Sarah Mann currently works as a Senior Lecturer in the Learning and Teaching Centre at the University of Glasgow where she heads up the Academic Development Unit and is responsible for the MEd in Academic Practice. The current focus of her work is on the institutionalization of learning in higher education and its potentially alienating effect on the student experience. She has been involved in the field of is, she worked as a lecturer in the Department of Management Learning at the University of Lancaster. Though her work has more recently been theoretical, it is informed by qualitative research which seeks to understand educational events and processes from the perspective of the individual participant.
List of figures and tables | p. viii |
Acknowledgements | p. ix |
Introduction | p. 1 |
The student experience | p. 19 |
Student approaches to learning | p. 21 |
The experience of being a student | p. 29 |
The institution as a context for learning | p. 53 |
Context and power | p. 55 |
The economic and social functions of higher education | p. 69 |
The institutionalisation of time, space, activity and the self | p. 84 |
Learning as discursive practice | p. 97 |
The special case of assessment | p. 113 |
Possible futures: concentration or differentiation | p. 127 |
Concentration: the self and the limiting forces of the institution | p. 129 |
Differentiation: the enabling forces of the institution | p. 136 |
Notes | p. 147 |
Appendix Table of studies of the student experience | p. 150 |
References | p. 157 |
Index | p. 171 |
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