Centre for Academic Practice
Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/29
Browse
23 results
Search Results
Item Framing development: concepts, factors and challenges in CPD Frameworks for academics.(2009) Bamber, VeronicaThe National Pay Framework in UK universities has brought not only new pay arrangements, but the expectation that reward, recognition and appraisal systems will also be 'modernised', and that frameworks for staff development will connect in with these. This paper considers whether generic continuing professional development (CPD) frameworks are appropriate for academic activities, and contributes to the debate on reward and recognition for teaching. Finally, the paper offers recommendations on what CPD frameworks might look like in university cultures in which academics still expect autonomy and discretion over their own deveItem Learning and Teaching in the Disciplines: Challenging Knowledge, Ubiquitous Change(Routledge, 2012-01) Bamber, Veronica; Bamber, Veronica; Saunders, Murray; Trowler, PaulThe 'tribes and territories' metaphor for the cultures of academic disciplines and their roots in different knowledge characteristics has been used by those interested in university life and work since the early 1990s. This book draws together research, data and theory to show how higher education has gone through major change since then and how social theory has evolved in parallel. Together these changes mean there is a need to re-theorise academic life in a way which reflects changed contexts in universities in the twenty-first century, and so a need for new metaphors.Item Learning and Teaching, Disciplines and Social Practice Theory(Routledge, 2012-01) Bamber, Veronica; Bamber, Veronica; Saunders, Murray; Trowler, PaulItem Academic practices and the disciplines in the 21st century(Routledge, 2012-01) Trowler, Paul; Saunders, Murray; Bamber, Veronica; Bamber, Veronica; Saunders, Murray; Trowler, PaulItem Challenging Students: Enabling Inclusive Learning(Routledge, 2015-07) Bamber, Veronica; Jones, AnnaItem Carrots but no Sticks: Resource-led Enhancement(Society for Research into Higher Education and Open University Press, 2009-03) Mason, C.; Laidlaw, A.; Humphris, G.; Bamber, Veronica; Bamber, Veronica; Knight, Peter; Saunders, Murray; Trowler, PaulItem Making Practical Sense of Enhancing Learning, Teaching, Assessment and Curriculum(Society for Research into Higher Education and Open University Press, 2009-03) Saunders, Murray; Bamber, Veronica; Trowler, Paul; Bamber, Veronica; Knight, Peter; Saunders, Murray; Trowler, PaulItem Against the Grain: E-Assessment in the Physical Sciences(Society for Research into Higher Education and Open University Press, 2009-03) Court, Scott; Bamber, Veronica; Bamber, Veronica; Knight, Peter; Saunders, Murray; Trowler, PaulItem Postgraduate taught students and preparedness for Master's level study: polishing the facets of the Master's diamond(Taylor & Francis, 2017-08-09) Bamber, Veronica; Choudhary, Carolyn J.; Hislop, Jane; Lane, JudithTransitions are increasingly recognised as difficult, and less has been written about transitions to postgraduate taught programmes than about transitions into undergraduate or doctoral study. A Scotland-wide project found that new taught Post-graduate (PG), and staff teaching them, can be unclear about what is expected at Master's level, and proposed a framework of seven facets that indicate how students are expected to engage with Master's study. The facets and accompanying resources were designed to be discussion tools, to promote staff and student discussion of what is expected in their programme and subject. In a follow-up project at one university, a questionnaire was designed and distributed to postgraduate students asking them to rate their current level of ability against the skills and capabilities identified as facets for Master's level study. The project found students felt ill-prepared for particular aspects of Master's level study, with sub-group differences between disciplines. Master's courses are intensive and fast-moving, so this has implications for students' preparedness for successfully navigating through their programmes. Some suggestions on how students can be better briefed on what to expect are made.Item Principles and practices of good university governance(2012-05-29) Bamber, VeronicaThis presentation outlined some of the key characteristics of university governance in UK institutions, highlighting the four elements of university management, structures, staff participation in governance, and the student voice
- «
- 1 (current)
- 2
- 3
- »