Enhancing Learning, Teaching, Assessment and Curriculum in Higher Education
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(2009) Enhancing Learning, Teaching, Assessment and Curriculum in Higher Education, , , no. 224, ,
Higher education is a particularly complex site for enhancement initiatives. This book offers those involved in change a coherent conceptual overview of enhancement approaches, of the change context, and of the probable interactions between them. The book sets enhancement within a particular type of change dynamic which focuses on social practices. The aim is to base innovation and change on the probabilities of desired outcomes materializing, rather than on the romanticism of policies that underestimate the sheer difficulty of making a difference. Following a theoretical introduction to these ideas, there are case studies (from the UK, Australia, New Zealand, South Africa and Norway) at the national, institutional, departmental and individual levels, illustrating the argument that enhancement is best achieved when it works with social practices in real institutional and organizational settings. In a final section, the authors link the case examples and theoretical frameworks, inviting readers to consider their own enhancement situations and apply the 'frameworks for action' offered in earlier sections of the book. The book doesn?t offer quick-fix solutions but aims to support change with practical examples, conceptual tools and reflexive questions for those involved in change at all levels. It is key reading for higher education lecturers, managers, educational developers and policy makers.