Carolin Kreber
Biographic Data
| ID | 1500703 |
|---|---|
| NAME | Carolin Kreber |
| GIVEN NAMES | Carolin |
| FAMILY NAME | Kreber |
| SIGNATURE | KREBER C |
| AFFILIATIONS | University of Edinburgh |
| VERIFIED | No |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 37 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
An ethical imperative for higher education: Cultivating community partnerships in climate change teacher education
Intentions, concepts and conceptions of research supervision: A consideration of three disciplines
This interview-based study with thirty doctoral supervisors in the UK focused on the diverse goals and intentions behind their supervisory activities, from which we derived a six-dimensional model of concepts of supervision. We explored how strongly each of these concepts featured in supervisors’ intentions and whether this varied by discipline. Most of the intentions underlying the activities supervisors employed pertained to the concepts ‘Encul…
On a pedagogy of authentic care in postgraduate research supervision
This conceptual study examines the challenges involved in a new context of postgraduate education that emphasizes timely degree completion, skill development and employability, while still seeking to uphold a commitment to a genuine education (‘Bildung’). Findings from two recent empirical studies set the scene for this inquiry since they raise questions about the extent to which care underpins contemporary postgraduate research supervision pract…
The idea of a ‘decent profession’: Implications for professional education
Recent years have witnessed a surge of studies examining the scope of professional responsibility. Building on these efforts, this conceptual inquiry explores whether Nussbaum's notion of a ‘decent society’, grounded in the premises of equal respect for persons and different conceptions of the good, and thus aspiring to afford all its members a threshold of capabilities that allow for a good life, could usefully inform the idea of a ‘decent profe…
Educating for Civic-Mindedness: Nurturing authentic professional identities through transformative higher education
Imagined at their best, how might professions contribute most effectively to their local and global communities, and how could higher education support graduates/future professionals in making this contribution? The answer proposed in this book is to educate students for ‘civic-mindedness’, an overarching professional capability grounded in certain dispositions and qualities, ideals, types of knowledge and political emotions. ‘Civic-mindedness’, …
Professionalization of the University and the Profession as Macintyrean Practice
The ‘Civic-minded’ Professional? An exploration through Hannah Arendt’s ‘vita activa’
Recent reform initiatives calling for ‘civic’ (‘public-good’ or ‘democratic’) professionalism can be seen as a response to the widely reported decline in public trust in the professions and an attempt to partially remedy this problem through a more publically engaged professionalism. The author draws on the political philosophy of Hannah Arendt, identifying the strong, albeit in the professionalism literature rarely acknowledged, affinities betwe…
Empowering the scholarship of teaching: An Arendtian and critical perspective
This conceptual study challenges narrow interpretations of the scholarship of teaching as an ‘evidence-based practice’, employing as analytical tools Habermas's validity claims and Arendt's tripartite categorisation of human activity. Distinctive features of scholarship, ‘making public’ and ‘peer review’, are re-interpreted through the lens of these tools. It is argued, first, that the scholarship of teaching is observed not only in the instrumen…
Academics' teacher identities, authenticity and pedagogy
Nine academics participated in semi‐structured interviews to explore possible linkages between their teacher identities and the pedagogies they employ. A content analysis of the interviews was performed to gain insight into the factors playing a role in how academics define themselves as teachers, the larger educational goals they espouse and the pedagogies they use. The data were subsequently re‐interpreted through the lens of authenticity, an e…
Charting a critical course on the scholarship of university teaching movement
It is argued in this article that, despite a steadily expanding literature on the scholarship of teaching, important questions regarding the purpose of the movement have not been sufficiently addressed, and, as such, the scholarship of teaching movement has not yet fully realized its potential to become a catalyst for curricula changes in higher education. The main purpose of this conceptual study was to explore the meaning of the 'scholarship of…
Planning for Effective Faculty Development: Using Adult Learning Strategies by Patricia A. Lawler & Kathleen P. King
The primary audience for this text, the authors argue, are "faculty development practitioners and other professional adult educators who are responsible for developing and presenting faculty development initiatives" (p.x).They go on to suggest that the book "can also serve as a text for graduate education courses in faculty, staff, or professional development" (p.xi).Although inexperienced faculty developers in particular may indeed find the text…
No Neutral Ground: Standing by the Values We Prize in Higher Education by Robert B. Young
No Neutral Ground attempts to provide guidance in answering the question "What is your institution?"Young argues that values form the identity of a college or university and also represent the institution to the public.As values guide the academy and ultimately help determine the beliefs and behaviors of society, it is a fundamental responsibility of institutions of higher education to identify the values they prize.Value neutrality in higher edu…
Controversy and Consensus on the Scholarship of Teaching
Once downplayed as an amorphous and elusive term devoid of any clear meaning, the scholarship of teaching has gained much clearer contours over the past few years. Programmes that support and foster the scholarship of teaching now exist on many campuses and the implications for staff development have been recognised. Yet, to what extent do scholars in the field agree upon present conceptualisations of the term and the potential problems associate…
Exploring the Scholarship of Teaching
Additional informationNotes on contributorsCarolin KreberCarolin Kreber is assistant professor in adult and higher education, Department of Educational Policy Studies, University of Alberta, Edmonton, AB; Patricia A. Cranton is professor of adult education, Department of Vocational and Adult Education, at the University of New Brunswick.Patricia A. CrantonCarolin Kreber is assistant professor in adult and higher education, Department of Education…
The relationships between self-directed learning, critical thinking, and psychological type, and some implications for teaching in higher education
The ability to think critically and the willingness and capacity to engage in self-directed learning are considered important prerequisites for lifelong education. Research on self-directed learning and critical thinking, to date, has largely ignored individual differences among learners. This study explored the extent to which students' willingness and perceived capacity to engage in self-directed learning, and their ability to think critically,…
Academics' teacher identities, authenticity and pedagogy
Nine academics participated in semi‐structured interviews to explore possible linkages between their teacher identities and the pedagogies they employ. A content analysis of the interviews was performed to gain insight into the factors playing a role in how academics define themselves as teachers, the larger educational goals they espouse and the pedagogies they use. The data were subsequently re‐interpreted through the lens of authenticity, an e…
Exploring the Scholarship of Teaching
Additional informationNotes on contributorsCarolin KreberCarolin Kreber is assistant professor in adult and higher education, Department of Educational Policy Studies, University of Alberta, Edmonton, AB; Patricia A. Cranton is professor of adult education, Department of Vocational and Adult Education, at the University of New Brunswick.Patricia A. CrantonCarolin Kreber is assistant professor in adult and higher education, Department of Education…
Controversy and Consensus on the Scholarship of Teaching
Once downplayed as an amorphous and elusive term devoid of any clear meaning, the scholarship of teaching has gained much clearer contours over the past few years. Programmes that support and foster the scholarship of teaching now exist on many campuses and the implications for staff development have been recognised. Yet, to what extent do scholars in the field agree upon present conceptualisations of the term and the potential problems associate…
Charting a critical course on the scholarship of university teaching movement
It is argued in this article that, despite a steadily expanding literature on the scholarship of teaching, important questions regarding the purpose of the movement have not been sufficiently addressed, and, as such, the scholarship of teaching movement has not yet fully realized its potential to become a catalyst for curricula changes in higher education. The main purpose of this conceptual study was to explore the meaning of the 'scholarship of…
On a pedagogy of authentic care in postgraduate research supervision
This conceptual study examines the challenges involved in a new context of postgraduate education that emphasizes timely degree completion, skill development and employability, while still seeking to uphold a commitment to a genuine education (‘Bildung’). Findings from two recent empirical studies set the scene for this inquiry since they raise questions about the extent to which care underpins contemporary postgraduate research supervision pract…
Professionalization of the University and the Profession as Macintyrean Practice
Empowering the scholarship of teaching: An Arendtian and critical perspective
This conceptual study challenges narrow interpretations of the scholarship of teaching as an ‘evidence-based practice’, employing as analytical tools Habermas's validity claims and Arendt's tripartite categorisation of human activity. Distinctive features of scholarship, ‘making public’ and ‘peer review’, are re-interpreted through the lens of these tools. It is argued, first, that the scholarship of teaching is observed not only in the instrumen…
The relationships between self-directed learning, critical thinking, and psychological type, and some implications for teaching in higher education
The ability to think critically and the willingness and capacity to engage in self-directed learning are considered important prerequisites for lifelong education. Research on self-directed learning and critical thinking, to date, has largely ignored individual differences among learners. This study explored the extent to which students' willingness and perceived capacity to engage in self-directed learning, and their ability to think critically,…
The relationships between self-directed learning, critical thinking, and psychological type, and some implications for teaching in higher education
The ability to think critically and the willingness and capacity to engage in self-directed learning are considered important prerequisites for lifelong education. Research on self-directed learning and critical thinking, to date, has largely ignored individual differences among learners. This study explored the extent to which students' willingness and perceived capacity to engage in self-directed learning, and their ability to think critically,…
Exploring the Scholarship of Teaching
Additional informationNotes on contributorsCarolin KreberCarolin Kreber is assistant professor in adult and higher education, Department of Educational Policy Studies, University of Alberta, Edmonton, AB; Patricia A. Cranton is professor of adult education, Department of Vocational and Adult Education, at the University of New Brunswick.Patricia A. CrantonCarolin Kreber is assistant professor in adult and higher education, Department of Education…
Planning for Effective Faculty Development: Using Adult Learning Strategies by Patricia A. Lawler & Kathleen P. King
The primary audience for this text, the authors argue, are "faculty development practitioners and other professional adult educators who are responsible for developing and presenting faculty development initiatives" (p.x).They go on to suggest that the book "can also serve as a text for graduate education courses in faculty, staff, or professional development" (p.xi).Although inexperienced faculty developers in particular may indeed find the text…
No Neutral Ground: Standing by the Values We Prize in Higher Education by Robert B. Young
No Neutral Ground attempts to provide guidance in answering the question "What is your institution?"Young argues that values form the identity of a college or university and also represent the institution to the public.As values guide the academy and ultimately help determine the beliefs and behaviors of society, it is a fundamental responsibility of institutions of higher education to identify the values they prize.Value neutrality in higher edu…
Controversy and Consensus on the Scholarship of Teaching
Once downplayed as an amorphous and elusive term devoid of any clear meaning, the scholarship of teaching has gained much clearer contours over the past few years. Programmes that support and foster the scholarship of teaching now exist on many campuses and the implications for staff development have been recognised. Yet, to what extent do scholars in the field agree upon present conceptualisations of the term and the potential problems associate…
Charting a critical course on the scholarship of university teaching movement
It is argued in this article that, despite a steadily expanding literature on the scholarship of teaching, important questions regarding the purpose of the movement have not been sufficiently addressed, and, as such, the scholarship of teaching movement has not yet fully realized its potential to become a catalyst for curricula changes in higher education. The main purpose of this conceptual study was to explore the meaning of the 'scholarship of…
Academics' teacher identities, authenticity and pedagogy
Nine academics participated in semi‐structured interviews to explore possible linkages between their teacher identities and the pedagogies they employ. A content analysis of the interviews was performed to gain insight into the factors playing a role in how academics define themselves as teachers, the larger educational goals they espouse and the pedagogies they use. The data were subsequently re‐interpreted through the lens of authenticity, an e…
Empowering the scholarship of teaching: An Arendtian and critical perspective
This conceptual study challenges narrow interpretations of the scholarship of teaching as an ‘evidence-based practice’, employing as analytical tools Habermas's validity claims and Arendt's tripartite categorisation of human activity. Distinctive features of scholarship, ‘making public’ and ‘peer review’, are re-interpreted through the lens of these tools. It is argued, first, that the scholarship of teaching is observed not only in the instrumen…
The ‘Civic-minded’ Professional? An exploration through Hannah Arendt’s ‘vita activa’
Recent reform initiatives calling for ‘civic’ (‘public-good’ or ‘democratic’) professionalism can be seen as a response to the widely reported decline in public trust in the professions and an attempt to partially remedy this problem through a more publically engaged professionalism. The author draws on the political philosophy of Hannah Arendt, identifying the strong, albeit in the professionalism literature rarely acknowledged, affinities betwe…
Professionalization of the University and the Profession as Macintyrean Practice
Educating for Civic-Mindedness: Nurturing authentic professional identities through transformative higher education
Imagined at their best, how might professions contribute most effectively to their local and global communities, and how could higher education support graduates/future professionals in making this contribution? The answer proposed in this book is to educate students for ‘civic-mindedness’, an overarching professional capability grounded in certain dispositions and qualities, ideals, types of knowledge and political emotions. ‘Civic-mindedness’, …
The idea of a ‘decent profession’: Implications for professional education
Recent years have witnessed a surge of studies examining the scope of professional responsibility. Building on these efforts, this conceptual inquiry explores whether Nussbaum's notion of a ‘decent society’, grounded in the premises of equal respect for persons and different conceptions of the good, and thus aspiring to afford all its members a threshold of capabilities that allow for a good life, could usefully inform the idea of a ‘decent profe…
Intentions, concepts and conceptions of research supervision: A consideration of three disciplines
This interview-based study with thirty doctoral supervisors in the UK focused on the diverse goals and intentions behind their supervisory activities, from which we derived a six-dimensional model of concepts of supervision. We explored how strongly each of these concepts featured in supervisors’ intentions and whether this varied by discipline. Most of the intentions underlying the activities supervisors employed pertained to the concepts ‘Encul…
On a pedagogy of authentic care in postgraduate research supervision
This conceptual study examines the challenges involved in a new context of postgraduate education that emphasizes timely degree completion, skill development and employability, while still seeking to uphold a commitment to a genuine education (‘Bildung’). Findings from two recent empirical studies set the scene for this inquiry since they raise questions about the extent to which care underpins contemporary postgraduate research supervision pract…
An ethical imperative for higher education: Cultivating community partnerships in climate change teacher education
Pedagogy (10 works) · Sociology (10 works) · Higher education (9 works) · Political science (9 works) · Psychology (8 works) · Law (7 works) · Engineering ethics (6 works) · Evaluation of Teaching Practices (6 works) · Epistemology (5 works) · Reflective Practices in Education (5 works)