Education Development and Leadership in Higher Education: Developing an Effective Institutional Strategy

By Kym Fraser | Go to book overview

Illustrations

FIGURES
1.1 Universities are constituted by numerous interested parties who perceive them in a variety of ways 10
3.1 A five-year cycle for programme quality assurance and renewal 39
4.1 Model of collaborative engagement for teaching and learning 54
5.1 Faculty-based education development model 81
7.1 Diversity in higher education supported and mediated by technology 115
7.2 Map of relationships between faculty staff, ITSC, CLEAR and the Library at CUHK 125
7.3 Education development at a programme level 127

TABLES
1.1 Approaches to educational development 15
5.1 Capabilities needed for quality teaching and learning 76
6.1 A multifaceted approach to education development 96
7.1 Pros and cons for centralized and devolved funding 111
7.2 Pros and cons for centralized and devolved management of student computer laboratories 111
7.3 Integrated, parallel and distributed approaches to staff development for the use of information technology in teaching 117
7.4 Successes and remaining challenges of the LTM programme 120
7.5 Comparison between RMIT University and The Chinese University of Hong Kong 122

-vii-

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