Meeting the Challenges of Change in Postgraduate Education
Takes a look at the nature of adult learning in the postgraduate context and at the implications of this for universities and their courses. This book examines concepts such as integration as ways of retaining the higher order skills of a university education over against narrowe... read full description below.
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||8 June 2010
||Edited by Kerry, Trevor
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Full details for this title
|Library of Congress
||Universities and colleges - Graduate work
||Adult & Further Education
||College/higher education;Professional and scholarly
|Number of Pages
Description of this Book
This title calls for a radical reappraisal of postgraduate education. This text takes a radical look at the nature of adult learning in the postgraduate context and at the implications of this for universities and their courses. While, over recent decades, schools have had to undergo major re-assessments about how learning is developed into curriculum, how learning is delivered to students, and how that learning is assessed, universities have remained very largely detached from these pedagogical/andragogical issues. However, the circumstances of higher education provision have changed. There is also real pressure now from vocationalism. Meeting the Challenges of Change in Postgraduate Education places these movements in both a UK and a wider context examines the nature of learning and teaching in postgraduate education and opens up the debate for rethinking university provision. The book examines concepts such as integration as ways of retaining the higher order skills of a university education over against narrower, technicist approaches and suggests a continuum of provision, but one in which the learner takes centre stage.
Awards & Reviews
||'It is a good book and I recommend it.'--,
Professor Trevor Kerry is Professor of Education Leadership at the Centre for Educational Research and Development at Lincoln University (UK) and the university's first Emeritus Professor. His career has spanned spells in primary, secondary, further and higher education, as well as teacher education. He has been a Senior Genral Advisor with a Local Authority and an Ofsted Inspector. He was Professor of Education at the College of Teachers (UK), and its Senior Vice-President and journal editor. He has written nearly 200 journal articles, and published education books with Macmillan, Routledge, Blackwell, Nelson Thornes and Pearson/Longman. He has also published an eco-history text.