Harnessing diversity based on different rationales: Exploring lecturers’ instructional design choices in progress.
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| Title: | Harnessing diversity based on different rationales: Exploring lecturers’ instructional design choices in progress. |
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| Authors: | Ambagts, Marloes1, Zande, Indira van de1 |
| Source: | Journal of University Teaching & Learning Practice. 2026 2nd Quarter, Vol. 23 Issue 2, p1-24. 24p. |
| Subject Terms: | *Diversity in education, *Instructional systems design, *Multicultural education, *Individualized instruction, *Student-centered learning, *Higher education, *College teachers |
| Abstract: | In higher education institutions, students and staff with increasingly diverse walks of life learn and work together. In response, universities frame diversity as a strategic asset, positioning difference as a strength in the light of different, conflicting, priorities. This study systematically explores why and how lecturers in a superdiverse context aim to unlock these alleged strengths in the context of specific courses. Taking a longitudinal approach, the study sheds light on lecturers’ rationales for harnessing diversity across classrooms and how these rationales inform instructional design choices. Building on this exploration, we offer a model for holistic, agile instructional design that supports lecturers in exploring and making intentional design choices to harness diversity across the classroom in dialogue with their team and students. Our findings underline the need to bridge and synthesise multiple rationales to design purposeful learning experiences that resonate with all stakeholders involved. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194591161 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=194591161 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 1 Subjects: – SubjectFull: Diversity in education Type: general – SubjectFull: Instructional systems design Type: general – SubjectFull: Multicultural education Type: general – SubjectFull: Individualized instruction Type: general – SubjectFull: Student-centered learning Type: general – SubjectFull: Higher education Type: general – SubjectFull: College teachers Type: general Titles: – TitleFull: Harnessing diversity based on different rationales: Exploring lecturers’ instructional design choices in progress. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ambagts, Marloes – PersonEntity: Name: NameFull: Zande, Indira van de IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2026 2nd Quarter Type: published Y: 2026 Identifiers: – Type: issn-print Value: 14499789 Numbering: – Type: volume Value: 23 – Type: issue Value: 2 Titles: – TitleFull: Journal of University Teaching & Learning Practice Type: main |
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