An Argument for Strong Learning in Higher Education

Bramming, Pia

doi:10.1080/13538320701272722

Cited by 47 publications

(37 citation statements)

References 10 publications

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“…This framework therefore overcomes the dualities between thought and action, theory and practice, and transforms lifelong learning into 'strong learning' that approaches learning 'as a social and processual phenomenon' (Bramming 2007). Highlighting the provisional, processual nature of agency in an uncertain world suggests that higher education should shift its focus from the mastery of knowledge (noun) to the establishment of learning (verb) (O'Hara 2007, 937).…”

Section: The Doing Mode Of Learningmentioning

confidence: 98%

The constitution of agency in developing lifelong learning ability: the ‘being’ mode

2010

High Educ

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In an age of uncertainty, one of the aims of higher education is to establish lifelong learning abilities in students. However, different authors remain divided on the question of what constitutes 'lifelong learning ability'. This article proposes the hypothesis that the cultivation of lifelong learning abilities in higher education needs to be conceptualised and sustained through a focus on the constitution and operation of agency. The cultivation of lifelong learning as a set of agent abilities needs to be grounded within the mode of being, a concept inspired by Heidegger, rather than within having or doing. While the importance of developing epistemology by focusing on learning as delivery (having) and interacting (doing) is not denied, this article suggests that higher education also concerns ontological learning. The Heideggerian perspective on being provides a more person-focused approach that is useful for providing balance and congruence between feeling and thought and between mind and body, supplementing the having and doing approaches by inviting students to reflect on their own growth and leading not only to knowledge construction for problem-solving but also to the construction of subjectivity as a means of finding meaning in the learner's existence in times of uncertainty.

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Section: The Doing Mode Of Learningmentioning

confidence: 98%

The constitution of agency in developing lifelong learning ability: the ‘being’ mode

2010

High Educ

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“…Several commentators have argued that there is a need for and shift towards transformative and experiential learning (Bramming, 2007;Harvey and Knight, 1996). Authors have explored a range of activity to inform effective improvement processes: engaging students in the improvement process; collecting student feedback on programmes; and explored potential for student engagement with curriculum design (Harvey and Williams, 2010b).…”

Section: A Shift Towards Transformative and Experiential Learning?mentioning

confidence: 98%

Quality Assurance in Higher Education

Williams¹,

Harvey²

2015

The Palgrave International Handbook of Higher Education Policy and Governance

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“…More needs to be done to encourage critical, reflective transformative learning. Bramming (2007) questioned whether the concept of satisfaction as a measurement of quality in higher education supports the goal of enhancing transformative learning. As higher education is about transforming people, not just their knowledge, it is argued that learning challenges the identities of students and even questions their personal integrity.…”

Section: Transformative and Experiential Learningmentioning

confidence: 99%

Fifteen Years ofQuality in Higher Education(Part Two)

Harvey

Williams

2010

Quality in Higher Education

120

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This is the second part of the review of the papers published in Quality in Higher Education from its inception in 1995 to the present day. This part of the review focuses on internal quality assurance, improvements in learning and teaching and assessments of the impact of quality assurance. In doing so, the review also examines papers about quality enhancement instruments such as student feedback surveys, which have played an increasingly prominent role in quality processes since the early 1990s. The review suggests that quality assurance has resulted in clearer documentation and transparency although external processes could be better aligned to everyday academic activity. Quality assurance has become an international concern and procedures have become increasingly standardised across national boundaries. Significantly, the consumerist approach to higher education quality that is driven by governments and senior management, has not met with enthusiasm from contributors to the journal and there appears to be a strong commitment to autonomy and academic freedom. However, papers indicate that academia is prone to inertia and compliant indifference. Ultimately, the review suggests that it is still not clear that, even after 15 years, quality assurance systems have really enhanced higher education.

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An Argument for Strong Learning in Higher Education

Cited by 47 publications

References 10 publications

The constitution of agency in developing lifelong learning ability: the ‘being’ mode

The constitution of agency in developing lifelong learning ability: the ‘being’ mode

Quality Assurance in Higher Education

Fifteen Years ofQuality in Higher Education(Part Two)

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