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Creating a reflective space in higher education

The case of a Swedish course for professional principals

Katina Thelin

participants to engage in such practices is, in this article, seen as one way to nurture praxis in higher education. Inspired by research on professional self-study ( Darling-Hammond 2006 ; Loughran et al. 2004 ; Russell and Loughran 2010 ) and the theory

Open access

Higher education in the paradigm of speed

Student perspectives on the risks of fast-track degree completion

Laura Louise Sarauw and Simon Ryberg Madsen

addressing ‘the time students typically need to complete all learning activities (such as lectures, seminars, projects, practical work, self-study and examinations) required to achieve the expected learning outcomes’ ( EU 2015: 36 ). In the Bologna Process

Open access

Multidisciplinary peer-mentoring groups facilitating change?

A critical educational praxis perspective

Melina Aarnikoivu, Matti Pennanen, Johanna Kiili, and Terhi Nokkala

.1108/13620431111167760 . 10.1108/13620431111167760 Bristol , L. , A. E. Adams and B. G. Guzman Johannessen ( 2014 ), ‘ Academic life-support: The self study of a transnational collaborative mentoring group ’, Mentoring & Tutoring: Partnership in Learning 22 , no