Differences in Institutional and Nationally Framed Approaches to Pedagogy: a case study between France and the UK

This paper reflects on the differences in institutional pedagogy in international settings. It considers differences in the learning and teaching approaches focusing on the engagement and experiences of the students studying in different national settings. The two most recent Trends reports (2015, 2018) evidence a shift in the discourse for the European Universities Association (EUA) together with a greater focus on pedagogy, teaching and learning methods for the European Higher Education Area (EHEA). An analysis of international joint double degree cases and students’ experience poses questions with regard to the systemisation of pedagogic approach across international borders and whether such systemisation is desirable.

Session lead: Prof. Jan Bamford

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