- Inbunden (Hardback)
- Antal sidor
- 1st ed. 2020
- Springer Nature Switzerland AG
- Maassen, Peter / Nerland, Monika
- 7 Illustrations, black and white; X, 186 p. 7 illus.
- 234 x 156 x 13 mm
- Antal komponenter
- 1 Hardback
- 454 g
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Quality Work in Higher Education
Organisational and Pedagogical Dimensions1269Skickas inom 10-15 vardagar.
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This book focuses on quality work in higher education, and examines the relationship between the organizational and pedagogical dimensions of quality work in higher education. Bringing together different disciplinary traditions, including educational science, sociology, and organisational studies, it addresses the following principal research question: How is quality work carried out in higher education? The book addresses a wide variety of academic, administrative and leadership practices that are involved in quality work in higher education institutions. The chapters in this book examine core issues crucial in the design and content of study programs, such as modes of teaching, learning and curricula design, as well as institutional practices regarding assessment and quality enhancement. The introductory and concluding chapter present an overarching focus on quality work as a lens to analyse intentional activities within higher education institutions directed at how study programmes and courses are designed, governed, and operated.
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1. Researching quality work in higher education; Mari Elken and Bjorn Stensaker.- 2. Quality systems in higher education institutions: enabling and constraining quality work; Mari Elken, Nicoline Frolich, Peter Maassen and Bjorn Stensaker.- 3. The relationship between external quality assurance and the work of study programme leaders: a comparative study; Per Olaf Aamodt, Ebbe Graversen, Elisabeth Hovdhaugen, Peter Maassen, Evanthia Kalpazidou Schmidt and Bjorn Stensaker.- 4.Technology as quality work? Educational leaders and teachers' use of digital technology; Trine Fossland and Cathrine Tomte.- 5. Layers of consistency in study programme planning and realization; Tine Sophie Proitz, Anne Line Wittek and Thomas de Lange.- 6. Exploring student participation challenges in student-centred learning environments; Monika Nerland.- 7. Making group learning group: processes and pedagogical designs in higher education; Crina Damsa and Anne Line Wittek.- 8. Plenary teaching: examining opportunities for student involvement and knowledge exploration in large classroom-settings; Thomas de Lange, Anne Line Wittek and Trine Fossland.- 9. What counts as quality feedback? Disciplinary differences in students' and teachers' perceptions of feedback; Rachelle Esterhazy, Trine Fossland and Odd-Rune Stalheim.- 10. Quality work - reflections and refinements; Mari Elken and Bjorn Stensaker.