Educational Enhancement in the Disciplines: Models, Lessons and Challenges from Three Research-intensive Universities

Quinlan, Kathleen M. and Buelens, Herman and Clements, Mieke and Horn, Julia and Osterberg Rump, Camilla (2017) Educational Enhancement in the Disciplines: Models, Lessons and Challenges from Three Research-intensive Universities. In: Stensaker, Bjorn and Breslow, Lori and Bilbow, Grahame and van der Vaart, Rob, eds. Strengthening teaching and learning in research-intensive universities: Strategies and initiatives for Institutional change. Springer, London, UK, pp. 43-71. ISBN 978-3-319-56499-9. (doi:https://doi.org/10.1007/978-3-319-56499-9) (Access to this publication is currently restricted. You may be able to access a copy if URLs are provided)

PDF - Author's Accepted Manuscript
Restricted to Repository staff only
Contact us about this Publication Download (258kB)
[img]
MS Word - Author's Accepted Manuscript
Restricted to Repository staff only
Contact us about this Publication Download (114kB)
[img]
Official URL
http://dx.doi.org/10.1007/978-3-319-56499-9

Abstract

In this chapter we argue for the centrality of the unique languages, cultures and traditions of the academic disciplines to university teaching and learning and for the need to redefine the relationship between disciplinary and educational experts when enhancing education in research-intensive universities. We propose a conceptual framework that privileges the discipline as a key factor in designing educational enhancement strategies, while acknowledging institutional and national contexts. This framework guides an examination of three specific case studies from three different research-intensive universities (University of Copenhagen (UCPH), University o Leuven (KU Leuven), University of Oxford), each with its own history of educational development and enhancement strategies for the past several decades. We outline the method for writing and interrogating those cases. The cases highlight challenges associated with efforts to enhance teaching and learning in research-intensive universities and the role the disciplines can play in those efforts. We conclude with recommendations for educational enhancement practice drawn from this analysis of multi-institutional cases.

Item Type: Book section
Uncontrolled keywords: higher education, academic development, educational development, teaching, disciplines
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Faculties > University wide - Teaching/Research Groups > Centre for the Study of Higher Education
Depositing User: Kathleen M Quinlan
Date Deposited: 01 Feb 2017 17:50 UTC
Last Modified: 10 Aug 2017 13:46 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/60165 (The current URI for this page, for reference purposes)
  • Depositors only (login required):

Downloads

Downloads per month over past year