Excellence in Teaching and Learning in Higher Education: Institutional policies, research and practices in Europe

2021 ◽  
Author(s):  
Isabel Huet ◽  
Teresa Pessoa ◽  
Fátima Teresa Sol Murta
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Teaching And Learning ◽  
Policy Research ◽  
Pedagogical Practices ◽  
The Czech Republic ◽  
The United Kingdom ◽  
Research And Teaching ◽  
Initial Idea ◽  
The University

The initial ‘idea’ for the book emerged during the seminar Sharing of Innovative Pedagogical Practices that occurred at the University of Coimbra (Portugal) in 2018. Like all ‘good ideas’, this one originated in a conversation between colleagues from the University of Coimbra and the University of West London in the United Kingdom. The ‘idea’ of this book was to move away from sharing experiences related to teaching and learning in higher education in just one or two countries, but instead to organise a more European view about the policy, research and teaching practices that are shaping the way our students learn, academics teach and do research. We have a total of 16 chapters from academics in Portugal, the United Kingdom, Ireland, Sweden, the Netherlands, Spain, Italy, and the Czech Republic.<br>The book is organised in four interrelated themes: (1) policy and quality; (2) professionalisation of teaching and academic development; (3) research and teaching nexus; and (4) pedagogy and practice. <br>Enjoy reading the book!

scholarly journals Art Education in the Age of Metrics. A critical exhibition about how we teach and learn art under neoliberal conditions

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Emma Brasó
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Art Education ◽  
Teaching And Learning ◽  
The United Kingdom ◽  
University Life ◽  
The University ◽  
The Impact ◽  
Data Culture ◽  
The Town

The higher education sector in the United Kingdom finds itself immersed in a data culture that evaluates every aspect of the university life according to a metrical paradigm. Art education, an area with its own teaching and learning characteristics, is particularly incompatible with a model that favours efficiency, productivity and success over all other aspects. In this essay I describe an exhibition, Art Education in the Age of Metrics, which took place in 2017 at the campus gallery of a specialist university located in the town of Canterbury. This was a curatorial project that tried not only to represent the difficulties of art education in the current climate, but that by engaging the university community—particularly students— in the process of organizing the exhibition, tried to actively intervene in the debates on the impact of this neoliberal model in how we teach and learn art today.

scholarly journals Introduction: 5 years of ELEUK

2020 ◽  
pp. 1-4
Author(s):  
Amparo Lallana ◽  
Lourdes Hernández Martín ◽  
Mara Fuertes Gutiérrez
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
United Kingdom ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Spanish Language ◽  
The United Kingdom ◽  
The Uk

We are delighted to be able to present to you this fifth anniversary volume which inaugurates a series of publications emanating from conferences organised by ELEUK, the Association for the Teaching of Spanish in Higher Education in the United Kingdom (www.eleuk.org). Nearly a decade ago, Spanish Language Teaching (SLT) was going from strength to strength across higher education; however, there were hardly any conferences or professional development events within the UK dedicated specifically to the teaching of Spanish. University colleagues and language professionals got together to launch a space from where to promote the teaching and learning of Spanish, foster research in SLT, provide opportunities for teacher development, facilitate collaboration among its members, and enhance subject expertise.

The use of inquiry-based learning in public administration education: Challenges and opportunities in the context of internationalization

2020 ◽  
pp. 014473942093597
Author(s):  
Alice Moseley ◽  
John Connolly
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
International Students ◽  
Public Administration ◽  
Education Sector ◽  
Pedagogical Practices ◽  
Student Body ◽  
Inquiry Based Learning ◽  
The United Kingdom ◽  
Challenges And Opportunities

This paper discusses both challenges and opportunities for using inquiry-based learning in public administration postgraduate education in a context of internationalisation. In particular, we discuss the appropriateness of inquiry-based learning for teaching diverse groups of students from varied international backgrounds. Inquiry-based learning has been widely promoted in the United Kingdom higher education sector and seems intuitively appealing as a pedagogical approach for an applied subject such as public administration. However, there are challenges associated with using inquiry-based learning with postgraduate international students who have a short time to assimilate complex theories and concepts in a second language, and have often been educated previously in contexts with a more didactic tradition of education. With the increasing internationalisation of the United Kingdom higher education sector, we suggest there is tension between some of the teaching and learning methods that are being promoted nationally and the needs of an increasingly diverse international student body. Reflecting on our own experiences as teachers of international students on public administration programmes, we outline both the benefits and limitations of teaching with inquiry-based learning but also suggest ways in which this type of approach could be assimilated within the broader set of pedagogical practices used with international postgraduate students.

Exploring Intercultural Communication Through the Act of Translation in Subtitling

2018 ◽  
pp. 261-281
Author(s):  
Duo Luan
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Visual Media ◽  
Intercultural Communicative Competence ◽  
Language Practice ◽  
Cultural Contexts ◽  
The United Kingdom ◽  
The University

This chapter explores how intercultural teaching and learning can take place through the practical act of translation in subtitling. The method discussed in this chapter uses audio-visual media in the teaching of Chinese as a foreign language (CFL) in higher education (HE). Translation in Subtitling is an undergraduate course offered to students with advanced Chinese competencies at the University of Wales Trinity Saint David in the United Kingdom. This applied language practice develops advanced skills in intercultural communicative competence (ICC) to students working on projects related to specific professional and cultural contexts. The audio-visual-driven course and its workshop style aim to provide a practical and fun intercultural learning experience, as well as to enhance employability by preparing students to work in a Chinese linguistic environment.

The New Public Management of Higher Education

2011 ◽  
pp. 279-289 ◽  
Author(s):  
Heather Brunskell-Evans
Keyword(s):  
Higher Education ◽  
Public Management ◽  
Teaching And Learning ◽  
New Public Management ◽  
Pedagogical Practices ◽  
The United Kingdom ◽  
New Public ◽  
History Of ◽  
Pedagogy Of Discomfort ◽  
The Government

This chapter explores the possibilities of Michel Foucault’s philosophical-political writings for practicing a “pedagogy of discomfort” in Higher Education (HE). Foucault’s method of genealogy and his concept of governmentality are used to reflect upon the dynamics of power underlying the government of HE in the United Kingdom, in particular the new modes of teaching and learning. The chapter has three inextricably entwined aims: it presents a genealogical history of the changing face of HE under the auspices of New Public Management (NPM) as a form of neo-liberal governmental disciplinary control; it describes the new modes of teaching and learning as examples of that control; and it argues that inherent in genealogical modes of analysis are possibilities and opportunities for educationists concerned with politically framed progressive action to develop pedagogical practices that disrupt or challenge the government of teaching and learning.

Call in UK Higher Education: A Preliminary Survey by the CTI Centre for Modern Languages

ReCALL ◽  
1990 ◽  
Vol 2 (2) ◽  
pp. 1-4 ◽  
Author(s):  
Brian Powell
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Teaching And Learning ◽  
The Other ◽  
Preliminary Survey ◽  
Current Range ◽  
Attitudes And Practices ◽  
The United Kingdom ◽  
Actual Use ◽  
Uk Higher Education

Since the principal objectives of the CTI Centre for Modem Languages (CTICML) and of the other CTI Centres are to increase awareness of the potential of computers and other forms of IT in teaching and learning and to stimulate their actual use, it seemed a reasonable first step after the establishment of the CTICML in April 1989 to try to establish the current range of attitudes and practices in the field of lan- guages in higher education in the United Kingdom. We considered that this would both help us to gain a view of what had to be done and give us one yard- stick against which to measure the effect which our activities over the next few years will have had.

scholarly journals Islam and the University Curriculum

2014 ◽  
Vol 31 (3) ◽  
pp. 153-156
Author(s):  
Muhammed Haron
Keyword(s):  
Higher Education ◽  
New York ◽  
Teaching And Learning ◽  
Sociology Of Religion ◽  
University Teaching ◽  
Cultural Backgrounds ◽  
Muslim Students ◽  
Religious Traditions ◽  
The United Kingdom ◽  
The University

This special academic event was organized by the Sociology of Religion(Socrel) Study Group of the British Sociological Association in London on December7, 2013. One of its main objectives was to discuss, in the light of negativepublicity and the increasing number of Muslim students pursuing certainprofessions, whether “Islam” as a module or a course has been adequatelywoven and integrated into the university teaching and learning contexts.The organizers, Socrel chair Abby Day (Department of Sociology, Goldsmiths,University of London) and Sarah-Jane Page (School of Languages andSocial Sciences, Aston University), sought answers to the following questions:To what extent are higher education institutions responding to this relationship?How do Muslim students feel that Islam is represented in higher education?Does a Christianized curriculum still dominate the way these courses are designed?How do non-Muslim students respond to the content of courses thatmainly deal with Islam and Muslims? How do teachers respond to a more diversestudent body that hails from various socio-cultural backgrounds?Sociologists of religion have realized the importance of reflecting criticallyupon the study and teaching of religion. Publications such as Robert Orsi’s editedThe Cambridge Companion to Religious Studies (New York: CambridgeUniversity Press, 2012) has paid attention to these and related aspects. A qualitativeshift of scholary endeavors has been noted; scholars and researchershave now turned their lenses to specific religious traditions that have comeunder the spotlight because of their adherents’ apparent “violent” acts. Since9/11, Islam and Muslims have naturally become one of the targeted traditions(see “The Muslim World after 9/11,” Rand report at www.rand.org).This scholarly attention has resulted in the spread of Islamophobia in westernEurope and elsewhere, not to mention the gradual securitization of Muslimcommunities. This latter development seems to have enormous implicationsfor the academic arena where courses/modules on aspects of “Muslim extremism”in countries such as the United Kingdom have been closely watched and ...

scholarly journals 25. Using Technology for Tutor and Student Learning Exchange

2012 ◽  
Vol 5 ◽  
pp. 142
Author(s):  
Katherine Hewlett
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Learning Styles ◽  
Assessment Practice ◽  
Action Research Project ◽  
Art And Design ◽  
The United Kingdom ◽  
The Arts ◽  
Set Up ◽  
The University

This project built upon the AchieveAbility initiative, which develops materials and training for teaching specific learning difference learners in schools and colleges. AchieveAbility devised the concept for the ‘InCurriculum’ Project and brought together a consortium of United Kingdom higher education institutions to deliver the practice: Norwich University College of the Arts, the University of Westminster, and De Montfort University. All partners delivered a range of art and design courses, using a variety of complementary learning techniques.The project was set up to investigate how changing teaching and assessment practice could be beneficial to different learning styles. The contextual justification for this action research project was to investigate effective practice to retain students within their higher level courses and to support their successful attainment.  The project was funded by the Higher Education Academy for a three year period, during which the United Kingdom educational landscape changed rapidly from a widening access perspective to a more business-orientated model of delivery. To make these changes, technology was shown to be essential to the negotiation that evolved for the learning exchange between the student and staff.

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