@inbook{9be354aaa40a4f49a044b8af3485d3d6,
title = "Institutional contexts in supporting quality online postgraduate education: Lessons learned from two initiatives at the University of Edinburgh",
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.",
keywords = "online education, postgraduate, digital education, institution, leadership, decision-making, change, educational culture",
author = "Tim Fawns and Michael Gallagher and Sian Bayne",
year = "2022",
month = jan,
day = "1",
doi = "10.1007/978-3-030-77673-2_11",
language = "English",
isbn = "9783030776725",
series = "Postdigital Science and Education",
publisher = "Springer",
editor = "Tim Fawns and Gill Aitken and Derek Jones",
booktitle = "Online Postgraduate Education in a Postdigital World",
edition = "1",
}