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The fourth book in the Learning in Higher Education series, this anthology presents integrated discussions of three central themes:
These themes are vital for a close understanding of how postgraduate education can be fostered in higher education – both in facilitating learning and as students’ learning outcome.
The book’s theoretical contributions address questions such as: What is the theory behind learning in postgraduate education? How is the curriculum for postgraduate programmes developed? Practical contributions address questions like: What constitutes learning in postgraduate education? What are the features of curricula in postgraduate education? In practice, how do we improve students’ learning in postgraduate studies?
This book is a response to concerns that policies and practices of higher education have tended to draw too much attention towards academic content and to teaching as a core discipline. Yet literature suggests that students are often ill-prepared for the changes in learning, teaching and curriculum approaches from the undergraduate to postgraduate levels. While the dominant belief appears to be that students learn when teachers transfer knowledge to them, the students themselves expect to function more independently in postgraduate education. This anthology presents an alternative view, moving from a discipline-based view to a learning-based view on higher education.
The anthology will be essential reading for all those who work with quality issues in higher education. Working with quality enhancement is the art of positively matching multiple stakeholder relations and at the same time continuously innovating within existing good practice. The chapter authors reflect upon proposed strategies for managing stakeholder relations.
About the editors
The anthology is edited by Dr. Professor Claus Nygaard, CBS Learning Lab, Copenhagen Business School; Dr. Nigel Courtney, Honorary Senior Visiting Fellow at Cass Business School, City University London & Visiting Research Fellow at the Australian Graduate School of Management, Sydney; and Dr. Liezel Frick, Centre for Higher and Adult Education, Faculty of Education, Stellenbosch University.