The Challenges of Educating People to Lead in a Challenging World

Citation

Dockery, R. (2007), "The Challenges of Educating People to Lead in a Challenging World", Multicultural Education & Technology Journal, Vol. 1 No. 4, pp. 271-273. https://doi.org/10.1108/17504970710832853

This book completes a ten volume collection of texts all of which are related to educational innovation. The editors present a wide‐ranging review of the challenges facing educators within the modern education system. They present a series of segments focusing on different techniques being employed across a variety of settings. Organised across six broad section headings the editors pull together the work of over 30 practitioners, detailing the results of personal experience in a series of experiments and philosophical discussions set within the university environment. The chapters span cultural, national and subject area borders to provide insight and critical considerations for educators by detailing teaching techniques and strategies.

Underpinning the entire book run the themes of how best to educate both learners and teachers and the way in which the education system as a whole should be conceptualised. Should educators see themselves as a “sage on stage” asks Morse (p. 37) or should the education system be a more dualistic affair? Indeed, Morse argues against the sage on stage paradigm suggesting a shift towards a more student orientated approach in his chapter “Learning on demand”. Indeed, Morse argues that students should learn how to learn within universities suggesting an approach that focuses on equipping students with the tools to teach themselves with lecturers being seen as guides within the learning process, almost like facilitators.

Another pertinent question posed within the book is should universities take a more student centred approach and who in fact is the customer? Should the students themselves be seen as customer or should it be the workplaces they will graduate towards. Perhaps, larger society should be seen as the ultimate customer. Other questions such as what are the effects of distance learning upon student self perception and attainment? And how can technology be integrated most effectively into the learning process without alienating teachers and learners are addressed by the papers within this volume which draws together the best papers from the 10th and 11th EDiNEB conference which focussed on “The Impact of Culture and Education on Learning Practices” (p. 3) and “The Changing Face of Globalization: Its Impact on Educating Future Leaders” (p. 3), respectively.

Section 1 is an introduction that sets the scene for the book and provides what is essentially a series of chapter abstracts. This provides the reader with a comprehensive guide to the volume allowing the reader to get a feel for the book as a whole and making navigation of the volume easy. Section 2 “The teaching/learning conundrum: issues challenges and prospects” begins with philosophical examination of the nature of the education system and the proposed paradigmatic shift from teacher‐based learning to a student centred approach before examining more practical concerns on the same topic. The section concludes with two works that review the challenges faced in completing the paradigmatic revolution needed to provide a student centred approach to learning in today's institutions.

Chapter 6, “Lifelong learning in higher education: is there a gap between the idea and its application in higher education” (Sibbald and Troy, p. 115) begins by outlining the ideology behind the idea of life long learning within Scotland but argues that the vision and the reality are far removed from one another due to the political and economic structure of the country. They argue there is an obstructive multiplicity of language and ideas regarding life long learning literature which creates problems when trying to implement its goals. Similarly they argue the societal gap between classes is another barrier that should be removed through adequate public sector provision and not in the form of a market led approach. After reviewing some of the literature surrounding the ideology the authors present a 15‐point list which shows key indicators of life long learning (p. 123) before presenting the results of a survey conducted at Napier University Business School looking at practice within the institution. The research found a gap between the ideals of life long learning and effective service provision within the university as a whole and in particular the business school arguing “the Business School should review its activities in relation to delivery of the lifelong learning vision to ensure that the rhetoric is translated into organizational action” (p. 126). They conclude by stating some positives regarding lifelong learning but argue there is a need for greater resource allocation and central support for the process of lifelong learning before providing an adequate reference list.

Section 3 “Assessing the dimensions and characteristics of learning and learners” offers a series of papers that seek to address the wider issues of learning within universities including questions on the learning dynamic, papers which address the attitudes, experience and belief of learners and the way in which such attitudes and beliefs affect the learning process and indeed the later assimilation of students into wider society.

Chapter 13 “Developing learning materials for the unknown online learner” (Ashwin and Pitts, p. 273) begins by highlighting the “buzz” (p. 273) surrounding e‐learning and its potential ability to address issues facing universities including rising numbers and competition for resources which funding has failed to keep pace with. The provision of online resources is one way for universities to meet the rise in demand and provide round the clock access for students and lecturers however Ashwin and Pitts go on to describe a series of fundamental errors regarding the way e‐resources have been managed highlighting in particular the “failure of the UKe University project” p. 274) amongst others but argue we need to understand these mistakes and move forward.

They go on to define e‐learning and indeed learning itself and argue for the importance of quality interface design for the use of electronic resources. They extend their argument further describing and analysing Biz/Ed, an online resource developed by a team at the University of Bristol which supplies a large number of resources online including notes, games and academic papers. Of greatest importance to the site is its ability to provide resources which suit a number of different learning and teaching styles in order to cater for “the unknown online learner.” In addition its static resources Biz/Ed provides interactive environments for students to experiment with the effects of elasticity and the effects of price on demand so they understand and identify with the issues being studied. The paper provides a good overview of a world wide resource and provides insight into its workings and ideas for further studies regarding the unknown learner and the ability to cater for as many learners as possible with an online resource.

Section 4 “Developing competencies for career success: issues and practices” addresses the needs of business and what they require from the university system in terms of the development of specific competencies as well as the need to equip students with the skills they need to continue developing those competencies. Again a key issue throughout the chapter is that of lifelong learning and the development of skills which allow learners to teach themselves in today's fast paced and changing environment. Chapter 19 “Competence development in entrepreneurship: the role of university education” (Fastre and Van Gils, p. 385) tackles these issues head on addressing the question of what makes a successful entrepreneur by presenting “an overview of the competencies identified in the literature as being critical for the success of an entrepreneur” (p. 386). They argue for the validity of the competency approach and the importance of including entrepreneurship within the developing curricula of institutions.

Section five “Using technology to facilitate teaching and learning” is as its title suggests focussed on the use of electronic resources. The chapters within look at the changing nature of learning and the development of technologies that enhance the learning environment and the classroom situation without alienating teachers from students. Chapter 21 “Adoption of blended learning by faculty: an exploratory analysis” (Humbert, p. 423) tackles the aforementioned issue most directly with a case study regarding the Grenoble Ecole De Management (GEM), a forerunner in the use of electronic materials. The GEM has, he argues, developed techniques for blending electronic resources and traditional teaching styles. Within the chapter he explores the views of faculty members to the changes undergone by the school concluding that work must still be done to encourage teachers to use electronic resources and for them to interact with students on line.

Section 6 “Teaching and learning insights from unique applications” presents five chapters which deal with innovations within teaching methods that have developed over recent years covering such fields as problem‐based learning, learning by doing the impact of globalization on learning and the issues of applying business models to public service provision. The concluding Chapter 30: “Any problems? PBL experience with first year business undergraduates” (Reynolds and Benmore, p. 599) addresses the issue of problem‐based learning and the reactions of students to it finding crossed perceptions regarding the goals of problem‐based learning suggesting teachers must be aware of this issue and finally arguing that greater emphasis must be placed on personal development of students.

All in all the editors have put together a wide ranging account of work and research which has being conducted within the educational field in relation to learning and innovative techniques. They have identified what is required and what are the main challenges facing educators. This book provides a thought provoking and insightful read directed at educators. That said anyone who finds the modern teaching environment challenging in respect of multicultural education, technology or inclusive practices and seeks direction and progression within this environment should also read this book.