The variation in academics’ experiences of teaching in an intense, residential study centre compared with their traditional university settings

Pritchard, J. and MacKenzie, J. (2011) The variation in academics’ experiences of teaching in an intense, residential study centre compared with their traditional university settings. Journal of Further and Higher Education, 35(3), pp. 339-353. (doi: 10.1080/0309877X.2011.558893)

Abstract

This article explores how teachers’ experiences of teaching accelerated courses in a residential setting compared with their experiences of teaching in their traditional contexts. The article looks at how teachers responded to the opportunities the accelerated format provided and caused them to revisit not only what they taught, but how they taught. Teaching in an intense residential setting also allowed teachers to be more aware of their students as learners and caused them to revisit the purpose of higher education. Suggestions are made for how accelerated courses could be seen as part of an academic year as they offer advantages to both teacher and student.

• Item Type: Articles
• Additional Information: This is an Author's Accepted Manuscript of an article published in the Journal of Further and Higher Education 35(3):339-353 2011 copyright Taylor and Francis, available online at: http://www.tandfonline.com/10.1080/0309877X.2011.558893
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: MacKenzie, Dr Jane
• Authors: Pritchard, J., and MacKenzie, J.
• College/School: University Services > Learning and Teaching Services Division
• Journal Name: Journal of Further and Higher Education
• Publisher: Routledge
• ISSN: 0309-877X
• ISSN (Online): 1469-9486
• Published Online: 25 March 2011
• Copyright Holders: Copyright © 2011 The Authors
• First Published: First published in Journal of Further and Higher Education 35(3):339-353
• Publisher Policy: Reproduced in accordance with the copyright policy of the publisher