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fbtwitterlinkedinvimeoflicker grey 14rssslideshare1
Brady, Norman (2013)
Languages: English
Types: Doctoral thesis
Subjects: LB

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
This is a single case study of undergraduate business curriculum design and pedagogic practice in a post-1992 university business school (UBS). The central aim of the research was to investigate the factors that combined to influence the design and enactment of the BA Business Studies and BA Entrepreneurship and Innovation programmes. Data were collected using semi-structured interviews with academics from the department of Systems and Management and a documentary review of programme texts. The data were analysed within an analytical framework which brings together Bhaskar's critical realism, Fairclough's critical discourse analysis and Bernstein's theory of the pedagogic device. This thesis contends that the undergraduate curriculum in UBS has become recontextualised as a business project which frames knowledge as a commodity for the purposes of income generation, pedagogy as a rational, 'quality-assured' system for its 'delivery' and academics as the 'deliverers'. The pedagogic codes which underpin this model legitimise knowledge as narrow projections of business practices and confine didactics to behaviourist, sometimes incoherent, approaches to knowledge generation predicated on 'employability' and 'transferable skills'.
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

    • Appendix 1 Participant Information Sheet...............................................................210 Appendix 2 Participant consent form.......................................................................211 Appendix 3 Thesis Timeline....................................................................................212 Appendix 4 Participant profiles / Interview Schedule..............................................213 Appendix5 UBS Case study data base.....................................................................214 Appendix 6 Glossary of terms - Critical discourse analysis - Main Concepts Applied............................................................................................215 Appendix 7 Nvivo 9.2 codes / nodes........................................................................216 Appendix 8 Extract from one interview transcript...................................................217 Appendix 9 Sample of interview questions..............................................................222 Tables
    • Table 1 The Domains of Reality ............................................................................................66 Table 2 Content analysis of UBS document Plan A 2010-13.................................................97 Table 3 Content analysis of participant identity descriptors.................................................110 Table 4 Typology of dissociation amongst participants at UBS..........................................114 Table 5 The Focal Programmes ...........................................................................................127 Table 6 Statement of pedagogy ............................................................................................142 Table 7 Sample Course Specification ..................................................................................144 Table 8 Frequency of use of the words 'skills' and 'competence in UBS and QAA quality assurance documents.............................................................................................................158 Table 9 Summary of course assessment formats in the focal programmes.........................169 Table 10 Sample of assessment criteria customised from UBS-QA assessment template...170 Table 11 Business Plan assessment criteria..........................................................................171 Figures
    • Newman, M. 2009. Do you want to be in my gang? Times Higher Education Supplement November 19. Available at: http://www.timeshighereducation.co.uk/story.asp?storycode=409118.
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    • Studies in Higher Education, 21: 1, pp. 5-16.
    • Randle, K., and N. Brady. 1997. Managerialism and professionalism in the 'cinderella service.' Journal of Vocational Education and Training, 49: 1, pp. 121- 139.
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    • Rich, T., and Scott, C. 1997. Modularisation and Semesterisation: ringing the changes. Perspectives 1: 3, pp.70-76.
    • Richardson, L., and E.A. St. Pierre, 2005. Writing: A method of Inquiry. In In Denzin N.K. and Lincoln Y.S. (eds.) pp. 959-979. The Sage Handbook of Qualitative Research. London: Sage Publications.
    • Richardson, R. 2010. University place shortage 'hitting 150,000 students', available at: http://www.bbc.co.uk/news/education-11036059.
    • NVIV0 9.2 NODES / CODES
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