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Joe Greenwood-Hau – Teaching in Higher Education, 2024
The rise of populism has sparked a debate about the role of facts in public discourse. How should higher education teachers respond? This article reviews the literature on approaches to teaching and identifies and problematises a tension between emphases on facts and thinking. It then outlines the current 'post-truth' challenge, which suggests…
Descriptors: College Faculty, Teaching Methods, Thinking Skills, Critical Thinking
Malcolm, Mary – Teaching in Higher Education, 2012
A concern to ensure that the distinctive quality of teaching and learning in higher education is sustained and recognised has recently reinvigorated debate about the links between research and teaching. Currently, that debate focuses on substantiating research-teaching links and confirming broad frameworks for categorising associated academic…
Descriptors: Teaching Methods, Supervisors, Student Research, Business Administration Education
Peach, Sam – Teaching in Higher Education, 2010
This paper presents a philosophical approach to undergraduate curricula. The approach, informed by research, has been conceptualised as "socially critical vocationalism" (SCV). SCV is neither training nor pure traditional academic provision but an approach to curriculum that is academically defensible, practically relevant and socially…
Descriptors: Foreign Countries, Higher Education, Undergraduate Study, Curriculum
Ozay, Samuray B. – Teaching in Higher Education, 2012
Most Australian Universities offer a selection of research-intensive pathways at the graduate level, which provides opportunities for independent inquiry and intellectual autonomy. Undergraduate students, however, are somewhat short-changed in their experience in research. They are exposed to a variety of areas and disciplines, which forms a…
Descriptors: Interdisciplinary Approach, Foreign Countries, Undergraduate Students, Undergraduate Study
Lambert, Cath; Parker, Andrew; Neary, Michael – Teaching in Higher Education, 2007
This paper presents an analysis of the ways in which UK higher education (HE) has become increasingly commercialised and commodified in the post-1980s. It critiques the strategies adopted by successive UK governments to reinvigorate the relationship between educational and economic life, and to facilitate a more corporate and entrepreneurial…
Descriptors: Critical Theory, Higher Education, Teaching Methods, Curriculum Design