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

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.