Academics Responding to Change: New Higher Education Frameworks and Academic CulturesPaul Trowler take a close look inside one British university to explore how academic staff at the ground level respond to changes in higher education. During the period of this study there was a remarkably rapid expansion in student numbers and, at the same time, a shrinking unit of resource. Meanwhile new systems and structures were being put in place, particularly those associated with the 'credit framework': the constellation of features associated with the assignment of credit value to assessed learning, including modularity, franchising and the accreditation of prior learning. The book explores the nature and effects of academics' responses to these changes and develops a framework for explaining these responses. It offers a valuable insight into change in higher education and highlights some of the processes which lead to policy outcomes being rather different from the intentions of policy-makers. |
Contents
The Credit Framework | 31 |
Responding to Change | 56 |
Policy and Practice at the Ground Level | 95 |
Copyright | |
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Academics Responding to Change: New Higher Education Frameworks and Academic ... Paul Trowler No preview available - 1998 |
Common terms and phrases
academic staff actors adopt APEL approach areas argues aspects assessment attitudes Becher behaviour Bocock Buckingham cent Chapter chartered universities colleges combined honours context course credit framework critical curriculum David Warner Dearing Report demics disciplinary discipline discourse discussion educational ideology effects epistemological example experience Falmer fieldnote flexibility Fordism franchising gender Giddens HEFCE HEQC higher education institutions higher education system important individual innovation interview involved issues Jary and Parker Journal knowledge Kogan London managerialism managerialist media studies ment modular modules nature NewU Open University Press Open University Press/SRHE organization organizational culture particular perspective Peter Toyne policy implementation polytechnics position practices problems professional programme progressivism progressivist propositional knowledge Report research assessment exercise respondent Richard Winter role Routledge sector semester social SRHE Staffordshire University strategies structure student numbers teaching tion top-down traditionalist under-the-stage understanding values women academics