Academics Teaching and Learning at the Nexus: Unbundling, Marketisation and Digitisation in Higher Education

Autor/inn/en	Czerniewicz, Laura; Mogliacci, Rada; Walji, Sukaina; Cliff, Alan; Swinnerton, Bronwen; Morris, Neil
Titel	Academics Teaching and Learning at the Nexus: Unbundling, Marketisation and Digitisation in Higher Education
Quelle	In: Teaching in Higher Education, 28 (2023) 6, S.1295-1309 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Czerniewicz, Laura) ORCID (Walji, Sukaina) ORCID (Cliff, Alan) ORCID (Swinnerton, Bronwen) ORCID (Morris, Neil)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2021.1876019
Schlagwörter	College Faculty; Navigation; Commercialization; Technology Uses in Education; Higher Education; Realism; Teaching Methods; Online Courses; Blended Learning; Power Structure; Teacher Attitudes; Ownership; Foreign Countries; Equal Education; South Africa; United Kingdom (England) + Suchen Sie Ihr Suchwort? Fakultät; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Realismus; Teaching method; Lehrmethode; Unterrichtsmethode; Online course; Online-Kurs; Lehrerverhalten; Eigentum; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper explores how academics navigate the Higher Education (HE) landscape being reshaped by the convergence of unbundling, marketisation and digitisation processes. Social Realism distinguishes three layers of social reality (in this case higher education): the empirical, the actual and the real. The empirical layer is presented by the academics and their teaching; the actual are the institutional processes of teaching, learning, assessment, mode of provision (online, blended); the real are the power and regulatory mechanisms that shape the first two and affect academics' agency. Two dimensions of academics' experiences and perceptions are presented. The structural dimension reflects academics' perceptions of the emergent organisation of the education environment including the changing narratives around digitisation, marketisation and unbundling in the context of digital inequalities. The professional dimension aspects play out at the actor level with respect to work-related issues, particularly their own. This dimension is portrayed in academics' concerns about ownership and control. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01