Module design in a changing era of Higher Education: academic identity, cognitive dissonance and institutional barriers
Publication Date
2017
End of Embargo
Supervisor
Rights
Peer-Reviewed
Yes
Open Access status
Accepted for publication
Institution
Department
Awarded
Embargo end date
Collections
Additional title
Abstract
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.
Version
No full-text in the repository
Citation
Binns C (2017) Module design in a changing era of Higher Education: academic identity, cognitive dissonance and institutional barriers. Palgrave Macmillan UK.
Link to publisher’s version
Link to published version
Link to Version of Record
Type
Book