Bücher der Reihe SEDA Series

Part of the well-known Staff and Educational Development Series, this practice oriented book brings together leading research and evaluation approaches and supporting case studies from leading educational researchers and innovative teachers.With much emphasis on change, innovation and developing best practice in higher education, it is essential that those involved in actually developing, researching or implementing approaches to teaching, learning or management, are informed by the experiences of others. The emphasis of this book is on changing practice in HE; how developments come about; what research underpins desirable development; and the impact of development of student learning, staff expertise and institutional practice and policy. Specifically, the book is developed in two themed parts: Part A, Supporting change within subjects and departments. Part B, Supporting change within institutions and the wider environment.

This book provides a contemporary view of the characteristics of expertise for teaching in higher education, based on the strong foundation of research into expertise, and empirical and practical knowledge of the development of teaching in higher education.

This book provides a contemporary view of the characteristics of expertise for teaching in higher education, based on the strong foundation of research into expertise, and empirical and practical knowledge of the development of teaching in higher education.

First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

Within the field of academic development, the last twenty years have seen a great expansion of published research into practice and the further development of theoretical approaches. This growth in the scholarship of academic development matches a growth in the scholarship of teaching and learning. Advancing Practice in Academic Development draws on these evolving scholarships to advance professional practice in academic development, addressing questions such as: . How have global academic developers and their units developed and changed over recent decades? How has the context in which academic development work is done altered? What have academic developers and their professional associations learnt? Case studies and examples are used throughout the text to illustrate development scenarios and methods. Academic development is considered as, among others, a critical, a scholarly, a principled, a pragmatic, a supporting and a leadership role. This book is ideal for use on academic development courses run by SEDA and other international organisations as well as by those who have responsibility for leading the improvement of educational practice. Written in a scholarly, accessible, stimulating and practical style, this book acknowledges difficulties and offers ways forward. As well as analysing problems, it offers solutions.Links to web sources referenced in this book can be found at www.seda.ac.uk/apad

The book draws from a range of contributors in a wide variety of roles in Higher Education and all contributors are actively involved in the RAISE Network (Researching, Advancing and Inspiring Student Engagement).While utilising detailed case examples from UK universities the authors also provide a critical review and distillation of the differing paradigms of Student Engagement in America, Australasia, South Africa and Europe drawing upon key research studies and concepts from a variety of contexts.This book uncovers the multi-dimensional nature of student engagement, utilising case examples from both student and staff perspectives, and provides conceptual clarity and strong evidence about this rather elusive notion. It provides a firm foundation from which to discuss practices and policies that might best serve to foster engagement.

Explores how and why it is so difficult in practice to bring about positive change in higher education. This book provides administrators and educational developers with advice on organising, instigating, steering, and coping with change that promotes teaching and learning in higher education contexts.

This text explores how academics face up to radical changes in the learning environment. With the implementation of new technologies to support teaching and learning there is a need for more strategic approaches to teaching and learning.

Provides a wide-ranging account of the quality issues surrounding the use of ICT in higher education. Through the practical contributions of leading experts, this book provides useful advice and guidance on key areas including: devising an institution-wide strategy; developing course materials; providing distance and e-learning courses; and more.

In this book, an international collection of leading contributors consider the above factors and provide accounts of how educational development can prove central to university policy and strategic planning, covering areas such as teaching

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

A sector-leading handbook, this text unpacks how students and staff can work together to genuinely transform the higher education learning experience.

The specification of standards in higher education has long been the subject of international debate. This text covers the rationales, operational issues and perspectives on benchmarking and standards from international viewpoints.

This work focuses on the competences associated with self-motivated life-long learners who are accustomed to working with autonomy, and provides models for exploring ways to develop competences in a changing world.

Explores how and why it is so difficult in practice to bring about positive change in higher education. This book provides administrators and educational developers with advice on organising, instigating, steering, and coping with change that promotes teaching and learning in higher education contexts.

Changes to ICT and teaching must be accompanied by commitment to quality and integrity of education. This wideranging account dealing with concerns including: devising an institution wide-strategy, developing course materials, using ICT assisted assessment, and adopting professional support processes should be on the shelves of all managers and developers.

Exploring the issue of how educational staff can balance successfully their research and teaching activities, this volume argues that the entire system governing the relationship amongst research, teaching and learning should be dismantled and rebuilt, focusing on symbiosis rather than conflict.

Leading researchers in the field analyze in depth the many changes that have taken place in learning and teaching in higher education over the last thirty years, with a detailed look at likely and desirable scenarios in the future.

This text explores a range of strategies, both institutional and individual, which have been developed by academic and support staff, to foster the kind of atmosphere, facilities and attitudes in relation to learning which support systems.

Written to meet the demand for additional support of staff development programmes, this practical handbook introduces the key issues surrounding this area, covers various topics in detail, and provides inspiration for those in the field.

Offers a more advanced overview of how staff and educational development can be promoted and managed at senior and institutional levels.

Combining a range of case studies with theoretical research, this volume analyzes current developments and best practice. The contributors discuss innovative approaches in assessment, peer assessment, the NCVQ model, the positive side of assessment, staff training for assessment, and much more.

Within the field of academic development, the last twenty years have seen a great expansion of published research into practice and the further development of theoretical approaches. This growth in the scholarship of academic development matches a growth in the scholarship of teaching and learning. Advancing Practice in Academic Development draws on these evolving scholarships to advance professional practice in academic development, addressing questions such as: . How have global academic developers and their units developed and changed over recent decades? How has the context in which academic development work is done altered? What have academic developers and their professional associations learnt? Case studies and examples are used throughout the text to illustrate development scenarios and methods. Academic development is considered as, among others, a critical, a scholarly, a principled, a pragmatic, a supporting and a leadership role. This book is ideal for use on academic development courses run by SEDA and other international organisations as well as by those who have responsibility for leading the improvement of educational practice. Written in a scholarly, accessible, stimulating and practical style, this book acknowledges difficulties and offers ways forward. As well as analysing problems, it offers solutions.Links to web sources referenced in this book can be found at www.seda.ac.uk/apad

A sector-leading handbook, this text unpacks how students and staff can work together to genuinely transform the higher education learning experience.