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dc.contributor.authorHaigh, Jacquelyn*
dc.date.accessioned2014-12-19T15:50:11Z
dc.date.available2014-12-19T15:50:11Z
dc.date.issued2008-03
dc.identifier.citationHaigh J (2008) Integrating progress files into the academic process: A review of case studies. Active Learning in Higher Education. 9(1): 57-71.
dc.identifier.urihttp://hdl.handle.net/10454/6862
dc.descriptionNo
dc.description.abstractA literature review of published case studies reporting progress file implementation was conducted with the intent of discovering how this is being interpreted and implemented in higher education institutions. The three studies found were analysed using an ideal type categorization developed by Clegg and Bradley (2006), that is, professional, academic or employment. All three case studies are examples of academics learning through experience about the process of personal development planning and how this integrates with current educational provision. As this is not a static process, an activity theory perspective may be a more useful framework to research how this understanding develops in a particular context. Currently the progress file is a contested object, which has not yet fulfilled its potential to place the student and their individual learning needs at the centre of the educational process.
dc.language.isoenen
dc.subjectHigher education
dc.subjectKey skills
dc.subjectPersonal development planning
dc.subjectPolicy implementation
dc.subjectProgress files
dc.titleIntegrating progress files into the academic process: A review of case studies
dc.status.refereedYes
dc.typeArticle
dc.type.versionNo full-text in the repository
dc.identifier.doihttps://doi.org/10.1177/1469787407086747
dc.openaccess.statusclosedAccess


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