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Now showing results 1-6 of 6.
1. Embedding CETLs in a Performance-Oriented Culture in Higher Education: Reflections on Finding Creative Space (EJ804903)
Author(s):
Clouder, Lynn; Oliver, Martin; Tait, Jo
Source:
British Educational Research Journal, v34 n5 p635-650 Oct 2008
Pub Date:
2008-10-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Higher Education; Creativity; Professional Training; Foreign Countries; Educational Change; Performance; Distance Education; Case Studies
Abstract: This article offers insight into the realization of the Higher Education Funding Council for England's vision for Centres for Excellence in Teaching and Learning (CETLs) as catalysts for change. Two CETLs, the Centre for Interprofessional e-Learning (CIPeL) and the Surrey Centre for Excellence in Professional Training and Education (SCEPTrE), provide illustrative cases of two similar but different change initiatives. CETLs might be expected to embody and inspire creativity in teaching and learning yet they are embedded in institutions where activities are increasingly shaped by the discourse of performativity. Findings from the two case studies, which focus on similar schemes designed to promote staff involvement in creative projects, challenge the suggestion that creativity is stifled in a performative context. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Enhancing Part-Time Teaching in Higher Education: A Challenge for Institutional Policy and Practice (EJ776031)
Knight, Peter; Baume, David; Tait, Jo; Yorke, Mantz
Higher Education Quarterly, v61 n4 p420-438 Oct 2007
2007-10-00
Journal Articles; Reports - Evaluative
Descriptors: School Policy; Beginning Teacher Induction; Higher Education; Educational Policy; Part Time Faculty; Foreign Countries; College Faculty; Faculty Development; Teacher Responsibility
Abstract: Higher education in the UK has seen a steady increase in the numbers of part-time teachers, yet the way in which they are inducted into teaching and the utilisation of their expertise are under-researched. This qualitative study of 33 part-time teachers from several universities suggests that their involvement in higher education should be considered from a fresh perspective, which differs from approaches to the enhancement of university teaching that rely upon simply educating individual teachers to do better by requiring their attendance at formally provided courses and events. While these approaches have their place, modern research on professional learning is increasingly pointing to the view that professional formation is an ecological process that is insufficiently served by the formal provision of learning opportunities. The ecological perspective, which emphasises the part played by the everyday workplace in professional formation, provides a challenge to leaders and managers regarding the development and implementation of institutional policy and practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. The Professional Learning of Teachers in Higher Education (EJ736275)
Knight, Peter; Tait, Jo; Yorke, Mantz
Studies in Higher Education, v31 n3 p319-339 Jun 2006
2006-06-00
Journal Articles; Opinion Papers; Reports - Evaluative
Descriptors: Foreign Countries; Professional Education; Higher Education; Faculty Development; Nonformal Education; Open Universities; Performance Factors; Teaching Methods; Intentional Learning; Learning Processes; Learning Motivation; Educational Research
Abstract: Educational professional development is a global concern. It is often characterised by event-delivery methods, though there are signs that other approaches are gaining favour. The authors stress the significance of non-formal learning, and the ways in which it can be promoted and enhanced within the activity systems within which teachers in higher education work. Their argument is complemented by findings from a study of 2401 part-time teachers, and online responses from 248 full-time staff, in the UK Open University. Twelve implications for international practice are identified. (Contains 3 figures and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. The Tutor/Facilitator Role in Student Retention (EJ694816)
Tait, Jo
Open Learning, v19 n1 p97-109 Feb 2004
2004-02-00
Journal Articles; Reports - Descriptive
Descriptors: Persistence; Learning Experience; Tutors; Open Universities; Educational Opportunities; Distance Education; School Holding Power
Abstract: Open and distance learning provide particular (and sometimes overlapping) contexts for discussions of student retention. This paper argues that the environment for learning created by distance learning tutors is a key factor in student retention, whether retention is taken to refer to student completion of a single course or student persistence through a programme of study. Discussion of tutors' roles in retaining students is stimulated by the recent symposium on student retention and draws on a new analysis of three linked empirical inquiries located within the UK Open University. A fruitful integration of questionnaire surveys, project evaluation and practitioner action inquiries suggest that, where questions of retention focus on the student and their learning experience, tutors' facilitative roles are complex and valuable. Institutional policies and course design practices need to support tutors in their retention roles by using and sharing appropriate pedagogies, systems, student information and integrated professional development opportunities. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. The Management of Independent Learning. Staff and Educational Development Series. (ED400725)
Tait, Jo, Ed.; Knight, Peter, Ed.
N/A
1996-00-00
Reports - Research; Collected Works - General
Descriptors: Adult Education; Basic Skills; Competency Based Education; Computer Assisted Instruction; Continuing Education; Cooperative Learning; Distance Education; Education Work Relationship; Educational Environment; Experiential Learning; Flexible Progression; Foreign Countries; Higher Education; Independent Study; Information Technology; Internet; Learner Controlled Instruction; Lifelong Learning; Minimum Competencies; Personal Autonomy; Professional Continuing Education; Virtual Universities
Abstract: The development of key competencies through higher education is of increasing interest in government, industry, and academics. The contributors to this collection of research analyses and case studies focus on the competencies associated with self-motivated autonomous lifelong learning. Examining a variety of issues from a British perspective, the authors provide models for exploring the development of competencies in the context of emerging and established practices. In the first and last chapters the editors provide a framework and summary for the analyses and case studies which make up the remaining 13 chapters. These chapters include "A Quality Graduate" (Lee Harvey and Selena Mason); "Independent Study, Independent Studies and 'Core Skills' in Higher Education" (Peter Knight); "Do Students Value a Flexible Educational Experience?" (Hazel Knox); "The Unexpected Outcomes of Critical Professional Learning" (Sue Bloxham and Mike Heathfield); "Learning from Experience: An Individually Negotiated Learning Route" (Peter Funnell and Sharon Goddard); "Action-Centred Learning in Industry" (Richard Carter and others); "Information Technology and Flexible Learning" (Karen Valley and others); "Computers for Teaching and Learning" (Gordon Doughty); "Recent Research on Student Learning and the Learning Environment" (Noel Entwistle); "Developing Modes of Independent Study in a Professional School" (David Boud); "First Steps towards the Virtual University" (Richard Freeman and others); "Change in Two Academic Cultures" (Jane Pearce and others); and "Student Group Work: A Comparative Study" (William Johnston). (Contains 128 references.) (PRW) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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6. Assessment and Continuous Quality Improvement: A North American Case Study. (EJ520205)
Tait, Jo; Knight, Peter
Innovations in Education and Training International, v32 n4 p356-61 Nov 1995
1995-00-00
Reports - Research; Journal Articles
Descriptors: Case Studies; Decision Making; Educational Assessment; Educational Finance; Educational Policy; Educational Quality; Higher Education; Models; Organizational Objectives; Program Development; State Aid; Student Evaluation; Total Quality Management
Abstract: Examines a five-stage assessment model used at James Madison University (Virginia) to assess student learning and to guide policy. Includes identification of program objectives, selection or design of methods that measure those outcomes, analysis of assessment data, application of data for decision making, and use of data to bid for state funding. (AEF)
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