Against a background of increasing inequality and a rising tide of nationalism and populism, this book raises concerns that curriculum is being shaped by powerful non-academic, non-accountable forces and that populism – and its manifestations – represent a grave challenge to learning. It explores the extent to which curriculum and learning methods in higher education should respond to this challenge. Using problem based learning as a case study it draws on crossdisciplinary studies to examine how regional, national and organizational perspectives emphasize different aspects of PBL. It questions whether PBL provides an effective response to external influences and a ‘populist’ higher
education agenda. In conclusion the book poses an uncomfortable question whether graduates reflect the external forces shaping curriculum and hence may be as vulnerable to populist rhetoric as non-graduates precisely because the curriculum and learning methods do not engage with the challenges. This book will appeal to scholars of problem based learning, as well as populism and the
role of higher education in society.
Table of Content
Chapter 1. Politics and Curriculum Content in a Global Perspective: Addressing the Populism Tsunami; John E. Reilly and Romeo V. Turcan.- Chapter 2. Making Sense of Emerging Populist Agendas; Peter Scott.- Chapter 3. Challenges for the University: Recovering Authentic Liberal Culture during Ascendant and Populist Neoliberalism; Nikhilesh Dholakia, A. Fuat Fırat, Aras Ozgun, and Deniz Atik.- Chapter 4. The Origins of the Current ‘Crisis’ facing British Universities: Ideology or Incrementalism; John Baldock.- Chapter 5. The Paradox of Democracy; Samuel Rachlin.- Chapter 6. Modern Border Security; Rt Hon Bruce George, OBE.- Chapter 7. Management , Philosophy and Consciousness in the shaping of PBL; Michael Fast and Woodrow W. Clark II.- Chapter 8. Is University Management Part of the Problem or Part of the Solution for PBL Development and Critical Thinking?; Birgitte Gregersen.- Chapter 9. The Socially Engaged University: The Complexities of Business Relations under the New Political Paradigm; Olav Jull Sørensen.- Chapter 10. Stakeholder Politics and PBL Curriculum: A Learner Perspective; Maria Kriegsbaum and Bernadett Deak.- Chapter 11. Internships: Meeting Stakeholder Demand for Vocational Curriculum? Benefits and Costs of PBL Based Practice-Learning; Jesper Lindgaard Christensen.- Chapter 12. PBL: A Teaching and Learning Concept is Facing Artificial Intelligence; Ralph Dreher and Gesine Haseloff.- Chapter 13. PBL and Social Inclusion; Sofia Daskou and Nikolaos Tzokas.- Chapter 14. Establishing a Link between Meaning and Success via PBL: Rethinking Entrepreneurship and Communication; Kim Malmbak Møller, Mads, Lauridsen, and Jeppe Spedtsberg.- Chapter 15. Storytelling Sustainability in Problem-Based Learning; Kenneth Mølbjerg Jørgensen and David M. Boje.- Chapter 16. Liquid Times – Newness and Uncertainty: An Innovative AAU PBL Response; Romeo V. Turcan.- Chapter 17. In my End is my Beginning; John E. Reilly and Romeo V. Turcan
About the author
Romeo V. Turcan is Professor of International Entrepreneurship and Organization Theory at the Aalborg University Business School in Denmark. Romeo’s research interests relate to creation and legitimation of new sectors and new organizations; high impact international entrepreneurship; and cross-disciplinary theory building.
John E. Reilly is a higher education consultant with wide European and international experience. He has written on University Autonomy and Governance; Quality Assurance; Education Policy on Entrepreneurship; Internationalisation; Erasmus and the Bologna Process; Credit Systems in Higher Education.
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