Abstract
In this chapter, we take up learning and teaching productivity in the Self-Organizing University (SOU). We build upon the work of preceding chapters to show how the SOU demystifies quality and efficacy as it relates to productivity in university learning and teaching. To open the chapter, we make the case for improved productivity.
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- 1.
See Staton (2012). Disaggregating the components of a college degree. American Enterprise Institute. Retrieved from http://www.aei.org/wp-content/uploads/2012/08/-disaggregating-the-components-of-a-college-degree_184521175818.pdf for an explanation of unbundling or disaggregation.
- 2.
An approved module means that the module has been subject to the emergent feedback approach described in preceding chapters and has met accepted standards for quality and efficacy.
- 3.
The Goldilocks phenomenon in practice can be seen as another example of connoisseurship without defining standards and workable distinctions required to determine quality.
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Bain, A., Zundans-Fraser, L. (2017). Learning and Teaching Productivity. In: The Self-organizing University. Springer, Singapore. https://doi.org/10.1007/978-981-10-4917-0_8
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DOI: https://doi.org/10.1007/978-981-10-4917-0_8
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