LEADER 05707nam 22008055 450 001 9910416110203321 005 20200706101306.0 010 $a3-030-41757-3 024 7 $a10.1007/978-3-030-41757-4 035 $a(CKB)4100000011325756 035 $a(MiAaPQ)EBC6270540 035 $a(DE-He213)978-3-030-41757-4 035 $a(EXLCZ)994100000011325756 100 $a20200701d2020 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aQuality Work in Higher Education $eOrganisational and Pedagogical Dimensions /$fedited by Mari Elken, Peter Maassen, Monika Nerland, Tine S. Prøitz, Bjørn Stensaker, Agnete Vabø 205 $a1st ed. 2020. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2020. 215 $a1 online resource (x, 186 pages) 225 1 $aHigher Education Dynamics,$x1571-0378 ;$v54 311 $a3-030-41756-5 327 $a1. Researching quality work in higher education; Mari Elken and Bjørn Stensaker -- 2. Quality systems in higher education institutions: enabling and constraining quality work; Mari Elken, Nicoline Frølich, Peter Maassen and Bjørn Stensaker -- 3. The relationship between external quality assurance and the work of study programme leaders: a comparative study; Per Olaf Aamodt, Ebbe Graversen, Elisabeth Hovdhaugen, Peter Maassen, Evanthia Kalpazidou Schmidt and Bjørn Stensaker -- 4.Technology as quality work? Educational leaders and teachers? use of digital technology; Trine Fossland and Cathrine Tømte -- 5. Layers of consistency in study programme planning and realization; Tine Sophie Prøitz, Anne Line Wittek and Thomas de Lange -- 6. Exploring student participation challenges in student-centred learning environments; Monika Nerland -- 7. Making group learning group: processes and pedagogical designs in higher education; Crina Dam?a and Anne Line Wittek -- 8. Plenary teaching: examining opportunities for student involvement and knowledge exploration in large classroom-settings; Thomas de Lange, Anne Line Wittek and Trine Fossland -- 9. What counts as quality feedback? Disciplinary differences in students? and teachers? perceptions of feedback; Rachelle Esterhazy, Trine Fossland and Odd-Rune Stalheim -- 10. Quality work ? reflections and refinements; Mari Elken and Bjørn Stensaker. 330 $aThis book focuses on quality work in higher education, and examines the relationship between the organizational and pedagogical dimensions of quality work in higher education. Bringing together different disciplinary traditions, including educational science, sociology, and organisational studies, it addresses the following principal research question: How is quality work carried out in higher education? The book addresses a wide variety of academic, administrative and leadership practices that are involved in quality work in higher education institutions. The chapters in this book examine core issues crucial in the design and content of study programs, such as modes of teaching, learning and curricula design, as well as institutional practices regarding assessment and quality enhancement. The introductory and concluding chapter present an overarching focus on quality work as a lens to analyse intentional activities within higher education institutions directed at how study programmes and courses are designed, governed, and operated. 410 0$aHigher Education Dynamics,$x1571-0378 ;$v54 606 $aHigher education 606 $aSchool management and organization 606 $aSchool administration 606 $aLearning 606 $aInstruction 606 $aCurriculums (Courses of study) 606 $aEducation?Curricula 606 $aEducational policy 606 $aEducation and state 606 $aHigher Education$3https://scigraph.springernature.com/ontologies/product-market-codes/O36000 606 $aAdministration, Organization and Leadership$3https://scigraph.springernature.com/ontologies/product-market-codes/O17000 606 $aLearning & Instruction$3https://scigraph.springernature.com/ontologies/product-market-codes/O22000 606 $aCurriculum Studies$3https://scigraph.springernature.com/ontologies/product-market-codes/O15000 606 $aEducational Policy and Politics$3https://scigraph.springernature.com/ontologies/product-market-codes/O19000 615 0$aHigher education. 615 0$aSchool management and organization. 615 0$aSchool administration. 615 0$aLearning. 615 0$aInstruction. 615 0$aCurriculums (Courses of study). 615 0$aEducation?Curricula. 615 0$aEducational policy. 615 0$aEducation and state. 615 14$aHigher Education. 615 24$aAdministration, Organization and Leadership. 615 24$aLearning & Instruction. 615 24$aCurriculum Studies. 615 24$aEducational Policy and Politics. 676 $a378 702 $aElken$b Mari$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aMaassen$b Peter$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aNerland$b Monika$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aPrøitz$b Tine S$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aStensaker$b Bjørn$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aVabø$b Agnete$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910416110203321 996 $aQuality Work in Higher Education$92134036 997 $aUNINA