Skip to main content
SpringerLink
Log in
Book cover

Rising to the Challenge of Transforming Higher Education pp 59–61Cite as

The Design in Practice

  • Chapter
  • First Online:

  • 376 Accesses

Part of the book series: SpringerBriefs in Education ((BRIEFSEDUCAT))

Abstract

In this chapter we describe the developmental trajectory of the self-organizing university in practice, the way the model was developed and its elements tested in a range of settings.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Bain, A. (2007). The self-organizing school: Next-generation comprehensive school reforms. Lanham, MD: Rowman & Littlefield.

    Google Scholar 

  • Bain, A., Lancaster, J., & Zundans, L. (2009a). Pattern language development in a pre-service learning community. International Journal of Teaching and Learning in Higher Education, 20(3), 336–349.

    Google Scholar 

  • Bain, A., Lancaster, J., Zundans, L., & Parkes, R. J. (2009b). Embedding evidence-based practice in pre-service teacher preparation. Teacher Education and Special Education, 32(3), 215–225. doi:10.1177/0888406409339999.

    Article  Google Scholar 

  • Bain, A., Walker, A., & Chan, A. (2011). Self-organization and capacity building: Sustaining the change. Journal of Educational Administration, 46(6), 701–719. doi:10.1108/09578231111174839.

    Article  Google Scholar 

  • Zundans-Fraser, L. (2014). Self-organisation in course design: A collaborative, theory-based approach to course development in inclusive education. (Unpublished doctoral dissertation). Charles Sturt University, Bathurst.

    Google Scholar 

  • Zundans-Fraser, L., & Auhl, G. (2015). A theory-driven approach to course design in inclusive education. Manuscript submitted for publication.

    Google Scholar 

  • Zundans-Fraser, L., & Bain, A. (2015). The role of collaboration in a comprehensive programme design process in inclusive education. International Journal of Inclusive Education. Advance online publication. doi:10.1080/13603116.2015.1075610.

    Google Scholar 

  • Zundans-Fraser, L., & Lancaster, J. (2012). Enhancing the inclusive self-efficacy of pre-service teachers through embedded course design. Education Research International, 2012. doi:10.1155/2012/581352.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Faculty of Education, Charles Sturt University, Bathurst, NSW, Australia

    Alan Bain & Lucia Zundans-Fraser

Authors
  1. Alan Bain
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Lucia Zundans-Fraser
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Alan Bain .

Rights and permissions

Reprints and permissions

Copyright information

© 2016 The Author(s)

About this chapter

Cite this chapter

Bain, A., Zundans-Fraser, L. (2016). The Design in Practice. In: Rising to the Challenge of Transforming Higher Education. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-0261-8_8

Download citation

  • DOI: https://doi.org/10.1007/978-981-10-0261-8_8

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-0259-5

  • Online ISBN: 978-981-10-0261-8

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation