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Against a background of increasing inequality and a rising tide of
nationalism and populism, this book raises concerns that curriculum
is being shaped by powerful non-academic, non-accountable forces
and that populism - and its manifestations - represent a grave
challenge to learning. It explores the extent to which curriculum
and learning methods in higher education should respond to this
challenge. Using problem based learning as a case study it draws on
crossdisciplinary studies to examine how regional, national and
organizational perspectives emphasize different aspects of PBL. It
questions whether PBL provides an effective response to external
influences and a 'populist' highereducation agenda. In conclusion
the book poses an uncomfortable question whether graduates reflect
the external forces shaping curriculum and hence may be as
vulnerable to populist rhetoric as non-graduates precisely because
the curriculum and learning methods do not engage with the
challenges. This book will appeal to scholars of problem based
learning, as well as populism and therole of higher education in
society.
Against a background of increasing inequality and a rising tide of
nationalism and populism, this book raises concerns that curriculum
is being shaped by powerful non-academic, non-accountable forces
and that populism - and its manifestations - represent a grave
challenge to learning. It explores the extent to which curriculum
and learning methods in higher education should respond to this
challenge. Using problem based learning as a case study it draws on
crossdisciplinary studies to examine how regional, national and
organizational perspectives emphasize different aspects of PBL. It
questions whether PBL provides an effective response to external
influences and a 'populist' highereducation agenda. In conclusion
the book poses an uncomfortable question whether graduates reflect
the external forces shaping curriculum and hence may be as
vulnerable to populist rhetoric as non-graduates precisely because
the curriculum and learning methods do not engage with the
challenges. This book will appeal to scholars of problem based
learning, as well as populism and therole of higher education in
society.
(Re)Discovering University Autonomy has far reaching implications
for leaders and managers, researchers, educators, practitioners,
and policy makers by addressing modern challenges to university
autonomy in Europe and beyond in a new and innovative way.
(Re)Discovering University Autonomy has far reaching implications
for leaders and managers, researchers, educators, practitioners,
and policy makers by addressing modern challenges to university
autonomy in Europe and beyond in a new and innovative way.
The Emerald Handbook of Authentic Leadership is a ground-breaking
interdisciplinary collection, opening the black box of leadership
authenticity to advance understanding of theory and practice. It
presents a wide-ranging, diverse source of new concepts, theories,
insights, applications to advance thinking and practice in
leadership and leadership authenticity. The first publication of
its kind, the contributors – leading scholars, researchers,
business and NGO leaders, policy makers – explore differing,
contrasting perspectives on the evolving, fluid subject of
authentic leadership. The thematic sections examine ‘The Search
for Authenticity from Theory to Practice’, ‘The Search for
Authenticity from Practice to Theory’, and ‘Developing
Authentic Leadership Values, Understanding and Practice’. The
Emerald Handbook of Authentic Leadership is a quest for
interdisciplinary insights arising out of theory and practice. It
is intended for a wide readership interested in leadership and
leadership authenticity in the contemporary world.
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