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Jürgen Rudolph

Kaplan International Colleges, Kaplan Higher Education Singapore, Faculty Member

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I have more than 20 years of Higher Education Teaching experience as well as substantial Training and Facilitation experience. My current academic focus areas are Teaching and Learning in Higher Education, Knowledge Management, International Management and Business Research Methods. My passion is long-term investing in the stock market, and I occasionally conduct free stock investment workshops. I am co-editor-in-chief of the Journal of Applied Learning (JALT).

Interested in contributing to JALT? Just send me an email!

Dr Jürgen Rudolph
Senior Lecturer & Academic Partner Liaison | Kaplan Singapore
Co-editor-in-chief, Journal of Applied Learning & Teaching (JALT) — website: https://journals.sfu.ca/jalt

Email : [email protected]
Kaplan City Campus @ Wilkie Edge | No. 8 Wilkie Road | #02-01 Wilkie Edge | Singapore 228095
LinkedIn: https://www.linkedin.com/in/dr-juergen-rudolph-2038213b/
Phone: +65-93805703

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Papers by Jürgen Rudolph

Perceived quality of online learning during COVID-19 in higher education in Singapore: perspectives from students, lecturers, and academic leaders

Educational Research for Policy and Practice

The COVID-19 pandemic has significantly affected the higher education sector in Singapore. Existi... more The COVID-19 pandemic has significantly affected the higher education sector in Singapore. Existing tertiary studies seeking to understand the intraperiod response to COVID-19 often focus on single institutions, jurisdictions or stakeholder groups. This study is the first in-depth qualitative multi-stakeholder examination of the higher education environment in Singapore during the COVID-19 pandemic. It explored the perceptions of the quality of digital pedagogy during COVID-19, how universities have adapted because of the pandemic, and how leaders, teaching staff and students have been affected by the management and educational changes via 13 semi-structured interviews across six Singapore higher education institutions. Through purposive sampling, we explore current stakeholder perceptions, structural education changes, and personal learning and teaching impacts of COVID-19. Applying Braun and Clarke's approach to thematic analysis, we inductively uncovered four major themes: the Singapore government's approach to COVID-19 and its effects on delivery; academic leadership approaches; education technology; and well-being. This article is critical as a key foundation to understand how Singapore is responding with unique geopolitical differences. We discuss the practical implications of our research for current university faculty and students during and beyond the pandemic, and outline opportunities for future research.

Enabling cross-cultural student voice during COVID-19: A collective autoethnography

Journal of University Teaching and Learning Practice, 2020

Higher education learning and teaching has faced a significant challenge in 2020. The novel coron... more Higher education learning and teaching has faced a significant challenge in 2020. The novel coronavirus pandemic (COVID-19) has required institutions to engage in emergency response teaching and deliver distance, online, or socially distanced delivery in most jurisdictions globally. The literature to date has focused on understanding this from the perspective of the institutions and academics primarily. For example, institutional case studies and staff critical reflections. There has been literature published on student learning, student experience, and student wellbeing during COVID-19, but these are typically constructed through an academic lens (e.g. a student satisfaction survey). This research offers a coconstructed account developed adopting a students as partners philosophy. Our research team includes four students from two countries (Australia and Singapore) to independently reflect on their experience and collectively consolidate their learning journey through the pandemic,...

Face masks in education: The cases of Greece and Singapore

Thesis International Research Journal , 10 (1) pp. 3-42. (2021) (In press)., Jun 30, 2021

In response to the COVID-19 pandemic, governments across the world implemented practices and rule... more In response to the COVID-19 pandemic, governments across the world implemented practices and rules related to masks in educational settings and beyond. Through a desktop analysis and systematic literature review, leveraging educational, governmental and journalistic sources, this article provides an extreme comparison of two nations' intra-period responses on the use of face masks in education. Taking the examples of two different countries (Greece and Singapore), we discuss their contrasting approaches to face mask use in education, ranging from pre-schools to universities, while taking into account the macroenvironmental dissimilarities of their educational systems and technological capabilities. There are significant opportunities to learn by examining the governmental, pedagogical, and community reactions of different countries about mask use, in order to strengthen educators' collective

Technology and education: Innovation or hindrance?

by Margarita Kefalaki, Fotini Diamantidaki, and Jürgen Rudolph

Technology and education: Innovation or hindrance, 2022

Online Learning and Teaching (OLT) is no longer considered an emergency remote teaching (ERT) pr... more Online Learning and Teaching (OLT) is no longer considered an emergency remote teaching (ERT) practice but is now an activity
that has become part and parcel of our everyday life. At
present, we are ready to adapt, innovate, share and learn
new practices, especially based on technological innovation
activities and behaviors. Technology and communication are there to help.

Face masks in education: The cases of Greece and Singapore

by Margarita Kefalaki, Fotini Diamantidaki, and Jürgen Rudolph

In response to the COVID-19 pandemic, governments across the world implemented practices and rule... more In response to the COVID-19 pandemic, governments across the world implemented practices and rules related to masks in educational settings and beyond. Through a desktop analysis and systematic literature review, leveraging educational, governmental and journalistic sources, this article provides an extreme comparison of two nations' intra-period responses on the use of face masks in education. Taking the examples of two different countries (Greece and Singapore), we discuss their contrasting approaches to face mask use in education, ranging from pre-schools to universities, while taking into account the macroenvironmental dissimilarities of their educational systems and technological capabilities. There are significant opportunities to learn by examining the governmental, pedagogical, and community reactions of different countries about mask use, in order to strengthen educators' collective

McLaren, Peter (writer) & Wilson, Miles (illustrator) (2019). Breaking free. The life and times of Peter McLaren, radical educator. Myers Education Press

Kamei, Robert K. (2021). Strategic learning. A holistic approach to studying. World Scientific

Journal of Applied Learning & Teaching

Darder, Antonia (2018). The student guide to Freire’s pedagogy of the oppressed. Bloomsbury

Alternative Education

Preface to Learning from Tasmania

Learning from Tasmania

Introduction to the fourth regular issue of JALT

Journal of Applied Learning & Teaching, Dec 30, 2019

The end of the year-and the dubitable (more on this shortly) close of the decade-invites us to be... more The end of the year-and the dubitable (more on this shortly) close of the decade-invites us to be more philosophical than we usually allow ourselves to be in the hustle-andbustle of the everyday lives of teachers. It is indeed debatable whether the end of 2019 marks the end of a decade. By the time you read these lines, the 2020s may or may not have started, even when applying the Gregorian calendar (and not another calendar, for instance, the Chinese, Islamic or Thai solar calendar, to mention but a few). The year 1 BC was followed by 1 AD (shockingly, there was no year 0 Anno Domini), and as a consequence, the third millennium and 21st century started in 2001, rather than in 2000. While mathematically, the new decade should only start in 2021, convention tells us that 1 January, 2020, marks the beginning of the new decade. And while we write these lines in the old decade, the jury is still out how to call the 2010s-the 'tens', 'twenty-tens', 'two-thousand-tens' or even 'teens', 'teenies', 'teensies', 'tensies', or 'ten-sions'. Time will tell.

Introduction to the third issue of JALT

1

The first half of 2019 was exciting for all involved with JALT. An international conference, EDU2... more The first half of 2019 was exciting for all involved with JALT. An international conference, EDU2019, took place in support of JALT (amongst other journals) in Athens, Greece, in May, 2019. EDU2019 was capably and charmingly organised by JALT Editorial Board Members Drs Margarita Kefalaki and Fotini Diamantidaki, and the action-packed conference was attended by some 100 participants from 21 countries. And then there were three exciting symposia at Kaplan Singapore, again with the offer to publish contributions in JALT:

Introduction to JALT’s inaugural special issue

International Perspectives and Interactions in Education

Reconstructing collective identities: The Babas of Singapore

Journal of Contemporary Asia, 1998

Page 1. 203 Reconstructing Collective Identities: The Babas of Singapore Jiirgen Rudolph* The Bab... more

More Than Meets the Eye. The Political Causes of the Asian Economic Crisis

The Copenhagen Journal of Asian Studies, 2008

In nearly every economic crisis, the root cause is political, not economic. ' Singapore's Senior ... more

Teaching for Quality Learning at Changing Universities. A tour de force of modern education history -an interview with Professor John Biggs

by Christopher W. Harris and Jürgen Rudolph

Journal of Applied Learning and Teaching , 2019

Professor John Biggs is a world-famous psychologist and educationist who in 2017, was invested ... more Professor John Biggs is a world-famous psychologist and educationist who in 2017, was invested as a Member of the Order of Australia (AM) for “significant service to tertiary education, particularly in the fields of curriculum development and assessment”. John Biggs has been actively involved in education for six decades and has been a Professor of both Education and Psychology. Professor Biggs’ most ground-breaking and innovative contributions – such as SOLO taxonomy, constructively aligned OBTL (Outcome-based Teaching & Learning), criterion-referenced assessment and students’ surface and deep approaches to learning – are all discussed in this wide-ranging interview. Moreover, Biggs discusses his illustrious academic career, his concerns about the corporatisation of universities and his alternative vision of higher education, and also what he refers to, tongue-firmly-in-cheek, as his “constructive but misaligned retirement”.

40,000 Hours to Create a Robot Gardening Business and other Futures for Education and Training. An Interview with Dr Bror Saxberg, VP Learning Sciences, Chan Zuckerberg Initiative.

by Jürgen Rudolph and Christopher W. Harris

JALT, 2018

Journal of Applied Learning and Teaching (JALT) 1(1) Harris, Rudolph (Ed.), Yeo (AEd.).pdf

by Christopher W. Harris and Jürgen Rudolph

Journal of Applied Learning and Teaching (JALT), 2017

The journal is a high-quality collection of work articulating the myriad possibilities in the ‘cl... more The journal is a high-quality collection of work articulating the myriad possibilities in the ‘classroom’ in all its forms, which also gives a voice to research and commentary on alternative approaches to teaching and learning.

The journal is open to contributions from around the world. Our journal is intended to have no geographical limits and to be within an international context on the broad subject of learning and teaching (predominantly within Higher Education). Also, we may have a focus on qualitative research, but articles will be taken on their merit.

This first issue in December 2017 consists of: three peer-reviewed articles unintentionally with a focus on technological impacts in the classroom; one education technology review; a section on book reviews; and a section with more journalistic pieces.

The distribution is conceived to be online and open. In addition, we distribute the journal through different channels to maximize the impact for our worthy contributors.

The editorial team consists of me, Chris Harris with Juergen Rudolph as the co-editor and Eric Yeo as associate editor.

Journal of Applied Learning and Teaching (JALT) 1(2) Harris, Rudolph (Ed.), Yeo (AEd.).pdf

by Christopher W. Harris and Jürgen Rudolph

Journal of Applied Learning and Teaching (JALT), 2018

JALT was conceived in 2017 as a high-quality collection of work articulating the myriad possibili... more JALT was conceived in 2017 as a high-quality collection of work articulating the myriad possibilities in the ‘classroom’ in all its forms, which also gives a voice to research and commentary on alternative approaches to teaching and learning.

The journal is open to contributions from around the world. Our journal is intended to have no geographical limits and to be within an international context on the broad subject of learning and teaching (predominantly within Higher Education). Also, we may have a focus on qualitative research, but articles will be taken on their merit.

This second issue in December 2018 consists of: three peer-reviewed articles; one education technology review; a section on book reviews; and a section with more journalistic pieces. A new genre, Interview with an educational leader, is included here with a fascinating look at education futures with Chan-Zuckerberg-Initiative's Dr. Bror Saxberg.

The distribution is conceived to be online and open. In addition, we distribute the journal through different channels to maximize the impact for our worthy contributors.

The editorial team consists of me, Chris Harris with Juergen Rudolph as the co-editor and Eric Yeo as associate editor.

A brief review of Mentimeter – A student response system

This ed-tech review is about a student response system (SRS) called Mentimeter. Why should you be... more This ed-tech review is about a student response system (SRS) called Mentimeter. Why should you be interested in Mentimeter? It is freemium (i.e. free and premium versions are available); no extra hardware (apart from the standard laptop, projector and students’ own digital devices are needed); it is easy to use and it may make your lectures more interactive and interesting.

Massive Open Online Courses (MOOCs) as a Disruptive Innovation in Higher Education?

M.Ed. thesis, University of Adelaide, May 2014.

Perceived quality of online learning during COVID-19 in higher education in Singapore: perspectives from students, lecturers, and academic leaders

Educational Research for Policy and Practice

The COVID-19 pandemic has significantly affected the higher education sector in Singapore. Existi... more The COVID-19 pandemic has significantly affected the higher education sector in Singapore. Existing tertiary studies seeking to understand the intraperiod response to COVID-19 often focus on single institutions, jurisdictions or stakeholder groups. This study is the first in-depth qualitative multi-stakeholder examination of the higher education environment in Singapore during the COVID-19 pandemic. It explored the perceptions of the quality of digital pedagogy during COVID-19, how universities have adapted because of the pandemic, and how leaders, teaching staff and students have been affected by the management and educational changes via 13 semi-structured interviews across six Singapore higher education institutions. Through purposive sampling, we explore current stakeholder perceptions, structural education changes, and personal learning and teaching impacts of COVID-19. Applying Braun and Clarke's approach to thematic analysis, we inductively uncovered four major themes: the Singapore government's approach to COVID-19 and its effects on delivery; academic leadership approaches; education technology; and well-being. This article is critical as a key foundation to understand how Singapore is responding with unique geopolitical differences. We discuss the practical implications of our research for current university faculty and students during and beyond the pandemic, and outline opportunities for future research.

Enabling cross-cultural student voice during COVID-19: A collective autoethnography

Journal of University Teaching and Learning Practice, 2020

Higher education learning and teaching has faced a significant challenge in 2020. The novel coron... more Higher education learning and teaching has faced a significant challenge in 2020. The novel coronavirus pandemic (COVID-19) has required institutions to engage in emergency response teaching and deliver distance, online, or socially distanced delivery in most jurisdictions globally. The literature to date has focused on understanding this from the perspective of the institutions and academics primarily. For example, institutional case studies and staff critical reflections. There has been literature published on student learning, student experience, and student wellbeing during COVID-19, but these are typically constructed through an academic lens (e.g. a student satisfaction survey). This research offers a coconstructed account developed adopting a students as partners philosophy. Our research team includes four students from two countries (Australia and Singapore) to independently reflect on their experience and collectively consolidate their learning journey through the pandemic,...

Face masks in education: The cases of Greece and Singapore

Thesis International Research Journal , 10 (1) pp. 3-42. (2021) (In press)., Jun 30, 2021

In response to the COVID-19 pandemic, governments across the world implemented practices and rule... more In response to the COVID-19 pandemic, governments across the world implemented practices and rules related to masks in educational settings and beyond. Through a desktop analysis and systematic literature review, leveraging educational, governmental and journalistic sources, this article provides an extreme comparison of two nations' intra-period responses on the use of face masks in education. Taking the examples of two different countries (Greece and Singapore), we discuss their contrasting approaches to face mask use in education, ranging from pre-schools to universities, while taking into account the macroenvironmental dissimilarities of their educational systems and technological capabilities. There are significant opportunities to learn by examining the governmental, pedagogical, and community reactions of different countries about mask use, in order to strengthen educators' collective

Technology and education: Innovation or hindrance?

by Margarita Kefalaki, Fotini Diamantidaki, and Jürgen Rudolph

Technology and education: Innovation or hindrance, 2022

Online Learning and Teaching (OLT) is no longer considered an emergency remote teaching (ERT) pr... more Online Learning and Teaching (OLT) is no longer considered an emergency remote teaching (ERT) practice but is now an activity
that has become part and parcel of our everyday life. At
present, we are ready to adapt, innovate, share and learn
new practices, especially based on technological innovation
activities and behaviors. Technology and communication are there to help.

Face masks in education: The cases of Greece and Singapore

by Margarita Kefalaki, Fotini Diamantidaki, and Jürgen Rudolph

In response to the COVID-19 pandemic, governments across the world implemented practices and rule... more In response to the COVID-19 pandemic, governments across the world implemented practices and rules related to masks in educational settings and beyond. Through a desktop analysis and systematic literature review, leveraging educational, governmental and journalistic sources, this article provides an extreme comparison of two nations' intra-period responses on the use of face masks in education. Taking the examples of two different countries (Greece and Singapore), we discuss their contrasting approaches to face mask use in education, ranging from pre-schools to universities, while taking into account the macroenvironmental dissimilarities of their educational systems and technological capabilities. There are significant opportunities to learn by examining the governmental, pedagogical, and community reactions of different countries about mask use, in order to strengthen educators' collective

McLaren, Peter (writer) & Wilson, Miles (illustrator) (2019). Breaking free. The life and times of Peter McLaren, radical educator. Myers Education Press

Kamei, Robert K. (2021). Strategic learning. A holistic approach to studying. World Scientific

Journal of Applied Learning & Teaching

Darder, Antonia (2018). The student guide to Freire’s pedagogy of the oppressed. Bloomsbury

Alternative Education

Preface to Learning from Tasmania

Learning from Tasmania

Introduction to the fourth regular issue of JALT

Journal of Applied Learning & Teaching, Dec 30, 2019

The end of the year-and the dubitable (more on this shortly) close of the decade-invites us to be... more The end of the year-and the dubitable (more on this shortly) close of the decade-invites us to be more philosophical than we usually allow ourselves to be in the hustle-andbustle of the everyday lives of teachers. It is indeed debatable whether the end of 2019 marks the end of a decade. By the time you read these lines, the 2020s may or may not have started, even when applying the Gregorian calendar (and not another calendar, for instance, the Chinese, Islamic or Thai solar calendar, to mention but a few). The year 1 BC was followed by 1 AD (shockingly, there was no year 0 Anno Domini), and as a consequence, the third millennium and 21st century started in 2001, rather than in 2000. While mathematically, the new decade should only start in 2021, convention tells us that 1 January, 2020, marks the beginning of the new decade. And while we write these lines in the old decade, the jury is still out how to call the 2010s-the 'tens', 'twenty-tens', 'two-thousand-tens' or even 'teens', 'teenies', 'teensies', 'tensies', or 'ten-sions'. Time will tell.

Introduction to the third issue of JALT

1

The first half of 2019 was exciting for all involved with JALT. An international conference, EDU2... more The first half of 2019 was exciting for all involved with JALT. An international conference, EDU2019, took place in support of JALT (amongst other journals) in Athens, Greece, in May, 2019. EDU2019 was capably and charmingly organised by JALT Editorial Board Members Drs Margarita Kefalaki and Fotini Diamantidaki, and the action-packed conference was attended by some 100 participants from 21 countries. And then there were three exciting symposia at Kaplan Singapore, again with the offer to publish contributions in JALT:

Introduction to JALT’s inaugural special issue

International Perspectives and Interactions in Education

Reconstructing collective identities: The Babas of Singapore

Journal of Contemporary Asia, 1998

Page 1. 203 Reconstructing Collective Identities: The Babas of Singapore Jiirgen Rudolph* The Bab... more

More Than Meets the Eye. The Political Causes of the Asian Economic Crisis

The Copenhagen Journal of Asian Studies, 2008

In nearly every economic crisis, the root cause is political, not economic. ' Singapore's Senior ... more

Teaching for Quality Learning at Changing Universities. A tour de force of modern education history -an interview with Professor John Biggs

by Christopher W. Harris and Jürgen Rudolph

Journal of Applied Learning and Teaching , 2019

Professor John Biggs is a world-famous psychologist and educationist who in 2017, was invested ... more Professor John Biggs is a world-famous psychologist and educationist who in 2017, was invested as a Member of the Order of Australia (AM) for “significant service to tertiary education, particularly in the fields of curriculum development and assessment”. John Biggs has been actively involved in education for six decades and has been a Professor of both Education and Psychology. Professor Biggs’ most ground-breaking and innovative contributions – such as SOLO taxonomy, constructively aligned OBTL (Outcome-based Teaching & Learning), criterion-referenced assessment and students’ surface and deep approaches to learning – are all discussed in this wide-ranging interview. Moreover, Biggs discusses his illustrious academic career, his concerns about the corporatisation of universities and his alternative vision of higher education, and also what he refers to, tongue-firmly-in-cheek, as his “constructive but misaligned retirement”.

40,000 Hours to Create a Robot Gardening Business and other Futures for Education and Training. An Interview with Dr Bror Saxberg, VP Learning Sciences, Chan Zuckerberg Initiative.

by Jürgen Rudolph and Christopher W. Harris

JALT, 2018

Journal of Applied Learning and Teaching (JALT) 1(1) Harris, Rudolph (Ed.), Yeo (AEd.).pdf

by Christopher W. Harris and Jürgen Rudolph

Journal of Applied Learning and Teaching (JALT), 2017

The journal is a high-quality collection of work articulating the myriad possibilities in the ‘cl... more The journal is a high-quality collection of work articulating the myriad possibilities in the ‘classroom’ in all its forms, which also gives a voice to research and commentary on alternative approaches to teaching and learning.

The journal is open to contributions from around the world. Our journal is intended to have no geographical limits and to be within an international context on the broad subject of learning and teaching (predominantly within Higher Education). Also, we may have a focus on qualitative research, but articles will be taken on their merit.

This first issue in December 2017 consists of: three peer-reviewed articles unintentionally with a focus on technological impacts in the classroom; one education technology review; a section on book reviews; and a section with more journalistic pieces.

The distribution is conceived to be online and open. In addition, we distribute the journal through different channels to maximize the impact for our worthy contributors.

The editorial team consists of me, Chris Harris with Juergen Rudolph as the co-editor and Eric Yeo as associate editor.

Journal of Applied Learning and Teaching (JALT) 1(2) Harris, Rudolph (Ed.), Yeo (AEd.).pdf

by Christopher W. Harris and Jürgen Rudolph

Journal of Applied Learning and Teaching (JALT), 2018

JALT was conceived in 2017 as a high-quality collection of work articulating the myriad possibili... more JALT was conceived in 2017 as a high-quality collection of work articulating the myriad possibilities in the ‘classroom’ in all its forms, which also gives a voice to research and commentary on alternative approaches to teaching and learning.

The journal is open to contributions from around the world. Our journal is intended to have no geographical limits and to be within an international context on the broad subject of learning and teaching (predominantly within Higher Education). Also, we may have a focus on qualitative research, but articles will be taken on their merit.

This second issue in December 2018 consists of: three peer-reviewed articles; one education technology review; a section on book reviews; and a section with more journalistic pieces. A new genre, Interview with an educational leader, is included here with a fascinating look at education futures with Chan-Zuckerberg-Initiative's Dr. Bror Saxberg.

The distribution is conceived to be online and open. In addition, we distribute the journal through different channels to maximize the impact for our worthy contributors.

The editorial team consists of me, Chris Harris with Juergen Rudolph as the co-editor and Eric Yeo as associate editor.

A brief review of Mentimeter – A student response system

This ed-tech review is about a student response system (SRS) called Mentimeter. Why should you be... more This ed-tech review is about a student response system (SRS) called Mentimeter. Why should you be interested in Mentimeter? It is freemium (i.e. free and premium versions are available); no extra hardware (apart from the standard laptop, projector and students’ own digital devices are needed); it is easy to use and it may make your lectures more interactive and interesting.

Massive Open Online Courses (MOOCs) as a Disruptive Innovation in Higher Education?

M.Ed. thesis, University of Adelaide, May 2014.

Book review of Shut down the business school by Martin Parker.pdf

JALT, 2018

Book review of Leedy & Ormrod's Practical Research.pdf

JALT, 2018

Book review of Bullshit jobs. A Theory by David Graeber

JALT, 2018

Book review on Small Teaching by J.M. Lang

Book review of: Lang, J. M. (2016). Small teaching. Everyday lessons from the science of learning... more

Book review on Mass Intellectuality and Democratic Leadership in Higher Education by Hall & Winn (Eds.)

Book review of: Hall, R. & Winn, J. (Eds.). (2017). Mass intellectuality and democratic leadershi... more

Juergen Rudolph (1998). Reconstructing Identities. A social history of the Babas in Singapore.

Ashgate, 1998

Technology and education. Innovation and hindrances, JALT Special Issue

by Margarita Kefalaki, Jürgen Rudolph, and Fotini Diamantidaki

Technology and education. Innovation and hindrances, JALT Special Issue , 2022

Researches worldwide show that technology and innovative practices can improve the educational e... more Researches worldwide show that technology and innovative
practices can improve the educational experience (e.g.
Gunasekara et al., 2021; O’Brien, 2020; Shelley, 2020; Qing &
Diamantidaki, 2020; Bonk et al., 2020). We continue to seek
alternatives to traditional communication, knowing that the
the world we live in will never be the same again (Kefalaki &
Diamantidaki, 2021), yet we need to acknowledge that this
technological advancement is not applicable in all parts of
the world where access to technology is not always possible
due to socioeconomic conditions. This special issue will
explore the successes with technology and its challenges to
allow us to reflect on its use and purposes.