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Beschreibung
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.
Academic Identity, Cognitive Dissonance and Institutional Barriers
Details
| Verlag | Palgrave Macmillan UK |
| Ersterscheinung | August 2017 |
| Maße | 21 cm x 14.8 cm |
| Gewicht | 443 Gramm |
| Format | Hardcover |
| ISBN-13 | 9781137553690 |
| Auflage | 1st edition 2017 |
| Seiten | 242 |
Schlagwörter
Bildungsstrategien und -politik, Bildungswesen: Organisation und Verwaltung, Curricula: Planung und Entwicklung, Curriculum Studies, Educational Policy and Politics, Higher Education, Hochschulbildung - Fort- und Weiterbildung, Organization and Leadership, Pädagogik, Sociology of Education, Soziologie
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