Capability and Quality in Higher Education

Author: John Stephenson
Publisher: Routledge
Size: 21.54 MB
Format: PDF, Kindle
Category : Education
Pages : 224
Capability and Quality in Higher Education GET EBOOK
The new focus in learning is on developing the individual's capability. This work looks at this in the context of improving skills, lifelong learning and welfare-to-work. It debates the issues within the setting of institutional strategies, work-based learning, skills development and assessment.
RELATED BOOKS
Capability and Quality in Higher Education
Language: en
Pages: 224
Authors: John Stephenson, Mantz Yorke
Categories: Education
Type: BOOK - Published: 2013-10-31 - Publisher: Routledge

The new focus in learning is on developing the individual's capability. This work looks at this in the context of improving skills, lifelong learning and welfare-to-work. It debates the issues within the setting of institutional strategies, work-based learning, skills development and assessment.
Cultivating a culture of experimentation in higher-education teaching and learning
Language: de
Pages: 216
Authors: Robert Kordts, Dietrich Wagner, Claudio Sidler, Karen Tinsner-Fuchs, Bernadette Dilger, Taiga Brahm
Categories: Education
Type: BOOK - Published: 2021-12-19 - Publisher: BoD – Books on Demand

As indicated by the diversity of the authors' physical locations, COVID and emergency-remote teaching affected Higher-Education-Institutions at a nearly global scale. Authors in this issue come from European countries (Switzerland, Germany), North America (the USA) as well as the southern hemisphere (South Africa). Given the breadth of COVID-related (change) experiences, the insights presented in this issue can be relevant to many HEIs across the globe, notwithstanding their cultural and institutional specificities. In addition, and of high relevance to us, the articles collected here focus both on different positions or roles (students, faculty, management) as well as on different levels of teaching and learning in higher education. While most contributions focus on the student experience during COVID, others investigate faculty/instructors' perspectives including faculty development. Yet another group takes a more systemic, institutional point of view. It could be argued that higher-education research takes up a multi-level perspective when exploring change and the new normal.
Grading Student Achievement in Higher Education
Language: en
Pages: 242
Authors: Mantz Yorke
Categories: Education
Type: BOOK - Published: 2007-09-12 - Publisher: Routledge

A lot hangs on the summative grades that students are given. A good degree opens doors which otherwise might remain closed. Yet, as higher education is now a mass rather than an elite system, what is expected of its graduates is different from the expectations of previous generations. Students are expected not only to be able to demonstrate high standards of academic achievement, but also a variety of capabilities that have at different times been given labels such as ‘generic skills’ and ‘transferable skills’. These abilities are difficult to grade for a variety of reasons and some graduates may be losing out because their particular strengths are given insufficient acknowledgement in current summative assessment practices. Using the UK honours degree classifications as a case study, this book appraises the way in which summative assessment in higher education is approached and shows that the foundations of current practices (in the UK and elsewhere) are of questionable robustness. It argues that there is a need to widen the assessment frame if the breadth of valued student achievements is to be recognised adequately.
Learning, Curriculum and Employability in Higher Education
Language: en
Pages: 241
Authors: Peter Knight, Mantz Yorke
Categories: Education
Type: BOOK - Published: 2004 - Publisher: Psychology Press

Anyone with a responsibility for curriculum development or policy making within higher education who wants to advance learning and promote employability amongst their students will find this book absolutely essential reading.
A Handbook for Teaching and Learning in Higher Education
Language: en
Pages: 544
Authors: Heather Fry, Steve Ketteridge, Stephanie Marshall
Categories: Education
Type: BOOK - Published: 2008-12-19 - Publisher: Routledge

First published in 2008. Routledge is an imprint of Taylor & Francis, an informa company.
EBOOK: Assessment, Learning And Employability
Language: en
Pages: 264
Authors: Peter Knight, Mantz Yorke
Categories: Education
Type: BOOK - Published: 2003-10-16 - Publisher: McGraw-Hill Education (UK)

What is assessed gets attention: what is not assessed does not. When higher education is expected to promote complex achievements in subject disciplines and in terms of 'employability', problems arise: how are such achievements to be assessed? In the first part of the book, it is argued that existing grading practices cannot cope with the expectations laid upon them, while the potential of formative assessment for the support of learning is not fully realised. The authors argue that improving the effectiveness of assessment depends on a well-grounded appreciation of what assessment is, and what may and may not be expected of it. The second part covers summative judgements for high-stakes purposes. Using established measurement theory, a view is developed of the conditions under which affordable, useful, valid and reliable summative judgements can be made. One conclusion is that many complex achievements resist high-stakes assessment, which directs attention to low-stakes, essentially formative, alternatives. Assessment for learning and employability demands more than module-level changes to assessment methods. The final part discusses how institutions need to respond in policy terms to the challenges that have been posed. The book concludes with a discussion of how institutions can respond in policy terms to the challenges that have been posed. Assessment, Learning and Employability has wide and practical relevance - to teachers, module and programme leaders, higher education managers and quality enhancement specialists.
Departmental Leadership In Higher Education
Language: en
Pages: 201
Authors: Knight, Peter, Trowler, Paul
Categories: Education
Type: BOOK - Published: 2001-04-01 - Publisher: McGraw-Hill Education (UK)

This book is primarily aimed at those who have, or will have, a role in leading departments or teams in higher education institutions. It examines the ways in which mainstream leadership thinking does - and does not - apply to departments and teams in HEIs and suggests that departmental leadership is critical to institutional well-being.
Competence-based Vocational and Professional Education
Language: en
Pages: 1142
Authors: Martin Mulder
Categories: Education
Type: BOOK - Published: 2016-09-08 - Publisher: Springer

This book presents a comprehensive overview of extant literature on competence-based vocational and professional education since the introduction of the competence concept in the 1950s. To structure the fi eld, the book distinguishes between three approaches to defi ning competence, based on 1.functional behaviourism, 2. integrated occupationalism, and 3. situated professionalism. It also distinguishes between two ways of operationalizing competence: 1. behaviour-oriented generic, and 2. task-oriented specifi c competence. Lastly, it identifi es three kinds of competencies, related to: 1. specific activities, 2. known jobs, and 3. the unknown future. Competence for the unknown future must receive more attention, as our world is rapidly evolving and there are many ‘glocal’ challenges which call for innovation and a profound transformation of policies and practices. Th e book presents a range of diff erent approaches to competence-based education, and demonstrates that competencebased education is a worldwide innovation, which is institutionalized in various ways. It presents the major theories and policies, specifi c components of educational systems, such as recognition, accreditation, modelling and assessment, and developments in discipline-oriented and transversal competence domains. Th e book concludes by synthesizing the diff erent perspectives with the intention to contribute to further improving vocational and professional education policy and practice. Joao Santos, Deputy Head of Unit C5, Vocational Training and Adult Education, Directorate General for Employment, Social Aff airs and Inclusion, European Commission: “This comprehensive work on competence-based education led by Martin Mulder, provides an excellent and timely contribution to the current debate on a New Skills Agenda for Europe, and the challenge of bridging the employment and education and training worlds closer together. Th is book will infl uence our work aimed at improving the relevance of vocational education to support initial and continuing vocational education and training policy and practice aimed at strengthening the key competencies for the 21st century.” Prof. Dr. Reinhold Weiss, Deputy President and Head of the Research, Federal Institute for Vocational Education and Training (BIBB), Bonn, Germany: “This book illustrates that the idea and concept of competence is not only a buzzword in educational debates but key to innovative pedagogical thinking as well as educational practice.” Prof. Dr. Johanna Lasonen, College of Education, University of South Florida, Tampa, USA: "Competence-based Vocational and Professional Education is one of the most important multi-disciplinary book in education and training. Th is path-breaking book off ers a timely, rich and global perspective on the fi eld. Th e book is a good resource for practitioners, policymakers and researchers."
Key Concepts in Adult Education and Training
Language: en
Pages: 208
Authors: Malcolm Tight
Categories: Education
Type: BOOK - Published: 2012-11-12 - Publisher: Routledge

As adults, we are all continually involved in learning, with increasing numbers of us engaged in more formalized forms of learning; that is, in education or training. All those involved in the broad field of adult education and training will come into contact with many specialist ideas or concepts. It is often assumed of students that they already have a general understanding of these concepts, their meanings, applicability and inter-relationships. This is not always the case. This book examines in detail over forty of these key concepts, ranging from community education and experiential learning to competence and access. It presents a clear, analytical discussion in jargon-free language. It is, therefore, indispensable to all students and practitioners of adult education and training.
Developing the Global Student
Language: en
Pages: 210
Authors: David Killick
Categories: Education
Type: BOOK - Published: 2014-06-27 - Publisher: Routledge

Developing the Global Student addresses the question of how students of higher education can emerge from their university life better equipped to dwell more effectively, ethically, and comfortably amidst the turmoils of a globalizing world. It does this from a number of theoretical perspectives, illustrating the nature of the personal and educational challenges facing the individual student and the teaching professional. The book explores the massive social changes wrought by the technologies and mobilities of globalization, particularly how present and future generations will relate to, work with and dwell alongside the global other. It outlines a range of social, psychological and intercultural perspectives on human tendencies to seek out comfort among communities of similitude, and illustrates how the experience of life in a global era requires us to transcend the limits of our own biographies and approach university education as a matter of knowledge deconstruction and identity reconstruction, rather than reproduction. This book brings these considerations directly into the daily business of higher education by drawing out the implications for practice at a number of levels. It examines: the implications of a globally interconnected world and individual biographies for the design of the curriculum; a holistic view of learning in the context of the need to develop the global self; what the impact on non-academic practice will be if universities as institutions are to enable these changes; ways in which the broader student community can transform to offer an experience which is more supportive of the development of global selves. Linking theoretical perspectives to present a model of learning as change, this book will be of great interest to those working in higher education, and particularly to anyone involved in policy design and the delivery of the student experience.
Oxford Textbook of Spirituality in Healthcare
Language: en
Pages: 512
Authors: Mark Cobb, Christina Puchalski, Bruce Rumbold
Categories: Medical
Type: BOOK - Published: 2012-08-09 - Publisher: OUP Oxford

The relationship between spirituality and healthcare is historical, intellectual and practical, and it has now emerged as a significant field in health research, healthcare policy and clinical practice and training. Understanding health and wellbeing requires addressing spiritual and existential issues, and healthcare is therefore challenged to respond to the ways spirituality is experienced and expressed in illness, suffering, healing and loss. If healthcare has compassionate regard for the humanity of those it serves, it is faced with questions about how it understands and interprets spirituality, what resources it should make available and how these are organised, and the ways in which spirituality shapes and informs the purpose and practice of healthcare? These questions are the basis for this resource, which presents a coherent field of enquiry, discussion and debate that is interdisciplinary, international and vibrant. There is a growing corpus of articles in medical and healthcare journals on spirituality in addition to a wide range of literature, but there has been no attempt so far to publish a standard text on this subject. Spirituality in Healthcare is an authoritative reference on the subject providing unequalled coverage, critical depth and an integrated source of key topics. Divided into six sections including practice, research, policy and training, the project brings together international contributions from scholars in the field to provide a unique and stimulating resource.
Assessment, Learning and Judgement in Higher Education
Language: en
Pages: 233
Authors: Gordon Joughin
Categories: Education
Type: BOOK - Published: 2008-12-11 - Publisher: Springer Science & Business Media

There has been a remarkable growth of interest in the assessment of student learning and its relation to the process of learning in higher education over the past ten years. This interest has been expressed in various ways – through large scale research projects, international conferences, the development of principles of assessment that supports learning, a growing awareness of the role of feedback as an integral part of the learning process, and the publication of exemplary assessment practices. At the same time, more limited attention has been given to the underlying nature of assessment, to the concerns that arise when assessment is construed as a measurement process, and to the role of judgement in evaluating the quality of students’ work. It is now timely to take stock of some of the critical concepts that underpin our understanding of the multifarious relationships between assessment and learning, and to explicate the nature of assessment as judgement. Despite the recent growth in interest noted above, assessment in higher education remains under-conceptualized. This book seeks to make a significant contribution to conceptualizing key aspects of assessment, learning and judgement.