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dc.contributor.authorHockings, Christine
dc.date.accessioned2008-05-15T10:05:26Z
dc.date.available2008-05-15T10:05:26Z
dc.date.issued2005
dc.identifier.citationTeaching in Higher Education, 10(3): 313-326
dc.identifier.issn13562517
dc.identifier.issn14701294
dc.identifier.doi10.1080/13562510500122149
dc.identifier.urihttp://hdl.handle.net/2436/26175
dc.description.abstractIn this paper I present my view of effective academic work as creating the conditions for effective teaching and learning and I explore the barriers to this faced by one university lecturer when he adopted a student-focused approach to his teaching. I compare the lecturer's perception of the teaching situation to the Teaching Environment Inventory factors, and discuss how institutional policies and practices designed to improve standards and efficiency within the case study institution inhibited those designed to improve student learning. In this respect academic leaders were often perceived to create rather than remove barriers to effective academic work. Finally I consider what can be done to improve standards and efficiency as well as student learning.
dc.language.isoen
dc.publisherRoutledge
dc.relation.urlhttp://www.informaworld.com/smpp/content?content=10.1080/13562510500122149
dc.subjectTeaching methods
dc.subjectStudent centered learning
dc.subjectEffectiveness
dc.subjectUniversities
dc.subjectInnovation
dc.titleRemoving the barriers? A study of the conditions affecting teaching innovation.
dc.typeArticle
dc.identifier.journalTeaching in Higher Education
html.description.abstractIn this paper I present my view of effective academic work as creating the conditions for effective teaching and learning and I explore the barriers to this faced by one university lecturer when he adopted a student-focused approach to his teaching. I compare the lecturer's perception of the teaching situation to the Teaching Environment Inventory factors, and discuss how institutional policies and practices designed to improve standards and efficiency within the case study institution inhibited those designed to improve student learning. In this respect academic leaders were often perceived to create rather than remove barriers to effective academic work. Finally I consider what can be done to improve standards and efficiency as well as student learning.


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