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- Michael Burgessedit
This paper considers dilemmas faced by those teaching and those learning in higher education who continue to contend with the evolving higher learning and business requirement contexts. Educationcan be considered as a social... more
This paper considers dilemmas faced by those teaching and those learning in higher education who continue to contend with the evolving higher learning and business requirement contexts.
Educationcan be considered as a social institution. In a social institution we can identify and understand a system of social relations. While this system may be based on common values and processes, knowledge,recognition and cognition develops in the context of learning theories, practices and limitations. We also need to look outside this social institution to find a relationship with the business landscape, if we are to seek to achieve sustainability as both the education and business environments change.
To achieve ongoing sustainability, the education market cannot continue in isolation from the influences and ever changing needs of the labour market. Strategies for change towards building this relationship must acknowledge cause and consequence, context and cognition.
With reference to Vietnamese and Australian experiences, the authors contend that any coherent strategy to improve the learning environment must therefore have regard not only for pedagogical objectives, but also for those within the dual contexts the educator inhabits. The authors suggest that the contexts themselves are not a given. Rather, the issue is one of seeking to develop a sustainable match between a particular set of capabilities (both organisational and individual), so as to
find traction between academic practice and the modern business environment, satisfying an appropriate demand-response balance.
Authors: Burgess, M., Kovacevic, S., Dang, N.
Educationcan be considered as a social institution. In a social institution we can identify and understand a system of social relations. While this system may be based on common values and processes, knowledge,recognition and cognition develops in the context of learning theories, practices and limitations. We also need to look outside this social institution to find a relationship with the business landscape, if we are to seek to achieve sustainability as both the education and business environments change.
To achieve ongoing sustainability, the education market cannot continue in isolation from the influences and ever changing needs of the labour market. Strategies for change towards building this relationship must acknowledge cause and consequence, context and cognition.
With reference to Vietnamese and Australian experiences, the authors contend that any coherent strategy to improve the learning environment must therefore have regard not only for pedagogical objectives, but also for those within the dual contexts the educator inhabits. The authors suggest that the contexts themselves are not a given. Rather, the issue is one of seeking to develop a sustainable match between a particular set of capabilities (both organisational and individual), so as to
find traction between academic practice and the modern business environment, satisfying an appropriate demand-response balance.
Authors: Burgess, M., Kovacevic, S., Dang, N.
Research Interests:
Tác giả: Adam Khoo