The instruction myth :: why higher education is hard to change, and how to change it /
Higher education is broken, and we haven't been able to fix it. Even in the face of great and growing dysfunction, it seems resistant to fundamental change. At this point, can anything be done to save it? The Instruction Myth argues that yes, higher education can be reformed and reinvigorated,...
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
New Brunswick, New Jersey :
Rutgers University Press,
[2019]
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| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | Higher education is broken, and we haven't been able to fix it. Even in the face of great and growing dysfunction, it seems resistant to fundamental change. At this point, can anything be done to save it? The Instruction Myth argues that yes, higher education can be reformed and reinvigorated, but it will not be an easy process. In fact, it will require universities to abandon their central operating principle, the belief that education revolves around instruction, easily measurable in course syllabi, credits, and enrollments. Acclaimed education scholar John Tagg presents a powerful case that instruction alone is worthless and that universities should instead be centered upon student learning, which is far harder to quantify and standardize. Yet, as he shows, decades of research have indicated how to best promote student learning, but few universities have systematically implemented these suggestions. This book demonstrates why higher education must undergo radical change if it hopes to survive. More importantly, it offers specific policy suggestions for how universities can break their harmful dependence on the instruction myth. In this extensively researched book, Tagg offers a compelling diagnosis of what's ailing American higher education and a prescription for how it might still heal itself. |
| Beschreibung: | 1 online resource |
| ISBN: | 1978804482 9781978804487 |
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| 505 | 0 | 0 | |t Frontmatter -- |t Contents -- |t Introduction -- |t Part I: Where Are We and How Did We Get Here? -- |t 1. The Chronic Crisis -- |t 2. How Did It Get This Way? -- |t Part II: Why Is Change So Hard? -- |t 3. The Status Quo Bias -- |t 4. How the Status Quo Bias Defends Itself in Organizations -- |t 5. The Design of Colleges and the Myths of Quality -- |t 6. Framing the Faculty Role: Graduate School, Departments, and the Price of Change -- |t 7. The Myth of Unity and the Paradox of Effort -- |t 8. Faculty Expertise and the Myth of Teacher Professionalism -- |t 9. Trial Run: The Case of the Degree Qualifications Profile -- |t Part III: Learning to Change, Changing to Learn -- |t 10. Seeds of Change -- |t 11. How Do People Learn to Change? -- |t 12. Diffusing Innovation by Making Peer Groups -- |t 13. Promoting Innovation through Scholarly Teaching -- |t 14. The Teaching Inventory and Portfolio -- |t 15. The Outcomes Transcript and Portfolio -- |t 16. Changing the Faculty Endowment -- |t 17. Creating a Market for Education -- |t 18. Levers for Change: A New Accountability -- |t Acknowledgments -- |t Notes -- |t Bibliography -- |t Index -- |t About the author |
| 520 | |a Higher education is broken, and we haven't been able to fix it. Even in the face of great and growing dysfunction, it seems resistant to fundamental change. At this point, can anything be done to save it? The Instruction Myth argues that yes, higher education can be reformed and reinvigorated, but it will not be an easy process. In fact, it will require universities to abandon their central operating principle, the belief that education revolves around instruction, easily measurable in course syllabi, credits, and enrollments. Acclaimed education scholar John Tagg presents a powerful case that instruction alone is worthless and that universities should instead be centered upon student learning, which is far harder to quantify and standardize. Yet, as he shows, decades of research have indicated how to best promote student learning, but few universities have systematically implemented these suggestions. This book demonstrates why higher education must undergo radical change if it hopes to survive. More importantly, it offers specific policy suggestions for how universities can break their harmful dependence on the instruction myth. In this extensively researched book, Tagg offers a compelling diagnosis of what's ailing American higher education and a prescription for how it might still heal itself. | ||
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| contents | Frontmatter -- Contents -- Introduction -- Part I: Where Are We and How Did We Get Here? -- 1. The Chronic Crisis -- 2. How Did It Get This Way? -- Part II: Why Is Change So Hard? -- 3. The Status Quo Bias -- 4. How the Status Quo Bias Defends Itself in Organizations -- 5. The Design of Colleges and the Myths of Quality -- 6. Framing the Faculty Role: Graduate School, Departments, and the Price of Change -- 7. The Myth of Unity and the Paradox of Effort -- 8. Faculty Expertise and the Myth of Teacher Professionalism -- 9. Trial Run: The Case of the Degree Qualifications Profile -- Part III: Learning to Change, Changing to Learn -- 10. Seeds of Change -- 11. How Do People Learn to Change? -- 12. Diffusing Innovation by Making Peer Groups -- 13. Promoting Innovation through Scholarly Teaching -- 14. The Teaching Inventory and Portfolio -- 15. The Outcomes Transcript and Portfolio -- 16. Changing the Faculty Endowment -- 17. Creating a Market for Education -- 18. Levers for Change: A New Accountability -- Acknowledgments -- Notes -- Bibliography -- Index -- About the author |
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| spelling | Tagg, John, author. The instruction myth : why higher education is hard to change, and how to change it / John Tagg. New Brunswick, New Jersey : Rutgers University Press, [2019] 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Frontmatter -- Contents -- Introduction -- Part I: Where Are We and How Did We Get Here? -- 1. The Chronic Crisis -- 2. How Did It Get This Way? -- Part II: Why Is Change So Hard? -- 3. The Status Quo Bias -- 4. How the Status Quo Bias Defends Itself in Organizations -- 5. The Design of Colleges and the Myths of Quality -- 6. Framing the Faculty Role: Graduate School, Departments, and the Price of Change -- 7. The Myth of Unity and the Paradox of Effort -- 8. Faculty Expertise and the Myth of Teacher Professionalism -- 9. Trial Run: The Case of the Degree Qualifications Profile -- Part III: Learning to Change, Changing to Learn -- 10. Seeds of Change -- 11. How Do People Learn to Change? -- 12. Diffusing Innovation by Making Peer Groups -- 13. Promoting Innovation through Scholarly Teaching -- 14. The Teaching Inventory and Portfolio -- 15. The Outcomes Transcript and Portfolio -- 16. Changing the Faculty Endowment -- 17. Creating a Market for Education -- 18. Levers for Change: A New Accountability -- Acknowledgments -- Notes -- Bibliography -- Index -- About the author Higher education is broken, and we haven't been able to fix it. Even in the face of great and growing dysfunction, it seems resistant to fundamental change. At this point, can anything be done to save it? The Instruction Myth argues that yes, higher education can be reformed and reinvigorated, but it will not be an easy process. In fact, it will require universities to abandon their central operating principle, the belief that education revolves around instruction, easily measurable in course syllabi, credits, and enrollments. Acclaimed education scholar John Tagg presents a powerful case that instruction alone is worthless and that universities should instead be centered upon student learning, which is far harder to quantify and standardize. Yet, as he shows, decades of research have indicated how to best promote student learning, but few universities have systematically implemented these suggestions. This book demonstrates why higher education must undergo radical change if it hopes to survive. More importantly, it offers specific policy suggestions for how universities can break their harmful dependence on the instruction myth. In this extensively researched book, Tagg offers a compelling diagnosis of what's ailing American higher education and a prescription for how it might still heal itself. Education, Higher Aims and objectives United States. Universities and colleges United States Administration. http://id.loc.gov/authorities/subjects/sh85141150 Educational change United States. Enseignement supérieur Finalités États-Unis. Enseignement Réforme États-Unis. EDUCATION General. bisacsh Education, Higher Aims and objectives fast Educational change fast Universities and colleges Administration fast United States fast https://id.oclc.org/worldcat/entity/E39PBJtxgQXMWqmjMjjwXRHgrq higher education, education, faculty, college, university, instruction, institution, education reform, student, professor, academia. Print version: Tagg, John. Instruction myth. New Brunswick, New Jersey : Rutgers University Press, [2019] (DLC) 2018031144 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2275691 Volltext |
| spellingShingle | Tagg, John The instruction myth : why higher education is hard to change, and how to change it / Frontmatter -- Contents -- Introduction -- Part I: Where Are We and How Did We Get Here? -- 1. The Chronic Crisis -- 2. How Did It Get This Way? -- Part II: Why Is Change So Hard? -- 3. The Status Quo Bias -- 4. How the Status Quo Bias Defends Itself in Organizations -- 5. The Design of Colleges and the Myths of Quality -- 6. Framing the Faculty Role: Graduate School, Departments, and the Price of Change -- 7. The Myth of Unity and the Paradox of Effort -- 8. Faculty Expertise and the Myth of Teacher Professionalism -- 9. Trial Run: The Case of the Degree Qualifications Profile -- Part III: Learning to Change, Changing to Learn -- 10. Seeds of Change -- 11. How Do People Learn to Change? -- 12. Diffusing Innovation by Making Peer Groups -- 13. Promoting Innovation through Scholarly Teaching -- 14. The Teaching Inventory and Portfolio -- 15. The Outcomes Transcript and Portfolio -- 16. Changing the Faculty Endowment -- 17. Creating a Market for Education -- 18. Levers for Change: A New Accountability -- Acknowledgments -- Notes -- Bibliography -- Index -- About the author Education, Higher Aims and objectives United States. Universities and colleges United States Administration. http://id.loc.gov/authorities/subjects/sh85141150 Educational change United States. Enseignement supérieur Finalités États-Unis. Enseignement Réforme États-Unis. EDUCATION General. bisacsh Education, Higher Aims and objectives fast Educational change fast Universities and colleges Administration fast |
| subject_GND | http://id.loc.gov/authorities/subjects/sh85141150 |
| title | The instruction myth : why higher education is hard to change, and how to change it / |
| title_alt | Frontmatter -- Contents -- Introduction -- Part I: Where Are We and How Did We Get Here? -- 1. The Chronic Crisis -- 2. How Did It Get This Way? -- Part II: Why Is Change So Hard? -- 3. The Status Quo Bias -- 4. How the Status Quo Bias Defends Itself in Organizations -- 5. The Design of Colleges and the Myths of Quality -- 6. Framing the Faculty Role: Graduate School, Departments, and the Price of Change -- 7. The Myth of Unity and the Paradox of Effort -- 8. Faculty Expertise and the Myth of Teacher Professionalism -- 9. Trial Run: The Case of the Degree Qualifications Profile -- Part III: Learning to Change, Changing to Learn -- 10. Seeds of Change -- 11. How Do People Learn to Change? -- 12. Diffusing Innovation by Making Peer Groups -- 13. Promoting Innovation through Scholarly Teaching -- 14. The Teaching Inventory and Portfolio -- 15. The Outcomes Transcript and Portfolio -- 16. Changing the Faculty Endowment -- 17. Creating a Market for Education -- 18. Levers for Change: A New Accountability -- Acknowledgments -- Notes -- Bibliography -- Index -- About the author |
| title_auth | The instruction myth : why higher education is hard to change, and how to change it / |
| title_exact_search | The instruction myth : why higher education is hard to change, and how to change it / |
| title_full | The instruction myth : why higher education is hard to change, and how to change it / John Tagg. |
| title_fullStr | The instruction myth : why higher education is hard to change, and how to change it / John Tagg. |
| title_full_unstemmed | The instruction myth : why higher education is hard to change, and how to change it / John Tagg. |
| title_short | The instruction myth : |
| title_sort | instruction myth why higher education is hard to change and how to change it |
| title_sub | why higher education is hard to change, and how to change it / |
| topic | Education, Higher Aims and objectives United States. Universities and colleges United States Administration. http://id.loc.gov/authorities/subjects/sh85141150 Educational change United States. Enseignement supérieur Finalités États-Unis. Enseignement Réforme États-Unis. EDUCATION General. bisacsh Education, Higher Aims and objectives fast Educational change fast Universities and colleges Administration fast |
| topic_facet | Education, Higher Aims and objectives United States. Universities and colleges United States Administration. Educational change United States. Enseignement supérieur Finalités États-Unis. Enseignement Réforme États-Unis. EDUCATION General. Education, Higher Aims and objectives Educational change Universities and colleges Administration United States |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=2275691 |
| work_keys_str_mv | AT taggjohn theinstructionmythwhyhighereducationishardtochangeandhowtochangeit AT taggjohn instructionmythwhyhighereducationishardtochangeandhowtochangeit |