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| About the book |
Higher education is a particularly complex site for enhancement initiatives. This book offers those involved in change a coherent conceptual overview of enhancement approaches, of the change context, and of the probable interactions between them. The book sets enhancement within a particular type of change dynamic which focuses on social practices. The aim is to base innovation and change on the probabilities of desired outcomes materializing, rather than on the romanticism of policies that underestimate the sheer difficulty of making a difference. Following a theoretical introduction to these ideas, there are case studies (from the UK, Australia, New Zealand, South Africa and Norway) at the national, institutional, departmental and individual levels, illustrating the argument that enhancement is best achieved when it works with social practices in real institutional and organizational settings. In a final section, the authors link the case examples and theoretical frameworks, inviting readers to consider their own enhancement situations and apply the 'frameworks for action' offered in earlier sections of the book. The book doesn't offer quick-fix solutions but aims to support change with practical examples, conceptual tools and reflexive questions for those involved in change at all levels. It is key reading for higher education lecturers, managers, educational developers and policy makers. |
| About the authors |
Veronica Bamber is Director of the Centre for Academic Practice at Queen Margaret University, Edinburgh, UK. Paul Trowler is Professor of Higher Education at Lancaster University, UK. Murray Saunders is Director of the Centre for the Study of Education and Training (CSET) and Chair of Evaluation in Education and Work at Lancaster University, UK.
Peter Knight, late of the Open University's Institute for Educational Technology.
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| Table of contents |
Acknowledgement The Contributors Preface Chapter 1: Introduction - Continuities, Enhancement and Higher Education Chapter 2: Enhancement Theories Theme 1: Influencing the Disciplines Chapter 3: Theme 1 Introduction Chapter 4, Theme 1: Changing the Rules of Engagement: down the Disciplinary Road Chapter 5, Theme 1: Layers of the Onion: a Subject Centre in its Institutional Context Chapter 6, Theme 1: Talking the Talk, Walking the Walk: the Work of an LTSN Subject Centre. Chapter 7, Theme 1: Against the Grain: e-Assessment in the Physical Sciences. Chapter 8, Theme 1: Commentary on the Cases Theme 2: The Scottish Way: a Distinctive Approach to Enhancement Chapter 9: Theme 2 Introduction Chapter 10, Theme 2: Up and Down the Implementation Staircase: a Focus on Thematic Approaches to Change. Chapter 11, Theme 2: Carrots but no Sticks: Resource-led Enhancement. Chapter 12, Theme 2: PASS the Word Chapter 13, Theme 2: Exchange and Art: Intradisciplinary Learning. Chapter 14, Theme 2: Commentary on the Cases Theme 3: Developing Frameworks for Action Chapter 15: Theme 3 Introduction Chapter 16, Theme 3: Strong Vision, Low Prescription: Compulsory Lecturer Training. Chapter 17, Theme 3: Rehearsing the Realities of Management: Making the Tacit Explicit. Chapter 18, Theme 3: Changing Learning Architectures, Shifting Practices. Chapter 19, Theme 3: Bringing New Learning to Old Cultures. Chapter 20, Theme 3: Commentary on the Cases Theme 4: Challenging Practices in Learning, Teaching, Assessment and Curriculum Chapter 21: Theme 4 Introduction Chapter 22, Theme 4: Contesting discourses in higher education curriculum. Chapter 23, Theme 4: Academic Development as Changing Social Practice: The Generic Attributes Project. Chapter 24, Theme 4: Frustrated Aspirations - Discovering the Limits of a Virtual Learning Environment Chapter 25, Theme 4: Freedom to Innovate, Freedom to Resist Chapter 26, Theme 4: Commentary on the Cases Chapter 27: Making Practical Sense of Enhancing Learning, Teaching, Assessment and Curriculum References |
