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Lambert, Cath, Parker, Andrew 
ORCID: 0000-0001-6842-3067 and Neary, Michael
(2007)
Entrepreneurialism and critical pedagogy: reinventing the higher education curriculum.
Teaching in Higher Education, 12 (4).
pp. 525-537.
doi:10.1080/13562510701415672
Abstract
This paper presents an analysis of the ways in which UK higher education (HE) has become increasingly commercialised and commodified in the post-1980s. It critiques the strategies adopted by successive UK governments to reinvigorate the relationship between educational and economic life, and to facilitate a more corporate and entrepreneurial spirit within the academy in line with the pressures of a ‘knowledge-based economy’. Arguing for a more critical exploration of teaching and learning within HE, the paper presents evidence from work carried out by the Reinvention Centre for Undergraduate Research, a Centre for Excellence in Teaching in Learning (CETL) which adopts a research-based learning approach to teaching and learning at undergraduate level.1 Within the context of ongoing debates surrounding the relationship between teaching, learning and research in UK HE, the paper advocates a reinvention of curriculum design through an engagement with the broader principles of critical pedagogy, and in so doing, presents a critical engagement with the commercialisation of HE.
| Item Type: | Article |
|---|---|
| Article Type: | Article |
| Subjects: | L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB2300 Higher Education L Education > LB Theory and practice of education > LB2361 Curriculum |
| Divisions: | Schools and Research Institutes > School of Education and Science |
| Research Priority Areas: | Health, Life Sciences, Sport and Wellbeing |
| Depositing User: | Anne Pengelly |
| Date Deposited: | 22 Jun 2015 09:56 |
| Last Modified: | 31 Aug 2023 09:11 |
| URI: | https://eprints.glos.ac.uk/id/eprint/2365 |
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