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Title of Simon Paul Atkinson: "Simon Paul Atkinson – Enhancing Institutional Outcomes"
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Course designs are full of implicit epistemological commitments. When a course requires students to construct an argument from primary sources and defend it against alternative interpretations, it assumes that knowledge is tentative, contested, and arrived at through reasoned inquiry.
When a course asks students to master an established body of technique and app...
There are three broad categories of institutional response to the higher education financial sustainability crisis: defensive, transitional, and structural. Defensive responses (cost-cutting and enrolment marketing) preserve the existing model at a reduced scale. Transitional responses (revenue diversification and credential innovation) modify the business model without refor...
Expertise can create a systematic obstacle in course design when faculty and learning designers treat disciplinary norms as self-evident. Students enter higher education with significant misconceptions about their chosen fields, shaped by popular culture, recruitment materials, and school experien...
Traditional whole-group teaching remains the most prevalent format in higher education, despite evidence that it is often the least effective at fostering deep understanding. Practice Note No. 3 argues that the lecture is primarily a design challenge rather than a format problem. Evidence shows that students in active learning environments consistently outper...
Course design teams often rely too heavily on academic entry requirements, inadvertently building curricula for an idealised student cohort that mirrors their own background. To address this structural problem, the Student Inclusion Model (derived from the work of Taylor and May) provides a framework for understanding the diversity of actual learners. It challenges educators ...