Literaturnachweis - Detailanzeige
| Autor/inn/en | McIntosh, Emily; Nutt, Diane |
|---|---|
| Titel | The Impact of the Integrated Practitioner: Perspectives on Integrated Practice to Enhance Student Success |
| Quelle | In: Student Success, 13 (2022) 2, S.1-9 (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (McIntosh, Emily) ORCID (Nutt, Diane) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Educational Practices; Academic Achievement; Pandemics; COVID-19; Professional Identity; International Education; Universities; Futures (of Society); Professionalism; Professional Education; College Faculty; Teacher Student Relationship; Fellowships; Foreign Countries; Leadership Role; Faculty Development; Teacher Role; United Kingdom |
| Abstract | What is integrated practice, and how does it apply to student success? In this article we focus on exploring what third space working and integrated practice means, and how it applies to understanding our identity and leadership in student success, in the context of a pandemic-disrupted academy. We consider the ever-changing nature of this important work, especially in the context of the events of the last two years, and discuss how we might lead into the future to effectively situate post-pandemic student success practice within international university strategies, structures and systems. In the context of integrated practice, we consider: how is our understanding of student success evolving? What are student success professionals doing at the moment, and what are the hallmarks of our leadership? How might our identity in this work be understood? What are the core skills/experience required for the future, and how might we lead in uncertain times? (As Provided). |
| Anmerkungen | Queensland University of Technology. QUT Library, GPO Box 2434, Brisbane, OLD 4001, Australia. Tel: +61-07-3138-5345; e-mail: journal@unistars.org; Web site: https://studentsuccessjournal.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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