Developing a culture of enquiry-based, independent learning in a research-led institution: findings from a survey of pedagogic practice

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Abstract:

This paper reports select findings from an institutional survey designed to support long-term strategic developments at a research-led institution in the UK. These developments include a revised Learning and Teaching Strategy that has at its core the promotion of a 'cross-institutional culture of enquiry-based, independent learning'. The survey findings offer insights into pedagogic practice within the institution and serve to identify key issues that will need to be addressed in order to promote further cultural change. This includes clarification of the institutional description of enquiry-based learning to ensure it has greater cross-discipline relevance. The findings are presented as a contribution to the literature on academic change and as such should have relevance to those concerned with examining the design and implementation of such change in higher education institutions. A planned programme of action structured around a framework of engagement, collegiality and empowerment is outlined to indicate how these issues are to be addressed within the timeframe of the strategy. Key areas for further research are indicated.

Keywords: enquiry-based learning; learning and teaching strategy; pedagogical practice

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/1360144X.2011.568699

Affiliations: 1: School of Education, University of Birmingham, Birmingham, UK 2: Centre for Learning and Development, University of Birmingham, Birmingham, UK

Publication date: June 1, 2011

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