What Is the Role for Effective Pedagogy In Contemporary Higher Education?
The number of students entering into Higher Education (HE) continues to grow and as such the sector now stands at the threshold of a major shift in its philosophy. No longer does the academic prerogative belong to a generation who valued learning for the sake of enlightenment. Many contemporary unde...
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| Formaat: | Online |
| Taal: | Engels |
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Frontiers Media SA
2021
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| Online toegang: | 31988 |
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| _version_ | 1869523995796176896 |
|---|---|
| author | Christopher Howard Dilly Fung Carl Senior Rowena Senior |
| author_browse | Carl Senior Christopher Howard Dilly Fung Rowena Senior |
| author_facet | Christopher Howard Dilly Fung Carl Senior Rowena Senior |
| author_sort | Christopher Howard |
| collection | Directory of Open Access Books |
| description | The number of students entering into Higher Education (HE) continues to grow and as such the sector now stands at the threshold of a major shift in its philosophy. No longer does the academic prerogative belong to a generation who valued learning for the sake of enlightenment. Many contemporary undergraduate students enter their programmes of study with a primary desire to improve their position on the subsequent employability market. Universities have been quick to meet this need and institutional offerings have followed suit, enabling students to gain experience in a range of additional and subsidiary programmes that focus on the provision of 'value added' benefits. Here, students are encouraged to develop expertise in a range of topics from entrepreneurship and enterprise to intellectual property and even leadership skills. The first round of casualties that fall victim to such a shift are those programmes of study embedded within the humanities. As is evidenced by the falling numbers of enrolling students, the incoming cohort is less likely now to engage with such programmes, while participation in programmes that have a clear employability component has never been so high. To ensure that the HE sector continues to enable graduates to become effective citizens who contribute to the betterment of society a range of general questions need to be addressed. What does it mean to be an ‘authentic' university in the modern era? What are the real student expectations of HE and how are education providers framing and meeting these expectations? Is a new breed of academic leadership needed that will both meet the expectations of the students and guide the aspirations of academic staff? Finally, do we need an opportunity to reflect on the effective design and delivery of curriculum? Should the undergraduate student body play more of a role in the design of the curriculum or should the undergraduate student body play more of a role in the design of the curriculum or should they remain the recipients of a programme that has been designed by subject specialists? The scope of this book is wide but it brings the design and delivery of higher education programmes under the empirical gaze of educational psychology. That is to say, all chapters centre on the impact of higher educational programmes on the student-teacher relationship, student learning, achievement and identity. It is therefore crucial to explore the psychological impact of higher education institutions and how these can then be used to inform innovative educational practice and policy. |
| format | Online |
| id | doab-20.500.12854ir-62633 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Frontiers Media SA |
| publisherStr | Frontiers Media SA |
| record_format | ojs |
| spelling | doab-20.500.12854ir-626332024-03-29T08:01:01Z What Is the Role for Effective Pedagogy In Contemporary Higher Education? Christopher Howard Dilly Fung Carl Senior Rowena Senior BF1-990 LB5-3640 Q1-390 student satisfaction consumer satisfaction market access higher education institutions policy making bic Book Industry Communication::J Society & social sciences::JM Psychology thema EDItEUR::J Society and Social Sciences::JM Psychology The number of students entering into Higher Education (HE) continues to grow and as such the sector now stands at the threshold of a major shift in its philosophy. No longer does the academic prerogative belong to a generation who valued learning for the sake of enlightenment. Many contemporary undergraduate students enter their programmes of study with a primary desire to improve their position on the subsequent employability market. Universities have been quick to meet this need and institutional offerings have followed suit, enabling students to gain experience in a range of additional and subsidiary programmes that focus on the provision of 'value added' benefits. Here, students are encouraged to develop expertise in a range of topics from entrepreneurship and enterprise to intellectual property and even leadership skills. The first round of casualties that fall victim to such a shift are those programmes of study embedded within the humanities. As is evidenced by the falling numbers of enrolling students, the incoming cohort is less likely now to engage with such programmes, while participation in programmes that have a clear employability component has never been so high. To ensure that the HE sector continues to enable graduates to become effective citizens who contribute to the betterment of society a range of general questions need to be addressed. What does it mean to be an ‘authentic' university in the modern era? What are the real student expectations of HE and how are education providers framing and meeting these expectations? Is a new breed of academic leadership needed that will both meet the expectations of the students and guide the aspirations of academic staff? Finally, do we need an opportunity to reflect on the effective design and delivery of curriculum? Should the undergraduate student body play more of a role in the design of the curriculum or should the undergraduate student body play more of a role in the design of the curriculum or should they remain the recipients of a programme that has been designed by subject specialists? The scope of this book is wide but it brings the design and delivery of higher education programmes under the empirical gaze of educational psychology. That is to say, all chapters centre on the impact of higher educational programmes on the student-teacher relationship, student learning, achievement and identity. It is therefore crucial to explore the psychological impact of higher education institutions and how these can then be used to inform innovative educational practice and policy. 2021-02-12T08:30:21Z 2021-02-12T08:30:21Z 2019-01-23 14:53:43 2018 book 31988 16648714 9782889455898 https://directory.doabooks.org/handle/20.500.12854/62633 eng Frontiers Research Topics image/jpeg Attribution 4.0 International https://www.frontiersin.org/research-topics/4621/what-is-the-role-for-effective-pedagogy-in-contemporary-higher-education Frontiers Media SA 10.3389/978-2-88945-589-8 10.3389/978-2-88945-589-8 bf5ce210-e72e-4860-ba9b-c305640ff3ae 9782889455898 101 open access |
| spellingShingle | BF1-990 LB5-3640 Q1-390 student satisfaction consumer satisfaction market access higher education institutions policy making bic Book Industry Communication::J Society & social sciences::JM Psychology thema EDItEUR::J Society and Social Sciences::JM Psychology Christopher Howard Dilly Fung Carl Senior Rowena Senior What Is the Role for Effective Pedagogy In Contemporary Higher Education? |
| title | What Is the Role for Effective Pedagogy In Contemporary Higher Education? |
| title_full | What Is the Role for Effective Pedagogy In Contemporary Higher Education? |
| title_fullStr | What Is the Role for Effective Pedagogy In Contemporary Higher Education? |
| title_full_unstemmed | What Is the Role for Effective Pedagogy In Contemporary Higher Education? |
| title_short | What Is the Role for Effective Pedagogy In Contemporary Higher Education? |
| title_sort | what is the role for effective pedagogy in contemporary higher education |
| topic | BF1-990 LB5-3640 Q1-390 student satisfaction consumer satisfaction market access higher education institutions policy making bic Book Industry Communication::J Society & social sciences::JM Psychology thema EDItEUR::J Society and Social Sciences::JM Psychology |
| topic_facet | BF1-990 LB5-3640 Q1-390 student satisfaction consumer satisfaction market access higher education institutions policy making bic Book Industry Communication::J Society & social sciences::JM Psychology thema EDItEUR::J Society and Social Sciences::JM Psychology |
| url | 31988 |
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