Module Design in a Changing Era of Higher Education: Academic Identity, Cognitive Dissonance and Institutional Barriers

ISBN-13: 9781137553690 / Angielski / Twarda / 2017 / 242 str.

Carole Binns

Opis

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.

Spis treści

PART I. Overview and Contextualisation.- Chapter 1. Introduction.- Chapter 2. The Changing Era of Higher Education.- PART II. Practice and Design.- Chapter 3. What is Module Design?.- Chapter 4. The Role of a Module Designer.- PART III. Real World Experiences: The Practice and Process of Module Design as an Experience.- Chapter 5. Theoretical Insights and Collecting the Data.- Chapter 6. The Experiences of Module Design in One UK University.- Chapter 7. The Practice and Process of Module Design as an Experience Part I: Pressures, Constraints and the Assessment.- Chapter 8. The Practice and Process of Module Design as an Experience Part II: The Impact of Working Relationships on the Practice and Process of Design.- Chapter 9. The Practice and Process of Module Design as an Experience Part III: Paperwork, Administration and Training.- Chapter 10. Conclusion: A New Culture of Module Design.

O autorze

Carole Binns is Lecturer in Criminal Justice Studies in the Faculty of Social Sciences at the University of Bradford, UK.

Blurb

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.