Connecting the challenges of quality and equality in higher education using the collective intelligence approach: findings from an international expert panel

被引：0

作者：

Khoo, Su-ming ^{[1
]}

Harney, Owen ^{[2
]}

Hogan, Michael ^{[2
]}

Prinsloo, Paul ^{[3
]}

Algers, Anne ^{[4
]}

Belluigi, Dina ^{[5
]}

Brink, Chris ^{[6
]}

Buckley, Lucy-Anne ^{[7
]}

Carolissen, Ronelle ^{[8
]}

Cheng, Ming ^{[9
]}

Cronin, Catherine ^{[10
]}

Czerniewicz, Laura ^{[10
]}

Stein, Sharon ^{[11
]}

机构：

[1] Univ Galway, Sch Polit Sci & Sociol, Galway, Ireland

[2] Univ Galway, Sch Psychol, Galway, Ireland

[3] Unisa, Dept Business Management, Pretoria, South Africa

[4] Univ Gothenburg, Dept Educ Commun & Learning, Gothenburg, Sweden

[5] Nelson Mandela Univ, Queens Univ Belfast, Sch Social Sci Educ & Social Work, Crit Studies Higher Educ Transformat, Gqeberha, South Africa

[6] Newcastle Univ, Newcastle Upon Tyne, England

[7] Univ Galway, Sch Law, Galway, Ireland

[8] Stellenbosch Univ, Dept Psychol, Stellenbosch, South Africa

[9] Sheffield Hallam Univ, Sheffield Inst Educ, Sheffield, England

[10] Univ Cape Town, Ctr Innovat Learning & Teaching, Cape Town, South Africa

[11] Univ British Columbia, Dept Educ Studies, Vancouver, BC, Canada

来源：

QUALITY IN HIGHER EDUCATION | 2024年

关键词：

Quality education; equality; equity; collective intelligence; reduced inequalities; EQUITY; EXCELLENCE; ASSURANCE; STANDARDS; DESIGN;

D O I：

10.1080/13538322.2024.2357866

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article presents the results of phase one of the B-CAUSE project, an international project designed to connect equity and quality in higher education. Expert stakeholders worked together using collective intelligence methods to develop a shared understanding of (1) key features of equity-focused quality higher education, (2) barriers to equity-focused quality higher education and (3) options for overcoming these barriers. Results highlight the potential transformative dimension to equity-focused, quality higher education, including responsiveness to students, participatory design, pluralism and openness and the educational imperative to promote equity in practice. The barriers and options generated by experts focused on institutional resources and supports, excellence-equity tensions, systemic norms and pressures, reflective complexity, awareness and empathy and student supports. The collective intelligence of experts provides the basis for ongoing research, strategy and pedagogical or curricular innovation as part of the B-CAUSE project and other international efforts to foster equity-focused, quality higher education.

引用

页数：25