Module Design in a Changing Era of Higher Education
Academic Identity, Cognitive Dissonance and Institutional Barriers
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Beschreibung
This book explores the module design experiences and practices of academics employed within one UK university, and during a period of social and economic change in which university staff are designing and delivering curricula for changing student populations, with different profiles and expectations than previous generations. The book raises issues such as why, in a climate of reduced resources, staff increase their own workloads by re-writing lectures to accommodate changing student needs, and how institutional practices that are used to encourage curriculum innovation are often having a perceived opposite effect. It will appeal to academic staff, students of higher education studies, and policy-makers within the education sector.
This book explores the module design experiences and practices of academics employed within one UK university, and during a period of social and economic change in which university staff are designing and delivering curricula for changing student populations, with different profiles and expectations than previous generations. The book raises issues such as why, in a climate of reduced resources, staff increase their own workloads by re-writing lectures to accommodate changing student needs, and how institutional practices that are used to encourage curriculum innovation are often having a perceived opposite effect. It will appeal to academic staff, students of higher education studies, and policy-makers within the education sector.
Critically examines how university modules are designed and redesigned for changing student populations Explores how academic staff approach the task of module design/redesign ‘in real life’ as opposed to the ideal processes which are often set out in the leading texts on educational development Suggests important implications for academic staff and educational developers across all subject areas Includes supplementary material: sn.pub/extras
Autor*in
Carole Binns
Themen in »Module Design in a Changing Era of Higher Education«
education higher education identity university beaurocracy HE
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“Designing modules is a critical component of many lecturers’ working life with potentially far-reaching consequences for both the staff and student experience. Despite its importance, this activity is under-researched, and often taken for granted by university management. This timely and important book questions our understanding of the module design process and raises practical and theoretical issues which all academic and university managers need to worry about.” (Peter Hartley, Visiting Professor at Edge Hill University, UK)
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