Pedagogic Stratification and the Shifting Landscape of Higher Education

Autor/inn/en	Stevenson, Jacqueline; Burke, Penny-Jane; Whelan, Pauline
Institution	Higher Education Academy (HEA) (United Kingdom)
Titel	Pedagogic Stratification and the Shifting Landscape of Higher Education
Quelle	(2014), (48 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Educational Policy; Educational Change; Institutional Characteristics; Educational Quality; Student Experience; Higher Education; Universities; Teacher Effectiveness; Learning Experience; Equal Education; Marketing; Commercialization; Competition; Discourse Analysis; Documentation; Interviews; Academic Standards; Employment Potential; Career Readiness; Lifelong Learning; Access to Information; Barriers; National Surveys; Student Surveys; Participation; Social Stratification; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Bildungsreform; Quality of education; Bildungsqualität; Studienerfahrung; Hochschulbildung; Hochschulsystem; Hochschulwesen; University; Universität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernerfahrung; Wettkampf; Diskursanalyse; Dokumentation; Interviewing; Interviewtechnik; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Life-long learning; Lebenslanges Lernen; Schülerbefragung; Teilnahme; Soziale Zusammensetzung; Großbritannien
Abstract	This project examined the impact on learning and teaching of recent significant changes in UK higher education policy. The term "pedagogic stratification" is used to explore and analyse how institutional type may relate to different conceptions of "teaching excellence" and "the student experience" adopted across the sector. We looked at how universities choose to position themselves in terms of their institutional self-identity and their market position, and thus their approaches to "teaching excellence" and the "student learning experience." This gives insight into: (1) the way institutional discourses may/may not re/produce social and political inequalities; and (2) the different interests being served. The following are appended: (1) Interview questions used with senior academics; and (2) Survey to teaching staff. [This report was written with the assistance of Paula Sealey and Josef Ploner.] (As Provided).
Anmerkungen	Higher Education Academy. York Science Park, Innovation Way, Heslington, York Y010 5BR, United Kingdom. Tel: 01904 717500; e-mail: enquiries@heacademy.ac.uk; Web site: https://www.heacademy.ac.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01