Institutional contexts in supporting quality online postgraduate education: Lessons learned from two initiatives at the University of Edinburgh

Tim Fawns*, Michael Gallagher, Sian Bayne

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Abstract

While there are a range of practices and principles that underpin quality online postgraduate education, this work cannot all be done through course design and teaching. Good educational practice is also embedded in institutional policies, strategies, cultures and infrastructures. In this chapter, we examine two very different initiatives at the University of Edinburgh—the Distance Education Initiative (DEI) and the Near Future Teaching project (NFT)—to discuss the challenges of generating coherent institutional change towards supporting quality online postgraduate taught (PGT) education. In doing so, we highlight the importance of meaningful negotiation of central and local aims and values, through faculty development, communication between educational and leadership networks, and the embedding of educational practitioners within leadership constellations.
Original languageEnglish
Title of host publicationOnline Postgraduate Education in a Postdigital World
Subtitle of host publicationBeyond Technology
EditorsTim Fawns, Gill Aitken, Derek Jones
PublisherSpringer
Number of pages15
Edition1
ISBN (Electronic)9783030776732
ISBN (Print)9783030776725
DOIs
Publication statusE-pub ahead of print - 1 Jan 2022

Publication series

NamePostdigital Science and Education
ISSN (Electronic)2662-5326

Keywords

  • online education
  • postgraduate
  • digital education
  • institution
  • leadership
  • decision-making
  • change
  • educational culture

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