Books by Joelle Fanghanel
Dimensions of Marketisation in Higher Education is a critical analysis of the various dimensions ... more Dimensions of Marketisation in Higher Education is a critical analysis of the various dimensions of marketisation in a global context, exploring governance, policy, financial, ethical and pedagogical aspects. Bringing together a selection of influential authors who draw on the work of Roger Brown, the book is a timely examination of the impact that policies regulating cost, entry and practices in higher education can have on universities, students and academics.
This book explores the tensions and dilemmas marketisation brings into the educational environment for academic leaders, managers and students, arguing that they can be managed through rebalancing the relation between the market and the educational dimensions.
The themes of the 2010 London SoTL Conference addressed issues that were at the core of the SoTL ... more The themes of the 2010 London SoTL Conference addressed issues that were at the core of the SoTL community’s reflections on its purpose and progress. The issues they raised have gradually emerged as problematic, and therefore worthy of debate and enquiry, in recent years across the sector. Expanding the notion of SoTL beyond the confines of the classroom and across the boundaries of the discipline has brought to the fore the following questions:
• Are SoTL methodologies theoretically informed and how?
• Is theory a meaningful area of concern for SoTL?
• Is disciplinarity a stumbling block for SoTL?
• What are the challenges of interdisciplinarity for SoTL?
• Can SoTL travel beyond English-speaking countries and how?
• Does SoTL effectively inform new pedagogies and how?
• Do HE institutions value SoTL and how?
• Do ‘quality conceptions’ of SoTL and the concern for ‘scientific’ rigour and
measurability restrict the SoTL span?
• Is SoTL an effective instrument to improve student learning?
• Do SoTL activities develop critical learning in faculty and students?
• What are the most appropriate pedagogies for criticality?
• What are the characteristics of a SoTL culture?
• How do departmental and institutional cultures impact on SoTL?
• What are the main benefits for students of SoTL approaches to practice?
• What is the impact of macro-policies (e.g. Bologna, Accreditation in the USA)?
Teaching Documents by Joelle Fanghanel
Papers by Joelle Fanghanel
Studies in Higher Education
This provides an overview for institutions to establish the extent to which SoTL/ Teaching excell... more This provides an overview for institutions to establish the extent to which SoTL/ Teaching excellence is supported by policies and practices; it can be used to both audit existing policies and practices across the institution.
Institutions may use this tool to establish the extent to which SoTL/ Teaching excellence is supp... more Institutions may use this tool to establish the extent to which SoTL/ Teaching excellence is supported by policies and practices; it can be used to both audit existing policies and practices, and to further develop their SoTL capacity. In this framework micro represents the level of the individual tutors and departments; meso represents the institutional level; and macro the national and international levels. Examples are provided under the four SoTL framework characteristics. These represent a minimum set of items to consider and they can be complemented by further items relevant an institution's own context. This tool can also be used in conjunction with the UK Professional Standards Framework. Examples and mechanisms described for each characteristic and at each level can be cross-referenced to the activities, areas of core knowledge and the values of the UKPSF.
Fanghanel, J., Bernstein, D., Huber, M., Berthiaume, D., Warren, D., Roxa, T. and Rege Colet, N. (2011) The London Scholarship of Teaching and Learning 8th International Conference Proceedings 2010 : Disciplines, Pedagogies and Cultures for SoTL, Volume 5, University of West London
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Books by Joelle Fanghanel
This book explores the tensions and dilemmas marketisation brings into the educational environment for academic leaders, managers and students, arguing that they can be managed through rebalancing the relation between the market and the educational dimensions.
• Are SoTL methodologies theoretically informed and how?
• Is theory a meaningful area of concern for SoTL?
• Is disciplinarity a stumbling block for SoTL?
• What are the challenges of interdisciplinarity for SoTL?
• Can SoTL travel beyond English-speaking countries and how?
• Does SoTL effectively inform new pedagogies and how?
• Do HE institutions value SoTL and how?
• Do ‘quality conceptions’ of SoTL and the concern for ‘scientific’ rigour and
measurability restrict the SoTL span?
• Is SoTL an effective instrument to improve student learning?
• Do SoTL activities develop critical learning in faculty and students?
• What are the most appropriate pedagogies for criticality?
• What are the characteristics of a SoTL culture?
• How do departmental and institutional cultures impact on SoTL?
• What are the main benefits for students of SoTL approaches to practice?
• What is the impact of macro-policies (e.g. Bologna, Accreditation in the USA)?
Teaching Documents by Joelle Fanghanel
Papers by Joelle Fanghanel
This book explores the tensions and dilemmas marketisation brings into the educational environment for academic leaders, managers and students, arguing that they can be managed through rebalancing the relation between the market and the educational dimensions.
• Are SoTL methodologies theoretically informed and how?
• Is theory a meaningful area of concern for SoTL?
• Is disciplinarity a stumbling block for SoTL?
• What are the challenges of interdisciplinarity for SoTL?
• Can SoTL travel beyond English-speaking countries and how?
• Does SoTL effectively inform new pedagogies and how?
• Do HE institutions value SoTL and how?
• Do ‘quality conceptions’ of SoTL and the concern for ‘scientific’ rigour and
measurability restrict the SoTL span?
• Is SoTL an effective instrument to improve student learning?
• Do SoTL activities develop critical learning in faculty and students?
• What are the most appropriate pedagogies for criticality?
• What are the characteristics of a SoTL culture?
• How do departmental and institutional cultures impact on SoTL?
• What are the main benefits for students of SoTL approaches to practice?
• What is the impact of macro-policies (e.g. Bologna, Accreditation in the USA)?
The ‘teaching’ function in European universities has remained largely unproblematised
until relatively recently, although calls to modernise and professionalise
university teaching go back a long way (Skelton, 2005, p. 129). In the UK, over the
past two decades the government’s targets for increasing access to higher education,
the inescapable anchoring into a ‘mass’ system of higher education (Trow,
1989), and advances of technologies have triggered a series of initiatives aimed at
dealing with issues related to teaching more students of increasingly diverse
backgrounds and increasingly diverse levels of skills and competence. Resulting
questions about the nature of the academic role, the efficiency of ‘delivery’
methods and the role of technologies in facilitating the renewed agenda for HE
teachers have generated an interest in teaching and learning as an object of science
and a new emphasis on the teaching dimension of the academic role. The latter
remains problematic in its articulation with the well-established and highly valued
research dimension.