NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1025106
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1360-144X
The Coming and Going: The Work of Educational Developers When Admission Criteria and Desired Outcomes Change Simultaneously
Poole, Gary
International Journal for Academic Development, v18 n4 p344-355 2013
Higher education is facing a conundrum relevant to the field of educational development: expectations regarding entrance criteria and graduation attributes are changing simultaneously. Biggs' model of constructive alignment can be used to analyze the challenges presented by these shifts in expectation and help educational developers understand their pedagogical implications. In the present article, an expanded model is proposed in which entrance requirements are added to Biggs' original conceptualization. In so doing, the length of the "learning journey"--from entrance to outcomes--can be charted. When entrance requirements and graduate attributes change simultaneously, higher education must accommodate learning journeys of varying lengths and nature. Moving targets such as these can engender a sense of frustration, if not helplessness, for academic staff responsible for curricular and pedagogical enhancement. However, rather than responding with a sense of helplessness, the educational developer should see these shifts as a real opportunity to support the implementation of a broader range of student-centred teaching/learning activities. Recommendations related to educational development consultations are offered.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A