Transcript What is Scholarly Activity…?

What is Scholarly Activity…?
Becky Turner (HELP CETL/UPC)
[email protected]
Session Overview
• Can we define Scholarly Activity - group activity
• Scholarly Activity in HE in FE
• Defining scholarly activity…?
– HEFCE (2009)
– Boyer (1990)
• Scholarly activity and you
• Scholarly activity and T&L
• Cathy Schofield
Differing Perspectives…
“If one asks educational practitioners in the UK
post-compulsory education sector to define the
word ‘research,’ then you might expect to receive
different responses depending on whether
professional practice is based within higher or
further education.” Child, 2009
Relates to contrasting measures of
professionalism between FE & HE
MEG identified the need to arrive at new
definitions of “research” and “scholarly activity”
which are more appropriate to the diverse HE
landscape. FECs do not set out to be
research-intensive institutions – their purpose
is to meet the immediate higher skills needs of
local employers to WP…. A fundamental
question is the extent to which engagement in
SA is necessary for the professional/academic
climate of FECs (King & Widdowson, 2009)
Can we define scholarly activity?
• What does the term Scholarly Activity mean to
you?
• What do you already do that you would class as
Scholarly Activity?
• What barriers and/or challenges do you
experience in engaging with Scholarly Activity?
• What are the benefits of engaging with
Scholarly Activity to YOU and YOUR practice?
Scholarly Activity & HE in FE
• Parry & Thompson (2002)
– Practitioners ideally positioned to advance research
into HE in FE
• HEFCE GP Guide (2003/2009)
– Central to HE ethos
– Listed range of activities that HE in FE staff should
have opportunity to engage with…
SA & HEFCE
• …talked of in terms of “staff development”
• Vary with context & discipline but can include:
•
•
•
•
•
•
•
•
•
•
•
Action research
Applied/practitioner research
Conference/event attendance
Conference presentations/workshops
Consultancy to industry
Curriculum development that involves lit. searching/work with a
HEI
Higher qualifications
Industrial secondments
Research projects
Subject updating
Writing for publications
• How does this relate to what you can, and already,
do?
Boyer (1990): Scholarship Reconsidered
• Holistic definition of scholarly activity
• 4 forms of Scholarship:
–
–
–
–
Discovery (advancing knowledge)
Integration (synthesising knowledge)
Service/Engagement (advancing/applying knowledge)
Teaching (advancing/applying knowledge about how to
teach/promote learning)
• Equal weighting to discipline & pedagogic research
Boyer & HEFCE
http://staff.plymouth.ac.uk//upcpd/Scholar/intranet.htm
Scholarly Activity & You
• Key aspect of scholarly activity and research…
– It makes you think…reflect
– Putting the pieces together…
•
•
•
•
•
•
What is it you want to know…?
Why do you want to know it…?
How will you use what you have found out?
What do you want to know now…?
Reflection before, in and on action
Barnett, Schön & Boyer
Scholarly Activity & T&L
• Contested within published literature – no
substantiated link...BUT
• Dearing (1997) Research central to economic
prosperity
• Intertwined characteristic of an undergraduate
education
• Contribute to lecturers identity
• Contribute to students development
• Contribute to institutional ethos
Practitioners experiences…
…of scholarly CPD / research
Self Doubt?
“My journey as an Award Holder began with an
awareness that I was entering unfamiliar territory
and had maybe embarked on something that
would involve more time and commitment than I
had anticipated. At the time I was a part time
lecturer and NVQ assessor searching for a
direction to satisfy my questioning mind yet
hesitant to leave the safety zone I had developed
for myself over a number of years. Had I reached
the pinnacle of my ambitions already? What if I
was out of my depth?”
Isolation…?
“As a part-time lecturer in HE within a
predominately FE college there can be a
sense of being slightly detached from the
larger community. HELP CETL provided an
opportunity of participating in a number of
different communities including approaching
my own college from a different perspective.
Joining a group of researching practitioners
gave me a sense of identity that enabled me
to approach research and my practice in a
new way.”
Trish Woods – A&D (silversmith)
• Colouration of pewter
• Industrial placement – Tin Institute
– Made contact with relevant experts
manufacturers & organisations
– Advanced professional practice
– Raised profile: College & UoP
• UoP institutional nominee 2008 NTFS
– Invitations to present
Linda Copestake
City of Bristol
College
Computer Aided
Design
Produced
handbook
Updated
professional
knowledge
Consolidated
industry links
AutoCAD
3D1
Linda J. Copestake
Deborah Philips
Cornwall College,
Camborne
H&SW
Learning
Difficulties,
Identity and Urban
‘Scapes’: narrative
accounts of lives,
labels, space and
place.
Further
applications for
funding
Research papers
Conference
presentations
Denise Summers
• Education – PCET
• Education for Sustainable Development
– Embedding ESD in ITE curriculum
– Action research project – co-operative inquiry
– Conferences
– Research papers
– Green Gown Award – second stage
– Further funding: LSC / CSF
Amanda Isaacs & Karen Foster
• Learning Resource departments
• UPC Librarians Community
• Explored barriers to effective use of eresources by FD students
– Confidence logs – track students IT confidence
& use patterns
– Informed study skills training/induction
– Enhanced links between teaching & support
staff
– Regional/national dissemination
– Model of good practice
John Fitzsimons
• Media
• Collaborative project between Exeter
College & UCW
• Video conferencing to get two student
groups to develop a magazine programme
– Develop enterprise skills: communication,
group working, creativity and internationalism
– Ongoing - interest across UPC
– Dissemination plans
Where did it lead?
“I was not brought up to be an ‘academic’;
am not particularly bright, being from the
‘wasted pool of talent’ (Ball, 1995) of the
failed 11 plus brigade of the 1960s, and
certainly never intended to be a teacher.
Yet here I am several years later, involved
in ‘scholarly activity’, reflecting on how an
interest to find out why things happen has
developed into a research project and
subsequently a full-time career in
education.
Professional Validation
We can construct a sort of educational hierarchy of
status and satisfaction. FE in an FEC, HE in an
FEC, HE in an HEI, teaching or research time. The
grass is always greener with each of us feeling
conditions are better somewhere else. My
experience of the HELP CETL is that is has
provided me with a constructive way forward to
consider my professional identity. It has also
allowed me to begin to explore how to develop and
support a robust “third way” of HE in FE, i.e. a
model of thinking and working that is not FE or HE.”
Overcame professional isolation
“Just simply the opportunity to move out of
your institution and collaborate with others
who have similar issues, you feel so
isolated sometimes especially in certain
subject areas, as a HE in FE lecturer.”
Contributed to the emerging identities as HE
lecturers - confidence
“I always thought that (research) was a bit
above me but actually I've seen a lot of
presentations and read papers and thought
"I can do that". I won't claim I'm the best of
presenters or the best of writers, but I don't
think I'm out of my league either.”
Permission – legitimacy…
“It gave me knowledge which had not
previously had, as it was an unknown club
that I wasn’t part of. Although I taught on HE
I was never privy to meetings or any of that
stuff, the paper work etc. was kept secret.
Knowledge is power as they say, I was
allowed to go and ask as I was doing
research.”
“Personally, oh gosh, it makes me smile so it
must be good, being involved in research
has allowed me to meet some very exciting,
likeminded people in the HE environment. I
have made some not (just) friends but good
contacts with other lecturers”