Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.735445
Title: University culture and pedagogical innovation : experiences and perceptions of accounting and management academics in three Scottish universities
Author: Barr, Stephen
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2010
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Abstract:
This thesis examines pedagogical innovation within Scottish university business schools and the influence of university culture in supporting or inhibiting this category of innovation. Innovations in pedagogy are often requested by students, required by national policy-making bodies and sponsored by agencies that are both external and internal to education. Yet the reported incidences of where, how and to what extent this category of innovation is being used with Scottish university business schools are relatively sparse within the extant literature. Self- and peer-assessment are selected as forms of pedagogical innovation partly because of the role assessment plays in the learner process and in addressing standards of stakeholder bodies. Using a reconceptualised model adapted and extended from the literature, the research explores the influence of university culture in supporting and inhibiting academics innovating with self- and peer-assessment. Deploying a multi-method data collection approach, the data from three contrasting Scottish university sources are analysed and synthesised to assess the nature of this influence. The findings from the study suggest modest levels of utilisation of self- and peerassessment practice across Scottish University business schools and indicate patterns of adoption and areas for further development. In addition, the findings suggest that organisational culture within a university setting can be measured to portray a cultural typology and profile. However, the resultant cultural profiles extracted from the application of this multi-method approach are complex and proved hard to characterise in a definitive and clear-cut way as to the extent to which these university cultures directly inhibit rather than promote pedagogical innovations such as self- and peer-assessment. The thesis contributes towards the policy-practice debate surrounding pedagogical innovation in Scottish university business schools and UK higher education more generally and provides a number of considerations and implications for government, institutional policy makers, university lecturers and researchers.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.735445  DOI: Not available
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