All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording or any information storage and retrieval system, without prior... more
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording or any information storage and retrieval system, without prior permission in writing from the copywrite owner. The Leadership Foundation is pleased to launch its new series of 'Stimulus Papers' which are intended to inform thinking, choices and decisions at institutional and system levels in UK higher education. The papers were selected from an open tender which sought to commission focused and thought-provoking papers that address the challenges facing leaders, managers and governors in the new economic environment facing the UK. The themes addressed fall into different clusters including higher education leadership, business models for higher education, leading the student experience and leadership and equality of opportunity in higher education. Note: This paper is not intended to constitute legal advice and no responsibility is accepted by Eversheds LLP or the Leadership Foundation for any reliance made on it.
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Research Interests: Accountability, Clinical Trial, Global Health, Policy, Public Health, and 15 moreMedicine, Clinical research, Infectious Disease, Case Study, United States, Conceptual Framework, Restructuring, Operationalization, Public Administration and Policy, Scientific Research, Stakeholder, Success Factor, Large Scale, R, and National Institute of Health
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Congress logo Back to Conference page. UICC World Cancer Congress 2006. Bridging the Gap: Transforming Knowledge into Action. July 8-12, 2006, Washington, DC, USA. Tuesday, 11 July 2006 - 12:00 PM 168-12. Integrating ...
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Using the notion of threshold concepts we sought to understand the transformation students undergo in the first year of university engineering or material science as they transition from secondary school problem solving to thinking like... more
Using the notion of threshold concepts we sought to understand the transformation students undergo in the first year of university engineering or material science as they transition from secondary school problem solving to thinking like an engineer. We interviewed 14 tutors and 8 students at Oxford to identify the key threshold students must pass through during their first year, focusing on how this threshold is transformative and how one can tell whether this transformation has happened. Tutors emphasised a set of related discipline-specific thinking processes that evolve over the course of the year, including connecting maths and the physical world, modelling problems, estimating and approximating and balancing convergent and divergent thinking. Students that “got it” (i.e. had transformed or passed over the threshold) were perceived as a) tackling problems differently; b) being more independent; c) having increased confidence; d) embracing a broader view of the subject and; e) co...
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Introduction: Postgraduate psychiatry training occurs in the workplace or situated learning settings. The Cognitive Apprenticeship Model [CAM] was introduced as an instructional model for situated learning. While undergraduate medical... more
Introduction: Postgraduate psychiatry training occurs in the workplace or situated learning settings. The Cognitive Apprenticeship Model [CAM] was introduced as an instructional model for situated learning. While undergraduate medical students' experience of the model has been tested, to our knowledge there has been no such reports from postgraduate psychiatry training. Methods: We surveyed 134 Oxford Deanery psychiatry trainees recruited between 2005 and 2013 through an online questionnaire. Respondents identified which CAM components [scaffolding, modelling coaching, articulation, reflection exploration] were the best aspects, and most needing improvement, in their clinical training. Results: Of 57 respondents, 80% were satisfied with and enjoyed [90%] their training. They recognised all individual CAM components; modelling and coaching were identified as the best methods. Exploration was identified as the one most in need of improvement. The behavioural [modelling, coaching a...
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1. What We Know and Fail to Know About the Impact of Teacher Development Gabriela Pleschova and Eszter Simon Part One: Training for What? Instructional Development for Graduate Students 2. Preparing Doctoral Students for a Teaching... more
1. What We Know and Fail to Know About the Impact of Teacher Development Gabriela Pleschova and Eszter Simon Part One: Training for What? Instructional Development for Graduate Students 2. Preparing Doctoral Students for a Teaching Career: The Case of an International University with a History of Regional Engagement Joanna Renc-Roe and Tatiana Yarkova 3. Graduate Student Teacher Training Courses, Job Placement, and Teaching Awards in the United States John Ishiyama, Alexandra Cole, Angela D. Nichols, Kerstin Hamann and Kimberly Mealy 4. The Impact of Training on Teacher Effectiveness: Canadian Practices and Policies Christopher Knapper Part Two: Using Program Assessments to Improve Program Design 5. Mentorship in Teacher Training: A Preliminary Review of a Professional Development Programme for Tertiary Teachers in Singapore Huang Hoon Chng and Alan Soong Swee Kit 6. Combining International Experience with the Local Context: Designing and Improving Instructional Development in a Post-Soviet Setting Mari Karm, Marvi Remmik and Anu Haamer 7. Institutional Factors in Re-Designing an Accredited Continuing Professional Development Course in Northern Ireland Vicky Davies and Sarah Maguire Part Three: Top-Down Determinants of Success in Instructional Development Programs 8. The Emerging European Higher Education Area: Implications for Instructional Development Kathleen M. Quinlan and Erkki Berndtson 9. Teacher Development Programmes: National Policies Enabling Local Impact in Ireland Jennifer Murphy 10. The Influence of the Research Philosophy and Pedagogical Management Decisions of the University of Helsinki on University Teaching: A Longitudinal Study Anne Nevgi 11. The Impact of UK University Teaching Programmes on Lecturers' Assessment Practice: A Case for Pedagogical Action Research Lin S. Norton, Bill Norton and Lee Shannon Part Four: Theorizing About Instructional Development 12. How Effects from Teacher Training of Academic Teachers Propagate into the Meso Level and Beyond Torgny Roxa and Katarina Martensson 13. Instructional Development for University Teachers: Causes of Impact and Practical Implications Ann Stes and Peter Van Petegem 14. Evaluating the Impact of University Teaching Development Programmes: Methodologies That Ask Why There Is an Impact Keith Trigwell 15. Creating Successful Teacher Development Programmes Eszter Simon and Gabriela Pleschova
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Research Interests: Curriculum and L
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This study examined the relationship between university students’ perceptions of the cultural sensitivity of their curriculum and their interest in their major. An ethnically diverse sample (N=262) rated the cultural sensitivity of the... more
This study examined the relationship between university students’ perceptions of the cultural sensitivity of their curriculum and their interest in their major. An ethnically diverse sample (N=262) rated the cultural sensitivity of the curriculum of their major and their interest. Ethnic minority students (n=157) perceived their curriculum as less culturally sensitive on all four dimensions and had lower levels of interest than White students (n=100). Each of the newly developed Culturally Sensitive Curriculum Scales was significantly related to interest. Regression analyses showed that two dimensions of cultural sensitivity (Diversity Represented and Challenge Power) mediated effects of ethnicity on interest. Therefore, ensuring curricula are diverse and critical may support minority ethnic students’ interest and potentially contribute to reducing achievement gaps
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In the main, attention to disciplinary practices has been neglected in assessment and feedback research (Coffey et al., 2011; Cowie & Moreland, 2015). Only recently, the longstanding interest in authentic assessment (e.g. Wiggins,... more
In the main, attention to disciplinary practices has been neglected in assessment and feedback research (Coffey et al., 2011; Cowie & Moreland, 2015). Only recently, the longstanding interest in authentic assessment (e.g. Wiggins, 1989) has re-surfaced in higher education literature on authentic assessment design (Ashford-Rowe et al., 2014; Villarroel et al., 2018) and authentic feedback (Dawson et al., 2020). To address this gap, in our 2019 call for papers for this special issue, we sought articles that would explore the potential of what we called ‘signature’ assessment and feedback practices. Just as signature pedagogies (Shulman, 2005) have directed attention to discipline- and profession-specific teaching practices in higher education, we used the term ‘signature’ to invite researchers and educators to consider discipline-specific assessment and feedback practices. While these signatures will be authentic to a discipline, the term implies that they will be uniquely characteristic of a particular discipline. Thus, we invited researchers and educators to dig deeply into what makes a discipline or profession special and distinct from other fields. Because attention to disciplines has the potential to connect primary and secondary with tertiary education, which is often siloed in its own journals, the call for papers also explicitly sought examples from different levels of education. Two years later, this special issue contains five theoretically framed and grounded empirical papers that: a) situate particular assessment and feedback practices within a discipline; b) analyse how engagement with those assessment and feedback activities allows students to participate more fully or effectively within the disciplinary or professional community, and c) illuminate new aspects of assessment and feedback. We (Quinlan and Pitt, this issue) conclude this special issue with an article that draws on the five empirical papers to construct a taxonomy for advancing research on signature assessment and feedback practices
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The period between March 2020 and October 2020 will live long in the memory for those involved in higher education, as they coped with changes in response to the Covid-19 pandemic. This article firstly analyses UK higher education... more
The period between March 2020 and October 2020 will live long in the memory for those involved in higher education, as they coped with changes in response to the Covid-19 pandemic. This article firstly analyses UK higher education professional’s assessment and feedback practices in response to what we are calling the emergency phase of March to June 2020. In the second part of the article, we sought to learn how UK educators were reflecting on the lessons from that emergency period to prepare for the 2020/2021 academic year. The article concludes by considering how these two phases may influence assessment and feedback practices in a post-pandemic era
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Increasingly across many UK higher education institutions staff and students are questioning and challenging systemic inequalities that affect racially minoritised groups in their learning and sense of belonging within the curriculum.... more
Increasingly across many UK higher education institutions staff and students are questioning and challenging systemic inequalities that affect racially minoritised groups in their learning and sense of belonging within the curriculum. Students are calling for inclusion of diverse sources of knowledge and perspectives, especially from scholars of colour and from the Global South, to enrich what is currently perceived to be a Eurocentric canon. One way to promote more culturally aligned pedagogy is through diversifying reading lists. This article presents findings from two pilot studies that explored the reading lists in one department in social sciences and one in the humanities at the University of Kent, UK. Applying critical race theory as a guiding framework, the first part of the article examines the ways in which a diverse curriculum must include the voices of the marginalised. It then describes the methods: a desk-based review of the reading lists, interviews with academics to ...
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Drawing on an adaptation of Quinlan’s (2014) model of leadership for learning in higher education, we analyse two case studies of the process of designing postgraduate interdisciplinary taught programmes in a research-intensive university... more
Drawing on an adaptation of Quinlan’s (2014) model of leadership for learning in higher education, we analyse two case studies of the process of designing postgraduate interdisciplinary taught programmes in a research-intensive university in the UK (Gantogtokh, Quinlan 2017), focusing on the leadership required for interdisciplinary curriculum design. First, we focus on the organisational structures and processes these leaders put in place to support programme development. Second, we consider the personal characteristics of the leaders, focusing on how they built relationships with module leaders representing diverse disciplinary communities. Finally, we identify examples of knowledge about learning, teaching and assessment these programme leaders used. We conclude with implications for programme leaders and educational leadership development.
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This essay explores the most common difficulties faced in translating classroom research on practical problems of teaching and learning into peer reviewed published outputs. Using examples from my own research, I will show how to use... more
This essay explores the most common difficulties faced in translating classroom research on practical problems of teaching and learning into peer reviewed published outputs. Using examples from my own research, I will show how to use pedagogical literature and theories of learning, teaching, motivation or curriculum to frame local problems and questions to appeal to a wider audience. This essay is based on my invited talk at the University of Brighton’s Enhancing Higher Education through Research conference on 2 February 2018.
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© 2009 Kagan et al; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License
Persistent racial equality gaps exist in HE. Positive interactions with teachers and interest are both associated with higher attainment (Jansen, Lüdtke, & Schroeders, 2016; Kuh & Hu, 2011), yet BAME/White gaps exist on these two... more
Persistent racial equality gaps exist in HE. Positive interactions with teachers and interest are both associated with higher attainment (Jansen, Lüdtke, & Schroeders, 2016; Kuh & Hu, 2011), yet BAME/White gaps exist on these two engagement variables (Lundberg & Schreiner, 2004; Quinlan, 2004). We traced these “engagement gaps” back to the lack of culturally sensitive curricula, suggesting that reforming curricula may help close both engagement and attainment gaps (Museus, 2014). Adopting a ‘race-focused’ approach (DeCuir-Gunby & Schutz, 2014) we investigated: 1) the extent to which students, particularly Black, Asian, and Minority Ethnic (BAME) students, perceive their curriculum as culturally sensitive; and 2) the relationship between cultural sensitivity in curricula and students’ engagement, defined as their academic interactions with teachers and their interest in the subject. To answer these questions, we developed a new set of Culturally Sensitive Curriculum Scales which make an important conceptual and methodological contribution to research
Research Interests: Curriculum and L
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This valuable work suggests one model in which faculty assemble a collection of carefully selected work samples accompanied by reflective commentary about them. Covers the what, why, and how of teaching portfolios, with pointers for... more
This valuable work suggests one model in which faculty assemble a collection of carefully selected work samples accompanied by reflective commentary about them. Covers the what, why, and how of teaching portfolios, with pointers for getting started and a sampling of current campus practices
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In the main, attention to disciplinary practices has been neglected in assessment and feedback research (Coffey et al., 2011; Cowie & Moreland, 2015). Only recently, the longstanding interest in authentic assessment (e.g. Wiggins,... more
In the main, attention to disciplinary practices has been neglected in assessment and feedback research (Coffey et al., 2011; Cowie & Moreland, 2015). Only recently, the longstanding interest in authentic assessment (e.g. Wiggins, 1989) has re-surfaced in higher education literature on authentic assessment design (Ashford-Rowe et al., 2014; Villarroel et al., 2018) and authentic feedback (Dawson et al., 2020). To address this gap, in our 2019 call for papers for this special issue, we sought articles that would explore the potential of what we called ‘signature’ assessment and feedback practices. Just as signature pedagogies (Shulman, 2005) have directed attention to disciplineand profession-specific teaching practices in higher education, we used the term ‘signature’ to invite researchers and educators to consider discipline-specific assessment and feedback practices. While these signatures will be authentic to a discipline, the term implies that they will be uniquely characteristic of a particular discipline. Thus, we invited researchers and educators to dig deeply into what makes a discipline or profession special and distinct from other fields. Because attention to disciplines has the potential to connect primary and secondary with tertiary education, which is often siloed in its own journals, the call for papers also explicitly sought examples from different levels of education. Two years later, this special issue contains five theoretically framed and grounded empirical papers that: a) situate particular assessment and feedback practices within a discipline; b) analyse how engagement with those assessment and feedback activities allows students to participate more fully or effectively within the disciplinary or professional community, and c) illuminate new aspects of assessment and feedback. We (Quinlan and Pitt, this issue) conclude this special issue with an article that draws on the five empirical papers to construct a taxonomy for advancing research on signature assessment and feedback practices.
Research Interests: Psychology and Lb
The world’s most pressing problems require solutions that cross disciplinary boundaries. Yet, in an academy dominated by disciplinary thinking, interdisciplinarity is very challenging for researchers, teachers and students. We briefly... more
The world’s most pressing problems require solutions that cross disciplinary boundaries. Yet, in an academy dominated by disciplinary thinking, interdisciplinarity is very challenging for researchers, teachers and students. We briefly discuss problem-based learning (PBL) as a promising teaching methodology for integrating multiple disciplines. However, the literature on problem-based learning does not adequately articulate the underlying cognitive processes required for interdisciplinary knowledge construction, particularly outside the clinical sciences. This paper proposes conceptual integration or blending (Fauconnier & Turner, 2002; Fauconnier & Turner, 2008; Howell, 2010; Morrison, 2003) as a promising theoretical foundation for interdisciplinary teaching and learning, particularly in area studies, which integrates numerous social sciences and humanities subjects. We illustrate this theoretical approach with examples drawn from a course on the culture of Russia and Eastern Europ...
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Competencies are the cornerstone of effective public health practice, and practice specialties require competencies specific to their work. Although more than 30 specialty competency sets have been developed, a particular need remained to... more
Competencies are the cornerstone of effective public health practice, and practice specialties require competencies specific to their work. Although more than 30 specialty competency sets have been developed, a particular need remained to define competencies required of professionals who practice chronic disease prevention and control. To that end, the National Association of Chronic Disease Directors (NACDD) engaged a group of stakeholders in developing competencies for chronic disease practice. Concept mapping was blended with document analysis of existing competencies in public health to develop a unique framework. Public health experts reviewed the results, providing extensive and richer understanding of the issues. The final product presents an integrated picture that highlights interrelationships among the specific skills and knowledge required for leading and managing state chronic disease programs. Those competencies fall into 7 clusters: 1) lead strategically, 2) manage peo...
Research Interests: Focus Groups, Public Health, Professional Development, Medicine, Humans, and 9 moreNeeds Assessment, Competency base training and education, Public Health Administration, Chronic Disease, United States, Public health systems and services research, Professional Competence, Competency Based Education, and Preventive Health Services
Persistent racial equality gaps exist in HE. We argue that culturally sensitive curricula can address those racial equality gaps as well as support the development of culturally competent graduates equipped for social change. In this... more
Persistent racial equality gaps exist in HE. We argue that culturally sensitive curricula can address those racial equality gaps as well as support the development of culturally competent graduates equipped for social change. In this short piece, we briefly describe our conceptualisation of culturally sensitive curricula and the tool we have developed to support curricular enhancement. We report on emerging evidence of the impact of culturally sensitive curricula on students' engagement and suggest how such curricula could lead to impact on educational outcomes.
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In this chapter, we argue for the centrality of the unique languages, cultures and traditions of the academic disciplines to university teaching and learning and for the need to redefine the relationship between disciplinary and... more
In this chapter, we argue for the centrality of the unique languages, cultures and traditions of the academic disciplines to university teaching and learning and for the need to redefine the relationship between disciplinary and educational experts when enhancing education in research-intensive universities. We propose a conceptual framework that privileges the discipline as a key factor in designing educational enhancement strategies, while acknowledging institutional and national contexts. This framework guides an examination of three specific case studies from three different research-intensive universities (University of Copenhagen (UCPH), University of Leuven (KU Leuven), University of Oxford), each with its own history of educational development and enhancement strategies over the past several decades. We outline the method for writing and interrogating those cases. The cases highlight challenges associated with efforts to enhance teaching and learning in research-intensive universities and the role the disciplines can play in those efforts. We conclude with recommendations for educational enhancement practice drawn from this analysis of multi-institutional cases.
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This short paper explores challenges of teaching values in an educational/faculty development setting. Drawing on the medical humanities, the paper proposes an educational humanities approach. This approach is illustrated through a poem,... more
This short paper explores challenges of teaching values in an educational/faculty development setting. Drawing on the medical humanities, the paper proposes an educational humanities approach. This approach is illustrated through a poem, along with discussion prompts that educational developers can use to explore values in teaching.
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Higher education (HE) in many countries has been characterized by increased marketization, external accountability and managerialism. This article examines how academics feel about and respond to HE reforms in Cyprus, a country whose HE... more
Higher education (HE) in many countries has been characterized by increased marketization, external accountability and managerialism. This article examines how academics feel about and respond to HE reforms in Cyprus, a country whose HE sector is heavily commercialized and affected by austerity measures. We analyzed interviews with twenty-three Cypriot academics in four universities, who had been working in business schools from three to twenty-nine years. Interviewees described experiences of being an academic in Cyprus, highlighting contextual factors that triggered emotional events in their day-to-day lives. Integrating previous literature, we present six different behavioral responses to the events they described, including compliance, resistance and flight. We explain how academics chose different responses at different times based on their interpretations of value congruence/incongruence, their felt emotions, and the need to comply with emotional display rules. Considering the...
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In medicine, concern about preserving the humanity, empathy, and moral reasoning of prospective doctors during their medical education has spawned the field of medical humanities. Building on the logic of the medical humanities, I propose... more
In medicine, concern about preserving the humanity, empathy, and moral reasoning of prospective doctors during their medical education has spawned the field of medical humanities. Building on the logic of the medical humanities, I propose an educational humanities to support the relational, emotional, and ethical bases of teaching practice. After a brief review of other attempts to bring the humanities into the preparation of educational professionals, I illustrate two main ways that such a field could contribute to teacher education, using poems as examples. Drawing on the way in which the medical humanities expand dominant discourses about medicine, I show how poems can highlight alternative narratives about students’ experiences, particularly through the use of metaphor. Those alternatives may offer better foundations for fruitful and satisfying relationships between teachers and students. Second, I illustrate the use of poems as emotive case examples of ethical dilemmas of practice. I show how discussion of such poems offers a substantive, theoretically grounded approach to the teaching of values, rooted in recognition of the complexity of ethical decision-making in practice.
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ABSTRACT We propose a new instructional theory, the Domain of Validity (DoV) Framework, which offers a new way forward for designing teaching for conceptual change, while also resolving conflicts between existing theories related to... more
ABSTRACT We propose a new instructional theory, the Domain of Validity (DoV) Framework, which offers a new way forward for designing teaching for conceptual change, while also resolving conflicts between existing theories related to common, difficult-to-change conceptions students have about particular scientific topics. We propose that knowledge consists of two connected elements: a model and a domain of validity (or DoV). Foregrounding the notion of DoV for given models allows us to reconceptualise and diagnose many problematic preconceptions as examples of an oversized DoV. Mapping the different elements of knowledge – both the model and its domain of validity – allows teachers to pinpoint precisely the cognitive conflict that students need to confront in a conceptual change approach to teaching. We highlight the instructional implications related to these scientific learning difficulties and conclude by proposing particular teaching strategies based on this new framework, emphasising the domains of validity of particular scientific models.
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This position paper is an outcome of the European Science Foundation’s Exploratory Workshop ‘The Impact of Training for Teachers in Higher Education’ held 18–20 March 2010 in Bratislava with the participation of 20 international academics... more
This position paper is an outcome of the European Science Foundation’s Exploratory Workshop ‘The Impact of Training for Teachers in Higher Education’ held 18–20 March 2010 in Bratislava with the participation of 20 international academics engaged in both teacher training and researching teaching and learning in higher education. One of the conclusions of the workshop was that directing attention to teaching in higher education is critical for the future of European higher education. Accordingly, this paper calls the attention of policy makers in Europe to the pressing need to improve the quality of teaching in higher education and makes recommendations at the European, national and institutional levels to achieve this.
