This text explores how academics face up to radical changes in the learning environment. With the implementation of new technologies to support teaching and learning there is a need for more strategic approaches to teaching and learning.

This book examines not only the assessment of student learning but the assessment of institutions, the programmes they offer, and the teaching they provide. It describes in detail the significant developments that have taken place over the last decade in the field, and clarifies the different meanings of the term assessment that are now in use.

“This book closes a gap in the PBL literature. It is a thoroughly researched, well documented and engagingly written three part harmony addressing conceptual frames, recurring themes, and broadening horizons. An essential addition to your library.” Professor Karl A. Smith, University of Minnesota “…a comprehensive guide for those new to PBL, and suitable for those new to teaching or for the more experienced looking for a new challenge.” Dr Liz Beaty, Director (Learning and Teaching), HEFCE “This book vividly articulates the key ideas of PBL and provides new PBL practitioners with key guiding posts for its implementation. It is an excellent contribution to the art of using PBL.” Associate Professor Oon-Seng Tan, Nanyang Technological University, Singapore ·What is problem-based learning? ·How can it be used in teaching? · How does problem-based learning affect staff and students? · How do we assess and evaluate it? Despite the growth in the use of problem-based learning since it was first popularised, there have been no resources to examine the foundations of the approach and offer straightforward guidance to those wishing to explore, understand, and implement it. This book describes the theoretical foundations of problem-based learning and is a practical source for staff wanting to implement it. The book is designed as a text that not only explores the foundations of problem-based learning but also answers many of the frequently-asked questions about its use. It has also been designed to develops the reader's understanding beyond implementation, including issues such as academic development, cultural, diversity, assessment, evaluation and curricular models of problem-based learning. Foundations of Problem-based Learning is a vital resource for lecturers in all disciplines who want to understand problem-based learning and implement it effectively in their teaching.

Engaging Resistance: How Ordinary People Successfully Champion Change offers an empirically based explanation that expands our understanding about the nature of resistance to organizational change and the effects of champion behavior. The text presents a new model describing how resistance occurs over time and details what change proponents can do throughout three engagement periods to effectively work with hesitant colleagues. The book's findings are illuminated by examples of six different resistance cases, embedded in the transformation sagas of two real-world organizations. A fundamental premise of this work is that resistance should not be something to avoid or squash as people work to change their organizations. In fact, resistance can be viewed as a natural, healthy part of an organic process. When engaged properly, resisters can help to improve change efforts and strengthen an organization's overall transformation.

Offers discussion, advice, expert opinion and case studies of best practice, covering the various parts of academic practice that are associated with career progression and promotion. The book is particularly aimed at education professionals aspiring to develop leadership responsibilities.

In this book leading researchers in the field analyse in-depth the many changes that have taken place in learning and teaching in higher education over the last thirty years, with a detailed look at likely and desirable scenarios in the future.