This page has only limited features, please log in for full access.

Dr. Dina Belluigi
Queen's University Belfast, UK

Basic Info


Research Keywords & Expertise

0 Assessment
0 Diversity
0 Evaluation
0 Faculty Development
0 Fine Art

Fingerprints

Higher Education
Assessment
Fine Art
Evaluation
Race
equity
Diversity
Quality Assurance
Educational development

Honors and Awards

The user has no records in this section


Career Timeline

The user has no records in this section.


Short Biography

The user biography is not available.
Following
Followers
Co Authors
The list of users this user is following is empty.
Following: 0 users

Feed

Chapter
Published: 19 June 2021 in Whiteness, Power, and Resisting Change in US Higher Education
Reads 0
Downloads 0

Situated against an historical narrative of academic development in South Africa, this chapter revisits the intractable politics of access to higher education. The critical reflections of Black academics who endured ‘inclusion’ to an historically White institution in the immediate post-apartheid period reveal fraught negotiations and resistances to transitions of authority. As critical stakeholders of transformation in that country, their perspectives about the different approaches to access offer insights into how discourses of equity, inclusion, diversity and decolonisation operated within a problematic hidden curriculum of academic ‘success’.

ACS Style

Dina Zoe Belluigi; Gladman Thondhlana. In Whose Interest Is ‘Training the Dog’? Black Academics’ Reflection on Academic Development for ‘Access and Success’ in a Historically White University in South Africa. Whiteness, Power, and Resisting Change in US Higher Education 2021, 265 -275.

AMA Style

Dina Zoe Belluigi, Gladman Thondhlana. In Whose Interest Is ‘Training the Dog’? Black Academics’ Reflection on Academic Development for ‘Access and Success’ in a Historically White University in South Africa. Whiteness, Power, and Resisting Change in US Higher Education. 2021; ():265-275.

Chicago/Turabian Style

Dina Zoe Belluigi; Gladman Thondhlana. 2021. "In Whose Interest Is ‘Training the Dog’? Black Academics’ Reflection on Academic Development for ‘Access and Success’ in a Historically White University in South Africa." Whiteness, Power, and Resisting Change in US Higher Education , no. : 265-275.

Original research article
Published: 20 April 2021 in Frontiers in Education
Reads 0
Downloads 0

Six experienced academic reviewers and editors explored the nature of quality in academic publication processes in the contexts of sustainability, education for sustainability and the Sustainable Development Goals (SDGs). This article documents their exploration as a collaborative autoethnography structured around the authors’ personal reflections on matters such as: how current quality indicators define the quality of academic publications; how effective current quality assurance processes may be; how congruent open access publication processes may be with the ideals of sustainability and of the SDGs; and about what new and different indicators of quality might look like. An inductive analysis of their reflections yielded three emergent and reoccurring themes: casting doubt on the fitness for purpose of current academic publication processes and means to assure their quality; seeking justice for all involved in academic publication; and creating opportunities for change. In writing this article, authors considered these themes and how academia might address them.

ACS Style

Kerry Shephard; Gladman Thondhlana; Lili-Ann Wolff; Dina Zoe Belluigi; Marco Rieckmann; Pedro Vega-Marcote. On the Nature of Quality in the Contexts of Academic Publication and Sustainability. Frontiers in Education 2021, 6, 1 .

AMA Style

Kerry Shephard, Gladman Thondhlana, Lili-Ann Wolff, Dina Zoe Belluigi, Marco Rieckmann, Pedro Vega-Marcote. On the Nature of Quality in the Contexts of Academic Publication and Sustainability. Frontiers in Education. 2021; 6 ():1.

Chicago/Turabian Style

Kerry Shephard; Gladman Thondhlana; Lili-Ann Wolff; Dina Zoe Belluigi; Marco Rieckmann; Pedro Vega-Marcote. 2021. "On the Nature of Quality in the Contexts of Academic Publication and Sustainability." Frontiers in Education 6, no. : 1.

Original articles
Published: 23 September 2020 in Postdigital Science and Education
Reads 0
Downloads 0

Produced from experiences at the outset of the intense times when Covid-19 lockdown restrictions began in March 2020, this collaborative paper offers the collective reflections and analysis of a group of teaching and learning and Higher Education (HE) scholars from a diverse 15 of the 26 South African public universities. In the form of a theorised narrative insistent on foregrounding personal voices, it presents a snapshot of the pandemic addressing the following question: what does the ‘pivot online’ to Emergency Remote Teaching and Learning (ERTL), forced into urgent existence by the Covid-19 pandemic, mean for equity considerations in teaching and learning in HE? Drawing on the work of Therborn (2009: 20–32; 2012: 579–589; 2013; 2020) the reflections consider the forms of inequality - vital, resource and existential - exposed in higher education. Drawing on the work of Tronto (1993; 2015; White and Tronto 2004) the paper shows the networks of care which were formed as a counter to the systemic failures of the sector at the onset of the pandemic.

ACS Style

Laura Czerniewicz; Najma Agherdien; Johan Badenhorst; Dina Belluigi; Tracey Chambers; Muntuwenkosi Chili; Magriet De Villiers; Alan Felix; Daniela Gachago; Craig Gokhale; Eunice Ivala; Neil Kramm; Matete Madiba; Gitanjali Mistri; Emmanuel Mgqwashu; Nicola Pallitt; Paul Prinsloo; Kelly Solomon; Sonja Strydom; Mike Swanepoel; Faiq Waghid; Gerrit Wissing. A Wake-Up Call: Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning. Postdigital Science and Education 2020, 2, 946 -967.

AMA Style

Laura Czerniewicz, Najma Agherdien, Johan Badenhorst, Dina Belluigi, Tracey Chambers, Muntuwenkosi Chili, Magriet De Villiers, Alan Felix, Daniela Gachago, Craig Gokhale, Eunice Ivala, Neil Kramm, Matete Madiba, Gitanjali Mistri, Emmanuel Mgqwashu, Nicola Pallitt, Paul Prinsloo, Kelly Solomon, Sonja Strydom, Mike Swanepoel, Faiq Waghid, Gerrit Wissing. A Wake-Up Call: Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning. Postdigital Science and Education. 2020; 2 (3):946-967.

Chicago/Turabian Style

Laura Czerniewicz; Najma Agherdien; Johan Badenhorst; Dina Belluigi; Tracey Chambers; Muntuwenkosi Chili; Magriet De Villiers; Alan Felix; Daniela Gachago; Craig Gokhale; Eunice Ivala; Neil Kramm; Matete Madiba; Gitanjali Mistri; Emmanuel Mgqwashu; Nicola Pallitt; Paul Prinsloo; Kelly Solomon; Sonja Strydom; Mike Swanepoel; Faiq Waghid; Gerrit Wissing. 2020. "A Wake-Up Call: Equity, Inequality and Covid-19 Emergency Remote Teaching and Learning." Postdigital Science and Education 2, no. 3: 946-967.

Journal article
Published: 01 July 2020 in International Journal of Qualitative Studies in Education
Reads 0
Downloads 0
ACS Style

D. Z. Belluigi; G. Thondhlana. ‘Your skin has to be elastic’: the politics of belonging as a selected black academic at a ‘transforming’ South African university. International Journal of Qualitative Studies in Education 2020, 1 -22.

AMA Style

D. Z. Belluigi, G. Thondhlana. ‘Your skin has to be elastic’: the politics of belonging as a selected black academic at a ‘transforming’ South African university. International Journal of Qualitative Studies in Education. 2020; ():1-22.

Chicago/Turabian Style

D. Z. Belluigi; G. Thondhlana. 2020. "‘Your skin has to be elastic’: the politics of belonging as a selected black academic at a ‘transforming’ South African university." International Journal of Qualitative Studies in Education , no. : 1-22.

Articles
Published: 04 June 2020 in Educational Philosophy and Theory
Reads 0
Downloads 0

Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate, proffer and embody. The centrality of Whiteness as an instrument of power and privilege ensures that particular types of knowledge continue to remain omitted from our curriculums. The monopoly and proliferation of dominant White European canons does comprise much of our existing curriculum; consequently, this does impact on aspects of engagement, inclusivity and belonging particularly for Black, Asian and Minority Ethnic (BAME) learners. This paper explores the impact of a dominant Eurocentric curriculum and the Decolonising the Curriculum agenda within higher education and its influence upon navigating factors such as BAME attainment, engagement and belonging within the Academy. This paper draws on a Critical Race Theory (CRT) theoretical framework to centralize the marginalized voices of fifteen BAME students and three academics of colour regarding this phenomena. Aspects examined consider the impact of a narrow and restrictive curriculum on BAME students and staff and how the omission of diverse histories and multi-cultural knowledge canons facilitates marginalization and discriminatory cultures.

ACS Style

Jason Arday; Dina Zoe Belluigi; Dave Thomas. Attempting to break the chain: reimaging inclusive pedagogy and decolonising the curriculum within the academy. Educational Philosophy and Theory 2020, 53, 298 -313.

AMA Style

Jason Arday, Dina Zoe Belluigi, Dave Thomas. Attempting to break the chain: reimaging inclusive pedagogy and decolonising the curriculum within the academy. Educational Philosophy and Theory. 2020; 53 (3):298-313.

Chicago/Turabian Style

Jason Arday; Dina Zoe Belluigi; Dave Thomas. 2020. "Attempting to break the chain: reimaging inclusive pedagogy and decolonising the curriculum within the academy." Educational Philosophy and Theory 53, no. 3: 298-313.

Journal article
Published: 27 September 2019 in Scholarship of Teaching and Learning in the South
Reads 0
Downloads 0

Dina Zoe Belluigi, Andrea Alcock, Veronica Farrell and Grace Idahosa reflect on figurative imagery in their research practices to expose the “hidden curriculum of higher education”. Their reflection recounts discursive processes in an attempt to “make sense” of “the modes of politics” in which they engage. How to cite this reflective piece: BELLUIGI, Dina Zoe; ALCOCK, Andrea; FARRELL, Veronica; IDAHOSA, Grace. Mixed metaphors, mixed messages and mixed blessings: how figurative imagery opens up the complexities of transforming higher education. Scholarship of Teaching and Learning in the South. v. 3, n. 2, p. 110-120, Sept. 2019. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=105&path%5B%5D=50 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

ACS Style

Dina Zoe Belluigi; Andrea Alcock; Veronica Farrell; Grace Ese-Osa Idahosa. Mixed metaphors, mixed messages and mixed blessings: how figurative imagery opens up the complexities of transforming higher education. Scholarship of Teaching and Learning in the South 2019, 3, 110 -120.

AMA Style

Dina Zoe Belluigi, Andrea Alcock, Veronica Farrell, Grace Ese-Osa Idahosa. Mixed metaphors, mixed messages and mixed blessings: how figurative imagery opens up the complexities of transforming higher education. Scholarship of Teaching and Learning in the South. 2019; 3 (2):110-120.

Chicago/Turabian Style

Dina Zoe Belluigi; Andrea Alcock; Veronica Farrell; Grace Ese-Osa Idahosa. 2019. "Mixed metaphors, mixed messages and mixed blessings: how figurative imagery opens up the complexities of transforming higher education." Scholarship of Teaching and Learning in the South 3, no. 2: 110-120.

Reference work
Published: 23 July 2019 in Encyclopedia of Educational Innovation
Reads 0
Downloads 0
ACS Style

Dina Zoe Belluigi. Visual Narratives as Reflective Processes for Learning Engagement. Encyclopedia of Educational Innovation 2019, 1 -5.

AMA Style

Dina Zoe Belluigi. Visual Narratives as Reflective Processes for Learning Engagement. Encyclopedia of Educational Innovation. 2019; ():1-5.

Chicago/Turabian Style

Dina Zoe Belluigi. 2019. "Visual Narratives as Reflective Processes for Learning Engagement." Encyclopedia of Educational Innovation , no. : 1-5.

Article
Published: 23 March 2019 in Higher Education
Reads 0
Downloads 0

With inequality persistent across geopolitical contexts, ‘transformation’ continues to be expediently cited in the rhetoric of higher education institutions. Illuminating alike issues worldwide, the paper critically examines race, inequality and oppression among the black and women academics who were selected as recipients of post-apartheid academic development programmes at an historically white institution in South Africa. Utilising a report-and-respond approach, participants initially responded in a questionnaire to definitions of notions of transformation espoused within The Integrated Transformation Plans of South African universities. This was followed by non-deterministic small group discussions of the researchers’ interpretations of those responses. The recipients’ lived experiences provide deep insights, from within, into the misalignment between those discourses espoused and those practiced, which have implications for transforming the institutional culture of the dominant in-group. Emerging ahead of the implementation of a self-regulatory tool for higher education institutions across that national context, many of the participants called for structural accountability mechanisms in the face of their frustration with current ineffectual approaches. A concern about institutional responsiveness to research findings of such critical studies is raised.

ACS Style

Dina Zoe Belluigi; Gladman Thondhlana. ‘Why mouth all the pieties?’ Black and women academics’ revelations about discourses of ‘transformation’ at an historically white South African university. Higher Education 2019, 78, 947 -963.

AMA Style

Dina Zoe Belluigi, Gladman Thondhlana. ‘Why mouth all the pieties?’ Black and women academics’ revelations about discourses of ‘transformation’ at an historically white South African university. Higher Education. 2019; 78 (6):947-963.

Chicago/Turabian Style

Dina Zoe Belluigi; Gladman Thondhlana. 2019. "‘Why mouth all the pieties?’ Black and women academics’ revelations about discourses of ‘transformation’ at an historically white South African university." Higher Education 78, no. 6: 947-963.

Journal article
Published: 28 May 2018 in Education as Change
Reads 0
Downloads 0

Recognising the authoritative de/legitimising power of education systems, this paper contributes to studies concerned with the ways in which new entrants to higher education experience the positioning of their inherited identities as they negotiate their transition to campus life. The findings emerged during a broader psychosocial study of the transitions of seven first-generation students at a technical university in South Africa. The nature of their self-positioning was explored through an analysis of the positioning statements they articulated during photo-elicitation interviews. The university was positioned as a powerful institution, with conditions for both opportunity and alienation. Participants strongly identified with the professional community of practice in Art and Design. However, in relation to the urban campus context, the majority of participants positioned aspects of their home communities as deficit. A case is made for creating conducive conditions that enable self-reflection on students’ transitional experiences and develop collective critical consciousness.

ACS Style

Andrea Alcock; Dina Zoe Belluigi. Positioning Home for Resilience on Campus: First-Generation Students Negotiate Powerless/full Conditions in South African Higher Education. Education as Change 2018, 22, 27 pages -27 pages.

AMA Style

Andrea Alcock, Dina Zoe Belluigi. Positioning Home for Resilience on Campus: First-Generation Students Negotiate Powerless/full Conditions in South African Higher Education. Education as Change. 2018; 22 (1):27 pages-27 pages.

Chicago/Turabian Style

Andrea Alcock; Dina Zoe Belluigi. 2018. "Positioning Home for Resilience on Campus: First-Generation Students Negotiate Powerless/full Conditions in South African Higher Education." Education as Change 22, no. 1: 27 pages-27 pages.

Book chapter
Published: 29 December 2017 in Regards sur l'évaluation des apprentissages en arts à l'enseignement supérieur
Reads 0
Downloads 0

Le présent ouvrage collectif traite de l’acte délicat d’évaluer les apprentissages dans les disciplines artistiques au collège et à l’université. Il explore les...

ACS Style

Dina Zoe Belluigi. La question d’auctorialité:. Regards sur l'évaluation des apprentissages en arts à l'enseignement supérieur 2017, 49 -72.

AMA Style

Dina Zoe Belluigi. La question d’auctorialité:. Regards sur l'évaluation des apprentissages en arts à l'enseignement supérieur. 2017; ():49-72.

Chicago/Turabian Style

Dina Zoe Belluigi. 2017. "La question d’auctorialité:." Regards sur l'évaluation des apprentissages en arts à l'enseignement supérieur , no. : 49-72.

Research article
Published: 04 June 2017 in Arts and Humanities in Higher Education
Reads 0
Downloads 0

Criticality is an important means to negotiate uncertainty, which has become a characteristic of teaching and learning conditions in postmodern times. This paper draws from an empirical comparative case study conducted in the uncertain discipline of fine art visual practice, where critical judgement and meta-cognition are important for professional contemporary art practice. Charting the curricula intended by staff and the culture experienced by students, the paper considers the relation between the espoused theory of criticality in two art schools and their theory-in-use within assessment structures and cultures. Emphasis is placed on the significance of such approaches to criticality for the student experience and their learning engagement. Emerging discourses of ‘subjectivity’ and a lack of development of student meta-cognition indicated that, at an undergraduate level of study, the curricula of these cases are unwittingly underpreparing their graduates for operating with agential criticality as they enter the uncertain context of contemporary art.

ACS Style

Dina Zoe Belluigi. The importance of critical judgment in uncertain disciplines: A comparative case study of undergraduate fine art visual practice. Arts and Humanities in Higher Education 2017, 17, 305 -322.

AMA Style

Dina Zoe Belluigi. The importance of critical judgment in uncertain disciplines: A comparative case study of undergraduate fine art visual practice. Arts and Humanities in Higher Education. 2017; 17 (3):305-322.

Chicago/Turabian Style

Dina Zoe Belluigi. 2017. "The importance of critical judgment in uncertain disciplines: A comparative case study of undergraduate fine art visual practice." Arts and Humanities in Higher Education 17, no. 3: 305-322.

Journal article
Published: 01 January 2017 in The Journal of Aesthetic Education
Reads 0
Downloads 0
ACS Style

Dina Zoe Belluigi. A Framework to Map Approaches to Interpretation. The Journal of Aesthetic Education 2017, 51, 1 .

AMA Style

Dina Zoe Belluigi. A Framework to Map Approaches to Interpretation. The Journal of Aesthetic Education. 2017; 51 (3):1.

Chicago/Turabian Style

Dina Zoe Belluigi. 2017. "A Framework to Map Approaches to Interpretation." The Journal of Aesthetic Education 51, no. 3: 1.

Journal article
Published: 20 September 2016 in Assessment & Evaluation in Higher Education
Reads 0
Downloads 0

Participatory assessment is increasingly employed in higher education worldwide as a formative mechanism to support students’ active learning. But do students in an increasingly relationally diverse environment perceive that peer assessment of individuals’ contributions to group-work tasks enhances their learning? Recognising the impact of students’ conceptions on the quality of their learning, this study considers students’ perspectives of peer assessment of group-work contributions at a South African university. Questionnaires elicited students’ perspectives of and general attitudes towards assessment of and by their peers. A growing measure of discontent with the process of assessing peer contributions to group tasks emerged, including actual and perceived racial and gender stereotyping, and related rejection-sensitivity. These initial findings were checked against the students’ experiences in a report-and-respond process that enabled probing discussions of the interpretations. This paper examines and explores the implications of such identifications and receptions for learning engagement and group-work curriculum development in the context of a rapidly transforming higher education sector.

ACS Style

Gladman Thondhlana; Dina Zoe Belluigi. Students’ reception of peer assessment of group-work contributions: problematics in terms of race and gender emerging from a South African case study. Assessment & Evaluation in Higher Education 2016, 42, 1118 -1131.

AMA Style

Gladman Thondhlana, Dina Zoe Belluigi. Students’ reception of peer assessment of group-work contributions: problematics in terms of race and gender emerging from a South African case study. Assessment & Evaluation in Higher Education. 2016; 42 (7):1118-1131.

Chicago/Turabian Style

Gladman Thondhlana; Dina Zoe Belluigi. 2016. "Students’ reception of peer assessment of group-work contributions: problematics in terms of race and gender emerging from a South African case study." Assessment & Evaluation in Higher Education 42, no. 7: 1118-1131.

Journal article
Published: 30 March 2016 in Teaching in Higher Education
Reads 0
Downloads 0
ACS Style

Dina Zoe Belluigi. Influences on the struggle over content: considering two fine art studio practice curricula in developing/ed contexts. Teaching in Higher Education 2016, 21, 700 -715.

AMA Style

Dina Zoe Belluigi. Influences on the struggle over content: considering two fine art studio practice curricula in developing/ed contexts. Teaching in Higher Education. 2016; 21 (6):700-715.

Chicago/Turabian Style

Dina Zoe Belluigi. 2016. "Influences on the struggle over content: considering two fine art studio practice curricula in developing/ed contexts." Teaching in Higher Education 21, no. 6: 700-715.

Journal article
Published: 24 February 2016 in International Journal of Art & Design Education
Reads 0
Downloads 0

Various constructions of supervisors and students emerge from education literature on art, design and architecture studio pedagogy. Constructions of the supervisor within the studio and during assessment are considered, with a discussion of the threads which underpin them. This is followed by a discussion of some of the current dominant constructions of the student, and possible effects of these roles and relationships on their engagement with learning. As many of these constructions may be inherited or unconscious, a concern for the agency of those involved to rupture, subvert, rescript or resist such constructions motivates this research, while acknowledging that this may be limited by structural and cultural contexts.

ACS Style

Dina Belluigi. Constructions of Roles in Studio Teaching and Learning. International Journal of Art & Design Education 2016, 35, 21 -35.

AMA Style

Dina Belluigi. Constructions of Roles in Studio Teaching and Learning. International Journal of Art & Design Education. 2016; 35 (1):21-35.

Chicago/Turabian Style

Dina Belluigi. 2016. "Constructions of Roles in Studio Teaching and Learning." International Journal of Art & Design Education 35, no. 1: 21-35.

Journal article
Published: 20 August 2015 in Discourse: Studies in the Cultural Politics of Education
Reads 0
Downloads 0

This paper expands on empirical research which revealed that, whether or not an institution's interpretative community was explicitly informed by outcomes-based assessment, the more powerful and implicit discourses that emerged in assessment practices were those of their professional practice and academic traditions. Tensions, between the emerging dominant discourses, had their roots in academic perspectives and traditions; professional practice(s) and ways of being; and the more recent educational development discourses. The significance of these tensions for the discursive positioning of staff and students is discussed, with suggestions made for possible ways to negotiate these problematics more purposefully

ACS Style

Dina Zoe Belluigi. The significance of conflicting discourses in a professional degree: assessment in undergraduate fine art practice. Discourse: Studies in the Cultural Politics of Education 2015, 38, 1 -13.

AMA Style

Dina Zoe Belluigi. The significance of conflicting discourses in a professional degree: assessment in undergraduate fine art practice. Discourse: Studies in the Cultural Politics of Education. 2015; 38 (2):1-13.

Chicago/Turabian Style

Dina Zoe Belluigi. 2015. "The significance of conflicting discourses in a professional degree: assessment in undergraduate fine art practice." Discourse: Studies in the Cultural Politics of Education 38, no. 2: 1-13.

Journal article
Published: 03 August 2015 in Environmental Education Research
Reads 0
Downloads 0
ACS Style

Dina Zoe Belluigi; Georgina Cundill. Establishing enabling conditions to develop critical thinking skills: a case of innovative curriculum design in Environmental Science. Environmental Education Research 2015, 23, 950 -971.

AMA Style

Dina Zoe Belluigi, Georgina Cundill. Establishing enabling conditions to develop critical thinking skills: a case of innovative curriculum design in Environmental Science. Environmental Education Research. 2015; 23 (7):950-971.

Chicago/Turabian Style

Dina Zoe Belluigi; Georgina Cundill. 2015. "Establishing enabling conditions to develop critical thinking skills: a case of innovative curriculum design in Environmental Science." Environmental Education Research 23, no. 7: 950-971.

Journal article
Published: 01 October 2014 in International Journal of Education Through Art
Reads 0
Downloads 0
ACS Style

Dina Zoe Belluigi. The paradox of ‘teaching’ transformation in fine art studio practice: Assessment in the South African context. International Journal of Education Through Art 2014, 10, 349 -362.

AMA Style

Dina Zoe Belluigi. The paradox of ‘teaching’ transformation in fine art studio practice: Assessment in the South African context. International Journal of Education Through Art. 2014; 10 (3):349-362.

Chicago/Turabian Style

Dina Zoe Belluigi. 2014. "The paradox of ‘teaching’ transformation in fine art studio practice: Assessment in the South African context." International Journal of Education Through Art 10, no. 3: 349-362.

Book chapter
Published: 01 January 2013 in Enhancing Learning and Teaching Through Student Feedback in Social Sciences
Reads 0
Downloads 0
ACS Style

Dina Belluigi. Playing broken telephone with student feedback: the possibilities and issues of transformation within a South African case of a collegial rationality model of evaluation. Enhancing Learning and Teaching Through Student Feedback in Social Sciences 2013, 1 -27.

AMA Style

Dina Belluigi. Playing broken telephone with student feedback: the possibilities and issues of transformation within a South African case of a collegial rationality model of evaluation. Enhancing Learning and Teaching Through Student Feedback in Social Sciences. 2013; ():1-27.

Chicago/Turabian Style

Dina Belluigi. 2013. "Playing broken telephone with student feedback: the possibilities and issues of transformation within a South African case of a collegial rationality model of evaluation." Enhancing Learning and Teaching Through Student Feedback in Social Sciences , no. : 1-27.

Articles
Published: 01 October 2011 in Assessment & Evaluation in Higher Education
Reads 0
Downloads 0

This paper aims to inspire stakeholders working with quality of higher education (such as members of study boards, study programme directors, curriculum developers and teachers) to critically consider their evaluation methods in relation to a focus on student learning. We argue that many of the existing methods of evaluation in higher education are underpinned by a conception of learning that is de‐contextualised. As a consequence, many data collection methods do not address aspects that affect students’ learning. This is problematic because the core aim of higher education is to facilitate student learning. We propose a contextualised evaluation methodology, guided by 10 key questions, which can help evaluators address concepts and questions of student learning in their evaluations.

ACS Style

Claus Nygaard; Dina Zoe Belluigi. A proposed methodology for contextualised evaluation in higher education. Assessment & Evaluation in Higher Education 2011, 36, 657 -671.

AMA Style

Claus Nygaard, Dina Zoe Belluigi. A proposed methodology for contextualised evaluation in higher education. Assessment & Evaluation in Higher Education. 2011; 36 (6):657-671.

Chicago/Turabian Style

Claus Nygaard; Dina Zoe Belluigi. 2011. "A proposed methodology for contextualised evaluation in higher education." Assessment & Evaluation in Higher Education 36, no. 6: 657-671.