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Quality Work in Higher Education : Organisational and Pedagogical Dimensions / / edited by Mari Elken, Peter Maassen, Monika Nerland, Tine S. Prøitz, Bjørn Stensaker, Agnete Vabø
| Quality Work in Higher Education : Organisational and Pedagogical Dimensions / / edited by Mari Elken, Peter Maassen, Monika Nerland, Tine S. Prøitz, Bjørn Stensaker, Agnete Vabø |
| Edizione | [1st ed. 2020.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 |
| Descrizione fisica | 1 online resource (x, 186 pages) |
| Disciplina | 378 |
| Collana | Higher Education Dynamics |
| Soggetto topico |
Higher education
School management and organization School administration Learning Instruction Curriculums (Courses of study) Education—Curricula Educational policy Education and state Higher Education Administration, Organization and Leadership Learning & Instruction Curriculum Studies Educational Policy and Politics |
| ISBN | 3-030-41757-3 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. 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 Damşa 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. |
| Record Nr. | UNINA-9910416110203321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2020 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Reconfiguring Knowledge in Higher Education / / edited by Peter Maassen, Monika Nerland, Lyn Yates
| Reconfiguring Knowledge in Higher Education / / edited by Peter Maassen, Monika Nerland, Lyn Yates |
| Edizione | [1st ed. 2018.] |
| Pubbl/distr/stampa | Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 |
| Descrizione fisica | 1 online resource (208 pages) |
| Disciplina | 371.207 |
| Collana | Higher Education Dynamics |
| Soggetto topico |
Higher education
International education Comparative education School management and organization School administration Higher Education International and Comparative Education Administration, Organization and Leadership |
| ISBN | 3-319-72832-6 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | 1. Introduction. Monika Nerland, Lyn Yates and Peter Maassen -- 2. The Changing Fortunes of Intermediary Agencies: Reconfiguring Higher Education Policy in Norway and Australia. Jens Jungblut and Peter Woelert -- 3. From Disciplinary Excellence to Interdisciplinary Collaboration: How Australian Academics Negotiate Competing Knowledge Agendas. Lyn Yates, Peter Woelert, Victoria Millar and Kate O'Connor -- 4. Multiple Institutional Logics in National Curricula: The Introduction of Learning Outcomes in Teacher Education and Engineering Education in Norway. Jennifer Olson, Hilde Afdal and Mari Elken -- 5. Shifting Knowledge Forms in the University Physics Curriculum: Academics’ Perceptions. Victoria Millar -- 6. The Role of Shadow Organizing in Dealing with Overflows of Knowledge and Ambition in Higher Education. Karen Jensen -- 7. MOOC-ing the Discipline: Tensions in the Development and Enactment of a Massive Open Online Course. Kate O'Connor -- 8. Research-Based Education: An Exploration of Interpretations in two Professional Higher Education Programmes. Hilde Afdal and Crina Damşa -- 9. Research and Development Tasks in Teacher Education: Institutional Framing and Student Experiences. Crina Damşa -- 10. Learning to Teach and Teaching to Learn: Exploring Microteaching as a Site for Knowledge Integration in Teacher Education. Thomas de Lange and Monika Nerland -- 11. Reconfiguring Knowledge in Higher Education: Emerging Themes and Research Avenues. Peter Maassen, Monika Nerland and Lyn Yates. |
| Record Nr. | UNINA-9910299542303321 |
| Cham : , : Springer International Publishing : , : Imprint : Springer, , 2018 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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