BRADFORD SCHOLARS

    • Sign in
    View Item 
    •   Bradford Scholars
    • Social Sciences
    • Social Sciences Publications
    • View Item
    •   Bradford Scholars
    • Social Sciences
    • Social Sciences Publications
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of Bradford ScholarsCommunitiesAuthorsTitlesSubjectsPublication DateThis CollectionAuthorsTitlesSubjectsPublication Date

    My Account

    Sign in

    HELP

    Bradford Scholars FAQsCopyright Fact SheetPolicies Fact SheetDeposit Terms and ConditionsDigital Preservation Policy

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    Module design in a changing era of Higher Education: academic identity, cognitive dissonance and institutional barriers

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Publication date
    2017
    Author
    Binns, Carole L.
    Keyword
    Academics; Assessment; Constraints; Courses; Curriculum; Lecturers; Lecture material; Modules; Module leaders; Senior management; Political context; Staff interviews; Student profiles; Teaching qualifications; Theory; University; Workloads
    Peer-Reviewed
    Yes
    
    Metadata
    Show full item record
    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.
    URI
    http://hdl.handle.net/10454/11686
    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
    http://www.palgrave.com/gb/book/9781137553690#aboutBook
    Type
    Book
    Collections
    Social Sciences Publications

    entitlement

     
    DSpace software (copyright © 2002 - 2022)  DuraSpace
    Quick Guide | Contact Us
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.