Journal of University Teaching and Learning Practice最新文献

{"title":"Twenty Years of Disability Research: A Systematic Review","authors":"B. Szucs, Sandra Thom-Jones, Paul Harpur","doi":"10.53761/d6cd0h14","DOIUrl":"https://doi.org/10.53761/d6cd0h14","url":null,"abstract":"Almost one in five Australians (18%) and nearing one in 10 of our student population (9%) are disabled, so it is unsurprising that disability is a priority area for the Universities Accord process in Australia, and similar processes around the world. We sought to explore how contributors to the Journal of University Teaching & Learning Practice have advanced the knowledge surrounding disability inclusion in universities through their publications in the journal. We identified only three articles that were primarily or explicitly about aspects of teaching and learning for higher education students with disability, alongside 48 that tangentially mentioned higher education students with disability. Other articles included the search terms (such as disab*) but made only passing reference to disability or were not about disabled students in higher education. We provide recommendations for authors, reviewers and editors to consider as they reflect on how they can contribute to the conversation, and to the improvement of educational opportunities and outcomes for disabled students.  ","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140699293","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Editorial: Two Decades of Open Access, Practice-Led Learning and Teaching Research","authors":"Joseph Crawford","doi":"10.53761/hmhmfh04","DOIUrl":"https://doi.org/10.53761/hmhmfh04","url":null,"abstract":"The rate of survival of community-led open access journals are not well known or documented, but the resourcing challenges of journals that rely on institutional goodwill to fund platforms and volunteer editors and reviewers is real. The constraints of these systems – diamond open access – often lead to sporadic publication cycles, inconsistencies in publishing quality, and can struggle to achieve high impact factors. The Journal of University Teaching and Learning Practice has been no exception to the perils of balancing volunteer and paid commitments and finding money when institutions change their financial commitments to those enterprises. In the JUTLP context, we are equally challenged by a second force; the pursuit of practice-led research. Practice papers, in my experience, tend to have higher rates of reading and applicability to direct change in the way universities and educators engage in learning and teaching, but lead to less research onflows. Despite these forces, the Journal of University Teaching and Learning Practice continues to provide scholarly leadership to researchers and practitioners and this has been well recognised through metrics as well as evidence of genuine impact. This Two Decade review is an entry into allowing members of our academic community to be evaluative of our publishing practices and help ask the question of what should continue, and what ought to change, over the next decade of JUTLP. Most importantly, this issue is a celebratory note of the endurance and persistence of the journal’s academic community and not least to the close to 100 editors who have supported the last 20 years of open publishing.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140703415","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Employability Learning and Teaching Research: A Twenty Year Structured Narrative Review","authors":"Derek L Choi-Lundberg, Tracy Douglas, M. Bird, Coleman Bianca, Greenwood Melania, Romany Martin, Sarah J. Prior, F. Saghafi, E. Roehrer, Waddingham Suzie, Carolyn Wolsey, J. Kelder","doi":"10.53761/g8mryt07","DOIUrl":"https://doi.org/10.53761/g8mryt07","url":null,"abstract":"Employability is a set of key personal attributes and transferable and discipline-specific skills considered essential for effective workplace performance; however, there are numerous perspectives about employability and how to develop it in higher education. Definitions and measurements of employability are influenced by factors such as government policy, requirements of employers, discipline norms and structural barriers. In the context of the Special Issue: 20-year JUTLP Review, this structured narrative review aimed to explore and understand employability to inform higher education learning and teaching practice. Forty-six articles published in the Journal of University Teaching & Learning Practice were included, set in the context of 45 review articles on employability sourced from Scopus and ERIC databases and other selected literature. Several definitions of employability drew on existing employability frameworks and researchers’ evolving conceptions of employability within their disciplinary contexts. We propose a composite definition of employability based on the findings from this review: Employability is lifelong, evolving and complex, requiring adaptability and capabilities including knowledge, skills and attributes to obtain sustainable employment and resolve work ambiguities in challenging globalised, sociocultural and economic contexts. Higher education teaching practices, curriculum and assessment develop employability by developing discipline-specific alongside transferable knowledge, skills, attitudes, literacies, competencies, capacities and capabilities relevant to potential workplaces and aligned with employability attributes. Student-centred experiential learning models such as work-integrated learning, internships, industry experience, problem-based learning and reflection promote employability. Higher education also should promote career development competencies to enable students to showcase their skills, experiences, and attributes to employers through e-portfolios.  ","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140701109","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Educational Leadership: A Fifteen Year Bibliometric Review","authors":"Greeni Maheshwari, Richard Ramsawak, Samuel Buertey","doi":"10.53761/3asbn592","DOIUrl":"https://doi.org/10.53761/3asbn592","url":null,"abstract":"Exploring educational leadership is crucial for shaping the future of higher education, influencing students, educators, and institutional dynamics. This thorough review is conducted by analyzing 36 research articles published in the Journal of University Teaching and Learning Practice (JUTLP) from 2008 to 2022. The study underscores the urgent need for a nuanced understanding of diverse leadership practices within the ever-changing educational landscape. While the majority of studies in JUTLP focused on women's leadership, it became evident that other aspects of educational leadership are yet to be explored in the journal’s domain. The analysis also highlights significant gaps in the existing literature, emphasizing the necessity for more comprehensive studies that encompass broader societal contexts and global perspectives. The prevalence of qualitative methodologies in the analyzed articles indicates a preference for profound qualitative insights into leadership dynamics within academia, particularly in this journal. Key findings pinpoint critical areas for future exploration. With the spotlight on women's leadership, the study identifies gaps in research published In JUTLP related to diversity in leadership roles, international comparative studies, crisis management strategies, and the effective integration of technology in education. A particularly notable gap revolves around understanding the impact of educational leadership on sessional staff, urging institutions to empower this essential segment of academia. Additionally, the study offers strategic guidance for the Journal of University Teaching and Learning Practice (JUTLP), steering future research endeavors towards more inclusive, diverse, and globally relevant studies within the domain of educational leadership.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140702222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Belonging in Higher Education: A Twenty Year Systematic Review","authors":"Kelly-Ann Allen, Chris Slaten, Soeun Hong, Ma Lan, Heather Craig, Fiona May, Victor Counted","doi":"10.53761/s2he6n66","DOIUrl":"https://doi.org/10.53761/s2he6n66","url":null,"abstract":"Belonging is more than just a buzzword; it is a critical factor that affects students’ academic engagement, motivation, persistence, and overall achievement, especially considering the diversity of students in educational settings. The goal of this paper is to dissect the complexities of belonging, examining its various determinants, the diverse impacts it has on student university populations, and the range of strategies that effectively nurture this sense of belonging. We conducted literature search in August 2023 using the Web of Science database, focusing exclusively on publications from the Journal of University Teaching and Learning Practice. We used a combination of keywords like ‘belonging’, ‘university belonging’, ‘social belonging’, and other related terms, ensuring a comprehensive collection of relevant studies. A total of 133 articles were identified, with 77 selected for detailed full-text review. The final selection process resulted in 33 articles for the systematic review. Key results from our review indicate that belonging in higher education involves four main themes: connectedness to peers, staff, and the institution; feeling safe and part of the community; being valued and accepted; and embracing diversity and inclusion. These themes reflect a holistic understanding of belonging as a multi-dimensional concept, significantly influenced by institution-wide approaches, inclusive environments, educator practices, and quality relationships. The variation of belonging experiences identifies key challenges such as exclusion of diverse groups, lack of connection opportunities, and insufficient support relationships. Effective strategies for fostering belonging include targeting multiple system levels, building relationships, employing diverse educator practices, leveraging technology and creating inclusive environments.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140703370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Applying an Academic Literacies Lens to the Scholarship of Teaching and Learning (SoTL): A Scoping Review","authors":"Kerry Dobbins","doi":"10.53761/ar9qg770","DOIUrl":"https://doi.org/10.53761/ar9qg770","url":null,"abstract":"Scholarship of teaching and learning (SoTL) is central to improving teaching, enhancing students’ learning experiences and ensuring practice is evidence-based. This study explores the insights gained by applying an academic literacies lens to the results of professional development initiatives (programmes, schemes, etc.,) designed to enhance features of faculty colleagues’ SoTL skills. A scoping review was conducted on Journal of University Teaching and Learning Practice (JUTLP) papers published from 2004-2023. Developing teaching practice is a central theme of JUTLP and the papers published across this timeframe provide a rich source from which to explore initial insights as a first step to potentially deeper explorations. The review identified four themes emerging from the qualitative data captured across the review sample: meaning-making together; journey of becoming; flattening of power; and context-specific identities. The analysis points to reasons why collaborative meaning-making opportunities are so valued within professional development initiatives. The academic literacies lens highlights issues of discourse, power, epistemology and identity, and consequently illuminates these collaborative moments as spaces that provide a knowledge and identity-based anchor for colleagues. This lens also stresses the destabilising and emotive nature of ‘becoming’ a pedagogic scholar. Implications of the findings are considered from an academic development perspective. Discussion centres particularly on how academic developers may work to support rather than jeopardise colleagues’ future SoTL trajectories.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140701639","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emergence of the Universal Wellbeing Model - A journey from indigenous cultural responsiveness to international relevance and applicability","authors":"Susan Stevenson, Maya Gurung, Kristyl Zagala","doi":"10.53761/hp6ggg26","DOIUrl":"https://doi.org/10.53761/hp6ggg26","url":null,"abstract":"A search began in 2008 to identify a theoretical wellbeing model with the capacity to underpin holistic student supports for a cohort of Indigenous and Pacific Island students in order to support their achievement, and equity aspirations. An initial literature review found evidence-based wellbeingdefinitions, and models related to higher education students to be highly variable. A long term programme of research was implemented to build a robust philosophical, theoretical, research, and use inspired practice base to measurably enhance the inclusion and holistic wellbeing of all students in higher education settings. Post a nationally funded investigation into the effectiveness of an indigenous model in praxis, a more robust model was sought and investigated with more ethnically and culturally diverseinternational students, staff, and holistic wellbeing-pastoral care practitioners. The methods selected to comprehensively answer the questions posed included a programme of themed literature review,theoretical model analysis and evaluation, plus use inspired theoretical and practice research. Findings from the second funded investigation led to the emergence, and creation of new, indigenously based but internationally responsive Universal Wellbeing Model (UWM), and new ‘researchable’ definition of wellbeing. The emerging UWM, and a new definition of wellbeing, were strongly contributed to by international participants perspectives. The implications for the practice of higher education sector leaders, staff, professional wellbeing and pastoral care practitioners, and policy makers are far reaching. The UWM is capable of underpinning policy, planning, wellbeing and pastoral care practice, and supportive cross organisational systems in institutions seeking to measurably enhance wellbeing outcomes.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140365748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reconceptualising how to internationalise-at-home: Using dialogue to stimulate intercultural capacity within university students.","authors":"Johanna Einfalt","doi":"10.53761/74crka18","DOIUrl":"https://doi.org/10.53761/74crka18","url":null,"abstract":"\u0000\u0000\u0000In an increasingly globalised world approaches to internationalisation continue to evolve within the education sector. Calls to reframe how higher education approaches internationalisation are clearly noted in the literature. Additionally, most education institutions have adopted mission statements promising to produce graduates with the capacity to work successfully across international borders and cultures. This means creating students who are interculturally competent and capable of interacting effectively in a range of contexts. However, in the current global climate, a host of challenges have presented obstacles for moving the well-intentioned internationalisation agenda forward, and in the wake of the Covid-19 pandemic, many Australian higher education institutions have been left questioning how internationalisation-at-home can best be achieved, if at all. This paper presents findings from a purpose- built internationalisation-at-home program piloted at a regional Australian university. A mixed group of domestic and international students participated in this program, founded on dialogic forums designed to promote intercultural interactions. This paper reports on shifts found in participants’ knowledge, attitude, and skill development, all framed as vital for intercultural competence to flourish. The importance of adopting a dialogic approach to stimulate intercultural competence development in students was key to the success of the internationalisation-at-home initiative. Embracing dialogic interaction as a teaching and learning pedagogy is presented as one way to promote internationalisation as we grapple to move the internationalisation agenda forward in a much-changed higher education arena.\u0000\u0000\u0000","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140366620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A contextualised Internationalisation of the curriculum: A case study in China","authors":"Qi Li, Dongmei Li, Jianli Wu","doi":"10.53761/gv9kbq65","DOIUrl":"https://doi.org/10.53761/gv9kbq65","url":null,"abstract":"China is often seen as a home country of international students in higher education internationalisation. Little is known how Chinese institutions actively engage in multi-modal and multi-lateral internationalised practices. This paper offers an updated insight of higher education internationalisation in a context outside the dominant western landscape through a case study set in an international college in China. Making use of the existing frameworks of internationalisation of the curriculum (IoC), the current case study focuses on three key aspects of the curriculum: program development, student experience and staff perspectives. A mixed-method approach was used to collect data from three sources: institutional archives and course materials, and student and staff surveys. Triangulated data show that the curriculum was well aligned within the existing IoC frameworks. The curriculum incorporated international content and comparative approaches. Local socio-cultural values were also embedded in joint programs. Both students and academics’ perspectives of an internationalised curriculum showed a high level of alignment with the western community. Student and staff data also revealed urgent need to enhance the level of internationalisation, including English competence of discipline academics, people-to-people connection between local Chinese students and incoming international students, student and staff mobility opportunities, and teaching and research development for academic staff. This study hopes to contribute to the current knowledge of internationalisation of the curriculum with updated understanding in a Chinese context. This paper also provides insight in internationalisation implemented at the curriculum level in China, a context that presents much difference from but relates closely with the western context.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140366268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reflections of participating in a Students as Partners co-creator project in a second year Physiology subject: An example of an Internationalisation at Home experience","authors":"Jan West, Judzea Gatt, Darren Ho, Kyler Nunn, Maya Popplewell","doi":"10.53761/g6txtb83","DOIUrl":"https://doi.org/10.53761/g6txtb83","url":null,"abstract":"This paper showcases a partnership between students, and an academic to develop new and review existing learning resources in a second-year physiology subject “Systems Physiology” offered at Deakin University in Australia, from the perspective of both of students and the teaching staff. All involved participated in a collaborative, student lead project; it was a reciprocal process where all members contributed, in their own unique way to evaluate, design, create and implement an online activity to enhance the understanding of a concept, in this case cardiovascular physiology (both theoretical and practical aspects). This type of partnership encourages critical reflection and opens a door to new ways of learning and teaching in Higher Education. We propose that Students As Partners project could be designed to specially meet an Internationalisation at Home experience for both domestic and international students at Deakin University tapping into the diverse pool of experiences and skills that our current students already bring to the curriculum.","PeriodicalId":45764,"journal":{"name":"Journal of University Teaching and Learning Practice","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2024-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140368172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}