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Students' perceptions of lecturer power and authority in a higher education PBL business programme

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dc.contributor.author O'Brien, Ronan F.
dc.contributor.author McGarr, Oliver
dc.contributor.author Lynch, Raymond
dc.date.accessioned 2020-04-20T10:49:41Z
dc.date.issued 2020
dc.identifier.issn 1356-2517
dc.identifier.uri http://hdl.handle.net/10344/8740
dc.description peer-reviewed en_US
dc.description.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. en_US
dc.language.iso eng en_US
dc.publisher Taylor and Francis en_US
dc.relation.ispartofseries Teaching in Higher Education;
dc.relation.uri https://doi.org/10.1080/13562517.2020.1725881
dc.rights This is an Author's Manuscript of an article whose final and definitive form, the Version of Record, has been published in Teaching in Higher Education copyright 2020 Taylor & Francis, available online at:https://doi.org/10.1080/13562517.2020.1725881 en_US
dc.subject authority en_US
dc.subject Business education en_US
dc.subject power en_US
dc.subject problem-based learning en_US
dc.title Students' perceptions of lecturer power and authority in a higher education PBL business programme en_US
dc.type info:eu-repo/semantics/article en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.date.updated 2020-04-20T10:38:39Z
dc.description.version ACCEPTED
dc.identifier.doi 10.1080/13562517.2020.1725881
dc.date.embargoEndDate 2021-08-06
dc.embargo.terms 2021-08-06 en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US
dc.internal.rssid 2945091
dc.internal.copyrightchecked Yes
dc.identifier.journaltitle Teaching In Higher Education
dc.description.status peer-reviewed


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