EBOOK: Improving Teaching and Learning in Higher Education: A Whole Institution Approach
By placing learning at the centre of organizational change, this book challenges many of the current assumptions about management of teaching, supporting students, the separation of research and teaching, the use of information technology and quality systems. It demonstrates how trust can be restored within higher education while advancing the need for change based on principles of equity and academic values for students and teachers alike. Improving Teaching and Learning in Higher Education is key reading for anyone interested in the development of teaching and learning in higher education, as well as policy makers. |
Contents
Introduction | 1 |
Part 1 The Aims of Higher Education | 9 |
Part 2 Developing Higher Education | 55 |
Part 3 Developing Institutional Strategies to Improve the Quality of the Student Experience | 189 |
Appendix A | 207 |
Appendix B | 214 |
215 | |
239 | |
Back cover | 248 |
Other editions - View all
Improving Teaching and Learning: A Whole Institution Approach Vaneeta D'Andrea,David Gosling No preview available - 2005 |
Common terms and phrases
academic academic staff achieve activities aimed approach areas argued assessment become centres challenge Chapter commitment consider context course design create critical culture curriculum debate departments disciplinary discipline discussion Editor educational development effective encouraged engage enhancement environment evaluation evidence example expectations experience faculty/staff focus forms funding goals groups higher education ideas identified identity impact important improvement improving teaching increasing individual influence initiatives innovation institutions interest International issues knowledge learning communities learning organization learning technologies linked London means noted occur opportunity outcomes participation pedagogical peer planning practice Press professional programme projects promote Publication reflect requires responsibility role scholarship skills social SoTL specific staff strategies structures successful suggest teachers teaching and learning tion traditional understanding University values