Making time for 'freedom to learn' in higher education

Research output: Contribution to conferencePaperpeer-review


Carl Rogers published his classic text Freedom to learn in 1969, arguing for students to be given the opportunity to break away from the constraints of a formal syllabus and benefit from the richer learning that he considered possible through experiential and flexible learning experiences. His work, and that of later scholars of critical pedagogy promoted the role and responsibility of students to contribute to and influence their own learning. Rogers' work informs some of the current activity in both schools and higher education, focused on co-created curriculum and 'students as partners' in learning and teaching. In this paper I examine recent evaluation data from co-created classes with academic staff on a Postgraduate Certificate in Academic Practice to explore their rationales for choosing to lead or not to lead class activities, and I ask whether staff have time for freedom to learn in the 21st Century higher education context.
Original languageEnglish
Number of pages3
Publication statusPublished - 2016
EventSRHE International Conference on Research into Higher Education - Celtic Manor, Newport, United Kingdom
Duration: 7 Dec 20169 Dec 2016


ConferenceSRHE International Conference on Research into Higher Education
Country/TerritoryUnited Kingdom
CityCeltic Manor, Newport
Internet address


  • student engagement
  • Students as partners
  • co-creation


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