Society for Research into Higher Education
3 total works
Institutions of higher education are currently having to react speedily and creatively to a range of demands connected with education for intending and already qualified professionals. In addition to traditional requirements for continuous professional development and updating, there is a growing awareness of skills needs, interprofessional cooperation, and innovative learning styles. This volume examines the context, development and management of a portfolio of professional courses. It draws on a number of practical case studies from one institution, Oxford Polytechnic, and emphasizes the necessity of a planned institutional framework including an overaching strategy for professional education. The overall design of the book identifies key issues and objectives and shows in practical ways how institutions can act to meet them. It should be of interest to those involved in the development and management of professional courses at both the course and departmental/institutional levels, as well as to others with a broad interest in issues of professional practice.
New Directions in Professional Higher Education
by Tom Bourner, etc., Tim Katz, and David Watson
Published 1 June 2000
This text exemplifies the growing involvement of universities in professional education at its highest level. It also demonstrates the increasing importance of education for the professions in the work of universities. It contains a wealth of practical examples and ideas about how universities can respond to the changing needs of students' initial professional training, continuing professional development and lifelong learning. At the heart of the book is a series of analytical case studies of developing practices that respond to the challenges to higher education at the start of the new millennium. These chapters address important themes in developing professional HE: partnership, independent learning, reflective practice, new technologies, intranets, World Wide web, distance learning, the international dimension, work readiness, assessment and standards. Many of the case studies test out ideas in action. The result is a handbook for practitioners of professional education in HE and a resource for staff and educational developers and higher education managers.
Supervising the PhD
by Ms Sara Delamont, etc., Paul Atkinson, and Parry Odette
Published September 1997
* How can I get my students to produce good PhD theses on time?
* My last student failed: what could I have done to prevent it?
* I am supposed to train the new supervisors in my faculty: where can I turn for help?
Supervising the PhD: A Guide to Success provides 'everything you ever wanted to know about PhD supervision but were afraid to ask'! It is a practical, no-nonsense handbook for both the novice and the experienced higher degree supervisor. The novice will find a developmental sequence of advice, guiding them through all the stages of supervision from the first meeting to the viva and beyond. The experienced supervisor will find fresh ideas to improve practice and solve problems. Based both upon research amongst laboratory scientists and social scientists and on many years of experience, the book also draws upon humanities examples and so is invaluable to academics in all disciplines. At a time when there is increasing pressure to ensure 'quality' provision, to improve the PhD completion rate, and to turn out employable graduates, the need for this practical guide is obvious. Supervising the PhD is an essential item for the academic's bookshelves.
* My last student failed: what could I have done to prevent it?
* I am supposed to train the new supervisors in my faculty: where can I turn for help?
Supervising the PhD: A Guide to Success provides 'everything you ever wanted to know about PhD supervision but were afraid to ask'! It is a practical, no-nonsense handbook for both the novice and the experienced higher degree supervisor. The novice will find a developmental sequence of advice, guiding them through all the stages of supervision from the first meeting to the viva and beyond. The experienced supervisor will find fresh ideas to improve practice and solve problems. Based both upon research amongst laboratory scientists and social scientists and on many years of experience, the book also draws upon humanities examples and so is invaluable to academics in all disciplines. At a time when there is increasing pressure to ensure 'quality' provision, to improve the PhD completion rate, and to turn out employable graduates, the need for this practical guide is obvious. Supervising the PhD is an essential item for the academic's bookshelves.