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This book exemplifies the growing involvement of universities in professional education at its highest level. It also demonstrates the increasing importance of education for the professions in the work of universities.
It contains a wealth of practical examples and ideas about how universities can respond to the changing needs of students' initial professional training, continuing professional development and lifelong learning.
At the heart of the book is a series of analytical case studies of developing practices that respond to the challenges to higher education at the start of the new millennium. These chapters address important themes in developing professional HE: partnership, independent learning, reflective practice, new technologies, intranets, world wide web, distance learning, the international dimension, work readiness, assessment and standards. Many of the case studies test out ideas in action.
The result is a valuable handbook for practitioners of professional education in HE and an important resource for staff and educational developers and higher education managers.
List of contents
Foreword
Preface and Acknowledgements
Part One: Setting the Scene
Life long learning and professional higher education
Issues of professionalism in higher education
University education for developing professional practice
Part Two: Case Studies
Partnership in higher education
Independent learning and reflective practice
Using the new learning technologies
Using the Internet and the world wide web
Distance learning and the international dimension
Preparation for professional practice
Assessment and Standards
Part Three: New Directions
A framework for personal and professional development
Professional doctorates: the development of researching professionals
Practitioner centred research
References
Index.
About the author
Tom Bourner is Professor of Personal and Professional Development in the Faculty of Business at the University of Brighton. He heads the Management Development Research Unit and is responsible for the development of research into Higher Education across the university.
Tim Katz is a Principal Lecturer in Engineering as well as a member of the Centre for Learning and Teaching, devising courses and teaching methods aimed at professional competence in design, engineering and higher education teaching.
David Watson is Director of the University of Brighton. His academic interests are in the history of ideas and higher education policy. In the latter field he has contributed notably to developments in course design, in professional education and in institutional management.
