The University of Learning. Beyond Quality and Competence in Higher Education.

By J. Bowden, F. Marton. 2013

716 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/93c82a05b6480d211b67a085c8813beec4be70fa

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

Transfer of algebraic and graphical thinking between mathematics and chemistry (2008, background): “Their approach is based on basic variation theory (Bowden & Marton, 1998; Marton & Booth, 1997), which argues ‘‘the ability to discern the relevant aspects of a situation cannot be developed unless variation is experienced’’ (Niklasson et al., 2003, p. 4).”
An ontological turn for higher education (2007, background): “…nature of knowledge and knowledge transfer been challenged, but knowledge as the focus of higher education has come into question, albeit a conventional notion of knowledge (e.g., Barnett, 2000, 2004; Bowden & Marton, 2004; Dall’Alba, 1998; Dall’Alba & Barnacle, 2005; Dall’Alba & Sandberg, 1996).”
Phenomenographic pedagogy and a revised Approaches to teaching inventory (2005, background): “(Bowden & Marton, 1998, p. 7) Simultaneous reflection on two variant ATI items increases the likelihood of discernment of those aspects of teaching that are critical to improvement of student learning.”
A conceptual framework for the teaching and learning of generic graduate attributes (2007, methodology): “It has been widely used in studies of university teaching and learning (Bowden & Marton, 1998; Prosser & Trigwell, 1999).”
Quality Management Practice in Higher Education -- What Quality Are We Actually Enhancing? (2008, methodology): “…literature and four models proposed for the management of HE quality including the transformative model (Harvey and Knight, 1996), the engagement model (Haworth and Conrad, 1997), the university of learning model (Bowden and Marton, 1998) and a model for a responsive university (Tierney, 1998).”
The revised two-factor Study Process Questionnaire: R-SPQ-2F. (2001, background): “Given that, it is astonishing to read that ‘the SPQ appears . . . as if it were a learning styles instrument, measuring some characteristic of the person rather than their relation with the object of learning’ (Bowden & Marton, 1999, p. 60).”
Rethinking Generic Graduate Attributes (2005, background): “The aim was to establish a space in which different voices could be heard and the disparate understandings of generic attributes recognised and learnt from (see Bowden and Marton 1998 for a discussion of learning in this sort of community).”
Doing course evaluation as if learning matters most (2008, background): “The same dichotomy also has been referred to as accountability and improvement (Bowden & Marton, 1998), appraisal and developmental purpose (Kember et al., 2002), judgemental and developmental purpose (Hounsell, 2003), or quality assurance and quality enhancement (Biggs, 2003).”
Becoming a scientist: The role of undergraduate research in students' cognitive, personal, and professional development (2007, background): “According to Bowden and Marton’s (1998) variation theory, it is precisely by examining the differences or contrasting nature of the data that researchers are better able to discern the issues and patterns being studied.”
Learning study: helping teachers to use theory, develop professionally, and produce new knowledge to be shared (2012, background): “According to Bowden and Marton (1998), when a particular aspect varies whilst all other aspects of the phenomenon are kept invariant, the learner will experience variation in the varying aspect and will discern that aspect.”