Teaching and Learning Entrepreneurship in Higher Education
About Teaching and Learning Entrepreneurship in Higher Education:
For many years, it has been the general view that entrepreneurs are simply born that way – that entrepreneurship is innate and therefore cannot be taught (or learned), and is therefore a subject unsuited to higher education. The logic seemed to follow: an entrepreneur is just naturally an entrepreneur, and studying entrepreneurship, therefore, is a meaningless enterprise.
Innovative Teaching and Learning in Higher Education
This latest volume in the Learning in Higher Education series, Innovative Teaching and Learning in Higher Education, brings together examples of teaching and learning innovations, within the domain of higher education. The anthology is diverse in nature and showcases concrete examples of innovative teaching and learning practices in higher education from around the world. The contributions come from all scientific disciplines and in all teaching and learning contexts.
The twenty-eight inspiring examples in this volume show considerable diversity in their approaches to teaching and learning practices;
‘Learning in Higher Education – Contemporary Standpoints’ continues the thought-provoking and challenging series of anthologies produced by the international association Learning in Higher Education (LiHE). Today, it is a taken-for-granted assumption that the world has changed dramatically over the recent decades, and as a result today’s economies and societies need to develop and harness different skills and abilities if they are to survive and thrive. But has the Higher Education world really woken up to the nature and scale of the challenges it faces?
Assessing Learning in Higher Education
Assessing Learning in Higher Education addresses what is probably the most time-consuming part of the work of staff in higher education, and something to the complexity of which many of the recent developments in higher education have added. Getting assessment ‘right’– that is, designing and implementing appropriate models and methods can determine the future lives and careers of students. But, as Professor Phil Race comments in his excellent and thought-provoking foreword,
Research Based Teaching and Learning
We’re very pleased to announce the worldwide publication of our new LiHE-anthology. Published in HARDCOVER by Libri Publishing Ltd., Oxfordshire, UK.
Learning to Research – Researching to Learn explores the integration of research into teaching and learning at all levels of higher education. The chapters draw on the long and ongoing debate about the teaching-research nexus in universities. Although the vast majority of academics believe that there is an important and valuable link between teaching and research,
Technology-Enhanced Learning in Higher Education
Technology-Enhanced Learning in Higher Education is an anthology produced by the international association, Learning in Higher Education (LiHE). LiHE, whose scope includes the activities of colleges, universities and other institutions of higher education, has been one of the leading organisations supporting a shift in the education process from a transmission-based philosophy to a student-centred, learning-based approach.
Traditionally education has been envisaged as a process in which the teacher disseminates knowledge and information to the student,
Innovative teaching methods showcased in the book: Beyond Transmission – Innovations in University Teaching
This is our 5th international anthology and the first to come in hardcover. The book responds to the challenges to higher education by championing a shift to a constructivist approach. The contributors, from five continents and reflecting ten national mindsets, represent a broad cross-section of educational disciplines. They argue that innovative teaching methods are essential if teachers are to appeal to the mindsets of people entering higher education today,
Case-based Learning in Higher Education
Case-based learning has become a common instructional method across higher education and is likely to be encountered in all disciplines. Its essence is a focus on real situations which require diagnosis and treatment. InCase-based Learning in Higher Education, it is explored by the Editors and contributors within the three separate but interrelated themes of concepts, theories, and outcomes.
The advantages of using cases are that they tend to resonate with students because of their realism and authenticity,
IMPROVING STUDENTS LEARNING OUTCOMES
Improving students learning outcomes can be done in many inspiring ways.
The book Improving Students’ Learning Outcomes showcases ways of developing teaching and learning activities at university level so engage students and improve their learning outcome. The book is available from various online bookstores: Amazon.com, Bookstores.com or directly from our publisher, CBS PRESS.
Claus Nygaard, Clive Holtham & Nigel Courtney (eds.): “Improving Students’ Learning Outcomes,” CBS PRESS, August 2009,
Learning Space Design in Higher Education
One of the most significant recent trends in Higher Education has been the move from a focus on teaching to one on learning. But, as anyone who has ever run programmes or courses will recognise, both the physical geography and the ethos of the location have major impacts on the quality of the resulting learning experience. Hence the current interest in learning spaces – considered here as ‘sites of interaction.’
The fourteen chapters of this anthology,