Against a background of increasing inequality and a rising tide of nationalism and populism, this book raises concerns that curriculum is being shaped by powerful non-academic, non-accountable forces and that populism – and its manifestations – represent a grave challenge to learning. It explores the extent to which curriculum and learning methods in higher education should respond to this challenge. Using problem based learning as a case study it draws on crossdisciplinary studies to examine how regional, national and organizational perspectives emphasize different aspects of PBL. It questions whether PBL provides an effective response to external influences and a ‘populist’ higher
education agenda. In conclusion the book poses an uncomfortable question whether graduates reflect the external forces shaping curriculum and hence may be as vulnerable to populist rhetoric as non-graduates precisely because the curriculum and learning methods do not engage with the challenges. This book will appeal to scholars of problem based learning, as well as populism and the
role of higher education in society.
Author(s): Romeo V. Turcan, John E. Reilly
Publisher: Palgrave Macmillan
Year: 2021
Language: English
Pages: 446
City: Cham
Foreword
Preface
Acknowledgements
Contents
Notes on Contributors
List of Figures
List of Tables
List of Vignettes
Part I: Setting the Scene
1: Politics and Curriculum Content in a Global Perspective: Addressing the Populism Tsunami
Setting the Scene
Populism
Radicalisation, Extremism, Fundamentalism
Fake News/Post-Truth
Denialism
Artificial Intelligence
An Overview of the Book
References
Part II: Populism in Globalized World
2: Making Sense of Emerging Populist Agendas
Introduction
The Many Faces of ‘Populism’
The Roots of Populism
Challenges for Higher Education
The Socio-Economic Challenge
The Cultural and Ideological Challenge
Fighting Back: Meeting the Challenges of Populism
Fair Access
The Curriculum, Learning and Teaching
New Patterns of Research
Conclusion
References
3: Challenges for the University: Recovering Authentic Liberal Culture During Ascendant and Populist Neoliberalism
Introduction
Emergence of the Liberal University Ideal-Type and the Autonomous Academy
Challenges Arising from Neoliberalism and Populism
Structural Effects
Ideological Effects
Effects on Work Processes and Conditions
Four Perspectival Positions: Intersecting, Overlapping, Conflicting
Boards and Administrators
The Faculty: The Academy
Students
External Entities
Recovering and Restoring the Autonomy of the Academy: Ameliorative Pathways
References
4: The Origins of the Current ‘Crisis’ Facing British Universities: Ideology or Incrementalism
Introduction
New Realties
University Autonomy and Accountability
Towards a Fee-Driven System
The Impact of the Fee-Driven System
Conclusion
References
5: The Paradox of Democracy
Introduction
Brexit
The European Spring
The Time
... And Fewer Too Little
At the Crossroads
The First Cyber World War
The Backbone of Nationalism
System Critics
Downfall
References
6: Modern Border Security
Editors’ Introduction
Setting the Scene
The EU and Schengen: Now and into the Future
The UK Experience
Existing Provision of UK Border Security
E-Borders
Conclusion
References
Part III: Problem Based Learning as a Mitigating Response
7: Management, Philosophy and Consciousness in the Shaping of Problem-Based Learning
Introduction
Contradictions in the Discourse of Management of Education
A Philosophical and Scientific Perspective in Education: Development of the Self
Students, Science and Philosophy of Science
Understanding Interrelations in Engagement
Engagement
Development of a Foundation to Understand and Be Open
The Context of Learning and Self-Development
Self-Interaction
Interaction with Others in a Learning Context
Conclusion
References
8: Is University Management Part of the Problem or Part of the Solution for Problem-Based Learning Development and Critical Thinking?
Introduction
Silo Thinking in Education and Research as Blocking Mechanism
Engaged Scholarship: Synchronizing and Integrating the University Three Missions—Teaching, Research, and External Collaboration
Aligning University Governance Structures to a PBL Approach to Foster Experiment and Critical Thinking
PBL Qualifications for All Teaching Staff
Collaboration, Recognition, and Support from External Partners and Employers
Allocation of Resources and Facilities
Management Understanding of Their Management Task
Conclusion
References
9: The Socially Engaged University: The Complexities of Business Relations Under the New Political Paradigm
Introduction
A Model of the Socially Engaged University
Synergy from Integrating Two Types of Knowledge
The Foundation for the SEU Model in the Concept of Learning
The Concept of Social Reality and Experience
Synergy from Integrating Two Types of Organizations
How Knowledge Is Configured Within a Company
How Knowledge Is Configured Between University and Company
How Collaboration Is Organized over Time (Outreach)
Three Perspectives on University-Business Collaboration
Collaboration from a Communication/Transparency Perspective
Collaboration from a Structural-Organizational Perspective
Collaboration from a Conflictual Value and Interest Perspective
Collaboration from a Methodological Perspective
Conclusion
References
10: Stakeholder Politics and PBL Curriculum: A Learner’s Perspective
Introduction
Authors’ Reflections
Maria Kriegsbaum
Bernadett Deak
Aalborg PBL Model from Learner Perspective
Case Study Examples of MSc International Business Economics Programme, 2016–2017
Corporate Versus Student World
Recommendations for Enhancing the PBL Model
Conclusion
References
11: Internships: Meeting Stakeholder Demand for Vocational Curriculum? Benefits and Costs of PBL-Based Practice Learning
Introduction
University-Industry Collaboration
Bilateral Knowledge Production and Exchange
Skills and Knowledge Embedded in Human Capital, Students, as well as Staff
Internships: Towards Skills, Knowledge, and Collaboration Enhancement
An USIC Model: Undergraduate Students in Cooperation with Firms
The Context: Aalborg University and Problem-Based Learning
Preparation and Set-Up of the USIC Model
The Content of the USIC Model
Assessment: Costs and PBL
Does It Work? An Assessment from Firms
Assessment of the Overall Idea
Assessments of the Firms’ Guidance and Work with the Students
Assessing Students’ Preparation and Teamwork
Assessing Benefits for Students
Benefits for Firms
Discussion: Outcomes and Measurement
Benefits for Students
Benefits for Firms
Benefits for Business Schools
Costs
Conclusions
References
Part IV: Problem-Based Learning Supporting Global Agendas
12: PBL: A Teaching and Learning Concept Is Facing Artificial Intelligence
Introduction
What Is “Digital Value Creation”?
What Are the Consequences?
What Are the Necessities for Educational Processes?
Problem-Based Learning as a Key Instrument
Curricular Consequences
The Problem with Assessment and Grading
Conclusion
References
13: PBL and Social Inclusion
Introduction
The Ontology of Social Inclusion
An Understanding of Social Inclusion
Perspectives of Social Inclusion in the Context of Education
The Pedagogy of Problem Based Learning
The Purpose and Process of PBL
Methods and Contexts of Applications of PBL
Case Study 1: Learning Model of Beacon College
Case 2: PBL at Nottingham Trent University
The Effects of PBL in the Facilitation of Social Inclusion
Emerging Propositions: PBL Curriculum Development to Inspire Social Inclusion
Conclusion
References
Further Reading
14: Establishing a Link Between Meaning and Success Via PBL: Rethinking Entrepreneurship and Communication
Introduction
Relevance and Research Question
The Role of Philosophy in Entrepreneurship Research
A Trinary Concept
Finding Meaning
Volitions and Meaning
Sensemaking
Meaning and Success
Conclusion: Enlightenment and Identity
References
15: Storytelling Sustainability in Problem-Based Learning
Introduction
Natality and Multi-Species Storytelling
The Chthulucene, Natality and a Terra-Politics
A Terra-Political Storytelling Framework for Problem-Based Learning
Problem-Based Learning and the UN Sustainable Development Goals
A Methodology for Management Education in the Terrapolis
True Storytelling
Phase 1: What Is True Storytelling Now?
Phase 2: How to Plan the Future?
Phase 3: When and where to Do Projects?
Phase 4: Reflect on Outcomes
Conclusions: Becoming more Dialogical
References
16: Liquid Times – Newness and Uncertainty: An Innovative AAU PBL Response
Introduction
Navigating Liquid Modernity
Innovating AAU PBL Model
Getting to Understand PBL
Innovating AAU PBL
Conclusion
References
Part V: Concluding Remarks
17: In My End Is My Beginning
Introduction
Discussion
Populism and Politics of PBL: A Way Forward
References
Index
