Disciplinarity: A barrier to quality assurance? The UK experience of area studies

Research output: Contribution to journalArticle

Abstract

Quality assurance in UK higher education has maintained a very strong disciplinary bias. This brings about important challenges in assessing the quality of multidisciplinary courses as well as assessing the quality of the student experience of joint honours and combined honours degree courses. Area studies is a critical case of multi/interdisciplinarity. The area studies benchmarking statement delegates assessment (and thereby disciplinary conventions) to its constituent disciplines, but offers little guidance about the quality implications of this process. The paper concludes that quality assurance in higher education needs to develop a greater sensitivity to the disciplinary nature of the identity of academics, whilst at the same time assessing teaching and learning from a perspective that reflects the multidisciplinary experience of the student, rather than the disciplinary identity of teaching staff.

Original languageEnglish
Pages (from-to)37-46
Number of pages10
JournalQuality in Higher Education
Volume11
Issue number1
DOIs
Publication statusPublished - 1 Apr 2005

Fingerprint

quality assurance
honor
experience
interdisciplinarity
benchmarking
education
student
trend
Teaching
learning

Keywords

  • Area studies
  • Benchmarking
  • Interdisciplinarity
  • Multidisciplinarity
  • Student experience

Cite this

@article{7802169f797e453eafc4ee5abae4e699,
title = "Disciplinarity: A barrier to quality assurance? The UK experience of area studies",
abstract = "Quality assurance in UK higher education has maintained a very strong disciplinary bias. This brings about important challenges in assessing the quality of multidisciplinary courses as well as assessing the quality of the student experience of joint honours and combined honours degree courses. Area studies is a critical case of multi/interdisciplinarity. The area studies benchmarking statement delegates assessment (and thereby disciplinary conventions) to its constituent disciplines, but offers little guidance about the quality implications of this process. The paper concludes that quality assurance in higher education needs to develop a greater sensitivity to the disciplinary nature of the identity of academics, whilst at the same time assessing teaching and learning from a perspective that reflects the multidisciplinary experience of the student, rather than the disciplinary identity of teaching staff.",
keywords = "Area studies, Benchmarking, Interdisciplinarity, Multidisciplinarity, Student experience",
author = "John Canning",
year = "2005",
month = "4",
day = "1",
doi = "10.1080/13538320500074931",
language = "English",
volume = "11",
pages = "37--46",
journal = "Quality in Higher Education",
issn = "1353-8322",
number = "1",

}

Disciplinarity : A barrier to quality assurance? The UK experience of area studies. / Canning, John.

In: Quality in Higher Education, Vol. 11, No. 1, 01.04.2005, p. 37-46.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Disciplinarity

T2 - A barrier to quality assurance? The UK experience of area studies

AU - Canning, John

PY - 2005/4/1

Y1 - 2005/4/1

N2 - Quality assurance in UK higher education has maintained a very strong disciplinary bias. This brings about important challenges in assessing the quality of multidisciplinary courses as well as assessing the quality of the student experience of joint honours and combined honours degree courses. Area studies is a critical case of multi/interdisciplinarity. The area studies benchmarking statement delegates assessment (and thereby disciplinary conventions) to its constituent disciplines, but offers little guidance about the quality implications of this process. The paper concludes that quality assurance in higher education needs to develop a greater sensitivity to the disciplinary nature of the identity of academics, whilst at the same time assessing teaching and learning from a perspective that reflects the multidisciplinary experience of the student, rather than the disciplinary identity of teaching staff.

AB - Quality assurance in UK higher education has maintained a very strong disciplinary bias. This brings about important challenges in assessing the quality of multidisciplinary courses as well as assessing the quality of the student experience of joint honours and combined honours degree courses. Area studies is a critical case of multi/interdisciplinarity. The area studies benchmarking statement delegates assessment (and thereby disciplinary conventions) to its constituent disciplines, but offers little guidance about the quality implications of this process. The paper concludes that quality assurance in higher education needs to develop a greater sensitivity to the disciplinary nature of the identity of academics, whilst at the same time assessing teaching and learning from a perspective that reflects the multidisciplinary experience of the student, rather than the disciplinary identity of teaching staff.

KW - Area studies

KW - Benchmarking

KW - Interdisciplinarity

KW - Multidisciplinarity

KW - Student experience

UR - http://www.scopus.com/inward/record.url?scp=27944481332&partnerID=8YFLogxK

U2 - 10.1080/13538320500074931

DO - 10.1080/13538320500074931

M3 - Article

AN - SCOPUS:27944481332

VL - 11

SP - 37

EP - 46

JO - Quality in Higher Education

JF - Quality in Higher Education

SN - 1353-8322

IS - 1

ER -