The challenges of assessing evidence of practice learning (from an English perspective)

This paper discusses the complexities of evidencing and assessing work-based learning, within educational, professional programmes at post-qualifying levels. Through an exploration of how learning takes place in practice situations and the most commonly used method of evidence collection and assessment, portfolio-building, the paper debates the principles, rationale and characteristics underpinning assessment of practice in health and social care. The author concludes that there are two aspects of evidence collection and its assessment that must be clarified. One aspect being that the objectives of collecting evidence need to be understood by all stakeholders, particularly in respect of the interface between professional regulation and professional development. The second aspect relates to the format and focus of the assessment strategy. The paper offers a framework for understanding the nature and purpose of evidence collection and its place in the assessment of practice in the context of post-qualifying continuing professional education. The author’s objective is that this paper and the analytical model proposed, should contribute to the professional knowledge-base about ‘practical experiences in professional education’ by raising awareness and debate about how professional post-qualifying education and learning in practice is evidenced and assessed

Continuing professional development in higher education: tensions and debates in a changing environment

This chapter examines new and developing policies relating to continued professional development [CPD] in higher education institutions. Drawing on practices, policies and the development of CPD in higher education, the chapter is informed by a qualitative research study in one university. The author sets out the changing context before exploring some of the key tensions and debates related to the concept of CPD and its implementation higher education. The discussion highlights three interconnected areas of debate; issues related to the definition, content and focus of CPD; differences in the form and approach to what constitutes CPD activity; and the relationship between policy, implementation, and institutional and individual interests. The chapter concludes by examining the impact of these tensions and their implications for processes to embed the National Professional Standards for Teaching in Higher Education in the UK, this being of particular relevance to University staff studying the PGCert HE or equivalent

Continuing professional development in higher education: debating the academic perspective

This paper provides an overview of a research project in progress and the debates it addresses. The three-year project is set within the context of contemporary UK Higher Education (HE) policy. The paper summarises the research which focuses on developing an understanding of the influences on Continuing Professional Development (CPD) practices in academia, in particular exploring how academics interpret their responsibilities for their own lifelong learning and knowledge creation within the learning organisation. This paper provides an overview of the research context, before exploring relevant current debates and issues from the literature. In this way, the author raises some of the contemporary debates and dilemmas in relation to CPD in Higher Education; examples include: the intention and influence of national policy, including analysis of how higher education policy is interpreted, implemented and impacts upon practice; how CPD is defined and understood; collectivity and social learning in academia; and the motivations, intentions and actions of academics in respect of CPD. In the light of the discussion, the research project’s overall purpose, aims, rationale and key questions are detailed. The conceptual and theoretical framework that underpins this work is taken from ‘third generation activity theory’, its principles and assumptions are also elaborated within this paper. The paper therefore raises debates and apparent tensions and dilemmas related to CPD in academia. In view of those debates, the qualitative multi-case study project outlined in the paper, which has a distinct and original focus on the perspective and ‘voices’ of academics, is likely to result in outcomes that are important and significant for a range of stakeholders across the higher education sector

Continuing professional development: academics as teachers, learners, members of learning communities

This presentation provided an overview and enabled discussion about a qualitative, multi-case study research project in its early stages. The research is set within the context of contemporary UK Higher Eduction policy and focuses on developing an understanding of the influences on and conceptions of Continuing Professional Development (CPD) in academia. The presenter proposed three levels of potential influence on academics’ CPD practices: the national policy context; the local organisational policy and cultural context

Good practice in assessment feedback in social studies: highlighting the significance of the student-teacher relationship

Assessment feedback has consistently emerged as an area of concern to students completing National Student Satisfaction Surveys (NSS). It is recognised as being an important element of the student learning experience and as such it remains a significant focus of enhancement activity. Using mixed research methods, the research reported in this article sought to identify student and academic staff perspectives as to what constitutes effective assessment feedback practice. The research was informed by subject level data from three English universities, with a particular focus on subjects related to social policy and social work. Whilst supportive of previous research reports (for example, Nicol and Macfarlane-Dick 2006, McDowell 2008, McDowell and Sambell 1999, Crook et al 2006), findings from this project particularly highlight the central significance to students of the quality of their relationships with staff. Indeed, other generic factors that are often argued to impact on assessment feedback, such as timeliness and consistency, appear to be contingent on the quality of staff-student relationships

SCOTs: Students Consulting On Teaching

Poster publicising the Students Consulting on Teaching project at the University of Lincoln. Presented at the Joint Social Work in Education Conference, July 2009

'From 'wickedity' to tameness? Reflections on the application of critical realism to researching higher education'

This presentation and short paper is jointly authored and draws on the reflections and experiences of two researchers in South African and English higher education contexts in which they teach. Responding to Trowler’s (2009: 1) Think Piece, the authors examine their ‘application of theory to close up research’, explicating their experiences of undertaking research influenced and guided by the ontological meta-theory of critical realism, both to steer methodology and illuminate analysis during their doctoral research

Enhancing academic development practice: reclaiming academic practice wisdom

The growing impetus for science-based or evidence-based practices in higher education are shaping conceptions of the nature and role of professional practice and raising new concerns about what it means to be adequately prepared and what it means for practitioners to learn. But the practices of teaching are moral-political, not simply scientific or technical undertakings. This seminar will explore the concept of academic practice wisdom and values and how these might be reclaimed and developed

A model for analysing the challenges and opportunities in co-production

This interactive workshop will analyse the challenges and opportunities of working collaboratively with ‘students as co-producers’. The presenters’ draw on their experience of extensive collaboration with students on different projects in the School of Health and Social Care, to introduce a theoretical model that explores co-production. In particular, the model seeks to facilitate reflection, discussion and understanding about who ‘drives’, or controls, the co-production of knowledge in such partnerships, given the apparent differences in power and status between students and academics. Inherent within this analysis is an examination of the nature of key relationships within co-production including reference to ‘apprenticeship’ and ‘partnership’ models of knowledge production. A fifteen minute presentation will introduce key concepts relating to co-production and will present a theoretical model for analysis. Participants will be given approximately thirty minutes to discuss and test the model and to relate it their own experiences and plans for working with students as producers. It is envisaged that this collaborative, interactive approach will produce further knowledge and insights leading to refinement of the model. A fifteen minute plenary and conclusion will assist participants to reflect further on the challenges and opportunities of co-production. From this workshop participants will gain an enhanced understanding of working with students’ as co-producers of knowledge and will analyse some of the core issues that impact on co-production. Additionally, they will be introduced to an evolving theoretical model which explores some of the contradictions inherent within co-production and invited to contribute to the debate

Creative analysis of NSS data and collaborative research to inform good practice in assessment feedback

Funded by the Subject Centre for Social Policy and Social Work (SWAP), this research project sought to identify student and academic staff perspectives as to what constitutes effective assessment feedback practice. It was, in part, a subject level exploration in response to the fact that assessment feedback has consistently emerged as an area of concern to students completing National Student Satisfaction Surveys. Using mixed research methods, including drawing on data from the 2009 National Student Survey, the research was undertaken across SWAP constituency subject-areas in three universities. Whilst supportive of previous research reports (for example, Nicol & Macfarlane-Dick 2004, McDowell 2008, McDowell and Sambell 1999, Crook et al 2006), findings from this project particularly highlight the central significance to students of the quality of their relationships with staff. Indeed, other generic factors that are often argued to impact on assessment feedback such as timeliness and consistency appear to be contingent on the quality of staff-student relationships within specific departmental context