Towards pedagogical consensus: the first chapter in a Faculty of Education strategic review

Abstract

Higher education communities are not immune from the demands of the knowledge. New technologies, rapidly evolving knowledge and policies promoting standards, outcomes and graduate attributes exhort pedagogical revision and renewal. Facilities are pressured by downsizing, global market competition and increased accountability to the public (Pierce, 1998). Consumer demands exhort educational institutions to renew their programs and processes to develop unique identities and approaches to educational provision. This paper aims to describe the procedures, processes and protocols exercised by staff engaged in a strategic review of their Faculty of Education. It commences with an exploration of education reform and the reconceptualising of pedagogy in one learning organisation. The paper is written from the perspective of the author-participants. Outcomes to date are sharing in the context of discussing about organisation learning.