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Learning To Teach In Higher Education

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Becoming a Critically Reflective Teacher

by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

Re-Thinking Science: Knowledge and the Public in an Age of Uncertainty

The ‘student voice’ is highly profiled in UK higher education, yet highly under-theorised. Over the past 20 years UK universities have gone from a taxpayer-funded, free at the point of use model, to one supported through tuition fees via Government-backed loans. Subsequently, there is a growth of discourse about universities as businesses and students as paying customers/consumers whose opinions and demands must be considered. This article outlines four possible theoretical lenses (or frameworks) through which student voice can be analysed, enabling an exploration of the vested interests and power relations entailed. These lenses draw on (1) research on student voice and power in compulsory education; (2) regulatory capture from Economics; (3) the notion of students voice as part of an incomplete whole and (4) non-representational theory, developed in Human Geography by Nigel Thrift.

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Conceptualising Student Voice in UK Higher Education: Four Theoretical Lenses.

In recent years, the emergence of pedagogy in higher education as an increasingly professionalised endeavour has been observed by a number of writers. In this article, I argue that pedagogy is developing the characteristics of a discipline, with its own methodologies, sense of community, and power dynamics. Whilst in principle, I welcome the formation of a discipline of higher education pedagogy, I warn against the danger that pedagogy will become increasingly divorced from the classroom context. I also call for those working in this discipline to develop and promote critical pedagogies that seek to challenge existing ‘safe systems’ (Guilherme & Phipps (2004) Critical pedagogy: political approaches to language and intercultural communication (Clevedon, Multilingual Matters)) in order to guard against pedagogy merely being a service unit, serving the whims of government, funding councils and institutions.

Pedagogy as a discipline: emergence, sustainability and professionalisation

Language, Citizenship and Identity in Quebec

Quality assurance in UK higher education has maintained a very strong disciplinary bias. This brings about important challenges in assessing the quality of multidisciplinary courses as well as assessing the quality of the student experience of joint honours and combined honours degree courses. Area studies is a critical case of multi/interdisciplinarity. The area studies benchmarking statement delegates assessment (and thereby disciplinary conventions) to its constituent disciplines, but offers little guidance about the quality implications of this process. The paper concludes that quality assurance in higher education needs to develop a greater sensitivity to the disciplinary nature of the identity of academics, whilst at the same time assessing teaching and learning from a perspective that reflects the multidisciplinary experience of the student, rather than the disciplinary identity of teaching staff.

Disciplinarity: a barrier to quality assurance? The UK experience of area studies

This article examines the ‘Teaching Excellence Framework’ (TEF) for UK universities through the lens of Jean Baudrillard’s concept of hyperreality. I argue that the TEF is a hyperreal simulacrum, a sign which has no traceable genealogy to the practice of learning and teaching.

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John Canning

Papers

Conceptualising Student Voice in UK Higher Education: Four Theoretical Lenses.

Pedagogy as a discipline: emergence, sustainability and professionalisation

Language, Citizenship and Identity in Quebec

Disciplinarity: a barrier to quality assurance? The UK experience of area studies

The UK Teaching Excellence Framework (TEF) as an illustration of Baudrillard’s hyperreality