Overview
- Examines how populism affects curriculum and learning methods
- Asks if problem based learning offers an effective response to external forces
- Analyses problem based learning against a time of rising inequality and nationalism
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About this book
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.
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.
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Keywords
Table of contents (17 chapters)
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Front Matter
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Setting the Scene
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Front Matter
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Populism in Globalized World
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Front Matter
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Problem Based Learning as a Mitigating Response
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Front Matter
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Problem-Based Learning Supporting Global Agendas
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Front Matter
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Reviews
"Writing in the midst of the Covid 19 pandemic, it is arresting to read a book that identifies the challenge of a totally different type of pandemic – Populism - and the threat which it poses to the academic world. This is a timely, thought provoking book precisely because it is searching for a type of academic vaccine to the undermining threats of populism, which will require wholehearted engagement to achieve."
—Professor Ilan Alon, Department of Management, University of Agder, Norway
"Turcan and Reilly have crystallised what people working in and around higher education have begun to feel. In the book, the seismic shifts affecting the top tiers of academe are laid bare and their consequences on the sector explored. The range of voices brought together in the volume lead to recommended priorities and possible pathways for those engaged in curriculum design, learning development, research, and research dissemination."
—Dr Simon Haslam, Visiting Fellow, Durham University Business School, UK
—Professor Ilan Alon, Department of Management, University of Agder, Norway
"Turcan and Reilly have crystallised what people working in and around higher education have begun to feel. In the book, the seismic shifts affecting the top tiers of academe are laid bare and their consequences on the sector explored. The range of voices brought together in the volume lead to recommended priorities and possible pathways for those engaged in curriculum design, learning development, research, and research dissemination."
—Dr Simon Haslam, Visiting Fellow, Durham University Business School, UK
Editors and Affiliations
About the editors
Romeo V. Turcan is Professor of International Entrepreneurship and Organization Theory at the Aalborg University Business School in Denmark. Romeo’s research interests relate to creation and legitimation of new sectors and new organizations; high impact international entrepreneurship; and cross-disciplinary theory building.
John E. Reilly is a higher education consultant with wide European and international experience. He has written on University Autonomy and Governance; Quality Assurance; Education Policy on Entrepreneurship; Internationalisation; Erasmus and the Bologna Process; Credit Systems in Higher Education.
John E. Reilly is a higher education consultant with wide European and international experience. He has written on University Autonomy and Governance; Quality Assurance; Education Policy on Entrepreneurship; Internationalisation; Erasmus and the Bologna Process; Credit Systems in Higher Education.
Bibliographic Information
Book Title: Populism and Higher Education Curriculum Development: Problem Based Learning as a Mitigating Response
Editors: Romeo V. Turcan, John E. Reilly
DOI: https://doi.org/10.1007/978-3-030-47376-1
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and The Author(s) 2020
Hardcover ISBN: 978-3-030-47375-4Published: 22 November 2020
Softcover ISBN: 978-3-030-47378-5Published: 22 November 2021
eBook ISBN: 978-3-030-47376-1Published: 21 November 2020
Edition Number: 1
Number of Pages: XXXVI, 446
Number of Illustrations: 16 b/w illustrations
Topics: Educational Policy and Politics, Curriculum Studies, Higher Education