Feeding innovation with Learning Lunches: contextualising academic innovation in higher education

Dobbins, Kerry

doi:10.1080/03098770903272495

Cited by 17 publications

(20 citation statements)

References 16 publications

(13 reference statements)

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“…There is often much criticism when ‘internationalisation’ of higher education institutions is voiced, for overseas students are often weaker performers or more demanding students but higher education institutions need to recognise their needs and help them in adapting to the higher education system by managing such diversity (Dobbins, 2009; Shaw, 2009).…”

Section: The Transition Periodmentioning

confidence: 99%

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Culture Shock and Higher Education Performance: Implications for Teaching

Kelly

Moogan

2012

Higher Education Quarterly

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The globalisation of higher education brings together learners and teachers from differing systems, creating a heterogeneous and diverse environment.Yet many higher education institutions typically rely on foreign students themselves to adapt to their new higher education environments.An investigation was undertaken as to whether traditional approaches are effective and efficient in meeting the needs of the internationally mobile student. Using data from the last ten years (1999 to 2009) from a post-1992 University in the North West of England an analysis of over 15,000 postgraduate assessments found a significant performance difference between home country students and international mobile students. Results found that home country students perform significantly better than international students, although the latter perform better in examinations than in coursework. However, there is a substantive improvement during the dissertation stage for both groups. Possible reasons for such variations in performance are explored.

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Section: The Transition Periodmentioning

confidence: 99%

“…Higher Education Quarterly tions need to recognise their needs and help them in adapting to the higher education system by managing such diversity (Dobbins, 2009;Shaw, 2009). This study was undertaken to investigate the transition period for IMS, its consequences and impacts and was driven by questions about their performance.…”

mentioning

confidence: 99%

Culture Shock and Higher Education Performance: Implications for Teaching

Kelly

Moogan

2012

Higher Education Quarterly

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“…Spaces are made social through their various uses, and many spaces require activating through the promotion of activities conducive to peer support and networking. Initiatives, such as education lunches, and other common room events can act to stimulate the social function of shared spaces (Dobbins, 2009).…”

Section: Resultsmentioning

confidence: 99%

“…While these observations may appear initially to constitute aesthetic niceties, they in fact place focus upon a much developed idea within HE innovation: faculty-faculty interaction, spaces of innovation arise from social space, and the forming of shared goals and agendas (Dobbins, 2009;Hannan & Silver, 2000). This in itself is part of the peer support and sharing networks which underpin much creativity within educational practice.…”

Section: Communal Spaces Need Social Functionsmentioning

confidence: 99%

“…This in itself is part of the peer support and sharing networks which underpin much creativity within educational practice. From this perspective, these communal spaces with their enhanced social function provide the means for academics to share ideas and informally support their peers (Dobbins, 2009;Hasanefendic, Birkholz, Horta, & van der Sijde, 2017).…”

Section: Communal Spaces Need Social Functionsmentioning

confidence: 99%

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Nurturing innovation and creativity in educational practice: principles for supporting faculty peer learning through campus design

2019

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While much work has focused on pedagogical innovation processes within universities, less has been said of the processes and cultures which foster and give rise to creativity within higher education and the ways in which faculty members are encouraged to develop their pedagogy across disciplines and within their departments. This paper examines the ways campus spaces at a UK university are utilised by staff for peer learning and the barriers and affordances for innovation and creativity in educational practice. Utilising an interdisciplinary design, this paper suggests that the various spaces available to university teaching staff are able to be further utilised to support creative practice and peer learning, presented as four design principles: innovation happens in everyday spaces, communal spaces need social functions, forums have different scales, and collaborative spaces require a collective culture. The normalising of a culture of innovation requires both physical and behavioural adjustments to the use of space, suggesting that both faculty and institutions need to work together to reimagine spaces for faculty peer learning.

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Introduction: Academic Innovations in Disruptive Learning Environments and the Power of Research-informed Case Studies

Jamil

2022

Agile Learning Environments Amid Disruption

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Feeding innovation with Learning Lunches: contextualising academic innovation in higher education

Cited by 17 publications

References 16 publications

Culture Shock and Higher Education Performance: Implications for Teaching

Culture Shock and Higher Education Performance: Implications for Teaching

Nurturing innovation and creativity in educational practice: principles for supporting faculty peer learning through campus design

Introduction: Academic Innovations in Disruptive Learning Environments and the Power of Research-informed Case Studies

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