There is a strong perception that in order to ensure fiscal self-sufficiency and sustainability university managers focus more on the profit-driven ‘business’ of education than on the education process itself. Using sophisticated marketing strategies to increase ‘market share’, universities compete for students who pay for educational ‘products’ rather than for the opportunity to engage in a transformative learning process. The drive for ‘efficiencies’ in teaching and learning has led to an increasingly casualised and poorly resourced teaching workforce who must manage large and diverse cohorts, often in environments that enable little or no face-to-face interaction. Reduced teaching and learning budgets mean that even the most dedicated educator struggles to provide meaningful, student-centred curriculum and feedback for learning.
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