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dc.contributor.authorSmith, Karen
dc.date.accessioned2015-04-02T10:19:02Z
dc.date.available2015-04-02T10:19:02Z
dc.date.issued2008-10
dc.identifier.citationSmith , K 2008 , ' ‘Who do you think you’re talking to?’ : the discourse of learning and teaching strategies ' , Higher Education , vol. 56 , no. 4 , pp. 395-406 . https://doi.org/10.1007/s10734-007-9100-6
dc.identifier.issn0018-1560
dc.identifier.otherPURE: 8335021
dc.identifier.otherPURE UUID: fb191ba5-0ef4-4521-a20e-aba6385b512d
dc.identifier.otherScopus: 50249174601
dc.identifier.urihttp://hdl.handle.net/2299/15733
dc.description.abstractAs part of the ongoing enhancement and assurance of quality in the UK higher education sector, universities have been required by the Higher Education Funding Council of England to prepare learning and teaching strategies since 1999. As part of an institutional strategy development process, an investigation of currently available strategies was carried out. The research reported here uses a critical discourse approach to analyse a sample of UK learning and teaching strategies. The results show a set of highly impersonalized texts, where staff are largely absent and students are objectified. Such findings raise questions about whether the learning and teaching strategy discourse disengages the very people who ‘make and shape’ policy, thus inhibiting institutional enhancement of learning and teaching practices.en
dc.language.isoeng
dc.relation.ispartofHigher Education
dc.title‘Who do you think you’re talking to?’ : the discourse of learning and teaching strategiesen
dc.contributor.institutionSchool of Education
dc.contributor.institutionSocial Sciences, Arts & Humanities Research Institute
dc.description.statusPeer reviewed
dc.relation.schoolSchool of Education
dcterms.dateAccepted2008-10
rioxxterms.versionofrecordhttps://doi.org/10.1007/s10734-007-9100-6
rioxxterms.typeJournal Article/Review
herts.preservation.rarelyaccessedtrue


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