On the Very Model of a Modern Major Manager: The Importance of Academic Administrators in Support of the New Pedagogy

Knight, Trevor; Senior, Carl

doi:10.3389/feduc.2017.00043

Cited by 5 publications

(4 citation statements)

References 20 publications

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“… 3 The utility of team reflection is something that has long been realized and emerges in a variety of different and quite unique settings (e.g., Leeson, 2007 ) see Knight and Senior ( 2017 ) for a more detailed description of this concept in a contemporary organizational setting. …”

mentioning

confidence: 99%

Research Activity and the New Pedagogy: Why Carrying Out Research Is Essential for Effective Learning

Tissington

Senior

2017

Front. Psychol.

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confidence: 99%

Research Activity and the New Pedagogy: Why Carrying Out Research Is Essential for Effective Learning

Tissington

Senior

2017

Front. Psychol.

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“…In light of the significant organizational complexity that is evident within a contemporary university we have previously argued the need for significant change to the governance structures that will allow for the development of innovation (Knight and Senior, 2017). This new model would see the development of a common steering core consisting of academic members of staff, professional administrators working alongside student-stakeholders.…”

Section: Introductionmentioning

confidence: 99%

“The Rules of Engagement”: Student Engagement and Motivation to Improve the Quality of Undergraduate Learning

Senior

Bartholomew²,

Soor

et al. 2018

Front. Educ.

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Studying at university continues to grow in popularity and the modern-day university has expanded considerably to meet this need. Invariably as such expansion occurs pressures arise on a range of quality enhancement processes. This may have serious implications for the continued delivery of high quality learning experiences that both meet the expectations of incoming students and are appropriate to their postgraduation aspirations. Ensuring students become active partners in their learning will encourage them to engage with a range of quality enhancement processes. The aim of the current work is to examine the various factors that motivate students to engage in such a fashion. Three focus groups were carried out in a stratified manner to ascertain student motivations and to triangulate an effective set of recommendations for subsequent practice. The participants consisted of engaged and non-engaged first year undergraduate students as well as student-facing staff who were asked to comment on their experiences as to why students would want to engage as a course representative. Nominal group technique was applied to the emerging thematic data in each group. Three key motivational themes emerged that overlapped across all focus groups i.e., a need for individual representation that makes a change, a desire to develop a professional skillset as well as a desire to gain a better understanding of their course of study. A university that aligns its student experience along these themes is likely to facilitate student representation. As is standard practice recommendations for future work are described alongside a discussion of the limitations.

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“…The result of such an expansionist philosophy is here and today's undergraduate students can expect to study at a university that is unrecognisable to higher education establishments of a few decades ago. This is not a one-sided affair and academic staff i.e., the professoriate who encounter the results of such expansionism on a daily basis are also faced with a vastly complex working environment (see e.g., Knight & Senior, 2017). Phrases such as internationalisation, employability, work-based learning as well as the almost ephemeral notion of student satisfaction, among many other things, regular assail the collective consciousness of academic staff around the world.…”

Section: Introductionmentioning

confidence: 99%

Student satisfaction in the age of consumer driven higher education

Senior¹,

Fung²,

Howard³

et al. 2018

Preprint

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The global Higher Education sector (HE) is undergoing a metamorphosis. No longer is HE the sole preserve of the privileged few but rather it is now accessible for the masses. The result of such an expansionist philosophy is here and today’s undergraduate students can expect to study at a university that is unrecognisable to higher education establishments of a few decades ago. This is not a one-sided affair and academic staff i.e., the professoriate who encounter the results of such expansionism on a daily basis are also faced with a vastly complex working environment (see e.g., Knight & Senior, 2017). Phrases such as internationalisation, employability, work-based learning as well as the almost ephemeral notion of student satisfaction, among many other things, regular assail the collective consciousness of academic staff around the world. Yet despite such complexity a new model is emerging and this is one firmly embedded within consumer psychology and it firmly places the student as a customer. Here we highlight some negative issues that may arise when HE embraces consumerism. We also discuss a potential solution that may not only ameliorate these issues but actually facilitate excellence in the student learning journeys. Higher education can meet this vast array of modern day concepts face-to-face and still ensure that it serves its core mission and that is to provide students with a higher understanding of various conceptual issues.

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On the Very Model of a Modern Major Manager: The Importance of Academic Administrators in Support of the New Pedagogy

Cited by 5 publications

References 20 publications

Research Activity and the New Pedagogy: Why Carrying Out Research Is Essential for Effective Learning

Research Activity and the New Pedagogy: Why Carrying Out Research Is Essential for Effective Learning

“The Rules of Engagement”: Student Engagement and Motivation to Improve the Quality of Undergraduate Learning

Student satisfaction in the age of consumer driven higher education

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