Findings for the construct deep/surface approaches to learning

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SCP stimulating the DAL, such as critical thinking, analytical reasoning, understanding, evaluating, research, creativity, innovation, making informed opinions (decision making) and solving problems (University X Factbook 2017–2018; University X Faculty Handbook 2017– 2018; University X website). Table 4.3 shows the most frequently occurring words for the D/SAL construct.

Table 4. 3 Number of key words / phrases relating to the SCP/TCP and consequently

DAL/SAL Subconstructs UAE Vision 2021 (8 docs) Policy Reports (11 docs) University X (17 docs) News Articles (5 docs) Student-Centred Activities 2 41 107 4 Learning Outcomes 1 105 221 0 Innovation 192 111 37 7 Research 28 219 156 7

Faculty Teaching & PD 11 132 143 3

Leadership in HEI 4 26 14 0

PD – Professional Development

Note. Total words referenced: 1,571 in 52 documents.

The university documents were analysed to evaluate the foundational premise on which the learning and teaching approaches are based. The categories discussed below are significant, as these were used in the questions for the interviews and FGDs to obtain a deeper understanding of the pedagogic practices at the university under study.

Initial and ongoing accreditation approval from a recognised accreditation body is an indication of an acceptable quality of education (UAE MOHESR, 2010; University X website, “Accreditation,” 2015; US Department of Education, 2015). University X has been accredited by both an international body situated in the US in 2008 and by the national accreditation body,

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CAA, in 2016 (University X Factbook 2017–2018). It renewed its international accreditation in 2013 with all 14 standards met (University X website, 2017), indicating that it has maintained the quality of education expected by the accreditation body.

Besides this dual accreditation, the COE received accreditation in 2013 for its discipline from the Council for Accreditation of Educator Preparation Continuous Improvement Commission (CAEP) (University X website, “COE,” 2017). A review of the accreditation standards for the completion of the teacher programme provides consistent references to words relevant to the constructivist pedagogy and SCP (NCATE, 2008). These include: inquiry, critical analysis, assess, analyse, synthesis and reflect (NCATE, 2008, p. 16). The rigorous process of securing and maintaining accreditation from three different bodies over the last six years may indicate that a quality student-centred learning approach for the qualifying graduates at the COE is pursued.

4.1.2.1 Outcome-based model. Fitzpatrick (1995) and Furman (1994) suggest that in

outcome-based models (a characteristic of the constructivist pedagogy), the curriculum is developed to support the desired outcomes. The strength of this model lies in its flexibility to make continuous improvements to the curriculum through regular evaluation regarding the knowledge acquired, skills developed and competence to apply or create (Bouslama; Lansari, Al-Rawi & Abonamah, 2003).

Learning outcomes (LOs) are a key function of University X’s monitoring, evaluation and improvement process, the motto being: “Assess – Analyse – Act” (University X Learning Outcomes Handbook 2016–2017, p. 10). “Closing the loop,” a practice to receive feedback from faculty, is considered a critical element of this assessment cycle (p. 12).

University and discipline learning outcomes (LO) are mapped to QEF learning criteria. These being integrated in assessments throughout the curriculum is one way of ensuring that

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accreditation requirements are met (University X website, “Learning Outcomes,” updated 2019).

4.1.2.2 Faculty professional development. One of the requirements from CAA is that

the university provide professional development to faculty members to support scholarship, research and teaching, specifying that “these activities are regularly assessed to ensure they are appropriate and effective” (UAE MOHESR, 2011, p. 15). University X meets this criterion through annual assessment retreats, external guest speakers, regular workshops and sharing the best practices amongst faculty within the colleges (University X Learning Outcomes Handbook 2016–2017). The Center for Innovation at the university, initiated in 2012, provides training for faculty members. A printed copy of the Innovative Teaching Program Guideline was retrieved at the site during an interview. This document outlines the professional standards pursued by the university which lists constructivist approaches to support student-centred learning as a main objective. Providing continued professional development for faculty members may indicate that quality teaching practices are encouraged.

4.1.2.3 University X internal documents. A research project involving the collection of primary data through interviews is part of the curriculum at both colleges. Samples of one such project were retrieved at the COE site. These include the assignment question, prompts and grading rubrics. The prompts include questions that guide the students in their thinking process to evoke analysis, evaluation and reflection. Examples include:

How does the child control him/herself emotionally? What tells you which of Piaget’s stages the child is at?

The rubric for grading this case study requires that a minimum of three elements of analysis and critical thinking are used to achieve grades from a B+ to A+.

Two other documents retrieved on site are copies of completed student feedback forms called Student Evaluation of the Learning Environment (SELE). SELE evaluates the faculty

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member who taught the course. The ratings of the faculty member are scaled in three categories, namely: connection and communication attributes (clear teaching style); preparedness and organisation of the lesson (whether the teaching encourages group discussions and questions from the students) and clear instructions and explanations received. The overall rating of the faculty member is categorised as poor, weak, average, good and excellent. The faculty member was rated excellent at 73% in the first and 100% in the second document. Some of the statements on the qualitative feedback include: “her teaching is easy to understand,” “she helps us to understand everything in the material” and “we enjoy her class.”

The selection of categories evaluated for teaching approaches within the SELE resonates with the attributes of SCP as discussed in the theoretical framework in chapter 2 (section 2.4). Regular assessment through student feedback indicates that a quality student- centred learning and teaching approach is pursued.

Another document obtained onsite is a sample rubric for an assessment retrieved at the FC. To achieve higher grades, understanding, evaluating, analysing, creativity and originality are expected. Again, these are common constructs used for SCP.

The findings from all six of these internal documents point to a constructivist pedagogy promoting HOT as being pursued in the learning and teaching practice at this university.

4.1.3 Findings for the construct HOT. Coding the selected documents for the main