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Authenticity in and Through Teaching in Higher Education
In developing the notion of the scholarship of teaching as an 'authentic practice', the author draws on several complementary philosophical ideas to explore the nature of this practice, why it is imperative for universities to engage in it, what meaningful engagement wold look like and the conditions under which it might qualify as 'authentic'. Core constructs employed include practice virtue communicative action 'being', 'power', critical reflection and transformationThe scholarship of teaching is described as a practice sustained through critical reflection and critical self-reflection. Being a scholar of teaching is viewed as an ongoing transformative learning process, a process of becoming authentic, the latter ultimately aimed at both helping students to become authentic and creating a better world in which to teach, learn and live.^
Advances and Innovations in University Assessment and Feedback
Explores changing perspectives and innovations in assessment in light of recent theorising and empirical research
The University and its Disciplines
University teaching and learning take place within ever more specialized disciplinary settings, each characterized by its unique traditions, concepts, practices and procedures. It is now widely recognized that support for teaching and learning needs to take this discipline-specificity into account. However, in a world characterized by rapid change, complexity and uncertainty, problems do not present themselves as distinct subjects but increasingly within trans-disciplinary contexts calling for graduate outcomes that go beyond specialized knowledge and skills. This ground-breaking book highlights the important interplay between context-specific and context-transcendent aspects of teaching, le...
Educating for Civic-mindedness
Imagined at their best, how might professions contribute most effectively to their local and global communities, and how could higher education support graduates/future professionals in making this contribution? The answer proposed in this book is to educate students for ‘civic-mindedness’, an overarching professional capability grounded in certain dispositions and qualities, ideals, types of knowledge and political emotions. ‘Civic-mindedness’, and its internal counterpart, the practitioner’s self-cultivation, give rise to an engagement with professional practice that is authentic, civic and democratic. The tension between responsiveness or regard for others and regard for self is...
The University and Its Disciplines
University teaching and learning take place within ever more specialized disciplinary settings, each characterized by its unique traditions, concepts, practices and procedures. It is now widely recognized that support for teaching and learning needs to take this discipline-specificity into account. However, in a world characterized by rapid change, complexity and uncertainty, problems do not present themselves as distinct subjects but increasingly within trans-disciplinary contexts calling for graduate outcomes that go beyond specialized knowledge and skills. This ground-breaking book highlights the important interplay between context-specific and context-transcendent aspects of teaching, le...
Exploring Research-Based Teaching
Illustrates the scope of possibilities in interpreting and promoting research-teaching synergies. This book also looks more explicitly at what institutions can do to promote two distinct forms of research-based teaching. It construes research-based teaching as student-focused, inquiry-based learning.
Learning, Curriculum and Employability in Higher Education
Anyone with a responsibility for curriculum development or policy making within higher education who wants to advance learning and promote employability amongst their students will find this book absolutely essential reading.
Handbook of Teaching and Learning at Business Schools
This timely Handbook investigates the many perspectives from which to reconsider teaching and learning within business schools, during a time in which higher education is facing challenges to the way teaching might be delivered in the future.
Becoming a Behavioral Science Researcher
This book has been replaced by Becoming a Behavioral Science Researcher, Second Edition, ISBN 978-1-4625-3879-9.
