Paul Ramsden
Biographic Data
| ID | 3655094 |
|---|---|
| NAME | Paul Ramsden |
| GIVEN NAMES | Paul |
| FAMILY NAME | Ramsden |
| SIGNATURE | RAMSDEN P |
| AFFILIATIONS | The University of Melbourne |
| VERIFIED | No |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 128 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2015 |
| H-INDEX | 5 |
Understanding Student Learning (Routledge Revivals)
Variation in the Experience of Leadership of Teaching in Higher Education
This article describes ways in which heads of university academic departments and the subject coordinators of large first-year subjects experience the leadership of teaching. It examines variation in perceptions of leadership experienced by the teachers in the same subjects and departments. It explores empirical relations between subject coordinators' conceptions of leadership and teachers' perceptions of leadership, and between teachers' percept…
Dissonance in Experience of Teaching and its Relation to the Quality of Student Learning
Several recent studies on student learning in higher education reported on 'dissonant' forms of contextualised learning engagement. The focus of the present study is on 'dissonant' forms of teaching and their relation to student learning. This relatively large--scale research programme involved surveys of approximately 8829 students and 408 university teachers across 51 different units of study. The data were analysed using a combination of clust…
Learning to Teach in Higher Education
This bestselling book is a unique introduction to the practice of university teaching and its underlying theory. This new edition has been fully revised and updated in view of the extensive changes which have taken place in higher education over the last decade and includes new material on the higher education context, evaluation and staff development.The first part of the book provides an outline of the experience of teaching and learning from t…
The development, validation and application of the Course Experience Questionnaire
The Course Experience Questionnaire (CEQ) is a development of work originally carried out at Lancaster University in the 1980s. It is used as a measure of perceived teaching quality in degree programmes in national annual surveys of all graduates in the Australian higher education system and is increasingly being employed as a measure of the quality of teaching in universities in the UK. This article discusses the development and use of the CEQ a…
Recognition of good university teaching: Policies from an Australian study
Pressures to improve the quality of university education have led to more attention being paid to ways of recognising and rewarding good teaching. Exploration of academic staff opinions about the value accorded to teaching and research by their institutions invariably shows that they think research is appropriately valued, while teaching is undervalued. This article describes results from a national investigation of universities' processes for re…
A performance indicator of teaching quality in higher education: The Course Experience Questionnaire
Performance indicators (PIs) in higher education have focused chiefly on research outputs. They have largely ignored the teaching function of universities and colleges. This article outlines the development of a student evaluation instrument designed to measure the teaching performance of academic organisational units. The theory of teaching and learning that underlies the Course Experience Questionnaire (CEQ) is described. The instrument's stati…
School Environment and Sixth Form Pupils' Approaches to Learning
The paper presents results from a study of Australian pupils in their final year of secondary schooling. The investigation is based on a model of the relation between pupils' perceptions, approaches to learning and learning outcomes derived from the work of Biggs in Australia and Entwistle and Ramsden in Britain. Between-school differences in perceptions of sixth form environments and their pupils' approaches to learning in three school sectors a…
Perceptions of courses and approaches to studying: An encounter between paradigms
(1989). Perceptions of courses and approaches to studying: An encounter between paradigms. Studies in Higher Education: Vol. 14, No. 2, pp. 157-158
Improving teaching and learning in higher education: The case for a relational perspective
The article argues for a particular view of teaching and learning in higher education. A relational perspective links the improvement of the professional practice of teaching with research into student learning. It offers an alternative to paradigms which reduce the complex relations between students, subject content, and teaching to characteristics of instruction and of students, and whose findings and prescriptions often appear distant from eve…
Effects of Academic Departments on Students' Approaches to Studying
2208 students from 66 academic departments in six contrasting disciplines from British universities and polytechnics completed an 'approaches to studying' inventory and a course perceptions questionnaire. Factor analyses of these instruments confirmed the factor structures previously reported. Approaches to studying can be described in terms of three main factors-orientations towards personal meaning, reproducing, and achieving. In the present an…
A performance indicator of teaching quality in higher education: The Course Experience Questionnaire
Performance indicators (PIs) in higher education have focused chiefly on research outputs. They have largely ignored the teaching function of universities and colleges. This article outlines the development of a student evaluation instrument designed to measure the teaching performance of academic organisational units. The theory of teaching and learning that underlies the Course Experience Questionnaire (CEQ) is described. The instrument's stati…
Effects of Academic Departments on Students' Approaches to Studying
2208 students from 66 academic departments in six contrasting disciplines from British universities and polytechnics completed an 'approaches to studying' inventory and a course perceptions questionnaire. Factor analyses of these instruments confirmed the factor structures previously reported. Approaches to studying can be described in terms of three main factors-orientations towards personal meaning, reproducing, and achieving. In the present an…
The development, validation and application of the Course Experience Questionnaire
The Course Experience Questionnaire (CEQ) is a development of work originally carried out at Lancaster University in the 1980s. It is used as a measure of perceived teaching quality in degree programmes in national annual surveys of all graduates in the Australian higher education system and is increasingly being employed as a measure of the quality of teaching in universities in the UK. This article discusses the development and use of the CEQ a…
Dissonance in Experience of Teaching and its Relation to the Quality of Student Learning
Several recent studies on student learning in higher education reported on 'dissonant' forms of contextualised learning engagement. The focus of the present study is on 'dissonant' forms of teaching and their relation to student learning. This relatively large--scale research programme involved surveys of approximately 8829 students and 408 university teachers across 51 different units of study. The data were analysed using a combination of clust…
School Environment and Sixth Form Pupils' Approaches to Learning
The paper presents results from a study of Australian pupils in their final year of secondary schooling. The investigation is based on a model of the relation between pupils' perceptions, approaches to learning and learning outcomes derived from the work of Biggs in Australia and Entwistle and Ramsden in Britain. Between-school differences in perceptions of sixth form environments and their pupils' approaches to learning in three school sectors a…
Improving teaching and learning in higher education: The case for a relational perspective
The article argues for a particular view of teaching and learning in higher education. A relational perspective links the improvement of the professional practice of teaching with research into student learning. It offers an alternative to paradigms which reduce the complex relations between students, subject content, and teaching to characteristics of instruction and of students, and whose findings and prescriptions often appear distant from eve…
Recognition of good university teaching: Policies from an Australian study
Pressures to improve the quality of university education have led to more attention being paid to ways of recognising and rewarding good teaching. Exploration of academic staff opinions about the value accorded to teaching and research by their institutions invariably shows that they think research is appropriately valued, while teaching is undervalued. This article describes results from a national investigation of universities' processes for re…
Perceptions of courses and approaches to studying: An encounter between paradigms
(1989). Perceptions of courses and approaches to studying: An encounter between paradigms. Studies in Higher Education: Vol. 14, No. 2, pp. 157-158
Effects of Academic Departments on Students' Approaches to Studying
2208 students from 66 academic departments in six contrasting disciplines from British universities and polytechnics completed an 'approaches to studying' inventory and a course perceptions questionnaire. Factor analyses of these instruments confirmed the factor structures previously reported. Approaches to studying can be described in terms of three main factors-orientations towards personal meaning, reproducing, and achieving. In the present an…
Improving teaching and learning in higher education: The case for a relational perspective
The article argues for a particular view of teaching and learning in higher education. A relational perspective links the improvement of the professional practice of teaching with research into student learning. It offers an alternative to paradigms which reduce the complex relations between students, subject content, and teaching to characteristics of instruction and of students, and whose findings and prescriptions often appear distant from eve…
School Environment and Sixth Form Pupils' Approaches to Learning
The paper presents results from a study of Australian pupils in their final year of secondary schooling. The investigation is based on a model of the relation between pupils' perceptions, approaches to learning and learning outcomes derived from the work of Biggs in Australia and Entwistle and Ramsden in Britain. Between-school differences in perceptions of sixth form environments and their pupils' approaches to learning in three school sectors a…
Perceptions of courses and approaches to studying: An encounter between paradigms
(1989). Perceptions of courses and approaches to studying: An encounter between paradigms. Studies in Higher Education: Vol. 14, No. 2, pp. 157-158
A performance indicator of teaching quality in higher education: The Course Experience Questionnaire
Performance indicators (PIs) in higher education have focused chiefly on research outputs. They have largely ignored the teaching function of universities and colleges. This article outlines the development of a student evaluation instrument designed to measure the teaching performance of academic organisational units. The theory of teaching and learning that underlies the Course Experience Questionnaire (CEQ) is described. The instrument's stati…
Recognition of good university teaching: Policies from an Australian study
Pressures to improve the quality of university education have led to more attention being paid to ways of recognising and rewarding good teaching. Exploration of academic staff opinions about the value accorded to teaching and research by their institutions invariably shows that they think research is appropriately valued, while teaching is undervalued. This article describes results from a national investigation of universities' processes for re…
The development, validation and application of the Course Experience Questionnaire
The Course Experience Questionnaire (CEQ) is a development of work originally carried out at Lancaster University in the 1980s. It is used as a measure of perceived teaching quality in degree programmes in national annual surveys of all graduates in the Australian higher education system and is increasingly being employed as a measure of the quality of teaching in universities in the UK. This article discusses the development and use of the CEQ a…
Learning to Teach in Higher Education
This bestselling book is a unique introduction to the practice of university teaching and its underlying theory. This new edition has been fully revised and updated in view of the extensive changes which have taken place in higher education over the last decade and includes new material on the higher education context, evaluation and staff development.The first part of the book provides an outline of the experience of teaching and learning from t…
Variation in the Experience of Leadership of Teaching in Higher Education
This article describes ways in which heads of university academic departments and the subject coordinators of large first-year subjects experience the leadership of teaching. It examines variation in perceptions of leadership experienced by the teachers in the same subjects and departments. It explores empirical relations between subject coordinators' conceptions of leadership and teachers' perceptions of leadership, and between teachers' percept…
Dissonance in Experience of Teaching and its Relation to the Quality of Student Learning
Several recent studies on student learning in higher education reported on 'dissonant' forms of contextualised learning engagement. The focus of the present study is on 'dissonant' forms of teaching and their relation to student learning. This relatively large--scale research programme involved surveys of approximately 8829 students and 408 university teachers across 51 different units of study. The data were analysed using a combination of clust…
Understanding Student Learning (Routledge Revivals)
Mathematics education (10 works) · Psychology (10 works) · Pedagogy (8 works) · Evaluation of Teaching Practices (7 works) · Higher education (7 works) · Perception (5 works) · Computer Science (4 works) · Higher Education Governance and Development (4 works) · Political science (4 works) · Higher Education and Employability (3 works)