Romeo V. Turcan and John E. Reilly ed. – Populism and Higher Education Curriculum Development: Problem Based Learning as a Mitigating Response

Summary

This book explores the extent to which populism and the populist agenda is influencing curriculum content and learning methods in higher education. Against a background of increasing inequalities and a rising tide of nationalism and populism, this book raises concerns that populism – and its various manifestations – represents a grave challenge to learning. Using problem based learning as a case study, the editors and contributors draw on a range of cross-disciplinary studies from various regions to examine how regional, national and organizational perspectives emphasise different aspects of PBL. In doing so, they question whether PBL provides an effective response to external influences, or offers a counter force to a ‘populist’ higher education agenda. Has the learner become the centre of the process, or are they simply a reflection of the external forces shaping curriculum? This book will appeal to scholars of problem based learning, as well as populism and the role of higher education in society. ​

Table of contents

• Setting the Scene
  • Politics and Curriculum Content in a Global Perspective: Addressing the Populism Tsunami
    John E. Reilly, Romeo V. Turcan
• Populism in Globalized World
  • Making Sense of Emerging Populist Agendas
    Peter Scott
  • Challenges for the University: Recovering Authentic Liberal Culture During Ascendant and Populist Neoliberalism
    Nikhilesh Dholakia, A. Fuat Fırat, Aras Ozgun, Deniz Atik
  • The Origins of the Current ‘Crisis’ Facing British Universities: Ideology or Incrementalism
    John Baldock
  • The Paradox of Democracy
    Samuel Rachlin
  • Modern Border Security
    Rt Hon Bruce George, OBE
• Problem Based Learning as a Mitigating Response
  • Management, Philosophy and Consciousness in the Shaping of Problem-Based Learning
    Michael Fast, Woodrow W. Clark II
  • Is University Management Part of the Problem or Part of the Solution for Problem-Based Learning Development and Critical Thinking?
    Birgitte Gregersen
  • The Socially Engaged University: The Complexities of Business Relations Under the New Political Paradigm
    Olav Jull Sørensen
  • Stakeholder Politics and PBL Curriculum: A Learner’s Perspective
    Maria Kriegsbaum, Bernadett Deák
  • Internships: Meeting Stakeholder Demand for Vocational Curriculum? Benefits and Costs of PBL-Based Practice Learning
    Jesper Lindgaard Christensen
• Problem-Based Learning Supporting Global Agendas
  • PBL: A Teaching and Learning Concept Is Facing Artificial Intelligence
    Ralph Dreher, Gesine Haseloff
  • PBL and Social Inclusion
    Sofia Daskou, Nikolaos Tzokas
  • Establishing a Link Between Meaning and Success Via PBL: Rethinking Entrepreneurship and Communication
    Kim Malmbak Møller, Mads Lauridsen, Jeppe Spedtsberg
  • Storytelling Sustainability in Problem-Based Learning
    Kenneth Mølbjerg Jørgensen, David M. Boje
  • Liquid Times – Newness and Uncertainty: An Innovative AAU PBL Response
    Romeo V. Turcan
• Concluding Remarks
  • In My End Is My Beginning
    John E. Reilly, Romeo V. Turcan