Mixed Economy Group Conference 2 May 2014

1. Scholarly activity, curriculum
development and student involvement
Mick Healey, Alan Jenkins and John
Lea
2 May 2014

3. 3
Scholarly activity, curriculum
development and student
involvement
Aim - To review the
contribution of CBHE in the
development of research-
based learning
Collected - Over 50 mini-
case studies from UK,
Australia, Canada, Ireland,
Netherlands, New Zealand
and United States

4. New models of curriculum … should all …
incorporate research-based study for
undergraduates (Ramsden 2008, 10-11).
A positive research and teaching link primarily
depends on the nature of the students’ learning
experiences, resulting from appropriate teaching
and learning processes, rather than on particular
inputs or outcomes (Elton 2001, 43).
4
Scholarly activity, curriculum
development and student
involvement

5. For the students who are the professionals of the
future, developing the ability to investigate
problems, make judgments on the basis of sound
evidence, take decisions on a rational basis, and
understand what they are doing and why is vital.
Research and inquiry is not just for those who
choose to pursue an academic career. It is central
to professional life in the twenty-first century.
(Brew 2007, p. 7)
5
Scholarly activity, curriculum
development and student
involvement

6. In the UK there is a lively debate in academic literature about
STAFF scholarly activity in HE in FE
There is also a lively debate about the possible hybrid nature
of the pedagogical context, i.e. it borrows from its proximity
to wider FE and HE contexts
There is also a lively debate about the influence of the wider
mission of FECs to be engines of economic growth, and of
the effect of their corporate/managerial ethos on HE
provision
Are there positive lessons to be learnt from this context?
6
UK review of literature

7. In the UK there are currently almost 300 FECs running HE courses;
representing 10% of total HE provision; with over 100,000 FTE
student numbers; some colleges have over 3,000 FTE students
In the USA it is estimated that nearly half the country’s
undergraduates (around 12 million students) are studying in
community colleges, and around 25% of those will subsequently
transfer to four-year schools
In Australia there are around 175 HE providers, but only 40 are
designated universities. The rest of HE is provided in colleges with
a growing provision in publicly funded institutes of vocational
education (TAFEs)
Should we rally against these developments, or embrace them?
7
International context

8. What is implied by arguing that we need to enhance
the scholarship of staff in CBHE contexts?
Are colleges helping us all to widen notions of
scholarship in HE?
Could student scholarly activity be considered a
key impact measure?
8
Some key questions

9. I want you to position yourself on a line
according to the extent to which you agree
or disagree with the following statements
Talk to the person next to you about why
you have positioned yourself where you
have and as a consequence you may need
to ‘move’
9
CBHE Line-up

10. “All undergraduate students in CBHE
institutions should experience learning
through, and about, research and
inquiry.”
Strongly ----------------------------- Strongly
agree disagree
10
CBHE Line-up

11. STUDENTS ARE PARTICIPANTS
EMPHASIS ON
RESEARCH
CONTENT
EMPHASIS
ON
RESEARCH
PROCESSES
AND
PROBLEMS
STUDENTS FREQUENTLY ARE AN AUDIENCE
Research-tutored Research-based
Research-led Research-oriented
Curriculum design and the research-teaching nexus
(based on Healey, 2005, 70)
Engaging in
research
discussions
Undertaking
research and
inquiry
Learning
about current
research in the
discipline
Developing
research and
inquiry skills and
techniques
p19

12. The developmental journey of the student
Developmental Level Student traits
Reliance on external
references
[Foundations]
Knowledge viewed as certain
Reliance on authorities as source of knowledge
Externally defined value system and identity
At the crossroads
[Intermediate Learning]
Evolving awareness of multiple perspectives
and uncertainty
Evolving awareness of own values and identity
and of limitations of dependent relationships
Self-authorship
[Capstone]
Awareness of knowledge as contextual
Development of internal belief system and
sense of self capacity to engage in authentic,
interdependent relationships
Source: Hodge et al. (2008)

13. Which of the following do you think refer to practices in:
a) CBHE/HE in FE; and b) universities?
1. Biotechnology students work as part of a research team
2. Psychology students research students’ quality of life
3. Engaging students in applied research through a
community sports development consultancy project
4. Student-led research journal in business
5. Using undergraduates to evaluate student experiences of
teaching and learning
6. How research will change engineering artefacts
7. Engaging students with the latest research and
publications
13
Spot the College

14. 1. Biotechnology students work as part of a research team –
Massachusetts Bay Community College
2. Psychology students research students’ quality of life – York St
John University
3. Engaging students in applied research through a community
sports development consultancy project - University of Central
Lancashire
4. Student-led research journal in business – Newcastle College
5. Using undergraduates to evaluate student experiences of
teaching and learning – Warwick University
6. How research will change engineering artefacts – Imperial
College London
7. Engaging students with the latest research and publications -
Adam Smith College and Dundee College
14
Spot the College

15. “To enhance the quality of learning in
CBHE it is more important to focus on
engaging students in research and inquiry
than raising the research expertise of
staff.”
Strongly ----------------------------- Strongly
agree disagree
15
CBHE Line-up

16. 16
Teaching and research in CBHE
context
Enhanced learning experiences
Student experience
of research
Teacher experience
of research
Collaborative projects
Research informed teaching
Wider notions of scholarship
Teaching from
subject-led
research interests
Understanding
research methods
Separate research
and teaching
Understanding
own research
project and inquiry
p51

17. 17
Boyer context for CBHE
p52

18. 18
Examples of ways in which learners
may engage with Boyer’s four
scholarships
Types of
scholarship
Illustrative example of ways of engaging learners
Scholarship of
discovery
Engage in inquiry-based learning;
undergraduate research and consultancy
projects; co-research projects with staff.
Scholarship of
integration
Engage in integrating material from different
sources, including across disciplines; integrate
life and work experience with academic studies;
reflect on implications of studies for personal
development.
Scholarship of
application /
engagement
Engage with local, national, and international
community service projects; volunteering;
knowledge exchange projects; apply knowledge
and skills in work-based placements.
Scholarship of
teaching and
learning
Engage in mentoring; peer support and
assessment; collaborative group work; learners
as explicit partners in educational development
and inquiry.

19. In pairs, each skim read at least ONE
different year one case study (3.1 – 3.8 pp
23-28).
Discuss whether and how any of the ideas
may be amended for application in your
contexts.
5 minutes
19
Strategies for engaging students at
the beginning of their courses

20. 20
Strategies to introduce year 1
students into research and
knowledge complexity
1. Create a strong opening activity that involves students doing
guided research
2. Help students to read academic literature critically
3. Involve library and other learning support staff
4. Demonstrate how research mindedness can support future
employability
5. Guide students into the nature of research in their discipline(s)
6. Provide opportunities for students to make their research public
7. Recognise that students will find such work challenging
8. Ensure how the students are assessed supports research
mindedness
9. Involve upper level students in supporting student research in
year one

21. Strategy one – develop students’ understanding of the
role of research and inquiry in their discipline
Strategy two – develop students’ abilities to carry out
research
Strategy three – progressively develop students’
understanding
Strategy four – manage students’ experience of
research
21
Course and programme strategies for
engaging students with research &
inquiry

22. http://www.heacadem
y.ac.uk/projects/detail
/ntfs/ntfsproject_Glouc
estershire10
Developing and
enhancing
undergraduate
final-year projects
and dissertations

23. In a different pair, each skim read at least
ONE different case study (5.1 – 5.12 pp 41-
49).
Discuss whether and how any of the ideas
may be amended for application in your
contexts.
5 minutes
23
Course team, departmental and
institutional strategies

24. 1. Celebrate and share what is already in place
2. Create opportunities for staff and students to
experiment
3. Review and enhance what is in place
4. Ensure initial training in teaching and subsequent
CPD includes an emphasis on supporting student
inquiry
5. Require and support all programmes to be
redesigned
6. Reshape the timetable structure
7. Create alternative learning spaces 24
Strategies to increase the skills of
staff to support student inquiry

25. “The relationship between teacher and learner is …completely
different in higher education from what it is in schools. At the
higher level, the teacher is not there for the sake of the student,
both have their justification in the service of scholarship” (von
Humboldt 1810)
“It [a university] is a place of teaching universal knowledge. This
implies that its object is, on the one hand, intellectual, not moral,
and, on the other, that it is the diffusion and extension of
knowledge rather than the advancement. If its object were
scientific and philosophical discovery, I do not see why a
University should have students…” (Newman 1854)
“What we urgently need today is a more inclusive view of what it
means to be a scholar – a recognition that knowledge is acquired
through research, through synthesis, through practice, and
through teaching. We acknowledge that these four categories –
the scholarship of discovery, of integration, of application, and of
teaching – divide intellectual functions that are tied inseparably to
each other” (Boyer 1990) 25
Conclusion 1: A CBHE contribution
to higher education?

26. • There are many similarities in the different ways
in which CBHE and universities engage their
undergraduate students in research and inquiry
although there are subtle differences in the
amount and level of their involvement.
• We found strong evidence of colleges engaging
students in research and scholarly activity at
curriculum level, but little evidence of this being
embedded at institutional level.
What implications might these conclusions
have?
26
Conclusion 2: Some
implications?

27. THE END
Ella and Bessie Kettles Tess

28. 28

29. In pairs, each skim read at least ONE
different final year case study (4.1 – 4.11 pp
30-38).
Discuss whether and how any of the ideas
may be amended for application in your
contexts.
5 minutes
29
Embedding student research and
inquiry in final-year courses

30. “To enhance the quality of learning
in CBHE it is more important to
focus on engaging students in
research and inquiry than raising the
research expertise of staff.”
30
CBHE