higher learning

As I approach a new role as a senior academic manager I’ve been reflecting upon my time spent as an academic developer within a previous higher education institution. In particular I have been considering what academic leadership means to me. This article is my opportunity to share that reflection.

As I approach my new role as a manager, I notice a change in my thinking. I have to consider the size of the new challenges and think about how I can coordinate and delegate the tasks required to initiate changes in practice. I am resigned to the fact that these activities will take time. I need to win over new colleagues, and chase the progress of numerous projects. I will probably have to describe how the projects are conducted, so that they harmonise with my way of working. But I’m looking forward with a new-found invigoration. The challenges are achievable and energising, the prospects are enticing and enthusing. (more…)

Lately I’ve been thinking about the arrogance of academia, specifically with regard to the teaching of ‘international’ or ‘outside of the EU’ learners. Academics seize the idea of ‘critical thinking’ and give it a large emphasis as part of the UK higher education experience. We tell our learners that they must be seen to think (and evidence their thinking) critically, and we offer rules for referencing and citation to ‘avoid plagiarism’. Critical thinking is often assumed to be needed, without justification. We assume that it is ‘part of higher education’ and offer no explanation as to why. We encourage students to question, yet not the need of the subject itself. Why would a learner not question its relevance? (more…)