ABSTRACT Questions such as ‘what is value in the student experience?’ and ‘how do we measure or assess value in higher education?’ remain an under-researched area. However, in the context of marketisation and competitive forces in higher education, there is a need to unpack what is value in the student experience. In this article, a conceptualisation of value that can be applied in higher education (known as value-in-use) is introduced and applied to a specific and increasingly important aspect of the student experience – student–staff partnerships. Qualitative survey data (n?=?97) and interviews (n?=?35) from ten cases of various manifestations of student–staff partnerships in the Australasian context is presented and assessed in relation to value. The findings highlight that student–staff partnerships may enhance value in the student experience and that value-in-use may be an appropriate lens through which to continue to explore how value is created and measured in the student experience. 相似文献
Background: In recent years increasing attention has been given to models-based approaches to physical education as a way of promoting standards and particular types of learning through better alignment of teacher planning and delivery with pupil learning and achievement. However, little attention has been given to the specific contribution a pedagogical model for outdoor adventure education (OAE) has to make to pupils learning.
Purpose: This paper is presented in two parts. Part one is an advocacy paper and draws upon the broader discourse around models-based practice to make a case for the development of a pedagogical model for OAE. Drawing upon guidelines for models-based approaches to physical education, this paper considers the theoretical foundation, rationale, review of research findings and major theme that inform the development of a model of OAE.
Conclusions: The selected review of the research suggests that the major impact of OAE is upon the affective domain, particularly in relation to pupils developing a positive self-concept. Learning is also evident in the cognitive and physical domains, but this is secondary to learning in the affective domain. Drawing upon the analysis of the research literature, the major theme for the model is identified as ‘personal growth through adventure’ and ‘OAE’ is suggested as the name of the model. Part two of this paper builds upon these foundations to outline what a pedagogical model for OAE might look like in a secondary school in the UK. 相似文献