Higher education is a particularly complex site for enhancement initiatives. This book offers those involved in change a coherent conceptual overview of enhancement approaches, of the change context, and of the probable interactions between them. The book sets enhancement within a particular type of change dynamic which focuses on social practices. The aim is to base innovation and change on the probabilities of desired outcomes materializing, rather than on the romanticism of policies that underestimate the sheer difficulty of making a difference. Following a theoretical introduction to these ideas, there are case studies (from the UK, Australia, New Zealand, South Africa and Norway) at the national, institutional, departmental and individual levels, illustrating the argument that enhancement is best achieved when it works with social practices in real institutional and organizational settings. In a final section, the authors link the case examples and theoretical frameworks, inviting readers to consider their own enhancement situations and apply the 'frameworks for action' offered in earlier sections of the book. The book doesn’t offer quick-fix solutions but aims to support change with practical examples, conceptual tools and reflexive questions for those involved in change at all levels. It is key reading for higher education lecturers, managers, educational developers and policy makers.
A considerable amount of money is invested in an ongoing basis on large scale projects to enhance the quality of teaching and learning within the higher education sector. Examples from the UK include the Teaching Quality Enhancement Fund and the creation of CELTS - Centres for Excellence in Learning and Teaching. Similar initiatives can be found in most other Westernized countries. These projects (and other, smaller institutional projects) require evaluation, but the higher education sector has not conceptualized such evaluation work and therefore the opportunity to understand the value of such projects is frequently missed. Reconceptualising Evaluative Practices in HE aims to aid understanding, drawing on a set of evaluative practices from the UK and internationally to foster understanding, which will be of genuine value and relevance to higher education over an indefinite period of time.
Containing over 7000 key terms for business in English and Spanish, this dictionary has been compiled for the non-language specialist who needs to be able to look up the meaning of a word, phrase or acronym in a business context. It is designed to be carried in the pocket or briefcase for quick reference or to be used in the office for general, everyday use in the understanding and preparation of a variety of business documents.
Higher education is a particularly complex site for enhancement initiatives. This book offers those involved in change a coherent conceptual overview of enhancement approaches, of the change context, and of the probable interactions between them.
In a world divided into kinetics and inerts, Marlowe Thorne's nothing more than a criminal... Seventeen-year-old petty criminal Marlowe Thorne faces a choice: a custodial sentence in a young offender's institution or a scholarship at Arcane Academy. Seems a no-brainer, except the Academy stands for everything Marlowe despises. Their graduates are the ones who go on to work at the Agency, the body that regulates post-ozone society and the reason she ended up a thief on the streets to begin with. Marlowe's skeptical of the offer—after all, she's almost an inert, so what do kinetics want with her? But thinking anything's better than juvenile hall, she accepts, only to be there less than a week before one of her roommates turns up dead. As Marlowe tries to solve the mystery surrounding her friend's death, the infuriating, arrogant Culhane cautions her to let it go. But is he warning her out of concern...or because he's connected to the dark, deadly conspiracy she's stumbled into? Fans of Elizabeth Hunter and Linsey Hall will thrill to Marlowe Thorne's quest set fifty years in England's future. Scroll up and one-click today to join this questionable heroine in her paranormal academy romance adventure!
A considerable amount of money is invested in an ongoing basis on large scale projects to enhance the quality of teaching and learning within the higher education sector. Examples from the UK include the Teaching Quality Enhancement Fund and the creation of CELTS - Centres for Excellence in Learning and Teaching. Similar initiatives can be found in most other Westernized countries. These projects (and other, smaller institutional projects) require evaluation, but the higher education sector has not conceptualized such evaluation work and therefore the opportunity to understand the value of such projects is frequently missed. Reconceptualising Evaluative Practices in HE aims to aid understanding, drawing on a set of evaluative practices from the UK and internationally to foster understanding, which will be of genuine value and relevance to higher education over an indefinite period of time.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.