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Populism and higher education curric...

Reilly, John E.

Populism and higher education curriculum developmentproblem based learning as a mitigating response /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Populism and higher education curriculum developmentedited by Romeo V. Turcan, John E. Reilly.
Reminder of title:	problem based learning as a mitigating response /
other author:	Turcan, Romeo V.
Published:	Cham :Springer International Publishing :2020.
Description:	xxxvi, 446 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Education, HigherCurricula.
Online resource:	https://doi.org/10.1007/978-3-030-47376-1
ISBN:	9783030473761$q(electronic bk.)

Populism and higher education curriculum developmentproblem based learning as a mitigating response /
Populism and higher education curriculum developmentproblem based learning as a mitigating response /[electronic resource] :edited by Romeo V. Turcan, John E. Reilly. - Cham :Springer International Publishing :2020. - xxxvi, 446 p. :ill., digital ;24 cm.

Chapter 1. Politics and Curriculum Content in a Global Perspective: Addressing the Populism Tsunami; John E. Reilly and Romeo V. Turcan -- Chapter 2. Making Sense of Emerging Populist Agendas; Peter Scott -- Chapter 3. Challenges for the University: Recovering Authentic Liberal Culture during Ascendant and Populist Neoliberalism; Nikhilesh Dholakia, A. Fuat Fırat, Aras Ozgun, and Deniz Atik -- Chapter 4. The Origins of the Current 'Crisis' facing British Universities: Ideology or Incrementalism; John Baldock -- Chapter 5. The Paradox of Democracy; Samuel Rachlin -- Chapter 6. Modern Border Security; Rt Hon Bruce George, OBE -- Chapter 7. Management, Philosophy and Consciousness in the shaping of PBL; Michael Fast and Woodrow W. Clark II -- Chapter 8. Is University Management Part of the Problem or Part of the Solution for PBL Development and Critical Thinking?; Birgitte Gregersen -- Chapter 9. The Socially Engaged University: The Complexities of Business Relations under the New Political Paradigm; Olav Jull Sørensen -- Chapter 10. Stakeholder Politics and PBL Curriculum: A Learner Perspective; Maria Kriegsbaum and Bernadett Deak -- Chapter 11. Internships: Meeting Stakeholder Demand for Vocational Curriculum? Benefits and Costs of PBL Based Practice-Learning; Jesper Lindgaard Christensen -- Chapter 12. PBL: A Teaching and Learning Concept is Facing Artificial Intelligence; Ralph Dreher and Gesine Haseloff -- Chapter 13. PBL and Social Inclusion; Sofia Daskou and Nikolaos Tzokas -- Chapter 14. Establishing a Link between Meaning and Success via PBL: Rethinking Entrepreneurship and Communication; Kim Malmbak Møller, Mads, Lauridsen, and Jeppe Spedtsberg -- Chapter 15. Storytelling Sustainability in Problem-Based Learning; Kenneth Mølbjerg Jørgensen and David M. Boje -- Chapter 16. Liquid Times - Newness and Uncertainty: An Innovative AAU PBL Response; Romeo V. Turcan -- Chapter 17. In my End is my Beginning; John E. Reilly and Romeo V. Turcan.

This book explores the extent to which populism and the populist agenda is influencing curriculum content and learning methods in higher education. Against a background of increasing inequalities and a rising tide of nationalism and populism, this book raises concerns that populism - and its various manifestations - represents a grave challenge to learning. Using problem based learning as a case study, the editors and contributors draw on a range of cross-disciplinary studies from various regions to examine how regional, national and organizational perspectives emphasise different aspects of PBL. In doing so, they question whether PBL provides an effective response to external influences, or offers a counter force to a 'populist' higher education agenda. Has the learner become the centre of the process, or are they simply a reflection of the external forces shaping curriculum? This book will appeal to scholars of problem based learning, as well as populism and the role of higher education in society. Romeo V. Turcan is Professor of International Entrepreneurship and Organization Studies at the Department of Business Studies at Aalborg University, Denmark. His main research interests relate to cross-disciplinary organisation theory building, legitimation of new sectors and new ventures. John E. Reilly is a higher education consultant with wide European and international experience. He is a member of the UK Bologna Experts team, having full understanding of the Bologna process and the European Commission modernization agenda.

ISBN: 9783030473761$q(electronic bk.)

Standard No.: 10.1007/978-3-030-47376-1doiSubjects--Topical Terms:

319135
Education, Higher
--Curricula.

LC Class. No.: LB2361 / .P67 2020

Dewey Class. No.: 378.199

Populism and higher education curriculum developmentproblem based learning as a mitigating response /
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505 0 $a Chapter 1. Politics and Curriculum Content in a Global Perspective: Addressing the Populism Tsunami; John E. Reilly and Romeo V. Turcan -- Chapter 2. Making Sense of Emerging Populist Agendas; Peter Scott -- Chapter 3. Challenges for the University: Recovering Authentic Liberal Culture during Ascendant and Populist Neoliberalism; Nikhilesh Dholakia, A. Fuat Fırat, Aras Ozgun, and Deniz Atik -- Chapter 4. The Origins of the Current 'Crisis' facing British Universities: Ideology or Incrementalism; John Baldock -- Chapter 5. The Paradox of Democracy; Samuel Rachlin -- Chapter 6. Modern Border Security; Rt Hon Bruce George, OBE -- Chapter 7. Management, Philosophy and Consciousness in the shaping of PBL; Michael Fast and Woodrow W. Clark II -- Chapter 8. Is University Management Part of the Problem or Part of the Solution for PBL Development and Critical Thinking?; Birgitte Gregersen -- Chapter 9. The Socially Engaged University: The Complexities of Business Relations under the New Political Paradigm; Olav Jull Sørensen -- Chapter 10. Stakeholder Politics and PBL Curriculum: A Learner Perspective; Maria Kriegsbaum and Bernadett Deak -- Chapter 11. Internships: Meeting Stakeholder Demand for Vocational Curriculum? Benefits and Costs of PBL Based Practice-Learning; Jesper Lindgaard Christensen -- Chapter 12. PBL: A Teaching and Learning Concept is Facing Artificial Intelligence; Ralph Dreher and Gesine Haseloff -- Chapter 13. PBL and Social Inclusion; Sofia Daskou and Nikolaos Tzokas -- Chapter 14. Establishing a Link between Meaning and Success via PBL: Rethinking Entrepreneurship and Communication; Kim Malmbak Møller, Mads, Lauridsen, and Jeppe Spedtsberg -- Chapter 15. Storytelling Sustainability in Problem-Based Learning; Kenneth Mølbjerg Jørgensen and David M. Boje -- Chapter 16. Liquid Times - Newness and Uncertainty: An Innovative AAU PBL Response; Romeo V. Turcan -- Chapter 17. In my End is my Beginning; John E. Reilly and Romeo V. Turcan.
520 $a This book explores the extent to which populism and the populist agenda is influencing curriculum content and learning methods in higher education. Against a background of increasing inequalities and a rising tide of nationalism and populism, this book raises concerns that populism - and its various manifestations - represents a grave challenge to learning. Using problem based learning as a case study, the editors and contributors draw on a range of cross-disciplinary studies from various regions to examine how regional, national and organizational perspectives emphasise different aspects of PBL. In doing so, they question whether PBL provides an effective response to external influences, or offers a counter force to a 'populist' higher education agenda. Has the learner become the centre of the process, or are they simply a reflection of the external forces shaping curriculum? This book will appeal to scholars of problem based learning, as well as populism and the role of higher education in society. Romeo V. Turcan is Professor of International Entrepreneurship and Organization Studies at the Department of Business Studies at Aalborg University, Denmark. His main research interests relate to cross-disciplinary organisation theory building, legitimation of new sectors and new ventures. John E. Reilly is a higher education consultant with wide European and international experience. He is a member of the UK Bologna Experts team, having full understanding of the Bologna process and the European Commission modernization agenda.
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