| Unit name | Learning and Teaching in the Global University |
|---|---|
| Unit code | EDUCD0102 |
| Credit points | 20 |
| Level of study | D/8 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Dr. Lucas |
| Open unit status | Not open |
| Pre-requisites |
Understanding Educational Research |
| Co-requisites |
Research Methods in Learning, Leadership & Policy |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
The unit examines theoretical perspectives on and research approaches to the curricular, pedagogic, and policy implications of current debates about teaching and learning in higher education from an international perspective. The unit draws upon social psychology, sociology, cultural studies, gender studies and management and organisational studies as well as the wide literature on higher education.
The unit will begin by charting the current landscape of policies and issues relating to learning and teaching in the 21st Century university across different national contexts, including, Europe, Australasia, Asia and North America. It will be focused around three key themes; Learning Environments, Diversity and Quality Enhancement. Learning Environments will be concerned with New Technologies in Learning and Teaching, Academic and Digital Literacies, Pedagogies and Disciplinary Identities and Research and Teaching linkages. Diversity will include discussions around the move to systems of mass higher education, widening participation agendas and internationalisation and cultural diversity. Quality Enhancement will focus on national policies on learning and teaching in higher education, processes of evaluation, marketisation and commercialisation and debates on the purposes of higher education.
The unit will be of value to academics, higher education students, learning-support staff, educational developers, higher education managers and administrators and those who wish to enter such occupations.
Unit Aims:
To provide an understanding of international policies and new social and economic contexts on higher education and how they impact/mediate teaching and learning practices in universities.
To critically engage with the policy debates and theoretical ideas that underpin teaching and learning in higher education.
To enable participates to share experiences and apply debates to their own context, practice and research interests
Able to describe, compare and explain key theoretical and policy debates relevant to a variety of aspects of learning and teaching in higher education within international contexts.
Able to engage critically with key debates and demonstrate an ability to evaluate policy and research literature.
Able to apply this knowledge to any higher education system or organisation, including one within which a participant is currently working or studying.
Seminars, workshops, role-play, and on-line discussion/debates.
The needs of a wide range of students, including those with disabilities, international students and those from ethnic minority backgrounds have been considered. It is not anticipated that the teaching and assessment methods used will cause disadvantage to any person taking the unit. The Graduate School of Education is happy to address individual support requests as necessary.
A 4,000 word assignment which will assess students’ critical understanding of the literature on a selected topic within the unit, and their ability to discuss the implications of the theories and concepts in relation to their own professional practice.
Formative assessment will also be provided in the form of detailed feedback on drafts and discussion of student presentations.
