Developing and embedding inquiry-guided learning across an institution

Martin Jenkins*, Mick Healey

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)


This chapter presents a case study of how inquiry-guided learning has been developed and embedded within a small university in the United Kingdom. It highlights the different theoretical and conceptual frameworks that contributed to our evolving understanding of inquiry-guided learning and the importance of recognizing and working with disciplinary differences.

Original languageEnglish
Pages (from-to)27-37
Number of pages11
JournalNew Directions for Teaching and Learning
Issue number129
Publication statusPublished - Mar 2012
Externally publishedYes


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