This module is not currently running in 2023 to 2024.
The curriculum builds on the prerequisite module (Introduction to Learning, Teaching and the Academic Environment) and aims to explore and question theories, beliefs and principles which frame and inform academic practice, and how these relate to participants' own activity. The scope of this activity is deliberately broadly interpreted, including learning and teaching; assessment; curriculum design and development; student support; participation in professional communities; reflecting on one’s own practice and taking the initiative in reviewing and planning further development. Participants will explore the relevant issues in their own disciplinary field, and generically through interdisciplinary discussion; review pedagogic developments rigorously and systematically, and consider the implications for their practice. The emphasis throughout is on critical examination of the changing context of Higher Education and the impact of this on institutional and individual practice.
10 hours
Autumn, Spring & Summer
Students will be expected to produce a 3,000 word critical account of two aspects of academic practice within their discipline. This account should draw upon personal reflection and scholarship, as well as policy documents. Within this account, students will be expected to comment upon concepts of professionalism and their own professional development as well as the impact of learning technologies upon their role.
Barnett, Ronald and Society for Research into Higher Education, 2005. Reshaping the university: new relationships between research, scholarship and teaching
Becher, Tony and Trowler, Paul, 2001. Academic tribes and territories: intellectual enquiry and the culture of disciplines.
Brew, Angela, 2006. Research and teaching: beyond the divide, Universities into the 21st century.
Brown, Roger, 2011. Higher education and the market.
Halsey, A. H., 1992. Decline of donnish dominion: the British academic professions in the twentieth century.
Lave, Jean and Wenger, Etienne, 1991. Situated learning: legitimate peripheral participation. , Learning in doing?: social, cognitive, and computational perspectives.
Macfarlane, Bruce, 2004. Teaching with integrity: the ethics of higher education practice.
McLean, Monica, 2006. Pedagogy and the university: critical theory and practice, London: Continuum. Available at: Molesworth, Mike, Nixon, Elizabeth, and Scullion, Richard, 2011. The marketisation of higher education: the student as consumer.
Newman, J H., 1999. The idea of a university; intro by G N Shuster.
Nixon, Jon, 2011. Higher education and the public good: imagining the university, London: Continuum International Pub. Group.
See the library reading list for this module (Canterbury)
An understanding of, and critical engagement with, current research and scholarship in teaching and learning and/or student learning support. (PGCHE Knowledge and Understanding 1; PGCHE Intellectual Skills 1 // UKPSF A2; A5; K6; V3; V4)
An ability to evaluate critically how research into teaching and learning informs HE practice, including practice at subject/disciplinary level and within their own professional practice. (PGCHE Knowledge and Understanding 2; Intellectual Skills 1 and 2; Subject-specific Skills 2 // UKPSF A2; A5; K4; K6; V2; V3; V4)
An understanding of, and critical engagement with, the relationship between teaching and disciplinary specific research at subject/disciplinary level and within their own professional practice. (PGCHE Knowledge and Understanding 1 and 6. // UKPSF A2; A5; K3; K4; K6; V2; V3; V4)
An ability to evaluate critically concepts of professionalism, and to reflect upon their own professional values and plans for professional development within the context of their own academic careers. (PGCHE Skills and Attributes B2, C7 and D1 // UKPSF A2; A5; K6; V1; V2; V3; V4)
An understanding of, and critical engagement with, policy developments within HE, including aspects of student support and the use and value of appropriate learning technologies and how these impact upon their role. (PGCE Knowledge and Understanding 3; Skills and Other Attributes C3 and C4; and Transferable Skills D2. // UKPSF A2; A5; K6; V1; V2; V3; V4)
An ability to reflect on one's own development as a reflective practitioner, including identifying areas for future development (PGCHE Transferable Skills 1,2 and 3 // UKPSF A5; K6; V4)
Demonstrating effective strategies for working with colleagues within a department, an institution and/or disciplinary field (PGCHE Transferable Skills 4 // UKPSF A5; K6; V4)
University of Kent makes every effort to ensure that module information is accurate for the relevant academic session and to provide educational services as described. However, courses, services and other matters may be subject to change. Please read our full disclaimer.
