Curriculum reform: a transformation or consumption model for politics and international relations?

Journal of Political Science Education

Pallas

Lambert

2017

Self Cite

This article demonstrates that the purposeful subject design, incorporating a Model United Nations (MUN), facilitated deep learning and professional skills attainment in the field of International Relations. Deep learning was promoted in subject design by linking learning objectives to Anderson and Krathwohl's (2001) four levels of knowledge or cognition: factual, conceptual, procedural, and metacognitive. Students demonstrated improvement in all four areas; however, this article focuses on outcomes in the conceptual and metacognitive realms as these were where students showed the most growth. In the conceptual realm, the subject aimed to increase students' capacity to apply international relations theories. Students tended to utilize the traditional theories of realism and liberalism; however, their explanations and applications of these theories showed deep learning. In the metacognitive realm, students were able to analyze their own negotiation styles and to explain how it influenced their approach to the Model UN, thus demonstrating strong professional skills development and metacognitive growth. Learning was enhanced by the use of open access online subject materials and online communications. The subject was designed and run in a context where simulations in teaching politics and international relations are not common.

Section: Resultsmentioning

confidence: 99%

Model United Nations and Deep Learning: Theoretical and Professional Learning

Journal of Political Science Education

Pallas

Lambert

2017

Self Cite

“…On the one hand, this process has resulted in increased bureaucracy and new external and upward accountability for universities. Early reports suggest that although designed to produce an enhanced competitive positioning for our universities in a global knowledge economy, this is unlikely to happen; indeed, it is more likely to retard risk‐taking (Vidovich, ; Engel, ). On the other hand, a structured curriculum with clear learning outcomes has been demonstrated as central to quality student‐centred learning (Silvey, ; Biggs and Tang, ; Fung, ) .…”

Section: Introductionmentioning

confidence: 99%

What do they need to know? Core skills for postgraduate development studies students

Reeves

2018

Asia Pacific Viewpoint

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Despite offerings at most universities, development studies in Australia does not have a professional body nor an academic association to prescribe core skills and standards, or to facilitate discussions about curriculum requirements and core competencies of graduates. This article analyses postgraduate coursework programmes focused on international and/or community development at 10 universities in Australia. It examines the faculty or school in which the programme is located, the core competencies the programmes aim to instil in graduates and how each programme is framed. In particular, it examines which skills have been defined as core requirements in line with the new Australian Qualifications Framework. The research found that, across Australia, development studies alternatively focuses students on critical thinking and understanding the history of ‘development’ or on teaching the practical skills (such as project and finance management) needed as development workers. We argue that the discipline needs to think more about core competencies and engage more actively in attempts to decolonise development studies teaching.

“…Elsewhere, particularly in the US, the use of simulations in international relations has grown and MUNs are a popular international relations teaching tool (CrossleyFrolick, 2010;Glasgow, 2014;Leston-Bandeira, 2012;Taylor, 2013). By contrast, in Australia, there has been limited adoption of simulations and students have little familiarity with them (Engel, 2016). Further, the subject had a high level of online engagement, which has not been common in our faculty.…”

Section: Introductionmentioning

confidence: 99%

Social networking sites and learning in international relations: The impact of platforms

Pallas

Eidenfalk

2019

AJET

Self Cite

This article reports on a pilot undergraduate subject that incorporated a range of technology-enhanced learning approaches including online lectures, an online site for in and out of class communications, and strong encouragement for students to blog and use Twitter. This paper evaluates student engagement through the social networking sites (SNS), focusing on the online communication and content platform. We examine whether changing from an educationally oriented SNS platform to Facebook impacted on student engagement and feedback. To achieve this, both empirical data and qualitative student feedback were used.