The Resource The Self-Organizing University : Designing the Higher Education Organization for Quality Learning and Teaching
The Self-Organizing University : Designing the Higher Education Organization for Quality Learning and Teaching
- Language
- eng
- Extent
- 1 online resource (199 pages)
- Contents
-
- Acknowledgements -- Contents -- List of Figures -- 1 The Quality Illusion in Learning and Teaching -- 1.1 Introduction and Overview -- 1.2 Quality in Learning and Teaching-Current Practice -- 1.3 The Problem -- 1.4 Interrogating the Effort Chain -- 1.4.1 StandardsProfessional Standards -- 1.4.2 Quality Assurance Through Governance -- 1.4.3 Evaluation of Teaching -- 1.4.4 Promotion Frameworks -- 1.4.5 Centers for Learning and Teaching -- 1.4.6 Elusive Productivity -- 1.5 Understanding Context -- 1.5.1 Models of Learning and Professional Practice -- 1.5.2 Attribution and Efficacy -- 1.5.3 Professional Standards -- 1.5.4 Workable Distinctions -- 1.5.5 Quality at Scale -- 1.5.6 Emergent Feedback -- 1.6 The SOU: Transforming the Pre-contextual University -- 1.6.1 Committing to Learning and Teaching -- 1.6.2 Embedded Design -- 1.6.3 Emergent Feedback -- 1.6.4 Governance -- 1.6.5 Agency and Leadership -- 1.6.6 Technology for Learning and Teaching -- 1.6.7 Productivity -- 1.6.8 Moving Forward -- References -- 2 Committing to Learning and Teaching -- 2.1 Introduction and Overview -- 2.2 The Effort Chain in Action -- 2.3 The Futility of "Industry Standard" -- 2.4 Commitments -- 2.5 Crowdsourcing Commitments -- 2.6 From Commitments to Policy Using Commons-Based Peer Production -- References -- 3 Designing Universities for Better Learning and Teaching -- 3.1 Introduction and Overview -- 3.2 Scope, Depth, Derailers, and Co-evolution: The Case for Embedded Design -- 3.3 Defining Embedded Design -- 3.4 Embedded Design in Action -- 3.5 Agent-Based Software Design -- 3.6 Student Surveys Revisited -- 3.7 Valid and Reliable Promotion Frameworks -- 3.8 Professional Capacity Building Last but not Least -- 3.9 The Loose Coupling Myth -- References -- 4 Getting the Right Feedback for Learning and Teaching -- 4.1 Introduction and Overview
- 4.2 Emergent Feedback Defined -- 4.3 Peer Moderation at Pre-contextual Grandbridge -- 4.4 Resolving the Very Very Problem with Emergent Feedback -- 4.5 An Emergent Feedback Organization -- 4.6 Implications -- References -- 5 Governing for Learning and Teaching -- 5.1 Introduction and Overview -- 5.2 Strategy and Structure -- 5.3 People and Process -- 5.4 Coordination and Control -- 5.5 The SOU Governance Design -- 5.6 Dynamic Strategy = Dynamic Structure -- 5.7 Where Have All the Committees Gone? -- 5.8 People and Process = Collective Intelligence -- 5.9 Dispersed Power and Control -- References -- 6 Agency and Leadership for Learning and Teaching -- 6.1 Introduction and Overview -- 6.2 What Is Agency? -- 6.3 Agency in the Pre-contextual University -- 6.4 Pre-contextual Agency as a Wicked Problem at Grandbridge -- 6.5 Agency at Grandbridge SOU -- 6.6 Distributing Leadership? -- References -- 7 Technology for Learning and Teaching -- 7.1 Introduction and Overview -- 7.2 Transformational Technology? -- 7.3 Technology for a Self-organizing University -- 7.4 Edge Technology -- 7.5 Technology Inscribing the Professional Context -- 7.6 SOU Technologies -- 7.7 Implications -- References -- 8 Learning and Teaching Productivity -- 8.1 Introduction and Overview -- 8.2 Pressure -- 8.3 Pre-contextual Productivity -- 8.4 Genuine Learning and Teaching Productivity -- 8.5 The Transposition Problem -- 8.6 Productivity in the SOU -- 8.7 Implications -- References -- 9 Moving Forward with the Self-organizing University -- 9.1 Introduction and Overview -- 9.2 Change Forces? -- 9.3 Equilibrium Forces -- 9.4 The Aptitude Mask -- 9.5 All You Need Is a Ph.D. -- 9.6 The Consumer Narrative -- 9.7 Impersonation -- 9.8 Edge of Chaos? -- 9.9 Shift 1: Assuring Scope and Depth -- 9.10 Shift 2: Migration Over Re-Engineering -- 9.11 Shift 3: Avoiding Distractions
- 9.12 Shift 4. A Commitment to Understanding Context -- 9.13 Shift 5: Rethinking Feedback -- 9.14 Shift 6: Recognizing Small Really Is a Big Deal -- 9.15 Shift 7: Rethinking the Role of Technology -- 9.16 Shift 8. Assessing the Ever Present Risk of Functional Stupidity -- 9.17 Shift 9: Rethinking Exceptionalism -- References -- Index
- Isbn
- 9789811049170
- Label
- The Self-Organizing University : Designing the Higher Education Organization for Quality Learning and Teaching
- Title
- The Self-Organizing University
- Title remainder
- Designing the Higher Education Organization for Quality Learning and Teaching
- Language
- eng
- Cataloging source
- MiAaPQ
- Literary form
- non fiction
- Nature of contents
- dictionaries
- Label
- The Self-Organizing University : Designing the Higher Education Organization for Quality Learning and Teaching
- Link
- http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4891150
- Carrier category
- online resource
- Carrier category code
- cr
- Carrier MARC source
- rdacarrier
- Color
- multicolored
- Content category
- text
- Content type code
- txt
- Content type MARC source
- rdacontent
- Contents
-
- Acknowledgements -- Contents -- List of Figures -- 1 The Quality Illusion in Learning and Teaching -- 1.1 Introduction and Overview -- 1.2 Quality in Learning and Teaching-Current Practice -- 1.3 The Problem -- 1.4 Interrogating the Effort Chain -- 1.4.1 StandardsProfessional Standards -- 1.4.2 Quality Assurance Through Governance -- 1.4.3 Evaluation of Teaching -- 1.4.4 Promotion Frameworks -- 1.4.5 Centers for Learning and Teaching -- 1.4.6 Elusive Productivity -- 1.5 Understanding Context -- 1.5.1 Models of Learning and Professional Practice -- 1.5.2 Attribution and Efficacy -- 1.5.3 Professional Standards -- 1.5.4 Workable Distinctions -- 1.5.5 Quality at Scale -- 1.5.6 Emergent Feedback -- 1.6 The SOU: Transforming the Pre-contextual University -- 1.6.1 Committing to Learning and Teaching -- 1.6.2 Embedded Design -- 1.6.3 Emergent Feedback -- 1.6.4 Governance -- 1.6.5 Agency and Leadership -- 1.6.6 Technology for Learning and Teaching -- 1.6.7 Productivity -- 1.6.8 Moving Forward -- References -- 2 Committing to Learning and Teaching -- 2.1 Introduction and Overview -- 2.2 The Effort Chain in Action -- 2.3 The Futility of "Industry Standard" -- 2.4 Commitments -- 2.5 Crowdsourcing Commitments -- 2.6 From Commitments to Policy Using Commons-Based Peer Production -- References -- 3 Designing Universities for Better Learning and Teaching -- 3.1 Introduction and Overview -- 3.2 Scope, Depth, Derailers, and Co-evolution: The Case for Embedded Design -- 3.3 Defining Embedded Design -- 3.4 Embedded Design in Action -- 3.5 Agent-Based Software Design -- 3.6 Student Surveys Revisited -- 3.7 Valid and Reliable Promotion Frameworks -- 3.8 Professional Capacity Building Last but not Least -- 3.9 The Loose Coupling Myth -- References -- 4 Getting the Right Feedback for Learning and Teaching -- 4.1 Introduction and Overview
- 4.2 Emergent Feedback Defined -- 4.3 Peer Moderation at Pre-contextual Grandbridge -- 4.4 Resolving the Very Very Problem with Emergent Feedback -- 4.5 An Emergent Feedback Organization -- 4.6 Implications -- References -- 5 Governing for Learning and Teaching -- 5.1 Introduction and Overview -- 5.2 Strategy and Structure -- 5.3 People and Process -- 5.4 Coordination and Control -- 5.5 The SOU Governance Design -- 5.6 Dynamic Strategy = Dynamic Structure -- 5.7 Where Have All the Committees Gone? -- 5.8 People and Process = Collective Intelligence -- 5.9 Dispersed Power and Control -- References -- 6 Agency and Leadership for Learning and Teaching -- 6.1 Introduction and Overview -- 6.2 What Is Agency? -- 6.3 Agency in the Pre-contextual University -- 6.4 Pre-contextual Agency as a Wicked Problem at Grandbridge -- 6.5 Agency at Grandbridge SOU -- 6.6 Distributing Leadership? -- References -- 7 Technology for Learning and Teaching -- 7.1 Introduction and Overview -- 7.2 Transformational Technology? -- 7.3 Technology for a Self-organizing University -- 7.4 Edge Technology -- 7.5 Technology Inscribing the Professional Context -- 7.6 SOU Technologies -- 7.7 Implications -- References -- 8 Learning and Teaching Productivity -- 8.1 Introduction and Overview -- 8.2 Pressure -- 8.3 Pre-contextual Productivity -- 8.4 Genuine Learning and Teaching Productivity -- 8.5 The Transposition Problem -- 8.6 Productivity in the SOU -- 8.7 Implications -- References -- 9 Moving Forward with the Self-organizing University -- 9.1 Introduction and Overview -- 9.2 Change Forces? -- 9.3 Equilibrium Forces -- 9.4 The Aptitude Mask -- 9.5 All You Need Is a Ph.D. -- 9.6 The Consumer Narrative -- 9.7 Impersonation -- 9.8 Edge of Chaos? -- 9.9 Shift 1: Assuring Scope and Depth -- 9.10 Shift 2: Migration Over Re-Engineering -- 9.11 Shift 3: Avoiding Distractions
- 9.12 Shift 4. A Commitment to Understanding Context -- 9.13 Shift 5: Rethinking Feedback -- 9.14 Shift 6: Recognizing Small Really Is a Big Deal -- 9.15 Shift 7: Rethinking the Role of Technology -- 9.16 Shift 8. Assessing the Ever Present Risk of Functional Stupidity -- 9.17 Shift 9: Rethinking Exceptionalism -- References -- Index
- http://library.link/vocab/cover_art
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- Dimensions
- unknown
- http://library.link/vocab/discovery_link
- {'f': 'http://opac.lib.rpi.edu/record=b4388434'}
- Extent
- 1 online resource (199 pages)
- Form of item
- online
- Isbn
- 9789811049170
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
- c
- Sound
- unknown sound
- Specific material designation
- remote
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