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ERIC Number: EJ880959
Record Type: Journal
Publication Date: 2010-Mar
Pages: 14
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-1360-144X
Reflections on Engaging Students in the Process and Product of Strategy Development for Learning, Teaching, and Assessment: An Institutional Case Study
Healey, Mick; Mason O'Connor, Kristine; Broadfoot, Patricia
International Journal for Academic Development, v15 n1 p19-32 Mar 2010
Two areas of growing importance for academic developers are: first, their involvement in the development of institutional and faculty learning and teaching strategies; and second, how to engage students in academic development activity at institutional, department and discipline levels. This paper explores both interests by considering how academic developers may engage students in the development of both the process and product of institutional learning and teaching strategies. Following a discussion of the nature of strategy and why student engagement is important, this paper presents the authors' reflections on how one UK institution, the University of Gloucestershire, has sought to engage students in the process of strategy development. It concludes that those who lead strategy, especially academic developers, should purposefully engage students in both the process and product of strategy development. This approach of co-generation is equally applicable to ensuring that learning perspectives and requirements specific to particular groups of learners are addressed strategically, such as those of international students and disabled students. (Contains 1 figure.)
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 - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)