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Recognising Pedagogical Research

Recognising Pedagogical Research. Virginia King Pedagogical Research Fellow Centre for Higher Education Development Coventry University. Will consider both aspects of ‘recognition’ :

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Recognising Pedagogical Research

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  1. Recognising Pedagogical Research Virginia King Pedagogical Research Fellow Centre for Higher Education Development Coventry University HEA-ICS June 2006

  2. Will consider both aspects of ‘recognition’ : • Firstly, the identification of a range of activities which could be classified appropriately as PedR within academic disciplines, using ICS examples. • Secondly, the encouragement and reward of such activity as proposed by academic management both within this faculty and within the wider academic community. HEA-ICS June 2006

  3. The Coventry Context HEA-ICS June 2006

  4. Pedagogical Development a new course or module a new delivery mode a new method of assessment a new student profile Pedagogical Research Documented original work which adds to the PedR body of knowledge uses a suitable research framework draws on established theory may draw on PedD PedD versus PedR HEA-ICS June 2006

  5. The PedR Context • UK Research Assessment Exercise 2008 • “increased fragmentation and balkanisation of the research communities” (NSF 2003 p 2) NSF (National Science Foundation) (2003): RevolutionizingScience and Engineering throughCyberinfrastructure Report obtainable from: http://www.communitytechnology.org/nsf_ci_report • “he’s not that smart, but he’s very tough and good at promoting himself” (informant in Becher & Trowler 2001 p 80) Becher, Tony & Trowler, Paul (2001): Academic Tribes and Territories 2nd Ed. Buckingham: SRHE and Open University Press HEA-ICS June 2006

  6. Bottom-up Recognition • Are you undertaking PedR knowingly and/or unknowingly? • What scope is there for more PedR within your sphere of influence? HEA-ICS June 2006

  7. Recognising your own PedR • Your areas of interest • Questions to which you want answers • Assumptions you want to challenge • ‘Solutions’ you wish to evaluate • Current debates you wish to extend • Evaluation of your local context • Particulars you think could be generalised • Predictions for the future HEA-ICS June 2006

  8. Qualitative data is crucial Collect evidence (ethically) through • interviews • focus groups • free text questionnaires • blogs • discussion forum entries • emails • documentation • … HEA-ICS June 2006

  9. Examples of PedR • review of current practice • evaluation of a new approach (case study) • comparison of two or more … • consideration of an aspect of the educational environment • studies of an evolving situation • predictions for the future of … HEA-ICS June 2006

  10. Top-Down Recognition • Is PedR encouraged and rewarded within the discipline? • If not, how could it be? HEA-ICS June 2006

  11. Academic Identity “The dominance of ‘teaching’ and ‘research’ in the discourse of university life manifests itself in promotion and tenure policies as a two-dimensional image of the academic role …” (Macfarlane, 2005 p26). Macfarlane, B. (2005) “Recovering academic citizenship?: rewarding service and the impact of culture” Presented at New Perspectives on Research into Higher Education, SRHE Annual Conference 2005 13-15 December, Edinburgh HEA-ICS June 2006

  12. The ‘Balanced Scorecard’Kaplan & Norton (1992) A multi-dimensional recognition framework: Financial: Learning & Growth: Organisation’s strategic vision translated into individuals’ goals, measured annually at appraisal time. Customer: Internal &/or Business Processes: HEA-ICS June 2006

  13. All potentially improvable through pedagogic research Development and Performance Review at Coventry (proposed) Criteria: An adaptation of the balanced scorecard. Teaching performance Enhancing employability Reflection on own practice Use of research-informed approaches Professional development Applied Research outputs HEA-ICS June 2006

  14. Integrating ICS & PedR Dr Andrew Young, National Teaching Fellow “Rising Stars”, University of Salford HEA-ICS Website [05/06/06] “As a final demonstration of madness, I am currently doing a doctorate in Education to complement the one I already have in CS. The difference between the expectations of the two is staggering, and I hope (naively, perhaps!) that it will help me to work bilingually in the field of learning technology" (and "learning about technology"), combining the social aspects of education with the technological aspects of CS in a novel way.” HEA-ICS June 2006

  15. Recognising Pedagogical Research Virginia King v.c.king@coventry.ac.uk iPED Research Network, Coventry University, UK www.coventry.ac.uk/iped HEA-ICS June 2006

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