Meeting the Challenges of Change in Postgraduate Education

This text takes a radical look at the nature of adult learning in the postgraduate context and at the implications of this for universities and their courses. While, over recent decades, schools have had to undergo major re-assessments about how learning is developed into curriculum, how learning is delivered to students, and how that learning is assessed, universities have remained very largely detached from these pedagogical/andragogical issues. However, the circumstances of higher education provision have changed. There is also real pressure now from vocationalism.

Meeting the Challenges of Change in Postgraduate Education places these movements in both a UK and a wider context examines the nature of learning and teaching in postgraduate education and opens up the debate for rethinking university provision. The book examines concepts such as integration as ways of retaining the higher order skills of a university education over against narrower, technicist approaches and suggest a continuum of provision, but one in which the learner takes centre stage.

This text takes a radical look at the nature of adult learning in the postgraduate context and at the implications of this for universities and their courses. While, over recent decades, schools have had to undergo major re-assessments about how learning is developed into curriculum, how learning is delivered to students, and how that learning is assessed, universities have remained very largely detached from these pedagogical/andragogical issues. However, the circumstances of higher education provision have changed. There is also real pressure now from vocationalism.

Meeting the Challenges of Change in Postgraduate Education places these movements in both a UK and a wider context examines the nature of learning and teaching in postgraduate education and opens up the debate for rethinking university provision. The book examines concepts such as integration as ways of retaining the higher order skills of a university education over against narrower, technicist approaches and suggest a continuum of provision, but one in which the learner takes centre stage.