Peter Kahn
University of Liverpool, Higher Education, Faculty Member
- Director of the Centre for Higher Education Studies, and Director of Studies for the EdD in Higher Education at the U... moreDirector of the Centre for Higher Education Studies, and Director of Studies for the EdD in Higher Education at the University of Liverpool.
I am based in the Centre for Higher Education Studies at the University of Liverpool.
I have published extensively on higher education, authoring, co-authoring and editing books on collaborative working in higher education, the development of university teaching, staff and educational development, mathematics in higher education.
My research interests now centre on the application of perspectives from critical realism and realist social theory to the study of higher education, taking in such areas as collaborative working, academic development, learning theory, reflective practice, professionalism in medical education, widening participation and academic writings skills.edit
It has been claimed that a divide now exists between the professions and the public, with professionals too often serving their own interests rather than the good of society. This conceptual paper argues that the origin of this divide is... more
It has been claimed that a divide now exists between the professions and the public, with professionals too often serving their own interests rather than the good of society. This conceptual paper argues that the origin of this divide is found, at least in part, in the way that professionals exercise agency in organizational settings. It contends that existing treatments of agency in professional life have failed to fully appreciate the way in which structural constraints, reflexivity, and agency are interlinked. The paper offers a synthesis between institutional theory and the realist social theory of Margaret Archer to explore how a constrained reflexivity mediates the influence of social structure on the agency of professionals, affecting the interests that are served. The analysis specifically considers how reflexivity is influenced by professional knowledge and social relations, alongside the constraints afforded by institutional logics. The article concludes that attempts to renew the professions through institutional work should take account of these inter-linkages. A range of strategies are identified for such institutional work that includes: the development of professional knowledge and its integration into professional or organizational life and attention to the characteristics of the social relations that are present. Insight also emerges for careers management on the part of professionals operating in contexts with limited scope for institutional work, as well as for professional education. The article calls for a strengthening of the cultural, social, and personal basis of both the professions and institutional theory.
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Research on the impact of professional doctorates on students and their organisations has reported contested outcomes. We undertook a study to develop a causal explanation of how organisational change may, or may not, result from... more
Research on the impact of professional doctorates on students and their organisations has reported contested outcomes. We undertook a study to develop a causal explanation of how organisational change may, or may not, result from participation in a Doctor of Education programme (EdD). Drawing on critical realist perspectives, the research found that all the doctoral students shared professional concerns with their work colleagues. In some cases, however, this sharing fostered social relations that supported both collective meta‐reflexivity and a performative collective reflexivity, and that resulted in organisational change. Variation in the students’ impact on their organisations was further connected to their organisational roles, and to the extent to which their agency aligned with organisational agendas or other external regulatory and normative systems. Strictly limited, or no, organisational change was, however, evident where collective reflexivity was seen to be restricted or to involve contestation. The article concludes that there is significant value to gain by conceiving learning on a professional doctorate not simply in terms of personal growth, but also in terms of mastering a discourse that crosses both research and professional practice and developing the capacity to draw others into that discourse in an organisationally relevant and yet critical fashion.
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An economic agenda, characterized by the mastery of subject knowledge or expertise, increasingly dominates higher education. In this article, I argue that this agenda fails to satisfy the full range of students’ aspirations,... more
An economic agenda, characterized by the mastery of subject knowledge or expertise, increasingly dominates higher education. In this article, I argue that this agenda fails to satisfy the full range of students’ aspirations, responsibilities and needs. Neither does it meet the needs of society. Rather, the overall purpose of higher education should be the morphogenesis of the agency of students, considered on an individual and on a collective basis. The article builds on recent critical realist theorizing to trace the generative mechanisms that affect the morphogenesis of such agency. I argue that reflexive deliberation shapes the agency of students as they engage in teaching–learning interactions. It may be possible to enhance the agency of students if approaches are used that consider curricular knowledge, the presence of supportive social relations and the dedication of students. The article offers ways to promote the flourishing of students rather than their dehumanization.
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It has been suggested that higher education policy across the world is currently framed by a common set of assumptions. As a result, policy makers have a restricted sense of the options that are open to them. This paper looks to the... more
It has been suggested that higher education policy across the world is currently framed by a common set of assumptions. As a result, policy makers have a restricted sense of the options that are open to them. This paper looks to the paradigm of critical realism in order to open up alternative perspectives for policy makers. The argument specifically focuses on policy around student engagement, building on earlier theorising in this area. Student engagement is seen to be constituted by the agency of learners within educational settings, supported as this is by the social relations maintained by learners. The argument opens up alternative framings for policy in ways that take account of the reflexivity and relational goods that sustain the engagement of students in their studies, addressing areas such as teaching and learning, extra-curricular activity, human resources, the character of institutions and student protest.
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There has been growing interest in recent years within organisational settings in the notion of institutional work, which involves purposive action that seeks to create, sustain or disrupt institutions. This study proposes a development... more
There has been growing interest in recent years within organisational settings in the notion of institutional work, which involves purposive action that seeks to create, sustain or disrupt institutions. This study proposes a development of Archer's realist social theory to explore how institutional work involves agents employing (internal) reflexivity in order to guide their (external) relations with others in agreeing and pursuing shared goals.
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The emancipatory dimension to higher education represents one of the sector's most compelling characteristics, but it remains important to develop understanding of the sources of determination that shape practice. Drawing on critical... more
The emancipatory dimension to higher education represents one of the sector's most compelling characteristics, but it remains important to develop understanding of the sources of determination that shape practice. Drawing on critical realist perspectives, we explore generative mechanisms by which methodology in pedagogic research affects the sector's emancipatory potential. In this, we critique the research that led to the Structure of Learning Outcomes taxonomy. Our analysis here enables us to offer a revised version of the taxonomy that is sensitive to horizontal knowledge structures. We further consider a set of studies employing approaches to research that were sensitive to variation in knowledge across disciplines, social relations, reflexivity, corporate agency and other considerations, enabling us to illuminate the stratified basis for our explanatory critique. There is potential for our analysis to assist in developing approaches that are distinctive to research into higher education.
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The professions make a significant contribution to society at large, but to what extent do they prioritise the interests of clients? Are there ways in which client interests are downplayed in relation to agendas determined by States or by... more
The professions make a significant contribution to society at large, but to what extent do they prioritise the interests of clients? Are there ways in which client interests are downplayed in relation to agendas determined by States or by professionals themselves? Indeed, concerns are often raised over the way that professional practice is conducted. In this conceptual paper, we draw on the paradigm of critical realism and on Margaret Archer’s account of the way that reflexivity mediates the impact of social and cultural structures on agency. We argue that the requirement for a professional to undertake action in the service of a client represents a fundamental mechanism that engenders reflexivity. While professions differ from each other in the extent to which professionals need to navigate their way through uncertainty, each professional needs to acquire knowledge and expertise to deal with the provisionality entailed. We identify a range of structural influences on this reflexivity, even as scope remains for professionals to react to these influences in different ways. In particular, we consider the influence on reflexivity of different organisational and regulatory constraints, and of varied approaches to the integration of social relations into professional settings. As a result, we are able to present an overview of ways in which structures operating within different settings influence the reflexivity of professionals. This provides a means to consider whose interests are prioritised. The analysis enables us to draw together conceptualisations of professional setting from the management literature into a single perspective, offering further insight into the way that professional settings vary from each other. There are implications from this analysis for the education of professionals and for the development of their careers, as well as for the organisation of professional life. Awareness of self-in-professional-setting represents an important professional trait, and an essential element of any agenda for professional education that takes into account whose interests are served. Furthermore, changes in the basis on which professional life is organised affect how professionals exercise reflexivity, with consequences for such issues as levels of regulation, modes of organisation, access to the professions, whistleblowing and retention of professionals. It is essential that professionals, and organisations and regulatory bodies for professionals, are more keenly aware of the mediating influence of reflexivity. Such understanding is essential if the professions are to develop a greater sensitivity to the public interest.
Student engagement has become problematic following the rise of mass and universal forms of higher education. Significant attention has been devoted to identifying factors that are associated with higher levels of engagement, but it... more
Student engagement has become problematic following the rise of mass and universal forms of higher education. Significant attention has been devoted to identifying factors that are associated with higher levels of engagement, but it remains the case that the underlying reasons for student engagement and, indeed, the notion itself of ‘student engagement’ remain weakly theorised. In this article, we seek to develop the theoretical basis for student engagement in a way that highlights the student’s own contribution. We explore how learning involves students taking responsibility for action in the face of uncertainty, whether in pursuit of personal or communal concerns. Drawing on perspectives primarily from realist social theory, we suggest that student engagement may be shaped by extended, restricted and fractured modes of reflexivity and co-reflexivity. In this way student engagement in higher education is theorised as a form of distributed agency, with the impact of a learning environment on this agency mediated by reflexivity. Reflexivity itself is further influenced by the tasks and social relations encountered by students in a given learning environment. The role that social relations play in students’ responses to learning specifically offers a means to strengthen the moral basis for education. Our account provides an explanation as to why specific educational practices, such as those termed ‘high impact’, might lead to higher levels of student engagement within the wider context of a knowledge society. We thus offer insights towards new forms of educational practice and relations that have the potential to engage students more fully.
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Professionalism is a focus for student learning in many disciplines. It is known, furthermore, that interpersonal interactions between staff and students constitute an informal curriculum that has a significant influence on students. But... more
Professionalism is a focus for student learning in many disciplines. It is known, furthermore, that interpersonal interactions between staff and students constitute an informal curriculum that has a significant influence on students. But the origins of this informal curriculum are not fully apparent. This article offers a multiple case study that explores the genesis of tutors' facilitation practices in small group medical teaching. Facilitation practices were seen to develop in response to a wide-ranging set of social, professional and critical concerns, affecting notions of professionalism promoted to students. Most tutors exhibited a mode of reflexivity that was extended in time and reach, with tutors also progressing mutual actions through communal deliberation. We thus identify ways in which the informal curriculum is grounded in both the primary agency and the corporate agency of tutors. In looking to promote professionalism, it is essential that curricula are staff- as well as student-centred.
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Purpose – The complexities and challenges inherent in research often require collaborative rather than solitary or team-based forms of working. This paper seeks to open new perspectives onto the nature of collaborative research and onto... more
Purpose – The complexities and challenges inherent in research often require collaborative rather than solitary or team-based forms of working. This paper seeks to open new perspectives onto the nature of collaborative research and onto strategies for developing the capacity of researchers to engage in it.
Design/methodology/approach – The paper outlines a speculative model of collaborative working in higher education that is rooted in critical realist perspectives, using it to ground a conceptual analysis of a stage model of expertise for collaborative working taken from the researcher development framework (RDF) developed in the UK by the organisation Vitae.
Findings – The paper highlights the contribution that theory can make to the practice of researcher development, drawing out the relevance of personal engagement, professional dialogue and collaborative vehicles to support shared practice in pursuit of mutual goals. In this way, it identifies gaps within the stage model that pertain to relational, disciplinary, situational and other elements. The paper articulates insights for the development of the capacity of researchers for collaborative working that prioritise dialogue that is situated within given contexts for research. The analysis draws out implications for the development of collaborative capacity of such notions as corporate agency and collaborative reach.
Originality/value – This paper articulates a novel approach to conceptualising capacity for collaborative research and offers a theoretical critique of a given descriptor taken from Vitae's RDF. As such it assists in developing the scholarly basis for the field of researcher development.
Design/methodology/approach – The paper outlines a speculative model of collaborative working in higher education that is rooted in critical realist perspectives, using it to ground a conceptual analysis of a stage model of expertise for collaborative working taken from the researcher development framework (RDF) developed in the UK by the organisation Vitae.
Findings – The paper highlights the contribution that theory can make to the practice of researcher development, drawing out the relevance of personal engagement, professional dialogue and collaborative vehicles to support shared practice in pursuit of mutual goals. In this way, it identifies gaps within the stage model that pertain to relational, disciplinary, situational and other elements. The paper articulates insights for the development of the capacity of researchers for collaborative working that prioritise dialogue that is situated within given contexts for research. The analysis draws out implications for the development of collaborative capacity of such notions as corporate agency and collaborative reach.
Originality/value – This paper articulates a novel approach to conceptualising capacity for collaborative research and offers a theoretical critique of a given descriptor taken from Vitae's RDF. As such it assists in developing the scholarly basis for the field of researcher development.
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The role that higher education plays in educating professionals is continuing to grow in importance, given the development of knowledge societies across the world. We have also seen a trend for market and state to play a greater role in... more
The role that higher education plays in educating professionals is continuing to grow in importance, given the development of knowledge societies across the world. We have also seen a trend for market and state to play a greater role in higher education. Analysis by the sociologist Donati suggests, though, that we cannot sustain what is distinctively human simply through resort to these institutions of market and state. He argues that social relations are an essential feature of what it is to be human, contending that relations frame the reflexivity (and thereby the agency) of the parties involved. This paper undertakes a theoretical analysis of why professional education might incorporate specific social relations, as between students and clients. We advocate a partial reframing of professional education around social relations to avoid increasing levels of alienation from clients, and to enhance professional practice.
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This report outlines a literature review of the role and effectiveness of specific approaches to reflective practice in programmes for new members of academic staff. Rather than focusing on a simple notion of ‘reflective practice’ we... more
This report outlines a literature review of the role and effectiveness of specific approaches to reflective practice in programmes for new members of academic staff. Rather than focusing on a simple notion of ‘reflective practice’ we operate at a more detailed level by considering specific forms of reflective thinking as applied to given aspects of practice. This literature review has as broad aims to:
• Ascertain the role and effectiveness of specific approaches to reflective practice in programmes of initial professional development for new members of academic staff.
• Trial and evaluate a review methodology based around practitioner collaboration.
The review was funded by the Higher Education Academy between October 2005 and May 2006. The Academy clearly has an interest in the subject of this review, given its role in accrediting programmes for new academic staff and in framing national standards within the UK. It is clear also that the effectiveness of these programmes is an issue of wide interest within the sector.
• Ascertain the role and effectiveness of specific approaches to reflective practice in programmes of initial professional development for new members of academic staff.
• Trial and evaluate a review methodology based around practitioner collaboration.
The review was funded by the Higher Education Academy between October 2005 and May 2006. The Academy clearly has an interest in the subject of this review, given its role in accrediting programmes for new academic staff and in framing national standards within the UK. It is clear also that the effectiveness of these programmes is an issue of wide interest within the sector.
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In this study, we investigate the interplay between context and agency for three early-career academics as they seek to develop their teaching. Our analysis is conducted in light of Archer's realist social theory, framed by critical... more
In this study, we investigate the interplay between context and agency for three early-career academics as they seek to develop their teaching. Our analysis is conducted in light of Archer's realist social theory, framed by critical realism. We argue that it is possible to see ways in which Archer's account of the interplay between structure and agency is evident in the practice of these academics, with the influence of contextual factors mediated by their concerns and reflexive deliberations. We thus open up a range of questions for further research and points of departure for the development of practice.
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It is becoming increasingly clear that the notion of 'removing barriers' offers a limited foundation for widening participation to higher education. Drawing on realist social theory, we consider how decisions to participate or not... more
It is becoming increasingly clear that the notion of 'removing barriers' offers a limited foundation for widening participation to higher education. Drawing on realist social theory, we consider how decisions to participate or not participate form part of a process to establish a modus vivendi or 'way of life' for oneself. We explore factors that affect how individuals pursue courses of action around entry into potentially alien educational contexts. Our analysis suggests that interventions designed to widen participation should take account of different modes of reflexive deliberation, underpinning social and cultural structures, and a range of notions of human flourishing.
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A set of educational practices have been identified that offer a ‘high impact’ on student engagement, but the extent to which these practices can be transferred into the online setting has received only modest attention in the literature.... more
A set of educational practices have been identified that offer a ‘high impact’ on student engagement, but the extent to which these practices can be transferred into the online setting has received only modest attention in the literature. This study sought to account for patterns of student engagement in light of a set of high impact practices on online masters degrees in the domains of Public Health, Management and Computer Science. We employed an interpretive two-part research design framed initially around a body of social theory that draws out the role of reflexivity in framing intentional forms of human action. The study found that student engagement was underpinned by modes of reflexivity that varied at the level of individual learner, enabling students differentially to progress both individual concerns and those concerns common to a group of learners. However, it was apparent also that beliefs and dispositions manifested by the students were seen to mutually interact with the identified reflexivity. The paper draws out the practical implications as to how learning is best supported online in light of these findings, including ways for students to take on responsibility for learning in the presence of uncertainty, strategies to incorporate a more explicit focus on underpinning social relations, and means to support students in shaping their own reflexivity and dispositions as learners.
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Collaborative working is increasingly becoming a key feature of academic life in Higher Education. Traditionally, university culture supported individual research and scholarship. Today, the academic role has shifted from a focus on the... more
Collaborative working is increasingly becoming a key feature of academic life in Higher Education. Traditionally, university culture supported individual research and scholarship. Today, the academic role has shifted from a focus on the individual to a focus on the group or team. Collaborative Working in Higher Education takes the reader on a journey of examination, discussion, reflection and suggestions for developing practice via a broad overview of the key aspects of collaboration and collaborative working, informed by focused case studies and an international perspective provided by contributing authors.
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An inspirational treasure trove of ideas for turning your tutorials from good to great. Encouraging reflective practice, this book is grounded in learning theory yet is eminently practical for all lecturers looking to revitalise their... more
An inspirational treasure trove of ideas for turning your tutorials from good to great. Encouraging reflective practice, this book is grounded in learning theory yet is eminently practical for all lecturers looking to revitalise their teaching.
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Staff and educational development, the systematic support for improving education and learning, has moved in recent years to center stage within further and higher education around the world--a phenomena reflected in the booming... more
Staff and educational development, the systematic support for improving education and learning, has moved in recent years to center stage within further and higher education around the world--a phenomena reflected in the booming membership of professional development bodies. This book provides a detailed consideration of the fundamental issues in staff and educational development, analyzing the context in which it functions, the roles undertaken by practitioners, and also ways in which staff and educational development can be promoted and managed in senior and institutional levels, as well as on an individual basis. Written in an engaging, accessible style, it is rooted in practice, with a wealth of case study material and practical advice, the book covers areas such as: developing institutional policy and strategy for development; how professionals learn and develop; leading an educational development unit; programs in learning and teaching in higher education; areas of specialist expertise; and careerpathways.
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The Effective Learning and Teaching in Higher Education series is packed with up-to-date advice, guidance and expert opinion on teaching in the key subjects in higher education today, and is backed up by the authority of the Institute for... more
The Effective Learning and Teaching in Higher Education series is packed with up-to-date advice, guidance and expert opinion on teaching in the key subjects in higher education today, and is backed up by the authority of the Institute for Learning and Teaching. This book covers all of the key issues surrounding the effective teaching of maths- a key subject in its own right, and one that forms an important part of many other disciplines. The book includes contributions from a wide range of experts in the field, and has a broad and international perspective.
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"As students of mathematics or its applications progress, courses focus increasingly on mathematical theories and applications themselves, and less on how to study these complex ideas. Studying Mathematics and its Applications aims to... more
"As students of mathematics or its applications progress, courses focus increasingly on mathematical theories and applications themselves, and less on how to study these complex ideas.
Studying Mathematics and its Applications aims to bridge this gap by focusing on the essential skills needed by students, helping them to study more effectively and successfully. The book leads the student through tasks, demonstrating how to use examples and cope with symbols and encouraging them to use these tools to apply mathematics and construct proofs. Offering practical advice on assessment and modes of study, this book is an invaluable companion to any Mathematics or Applications of Mathematics course."
Studying Mathematics and its Applications aims to bridge this gap by focusing on the essential skills needed by students, helping them to study more effectively and successfully. The book leads the student through tasks, demonstrating how to use examples and cope with symbols and encouraging them to use these tools to apply mathematics and construct proofs. Offering practical advice on assessment and modes of study, this book is an invaluable companion to any Mathematics or Applications of Mathematics course."
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This Guide focuses on ‘Enquiry-based Learning’ (EBL) – on curricula designed around processes of enquiry. It is informed by reports emerging from a programme of staff development that supported lecturers as they each carried out a... more
This Guide focuses on ‘Enquiry-based Learning’ (EBL) – on curricula designed around processes of enquiry. It is informed by reports emerging from a programme of staff development that supported lecturers as they each carried out a small-scale project designed to impact on the learning of their students.Covers approaches to learning that include problem based learning, field work, student enquiries and so on.
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This paper provides guidance on the scope and construction of aims and intended learning outcomes, and on links with the wider programme. It concentrates on aspects of writing aims and learning outcomes that experience from reviewing... more
This paper provides guidance on the scope and construction of aims and intended learning outcomes, and on links with the wider programme. It concentrates on aspects of writing aims and learning outcomes that experience from reviewing documentation and from working with colleagues indicates are often most problematic. Thus while we introduce how to write aims and learning outcomes, we focus in more detail on broadening the scope of aims and on indicating level in an intended learning outcome. In addition, we consider in the first appendix the relationship between intended learning outcomes and standards of performance, allowing us to distinguish between outcomes that are set for typical or threshold standards. Further appendices provide guidance on both possible skills and other attributes, and on verbs to be included in intended learning outcomes.
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This briefing note is intended for new academic staff who are taking a programme of initial professional development. We offer a range of insights stemming from a review of research on the use of ‘reflective practices’ in such programmes... more
This briefing note is intended for new academic staff who are taking a programme of initial professional development. We offer a range of insights stemming from a review of research on the use of ‘reflective practices’ in such programmes (see this review amongst my other papers here on may academia.edu site).
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This briefing note is intended for staff within higher education whose students engage in reflective processes as part of their learning. We offer a framework that tutors may employ to help shape the way in which their students carry out... more
This briefing note is intended for staff within higher education whose students engage in reflective processes as part of their learning. We offer a framework that tutors may employ to help shape the way in which their students carry out such processes. The framework was developed during a review of research studies
pertinent to reflective pratice for new academic staff (see under 'Papers' on here on my academia.edu site).
pertinent to reflective pratice for new academic staff (see under 'Papers' on here on my academia.edu site).
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This briefing note is intended to outline some of the difficulties that arise when using research-led learning (including enquiry-based learning), indicating possible responses. We address three specific areas of challenge: course design,... more
This briefing note is intended to outline some of the difficulties that arise when using research-led learning (including enquiry-based learning), indicating possible responses. We address three specific areas of challenge: course design, assessment and staffing. We focus on learning that involves students engaging in research or in aspects of the research process, rather than on other forms of research-led learning (e.g. research methods courses or curricula based around research interests of staff). These latter forms of research-led learning are often taught in more traditional formats, and in such cases pose fewer demands.
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Advice on how to construct a case for excellence in your teaching as a university lecturer or faculty member.
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This briefing note is intended to outline some of the difficulties that arise for assessment when using research-led learning. We focus on learning that involves students engaging in research or in aspects of the research process, rather... more
This briefing note is intended to outline some of the difficulties that arise for assessment when using research-led learning. We focus on learning that involves students engaging in research or in aspects of the research process, rather than on other forms of research-led learning (e.g. research methods courses or curricula based around research interests of staff). These latter forms of research-led learning are often taught in more traditional formats, and in such cases pose fewer demands.
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This workshop explores how assessment drives student learning, encouraging participants to analyse and develop their own assessment practice in the light of: characteristics of effective learning; factors influencing the relationship... more
This workshop explores how assessment drives student learning, encouraging participants to analyse and develop their own assessment practice in the light of: characteristics of effective learning; factors influencing the relationship between assessment and student learning; a variety of assessment methods.
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Workshop to provide insight on how to engage in collaborative research, and strategies to develop capacity for collaboration on the part of researchers
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Advice on securing funding for development projects in higher education.
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Presentation on implications of the UK's Teaching Excellence Framework given at the Westminster Higher Education Forum, London, 9th February 2017.
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This study specifically addresses the following research questions, drawing out issues in relation the knowledge society: To what extent can student engagement be explained through reflexivity? How do high-impact practices in the online... more
This study specifically addresses the following research questions, drawing out issues in relation the knowledge society: To what extent can student engagement be explained through reflexivity? How do high-impact practices in the online setting influence student reflexivity?
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Presented at the University of Liverpool/Laureate Online Education Faculty Conference, Liverpool
Research Interests: Instructional Design, Educational Technology, E-learning, Distance Education, Reflexivity, and 14 moreComputer-Mediated Communication, Instructional Technology, ICT4D, Online Learning, Distance Learning, Virtual Learning, Knowledge Communities, Technology Enhanced Education, Developmental Work Research, NSSE, High-Impact Practices, Instructional Engineering, Innovation & Change Management, and Open Distance Learning
This presentation was the first of two that addressed the challenges of collaborative work, and offering strategies to make this a reality of academic life. It presented a model, detailed at length in Walsh and Kahn (2009), which was... more
This presentation was the first of two that addressed the challenges of collaborative work, and offering strategies to make this a reality of academic life. It presented a model, detailed at length in Walsh and Kahn (2009), which was developed through a theoretical synthesis of perspectives from a body of literature and experience on collaborative working. The work draws on critical realist perspectives, including Bhaskar’s (1998) notions of stratification in social reality. The presentation focused on professional dialogue and social structures with a view to stimulating discussion around the role of collaborative working as an informed and meaningful approach in addressing the current challenges to cohesion of academic practice.
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Higher Education substantively underplays the role of ontology in shaping student learning. In this speculative paper, we adapt perspectives from Margaret Archer’s realist social theory to develop a theory of student learning that is... more
Higher Education substantively underplays the role of ontology in shaping student learning. In this speculative paper, we adapt perspectives from Margaret Archer’s realist social theory to develop a theory of student learning that is fully tailored to the context of higher education. We consider specific sets of concerns that students might bring with them to learning, and ways that these concerns might give rise to distinctive patterns of internal deliberation as students respond to given learning environments (socio-cultural structures). In this way we would expect to see variation in the agency that students display in learning, with internal deliberation (conceived more widely than reflexivity) mediating the effect of structure on agency. This paper seeks to pave the way for further empirical research and for educators to imagine teaching and learning in new ways.
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This workshop draws out key issues involved in collaborative research within the Arts and Humanities.
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A research briefing on teaching intensity to help departments prepare for its possible inclusion in the assessment of teaching quality at subject level.
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Engineering programmes within higher education have significant scope to make a contribution to global challenges such as sustainable development and solutions to world poverty. Alongside such a contribution to society, universities are... more
Engineering programmes within higher education have significant scope to make a contribution to global challenges such as sustainable development and solutions to world poverty. Alongside such a contribution to society, universities are also exploring ways to focus student learning around realistic enquiries. It is therefore important to explore approaches that address such challenges and pedagogies, which indeed also offer a