Pub Date : 2018-01-01DOI: 10.1080/23752696.2018.1508361
M. Andrade
ABSTRACT In the U.S., regional accrediting commission standards allow for a range of approaches for determining learning gain in higher education institutions. Standards may vary across accrediting bodies, but follow a common set of good practice principles. Although improvement should be the goal of learning gains assessment, accreditation compliance is the main driver followed by a desire to improve student learning. Several national initiatives are having a positive impact on learning gain efforts. These include the identification of essential learning outcomes, the implementation of high impact practices, and the use of VALUE rubrics across institutions. The latter were created by faculty members as part of a multi-institutional national project. In sum, the learning gain landscape in the U.S. is characterized by a fairly decentralized approach together with collaborative, voluntary national initiatives; however, buy-in has been gradual and improvement is needed in terms of making meaningful learning improvements based on assessment data.
{"title":"Learning gain – A U.S. perspective","authors":"M. Andrade","doi":"10.1080/23752696.2018.1508361","DOIUrl":"https://doi.org/10.1080/23752696.2018.1508361","url":null,"abstract":"ABSTRACT In the U.S., regional accrediting commission standards allow for a range of approaches for determining learning gain in higher education institutions. Standards may vary across accrediting bodies, but follow a common set of good practice principles. Although improvement should be the goal of learning gains assessment, accreditation compliance is the main driver followed by a desire to improve student learning. Several national initiatives are having a positive impact on learning gain efforts. These include the identification of essential learning outcomes, the implementation of high impact practices, and the use of VALUE rubrics across institutions. The latter were created by faculty members as part of a multi-institutional national project. In sum, the learning gain landscape in the U.S. is characterized by a fairly decentralized approach together with collaborative, voluntary national initiatives; however, buy-in has been gradual and improvement is needed in terms of making meaningful learning improvements based on assessment data.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2018.1508361","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41445818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.1080/23752696.2018.1462096
Moira Cachia, S. Lynam, R. Stock
Abstract Researchers examining academic success often quantify it in terms of assessment grades. This assumption is questioned here by considering the students’ understanding of academic success. The presented study aimed to identify students’ views of its definition and the factors they perceive as crucial in attaining it. Sixteen undergraduate Psychology students at a modern university in London, United Kingdom took part in one of three focus groups. Participants defined academic success as: the accomplishment of the learning process; gaining subject knowledge; and developing employability skills. Thematic analysis of the collected data resulted in two themes: intrinsic factors, including motivation, self-directed learning and personal skills; and extrinsic factors, including teaching content and the student support structure. The discussion of these results at the conference led to the conclusion that achieving academic success and minimising skill gaps for employability post qualification requires the intrinsic elements to be addressed as an integral part of the compulsory programme rather than presented as optional add-ons.
{"title":"Academic success: Is it just about the grades?","authors":"Moira Cachia, S. Lynam, R. Stock","doi":"10.1080/23752696.2018.1462096","DOIUrl":"https://doi.org/10.1080/23752696.2018.1462096","url":null,"abstract":"Abstract Researchers examining academic success often quantify it in terms of assessment grades. This assumption is questioned here by considering the students’ understanding of academic success. The presented study aimed to identify students’ views of its definition and the factors they perceive as crucial in attaining it. Sixteen undergraduate Psychology students at a modern university in London, United Kingdom took part in one of three focus groups. Participants defined academic success as: the accomplishment of the learning process; gaining subject knowledge; and developing employability skills. Thematic analysis of the collected data resulted in two themes: intrinsic factors, including motivation, self-directed learning and personal skills; and extrinsic factors, including teaching content and the student support structure. The discussion of these results at the conference led to the conclusion that achieving academic success and minimising skill gaps for employability post qualification requires the intrinsic elements to be addressed as an integral part of the compulsory programme rather than presented as optional add-ons.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2018.1462096","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44856970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.1080/23752696.2018.1510294
M. Scott, J. Unsworth
ABSTRACT While traditionally the viva voce examination had a central role in student assessment it fell out of favour as higher education expanded. This paper describes the development of a digital video viva examination to promote a more authentic and lower stakes method of assessment for students in their final under-graduate module. The paper presents a case study using a module from pre-registration nursing but the approach could be useful for other practice based and vocational disciplines in the health sciences, social work and business management and law. The paper describes the challenges of developing a truly authentic assessment when faced with academic requirements of the programme. The problems of video assessment include broadband speeds and file sharing are discussed. The authors were able to develop a lower stakes assessment with students on average recording and re-recording their viva submission 3.41 times and rehearsing it 3.67 times.
{"title":"Matching final assessment to employability: developing a digital viva as an end of programme assessment","authors":"M. Scott, J. Unsworth","doi":"10.1080/23752696.2018.1510294","DOIUrl":"https://doi.org/10.1080/23752696.2018.1510294","url":null,"abstract":"ABSTRACT While traditionally the viva voce examination had a central role in student assessment it fell out of favour as higher education expanded. This paper describes the development of a digital video viva examination to promote a more authentic and lower stakes method of assessment for students in their final under-graduate module. The paper presents a case study using a module from pre-registration nursing but the approach could be useful for other practice based and vocational disciplines in the health sciences, social work and business management and law. The paper describes the challenges of developing a truly authentic assessment when faced with academic requirements of the programme. The problems of video assessment include broadband speeds and file sharing are discussed. The authors were able to develop a lower stakes assessment with students on average recording and re-recording their viva submission 3.41 times and rehearsing it 3.67 times.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2018.1510294","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47042384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.1080/23752696.2018.1484671
Jekaterina Rogaten, B. Rienties
ABSTRACT With the introduction of the Teaching Excellence Framework a lot of attention is focussed on measuring learning gains. A vast body of research has found that individual student characteristics influence academic progression over time. This case-study aims to explore how advanced statistical techniques in combination with Big Data can be used to provide potentially new insights into how students are progressing over time, and in particular how students’ socio-demographics (i.e. gender, ethnicity, Social Economic Status, prior educational qualifications) influence students’ learning trajectories. Longitudinal academic performance data were sampled from 4222 first-year STEM students across nine modules and analysed using multi-level growth-curve modelling. There were significant differences between white and non-White students, and students with different prior educational qualifications. However, student-level characteristics accounted only for a small portion of variance. The majority of variance was explained by module-level characteristics and assessment level characteristics.
{"title":"Which first-year students are making most learning gains in STEM subjects?","authors":"Jekaterina Rogaten, B. Rienties","doi":"10.1080/23752696.2018.1484671","DOIUrl":"https://doi.org/10.1080/23752696.2018.1484671","url":null,"abstract":"ABSTRACT With the introduction of the Teaching Excellence Framework a lot of attention is focussed on measuring learning gains. A vast body of research has found that individual student characteristics influence academic progression over time. This case-study aims to explore how advanced statistical techniques in combination with Big Data can be used to provide potentially new insights into how students are progressing over time, and in particular how students’ socio-demographics (i.e. gender, ethnicity, Social Economic Status, prior educational qualifications) influence students’ learning trajectories. Longitudinal academic performance data were sampled from 4222 first-year STEM students across nine modules and analysed using multi-level growth-curve modelling. There were significant differences between white and non-White students, and students with different prior educational qualifications. However, student-level characteristics accounted only for a small portion of variance. The majority of variance was explained by module-level characteristics and assessment level characteristics.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2018.1484671","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47123939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.1080/23752696.2018.1498748
E. McCartney, H. Marwick, G. Hendry, Erin C. Ferguson
ABSTRACT Teachers’ professionalism includes using educational research to support their work in the modern diverse classroom. Student teachers’ views as they enter the profession are therefore important. Within a Higher Education Academy social science priority research strand, ‘Supporting research-informed teacher education in a changing policy environment’, this study developed workshops to ascertain student teachers’ views on educational research, preparing materials suitable for primary and secondary sectors. These could be updated, and used by other higher education courses. Face-to-face or email workshops asked participants about their current uses of educational research, and to read and comment upon one policy research extract and one ‘what works’ research review. Small-scale piloting suggested the workshops readily elicited views, and students identified some personal changes following participation. Participants were generally unfamiliar with the principles of ‘what works’ research. Thematic analysis suggested students considered educational research was often inaccessible, but wanted accessible research to inform their practice.
{"title":"Eliciting student teacher’s views on educational research to support practice in the modern diverse classroom: a workshop approach","authors":"E. McCartney, H. Marwick, G. Hendry, Erin C. Ferguson","doi":"10.1080/23752696.2018.1498748","DOIUrl":"https://doi.org/10.1080/23752696.2018.1498748","url":null,"abstract":"ABSTRACT Teachers’ professionalism includes using educational research to support their work in the modern diverse classroom. Student teachers’ views as they enter the profession are therefore important. Within a Higher Education Academy social science priority research strand, ‘Supporting research-informed teacher education in a changing policy environment’, this study developed workshops to ascertain student teachers’ views on educational research, preparing materials suitable for primary and secondary sectors. These could be updated, and used by other higher education courses. Face-to-face or email workshops asked participants about their current uses of educational research, and to read and comment upon one policy research extract and one ‘what works’ research review. Small-scale piloting suggested the workshops readily elicited views, and students identified some personal changes following participation. Participants were generally unfamiliar with the principles of ‘what works’ research. Thematic analysis suggested students considered educational research was often inaccessible, but wanted accessible research to inform their practice.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2018.1498748","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43867671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.1080/23752696.2018.1468224
Matthew Greetham, Kate Ippolito
ABSTRACT This case study from the Civil and Environmental Engineering department of a UK university presents an educational design that uses team-based learning (TBL) to prepare students prior to undertaking a group project. Our aim is to show how the established TBL approach can be used in a novel way as a precursor to a group project to improve the achievement of learning outcomes. The purpose of the TBL was to ensure pre-reading was completed, to instil a sense of subject matter mastery, to allow students to discuss complex issues and to develop collaborative and inclusive behaviours. These skills and knowledge were necessary to successfully complete the follow-on group project and importantly for success in their future careers. Student’s end of module reflective statements indicated that they positively collaborated and communicated when working on a group project.
{"title":"Instilling collaborative and reflective practice in engineers: using a team-based learning strategy to prepare students for working in project teams","authors":"Matthew Greetham, Kate Ippolito","doi":"10.1080/23752696.2018.1468224","DOIUrl":"https://doi.org/10.1080/23752696.2018.1468224","url":null,"abstract":"ABSTRACT This case study from the Civil and Environmental Engineering department of a UK university presents an educational design that uses team-based learning (TBL) to prepare students prior to undertaking a group project. Our aim is to show how the established TBL approach can be used in a novel way as a precursor to a group project to improve the achievement of learning outcomes. The purpose of the TBL was to ensure pre-reading was completed, to instil a sense of subject matter mastery, to allow students to discuss complex issues and to develop collaborative and inclusive behaviours. These skills and knowledge were necessary to successfully complete the follow-on group project and importantly for success in their future careers. Student’s end of module reflective statements indicated that they positively collaborated and communicated when working on a group project.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2018.1468224","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42910969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.1080/23752696.2018.1435298
Alex Forsythe, M. Jellicoe
Abstract We present data that may not only provide direction to those who are interested in developing a measure of learning gain, but also provide a route for those wishing to directly enhance student performance through gainful learning. Richardson found that student performance showed moderate correlations with only three self-regulatory variables academic self-efficacy, grade goal and effort regulation. We examine how student self-regulatory behaviours and predict these predict feedback engagement and behavioural change. Data provide converging evidence suggesting that mastery approach goal orientations, challenging interventions from feedback, and motivational intentions are essential personal constructs linked to behavioural change. These tentative findings support the suggestion that measures of gainful learning could be operationalised as ‘self-reported behaviours that suggest the productive acquisition of beneficial skills, knowledge and attitudes through study and experience’. Evidence is also offered indicating that more research is necessary to understand the measurement of mindset.
{"title":"Predicting gainful learning in Higher Education; a goal-orientation approach","authors":"Alex Forsythe, M. Jellicoe","doi":"10.1080/23752696.2018.1435298","DOIUrl":"https://doi.org/10.1080/23752696.2018.1435298","url":null,"abstract":"Abstract We present data that may not only provide direction to those who are interested in developing a measure of learning gain, but also provide a route for those wishing to directly enhance student performance through gainful learning. Richardson found that student performance showed moderate correlations with only three self-regulatory variables academic self-efficacy, grade goal and effort regulation. We examine how student self-regulatory behaviours and predict these predict feedback engagement and behavioural change. Data provide converging evidence suggesting that mastery approach goal orientations, challenging interventions from feedback, and motivational intentions are essential personal constructs linked to behavioural change. These tentative findings support the suggestion that measures of gainful learning could be operationalised as ‘self-reported behaviours that suggest the productive acquisition of beneficial skills, knowledge and attitudes through study and experience’. Evidence is also offered indicating that more research is necessary to understand the measurement of mindset.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2018.1435298","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"60111280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.1080/23752696.2018.1507623
R. Stock, S. Lynam, Moira Cachia
ABSTRACT Research examining the links between Mental Toughness, Positive and Negative Affect and Academic Success was presented at the Annual Higher Education STEM Conference (HEA STEM). The results indicated that undergraduate students of psychology (n = 141) showed a positive correlation between Control of Life (a component of Mental Toughness) and Academic Success, as measured by their grades. Further relationships between components of each scale were found to differ between genders. Females showed negative relationships between Confidence in Abilities and Control of Emotion and Academic Success, while males showed links only between Commitment and Positive Affect, and Commitment and Academic Success – both of these being positive relationships. In this conference reflection piece, the results of this research will be examined in the light of the wider discussions on employability in relation to ‘Resilience’ and how Academic Success is measured.
{"title":"Academic success: the role of mental toughness in predicting and creating success","authors":"R. Stock, S. Lynam, Moira Cachia","doi":"10.1080/23752696.2018.1507623","DOIUrl":"https://doi.org/10.1080/23752696.2018.1507623","url":null,"abstract":"ABSTRACT Research examining the links between Mental Toughness, Positive and Negative Affect and Academic Success was presented at the Annual Higher Education STEM Conference (HEA STEM). The results indicated that undergraduate students of psychology (n = 141) showed a positive correlation between Control of Life (a component of Mental Toughness) and Academic Success, as measured by their grades. Further relationships between components of each scale were found to differ between genders. Females showed negative relationships between Confidence in Abilities and Control of Emotion and Academic Success, while males showed links only between Commitment and Positive Affect, and Commitment and Academic Success – both of these being positive relationships. In this conference reflection piece, the results of this research will be examined in the light of the wider discussions on employability in relation to ‘Resilience’ and how Academic Success is measured.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2018.1507623","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46109989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.1080/23752696.2018.1462097
J. Peacock, K. Bacon
Abstract Students undertook a one-hour urban ecology activity based on the University of Leeds campus. The aims of the session were (1) to help students to link ecological theory to practice and (2) to encourage students to begin to think about and develop an online professional identity. Students were encouraged to tweet throughout the session and were surveyed four weeks after the session to determine if the aims had been met. A majority of students enjoyed the session and saw the links between the theory and practice of ecology. Most students also identified that an online professional identity is important and something that they should be developing. The session highlights that employability and professional development skills can be introduced to students within a subject-specific context early in their degree programme and still highlight the importance of generic transferable skills related to employability.
{"title":"Enhancing student employability through urban ecology fieldwork","authors":"J. Peacock, K. Bacon","doi":"10.1080/23752696.2018.1462097","DOIUrl":"https://doi.org/10.1080/23752696.2018.1462097","url":null,"abstract":"Abstract Students undertook a one-hour urban ecology activity based on the University of Leeds campus. The aims of the session were (1) to help students to link ecological theory to practice and (2) to encourage students to begin to think about and develop an online professional identity. Students were encouraged to tweet throughout the session and were surveyed four weeks after the session to determine if the aims had been met. A majority of students enjoyed the session and saw the links between the theory and practice of ecology. Most students also identified that an online professional identity is important and something that they should be developing. The session highlights that employability and professional development skills can be introduced to students within a subject-specific context early in their degree programme and still highlight the importance of generic transferable skills related to employability.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2018.1462097","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49049343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.1080/23752696.2018.1425098
K. Olesen
Abstract Planning theory is often portrayed as a subject that urban planning students find too abstract and fail to see the relevance of. This paper advocates the perspective that planning theory can be made more student-friendly. This requires, firstly, that academic discussions about the relevance of planning theory for urban planning practice are integrated into the course module. If students are to appreciate planning theory, it requires that they understand how planning theory can inspire planning practice. Secondly, it requires careful considerations to the pedagogy of planning theory. The paper suggests that teaching planning theory as a variety of planner roles offers a helpful pedagogical approach for helping students construct their identities as urban planners. The paper builds on the author’s own experiences of teaching planning theory in a master’s urban planning programme, and has been written as part of the author’s completion of a pedagogical course for university lecturers (The pedagogical course for university lecturers is a 10 ECTS course for assistant professors, which provides the participants with the pedagogical and didactic foundations for a university career).
{"title":"Teaching planning theory as planner roles in urban planning education","authors":"K. Olesen","doi":"10.1080/23752696.2018.1425098","DOIUrl":"https://doi.org/10.1080/23752696.2018.1425098","url":null,"abstract":"Abstract Planning theory is often portrayed as a subject that urban planning students find too abstract and fail to see the relevance of. This paper advocates the perspective that planning theory can be made more student-friendly. This requires, firstly, that academic discussions about the relevance of planning theory for urban planning practice are integrated into the course module. If students are to appreciate planning theory, it requires that they understand how planning theory can inspire planning practice. Secondly, it requires careful considerations to the pedagogy of planning theory. The paper suggests that teaching planning theory as a variety of planner roles offers a helpful pedagogical approach for helping students construct their identities as urban planners. The paper builds on the author’s own experiences of teaching planning theory in a master’s urban planning programme, and has been written as part of the author’s completion of a pedagogical course for university lecturers (The pedagogical course for university lecturers is a 10 ECTS course for assistant professors, which provides the participants with the pedagogical and didactic foundations for a university career).","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":null,"pages":null},"PeriodicalIF":2.5,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2018.1425098","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42009329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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