Lewis Elton
Dados Biográficos
| ID | 3785136 |
|---|---|
| NOME | Lewis Elton |
| PRENOMES | Lewis |
| SOBRENOME | Elton |
| ASSINATURA | ELTON L |
| AFILIAÇÕES | University of Surrey |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 23 |
| TOTAL DE CITAÇÕES | 26 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1978 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2010 |
| ÍNDICE H | 3 |
Complexity theory – an approach to assessment that can enhance learning and – more generally – could transform university management
The paper discusses the continued relevance of the Humboldtian model of university education and interprets it in terms of the two fundamental concepts of complexity and collegiality. These are then applied to issues of assessment in universities. Beyond issues arising directly from complexity and collegiality, present university failings in assessment also arise from the continuation of university malpractices relating to a better understanding …
Continuing Professional Development in Higher Education
It is argued that Humboldt’s original definition of ‘scholarship’ ( Wissenschaft), as well as Humboldt’s concept of the purpose of a university, continue to be relevant — with appropriate adaptations. They should be extended to include not only a unity between the practice of teaching and learning and research into teaching and learning, but also an overall unity of teaching and research, i.e. disciplinary as well as generic teaching and learning…
Using the online environment in assessment for learning
The development of e-learning has opened up new opportunities for innovation in assessment practices in higher education. This descriptive case study draws upon staff and student experiences of teaching and learning on a web-based Masters programme in primary health care to explore how specific features of the online environment can be exploited to promote assessment as part of learning. It begins by identifying different ways of conceptualising …
German and UK higher education and graduate employment
This article presents a comparative analysis of the German and UK higher education systems and their relationship to graduate employment. It scrutinizes the complex interconnections between (1) higher education systems and traditions; (2) the role of higher education in the state, society and the economy; and (3) the views of graduates as expressed in interviews. We explore how far and in what ways opinions, expectations and experiences are shape…
Recent Developments in Student Learning in Britain and their Relationship to de Bologna Declaration
L’article descriu els desenvolupaments recents en l’aprenentatge centrat en els estudiants que és probable que afectin l’adequació de la Declaració de Bolonya i, en particular, la rellevància d’aquesta declaració de cara als aprenentatges dels estudiants. Hom hi conclou que aquests desenvolupaments són neutrals pel que fa a la declaració en la seva forma actual, però pot presentar-se un problema pedagògic més important en el futur. És possible qu…
Should classification of the UK honours degree have a future
The classified honours degree has so much prestige and so venerable a tradition that only very serious and systemic changes could justify the question as to whether classification has a future. However, while this paper argues that such changes have indeed taken place in the past 30 years, the main arguments for change are pedagogical. The proposed change is for an unclassified degree, in which details are provided in a profile, covering assessme…
Continuing Professional Development of Academic Teachers through Self-initiated Learning
An innovative course for the Continuing Professional Development of Academic Teachers, which obtained teacher accreditation by the Staff and Educational Development Association (SEDA), is described and evaluated. It depended on five principles: it was experiential, problem-based, research-based, open and at a distance. Evaluations were carried out as a case study by one of the course members (LS), through a questionnaire given to all course membe…
Are UK degree standards going up, down or sideways
It is argued that the most likely explanation of the upward drift in degree results over the past two decades is that the assessment instrument has been changed, through the inclusion of coursework (so that it now does not measure what it measured before), although the degree boundaries have been left unchanged. If this is so, then the effect reflects bad practice on the part of examiners rather than changes in student achievement. To discover wh…
Strategies to enhance student motivation
The traditional view of academics is that student learning should go beyond and even ignore assessment. The paper demonstrates that students are unlikely ever to have held this view and that academics have gradually come to accept this. There follows an analysis of Herzberg's motivation at work theory and how this may be applied to student learning. This leads to an understanding of the relationship between motivation for learning and motivation …
Quality Assurance in Higher Education
Leadership and management in higher education
Different models of academic governance and the way that these lead to different roles for management and leadership are discussed, with particular stress on the cybernetic model. The discussion is based on the experience of universities and polytechnics in the United Kingdom over the past 10 years. Both have successfully met the immediate threats and difficulties that faced them during that period, but they have done this through increased manag…
Catastrophe theory
This paper uses Catastrophe Theory and Herzberg's theory of motivation at work to create a model of change which unifies and extends Lewin's two separate stage and force field models. This new model is then applied to analyse the behaviour of academics as they attempt to adapt to the radically changing university environment of recent years. In the process, the model provides interesting new insights into academic behaviour and into the change pr…
Student motivation and achievement
Recent work on student learning has identified three main dimensions of study strategy—personal meaning, reproducing, achieving. University teachers commonly favour the first, deplore the second and tolerate the third. This paper argues that teachers can and should use definite teaching strategies available to them which will enable students to use all three study strategies in support of each other and not in conflict with each other. The curric…
Quality in Higher Education
(1986). Quality in Higher Education: Nature and purpose. Studies in Higher Education: Vol. 11, No. 1, pp. 83-84
Evaluating Teaching and Assessing Teachers in Universities
The evaluation of teaching and the assessment of teachers are similar activities with very different aims. Both are feasible, once we abandon the idea that they have to be based on explicit criteria of good teaching. This point is argued both on the basis of experience with established practice in higher education and through a comparison with similar practices in other professions. The latter leads to the construction of a model which uses stude…
Improving the cost-effectiveness of laboratory teaching
(1983). Improving the cost-effectiveness of laboratory teaching. Studies in Higher Education: Vol. 8, No. 1, pp. 79-85
Helping Students to Learn at University
Can universities change
The article applies Lewin' theory of change to the question of change in universities which, it is contended, are peculiarly resistant to change. Illustrations are provided by analyses of an attempt to change academic staff through a conference and action programme, of the failure of inter-disciplinary courses to establish themselves, and of the effect of economic pressures on universities. It is argued that the structure of universities through …
Social Pressures and Curriculum Innovation
A course taught through a learning centre
Trends in research on student learning
1979). Trends in research on student learning. Studies in Higher Education: Vol. 4, No. 1, pp. 87-102
Open Learning
Distance Education
(1978). Distance Education: A Survey and Bibliography. The Journal of Higher Education: Vol. 49, No. 2, pp. 190-192
Trends in research on student learning
1979). Trends in research on student learning. Studies in Higher Education: Vol. 4, No. 1, pp. 87-102
Leadership and management in higher education
Different models of academic governance and the way that these lead to different roles for management and leadership are discussed, with particular stress on the cybernetic model. The discussion is based on the experience of universities and polytechnics in the United Kingdom over the past 10 years. Both have successfully met the immediate threats and difficulties that faced them during that period, but they have done this through increased manag…
Continuing Professional Development in Higher Education
It is argued that Humboldt’s original definition of ‘scholarship’ ( Wissenschaft), as well as Humboldt’s concept of the purpose of a university, continue to be relevant — with appropriate adaptations. They should be extended to include not only a unity between the practice of teaching and learning and research into teaching and learning, but also an overall unity of teaching and research, i.e. disciplinary as well as generic teaching and learning…
German and UK higher education and graduate employment
This article presents a comparative analysis of the German and UK higher education systems and their relationship to graduate employment. It scrutinizes the complex interconnections between (1) higher education systems and traditions; (2) the role of higher education in the state, society and the economy; and (3) the views of graduates as expressed in interviews. We explore how far and in what ways opinions, expectations and experiences are shape…
Are UK degree standards going up, down or sideways
It is argued that the most likely explanation of the upward drift in degree results over the past two decades is that the assessment instrument has been changed, through the inclusion of coursework (so that it now does not measure what it measured before), although the degree boundaries have been left unchanged. If this is so, then the effect reflects bad practice on the part of examiners rather than changes in student achievement. To discover wh…
Student motivation and achievement
Recent work on student learning has identified three main dimensions of study strategy—personal meaning, reproducing, achieving. University teachers commonly favour the first, deplore the second and tolerate the third. This paper argues that teachers can and should use definite teaching strategies available to them which will enable students to use all three study strategies in support of each other and not in conflict with each other. The curric…
Strategies to enhance student motivation
The traditional view of academics is that student learning should go beyond and even ignore assessment. The paper demonstrates that students are unlikely ever to have held this view and that academics have gradually come to accept this. There follows an analysis of Herzberg's motivation at work theory and how this may be applied to student learning. This leads to an understanding of the relationship between motivation for learning and motivation …
Catastrophe theory
This paper uses Catastrophe Theory and Herzberg's theory of motivation at work to create a model of change which unifies and extends Lewin's two separate stage and force field models. This new model is then applied to analyse the behaviour of academics as they attempt to adapt to the radically changing university environment of recent years. In the process, the model provides interesting new insights into academic behaviour and into the change pr…
Quality in Higher Education
(1986). Quality in Higher Education: Nature and purpose. Studies in Higher Education: Vol. 11, No. 1, pp. 83-84
Can universities change
The article applies Lewin' theory of change to the question of change in universities which, it is contended, are peculiarly resistant to change. Illustrations are provided by analyses of an attempt to change academic staff through a conference and action programme, of the failure of inter-disciplinary courses to establish themselves, and of the effect of economic pressures on universities. It is argued that the structure of universities through …
Distance Education
(1978). Distance Education: A Survey and Bibliography. The Journal of Higher Education: Vol. 49, No. 2, pp. 190-192
Open Learning
Distance Education
(1978). Distance Education: A Survey and Bibliography. The Journal of Higher Education: Vol. 49, No. 2, pp. 190-192
Trends in research on student learning
1979). Trends in research on student learning. Studies in Higher Education: Vol. 4, No. 1, pp. 87-102
Social Pressures and Curriculum Innovation
A course taught through a learning centre
Can universities change
The article applies Lewin' theory of change to the question of change in universities which, it is contended, are peculiarly resistant to change. Illustrations are provided by analyses of an attempt to change academic staff through a conference and action programme, of the failure of inter-disciplinary courses to establish themselves, and of the effect of economic pressures on universities. It is argued that the structure of universities through …
Improving the cost-effectiveness of laboratory teaching
(1983). Improving the cost-effectiveness of laboratory teaching. Studies in Higher Education: Vol. 8, No. 1, pp. 79-85
Helping Students to Learn at University
Evaluating Teaching and Assessing Teachers in Universities
The evaluation of teaching and the assessment of teachers are similar activities with very different aims. Both are feasible, once we abandon the idea that they have to be based on explicit criteria of good teaching. This point is argued both on the basis of experience with established practice in higher education and through a comparison with similar practices in other professions. The latter leads to the construction of a model which uses stude…
Quality in Higher Education
(1986). Quality in Higher Education: Nature and purpose. Studies in Higher Education: Vol. 11, No. 1, pp. 83-84
Student motivation and achievement
Recent work on student learning has identified three main dimensions of study strategy—personal meaning, reproducing, achieving. University teachers commonly favour the first, deplore the second and tolerate the third. This paper argues that teachers can and should use definite teaching strategies available to them which will enable students to use all three study strategies in support of each other and not in conflict with each other. The curric…
Catastrophe theory
This paper uses Catastrophe Theory and Herzberg's theory of motivation at work to create a model of change which unifies and extends Lewin's two separate stage and force field models. This new model is then applied to analyse the behaviour of academics as they attempt to adapt to the radically changing university environment of recent years. In the process, the model provides interesting new insights into academic behaviour and into the change pr…
Quality Assurance in Higher Education
Leadership and management in higher education
Different models of academic governance and the way that these lead to different roles for management and leadership are discussed, with particular stress on the cybernetic model. The discussion is based on the experience of universities and polytechnics in the United Kingdom over the past 10 years. Both have successfully met the immediate threats and difficulties that faced them during that period, but they have done this through increased manag…
Strategies to enhance student motivation
The traditional view of academics is that student learning should go beyond and even ignore assessment. The paper demonstrates that students are unlikely ever to have held this view and that academics have gradually come to accept this. There follows an analysis of Herzberg's motivation at work theory and how this may be applied to student learning. This leads to an understanding of the relationship between motivation for learning and motivation …
Are UK degree standards going up, down or sideways
It is argued that the most likely explanation of the upward drift in degree results over the past two decades is that the assessment instrument has been changed, through the inclusion of coursework (so that it now does not measure what it measured before), although the degree boundaries have been left unchanged. If this is so, then the effect reflects bad practice on the part of examiners rather than changes in student achievement. To discover wh…
Continuing Professional Development of Academic Teachers through Self-initiated Learning
An innovative course for the Continuing Professional Development of Academic Teachers, which obtained teacher accreditation by the Staff and Educational Development Association (SEDA), is described and evaluated. It depended on five principles: it was experiential, problem-based, research-based, open and at a distance. Evaluations were carried out as a case study by one of the course members (LS), through a questionnaire given to all course membe…
Should classification of the UK honours degree have a future
The classified honours degree has so much prestige and so venerable a tradition that only very serious and systemic changes could justify the question as to whether classification has a future. However, while this paper argues that such changes have indeed taken place in the past 30 years, the main arguments for change are pedagogical. The proposed change is for an unclassified degree, in which details are provided in a profile, covering assessme…
German and UK higher education and graduate employment
This article presents a comparative analysis of the German and UK higher education systems and their relationship to graduate employment. It scrutinizes the complex interconnections between (1) higher education systems and traditions; (2) the role of higher education in the state, society and the economy; and (3) the views of graduates as expressed in interviews. We explore how far and in what ways opinions, expectations and experiences are shape…
Recent Developments in Student Learning in Britain and their Relationship to de Bologna Declaration
L’article descriu els desenvolupaments recents en l’aprenentatge centrat en els estudiants que és probable que afectin l’adequació de la Declaració de Bolonya i, en particular, la rellevància d’aquesta declaració de cara als aprenentatges dels estudiants. Hom hi conclou que aquests desenvolupaments són neutrals pel que fa a la declaració en la seva forma actual, però pot presentar-se un problema pedagògic més important en el futur. És possible qu…
Using the online environment in assessment for learning
The development of e-learning has opened up new opportunities for innovation in assessment practices in higher education. This descriptive case study draws upon staff and student experiences of teaching and learning on a web-based Masters programme in primary health care to explore how specific features of the online environment can be exploited to promote assessment as part of learning. It begins by identifying different ways of conceptualising …
Continuing Professional Development in Higher Education
It is argued that Humboldt’s original definition of ‘scholarship’ ( Wissenschaft), as well as Humboldt’s concept of the purpose of a university, continue to be relevant — with appropriate adaptations. They should be extended to include not only a unity between the practice of teaching and learning and research into teaching and learning, but also an overall unity of teaching and research, i.e. disciplinary as well as generic teaching and learning…
Complexity theory – an approach to assessment that can enhance learning and – more generally – could transform university management
The paper discusses the continued relevance of the Humboldtian model of university education and interprets it in terms of the two fundamental concepts of complexity and collegiality. These are then applied to issues of assessment in universities. Beyond issues arising directly from complexity and collegiality, present university failings in assessment also arise from the continuation of university malpractices relating to a better understanding …
Higher education (18 obras) · Psychology (18 obras) · Mathematics education (17 obras) · Political science (17 obras) · Pedagogy (14 obras) · Evaluation of Teaching Practices (10 obras) · Sociology (9 obras) · Engineering (7 obras) · Law (7 obras) · Higher Education Governance and Development (6 obras)