Rising to the pedagogical challenges of the Fourth Industrial Age in the university of the future: an integrated model of scholarship

IF 2.5 Q1 Social Sciences
Adam Matthews, M. McLinden, C. Greenway
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引用次数: 18

Abstract

ABSTRACT A challenge for higher education, in the context of the ‘Fourth Industrial Age’, is to prepare students for uncertain futures. Proposed is a model of integrated scholarship drawing on, and developing, Boyer’s scholarship (discovery, teaching, integration and application). We argue that such a model provides a connecting thread between the idea of a university as conceptualised in the 19th century, making links between the university of the past, present and future. Through reference of a case study example of the links between teaching and research presented in the 2017 UK Teaching Excellence Framework, we draw upon Boyer’s scholarship as a conceptual lens to examine institutional texts which articulate teaching excellence. Our findings indicate that current judgements about effective linkages between teaching and research vary greatly with few examples or evidence. Our integrated scholarship model joins together institutional learning communities to discover, communicate and apply new knowledge across disciplines.
迎接未来大学第四工业时代的教学挑战:一种综合的学术模式
摘要在“第四工业时代”背景下,高等教育面临的一个挑战是让学生为不确定的未来做好准备。提出了一种借鉴和发展博耶学术(发现、教学、整合和应用)的综合学术模式。我们认为,这样的模型在19世纪概念化的大学理念之间提供了一条连接线,将过去、现在和未来的大学联系起来。通过参考2017年英国卓越教学框架中提出的教学与研究之间联系的案例研究示例,我们将博耶的奖学金作为一个概念视角,来研究阐明卓越教学的机构文本。我们的研究结果表明,目前对教学和研究之间有效联系的判断差异很大,很少有例子或证据。我们的综合奖学金模式将机构学习社区结合在一起,以发现、交流和应用跨学科的新知识。
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
期刊介绍: The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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