A Will to Learn: Being a Student in an Age of Uncertainty

By R. Barnett. 2007

406 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/80ebb1afcb08fe4cb5193302fbec95930ea89827

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Citations in the corpus

Student-centred learning: the role and responsibility of the lecturer (2014, background): “The developmental origins of a student-centred approach (see for example, Dewey 1916; Rogers 1983), with its emphasis on core generic skills and transversal competencies such as critical thinking, problem-solving and independent learning (OECD 2012; O’Neill and McMahon 2005; Light and Cox 2005) mean”
Oral versus written assessments: a test of student performance and attitudes (2012, unknown): “It has an authenticity that writing cannot possess’ (Barnett 2007, 89).”
Student engagement in the educational interface: understanding the mechanisms of student success (2018, background): “The experience of higher education is an ongoing ‘transformation of being’ (Barnett, 2007, p. 38).”
Student-centredness: the link between transforming students and transforming ourselves (2010, methodology): “If students are asked to engage in such a risky endeavour this should be modelled by the academic in the teaching context (Barnett 2008).”
Towards a clearer understanding of student disadvantage in higher education: problematising deficit thinking (2012, background): “In his book, A will to Learn, Barnett (2007) makes a powerful argument for what he calls an ‘ontological turn’ (p.”
Encyclopedia of Information Science and Technology, Third Edition (2014, background): “Pedagogical agents would thus seem to offer an opportunity to engage differently with education in an uncertain world (Barnett, 2007).”
The purpose of the PhD: theorising the skills acquired by students (2010, background): “Inherent in the epistemological problems underpinning the skills push is a disregard for the multidimensionality of the doctorate (Pearson, Evans, & Macauley, 2008) that overlooks the development of capacities such as engagement, motivation, perseverance, resilience, innovation and creative thinking”
Conceptualizing feedback literacy: knowing, being, and acting (2012, methodology): “Even though most learners complete their programmes of study, despite setbacks and obstacles of varying kinds, their sense of self exists in a state of continual uncertainty that renders them fragile (Barnett, 2007a, 2007b).”
Knowing and becoming in the higher education curriculum (2009, background): “I want to come at this matter by distinguishing between ‘dispositions’ and ‘qualities’ (Barnett 2007).”
The Impact of Publishing During PhD Studies on Career Research Publication, Visibility, and Collaborations (2016, background): “From a human capital theoretical perspective, doctoral studies represent an investment where the future PhD develops a set of multidimensional capacities, including resilience, perseverance, and innovative thinking, that will ultimately contribute to social, economic and cultural progress (Barnett 2”
Oral Exams: A More Meaningful Assessment of Students’ Understanding (2021, background): “Yet, speech is a key way in which students form their pedagogical identities (Barnett 2007).”
Towards a personal best: a case for introducing ipsative assessment in higher education (2011, background): “Ipsative Feedback: Student understanding of current performance There is always a tension between the extrinsic institutional requirements for passing the course and learners’ intrinsic motivation to develop their own voice to make learning meaningful to them (Barnett, 2007; Mann, 2008).”