Centre for Academic Practice
Permanent URI for this collectionhttps://eresearch.qmu.ac.uk/handle/20.500.12289/29
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Item From student representation to student partnership(Wonkhe Ltd., 2023-04-18) Bamber, VeronicaRoni Bamber reflects on a 20 year journey through quality enhancement in Scotland.Item Our days are numbered – how metrics are changing academic development(Wonkhe Ltd., 2020-12-18) Bamber, VeronicaItem Our days are numbered: Metrics, managerialism, and academic development(SEDA, 2020) Bamber, VeronicaItem Evaluation of the Angus Gold Project (a partnership approach to digital education and social inclusion) RF 8/2008(Queen Margaret University, 2008-10-24) Ward, Richard; Ferguson, Julie; Murray, Sue; Scottish GovernmentThis Research Findings provides a brief summary of findings from an evaluation of Angus Gold, (a digital inclusion initiative allied to a broader programme of health education and improvements by engagement with services of the 50+ population) piloted in Angus between March 2004 and late 2007. It identifies lessons learned.Item Approaches to APEL in France and the UK: Holism versus Empiricism?(Staffordshire University, 2005) Pouget, Mireille; Oberski, IddoThe APEL (Accreditation/Assessment of Prior Experiential Learning) systems in the UK and France are probably the best developed in Europe, but they are underpinned by different conceptions of learning and experience. In this article, we attempt to understand the two different approaches to APEL within the framework of Goethe's 'natural phenomenology', which essentially attempts to understand phenomena in their own right, without analysing them into parts. An initial analysis would suggest that in the UK the APEL process reflects a conception of experience and learning as being built up of a number of smaller units. In France, on the other hand, the process involves instead a more holistic approach to the evaluation and understanding of experience and learningItem 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 Discipline-based academic development through a tripartite partnership(Routledge, 1998-11) Morss, K.; Donaghy, MarieThis paper describes a discipline-based academic development project based upon a tripartite relationship between departmental staff, work-based practitioners and the central academic development unit which took place over one academic year within the Department of Physiotherapy, Queen Margaret College, Edinburgh. The purpose of the project was to discuss and debate the concept of the 'reflective practitioner', to develop strategies for enabling undergraduate students to be reflective, and to devise a framework for assessment of reflective practice in clinical work-based learning. The outcomes of the project, most important of which was a change in the learning experience for students, demonstrate that academic development can be valuable and productive when undertaken as a partnership and placed in a disciplinary context. The authors identify key elements important to the success of the academic development process which should be applicable in similar situations and which could serve as guidelines for the planning and delivery of staff development through similar kinds of partnerships.