Universities as centres of non-learning

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Reconsidering the Dimensions of Expertise: From Linear Stages towards Dual Processing. (2010, background): “However, we do not see tacit knowledge as a barrier to developing a pedagogy of expertise so long as it is viewed as the poorly articulated links between chains of practice and underlying networks of understanding, and agree with Welsh and Lyons (2000) that it would not be possible to use intuition ”
The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology (2013, background): “These findings indicate that after twelve weeks of training participants were more confident in their ability to integrate technology within their pedagogical design and discipline and were putting this into practice.”
Making learning visible: the role of concept mapping in higher education (2008, unknown): “D. Hay et al. learning is often attributable to the teaching that students receive, and to the ways in which students come to perceive the assessment of their learning at university (Kinchin, Lygo-Baker, and Hay 2008).”