Students' Perceptions of Lecturer Power and Authority in a Higher Education PBL Business Programme

Autor/inn/en	O'Brien, Ronan; McGarr, Oliver; Lynch, Raymond
Titel	Students' Perceptions of Lecturer Power and Authority in a Higher Education PBL Business Programme
Quelle	In: Teaching in Higher Education, 27 (2022) 5, S.615-631 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGarr, Oliver) ORCID (Lynch, Raymond)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1356-2517
DOI	10.1080/13562517.2020.1725881
Schlagwörter	Teaching Methods; Problem Based Learning; Masters Programs; Graduate Students; Power Structure; Personal Autonomy; Student Empowerment; Correlation; Learning Processes; Student Attitudes; Teacher Student Relationship; Business Administration Education; Student Centered Learning; Foreign Countries; Ireland + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Problem-based learning; Problemorientiertes Lernen; Magister course; Magisterstudiengang; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Individuelle Autonomie; Studienberechtigung; Korrelation; Learning process; Lernprozess; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Irland
Abstract	Although often suffering from a lack of conceptual clarity and definition, the use of problem-based learning (PBL) as a pedagogical approach has become almost ubiquitous across many disciplines in higher education in recent years. As well as purported benefits for student learning, the empowerment of students through increased autonomy is frequently cited as a rationale for the adoption and promotion of PBL. However, while significant research has been conducted on the relationship between student learning and PBL approaches, there exists a dearth in research regarding the impact on power relationships within the higher education classroom. This paper attempts to help address this dearth through the use of a qualitative research study involving interviews with 13 graduates (5 male and 8 female) from a PBL master's degree programme. The results suggest that the adoption of PBL as a pedagogical strategy does not guarantee a significant shift in the power relationships evident within higher education. Participants perceived that the dominance of lecturer power was maintained in the classroom via the employment of both explicit and implicit techniques. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01