Methods of Student Experiences in Learning and Teaching - Report Example

Qualitative Analysis Research Name: Institution: Qualitative Analysis Research Introduction Policy in higher education is designed to create high quality teaching experiences for students. This is designed to provide students with the necessary preparation and skills required for life and career development in the future. The education system in Australia is composed of Universities and institutions, which are significant in increasing overall productivity and success. Policies are supported through funding and establishment of higher education programs. Such bodies seek to establish more opportunities that can be explored in America within the context of higher education. This will allow them to achieve more in terms of innovation within the fields of interest. Technological advancements have been a crucial component of the policy making process. One of the areas most affected in higher education in regards to technology is the easy access to information, which has provided decision makers with opportunities to increase convenience in learning programs for students. As such, they are able to save on time and financial resources while achieving the same high quality education needed. The report focuses on some of the methods applied in policy establishment concerning student experiences and learning, teaching, and their specific implications. Theories associated with policy formation in higher education are geared towards establishing their overall objectives of improving learning. As such, the report will also cover some of the subjective goals within specific institutions of higher education. Decision makers within these institutions are keener on providing unique benefits to students. This is because when narrowed down to departmental levels, the needs of students become more defined and unique. Pieces of texts provided as educational profiles will give a unique perspective on education about each learning institution. The use of language is also important in evaluating higher education, as it is the key tool of communication and information sharing in any level of learning. Issues within the institutional policies such as abuses of equity and issues of widening participation through promotion of diversity will also be reviewed in detail in a bid to tackle educational challenges more effectively. The analysis also covers specific interpretations of policies and their implication to student experiences in advanced levels of learning. In particular, the report seeks to find out specific claims made in higher education standards in regards to both teaching and learning experiences of students. These policies will be compared to what actually takes place in real life learning situations through drawing from specific experiences of students. There is need to provide relevant reasons for discrepancies which may be encountered between policies and actual student experience. Of importance to evaluate is the specific student experience drawn because of these policies, and their implications in terms of how they shape the individual and prepare them for the future. Findings in the research were focused on challenges in the higher education system, especially from a student perspective. This has implications on not only the students themselves but also a larger national and socio-economic scale. Implications will also be evaluated from the perspective of a global economy, which has increasingly demanding requirements from graduates. This therefore requires institutions of higher education to analyze economic needs and provide policies aligned towards meeting them. Therefore, an interpretative phenomenological analysis will be utilized as an approach to assess policies of higher education. Focus on these issues will present relevant information much needed by institutions of education to evaluate and provide effective solutions. Methodology Evidence based qualitative research plays a key role in providing relevant information to decision makers. Therefore, a good qualitative research involves providing relevant resources from peer reviewed articles, journals, books, and periodicals. These allow researchers to draw meaningful interpretations. Qualitative analysis is therefore a fundamental practice significant to policy evaluation and many other fields of learning. It allows a researcher to evaluate two or more resources, which allow them to make informed decisions, support their thesis, or learn new phenomenon, which allows in effective decision making. The epistemological position taken is derived from an analytical perspective designed to evaluate policies of higher learning, their effects to student experience, and overall implications on an institutional and national scale. Features of qualitative research are composed of a variety of orientations and perspectives, which are based on philosophical assumptions. Processes will include establishing a thesis, which provides a foundation under which relevant data will be gathered. This data will thus be utilized to support initial claims and provide solutions to identified problems. Subjectivity will be a key feature used to draw comparisons between existing higher education policies and what is actually experienced within practical terms. Therefore, subjectivity will not be used in place of evidence-based research to draw authoritative conclusions concerning findings. The approach of interpretive phenomenological analysis will be used to offer relevant insight on how the identified policies make sense of specific educational requirements, thus providing the rationale behind their implementations. As such, this is a good approach to use within this research as it provides an opportunity to compare students experience in terms of how they make sense of their learning situations. Analysis will also be based upon reflections of information provided in order to produce the most reasonable meaning behind policies and circumstances of learning experiences for students. Method The process of carrying out the research involved four peer reviewed research articles, which provided relevant resources on policies and their effects on students’ experiences. Wadhwa and Jha (2014) focus on the process of educational internationalization as a policy adopted by many developed countries. This has been geared towards allowing people to become more compatible to develop skills not only nationally but also in other parts of the world where they are most needed. Bell, Stevenson, and Neary (2009) offer further insight on how educational policies help to shape the structure of higher education, thus reflecting on student experiences. In particular, the book covers the nature of relationships both formal and informal between stakeholders involved. In addition to this, a description of the process of teaching, learning, and assessment is provided. The authors maintain that these three processes are fundamental pillars, which are controlled by educational policies, and thus contribute largely in shaping overall student experiences. The book also offers insight on the specific challenges experienced in policymaking and implementation, and how these challenges have been tackled to improve circumstances. Halsal (2013) also provides a deeper understanding on higher policy education with a particular interest in areas where implementation has presented challenges in the past. The author notes that while implementation of higher education policies in such areas may be successful, the implications may not provide significantly positive results due to the fact that needs are different as compared to areas where challenges are minimal. Panigrahi (2014) examines the issue of access to higher education and its challenges because of the existing educational structures. A key challenge identified is the fact that higher education policies are established with respect to existing resources, which render the less socio-economically privileged at an immediate disadvantage in terms of access. The analysis method was qualitative. In the texts, certain topics of interest were focused on in order to build further on the main area of discussion. This would be beneficial in providing relevant information that allows decision makers to establish policies that are more effective. The steps taken in the research process included finding out the key objectives of the literature review, and whether they supported the main thesis. Some of the methods and results of policy research in higher education found in the study were used to then form effective conclusions and recommendations for further improvement and tackling of challenges. Findings and Discussion Bell, Stevenson and Neary present policy making as challenging because it is not used as a tool to advance student well being and interests, but rather to serve interests of few individuals within the higher education system. “The development of education policy can best be understood as a contested process in which those with competing values and differential access to power seek to form and shape policy in their own interests” (Bell et al, 2009). The result of this is that there will be fewer students with access to higher education, which also renders them at an advantage of career development. The authors also note that the process of structural higher educational policies work towards interfering with academic freedom, which they define as crucial for learning experiences of students. One of the major policies upheld by governments in developed countries concerning higher education is the need to develop a high standard of academic freedom (Bell, Stevenson, & Neary, 2009). This is where students are able to freely explore learning opportunities and express themselves freely. This is considered a highly beneficial educational structure, which is mostly employed within the most developed countries. However, with lack of opportunities to access higher education, the concept of educational liberty is limited. This prevents students from gaining necessary experiences, which they can use to further develop careers and even living standards. Pnigrahi (2014) also provides a perspective of access to education because of specific policies outlined within some societies. The study carried out was geared towards finding out how changes in policies within the higher education sectors have affected access. Results of the study indicated that poorer regions had limited access to education as compared to the more economically stable areas. In particular, the middle and upper income group represented a large proportion of students in higher education while the lower income group represented a small proportion. A reason presented by the authors for this phenomenon is the fact that the upper and middle-income groups are able to access higher quality education from the preceding primary and high school levels. As a result, they are able to achieve higher marks, which qualify them for higher education as opposed to their lower income peers, whose low quality education does not make them perform as good. The author notes that a big challenge that has caused such a higher educational structure is the lack of sufficient resources for many societies. With increase in the number of students set to attend higher education each year, governments become less able to handle large numbers. Therefore, systems are formed whereby students who achieve higher manage to qualify for colleges while those who score marks below the standard cut off points are not considered for enrollment. A result of this on a national scale is the lack of nurturing of talent and skills from such students who are not afforded the opportunity to learn in institutions of higher education. Another policy embraced by institutions of higher education is the widening participation, which is geared towards enhancing diversity in institutions of higher education. However, Archer (2007) notes that this principle intends to increase participation as a form of social control rather than a form of social justice. As such, the author argues that widening participation to enhance social diversity is not an efficient tool that improves equality in the society because even with education, access to markets for skills and career development is still highly unequal. Widening participation is therefore merely viewed from a moral and ethical point of view from institutions of higher learning, while a critical perspective is not applied. While students may experience positive learning experiences through widening participation programs, they may not experience the same opportunities in the real world where specific skills are more valued than others may. Students will enjoy the freedom and liberty to pursue their interests in college, but this does not guarantee them success when applied in an economical setting. Currently, scientific skills and courses are regarded to be more valued in the labor market as compared to artistic and humanity courses. Higher living standards are shaped by the quality of education provided by institutions of higher education (Australian Government, 2008). According to the resource, students experience is critical in not only shaping the future of the Australian society but also make a difference on an international scale. Social and economic progress is defined by the ability of higher education policies to adjust to international demands of a standard accepted quality of higher education. Therefore, the main aim of the Australian government is to achieve and even surpass these standards to ensure the overall societal well-being. Globalization has increased the level of participation in education, especially for the developed countries (Jowi, 2009). Globalization allows the development and sharing of information and skill, which provides the opportunity for societies to become more diverse and independent. Students’ experiences will enable them to shape their futures through exploring areas of strength and mitigating their weaknesses. Educational policies for tertiary institutions have therefore been grouped as key legislative obligations in Australia in the recent years. For instance, the Australian government, higher educational institutions are accredited using criteria that evaluates whether specific standards of quality have been achieved (Charles Sturt University, 2014). In order to enhance education quality, standards will be higher and specific criteria more tightened. In addition, educational funding is will be awarded to tertiary institutions on the basis of good overall performance. Educational institutions will also be funded for research activities based on the criteria of performance and significance of research activities. As such, results of research will be aligned towards overall economic, cultural, political, and environmental development. This is fundamental to student growth as it provides them with a sense of responsibility and accountability. The Australian government also aims to provide students with opportunities for personal and professional advancement through targeting specific areas of interest to both themselves and the public (Australian Government, 2009). Another policy identified is to develop a regulatory body for tertiary institutions. These allow them to become more objective towards providing institutional resources. It also allows them to not only develop but also implement a set of practice standards that are more effective. Such bodies will be able to pay closer attention to the needs of students, which improves their overall experiences. For instance, such bodies can be able to evaluate certain specific financial capabilities of students and provide assistance to those who need the most help. Living standards are also shaped by the enhancement of community cohesion with regards to public policy issues. It is also tied to government development of social, political, and economic well-being of the entire society. Therefore, Policy in higher education is designed to accommodate learning programs designed to bring together a diverse population in order to achieve set goals. Community development will also be determined by specific governance issues related to learning policies in colleges. These policies provide an opportunity for students to become more innovative through exploration of existing social, cultural, and market opportunities. Most of the community programs are designed to benefit from high quality learning experiences of students, who are able to better identify issues. Community cohesion also depends on people and the inherent values instilled by the society. Student’s experiences in colleges will play a huge role in shaping these values. This will allow them to become more aligned towards community development. College experiences in most institutions offer more than just academic learning. They offer an opportunity to nurture extracurricular talent, which allows students to pursue interests separate from career and professional development. Social clubs are forums, which provide students with learning materials designed to better understand their environments through identifying and tackling issues. The implication is that it will reflect directly on the state of the larger community (Halsall, 2013; Charles Sturt University, 2009). Conclusion The higher education policies play important roles in shaping student’s experiences in the form of learning and teaching. Through effective policies, authority bodies are able to pay closer attention to the needs of students. Policies also allow governments and tertiary institutions to tackle existing issues within higher education, such as lack of sufficient funds, qualification, and enrollment systems, among several others. . One of the major policies upheld by governments in developed countries concerning higher education is the need to develop a high standard of academic freedom. Students are able to freely explore learning opportunities and express themselves freely. The widening participation to enhance social diversity is not an efficient tool that improves equality in the society because even with education, access to markets for skills and career development is still highly unequal. Therefore, the implications of policy actions lead to a higher level of involvement for students. References Archer, L. (2007). Diversity, equality, and higher education: A critical reflection on the abuses of equity discourse within widening participation. Teaching in Higher Education, 12 (5-6), 635-653. Australian Government. (2008). Review of Australian Higher Education: Final report (Bradley Review). Canberra: Author. Pp69-80 (section 3.4). Retrieved from: www.mq.edu.au/pubstatic/public/download.jsp?id=111997 Australian Government. (2009). Transforming Australia’s Higher Education System. Canberra: Author. Pp7-15. Bell, L., Stevenson, H., & Neary, M. (2009). The future of higher education: Policy pedagogy and the student experience. Continuum International Publishing Group. Charles Sturt University. (2013). University Strategy 2013-2015. Bathurst: Author. Retrieved from: www.csu.edu.au/division/vcoffice/strategy-structure.htm Charles Sturt University. (2014). School of Psychology Orientation 2011: Course Induction Booklet. Bathurst: Author. Halsall, J. (2013). Delivering Higher Education Policies within a Challenging Community. Higher Education Studies, 3(2). http://dx.doi.org/10.5539/hes.v3n2p52 Jowi, J. (2009). Internationalization of Higher Education in Africa: Developments, Emerging Trends, Issues, and Policy Implications. Higher Education Policy, 22(3), 263-281. http://dx.doi.org/10.1057/hep.2009.8 Panigrahi, J. (2014). Policy Discourses in Higher Education: Impact on Access and Equity. Higher Education for the Future, 1(1), 63-78. http://dx.doi.org/10.1177/2347631113518397 Wadhwa, R. & Jha, S. (2014). Internationalization of Higher Education: Implications for Policy Making. Higher Education for the Future, 1(1), 99-119. http://dx.doi.org/10.1177/2347631113518399 Read More

There is need to provide relevant reasons for discrepancies which may be encountered between policies and actual student experience. Of importance to evaluate is the specific student experience drawn because of these policies, and their implications in terms of how they shape the individual and prepare them for the future. Findings in the research were focused on challenges in the higher education system, especially from a student perspective. This has implications on not only the students themselves but also a larger national and socio-economic scale.

Implications will also be evaluated from the perspective of a global economy, which has increasingly demanding requirements from graduates. This therefore requires institutions of higher education to analyze economic needs and provide policies aligned towards meeting them. Therefore, an interpretative phenomenological analysis will be utilized as an approach to assess policies of higher education. Focus on these issues will present relevant information much needed by institutions of education to evaluate and provide effective solutions.

Methodology Evidence based qualitative research plays a key role in providing relevant information to decision makers. Therefore, a good qualitative research involves providing relevant resources from peer reviewed articles, journals, books, and periodicals. These allow researchers to draw meaningful interpretations. Qualitative analysis is therefore a fundamental practice significant to policy evaluation and many other fields of learning. It allows a researcher to evaluate two or more resources, which allow them to make informed decisions, support their thesis, or learn new phenomenon, which allows in effective decision making.

The epistemological position taken is derived from an analytical perspective designed to evaluate policies of higher learning, their effects to student experience, and overall implications on an institutional and national scale. Features of qualitative research are composed of a variety of orientations and perspectives, which are based on philosophical assumptions. Processes will include establishing a thesis, which provides a foundation under which relevant data will be gathered. This data will thus be utilized to support initial claims and provide solutions to identified problems.

Subjectivity will be a key feature used to draw comparisons between existing higher education policies and what is actually experienced within practical terms. Therefore, subjectivity will not be used in place of evidence-based research to draw authoritative conclusions concerning findings. The approach of interpretive phenomenological analysis will be used to offer relevant insight on how the identified policies make sense of specific educational requirements, thus providing the rationale behind their implementations.

As such, this is a good approach to use within this research as it provides an opportunity to compare students experience in terms of how they make sense of their learning situations. Analysis will also be based upon reflections of information provided in order to produce the most reasonable meaning behind policies and circumstances of learning experiences for students. Method The process of carrying out the research involved four peer reviewed research articles, which provided relevant resources on policies and their effects on students’ experiences.

Wadhwa and Jha (2014) focus on the process of educational internationalization as a policy adopted by many developed countries. This has been geared towards allowing people to become more compatible to develop skills not only nationally but also in other parts of the world where they are most needed. Bell, Stevenson, and Neary (2009) offer further insight on how educational policies help to shape the structure of higher education, thus reflecting on student experiences. In particular, the book covers the nature of relationships both formal and informal between stakeholders involved.

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