Entry requirements

General entry requirements: First-cycle qualification comprising at least 180 credits.

Specific entry requirements:

At least three years of documented experience of teaching at higher education level, or working with skills development in at an equivalent organisation (for example, Swedish Customs, the Swedish Police Authority, Swedish Armed Forces) or successful completion of courses comprising at least 60 credits in one of the following subjects: Education pedagogy, educational sciences, work with teaching and education or other subject in the behavioural sciences, in addition to English 6.

The course aims for students to deepen their knowledge in scientific theory, the research process, and their knowledge of teaching and learning in higher education and adult learning as research areas. The course includes practical elements in which the student explores the practice of teaching and learning in higher education.

The course reviews national and international research in teaching and learning in higher education and adult learning, in addition to the critical issues that arise in connection with the studies’ backgrounds and research processes.

Upon completion of the course, the student will

Seminars are linked to lectures; group work and individual presentations using different media. There will be opportunities for feedback between the students throughout the course. Methods will be developed based on the purpose and intended learning outcomes of the course, in a collaboration between students and teachers. The course is flexible and online elements can be included with campus-based activities.

Examination 1: Analysis of article 4.5 credits.

This examination assesses intended learning outcomes 1, 2 and 3.

The student presents an academic article in the field of teaching and learning in higher education, with their analysis based on scientific theory and methodology. The presentation includes central concepts and theoretical perspectives. Different aspects of the research process will be discussed based on the analysis. The analysis will be presented during a seminar, or as an audio recording.

Examination 2: Individual paper, 3 credits.

This examination assesses intended learning outcome 4. The paper includes a comparison of Swedish and international legislation governing higher education, with focus on adult learning and teaching and learning in higher education.

Alternative assessment forms may be included following consultation with the examiner.

The course coordinator will provide information about grading criteria at the start of the course.

It must be possible to distinguish between individual performances for

all assessments

Boyer, Ernest L. (1990). Scholarship Reconsidered: Priorities of the Professoriate. Princeton: Carnegie Foundation for the Advancement of Teaching.

Cleaver, E., Lintern, M. and McLinden, M. (2018). Teaching and Learning in Higher Education: Disciplinary Approaches to Educational Enquiry.2nd. London: Sage. ISBN 9781526409591 Available from: http://eprints.uwe.ac.uk/37840

Fejes, Andreas & Nylander, Erik. (2019). Mapping out the research field of adult education and learning. Springer.

Kreber, C. (2002) Teaching excellence, teaching expertise, and the scholarship of teaching and learning. Innovative Higher Education, 2 (1) 5-25.

MacFarlane, B. (2012) POINTS FOR DEBATE. The higher education research archipelago. Hig- her Education Research & Development. Vol. 31, No. 1, February 2012, 129–131.

Additional literature to be chosen in consultation with the course coordinator.

Additional literature may be added.

Students who participate in or complete a course must be given the opportunity to share their experiences and provide feedback on the course via a course evaluation issued by the University. The University will compile the course evaluations and provide information regarding the results and any measures taken as a result of the course evaluation. Results will be made available to the students. (Higher Education Ordinance 1:14).