📆 Wednesday 26th Jan, 10-11am GMT (What is Critically Reflective Teaching?)

📚 Reading

Chapter 1: What is Critically Reflective Teaching? from "Becoming a Critically Reflective Teacher" by Stephen Brookfield

Read: https://ebookcentral.proquest.com/lib/bham/reader.action?docID=4790372

Where

Register in advance for this meeting: https://bham-ac-uk.zoom.us/meeting/register/tZcud-mtqTgoHtL_kysVaixpVQTGBzAXne_k
After registering, you will receive a confirmation email containing information about joining the meeting.

📆 22 February 2022, 10-11am GMT (The integration of competences for sustainable development in higher education)

📚 Reading

Lambrechts, W., Mulà, I., Ceulemans, K., Molderez, I. and Gaeremynck, V., (2013) The integration of competences for sustainable development in higher education: an analysis of bachelor programs in management. Journal of Cleaner Production, 48, pp.65-73. https://www.sciencedirect.com/science/article/pii/S0959652611005750

Where

Register in advance for this meeting:
https://bham-ac-uk.zoom.us/meeting/register/tZEkcu2urjsoGdd30o9VsqL1WSrh0km1ESd7
After registering, you will receive a confirmation email containing information about joining the meeting.

Abstract: Over the past years, many universities have integrated sustainability into their education, research,outreach, and operations. Within education, competences regarding sustainable development (SD) havebeen defined, courses on sustainability have been developed, and manuals and methods for teaching SDhave been developed and integrated in curricula. The integration of competences for SD in highereducation programs can be seen as an important step in achieving sustainability in higher education. Although these competences are defined and described in different models and settings, little information is available on the actual status of the integration of competences for SD in different study programs. In order to find out how and to what extent these competences are already present, the existing competence schemes of study programs within two Belgian universities were analyzed in the fields of business management, office management, and applied information technology. Results of the analysis show that competences for SD related to responsibility and emotional intelligence are widely integrated, while competences for SD dealing with system orientation, future orientation, personal commitment, and action taking are virtually absent. The analysis also shows that many competences for SD could be discovered within the selected study programs, though in an implicit and fragmented way, thus not covering all necessary fields of knowledge, skills, and attitudes. This calls for an adjustment of the study programs to clearly and explicitly integrate competences for SD, especially those related to system orientation, future orientation, personal involvement, and action taking.

📆 31 March 2022, 12-1pm GMT (External Factors Theme)

📚 Reading

Gulasaryan, A., Aitken, G., Fawns, T., Jones, D., Napier, J. and Walker, K., 2021. How can inhabited institutionalism inform the analysis of medical education?. Medical Education, 55(12), pp.1363-1368. https://onlinelibrary.wiley.com/doi/pdf/10.1111/medu.14587

Where

Register in advance for this meeting:
https://bham-ac-uk.zoom.us/meeting/register/tZMlc-6gqDgvG9GOQSdr4CPFAoKVdYo6ZUak
After registering, you will receive a confirmation email containing information about joining the meeting.

Abstract: Medical schools are complex organisations existing at the intersection of higher education and healthcare services. This complexity is compounded by many competing pressures and drivers from professional and regulatory bodies, the wider political environment and public expectations, producing a range of challenges for those involved in all stages of medical education. There are established approaches that have been used to address research questions related to these challenges; some focus on organisational structures, characteristics and performance; others on the interactions that take place in a particular setting. Less common are approaches that integrate data on macro-level structures with the micro-level interactions of the people who inhabit those structures. Looking at the interaction of the macro and the micro opens up possibilities for the new insights.

Authors on Twitter: @AGulasaryan @GillAitken2 @Dr_Derek_Jones @timbocop @EdClinEd @jjnapierxo

📆 25 April 2022, 10-11am GMT (Education for Sustainable Development)

📚 Reading

Wals, A.E., (2010) Mirroring, Gestaltswitching and transformative social learning: Stepping stones for developing sustainability competence. International Journal of Sustainability in Higher Education. https://www.emerald.com/insight/content/doi/10.1108/14676371011077595/full/pdf

Where

Register in advance for this meeting: https://bham-ac-uk.zoom.us/meeting/register/tZYrce6ppzIqHtE7qM_a3WOFYHCUPrxDX8bc

After registering, you will receive a confirmation email containing information about joining the meeting.

Abstract:
Purpose – The purpose of this paper is to identify components and educational design principles for strengthening sustainability competence in and through higher education.
Design/methodology/approach – This is a conceptual paper that uses an exemplary autobiographical empirical case study in order to illustrate and support a line of reasoning.
Findings – A number of “Gestalts” of mind-sets of sustainability competence and key elements of the learning processes needed for developing such competence have been identified.