Key Thinkers in Higher Education Teaching and Learning Research and Development

Kandlbinder, PA

Key Thinkers in Higher Education Teaching and Learning Research and Development

Kandlbinder, PA

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Publisher:: HERDSA
Publication Type:: Conference Proceeding
Citation:: Enhancing Higher Education, Theory and Scholarship, Proceedings of the 30th HERDSA Annual Conference [CD-ROM], 2007, pp. 1 - 7
Issue Date:: 2007-01

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Field	Value	Language
dc.contributor.author	Kandlbinder, PA https://orcid.org/0000-0003-3903-9626	en_US
dc.contributor.editor	Crisp, G	en_US
dc.contributor.editor	Hicks, M	en_US
dc.date	2007-07-08	en_US
dc.date.issued	2007-01	en_US
dc.identifier.citation	Enhancing Higher Education, Theory and Scholarship, Proceedings of the 30th HERDSA Annual Conference [CD-ROM], 2007, pp. 1 - 7	en_US
dc.identifier.isbn	0 908557 72 8	en_US
dc.identifier.uri	http://hdl.handle.net/10453/2167
dc.description.abstract	Each discipline has a unique combination of theoretical frameworks that frame the key intellectual traditions of the field. Unlike other discipline areas, the higher education community has only just begun to explore the question of which intellectual traditions make significant contributions to a field and who are the key thinkers in higher education teaching and learning. Instead the key theoretical positions of higher education are more likely to be based on thinkers in allied disciplines like psychology, sociology and cultural studies. This paper begins the process of identifying the key ideas in higher education teaching and learning by reviewing the concepts of the eight most commonly cited scholars in the journal Higher Education Research and Development. It analyses the attraction of these ideas to their authors and presents the key arguments used to support an understanding of higher education teaching and learning.	en_US
dc.publisher	HERDSA	en_US
dc.relation.ispartof	Enhancing Higher Education, Theory and Scholarship, Proceedings of the 30th HERDSA Annual Conference [CD-ROM]	en_US
dc.relation.ispartof	Higher Education Research and Development Society of Australasia Annual Conference	en_US
dc.title	Key Thinkers in Higher Education Teaching and Learning Research and Development	en_US
dc.type	Conference Proceeding
utslib.location	Milperra, Australia	en_US
utslib.location.activity	Adelaide, Australia	en_US
utslib.for	1399 Other Education	en_US
dc.location.activity	Adelaide, Australia	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.place-of-publication	Milperra, Australia	en_US
pubs.start-date	2007-07-08	en_US

Abstract:

Each discipline has a unique combination of theoretical frameworks that frame the key intellectual traditions of the field. Unlike other discipline areas, the higher education community has only just begun to explore the question of which intellectual traditions make significant contributions to a field and who are the key thinkers in higher education teaching and learning. Instead the key theoretical positions of higher education are more likely to be based on thinkers in allied disciplines like psychology, sociology and cultural studies. This paper begins the process of identifying the key ideas in higher education teaching and learning by reviewing the concepts of the eight most commonly cited scholars in the journal Higher Education Research and Development. It analyses the attraction of these ideas to their authors and presents the key arguments used to support an understanding of higher education teaching and learning.

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http://hdl.handle.net/10453/2167