Nurturing, Cultivating and Sustaining Growth of Educational Coaches in Interdisciplinary, Project Based Learning in Higher Education: a qualitative pilot study including expert insights
Langlotz Kondzic, Verena (2023)
2023
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Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:amk-2023052614485
https://urn.fi/URN:NBN:fi:amk-2023052614485
Tiivistelmä
The purpose of this qualitative study was to investigate the experiences and best practices of professionals who have used educational coaching in interdisciplinary, Project based Learning, in Higher Education. The study attempted to answer several research issues, including how educational coaching is now developed and applied at various universities, as well as to identify best practices for bringing coaching within the context of Project based Learning in Higher Education.
Four experts from various international institutions took part in structured interviews, which were analysed using reflective thematic analysis. The findings led to three nature-themed constructs: "The Growth Catalysts of Educational Coaching Roots", "Cultivating Growth: Factors of Implementing Coaching", and "Sustaining Growth: Consideration in Implementing Coaching".
Some of the key findings were that including behavioural learning theory and transformative learning, theory could be beneficial in promoting the mindset development of new coaches. Ideas for recognising educators' aptitude to become educational coaches are provided. Furthermore, five training opportunities for new coaches were described. The study also identified several coaching skills that could be useful to new universities, although the efficacy of such a list must be confirmed and defined further. Additionally, the study emphasised the importance of administrative support, appropriate policies and reward systems, adequate time and resources, and competent and enthusiastic coaches for successful coaching programmes. Ideas for measuring the impact of coaching in Project based learning in the Higher Educational context should be considered, and examples are outlined. Based on the findings, this study suggests several practical implications to help higher education institutions design their own instructional coaching programmes for a PjBL context. The study does, however, recognise the limits of exploratory research, such as a small sample size, and proposes additional research in comparing educators’ readiness with Rogers’s Development of Innovations theory to build an effective roadmap for new coaches.
Overall, this thesis presents useful insights that can encourage the implementation of good coaching practices in higher education, thereby benefiting students, teachers, and the greater educational community. The shift in viewpoint on coaching in educational contexts as a type of education in and of itself holds the potential of new insights and opportunities for the discipline, inviting us to investigate coaching as a transforming force for personal and professional development.
Four experts from various international institutions took part in structured interviews, which were analysed using reflective thematic analysis. The findings led to three nature-themed constructs: "The Growth Catalysts of Educational Coaching Roots", "Cultivating Growth: Factors of Implementing Coaching", and "Sustaining Growth: Consideration in Implementing Coaching".
Some of the key findings were that including behavioural learning theory and transformative learning, theory could be beneficial in promoting the mindset development of new coaches. Ideas for recognising educators' aptitude to become educational coaches are provided. Furthermore, five training opportunities for new coaches were described. The study also identified several coaching skills that could be useful to new universities, although the efficacy of such a list must be confirmed and defined further. Additionally, the study emphasised the importance of administrative support, appropriate policies and reward systems, adequate time and resources, and competent and enthusiastic coaches for successful coaching programmes. Ideas for measuring the impact of coaching in Project based learning in the Higher Educational context should be considered, and examples are outlined. Based on the findings, this study suggests several practical implications to help higher education institutions design their own instructional coaching programmes for a PjBL context. The study does, however, recognise the limits of exploratory research, such as a small sample size, and proposes additional research in comparing educators’ readiness with Rogers’s Development of Innovations theory to build an effective roadmap for new coaches.
Overall, this thesis presents useful insights that can encourage the implementation of good coaching practices in higher education, thereby benefiting students, teachers, and the greater educational community. The shift in viewpoint on coaching in educational contexts as a type of education in and of itself holds the potential of new insights and opportunities for the discipline, inviting us to investigate coaching as a transforming force for personal and professional development.