A question of purpose: Engaged learning and the research mission of the university

Keri Facer*, Bryony Enright

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter in a book

2 Citations (Scopus)

Abstract

The question of why we should promote engaged learning is often answered with reference to the broader civic mission of the public university. Without doubt, normative imperatives to enhance the world in which we are living should and do underlie the drive toward engaged learning. We might, however, also want to recognise a reason to promote engaged learning that emerges from a less disinterested perspective, one that locates it at the heart of the research mission of the university. In other words, it is possible to understand engaged learning as a process that both mirrors and contributes to many of the methods by which academics are conducting research today. Engaged learning, from this perspective, is neither ‘service’ nor simply pedagogic innovation, but is a mode of teaching and learning that distinctively models and reflects contemporary research practices and, as such, it is an approach that is particularly important for research intensive universities.

Original languageEnglish
Title of host publicationLearning Through Community Engagement
Subtitle of host publicationVision and Practice in Higher Education
PublisherSpringer, Singapore
Pages53-64
Number of pages12
ISBN (Electronic)9789811009990
ISBN (Print)9789811009976
DOIs
Publication statusPublished - 1 Jan 2016

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