In the last 30 years, there has been a flourishing of pedagogic research in higher education. This talk explores who writes it, what they write about, and the value of what is written. Are the authors are a 'family of strangers' from the academic development community; kindred spirits curious about teaching, or more controversially, amateurs without roots in their home disciplines? I will explore the implications of boundary-crossing research drawing from different disciplinary traditions, both upsides and downsides. Drawing on Haggis (2009), I will argue that the dominance of 'deep' and 'surface' approaches to learning in pedagogic research is problematic, given its tendency to predict the complex business of human learning, and to fade out the context, and I will go on to propose an alternative from the sociological tradition. The talk will finish by exploring the value of pedagogic research, given its Cinderella status and the embryonic embrace given to it in the REF and TEF (Cotton et al. 2014; 2016).
Professor Tansy Jessop - Short Bio
Tansy Jessop is Professor of Research Informed Teaching at Solent University, where she heads up the academic development team. She leads 'Transforming the Experience of Students through Assessment' (TESTA) which has had wide-reach in the UK sector as a research and change process focusing on programme approaches to assessment. Tansy has published on assessment and feedback, learning spaces, technology enhanced learning, narrative methods and social justice in education.