Autonomy, Mastery, Purpose – a basis for good practice in organising university courses
Autonomy, Mastery, Purpose – a basis for good practice in organising university courses

Summary/Abstract: In this article we present a comparative case study of two master courses in mathematics organised respectively by a university in the UK and in Germany. The two cases are analysed in terms of the aspects of Autonomy, Mastery and Purpose which are related to the self-determination theory of Deci and Ryan and its concept of autonomous motivation. We reveal the differences between the two universities and consider their influence on the students behaviour and performance. Stronger features of Autonomy, Mastery and Purpose coincide with positive effects, which is in accordance with the predictions of self-determination theory. We propose Autonomy, Mastery and Purpose as a basis for establishing good practice in university teaching and make some suggestions for practical implementation

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