The self-organizing university : designing the higher education organization for quality learning and teaching / Alan Bain, Lucia Zundans-Fraser.
"This book challenges the orthodoxy of learning and teaching in higher education with an original change approach entitled the Self-Organizing University (SOU). It assists universities build a comprehensive model of learning and teaching at whole-of-organization scale. The chapters demonstrate...
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| Main Authors: | , |
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| Format: | Ebook |
| Language: | English |
| Published: |
Singapore :
Springer,
[2017]
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| Subjects: | |
| Online Access: | Springer eBooks |
Table of Contents:
- Acknowledgements; Contents; List of Figures; 1 The Quality Illusion in Learning and Teaching; 1.1 Introduction and Overview; 1.2 Quality in Learning and Teaching-Current Practice; 1.3 The Problem; 1.4 Interrogating the Effort Chain; 1.4.1 StandardsProfessional Standards; 1.4.2 Quality Assurance Through Governance; 1.4.3 Evaluation of Teaching; 1.4.4 Promotion Frameworks; 1.4.5 Centers for Learning and Teaching; 1.4.6 Elusive Productivity; 1.5 Understanding Context; 1.5.1 Models of Learning and Professional Practice; 1.5.2 Attribution and Efficacy; 1.5.3 Professional Standards
- 1.5.4 Workable Distinctions1.5.5 Quality at Scale; 1.5.6 Emergent Feedback; 1.6 The SOU: Transforming the Pre-contextual University; 1.6.1 Committing to Learning and Teaching; 1.6.2 Embedded Design; 1.6.3 Emergent Feedback; 1.6.4 Governance; 1.6.5 Agency and Leadership; 1.6.6 Technology for Learning and Teaching; 1.6.7 Productivity; 1.6.8 Moving Forward; References; 2 Committing to Learning and Teaching; 2.1 Introduction and Overview; 2.2 The Effort Chain in Action; 2.3 The Futility of "Industry Standard"; 2.4 Commitments; 2.5 Crowdsourcing Commitments
- 2.6 From Commitments to Policy Using Commons-Based Peer ProductionReferences; 3 Designing Universities for Better Learning and Teaching; 3.1 Introduction and Overview; 3.2 Scope, Depth, Derailers, and Co-evolution: The Case for Embedded Design; 3.3 Defining Embedded Design; 3.4 Embedded Design in Action; 3.5 Agent-Based Software Design; 3.6 Student Surveys Revisited; 3.7 Valid and Reliable Promotion Frameworks; 3.8 Professional Capacity Building Last but not Least; 3.9 The Loose Coupling Myth; References; 4 Getting the Right Feedback for Learning and Teaching; 4.1 Introduction and Overview
- 4.2 Emergent Feedback Defined4.3 Peer Moderation at Pre-contextual Grandbridge; 4.4 Resolving the Very Very Problem with Emergent Feedback; 4.5 An Emergent Feedback Organization; 4.6 Implications; References; 5 Governing for Learning and Teaching; 5.1 Introduction and Overview; 5.2 Strategy and Structure; 5.3 People and Process; 5.4 Coordination and Control; 5.5 The SOU Governance Design; 5.6 Dynamic Strategy = Dynamic Structure; 5.7 Where Have All the Committees Gone?; 5.8 People and Process = Collective Intelligence; 5.9 Dispersed Power and Control; References
- 6 Agency and Leadership for Learning and Teaching6.1 Introduction and Overview; 6.2 What Is Agency?; 6.3 Agency in the Pre-contextual University; 6.4 Pre-contextual Agency as a Wicked Problem at Grandbridge; 6.5 Agency at Grandbridge SOU; 6.6 Distributing Leadership?; References; 7 Technology for Learning and Teaching; 7.1 Introduction and Overview; 7.2 Transformational Technology?; 7.3 Technology for a Self-organizing University; 7.4 Edge Technology; 7.5 Technology Inscribing the Professional Context; 7.6 SOU Technologies; 7.7 Implications; References; 8 Learning and Teaching Productivity