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0 (hodnocen0 x )

EB

EB

ONLINE

1st ed.

Oxford : Taylor & Francis Group, 2024

1 online zdroj (236 stran)

ISBN 9781040093412 (e-kniha)

ISBN 9781032364698 (print)

Print version: Lim, May Sok Mui Coaching Students in Higher Education Oxford : Taylor & Francis Group,c2024 ISBN 9781032364698

This practical guide for educators in higher education encourages readers to ask effective coaching questions and apply relevant coaching techniques to empower and engage students to grow and perform at their best..

002001776

Foreword by Assoc. Prof. Nigel C. K. Tan -- Foreword by Dr Carol Kauffman -- Bibliography -- List of Contributors -- Preface -- Part I: The What, Why and How of Coaching in Higher Education -- Chapter 1: Coaching in Higher Education: Creating Impact -- Keywords -- Introduction -- Evolving Landscape of Higher Education -- Current Global Trends -- Impact on Education -- Understanding the Concept of Coaching -- Coaching within the Context of General Education -- Growing Relevance of Coaching in Higher Education -- Types of Learners -- Coachable Moments -- Educator-Learner Relationship -- High Tech, High Touch -- Current Coaching Practices in Higher Education -- The Intersection of Coaching and Learning Theories -- Research Studies on Coaching in Higher Education -- Critical Components for Successful Coaching: Mindset and Relationship Building -- Conclusion -- References -- Chapter 2: Coaching for a Preferred Future: The Solution-Focused Approach -- Keywords -- Introduction -- Origins of the Solution-Focused Approach -- Key Principles and Themes of the Solution-Focused Approach -- Finding the Root Cause Does Not Always Help -- Focus on the Preferred Future -- If Something Is Working, Do More of It -- If Something Does Not Work, Try Something Different -- People Can Be Very Resourceful -- Understanding the Characteristics and Needs of Young Adults -- Tech-Savvy Digital Natives -- Global-Minded and Politically Aware -- Diverse -- Independent -- Resilient -- Why Solution-Focused Approach Works Well in the Higher Education Context -- Solution-Focused Perspectives from the Academic and Practitioner Lens -- Solution-Focused Coaching Conversations -- Coaching for Performance Outcomes -- Solution-Focused Coaching Techniques -- Solution-Focused Coaching Questions.

Using GROW Model to Frame a Solution-Focused Conversation -- Step 1: What Is Your Goal? -- Step 2: What Is the Reality? -- Step 3: What Are Your Options? -- Step 4: Way Forward - What Will You Do? -- Applying the Solution-Focused Approach in Everyday Educational Settings -- Common Challenge Number 1: Doing Badly in Studies Yet Active in Extracurricular Activities -- Common Challenge Number 2: Easily Distracted and Lack Perseverance When Faced with Setbacks -- Common Challenge Number 3: They Appear Rude and Disrespectful Towards the Authorities and Rules -- Conclusion -- Discussion Starters -- References -- Chapter 3: Identifying Coachable Moments -- Keywords -- Introduction -- Coachable Moments -- Formal and Informal Coaching -- Essential Coaching Skills for Educators to Apply at Coachable Moments -- Listening Skills -- Questioning Skills -- Noticing -- Coachable Moments in a University Environment -- Encouraging Positive Learning and Study Habits -- Supporting Struggling Students -- Providing Feedback on Academic Work -- Supervising Group Projects -- Decision to Inform a Student That They Are Being Coached -- Using Coachable Moments for Feedback Conversations -- Supporting Students for Decision Opportunities -- Conclusion -- Discussion Starters -- References -- Chapter 4: Empathetic Coaching Conversations: Being Emotionally Present and Connected with Students -- Keywords -- Introduction -- What Are Empathetic Coaching Conversations? -- Connect: Building a Trusting Bond -- Converse: Creating a Safe Space -- Acknowledging Students and Communicating Their Value -- Respecting Students and Demonstrating Credibility -- Exhibiting Authenticity and Being Open to Humour -- Coach: Empowering Self-Reflection and Growth -- Coaching Is Not Coddling: Misconceptions About Empathetic Coaching -- Conclusion -- Discussion Starters -- References.

Part II: Coaching for Academic Performance -- Chapter 5: Coaching Dialogue as Feedback to Improve Performance -- Keywords -- Introduction -- Giving Effective Feedback -- Coaching Approach to Feedback -- Recognising and Acknowledging Emotions during Coaching for Feedback -- Harnessing Positivity: The Strengths-Based Feedback Approach -- Integrating the Pieces: Towards a Solutions-Focused Feedback Coaching Paradigm -- Common Challenges for Educators -- Students Whom Educators Perceive as Being Used to be Spoon-Fed -- Students Whom Educators Perceive to Be Defensive and Challenging -- Students Whom Educators Perceive to be Quiet and Hesitant to Contribute to the Feedback Dialogue -- Students Whom Educators Perceive to Be Asking for More Marks -- Conclusion -- Discussion Starters -- References -- Chapter 6: Coaching to Promote Retention: Supporting Academically At-Risk Students -- Keywords -- Introduction -- Introducing Jamie -- Who Are the At-Risk Students? -- Deciding When to Have a Coaching Conversation -- Coaching At-Risk Students in a Group -- Coaching At-Risk Students Individually -- Support for Educators Who Coach -- Conclusion -- Discussion Starters -- References -- Chapter 7: Using a Coaching Approach for Group Work -- Keywords -- Introduction -- Group Work in Higher Education (HE) -- Problems in Developing Teamworking Skills -- Group Dynamics in Higher Education -- The Group Matrix -- Mirroring -- Location and Scapegoating -- Psychological Safety -- Solution-Focused Group Coaching in Higher Education -- Coaching Opportunities with Groups in Higher Education -- When the Group First Forms -- Guidance for the First Coaching Session -- When the Group Is Experiencing Problems -- When Things Are Going Well for the Group -- At the End of the Group Project -- Practicalities of Group Coaching -- Conclusion -- Coaching Questions -- Summary.

Discussion Starters -- References -- Chapter 8: Adopting a Coaching Approach to Doctorate Supervision -- Keywords -- Introduction -- Why Consider Approaches of Supervision? -- Defining Coaching in the Context of Supervision -- A Coaching Approach to Supervision -- Enculturation -- Healthy Relationships -- Power -- Emancipation -- Supporting Struggling Students -- Conclusion -- Coaching Questions -- Summary -- Discussion Starters -- References -- Part III: Coaching To Prepare the Future Workforce -- Chapter 9: Coaching for Workplace Internships: Is My Coachee a Student or an Employee? -- Keywords -- Introduction -- Workplace Learning in Higher Education -- Role of Academic Supervisors as Coaches -- Coaching to Develop Students’ Transferable Skills -- Coaching for a Growth Mindset -- GROW Model -- Critical Reflection through Journalling -- Case Study of Embedding Coaching into a University’s Work-Based Learning Programme -- Conclusion -- Coaching Questions -- Goal Questions -- Reality Questions -- Option Questions -- Way Forward Questions -- Discussion Starters -- References -- Chapter 10: Coaching in Clinical Supervision -- Keywords -- Introduction -- Occupational Therapy and Speech and Language Therapy -- Clinical Education -- Clinical Supervision and the Professional Learning through Useful Support (PLUS) Framework -- Guide Learning -- Make Theory-to-Practice Links Explicit -- Supportively Challenge Students -- Conclusion -- Discussion Starters -- References -- Chapter 11: Career Coaching and the Application of Career Theories in Higher Education -- Keywords -- Introduction -- Career Coaching Process -- Connection -- Clarification -- Facilitation -- Follow-through -- Career Readiness Curriculum and Example of Coaching Practice in a University -- Application of Schlossberg’s Transition Theory -- Application of Holland’s Theory of Vocational Choice.

Application of Krumboltz’s Happenstance Learning Theory (HLT) -- Conclusion -- Discussion Starters -- References -- Part IV: Leveraging the Potential of Coaching for Educators and Students -- Chapter 12: Coaching in a Student Support Programme -- Keywords -- Introduction -- Importance of Supporting Students to Adapt and Thrive in University -- Background of the Learning to Learn Better (LTLB) Programme -- National University of Singapore (NUS): Where Learning to Learn Better Started and Grew -- Singapore Institute of Technology (SIT): Collaboration of the Learning to Learn Better Programme -- Delivery of LTLB Programme in SIT -- Coaching in the LTLB Programme -- The Roles and Expectations of Coaches and Students in the LTLB Programme -- Coaching and Student Impact in the LTLB Programme -- Application of Coaching within the Programme -- Case 1 - A Student Resistant to Coaching -- Case 2 - A Student Struggling with Learning and Coping -- Case 3 - Developing Growth Mindsets -- Conclusion -- Discussion Starters -- Acknowledgement -- Appendix A Developmental Tasks -- Appendix B Coaching Conversation Sheet (For Coach’s Notes) -- Appendix C Sample of "Change Talk" Reflection -- References -- Chapter 13: The Coaching Journey: Pathways for Institutions and Educators to Build Coaching Competencies and Culture -- Keywords -- Introduction -- The Role of Coaches in Academic Settings -- Coach Training for Educators -- Creating a Sustainable Coaching Ecosystem and Organisational Coaching Culture -- Mentor Coaching and Coaching Supervision for Continuous Learning -- An Overview of the Professional Coaching Arena -- From Novice to Competent: Pursuing Further Training for Coaching Advancement -- Coach the Person, Not the Problem -- The Joys and Rewards of Coaching -- Conclusion -- Discussion Starters -- Appendix Overview of SIT’s In-House Coaching Training Workshop.

(MiAaPQ)EBC31460506

(Au-PeEL)EBL31460506

(OCoLC)1439595558