Managing competing demands in the delivery of work integrated learning: An institutional case study

Heather Smigiel, Ceri Macleod, Helen Stephenson

Research output: Chapter in Book/Report/Conference proceedingChapter

2 Citations (Scopus)

Abstract

University teaching is complicated by competing pressures on academic staff. Imperatives including research, and engagement with community are just two of the myriad pressures that academics balance in careers of full workloads and shifting external demands. This chapter highlights the tensions inherent in the introduction of new priorities, in this case, practice-based learning. It provides a case study of a single institution and offers a perspective on successful implementation that includes consideration of workload, resourcing and a shared vision for pedagogical change.

Original languageEnglish
Title of host publicationPractice-based learning in higher education: Jostling cultures
PublisherSpringer
Pages159-172
Number of pages14
Volume10
ISBN (Print)9789401795029
DOIs
Publication statusPublished - 2015

Publication series

NameProfessional and Practice-based Learning
Volume10
ISSN (Print)2210-5549
ISSN (Electronic)2210-5557

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    Smigiel, H., Macleod, C., & Stephenson, H. (2015). Managing competing demands in the delivery of work integrated learning: An institutional case study. In Practice-based learning in higher education: Jostling cultures (Vol. 10, pp. 159-172). (Professional and Practice-based Learning; Vol. 10). Springer. https://doi.org/10.1007/978-94-017-9502-9_11