Purpose

This project engaged faculty, students, alumni and staff in re-visioning their university's learning, teaching and research framework. An extensive consultation process allowed participants to explore, discuss and critically reflect on effective practice.

Design/methodology/approach

This action research project provided a process for university community members to engage in practice conversations. In phase 1, focus groups and campus community discussions elicited the diverse perspectives of the community. The design-thinking process of discovery, ideation and prototyping aligned with the action research cycles to help a working group create a learning and teaching framework prototype based on the findings. In the second phase, surveys were used to elicit community members' responses to the prototype, which was then refined.

Findings

The prototype was organized into three overarching categories, each containing several attributes. The attributes of the “Applied and Authentic” category were: interdisciplinary and transdisciplinary; experiential and participatory; flexible and individualized; outcomes based; and openly practiced. The attributes of the “Caring and Community-Based” category were: inclusive and diverse; community-based; supportive; team-based; co-creative; and place and virtual space-based. The attributes of the “Transformational” category were socially innovative; respectful of Indigenous peoples and traditions; impactful; and reflective.

Originality/value

This article should interest higher education institutions seeking to engage faculty, staff, students and others in practice conversations to develop a learning, teaching and research strategy. This research demonstrated that fostering practice conversations among diverse community members can be a powerful process for creating a common and integrated vision of excellent learning, teaching and research practice.

中文翻译：

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通过实践对话建立大学学习、教学和研究框架

目的

该项目让教职员工、学生、校友和工作人员重新审视他们大学的学习、教学和研究框架。广泛的咨询过程使参与者能够探索、讨论和批判性地反思有效的实践。

设计/方法/方法

这个行动研究项目为大学社区成员提供了一个参与实践对话的过程。在第一阶段，焦点小组和校园社区讨论引发了社区的不同观点。发现、构思和原型制作的设计思维过程与行动研究周期相一致，以帮助工作组根据研究结果创建学习和教学框架原型。在第二阶段，调查被用来引发社区成员对原型的反应，然后对其进行改进。

发现

原型被组织成三个总体类别，每个类别包含几个属性。“Applied and Authentic”类别的属性是：跨学科和跨学科；体验性和参与性；灵活和个性化；基于结果；并公开实践。“关怀与社区”类别的属性是：包容性和多样性；以社区为基础；支持；以团队为基础；共同创作；并以场所和虚拟空间为基础。“转型”类别的属性具有社会创新性；尊重土著人民和传统；有影响力的；和反光。

原创性/价值

本文应该引起高等教育机构的兴趣，这些机构希望让教职员工、学生和其他人参与实践对话，以制定学习、教学和研究策略。这项研究表明，促进不同社区成员之间的实践对话可能是一个强大的过程，可以创建一个共同的、综合的优秀学习、教学和研究实践愿景。