Building Knowledge in Higher Education: Enhancing Teaching and Learning with Legitimation Code Theory...

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Christine Winberg (Cape Peninsula University of Technology, South Africa) Sioux McKenna (Rhodes University, USA)

Building Knowledge in Higher Education

Enhancing Teaching and Learning with Legitimation Code Theory

Christine Winberg (Cape Peninsula University of Technology, South Africa), Sioux McKenna (Rhodes University, USA), Kirstin Wilmot (University of Sydney, Australia)

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English

Routledge
10 July 2020

Higher & further education, tertiary education; Teaching skills & techniques

Series: Legitimation Code Theory

From pressures to become economically efficient to calls to act as an agent of progressive social change, higher education is facing a series of challenges. There is an urgent need for a rigorous and sophisticated research base to support the informed development of practices. Yet studies of educational practices in higher education remain theoretically underdeveloped and segmented by discipline and country. Building Knowledge in Higher Education illustrates how Legitimation Code Theory is bringing research together from across the disciplinary map and enabling practical change in a rigorously theorized way.

The volume addresses both students and educators. Part I explores ways of supporting student achievement from STEM to the arts, from introductory courses to doctoral training, and from using new digital media to reflective writing. Part II focuses on academic staff development in higher education, reaching from curriculum design to pedagogic practices. All chapters focus on issues of contemporary relevance to higher education, showing how Legitimation Code Theory enables these issues to be understood and practices improved.

Building Knowledge in Higher Education brings together internationally renowned scholars in higher education studies, academic development, academic literacies, and sociology, with some of the brightest new researchers. The volume significantly extends understandings of teaching and learning in changing higher education contexts and so contributes to educational research and practice. It will be essential reading not only to scholars and students in these fields but also to scholars and educators in higher education more generally.

Edited by: Christine Winberg (Cape Peninsula University of Technology South Africa), Sioux McKenna (Rhodes University, USA), Kirstin Wilmot (University of Sydney, Australia)
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions: Height: 234mm, Width: 156mm,
Weight: 453g
ISBN: 9780367463335
ISBN 10: 0367463334
Series: Legitimation Code Theory
Pages: 294
Publication Date: 10 July 2020
Audience: College/higher education , Primary
Format: Paperback
Publisher's Status: Active

Christine Winberg is a leading scholar in work-integrated learning, in which she holds a South African Research Chair. Sioux McKenna is a renowned scholar in higher education studies. Kirstin Wilmot is an emerging scholar in the field of doctoral education. All three are associate members of the LCT Centre for Knowledge-Building.