A model for higher education policy review: the case study of an assessment policy

Harvey, Marina; Kosman, Bronwyn

doi:10.1080/1360080x.2013.861051

Cited by 14 publications

(7 citation statements)

References 13 publications

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“…From the beginning we knew from personal experience and research that having a more diverse and representative staff fosters engagement and organizational growth while promoting equity and retention (Marginson, 2016). However, there were no clear roadmaps or specific guidelines on how to begin the process of redefining and incorporating new policies in higher education (Harvey & Kosman, 2014;Salmi & D' Addio, 2021). Early in the work the team recognized that they were subject matter experts (having experienced the process) and committed to biweekly meetings.…”

Section: Developing An Eye For Equity In Policymentioning

confidence: 99%

Race and Social Justice: Building an Inclusive College through Awareness, Advocacy, and Action

2023

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This book is designed to support college and university members as they navigate and aim to eliminate individual, interpersonal, and institutional discrimination and seek to create more inclusive workplaces and learning environments for faculty, staff, and students. Through the narratives of faculty and staff from the College of Liberal Arts & Sciences at the University of North Carolina Charlotte, who were charged with dismantling anti-Black racism, we learn from their concerns, challenges, successes, and change process; as well as what works and does not when building diversity, equity, inclusion, and justice into the fabric of a large college. This book centers the work of six Race and Social Justice working groups. Each chapter will detail research in the areas of self-reflection, anti-racist workplace practices, policy, faculty research and outreach, graduate recruitment and success, and undergraduate student success. National and college level statistics are provided as context for recommendations, action steps, and suggested short and long-term planning towards racial equity in higher education.

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Section: Developing An Eye For Equity In Policymentioning

confidence: 99%

Race and Social Justice: Building an Inclusive College through Awareness, Advocacy, and Action

2023

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“…The purpose of the current research is to learn about tutees' and tutors' perceptions of their experiences, within the ASP using face-to-face focus group interviews and the AI approach, which will inform the analysis. Finally, the study will present the results of the effectiveness of the ASP as a strategic institutional response to students at academic risk (Harvey & Kosman, 2014).…”

Section: Descripción Del Artículo | Article Descriptionmentioning

confidence: 99%

Perceptions of Peer Tutoring at a University in Chile

Zapata

2020

magis

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The purpose of this Action Research study is to explore students' perceptions of their experience in an Academic Support Program[i] (ASP) implemented in a Chilean university to align students' lack of competencies to the minimum required to be able to succeed. Focus groups were held with 21 participants who revealed that the ASP increased their self-confidence and academic achievement. However, students' level of awareness regarding the benefits of the ASP needs to be improved to promote their participation. The findings will generate an action plan to improve students' learning outcomes and well-being. [i] Academic Support Program

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“…El análisis bibliográfico arroja diversas tendencias, concepciones y criterios en la elaboración de los modelos educativos y los modelos pedagógicos universitarios (León et al, 2016;ESPOL, 2016;Zaglul, 2016), muchos incluso denominan a estos últimos como académicos (Tünnermann, 2008); otros solo asumen el Modelo Educativo, aunque incluyen en el mismo, fundamentos, dimensiones, dominios o propuestas pedagógicas (Abreu, 2016;Trippl et al, 2015). Algunos se quedan en los fundamentos teóricos y otros los combinan con directrices para su aplicación práctica, pero por lo general todos responden a las concepciones filosóficas y pedagógicas asumidas por cada universidad para el logro de una gestión educativa de calidad (Dias, 2018;Agasisti, 2017;Harvey y Kosman, 2014;Voloshina y Shevchenko, 2014).…”

Section: Introductionunclassified

Modelo educativo-pedagógico integrado de la Universidad de Otavalo, Ecuador

2020

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El objetivo de este trabajo fue la determinación del modelo educativo-pedagógico integrado de la Universidad de Otavalo. Este modelo es producto del desarrollo de una investigación-acción participativa, basada en el análisis documental de los resultados de las fases críticas, cíclicas y en espiral del trabajo realizado en la propia universidad. El modelo integra cuatro elementos fundamentales:1) el modelo educativo y 2) el modelo pedagógico, con un mayor peso teórico conceptual, 3) el reglamento de régimen académico y 4) las estrategias metodológicas que posibilitan su aplicación práctica. Para cada uno de ellos se determinaron los componentes teóricos y prácticos correspondientes. Se identificaron los principales elementos y sus interrelaciones que resultaban decisivos para la toma de decisiones en la formación académica. Se concluye que el modelo educativo-pedagógico integrado está contribuyendo a importantes transformaciones cualitativas para alcanzar niveles superiores de calidad y desarrollo en la Universidad de Otavalo.

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A model for higher education policy review: the case study of an assessment policy

Cited by 14 publications

References 13 publications

Race and Social Justice: Building an Inclusive College through Awareness, Advocacy, and Action

Race and Social Justice: Building an Inclusive College through Awareness, Advocacy, and Action

Perceptions of Peer Tutoring at a University in Chile

Modelo educativo-pedagógico integrado de la Universidad de Otavalo, Ecuador

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