Bannister, Phil, Hanson, Julie and Ottewill, Roger
From dependence to independence: tutor perspectives on student self-managed learning
The International Journal of Management Education, 2, (3), .
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In the School of Business and Finance at Sheffield Hallam University attention has been given to issues which arise as undergraduates seek to cope with the demands of exercising increased responsibility for the management of their learning. Recent research has focused on the views of tutors concerning the degree of support they provide in respect to student self-managed learning. Findings reveal a number of different ‘philosophies’ which range from ‘maximalism’ to ‘minimalism’. While some variety can be justified, it is by no means unproblematic. Hence, it is necessary to give due cognisance to its implications for the student learning experience in the planning and delivery of courses and to ensure that students are made aware of the nature, and reasons for the adoption, of a particular philosophy.
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