Abstract
In the ongoing debates within higher education about the role of universities,the characteristics of ‘good teaching’ and the tensions between teaching andresearch, a new discourse has in the past few decades emerged and risen toprominence – one which emphasises the central importance of student learningand advocates teaching in a manner consistent with principles derived fromorthodox education scholarship. According to this discourse, it is not enough foruniversity academics to be experts and specialists within the context of their owndiscipline – they must also know how to teach effectively. In this article, thishigher education discourse is referred to as ‘educationalism’.3
| Original language | English |
|---|---|
| Pages (from-to) | 779-808 |
| Number of pages | 30 |
| Journal | University of New South Wales Law Journal |
| Volume | 36 |
| Issue number | 3 |
| Publication status | Published - 2013 |