PE2517 Higher education pedagogy – introductory course

Single subject course, 7,5 Higher education credits, Second cycle, autumn semester 2017

It is no longer possible to apply to this option


  • Type of instruction: On campus, day, part-time 25%
  • Study period: 2017-September-04 until 2017-December-24
  • Education level: AXX
  • Application: It is no longer possible to apply to this option
  • Language of instruction: The teaching language is English.
  • Location: Karlskrona
  • Main field of study: Pedagogy
  • Course syllabus: Download
  • Welcome letter: Download
  • Entry requirements: Qualified to be accepted into the course are those who have an academic degree comprising at least 180 ECTS credit points or has an corresponding forign degree or can be validated to hold equivalent knowledge and capabilities according to older study- or degree systems.


Learning outcomes

As a result of the introductory course in Higher Education pedagogy you should be able to:
• take students' learning as a starting point for learning
• problematise and critically analyse the role as a teacher as well as the institutional and subject culture
• navigate in higher education rules and regulations and analyse normative action strategies
• identify and compare the meaning of different perspectives on learning, teaching and education and argue for own pedagogical choices and actions
• make us of, analyse and communicate own and others' experiences as well as relevant research results as a basis for developing the educational program as well as teaching practice and profession

Generic Skills

Course literature and other teaching material

Course literature and other teaching material

Learning methods

The course is built mainly around individual and collective problematizing of the participants’own pedagogical practice. The lectures introduce theoretically based concepts and give insights into relevant ways to problematize and reason around higher education pedagogy. In seminars, in the form of group and forum discussions, the participants’ own experiences of teaching and learning activities are discussed and processed collectively, both in terms of the teaching practice and in terms of a theoretical framework. This enables a practical anchoring and theoretical evaluation and a collective view on possibilities and limitations for learning. The assignments give opportunity for reflection around the particpants’own teaching and learning practice, the teaching role in general as well as subject culture(s). It also provides an opportunity for empirical practice in preparation for research based development work as well as feedback on knowledge, skills and approaches.

Work placement

No work placement is included in the planned learning activities. BTH is aiming for a close contact with the surrounding community when developing courses and programmes.


  1. Eva Pettersson
Course Manager
  1. Åse Nygren

Time allocation

On average, a student should study 200 hours to reach the learning outcomes.
This time includes all the various available learning activities (lectures, self studies, examinations, etc.).
This estimation is based on the fact that one academic year counts as 60 ECTS credits,
corresponding to an average student workload of 1 600 hours. This may vary individually.


Component examinations for the course
Code Title ECTS credits Grade
1410 PhD ladder 3 G-U
1420 Portfolio 4.5 G-U


The course will be graded G Pass, UX Insufficient, supplementation required, U Fail.

Future exams

No upcoming, centrally coordinated, examinations for this course were found.

To participate in a centrally coordinated examination, you must enroll in Student's Portal, no later than fifteen days before the examination.

Time and location for the examination will be published about 5 days in advance.

There might be other scheduled examinations. Information concerning these examinations are available in It's Learning or at other places that the person who is responsible of the course will refer to.

Course Evaluation

The course manager is responsible for the views of students on the course being systematically and regularly gathered and that the results of the evaluations in various forms affect the form and development of the course.