Higher education as social change: seeking a systemic institutional pedagogy of social change
Pourquoi ce travail est dans la base
Une base qui oublie comment elle a trouvé un travail ne peut pas être vérifiée. Voici les voies qui ont admis celui-ci.
Notice bibliographique
Résumé
This thesis explores the institutional development of social engagement (SE) programmes within higher education institutions (HEIs). Since the 1990s, universities in the United States and Canada have become increasingly active in directly addressing social issues such as poverty, social exclusion and political participation in their own local communities. The past decade has seen similar developments at universities in the United Kingdom. At the global level as well, there are increasing discussions about the role and responsibilities of HEIs in human and social development. To facilitate their engagement with wider social issues, HEIs frequently create SE programmes which coordinate activities between university-based actors and community-partners. \n \nA significant body of literature exists on SE programmes; however, these writings fall into two categories: firstly, promoting the concept of university engagement and, secondly, evaluating the impacts of such programmes on communities or students. What is far less theorised or researched are the intermediary processes which enable the social engagement aspirations of HEIs to come to fruition, generating these documented impacts. This study aims to produce new knowledge and insights on how university SE programmes are created and institutionalised over time. \n \nThis research is a qualitative study of SE programmes at three HEIs, two in the UK and one in the US. The data for the study has been drawn from primary programme documents, participatory workshops and interviews with more than one-hundred staff, academics, students and community-partners involved with these programmes. \n \nThe research suggests that, despite differences in size, mission and national context, there are common enabling factors which lead to the creation of these programmes and which facilitate their successful institutionalisation within their respective institutions. Moreover, the research also suggests that the presence of these programmes catalyses unexpected outcomes within the HEIs themselves, such as changes in the formal curriculum as well as changes in the overall learning culture of the institutions where these SE programmes were located. Considered together, these findings suggest that the presence of these programmes contributes to the development of a systemic ―institutional pedagogy‖ which encourages students, staff and academics to engage with important social and developmental issues in their local communities, and often more widely as well
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,078 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle