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Names: Keengwe, Jared, 1973- editor. | Byamukama, Robert, 1976- editor.
Title: Handbook of research on promoting higher-order skills and global
competencies in life and work / Jared Keengwe and Robert Byamukama,
editors.
Description: Hershey, PA : Information Science Reference, [2019] | Includes
bibliographical references.
Identifiers: LCCN 2018008112| ISBN 9781522563310 (h/c) | ISBN 9781522563327
(eISBN)
Subjects: LCSH: Critical thinking--Study and teaching (Higher) | Career
education.
Classification: LCC LB2395.35 .H365 2018 | DDC 370.15/2--dc23 LC record available at https://lccn.loc.gov/2018008112
This book is published in the IGI Global book series Advances in Higher Education and Professional Development
(AHEPD) (ISSN: 2327-6983; eISSN: 2327-6991)

Detailed Table of Contents Foreword ............................................................................................................................................xvii Preface ................................................................................................................................................. xix Acknowledgment ..............................................................................................................................xxiii Chapter 1 Using Gamification to Engage Higher-Order Thinking Skills ................................................................ 1 Brian Bourke, Murray State University, USA Critical thinking and other higher-order thinking skills are key objectives of higher education. Through the development of higher-order thinking skills, students are able to discern information from multiple, often competing sources, make sound judgements, draw conclusions, and enact creative solutions to complex problems. However, faculty can struggle with how to help students develop higher-order thinking skills, relying instead on transmission of knowledge, focusing on what to learn instead of how to learn. In this chapter, the author provides insights into the connections between using gamification as a pedagogical approach, and the development of higher-order thinking skills. The chapter addresses perspectives on higher-ordering thinking, approaches to gamification in college courses, and concludes with recommendations for faculty in approaching gamification. Chapter 2 Teaching Critical Thinking: Content Integration, Domain-Specificity, and Equity ............................. 22 Bruce Torff, Hofstra University, USA This chapter outlines how to teach critical-thinking skills is a central issue at home, in school, on the job, and in life. Outcomes of critical-thinking pedagogies are optimized under three conditions: 1) when thinking skills are integrated with disciplinary content, not sequentially following a content presentation; 2) when thinking skills are taught as utilized in specific domains/disciplines, not decontextualized or treated as domain-general; and 3) when thinking skills are emphasized for all learners, not just advantaged ones with greater prior knowledge or academic ability. Accordingly, teaching critical thinking might well be structured to be integrative, domain-specific, and equitable. Chapter 3 Developing Diversity Awareness and Multicultural Competence Across Liberal Arts Campuses ...... 37 Farah L. Vallera, Lehigh University, USA LaKeisha Thorpe, Moravian College, USA Lizabeth Kleintop, Moravian College, USA The rapidly changing world requires students to be prepared to address change and diversity with empathy, tolerance, and competence. To help prepare them, the authors collaboratively developed and implemented a set of blended, cross-campus multicultural competence modules in graduate and undergraduate courses. This chapter discusses the use of blended learning techniques, digital tools, and learning management technologies, as well as instructional design and collaborative approaches to teaching, learning, and course development. The modules were created to be disseminated for use in multiple courses, disciplines, and collegiate levels across college campuses in an effort to better prepare students for the rapidly changing social landscape of interpersonal relationships and technological developments. Recommendations for similar development and implementations are provided. Chapter 4 Entrepreneurial Skills for the 21st Century Workplace: The SME Sector ........................................... 56 Mauvalyn M. Bowen, Bethel University, USA Karen R. Johnson, University of North Texas, USA The foundation of graduates’ employability is based on skills and by extension, workers. Due to the high levels of unemployment among young people, entrepreneurial skills for graduates and the workforce becomes an imperative to scholars and policy makers trying to tackle unemployment issues by providing students with skills, and competences that fulfill the needs of a very competitive labor market (Pereira, Vilas-Boas & Rebelo, 2016). To encourage collaboration on educational innovation, to promote entrepreneurship education, and to improve university technology and knowledge transfer to industry and society, several initiatives were developed. This chapter discusses some of those initiatives and contributes to the skills discourse by proposing strategies to empower, structure, and improve innovative curriculum, workplace, and life. Some skills shortages identified for the 21st century workplace are: learning and innovation skills, career and life skills; adaptability, self-reliance and social skills, team building, technology, leadership and responsibility skills. Chapter 5 Using Technology to Foster Creative and Critical Thinking in the Classroom .................................... 70 Lisa A. Bloom, Western Carolina University, USA Kristy Doss, Western Carolina University, USA Enhancing and nurturing creative and critical thinking skills are important goals for 21st century learning yet high stakes assessment and standardized curriculum leave little room for realizing these goals in 21st century classrooms. Used appropriately, technology help teachers create personalized learning environments and attend to the type of motivation and engagement that nurtures creative and critical thinking skills. This chapter explores conceptions of creativity, draws on theories of motivation to identify optimal conditions for nurturing creativity and suggests technology supported strategies for creating those conditions. Chapter 6 The Role of Teacher Education in Developing Employability Skills in Higher Education .................. 85 Joyce Bukirwa Sessanga, Nkumba University, Uganda Badru Musisi, Makerere University, Uganda This chapter explores the need to equip student teachers with the skills that will enable them to train and develop their learners for employability. However, given the broad understanding of employability, it is important to recognize that the quality of a university graduate is not just a reflection of the quality of the curriculum and its supporting academic environment. It reflects the demands of the industry as well as the competence of the regulating body (i.e. related government institutions) in shaping the characteristics of higher education graduates. It might be overly simplistic to say that universities are encouraged, if not pressured, to produce employable graduates. The higher education sector therefore needs to recognize and understand the context of employability for their graduates to ensure that their students can live up to the expectations from governments and employers. Chapter 7 Teacher-Centred Delivery Approach in Uganda’s Secondary School Education and Empowering Learners With Higher Order Skills ....................................................................................................... 99 Dorothy Businge Kabugo Kakongoro, Nkumba University, Uganda This chapter analyses the extent to which the teacher-centred delivery approach has influenced the quality of learning in private secondary school education in Uganda. Theories applied are: The Stimulus-Response (S-R) Learning theory, the Social Learning theory and the Transmission model. A Self-administered questionnaire, Focus Group discussion and interview guides were used to collect data. Discussion of the chapter centered on how the teacher’s roles inside the classroom result into attainment of problem solving skills, interpersonal skills and preparing the learner for occupation. Findings showed that, to equip learners with higher order skills, teachers demonstrated all the five roles. However, effective use of this approach was encumbered by a number of limitations that recommendations are provided. Key among these is incorporating a number of activities to inter-marry the philosophies of the teacher-centred and the student-centred approaches in secondary school education. Chapter 8 Education for Sustainable Development (ESD) in Higher Education ................................................ 117 Margaret Stella Suubi Ujeyo, Busitema University, Uganda Criticisms abound regarding the quality and relevance of higher education. Addressing these criticisms requires innovative approaches including Education for Sustainable Development (ESD). This chapter examines the contribution of ESD to the quality and relevance of higher education. The chapter explains the concepts of quality, relevance, sustainable development, and education for sustainable development in higher education. Applying the concepts of systems theory and transformative learning, the chapter explores the contribution of ESD to improvement of higher education through strategies that empower learners with higher order skills. Many of the ESD learning outcomes and competences could translate into success in the lives of graduates in the workplace. The challenges to the adoption of ESD in higher education are also discussed. Chapter 9 Essential Skills for the 21st Century Workforce ................................................................................. 134 Maureen Short, North Carolina Central University, USA Yolanda Keller-Bell, North Carolina Central University, USA This chapter contends that increasing technological innovation has disrupted and continues to disrupt the labor markets making some jobs obsolete and workers redundant. The key to success in the twenty- first century and future labor markets is to combine hard and soft skills into a comprehensive package tailored to specific needs including the ability to think clearly about complex problems, apply creative and innovation solutions to solve problems, and apply new knowledge and skills in new settings. This chapter will provide a discussion of some of the reasons underlying the demand for higher workforce skills and a descriptive overview of curricula and pedagogy that promote students’ acquisition and application of critical thinking skills as well as other skills considered essential for 21st century workforce. Chapter 10 Enhancing Work-Life Balance and Research Engagement Among Students in Higher Education Institutions........................................................................................................................................... 148 Dennis Zami Atibuni, Busitema University, Uganda David Kani Olema, Busitema University, Uganda Joseph Ssenyonga, Mbarara University of Science and Technology, Uganda Grace Milly Kibanja, Makerere University, Uganda Engagement in higher degree pursuit is a function of psychological constructs including core self- evaluations, academic motivation, work-life balance, and research skills proficiency. Core self-evaluations and academic motivation are precursors for student engagement in terms of effort expenditure, collaboration, institutional support-seeking, and relating with faculty. However, given that higher degree students are mainly working class, their work-life balance as well as research skills proficiency act as intervening variables to influence the relationship between the dispositional states and actual engagement of the students. Basing on empirical findings from various studies, the authors explicate in this critical review the (combined) mediation and moderation effects of the intervening variables on the links between academic motivation and core-self evaluations as predictors and the students’ research engagement as a criterion variable. A conceptual model is theorized for the links between these concepts as a framework for research engagement and hence research completion among students. Chapter 11 Interactive Digital Instruction: Pedagogy of the 21st Century Classroom ......................................... 166 Shawn L. Robertson, St. Joseph’s College New York, USA This chapter explores the concepts of pedagogy and its development in the typical higher education classroom as a lecture-focused activity, to how improvements could be made to the process of teaching students from a critical perspective utilizing constructivist principles. The author details the process of moving from a teacher-focused closed system of learning to a student-centered digital pedagogy that engages the student in uniquely rigorous ways utilizing varied technologies. The author describes the development of the process from its inception to the most advanced stages and offers critiques and insights for others to follow utilizing TPACK. Chapter 12 Promoting Competence-Based Learning and Assessment Through Innovative Use of Electronic Portfolios ............................................................................................................................................. 181 Joyce W. Gikandi, Mount Kenya University, Kenya This chapter focuses on how innovative use of electronic portfolios (e-portfolios) can contribute towards meeting the needs of 21st century learners by promoting competence-based learning and assessment. The author explores various strategies and functionalities of e-portfolio application in higher education. Further, fundamental issues that relate to successful implementation of student academic e-portfolios are examined. Specifically, the relevance of congruent theoretical perspectives and teacher’s involvement in the process of e-portfolio development are articulated among other key issues. Based on the emergent perspectives elucidated through this chapter, best practices to inform innovative and effective uses of e-portfolios are identified. The chapter illuminates how the effective use of e-portfolio can promote meaningful learning experiences and development of core competences including interactive collaboration, creativity, critical thinking, digital literacy, problem solving and self-efficacy. Chapter 13 Cultivating Critical Thinking Amongst University Graduate Students .............................................. 209 David Onen, Makerere University, Uganda The importance of critical thinking in 21st century knowledge economy is no longer disputable. Yet, its cultivation amongst learners remains a challenge - even to the most accomplished teachers. This chapter examines the perceptions of critical thinking held by faculty members of a university’s college of education in Uganda. The study findings reveal that faculty members have different perceptions of what critical thinking is, its importance, and how it is cultivated amongst graduate students. Additionally, the faculty reported several challenges while cultivating critical thinking among students. It was thus concluded that the differences in faculty members’ perceptions of critical thinking were responsible for its inadequate cultivation amongst students, other factors notwithstanding. Therefore, the study recommends for the formal inclusion of critical thinking in the curricula of graduate programs in order to strengthen its cultivation among students. Chapter 14 Technology-Enhanced Classroom to Enhance Critical Thinking Skills: Teachers’ Perspectives ...... 225 Alice Omariba, Kenyatta University, Kenya This chapter describes how the impact of digital technology can now be felt in all spheres of life leading to global competition especially in education. The vision for technology-enhanced classrooms is one in which student groups work on long-term, multidisciplinary projects involving challenging content that is interesting and important to them with the support of technological tools for collecting, analyzing, displaying and communicating information. In the face of severe social and economic challenges, many developing countries are struggling to overcome barriers to the integration of digital tools in education to help students develop high-order skills and global competences for life and work. This chapter is intended to further discussions on incorporating technologies into instruction in order to bridge the gap between critical thinking skills and digital tools, and helping learners to become globally competent at the digital workplace. Chapter 15 Towards a Framework for Lifelong E-Learning and Employability ................................................... 245 Juan-Francisco Martínez-Cerdá, Universitat Oberta de Catalunya (UOC), Spain Joan Torrent-Sellens, Universitat Oberta de Catalunya (UOC), Spain This chapter presents and introduces several key concepts related to lifelong e-learning as a way for employability from the point of view of the socio-technical approach. Current employability needs and continuous training via new information and communication technologies bring an opportunity for a fresh proposal in this research area. Starting with the human capital approach, and several issues related to a socio-technical lifelong e-learning, we introduce the need of a new conceptual framework for improving the employability of workers and global citizens, which is based on relationships between people and technologies. Chapter 16 Core Competencies and Innovation for Library and Information Science Professional in 21st Century Digital-Based Environments ................................................................................................. 264 Robert Akinade Awoyemi, Adeyemi Federal College of Education, Nigeria Academic libraries and information technology centres are under serious threat due to the increasing pressure to achieve higher level of performance in a competitive global environment. Most of these challenges are as result of information communication technology (ICT) and digital revolution. This chapter discusses the impact of digital revolution on academic libraries and the need to acquire core competencies and new skills to effectively the 21st century academic libraries and information technology centres. Further, the author examines the sets of skills required by Library and Information Science (LIS) professionals to survive in the digital-based environments. Chapter 17 Strengthening Internationalisation of the Curriculum in Higher Education: A Case Study............... 281 Lawrence Meda, Cape Peninsula University of Technology, South Africa Internationalisation has become a buzzword in institutions of higher learning today. Universities are challenged to find ways of making their curriculum have international dimensions. This chapter presents a case study on how to enhance internationalisation in an engineering programme piloted at a university of technology in South Africa. Daniel Stufflebeam’s Context, Input, Process and Product evaluations model was used as a theoretical framework. Data was collected using semi-structured interviews with the Dean of the faculty, Head of department and a programme coordinator. The findings suggest that a mobile profession like engineering requires purposeful integration of internationalisation in order to increase graduates’ chances of being active participants in a global economy. Chapter 18 Teaching Executive Functions: Modeling Independence From Cradles to College for Success ........ 295 Angela Owens, Education Service Center – El Paso, USA & University of Texas at El Paso, USA Bernice Garcia, Education Service Center – El Paso, USA Neuroscientists have identified Executive Functions (EF) as the skills and processes persons use to engage in purposeful, goal-directed, and future-oriented behaviors. This chapter will consider the correlation between new research about executive functions and implications for educators in nursery, primary, secondary and post-secondary school settings. The first part of the chapter will provide a synthesis of what EF are and how research about the brain is useful for educators. The second part of the chapter will provide recommendations for educators provided in Boosting Executive Skills in the Classroom: A Practical Guide for Educators as well as other resources available for educators intending to improve EF skills in developing children, preparing them for greater success in college and in the workforce. Chapter 19 Incorporating Representation-Based Instruction Into Mathematics Teaching: Engaging Middle Schoolers With Multiple Representations of Adding Fractions ......................................................... 311 Fadime Ulusoy, Kastamonu University, Turkey Lutfi Incikabi, Kastamonu University, Turkey Developing students’ abilities in using and selecting appropriate representations and making transformations between representations is an important issue in mathematics education. Among the mathematical concepts, fractions have always reported as a challenging issue for students in the middle schools for a long time. In this sense, researchers have suggested the use of different representations in learning and teaching of fractions in order to enhance students’ conceptual understandings of fractions. Based on this suggestion, we provide some activities for engaging middle school students with multiple representations of fractions by focusing on addition operation. These activities are focused on the need to identify appropriate instructional strategies to enhance students’ communication and critical thinking, thus improving their academic performance in mathematics. Chapter 20 Using Learner Centered Pedagogy and Social Justice Pedagogy in Post-Secondary Technical and Professional Communication Writing Courses ................................................................................... 337 Kimberly C. Harper, North Carolina A&T State University, USA This chapter discusses the author’s approach to implementing social justice and learner-centered pedagogies in a course titled Technical Communication in the Age of #BlackLivesMatter. The author uses the Black Lives Matter movement as a springboard for teaching technical communication students about the responsibilities of workplace writers. Technical and Professional Communication (TPC) make use of a skills-based pedagogy and, at times, omits the importance of providing students with cultural competency skills. However, there is a shift in the field of TPC as some scholars are advocating for the inclusion of topics such as race, culture, gender, and class in pedagogical discussions. Discussed in this chapter are the theories behind the author’s pedagogical choices when creating the described course, the student assignments, and the challenges encountered while teaching the course. Compilation of References ............................................................................................................... 351 About the Contributors .................................................................................................................... 408 Index ................................................................................................................................................... 416

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