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"Changing Higher Education" seeks to make to make sense of the many
changes that have taken place in learning and teaching in higher
education and offers insights into where teaching and learning
might be moving in the future.
Acknowledging the vital influence of Lewis Elton, leading
researchers in the field examine and reflect on different aspects
of changes to teaching. Focusing on five key areas, they:
- Outline changes in higher education and ways of thinking about
teaching and learning that have occurred over the last thirty years
- Inspect the development of students' learning in higher education
- Examine the development of learning technologies in higher
education
- Consider accreditation and scholarship of teaching and learning
in higher education.
- Develop a framework through which to understand and question the
future development of learning and teaching in higher education
"Changing HigherEducation" provides an in-depth analysis of the
changes in learning and teaching that have taken place over the
last thirty years. It offers staff and educational developers and
those studying postgraduate qualifications in learning and teaching
higher education an insightful framework through which to
understand and question current and future developments in learning
and teaching in higher education.
"Changing Higher Education" seeks to make to make sense of the many
changes that have taken place in learning and teaching in higher
education and offers insights into where teaching and learning
might be moving in the future.
Acknowledging the vital influence of Lewis Elton, leading
researchers in the field examine and reflect on different aspects
of changes to teaching. Focusing on five key areas, they:
- Outline changes in higher education and ways of thinking about
teaching and learning that have occurred over the last thirty years
- Inspect the development of students' learning in higher education
- Examine the development of learning technologies in higher
education
- Consider accreditation and scholarship of teaching and learning
in higher education.
- Develop a framework through which to understand and question the
future development of learning and teaching in higher education
"Changing HigherEducation" provides an in-depth analysis of the
changes in learning and teaching that have taken place over the
last thirty years. It offers staff and educational developers and
those studying postgraduate qualifications in learning and teaching
higher education an insightful framework through which to
understand and question current and future developments in learning
and teaching in higher education.
In what ways does access to undergraduate education have a
transformative impact on people and societies? What conditions are
required for this impact to occur? What are the pathways from an
undergraduate education to the public good, including inclusive
economic development?
These questions have particular resonance in the South African
higher education context, which is attempting to tackle the
challenges of widening access and improving completion rates in in
a system in which the segregations of the apartheid years are still
apparent.
Higher education is recognised in core legislation as having a
distinctive and crucial role in building post-apartheid society.
Undergraduate education is seen as central to addressing skills
shortages in South Africa. It is also seen to yield significant
social returns, including a consistent positive impact on societal
institutions and the development of a range of capabilities that
have public, as well as private, benefits. This book offers
comprehensive contemporary evidence that allows for a fresh
engagement with these pressing issues.
What is a university degree for? What can it offer to students? Is
it only about getting a job? How can we measure the quality of an
undergraduate degree? Paul Ashwin shows how, around the world,
economic arguments have come to dominate our thinking about the
purpose and nature of university education. He argues that we have
lost a sense of the educational purposes of an undergraduate degree
and the ways in which going to university can transform students'
lives. Ashwin challenges a series of myths related to the purposes,
educational processes, and quality of an undergraduate education.
He argues that these myths have fuelled the current
misunderstanding of the educational aspects of higher education and
explores what is needed to reinvigorate our understanding of a
university education. Throughout, Ashwin draws on his deep
engagement with international research to offer an accessible and
thought-provoking analysis of the nature of university education.
This book focuses on the relations between social justice and
higher education research. Jan McArthur and Paul Ashwin bring
together chapters from international researchers that explore these
relations in a range of national contexts and consider their
implications for policies, pedagogy and our understanding of the
roles of graduates in societies. As a whole, the book argues that
social justice needs to be more than a topic of higher education
research and must also be part of the way that research is
undertaken. Social justice must be located in research practices as
well as in the issues that are researched.
Reflective Teaching in Higher Education is the definitive textbook
for those wanting to excel at teaching in the sector. Informed by
the latest research in this area, the book offers extensive support
for those at the start of an academic career and career-long
professionalism for those teaching in higher education. Written by
an international collaborative author team of experts led by Paul
Ashwin, Reflective Teaching in Higher Education offers two levels
of support: - practical guidance for day-to-day teaching, covering
key issues such as strategies for improving learning, teaching and
assessment, curriculum design, relationships, communication, and
inclusion - evidence-informed 'principle's to aid understanding of
how theories can effectively inform teaching practices, offering
ways to develop a deeper understanding of teaching and learning in
higher education In addition to new case studies from a wider
variety of countries than ever before, this new edition includes
discussion of: - What is meant by 'agency' - Gender, ethnicity,
disability and university teaching - Digital learning spaces and
social media - Teaching career development for academics -
Decolonising the curriculum - Assessment and feedback practices -
Teaching excellence and 'learning gain' - 2015 UN General Assembly
2030 Agenda for Sustainable Development reflectiveteaching.co.uk
provides a treasure trove of additional support. It includes
supplementary sector specific material to support for considering
questions around society's educational aims, and much more besides.
What is a university degree for? What can it offer to students? Is
it only about getting a job? How can we measure the quality of an
undergraduate degree? Paul Ashwin shows how, around the world,
economic arguments have come to dominate our thinking about the
purpose and nature of university education. He argues that we have
lost a sense of the educational purposes of an undergraduate degree
and the ways in which going to university can transform students'
lives. Ashwin challenges a series of myths related to the purposes,
educational processes, and quality of an undergraduate education.
He argues that these myths have fuelled the current
misunderstanding of the educational aspects of higher education and
explores what is needed to reinvigorate our understanding of a
university education. Throughout, Ashwin draws on his deep
engagement with international research to offer an accessible and
thought-provoking analysis of the nature of university education.
Please note, the book was previously published in hardback with the
title Quality in Undergraduate Education (ISBN 9781474214490).
Globally, the appetite for higher education is great, but what do
students and societies gain? This book foregrounds the importance
of knowledge acquisition at university. Many argue that university
education is no longer a public good due to the costs incurred by
students who are then motivated by the promise of lucrative
employment rather than by studying a discipline for its own sake.
McLean, Abbas and Ashwin, however, reveal a more complex picture
and offer a way of thinking about good quality university education
for all. Drawing on a study which focused on four sociology-related
social science UK university departments of different reputation,
the book shows that students value sociological knowledge because
it gives them a framework to think about and act on understanding
how individuals and society interact. Further, the authors discuss
how what was learned from the study about how policy, curriculum
and pedagogy might preserve and strengthen the personal and social
gains of social science undergraduate education.
Whilst current research into teaching and learning offers many
insights into the experiences of academics and students in higher
education, it has two significant shortcomings. It does not
highlight the dynamic ways in which students and academics impact
on each other in teaching-learning interactions or the ways in
which these interactions are shaped by wider social processes. This
book offers critical insight into existing perspectives on
researching teaching and learning in higher education and argues
that alternative perspectives are required in order to account for
structure and agency in teaching-learning interactions in higher
education. In considering four alternative perspectives, it
examines the ways in which teaching-learning interactions are
shaped by teaching-learning environments, student and academic
identities, disciplinary knowledge practices and institutional
cultures. It concludes by examining the conceptual and
methodological implications of these analyses of teaching-learning
interactions and provides the reader with an invaluable guide to
alternative ways of conceptualising and researching teaching and
learning in higher education.
This book focuses on the relations between social justice and
higher education research. Jan McArthur and Paul Ashwin bring
together chapters from international researchers that explore these
relations in a range of national contexts and consider their
implications for policies, pedagogy and our understanding of the
roles of graduates in societies. As a whole, the book argues that
social justice needs to be more than a topic of higher education
research and must also be part of the way that research is
undertaken. Social justice must be located in research practices as
well as in the issues that are researched.
Globally, the appetite for higher education is great, but what do
students and societies gain? Quality in Undergraduate Education
foregrounds the importance of knowledge acquisition at university.
Many argue that university education is no longer a public good due
to the costs incurred by students who are then motivated by the
promise of lucrative employment rather than by studying a
discipline for its own sake. McLean, Abbas and Ashwin, however,
reveal a more complex picture and offer a way of thinking about
good quality university education for all. Drawing on a study which
focused on four sociology-related social science UK university
departments of different reputation, the book shows that students
value sociological knowledge because it gives them a framework to
think about and act on understanding how individuals and society
interact. Further, the authors discuss how what was learned from
the study about how policy, curriculum and pedagogy might preserve
and strengthen the personal and social gains of social science
undergraduate education.
This is a thorough investigation of the research, development,
policy and practice of teaching and learning in Higher Education.
Whilst current research into teaching and learning offers many
insights into the experiences of academics and students in higher
education, it has two significant shortcomings. It does not
highlight the dynamic ways in which students and academics impact
on each other in teaching-learning interactions or the ways in
which these interactions are shaped by wider social processes. This
book offers critical insight into existing perspectives on
researching teaching and learning in higher education and argues
that alternative perspectives are required in order to account for
structure and agency in teaching-learning interactions in higher
education. In considering four alternative perspectives, it
examines the ways in which teaching-learning interactions are
shaped by teaching-learning environments, student and academic
identities, disciplinary knowledge practices and institutional
cultures. It concludes by examining the conceptual and
methodological implications of these analyses of teaching-learning
interactions and provides the reader with an invaluable guide to
alternative ways of conceptualising and researching teaching and
learning in higher education.
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