Education Commons^™

Implications Of Mass Education On Chemistry Higher Education, Christine O'Connor

Articles

The following paper discusses the implications of government policy for widening access and participation in third level institutes. The increase in ‘non-traditional’ students has been widely recognised on an international scale; however, some issues of inequality still exist. The ‘struggles’ associated with widening participation and the creation of a ‘new’ student type are discussed, with particular reference to chemistry education. A change is needed with regard to the pedagogical approach taken by staff in order to cater for a diverse student body comprising a broad range of learner types, and this must be supported both at departmental and institutional levels. …

The Emergence Of Quality Assurance In Irish Higher Education: A Review Of European And National Policy And Description Of The Technological University Dubin Practice, Aidan Kenny

Articles

This is the second in a series of three papers which explore and describe ‘quality’ as a tool in the Irish Higher Education sector. This paper reviews macro, mesco and micro issues relating to quality assurance within the context of European Union Education Ministers’ communiqués and in Irish national policy. A micro perspective is then undertaken pertaining to the Technological University Dubin describing how quality assurance systems and procedures emerged in the Institute. It also includes the Institute’s response to provisions made in the 1999 Qualifications (Education and Training) Act with reference to the necessity of carrying out quality reviews. …

The Quality Movement Discourse In The Higher Education Sector: A General Review, Aidan Kenny

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This paper – the first of a series of three – describes some of the macro milestones in the evolution of the Quality Movement in the industrial environment. The emphasis then shifts to reviewing the discourse relating to quality in the higher education sector in the UK. Attention is given to Quality Assessment, Quality Assurance and Quality Enhancement models. The interface or tension lines between quality as a controlling mechanism or as a tool for development are outlined. Predominant concerns and issues as expressed by academics are clustered into macro questions, the answers to which will require further longitudinal research.

A Critical Exploration Of The Rhetoric Of Equity Belied By Practice In Postgraduate Teacher Education, Roisin Donnelly

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This paper presents the initial results of an investigation into the current awareness and perceptions of equity issues amongst academic staff working on a postgraduate learning and teaching course for teachers in tertiary education in the Republic of Ireland. The study is set in the contemporary landscape of discourses around equality, egalitarianism and equity in education generally. The Irish White Paper on Adult Education Learning for Life (2000) recommends that adult education should be underpinned by three core principles, one of which is to promote equality of access, participation and outcome for participants in adult education, with pro-active strategies to …

What Light Do Professional Doctorates Throw On The Question Of What Counts As Knowledge In The Academy At The Start Of The Twenty-First Century?, Sandra Fisher

Articles

In their article, ‘Professional Doctorates in England’, Bourner et al. (2001: 81) pose the question ‘What light do professional doctorates throw on the question of what counts as knowledge in the academy at the start of the twenty-first century?’ This article attempts to address this question. The article provides some background to the development of professional doctorates. It looks at forces, such as the rise of the knowledge society, economic drivers, and the demands of lifelong learning, that are shaping knowledge in the academy in the twenty-first century. I attempt to interpret these forces in the context of the development …

The Teaching-Research Relationship In Higher Education, Claire M. Mcdonnell

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This paper examines higher education policy regarding the relationship between research and teaching. The initial issue dealt with is whether current policy in Irish higher education recognises a relationship between research and teaching, and to examine the dual role of academics as teachers and as researchers. This is followed by an examination of any measures put in place to manage and balance the teaching–research relationship. The way in which the relationship between research and teaching is dealt with both in my own institution, the Technological University Dublin, and in higher education policy in a number of other countries is then …

Don't Go There: When To Abandon Lesson Plans And Venture, Humbly, Into Ground Zero, Sue Norton

Articles

This paper discusses pedagogical styles that are appropriate in the classroom.

Blended Problem-Based Learning For Teacher Education: Lessons Learnt, Roisin Donnelly

Articles

Journal of Learning, Media and Technology, Vol. 31, 2, 2006, pp. 93-116

Available from the Publisher http://www.tandfonline.com/doi/abs/10.1080/17439880600756621