Academic games in validation events: A study of academic roles and practices
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Date
2018
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Western Cape
Abstract
This paper presents the results of a three-year study that examined academics' espoused
and actual practices in validation or approval events of UK degree courses. The study used
narrative inquiry to explore academics' accounts. The paper provides a literature review and
then presents the findings which indicate that often procedural processes interrupt the
process of curriculum making. The paper uses scenarios to illustrate the ways in which
procedural processes can result in subverting and subversive practices during the validation
process. It is, therefore, argued that academics take up particular stances, defined here as
positional identities, which may help or hinder the validation process. The paper argues that
by ignoring staff experiences, the risk is that dominant discourses of regulation become
accepted without question and the spaces available for dialogue about professional futures,
alongside creation of flexible curricula to address these needs, are crowded out by the
performative requirements of the process.
Description
Keywords
Validation, External-monitoring, Neoliberal, Curriculum, Positionality
Citation
Khanna, R., & Savin-Baden, M. (2018). Academic games in validation events: A study of academic roles and practices. Critical Studies in Teaching and Learning, 6(2), 60-83.