has argued that knowledge circulation is often unilateral considering how global partnerships among universities and higher education models are still unidirectional. While Northern ways of knowing dominate what is taught and researched in higher education institutions, indigenous knowledges are not always represented in their local universities due to skewed geopolitics of knowledges. That is why emerging forms of resistance such as the calls for decolonising the curriculum have emphasised the need to deconstruct the ideological systems of exclusion in contemporary higher education. This article discusses how the internationalisation of higher education may be running the risk of reproducing epistemic injustice and uneven geopolitics of knowledge. With the West-led internationalisation discourse and the ascendancy of neoliberal tendencies, universities in the Global South might be experiencing deeper epistemic dependency. To undermine the dominance of western epistemologies, less popular ways of knowing are expected to assume a central position in the global geopolitics of knowledge. This article makes a case for embracing intercultural philosophy as an emancipating framework that offers the possibility of reconciling the world's epistemologies by promoting inter-epistemic dialogue. The nuance of intercultural philosophy and its analysis of the epistemic relationships at play granted by epistemological polylogue can encourage pluri-epistemologies in higher education. [ABSTRACT FROM AUTHOR]

Universities of the Third Age (U3A), lifelong learning institutes, and "senior universities" are terms used to describe organizations that provide education for older adults, specifically for those who are retired or in the "third age" of life. The purpose of this article is to provide a comprehensive, historical overview of the evolution of these organizations across global settings. This article highlights the importance of older adult education while discussing U3A's structure and models. The article explores the origins and historical development of the U3A model and its influence on recent initiatives like the Age-Friendly Universities movement. It then focuses on the impact of French and British Models of U3A on providing older adult education. There is a general discussion of the expansion of these organizations in several countries and a comparison of each's curricular structure and approach. The article concludes with suggested future directions and potential areas of improvement (e.g. technology access, accessibility, and inclusion of older adult learners; diverse needs and interests) and ways these models can remain relevant to the ever-changing older adult learner population. Through this analysis, the article contributes to the understanding of U3A organizations and their role in promoting lifelong learning for older adults. [ABSTRACT FROM AUTHOR]

As part of the growing movement of transnational educational partnerships, Washington University in St. Louis (WUSTL) partnered with the Université Publique du Nord au Cap-Haitïen (UPNCH) in January 2017 to launch the first undergraduate public health degree program in Haiti with the goal of increasing public health educational capacity in the country. In January 2018, WUSTL and UPNCH introduced the course Introduction to Public Health for the first cohort of public health students, offering the opportunity to practice and assess cross-cultural pedagogy as well as the engagement of students in relevant public health issues impacting Haiti. The goal of the partnership between WUSTL and UPNCH is to further public health education in Haiti, and to help create future public health leaders for the country. Through an assessment of the introductory course, the authors sought to gauge the impact of cross-cultural pedagogy and cooperative learning strategies in Haiti. In addition to describing the history and context of the partnership, this study used qualitative methods to assess student responses to the course through both observational data as well as student course evaluations. Thirty-two students completed course evaluations, providing insight into cross-cultural approaches as well as the effectiveness of collaborative pedagogy in Haiti. Despite challenges related to logistics and resources, students' responses were overwhelmingly supportive of the course's novel approach as well as the transnational partnership between WUSTL and UPNCH. Findings from this case example support existing research which claims successful approaches ensure cross-cultural pedagogy and bi-directional benefits via continual engagement between partners. [ABSTRACT FROM AUTHOR]

Enticing students to expand their knowledge of aging-related issues and careers can be fraught with challenges. Intrinsic and curricula-related factors associated with pursuit of aging-related careers have been identified, but little evidence exists demonstrating the effectiveness of external factors at motivating students to learn more about gerontological practice. This brief report presents findings from a survey of 214 students enrolled in at a single university in the mid-west to assess how likely they would be motivated to learn more about aging by twelve possible incentives with additional opportunities to write in other thoughts. Credit toward required field work, financial incentives such as stipends, scholarships, tuition waivers, and raffles were the most frequently mentioned incentives. Some variation was noted based on race/ethnicity, age, and program of study. Themes emerging from other suggestions provided by students included curricula enhancements, employment incentives, and the suggestion that nothing could entice some students. Findings can be used by scholars in program development and funding requests. [ABSTRACT FROM AUTHOR]

This study examined student experiences participating in a peer-led three-day wilderness canoe excursion in Northern Ontario, Canada. This program is a mandatory outdoor experience program (MOEP) for third-year students and is the final course in a progressive series of outdoor experiences offered at the beginning of the first, second, and third year. Guided by principles of realist evaluation, the written reflections from consenting students in the 2015 MOEP cohort were analyzed to identify the contexts and mechanisms associated with enjoyment or lack of enjoyment of their trip. These findings will help improve the MOEP program and have implications for similar intentionally led outdoor programs offered at other higher education institutions. [ABSTRACT FROM AUTHOR]

This study explored faculty experiences with teaching in contexts that are becoming more linguistically and culturally diverse (LCD). The findings revealed that the majority of the participants did not receive training to teach LCD populations. Challenges faced by faculty were attributed to gaps in students' linguistic and cultural competencies and a lack of students' academic preparedness. Faculty also expressed concerns regarding class sizes and lack of support by the host institution for LCD students and faculty. Implications at the institutional level that involve administrators, faculty, academic developers, and student support staff are drawn from the findings. [ABSTRACT FROM AUTHOR]

We explored the experiences of and outcomes for students and staff working in partnership on an academic development project aiming to enhance the inclusivity of science curricula across a faculty. Quantitative survey data revealed changes in student and staff perceptions, including increases in sense of belonging for both, perceptions of fairness in decision-making for students, and increased adoption of inclusive teaching practices for staff. Open responses articulated the benefits and challenges of the project. Implications of this research will be relevant to academic developers working in similar spaces, such as decolonising the curriculum or engaging students as partners in development work. [ABSTRACT FROM AUTHOR]

While cross-cultural student voice has led to transformations in education, research is scarce about the interplay between student voice, culture, and power. For this reason, student voice informs this study to investigate the benefits and constraints of curriculum co-design with respect to teacher power and higher education culture in Iran. The researcher-teacher deployed qualitative methods for data collection: field notes, students' journals, class recordings, and open-ended questionnaires. The study presents varied findings in implementing student voice: some students took on roles as teachers, while others displayed resistance. This highlights that the way students are repositioned in education is culture-sensitive. [ABSTRACT FROM AUTHOR]

This study explores whether variability in the implementation of an undergraduate course on human flourishing is differentially associated with student outcomes. 101 students in the "Art and Science of Human Flourishing" course across three large, public, R1 universities in Fall 2018 participated in the study. Formative course data included researcher observations of weekly class pedagogy, students' weekly meditation practice logs and end-of-course assessments, and pre/post surveys measuring changes in participating students' outcomes related to flourishing (e.g., attentional skills, social-emotional skills, perspectives on flourishing, mental and physical health). Although course pedagogy and student engagement varied across the three universities, students' outcomes were nonetheless similar. Variability in course implementation did not appear to differentially affect students' outcomes. We tentatively conclude that other institutions interested in offering the flourishing course may make limited adaptations to fit their pedagogical preferences without concern for altering its impact on students. [ABSTRACT FROM AUTHOR]

In view of the rapid growth of English-medium instruction (EMI) in higher education institutions (HEIs), we observe the need to account for the educational and linguistic consequences of HEIs' decision to 'Englishise' their curricula. Especially, EMI in Asian countries (e.g. China) are fuelled by state-level initiatives to internationalise the higher education sector and implemented top-down in local universities. Although empirical studies report on the (mis)alignments between policymaking and implementation of EMI, little is known about how the interplay between EMI and internationalisation of HEIs is contextualised and negotiated in local contexts. Using the ROAD-MAPPING framework [Dafouz, E., and U. Smit. 2016. 'Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings.' Applied Linguistics 37 (3): 397–415], we present a case study of an internationally-oriented Chinese university with five distinctive types of EMI. Triangulated documentary and interview data reveal: (1) contextualised policymaking of EMI, which takes into account the bi-directional internationalisation and the needs of the target student cohort, is crucial at the practitioner-level; (2) norms of language use are shaped both top-down and bottom-up, and the teacher-practitioners exercise their agency in enabling bi/multilingual language use and awareness toward Global Englishes from the bottom-up. We also shed new light on how the integration of language and content in EMI is negotiated and/or realised by presenting three special cases. [ABSTRACT FROM AUTHOR]

Social workers are in an ideal position to address the need for increased access to screening, brief intervention, and referral to treatment (SBIRT) for substance use disorder. This pre–post study explores the effects of SBIRT education and training among social work students from three campus environments (traditional, online, and satellite). Results demonstrated that participation in online training was related to increased levels of confidence, sense of responsibility, and practice of SBIRT and a decrease in perceived barriers. On-campus students showed the greatest post-training gains in confidence to use SBIRT. Results suggest that SBIRT education and training is beneficial for students from various backgrounds and should be included in social work students' core clinical practice curriculum. [ABSTRACT FROM AUTHOR]

Intergenerational classroom activities have been used to enhance age inclusivity in higher education in the traditional aging curriculum. As ageism continues to be prevalent, there is a need to extend intergenerational contact across the curriculum. Moreover, intergenerational exchange can be an asset to content learning in diverse classrooms. As part of the Age-Friendly University (AFU) initiative that emphasizes the value of intergenerational teaching and learning, students and older adults were brought together in the present classroom case study in a forensic science course. The older adults residing in the institution's affiliated university-based retirement community (UBRC) developed a mock crime scene scenario for students to solve and engaged with students as they analyzed evidence. Students were surveyed regarding their perceived learning gains and reactions to the intergenerational activity. Students' responses indicated that the intergenerational experience had both a positive impact on content learning and the perceived value of intergenerational exchange to enhance learning in non-aging focused courses. [ABSTRACT FROM AUTHOR]

Interprofessional education (IPE) has potential benefits for improving the quality of patient care, but its implementation is challenged with multiple barriers. The primary objectives of this study were to explore the challenges, benefits, and incentives to establishing IPE from the perspective of healthcare faculty at King Saud University. Forty-five faculty members attended six focus groups, each consisting of 6–8 faculty members representing the five colleges. The focus group interview guide included the benefits of and barriers to establishing IPE in this academic institution, curricular design, and the feasibility of support from the colleges and University administration. A SWOC (Strengths, Weaknesses, Opportunities, Challenges) frame work was utilized to guide the focus group discussions, and the data were analyzed inductively using thematic analysis. Three main themes emerged and were related to (i) barriers, (ii) benefits, (iii) opportunities to facilitate the introduction of IPE, and (iv) suggestions on how to implement IPE and overcome challenges to establish an IPE curriculum. Participants were generally supportive of IPE and aware of the constraints that might impede its implementation. Moreover, they identified potential barriers and incentives to promote IPE. Although participants appreciated the long-term benefits of IPE, creating a supportive environment will require the involvement of the academic community, including students, faculty members, and the University's top management. [ABSTRACT FROM AUTHOR]

Campus sexual violence risk reduction and resistance interventions have been developed and tested among female students in the global North and proven effective. Evidence-based interventions to prevent sexual violence tested amongst female students in the global South and in South African campuses are lacking. We present preliminary evidence of promise of Ntombi Vimbela! (NV!), a sexual violence prevention intervention piloted amongst first year female students in eight purposively selected campuses in South Africa. Focus group discussions were conducted with 118 female students who participated in NV! workshops. Most students found the content of NV! relevant and reported having experienced its positive effects. They perceived that NV! empowered them with skills to assess and deal with sexual assault risky situations. NV! changed their attitudes and beliefs about gender, shifted their acceptance of rape myths and beliefs, improved communication skills, enhanced self-esteem, and confidence to defend oneself in risky sexual assault situations. Few participants were unsure whether they will be able to use the skill in real life. These findings indicate a range of short-term positive outcomes which we anticipate would reduce the risk of sexual assault among first year female students. This suggests that NV! should be subject to further evaluation. [ABSTRACT FROM AUTHOR]

This time of COVID-19 has compelled higher education institution (HEI) academics to embrace a digitalised curriculum in teaching, learning, and research. A digitalised curriculum is a plan for and/or a plan of teaching, learning, and research, driven by specific hardware, software, and theories. HEI leaders of teaching and learning have been unsuccessful over the years in promoting the use of various kinds of learning management systems (LMSs) with the aim of embracing a digitalised curriculum. The unsuccessful promotion of LMSs was caused by the lack of compelling situations that forced digital technology refugees to use the LMSs. In 2020, when COVID-19, which originated in China, started to affect other countries, academics desperately transformed their minds in embracing the digitalised curriculum. They started to attend any workshops on the use of digital technologies through Zoom. The findings of the study reveal that the transformation experiences of these academics were reflections, translation, rotation, enlargement, and reduction. These transformation experiences addressed the tension between a performance curriculum and a competency-based curriculum. This study explored the transformation experiences of academics at an HEI in South Africa. Zoom observations, semi-structured interviews and focus-group discussions were used for data collection. A mixed method and pragmatic paradigm were used to frame this study. The study applied purposive with convenience sampling in selecting twenty participants. This study concludes by recommending the identification of values or ideologies relevant to the enactment of the digitalised curriculum that comes to the rescue of HEIs at this time of COVID-19 and beyond. [ABSTRACT FROM AUTHOR]

Equitable opportunities for performance measurement learning among social work graduate students can create a diverse professional pipeline toward higher performing organizations. A Foundation-University partnership was developed to "expand the bench" of students, primarily of color, trained in performance measurement with the Results-Based Accountability (RBA) framework. Through an RBA designed course, 140 (50% of color, and 80% women) students engaged in team-based application of learning in "real-time" projects with partner organizations. Mixed-methods data collection showed that 90% of students performed successfully in graded content learning and project application of performance measurement. Students were empowered to apply RBA in current and future work. These skills can enable students as professionals to make data-driven decisions and achieve a results-oriented, learning-focused culture within agencies to benefit consumers and communities. [ABSTRACT FROM AUTHOR]

Ecotourism is one of the fastest growing tourism niches in South Africa. Higher education institutions offering undergraduate ecotourism management programmes are tasked with producing graduates that can promote the sustainability of the sector and should therefore direct their efforts to the fostering of appropriate behaviours; values are the underlying determinants of behaviour. Employing an exploratory sequential mixed methods design, the purpose of the study was to develop a framework for a values-based undergraduate ecotourism management curriculum. Thematic analysis of the empirical materials elicited from semi-structured interviews with 12 ecotourism managers resulted in the identification of 51 values. The values were subsequently rated by managers from the wider ecotourism industry through the administration of an e-survey (n = 101). A principal components exploratory factor analysis further reduced the values into four factors – "self", "outward", "reciprocation" and "betterment". This informed the framework which ultimately serves as a reference point for educational practitioners. [ABSTRACT FROM AUTHOR]

Students working toward a Master's of Social Work in Israeli colleges must complete a demanding research seminar course, a source of stress for many. Focusing is a contemplative practice that these and other students may use to self-regulate their emotions and better cope with the seminar course and beyond. This qualitative research assessed the impact of introducing a modified focusing approach to 17 MSW students enrolled in a research seminar course at a college in Northern Israel. Participants wrote individual reflections on their experience. Analysis revealed four main themes: turning inward, clear thinking, the body knows (a sense of knowledge), and practical application (a sense of efficacy). The results of this contemplative pedagogy suggest students who learn meditative methods of self-regulation, such as focusing, can shift rapidly from stressful states. [ABSTRACT FROM AUTHOR]

Cooperation between universities and business is manifest in a wide range of activities related to the three missions of the entrepreneurial university: education, research and entrepreneurship. However, the vast majority of University-Business Cooperation (UBC) literature has focused on R&D-related activities. This bias has given rise to a lack of knowledge of the organisational context-related factors that shape businesses' cooperation with universities. In order to address this research gap, this quantitative study, by means of a series of multivariate linear regression models, identifies the organisational context-related factors that determine manufacturing SMEs' cooperation levels in education-related UBC activities. Applying a questionnaire to a sample of 332 manufacturing SMEs located in the Autonomous Community of the Basque Country (Spain), the impact is analysed of organisational context-related factors – general business characteristics, business openness, R&D, innovation, and UBC willingness and support – on 5 types of UBC activities that have been identified and classified in the field of education, namely, mobility of students, dual education, curriculum co-design, curriculum co-delivery and lifelong learning. [ABSTRACT FROM AUTHOR]

Initial Teacher Education (ITE) is inherently complex. Challenges include the uncertain nature of teacher knowledge, the need to learn in both practical and theoretical contexts and the developmental journey of the beginning teacher. While one response to this complexity is greater standardisation, another is to foster thinking, autonomous professionals. Attempting to reconcile these tensions and provide a coherent ITE experience, one School of Education introduced an overarching framework of strands of content and phases of the training year. Beginning teachers, from both Primary and Secondary one-year postgraduate teaching routes, shared their experiences of this framework in a series of focus groups at different points in their training. Responses suggest that the framework does provide a valuable guiding structure and stimulus for reflection, though potential for use in school and in the latter stages of the course is yet to be completely fulfilled. In view of the individual trajectories of the beginning teacher, it is argued that future development might focus more on the framework's value as a reflective tool in both university and school settings, rather than as a formal route map for teacher learning. [ABSTRACT FROM AUTHOR]

Phonetic transcription is an essential skill for a practising speech and language therapist (SLT) required during the assessment, diagnosis and management of clients with speech difficulties. It is vital that appropriate training is received by student SLTs to ensure that they carry out phonetic transcription accurately and reliably once out in the workplace. This study investigates the views and experiences of final year SLT students regarding the training in phonetic transcription they received in university, with the aim to identify what poses difficulties for them and what could be done to enhance their learning. Responses from 40 participants representing one cohort of SLT students, graduates of a particular year, were collected using an online questionnaire. The majority of the respondents consider phonetic transcription an important professional skill and plan on maintaining it after graduating. Learning phonetic transcription was easy/quite easy for 57% of the respondents; however, the confidence in transcription skills was rather low: 70% of them reported not being confident and fully equipped to enter the workforce with their transcription skills. The main difficulties were associated with narrow (impressionistic) transcription and transcription of disordered speech. 58% of the respondents found the teaching environment suitable; however, a recurring theme is the need for small-group tutorials during which the lecturers could provide feedback to individual students more efficiently. Participants' responses suggest that more clinically relevant transcription practice of disordered speech, the opportunity to refresh and apply phonetic transcription skills throughout the four-year curriculum and smaller group teaching would benefit their learning and enhance their confidence using transcription on placements and in the workforce. [ABSTRACT FROM AUTHOR]

To ensure academic standards are met for athletic training curriculums, it is essential that librarians and faculty understand student research habits and information literacy instruction preferences. This article provides results from a survey of undergraduate athletic training students conducted at two universities. Athletic training students prefer information literacy instruction at the beginning of the semester. When seeking research assistance, students ask their classmates first, followed by friends and Google. Most students spend up to 60 minutes researching online before seeking assistance and prefer in-person communication for assistance from the library followed by email. [ABSTRACT FROM AUTHOR]

This case will cover the experiences that the Online Learning Librarian (OLL) and E-resources Librarian (ERL) worked on adding a module about privacy to a 1 credit Information Literacy course at the University of North Florida (UNF). There will be a discussion of what motivated the OLL to include data privacy as a module within Canvas, how the module was implemented, and the student experience in this course. At UNF, librarians have taught undergraduates in LIS1001 "Beginning Library and Information Systems Studies since the 1980s. The course has focused on information literacy and information freedom; data privacy, however, has not been included. Despite this, many students have asked about what happens to their data submitted into UNF systems. When students enter the UNF Thomas G. Carpenter library, they must scan their student IDs, which provides the library statistical data of major, academic standing and other identifying information. In addition, all students, in person or online, must use authentication when logging into computers, into databases, when reading ebooks, etc. Since Dan Feinberg, the OLL, started working at UNF in 2017, students complained to him regarding the data necessary to attend school. These off-the-cuff discussions reflected a desire for information freedom. After discussing privacy issues, the ERL and the OLL decided to come up with a module on data privacy that would work for undergraduates in the LIS1001 course. The OLL and ERL considered what aspects of privacy to cover (i.e. how much on technology) and resources to include, focusing on materials appropriate for undergraduates and that related to their experience. The OLL developed and built a unique module in Canvas that was used already in one course and will be used in future semesters. Within this structure, students learned about privacy issues in higher education and expressed their interpretations of privacy, what it means to them, and considered what they are willing and able to sacrifice to maintain privacy as college students in 2020. [ABSTRACT FROM AUTHOR]

Despite the severe social, health, political and economic impacts of the outbreak of Covid-19 on Palestinians, we contend that one positive aspect of this pandemic is that it has revealed the perils and shortcomings of the teacher-centered, traditional education which colonizes students' minds, compromises their analytical abilities and, paradoxically, places them in a system of oppression which audits their ideas, limits their freedoms, and curtails their creativity. While Israeli occupation has proven to be an obstacle in the face of the Palestinian government's attempt to combat and contain the Corona crisis, on-line education, the sole arena that escapes this colonial system, has forced many instructors to give up their domination over the process of education and to create a more collaborative atmosphere of education that is based on dialogue, research and flexibility of the curriculum content. This study is designed to gauge English literature students' responses to this mode of digital learning. We interviewed a hundred students from six English literature programs between March and August, 2020. Thus, through critically examining students' answers, and by drawing on Freire's concepts of banking education, consciousness and dialogue, we propose that online education is an important step towards the decolonization of education and a call for a paradigm shift on the account that the existing paradigm of traditional education is stifling students' creativity and critical thinking. [ABSTRACT FROM AUTHOR]

Based on a three year self- study (S-STEP) into interrupting heteronormativity on youth and community work courses at a higher education institution, this article explores the reaction to the interruption of heteronormativity on youth and community work courses in a range of HEI institutions. Reactions were nuanced and contextual but concurred with existing literature that notes heteronormativity's pervasiveness and invisibility, that sexuality can be embedded in unsuspected parts of the curriculum; and with the importance of considering students' experience of homophobia inside and outside the classroom. We encountered strategies of contested engagement, strategic adjustment, avoidance and retreat that represented middle positions between homophobia and acceptance, but were no simple continuum as there was a concurrent intersecting spectrum between fractured and meta reflexives. Using Orne (2013) and Black (2012) schema we also encountered varieties of double and single consciousness, and indeed displaced double consciousnesses. [ABSTRACT FROM AUTHOR]

Though a lot of studies have analysed the impact of the pandemic on the tourism industry and several suggestions have been made to revive the sector, tourism education is largely overlooked. Tourism and cognate courses offered by higher educational institutions are essentially a part of the tourism system. This study aims to emphasize the perspective of tourism educators with respect to upcoming challenges in the tourism discipline and ways to reinvent and reboot the tourism education in the post-COVID-19 phase. The study adopted a qualitative approach and a total of 22 responses were interpreted. A thematic analysis using the Nvivo 12 plus software was done. Even though there was variability in the respondents' background, a significant emphasis on curriculum design, industry collaboration, and excellence in research was mutually suggested by the educators. The study suggests that ambidextrous management in tourism education be adopted in post-COVID-19 phase. In other words, educators must become adept at the delivery of courses in a variety of modalities that would enable them to cope with the short and medium-term impacts of teaching in a COVID-19 (incremental innovation), while providing by anticipation of future demands (from industry and students), cutting edge curriculum (radical innovation). [ABSTRACT FROM AUTHOR]

The way religion is taught in Chinese schools is drawing attention, as challenges arise associated with the resurgence of various religious traditions in contemporary Chinese society. Existing research has revealed that the decades-long institutional separation of religion and education in China has had a complex effect on Chinese students' understanding of religion. Efforts have been made to understand how Chinese textbooks present religion, but little is known about how students form their own perspectives on religion. Drawing on data collected in two geographical regions of China, this study explores how students conceive the meaning and role of religion. The findings reveal several key themes in the students' understanding of religion, on topics including the association of religion with superstition, the relationship between religion and science, and the role of religion in modern society. The findings also have implications for how the Chinese school curriculum might be reformed in regard to the teaching of religion. [ABSTRACT FROM AUTHOR]

Since 2014, a debate has raged over trigger warnings in college courses. Proponents see trigger warnings (oral or written advance notification of course content with the potential to trigger adverse health responses, and therefore, inhibit academic performance) as supportive of students, particularly those who have experienced trauma. Critics see them as harmful to those same students, and as a threat to learning and academic freedom. Using data from a survey of criminal justice and criminology faculty (N = 791), this study found three domains of faculty attitudes, with trigger warnings as a student-centered teaching practice, an academic harm, and compromising content. Female faculty, those who had taught victimology, those in criminal justice departments, and those who identified as more liberal had more positive views of trigger warnings. Only attitudes viewing trigger warnings as a student-centered teaching practice predicted use of trigger warnings. Future research should undertake inter-disciplinary comparisons. [ABSTRACT FROM AUTHOR]

The global COVID-19 pandemic has resulted in a rapid transition to online teaching for universities during the current and ensuing years. Graduate social work students need advanced knowledge and skills in leadership and supervision to become future leaders in human service organizations. However, social workers are often promoted to management from direct service positions without adequate skills and training and schools of social work may not formally educate students for leadership and administrative positions. Scholarly literature and research about leadership training for social work students, specifically online training, is also scarce. This article examines how two Canadian schools of social work addressed this gap through the development of graduate master of social work courses on leadership and supervision as mandatory components of their curriculum, through on-campus and online formats. Varying course approaches, topics, instructional strategies, assignments, and themes collected and analyzed from online surveys of student feedback are described, emphasizing strengths (satisfaction, relevance, benefits, course design), challenges (content, timing), and lessons learned (importance, new learning, confidence, future roles). Recommendations for similar educational disruptions, future courses, and practice implications, including teaching resources and instructor adaptability to support the rapid transition to online and blended learning formats, are also discussed. [ABSTRACT FROM AUTHOR]