Peter Malvicini’s research while affiliated with Westminster International University in Tashkent and other places
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While a home institution engaged in TNE can validate courses, programmes, and teachers, it cannot validate research: TNE provides no framework. TNE host institutions can reverse the maxim, ‘teaching pays, research costs’, by demonstrating that teaching pays, but research pays even more in the long run. There is a gap in knowledge about the relationship between a university’s research capacity and its overall effectiveness and value. If a university’s purpose is limited to teaching, will that over time limit the strength of its teachers? Or will a focus on research divert attention away from teaching? Westminster International University in Tashkent, Uzbekistan, is an example of a successful TNE host institution that seeks the right balance. As a self-sponsored higher education institution in Uzbekistan, it has the necessary autonomy to do this in a country where limited research funding has been a challenge to research culture and research output.
A retreat is a meeting designed and organized to facilitate the ability of a group to step back from day-to-day activities for a period of concentrated discussion, dialogue, and strategic thinking about their organization’s future or specific issues. Organizations will reap full benefits if they follow basic rules.
This study supported the emergence of a transformative learning and planning community among marginalized informal settlers in Manila, Philippines. The research was rooted in transformative learning theory while drawing from systems theory, planning, and development participation. We adapted the Search Conference (SC) to examine the process of transformative learning within one community. We customized the SC to local learning styles and culture, incorporating more visual and kinesthetic activities by using participatory development tools. With their involvement in participatory action research, participants drove the process from design, to evaluation, and follow-up through cycles of reflection and action. The findings suggest that a community-driven planning process, undertaken in an environment supportive of transformative learning, can foster meaning making, empowerment, and the emergence of a self-managing group. Our research demonstrated that when people engage in critical systemic thinking about their poverty, this can result in learning and actions that transform their lives.
{Excerpt} From interviews and our own observations, the following scenario is common: the speaker at a seminar shares about 30 slides, skipping over many. Time goes on…and on. Some participants lose interest; others become distracted; some even slip out. Finally, the sponsor says, “Time has run out, but maybe we can have one or two questions.” Yet it looked as though the speaker had just reached the heart of the matter and it was over. What happened?
In most organizations, staff are busy and they vote withtheir feet. If they are bored or not actively engaged, they will find excuses to leave. Some will never return to presentations conducted by the same speaker. The good news is that guidelines for conducting effective presentations are simple and do not depend on the speaking ability of the person sharing the message.
A retreat is a meeting designed and organized to facilitate the ability of a group to step back from day-to-day activities for a period of concentrated discussion, dialogue, and strategic thinking about their organization’s future or specific issues. Organizations will reap full benefits if they follow basic rules.
Teaching and research are not neutral; prevailing modes privilege the academic elite. This is a problem for learner-activists in less-developed countries. How would critical pedagogy and action research affect a conventional educational institution? What impact would the approaches have on students and faculty? Would it be sustainable? Two years of action research, launching a graduate program in the Philippines, addresses some of these questions. The learners became action researchers while studying adult education and community development at a seminary in Manila. Learners shared control of each course (content and process), and the overall curriculum—the seminary's first effort to integrate social action with conventional spiritual ministry. Critical pedagogy overturns dominant understandings of education—creating democratic space for learners to reflect on their experience of, and relationship to, power while confronting poverty and injustice. Otherwise, oppression remains an abstract academic notion. Through action research with poor communities, learners generated knowledge and tested ideas gained from each other and the literature. Rather than supplanting local knowledge, they complemented it with scientific knowledge relevant to the situation. Data for this study came from student and professor work across two years, reflective writing, reports of three Search Conferences, and semi-structured interviews conducted with students, faculty, and administration. Composite dialogs analyzed the positions, experiences, and categories suggested by the data. Students, faculty, administration, and community organizations resisted the work in unanticipated ways—working through these challenges yielded the program's achievements. To better address social and human problems, we must change the way we do education. This specific case of learning informs and strengthens (sorely needed) similar efforts in diverse settings. Several trends form the research's larger context. People increasingly believe education lacks relevance; how people learn in the classroom may correspond little with the demands of their professional settings. Globalization and anti-globalization movements remind us how the world has shrunk, poverty persists, and disparity increases. Violence based on politics, ethnicity, religion, and class escalates. Genocide, ethnic cleansing, and terrorism, on grand scales, remind that much work remains. Some blame falls on the failure of education (in both North and South) to focus on greater ends of justice, peace, equity, and sustainability. The field of adult education must strengthen its research and practice to better respond, offering both critique and hopeful ways forward. The Issue/Problem The way we learn either supports justice, peace, and social development or hinders it. This empirical study suggests that the way adults learn about development effects their professional practice in organizations and communities. Moreover, educational institutions, instead of hindering change, must create more open environments—where democratic modes of teaching, learning, and research flourish. Democratic Space in Education While many non-governmental organizations (NGOs) apply forms of critical pedagogy and action research 1 to their work, these approaches are less prevalent in formal development education. The link between
Citations (5)
... Although host countries benefit from increased access to international higher education and improvement in education quality, and students gain skills in their international outlook and inter-cultural competencies (William, 2021), no evidence shows that TNE providers tailor the special program for host countries (British Council and DAAD, 2014). In practice, there is inter-cultural communication disagreement between institutions from Western developed countries and developing countries, because the former takes an egalitarian studentcentered approach while the latter prefers hierarchical structures embracing control over students and the actions of faculty (Mirkasimov et al., 2021). Developing a share-culture in management and quality assurance is one of the challenges for the sustainability of TNE. ...
... The average percentage of students who complete their degrees in 6 yr ranges from only 42% to 56% (4). Attrition rates for Ph.D. programs in the United States across different fields range from 36% to 51% (5), and the median time to such as biology, cancer, neuroscience, or scientific writing, addressed through poster presentations and exhibits, data management and analysis, as well as structured practice sessions (8,9). ...
... In their eyes, activities needed to become more collaborative and participatory and should also be organized more professionally. According to multiple authors, collaborative learning approaches can only develop effectively in a relatively safe learning environment, in which trust is established between the members of the community of learners and the learners and facilitator (Beard and Wilson, 2002;Malvicini, 2006). But given Cambodia's past, trust between people remains a complicated issue. ...
... Adult learning is the center of transformative learning theory, particularly in the context of postsecondary education (Nicolaides & Dzubinski, 2015). Instrumental and communicative learning are two basic kinds of transformative learning (Nitschke & Malvicini, 2013). ...
... Located across the university's three quite geographically distant campuses, many staff had to travel to attend the fully-funded event. As suggested by Malvicini and Serrat (2008) and others, the retreat was held off campus in order to provide a more relaxed and social environment than that of the workplace. In what follows, we discuss several indicative examples of activities we incorporated into the retreat schedule. ...
