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Clive Kerridge

Experiential learning - learning by doing - has long been advocated as an effective pedagogy for knowledge retention and soft skills development, with the role of reflection recognised as a key ingredient. Good business simulations are used successfully in many environments and professions, including Higher Education. They are often enjoyed by students and facilitate the three types of learning: effective, cognitive and behavioural. We look at the benefits to students and instructors of including business simulations within blended learning study programmes; which type of ‘sim’ to choose and when to use it; what to do (and what not to do!) to ensure simulations, and the associated experiential learning, contribute to student engagement and effective learning in a business school context.

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Edited by Kathy Daniels, Caroline Elliott, Simon Finley and Colin Chapman

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Learning and Teaching in Higher Education

Perspectives from a Business School

Edited by Kathy Daniels, Caroline Elliott, Simon Finley and Colin Chapman

There is often little guidance available on how to teach in universities, despite there being increasing pressure to raise teaching standards, as well as no official requirement for academics to have any specific teaching qualification in many countries. This invaluable book comprehensively addresses this issue, providing an overview of teaching in a business school that covers all stages of student learning.
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Edited by Kathy Daniels, Caroline Elliott, Simon Finley and Colin Chapman

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Competitive Accountability in Academic Life

The Struggle for Social Impact and Public Legitimacy

Richard Watermeyer

This book considers how a culture of ‘competitive accountability’ in UK higher education produces multiple tensions, contradictions and paradoxes that are destabilizing and deleterious to the work and identities of academics as research scientists. It suggests the potential of a new discourse of scientific accountability, that frees scientists and their public communities from the absurdities and profligacy of ‘performativity’ and ‘managerial governmentality’ encountered in the REF and an impact agenda – the noose of competitive accountability – and a more honest and meaningful public contract.
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Richard Watermeyer

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Richard Watermeyer

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Edited by Ruth Bridgstock and Neil Tippett

This book challenges the dominant ‘employability skills’ discourse by exploring socially connected and networked perspectives to learning and teaching in higher education. Both learning and career development happen naturally and optimally in ecologies, informal communities and partnerships. In the digital age, they are also highly networked. This book presents ten empirical case studies of educational practice that investigate the development of learner capabilities, teaching approaches, and institutional strategies in higher education, to foster lifelong graduate employability through social connectedness.
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Salla Sissonen

As an afterthought to the chapters in the book, this epilogue plays with the idea of looking to the future by briefly examining what is happening at earlier stages of education today. By understanding some of the objectives of the Finnish national core curriculum 2014 and taking a look at the practices at school, we can imagine the optimal skillsets that a now 12-year-old child will have when they enter higher education in a few years’ time. Optimally, we will be faced with a person with a developed understanding of how they learn best, a creative learner and problem-solver with skills in meaningful use of technology. This chapter argues that it does not mean the efficient future learners will not require teaching; on the contrary, we will continue to need competent pedagogical thinkers to guide the students on their individual paths to lifelong-learning.

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Higher Education in the Digital Age

Moving Academia Online

Edited by Annika Zorn, Jeff Haywood and Jean-Michel Glachant

The European higher education sector is moving online, but to what extent? Are the digital disruptions seen in other sectors of relevance for both academics and management in higher education? How far are we from fully seizing the opportunities that an online transition could offer? This insightful book presents a broad perspective on existing academic practices, and discusses how and where the move online has been successful, and the lessons that can be learned.