Exploring Pedagogic Frailty and Resilience : Case Studies of Academic Narrative [1 ed.] 9789004388987, 9789004388970

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Exploring Pedagogic Frailty and Resilience

Exploring Pedagogic Frailty and Resilience Case Studies of Academic Narrative Edited by

Ian M. Kinchin Naomi E. Winstone

අൾංൽൾඇ_ൻඈඌඍඈඇ

All chapters in this book have undergone peer review. Cover photograph: Public street art of Luís Queimadela, Aveiro, Portugal, by Ian M. Kinchin Library of Congress Cataloging-in-Publication Data 1DPHV.LQFKLQ,DQ0HGLWRU_:LQVWRQH1DRPL(HGLWRU Title: Exploring pedagogic frailty and resilience : case studies of academic narrative / edited by Ian M. Kinchin and Naomi E. Winstone. 'HVFULSWLRQ%RVWRQ%ULOO6HQVH>@_,QFOXGHVELEOLRJUDSKLFDO references. ,GHQWLILHUV/&&1SULQW _/&&1HERRN _,6%1 (ERRN _,6%1SEN _,6%1 (hardback : alk. paper) 6XEMHFWV/&6+&ROOHJHWHDFKLQJ&DVHVWXGLHV_5HIOHFWLYHWHDFKLQJ&DVH studies. &ODVVLILFDWLRQ/&&/%HERRN _/&&/%(SULQW _''& GF LC record available at https://lccn.loc.gov/2018041965 ISBNSDSHUEDFN ISBNKDUGEDFN ISBNHERRN Copyright 2018 by Koninklijke Brill NV, Leiden, The Netherlands. Koninklijke Brill NV incorporates the imprints Brill, Brill Hes & De Graaf, Brill Nijhoff, Brill Rodopi, Brill Sense, Hotei Publishing, mentis Verlag, Verlag Ferdinand Schöningh and Wilhelm Fink Verlag. All rights reserved. No part of this publication may be reproduced, translated, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission from the publisher. Authorization to photocopy items for internal or personal use is granted by Koninklijke Brill NV provided that the appropriate fees are paid directly to The &RS\ULJKW&OHDUDQFH&HQWHU5RVHZRRG'ULYH6XLWH'DQYHUV0$ USA. Fees are subject to change. This book is printed on acid-free paper and produced in a sustainable manner.

To those colleagues who not only have the courage to teach, but who also have the courage to share their reflections on teaching with others for the benefit of the community

CONTENTS

Foreword Jane Powell

ix

List of Figures and Tables

xiii

Notes on Contributors

xvii

1.

Exploring Pedagogic Frailty in Practice Ian M. Kinchin and Naomi E. Winstone

2.

&KHPLVWU\ Daniel Whelligan

1 

 (QJLQHHULQJ S. Alireza Behnejad



4.

3V\FKRORJ\ Jane Ogden



5.

Nursing Cathrine Derham

61

6.

%XVLQHVV Andy Adcroft



 Politics Simon Usherwood

91

8.

Law Luke Mason

105

9.

/DQJXDJH6WXGLHV Dawn Marley



10. (YHQWV0DQDJHPHQW Graham Berridge



11. Acting Anna McNamara

151

vii

CONTENTS

12. Academic Development Emma Medland

169

 /HDUQLQJ'HYHORSPHQW Laura Barnett



14. Pedagogic Frailty and Resilience in Context Naomi E. Winstone and Ian M. Kinchin

205

viii

JANE POWELL

FOREWORD

The chapters in this book have been written by colleagues who not only have the courage to teach and explore their inner landscapes of teaching (sensu Palmer,   EXW DOVR KDYH WKH FRXUDJH WR WDON DERXW LW DQG VKDUH WKHLU H[SHULHQFHV DQG reflections with others. Teaching is, ironically, often viewed as a very private activity – an intimate space shared only with our students. As such, teachers may feel isolated from their teaching peers in a way that is not evident within the research environment where peer review and dissemination of findings are seen as the norm. The development of peer observation schemes helps break down these barriers; but to get the most out of these interventions, teaching colleagues first need the space to reflect and a lexicon to help them articulate the essence of their teaching practice to colleagues. The application of map-mediated interviews placed within the framework created by the pedagogic frailty model are explored within the chapters of this book and provide a mechanism to help achieve this. We rightly concentrate on the development of our students’ academic literacies, helping them to become part of their own disciplinary communities (e.g. Gourlay, +DOOHWW +RZHYHUZHPXVWDOVRUHFRJQLVHWKHSRWHQWLDORIWKLVDSSURDFK to create disciplinary silos among staff, not only between disciplines but within them (e.g. Rowland, 2002) as subject areas evolve and become realigned (Kinchin, 2018). It is evident here that although we have authors from a wide range of disciplines, the combination of concept mapping methodology and the pedagogic frailty framework allows academics to talk across disciplinary lines about teaching in a more scholarly way than would otherwise be the case. A number of the chapter authors have applied the principle of conceptual exaptation /DUVRQHWDO WRUHSXUSRVHGLVFLSOLQDU\FRQFHSWVWRKHOSH[SORUHDQGDUWLFXODWH their evolving view of teaching. A similar approach has been taken within my own research area of neuroscience (e.g. Ardila, 2016), albeit using different terminology. As a neuropsychologist specialising in the assessment of psychosocial outcomes and the evaluation of community-based rehabilitation after brain injury, I have explored issues of individual differences in vulnerability (or frailty; e.g. Powell et al., 2004) and the powerfully enabling influences of community networks on the individual’s development of skills, confidence, and social roles (e.g. Powell et al., 2002). From my understanding of the interrelated roles of individuals and communities in that context, it is but a small step to appreciate the concept of pedagogic frailty and its influence on systemic functions of the university and the teachers operating within it.

ix

FOREWORD

This book demonstrates that academic development need not operate within a deficit model of professional practice. Some of the chapter authors are highly experienced practitioners who have received recognition for their excellence in teaching (e.g. as National Teaching Fellows or Senior Fellows of the HEA) and have demonstrated a high degree of personal agency within their practice. And yet they all have something to gain from continued reflection on practice. It is anticipated that the benefits of these reflections will also be felt by the academics who work alongside the chapter authors – helping them to appreciate how their perceptions of the teaching environment mesh with those of their colleagues. Teachers often experience conflicting tensions as they undertake a variety of UROHV ZLWKLQ KLJKHU HGXFDWLRQ %URRNILHOG  S   GHVFULEHV KRZ µRXU OLYHV as teachers often boil down to our best attempts to muddle through the complex contexts and configurations that our classrooms represent’, with teachers reporting WKHLUZRUNWREHµKLJKO\HPRWLRQDODQGEDIIOLQJO\FKDRWLF¶7KHDSSURDFKGHVFULEHG in the chapters of this book attempts to support teachers in their quest to deal with this complexity and to reduce feelings of chaos. Whilst the model of pedagogic frailty originated from pilot studies and subsequent developments at University of Surrey (Kinchin et al., 2016), it is interesting to see that the idea has resonated with colleagues working in other institutions, both in the 8.-DUYLV DQGRYHUVHDV.RVWURPLQDHWDOGH%HQLWRHWDO  $QHDUOLHUYROXPH.LQFKLQ :LQVWRQH IRFXVHGRQWKHGHYHORSPHQWRIWKH underpinning theory of pedagogic frailty and resilience. This volume offers a more practically focused look at the ways in which colleagues may explore their own teaching using the model. It is anticipated that the case studies presented here will resonate with colleagues’ teaching experiences in Higher Education more generally and provide a useful tool to promote reflection on practice. REFERENCES Ardila, A. (2016). The evolutionary concept of preadaptation applied to cognitive neuroscience. Frontiers in Neuroscience, 10 Brookfield, S. (2018). Pedagogical peculiarities: An introduction. In E. Medland, R. Watermeyer, A. Hosein, I. M. Kinchin, & S. Lygo-Baker (Eds.), Pedagogical peculiarities: Conversations at the edge of university teaching and learning (pp. 1–16). Rotterdam, The Netherlands: Sense Publishers. GH%HQLWR%/L]DQD$ 6DOLQDV- 8VLQJFRQFHSWPDSSLQJIRUIDFXOW\GHYHORSPHQWLQWKH context of pedagogic frailty. Knowledge Management & E-Learning, 9 ± Gourlay, L. (2009). Threshold practices: Becoming a student through academic literacies. London Review of Education, 7(2), 191–192. +DOOHWW )   6WXG\ VXSSRUW DQG WKH GHYHORSPHQW RI DFDGHPLF OLWHUDF\ LQ KLJKHU HGXFDWLRQ $ phenomenographic analysis. Teaching in Higher Education, 18 ± Jarvis, J. (2018). Is teaching systemically frail in universities and if so what can we do about it? LINK, 3 5HWULHYHGIURPKWWSZZZKHUWVDFXNOLQNYROXPHLVVXHLVWHDFKLQJV\VWHPLFDOO\IUDLOLQ universities-and-if-so-what-can-we-do-about-it Kinchin, I. M. (2018). Shifting dichotomies in biological education. Journal of Biological Education, 51  Kinchin, I. M., Alpay, E., Curtis, K., Franklin, J., Rivers, C., & Winstone, N. E. (2016). Charting the elements of pedagogic frailty. Educational Research, 58 ±

x

FOREWORD .LQFKLQ , 0  :LQVWRQH 1 ( (GV    Pedagogic frailty and resilience in the university. Rotterdam, The Netherlands: Sense Publishers. .RVWURPLQD61*QHG\NK'6 5XVFKDFN($ 5XVVLDQXQLYHUVLW\WHDFKHUV¶LGHDVDERXW pedagogic frailty. Knowledge Management & E-Learning, 9 ± /DUVRQ*6WHSKHQV3$7HKUDQL-- /D\WRQ5+ ([DSWLQJH[DSWDWLRQTrends in Ecology & Evolution, 28 ± 3DOPHU 3 -   The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: John Wiley & Sons. Powell, J., Heslin, J., & Greenwood, R. (2002). Community based rehabilitation after severe traumatic brain injury: A randomised controlled trial. Journal of Neurology, Neurosurgery, and Psychiatry, 72, ± Powell, J. H., Kitchen N., Heslin, J., & Greenwood, R. (2004). Psychosocial outcomes at 18 months after good neurological recovery from aneurysmal subarachnoid haemorrhage. Journal of Neurology, Neurosurgery and Psychiatry, 75, 1119–1124. Rowland, S. (2002). Overcoming fragmentation in professional life: The challenge for academic development. Higher Education Quarterly, 56(1), 52–64.

Jane Powell University of Surrey Guildford, UK

xi

FIGURES AND TABLES

FIGURES

1.1.

  1.4. 1.5. 1.6.  2.1. 2.2.  2.4. 2.5. 2.6. 

     4.1. 4.2.  4.4. 4.5.

The overall pedagogic frailty model (above) with (inset below) one academic’s view of the regulative discourse dimension (after Kinchin, 2015, 2016) 7KHHGLWRUVHQJDJHGLQDPDSPHGLDWHGLQWHUYLHZ $FRQFHSWPDSWRHPSKDVLVHWKHNH\IHDWXUHVRIH[FHOOHQW FRQFHSWPDSVIURP.LQFKLQ  Possible trajectories of change over time within each of the four dimensions of the pedagogic frailty model The matrix created by the vertical and horizontal dimensions across the university Middle managers can be squeezed between the competing discourses 2QHDFDGHPLF¶VFRQFHSWPDSRIWKHRYHUDUFKLQJFRQFHSW RISHGDJRJLFIUDLOW\WKDWLQWURGXFHVµUHVLOLHQFH¶DVDNH\ component (after Kinchin et al., 2016) Regulative vs. instructional discourse in chemistry Relating pedagogy and discipline in chemistry 5HVHDUFKWHDFKLQJQH[XVLQFKHPLVWU\ Locus of control in chemistry (R.S.C. = Royal Society of Chemistry) Mean amino acid test score totals of control group (n=8) DQGPQHPRQLFJURXSQ  (UURUEDUVVKRZVWDQGDUGGHYLDWLRQ Overview of pedagogic frailty and resilience in chemistry $JURXSRIILUVW\HDUXQGHUJUDGXDWHVWXGHQWVSDUWLFLSDWLQJ in the DAD project after assembling their structure, 8QLYHUVLW\RI6XUUH\ 5HJXODWLYHYVLQVWUXFWLRQDOGLVFRXUVHLQHQJLQHHULQJ 5HODWLQJSHGDJRJ\DQGGLVFLSOLQHLQHQJLQHHULQJ 5HVHDUFKWHDFKLQJQH[XVLQHQJLQHHULQJ /RFXVRIFRQWUROLQHQJLQHHULQJ 2YHUYLHZRISHGDJRJLFIUDLOW\DQGUHVLOLHQFHLQHQJLQHHULQJ Regulative vs. instructional discourse in psychology Relating pedagogy and discipline in psychology 5HVHDUFKWHDFKLQJQH[XVLQSV\FKRORJ\ Locus of control in psychology Overview of pedagogic frailty and resilience in psychology

xiii

2   5 6 8 9 20 21  24  28

      50 51  54 56

FIGURES AND TABLES

5.1. 5.2.  5.4.  6.1. 6.2.  6.4. 6.5.    .  8.1. 8.2.  8.4. 8.5. 9.1.   9.4.   10.2.   10.5. 11.1. 11.2.  11.4. 11.5.    12.4. 12.5. 12.6. xiv

Regulative vs. instructional discourse in nursing Relating pedagogy and discipline in nursing 5HVHDUFKWHDFKLQJQH[XVLQQXUVLQJ Locus of control in nursing 2YHUYLHZRISHGDJRJLFIUDLOW\DQGUHVLOLHQFHLQQXUVLQJ Regulative vs. instructional discourse in business Relating pedagogy and discipline in business 5HVHDUFKWHDFKLQJQH[XVLQEXVLQHVV Locus of control in business Overview of pedagogic frailty and resilience in business 5HJXODWLYHYVLQVWUXFWLRQDOGLVFRXUVHLQSROLWLFV 5HODWLQJSHGDJRJ\DQGGLVFLSOLQHLQSROLWLFV 5HVHDUFKWHDFKLQJQH[XVLQSROLWLFV /RFXVRIFRQWUROLQSROLWLFV 2YHUYLHZRISHGDJRJLFIUDLOW\DQGUHVLOLHQFHLQSROLWLFV Regulative vs. instructional discourse in law Relating pedagogy and discipline in law 5HVHDUFKWHDFKLQJQH[XVLQODZ Locus of control in law Overview of pedagogic frailty and resilience in law Regulative vs. instructional discourse in language studies 5HODWLQJSHGDJRJ\DQGGLVFLSOLQHLQODQJXDJHVWXGLHV 5HVHDUFKWHDFKLQJQH[XVLQODQJXDJHVWXGLHV Locus of control in language studies 2YHUYLHZRISHGDJRJLFIUDLOW\DQGUHVLOLHQFHLQODQJXDJHVWXGLHV 5HJXODWLYHYVLQVWUXFWLRQDOGLVFRXUVHLQHYHQWVPDQDJHPHQW Relating pedagogy and discipline in event management 5HVHDUFKWHDFKLQJQH[XVLQHYHQWVPDQDJHPHQW /RFXVRIFRQWUROLQHYHQWVPDQDJHPHQW Overview of pedagogic frailty and resilience in events management Regulative vs. instructional discourse in acting Relating pedagogy and discipline in acting 5HVHDUFKWHDFKLQJQH[XVLQDFWLQJ Locus of control in acting Overview of pedagogic frailty in acting 5HJXODWLYHYVLQVWUXFWLRQDOGLVFRXUVHLQDFDGHPLFGHYHORSPHQW 5HODWLQJSHGDJRJ\DQGGLVFLSOLQHLQDFDGHPLFGHYHORSPHQW 5HVHDUFKWHDFKLQJQH[XVLQDFDGHPLFGHYHORSPHQW Locus of control in academic development Overview of pedagogic frailty and resilience in academic development A web of threshold concepts influencing Emma’s teaching

62 65  69  81 82  85 86      108 110  114 116 125   129   140   145 154 156  159 160    180 182 184

FIGURES AND TABLES

    

 HJXODWLYHYVLQVWUXFWLRQDOGLVFRXUVHLQOHDUQLQJGHYHORSPHQW 5 5HODWLQJSHGDJRJ\DQGGLVFLSOLQHLQOHDUQLQJGHYHORSPHQW 5HVHDUFKWHDFKLQJQH[XVLQOHDUQLQJGHYHORSPHQW /RFXVRIFRQWUROLQOHDUQLQJGHYHORSPHQW 2YHUYLHZRISHGDJRJLFIUDLOW\DQGUHVLOLHQFH in learning development

    199

TABLES

2.1. 6.1.

Example visual imagery mnemonics for amino acid structures/names Key aspects of the range of variation in ways of experiencing being a university researcher (from Åkerlind, 2008)

25 89

xv

NOTES ON CONTRIBUTORS

Andy Adcroft is a Professorial Teaching Fellow in the Business School at the University of Surrey. His primary pedagogic interest lies in the relationship between motivations and expectations of learning, and student learning strategies. He is particularly interested in how students and academics engage with giving and receiving feedback and how this contributes to expectations of performance improvement. Laura Barnett is a Lecturer in Higher Education within the Department of Higher Education at the University of Surrey. Prior to this, Laura has held student-facing Learning Development roles at Surrey and other H.E.Is, which have entailed supporting the learning and teaching activities of students from underrepresented backgrounds in H.E. Laura completed her Doctorate in 2018; her research focussed on the drinking cultures of young adults. Her wider research interests include the sociology of education, widening participation and inequalities in H.E. Alireza S. Behnejad is a Teaching Fellow in the Department of Civil and Environmental Engineering of the University of Surrey. He has been teaching in both, undergraduate and postgraduate levels since 2012. This followed his industrial experience in the field of design and construction of prefabricated light weight VWUXFWXUHVIRURYHU\HDUV$OLUH]DLVDIHOORZRIWKH+LJKHU(GXFDWLRQ$FDGHP\ DOVRWKHIRXQGLQJPHPEHUDQGWKHFRFKDLURIWKHµ:RUNLQJ*URXSRQ7HDFKLQJ¶DW the International Association for Shell and Spatial Structures (IASS). His research interests in Engineering Education include student engagement, student-led research and the benefits of full-scale physical models. Graham Berridge is Director of Learning and Teaching for the School of Hospitality and Tourism at the University of Surrey. He is a founder member of the Association of Events Management Education (AEME) and was the first events academic to receive the award of National Teaching Fellow (2010). His research interest centres on deepening our understanding of the meanings and experiences people get from attending events, specifically the design and analysis of those experiences. His most recent work has focussed on cycling, studying spectator emotions at the Tour de France and the experiences of cyclists taking part in Sportive cycling events. Cathrine Derham is the Associate Dean for Learning and Teaching within the Faculty of Health and Medical Sciences and Senior Teaching Fellow in the School of Health Sciences at the University of Surrey. She is a Registered Nurse and Nurse Educator with extensive clinical and leadership experience in critical and high dependency care and has successfully led and managed both undergraduate and postgraduate healthcare programmes. In the role of Associate Dean for Learning and Teaching, xvii

NOTES ON CONTRIBUTORS

Cathy is responsible for helping to shape the strategic direction of Education across the Faculty and at an Institutional level. She has a particular interest in assessment and feedback practices used within both the academic and clinical practice settings. Ian M. Kinchin is Professor of Higher Education in the Department of Higher Education at the University of Surrey. He has a first degree in Biological Sciences and a PhD in Science Education. He is editor of the Journal of Biological Education and is a Senior Fellow of the HEA. His research interests are focussed on the application of concept mapping as a reflective tool to enhance university teaching practice within the framework provided by the model of pedagogic frailty. Ian supports Plymouth Argyle and is a Bruce Springsteen fan. Dawn Marley graduated in French with Spanish from the University of Nottingham, where she also wrote her PhD on French Sociolinguistics. She has been at University of Surrey for 24 years, teaching French language and culture, translation and sociolinguistics. She has published primarily on the role of French in Morocco, on language attitudes among immigrants in France and on Catalan in France. Dawn is a Senior Fellow of the Higher Education Academy. Luke Mason is an academic lawyer and philosopher. He is currently Senior Lecturer in law and theory at St Mary’s University, London. He has taught extensively at universities in Continental Europe as well as the UK. He has held various leadership and management positions within legal education and law departments, and his teaching has been recognised with numerous prizes, in particular the coveted QDWLRQDODZDUGµ/DZ7HDFKHURIWKH