Tran, Danielle (2017) Editor's Introduction. Compass: Journal of Learning and Teaching, 10 (3). ISSN 2044-0073 (Print), 2044-0081 (Online) (doi:https://doi.org/10.21100/compass.v10i3.701)

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Abstract

This issue of Compass is delightfully varied in content and tone, living up well to the journal’s title. One of its opinion pieces considers how accelerated degrees need to evolve in a marketised Higher Education context; another takes a cynical stance to that very context; a contrasting third identifies an aspect of primary education policy and practice as the source of a possibly chronic failure by some students to use punctuation properly in their written submissions. Contrasting case studies demonstrate: the need for higher education institutions to understand better how to value those pursuing a doctorate and thus to engender in them identity and a true sense of belonging; the potency of play in transforming the way universities, their staff and their students interact, with correspondingly positive impact on teaching and learning, as well as on collaboration and morale.

Item Type:	Article
Uncontrolled Keywords:	Compass, accelerated degrees, identity, belonging, primary education policy, punctuation
Subjects:	L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1501 Primary Education L Education > LB Theory and practice of education > LB2300 Higher Education
Faculty / School / Research Centre / Research Group:	Greenwich Research into Innovative Pedagogies (GRIP) Educational Development Unit
Last Modified:	04 Dec 2018 15:55
URI:	http://gala.gre.ac.uk/id/eprint/18936

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