Support for PhD Students: The Impact of Institutional Dynamics on the Pedagogy of Learning Development

Autor/in	Peelo, Moira
Titel	Support for PhD Students: The Impact of Institutional Dynamics on the Pedagogy of Learning Development
Quelle	In: Practitioner Research in Higher Education, 7 (2013) 1, S. 22-33 PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-1382
Schlagwörter	Forschungsbericht; Doctoral Programs; Teaching Methods; College Administration; Governance; Curriculum Design; Politics of Education; Educational Practices; Supervision; Tutorial Programs; Institutional Characteristics; Administrative Principles; Teacher Role; Teacher Responsibility; Graduate Students; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Doktorandenprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; College administrators; Hochschulverwaltung; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Lehrplangestaltung; Bildungspraxis; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Lehrerrolle; Lehrverpflichtung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Großbritannien
Abstract	This paper explores one practitioner's learning development work with PhD students in a changing university context in which managerialism and financial stringency have combined. It questions how learning development practitioners can maintain their professional goals while negotiating issues arising from managerialism, financial stringency, task-oriented budgeting and inter-professional co-operation. While learning development workers have traditionally espoused a broad, colleagual view of student learning and practice which looks beyond remediation, a cash-starved sector may look for simpler, task-oriented definitions in which work is discretely allocated to different professional groups rather than dealing with dynamic, complex and overlapping processes. Hence, two teaching strategies are explored: the use of pre-course learning development tutorials as a means to tackle timeliness and efficacy of courses, and learning development contributions to supervision development courses. (As Provided).
Anmerkungen	University of Cumbria. Fusehill Street, Carlisle, Cumbria, CA1 2HH, United Kingdom. Tel: +44-1228-616338; e-mail: riple@cumbria.ac.uk; Web site: http://194.81.189.19/ojs/index.php/prhe
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01