Thursday, 7 April 2011
Tuesday, 5 April 2011
Knowledge, Networks and Nations
Sent to you by David Andrew via Google Reader:
via elearnspace by gsiemens on 04/04/11
Religion, economics, and science are global entities. To explore what is happening in these three domains provides greater insight into global trends than the aspirations, intentions, or policies of any particular country. The Royal Society has published an outstanding report on Knowledge, Networks and Nations (.pdf). The report is packed with all kinds of statistical goodies: almost $1.2 trillion spent annual on research, 7.1 million researchers, and 1.58 million annual research publications (of which less than 9% come from social sciences and humanities).
A few other points:
- The G-8 countries are still leaders in research, but will be overtaken by China in the near future.
- The growing need for open access – not only in developing countries, but for the benefit of science globally.
- 65% of R&D is funded by private enterprise (up from 52% in 1981) in OECD countries. Developing countries have a greater percentage of gov't funded research.
- Collaboration is on the rise – researchers, institutions, and countries are interconnected in their research (some outstanding images of global collaboration from p. 48-56)
- "Science is happening in more places but it remains concentrated. There continue to be major hubs of scientific production—flagship universities and institutes clustered in leading cities. What is changing is that the number of these hubs is increasing and they are becoming more interconnected."
- The growing role of foundations (Bill & Melinda Gates in particular) on global health research…along with concerns about transparency of Foundations in general.
If you want to get a broad overview of science and research globally, this is a must-read report.
Things you can do from here:
- Subscribe to elearnspace using Google Reader
- Get started using Google Reader to easily keep up with all your favourite sites
Friday, 1 April 2011
Advice for universities on student plagiarism
Sent to you by David Andrew via Google Reader:
via JISC News Web Feed by n.yeeles@jisc.ac.uk (Nicola Yeeles) on 31/03/11
The Academic Integrity Service (AIS) managed by the Higher Education Academy (HEA) with JISC, has today published a report to enable higher education institutions to review and develop their policies relating to student plagiarism.
"Policy works: recommendations for reviewing policy to manage unacceptable academic practice in higher education", includes an overview of previous guidance and research work on this topic.
The report then focuses on 12 recommendations that can be used by staff to aid the review and continued development of institutional policy.
These recommendations include:
• establishing a cross-institutional group;
• making explicit the responsibilities of the institution, staff and students;
• considering terminology and definitions;
• providing detailed procedures for reporting and managing cases;
• establishing a set of penalties and associated guidance.
Dr Erica Morris, senior adviser at the HEA and lead author of the report, said: "There are many challenges facing higher education and students may well have higher expectations about their experience at university in the future.
More than ever before it's vital that HEIs have up-to-date policies in place for managing issues including student plagiarism, collusion and data fabrication.
"The recommendations in this report can be used or adapted by universities and colleges to suit their own particular academic integrity needs. Each of the recommendations is illustrated with examples and case studies so lecturers and policy makers across the sector can benefit from the experiences of others.
"All institutions take academic integrity seriously, and this report will provide practical information on how they can continue to review and develop their policies for managing unacceptable academic practice."
Policy works is the second report published by AIS this academic year. Published in November 2010, "Supporting academic integrity: approaches and resources for higher education", brought together educational resources on academic integrity to provide the sector with a range of perspectives on plagiarism and associated issues.
Things you can do from here:
- Subscribe to JISC News Web Feed using Google Reader
- Get started using Google Reader to easily keep up with all your favourite sites
Thursday, 31 March 2011
Wednesday, 30 March 2011
A Month of Math Software – March 2011
Sent to you by David Andrew via Google Reader:
via Walking Randomly by Mike Croucher on 29/03/11
Welcome to the March 2011 edition of A Month of Math Software (MMS) where I take you on a brief tour of new things in the world of mathematical software. If you like what you see then you may also be interested in last month's edition and possibly January's too. If I've missed anything then contact me and let me know.
Commercial releases
A minor update to Mathematica has been released. Version 8.0.1 contains bug fixes and enhancements and a short list of these is available at http://www.wolfram.com/mathematica/quick-revision-history.html
Another month, another Magma release. See what's new in 2.17-6 here.
Open source releases
Version 5.3.1 of Scilab, a superb free MATLAB-like environment, has been released. Check out http://www.scilab.org/en/products/scilab/download/5.3.1/whatsnew to see what's new.
A new minor release (version 4.4.3) of GNUPLOT, a popular open-source plotting package, is now available. The changelog is available at http://www.gnuplot.info/announce.4.4.3
SAGE, the open-source mathematics package based on Python, has seen a new minor release. Version 4.6.2 was released just after I published February's edition of MMS so I've included it here. For a list of all things new see this thread.
Version 1.10.14 of Gnumeric, a free alternative to Excel, has been released. Lots of new goodness listed at http://projects.gnome.org/gnumeric/announcements/1.10/gnumeric-1.10.14.shtml
Version 12 of EuMaT (Euler Math Toolbox) has been released but I can't find a changelog. If you've never used this software before then it's a bit MATLAB-like and uses Maxima for symbolic stuff.
GP-GPU (General Purpose Graphics Processing Units) related news, tutorials and releases
NVIDIA have released version 4.0 of their CUDA toolkit.
Jacket, arguably the most advanced GPU-accelerated toolbox for MATLAB currently available, has been updated to version 1.7 Check out the release notes to see what's been added.
PGI insider have an article called Using GPU-enabled Math Libraries with PGI Fortran which covers GPU accelerated libraries such as CUBLAS, CULA and MAGMA.
Odds and ends
Version 4.0 of the free MATLAB toolbox, Chebfun, has been released. Chebfun is a collection of algorithms, and a software system in object-oriented MATLAB, which extends familiar powerful methods of numerical computation involving numbers to continuous or piecewise-continuous functions. Chebfun is a very interesting project as can be seen from the wide array of examples.
Things you can do from here:
- Subscribe to Walking Randomly using Google Reader
- Get started using Google Reader to easily keep up with all your favourite sites
Monday, 21 March 2011
Fwd: sceptre seminar and resources
---------- Forwarded message ----------
From: Norman Jackson <Norman.Jackson@surrey.ac.uk>
Date: 19 March 2011 10:23
Subject: sceptre seminar and resources
To: SEDA@jiscmail.ac.uk
From: Norman Jackson <Norman.Jackson@surrey.ac.uk>
Date: 19 March 2011 10:23
Subject: sceptre seminar and resources
To: SEDA@jiscmail.ac.uk
sceptre news 20/03/11
The SCEPTrE Project comes to an end on March 31st and we would like to thank everyone who has supported our work and made use of our resources over the last five years. While SCEPTrE ceases to exist as an organisation the work on learning to be professional, lifewide learning and creativity in higher education will continue through the not for profit work of Chalk Mountain Education and Media Services http://www.chalkmountain.eu. We will continue working with anyone who shares our vision for a more complete education.
Professor Norman Jackson
Seminars
Thursday March 24th 11.00-12.15
"On the edge of reality: Some challenges in using simulation to supplement students' lived experiences.'
Ed Errington, University of North Queensland
Video conference streamed live from this webpage
The presentation focuses on the pros, cons and challenges facing educators using simulated media to supplement life experience of health/medical students. It considers the place of psychological realism; situated contexts; perceptions of teaching & teaching delivery; and, learning and alternative curricula in enriching lived experience. Each of these factors can individually, or in combination, aid or hinder the relative efficacy of simulation as a potentially viable supplement for real experience. The presenter offers ways that these challenges might be met and simulated learning optimised.
See also - As close as it gets: Developing professional identity through the potential of scenario-based learning
Ed Errington
Resources
Guide to Personal Professionalism
Sarah Campbell
A simple explanation for students of what students who have completed a year long work placement believe being professional involves.
Assessing the Complexity of Professional Achievement
Mantz Yorke
Learning to be Professional through a Higher Education e book
Filmed seminar - Video available by March 25th
The Challenge of Assessing Students' Professional Development & Achievement
Mantz Yorke
David Andrew,
Head of Academic Practice
The Learning Institute at Queen Mary, University of London
Mile End, London E1 4NS
02078822803
02081446753
Book an appointment with me at http://doodle.com/DavidAndrew
Friday, 18 February 2011
Fwd: PhDs and Learning & Teaching
Discussion on the Staff and Education Development Association mailing list - any thoughts?
Forwarded conversation
Subject: PhDs and Learning & Teaching
------------------------
From: Probyn, Paul <pprobyn@rvc.ac.uk>
Date: 18 February 2011 09:58
To: SEDA@jiscmail.ac.uk
Given the recent discussion on this forum about the possible use of the
proportion of staff who are operating at UKPSF standard 2 or equivalent
as a PI in the information to be provided to prospective students, it
was interesting to read in this week's Times Higher the comments of the
Director General of the Russell Group:
"The vast majority of our academics have doctorates......academics
without a doctorate would be very much in a tiny minority. This has
been the case at Russell Group universities for many years. Providing a
first-class teaching and learning experience is vitally important to our
universities."
I'm aware of the considerable research conducted into research-informed
teaching, however defined, but this is the first time I have seen the
research-led universities proposing that the quality of teaching and
learning is directly correlated with the proportion of staff holding a
PhD. Is anyone aware of any research that underpins this contention?
Thanks.
Paul Probyn
----------
From: MORGAN A.J. <A.J.Morgan@swansea.ac.uk>
Date: 18 February 2011 10:11
To: SEDA@jiscmail.ac.uk
Dear Paul,
I would have to look it up - if pressed - but my memory is that
relatively recent research indicates no discernible positive effect in
terms of research-active staff and effective teaching. I know of no
research, however, that has looked at the doctorate as a contributor to
teaching effectiveness. (One would expect that an increased depth of
learning would improve one's capability and flexibility in teaching but
measurement might be somewhat difficult.)
Yours
Andrew
----------
From: Peter Hartley <p.hartley@bradford.ac.uk>
Date: 18 February 2011 10:29
To: SEDA@jiscmail.ac.uk
If only a tiny minority do not have PhDs then how can you establish a link?
Work by Mike Prosser is relevant here. Some years ago he gave a presentation where he suggested that there is no direct linear relationship between quality of teaching and research expertise. His data suggested that some of us are good at both, some are good at one and not so good at the other, and - alas - some of us are not much good at either. Has anyone got the reference to this study?
Peter
----------
From: Vlachopoulos, Panos <p.vlachopoulos@aston.ac.uk>
Date: 18 February 2011 10:39
To: SEDA@jiscmail.ac.uk
Hi Peter,
I think you are referring to the below project:
http://www.cetl.hku.hk/research-teaching-relationship
I am not sure if a final report of this project has been published, but at least now we have the details of it :-)
Best wishes
Panos
Dr Panos Vlachopoulos
Lecturer in Academic Practice
Centre for Learning Innovation and Professional Practice
Aston University
Birmingham
B4 7ET
UK
email: p.vlachopoulos@aston.ac.uk
Telephone: 0121 204 5234
Visit our website on: http://www1.aston.ac.uk/clipp/
----------
From: Giles Polglase [gop] <gop@aber.ac.uk>
Date: 18 February 2011 10:55
To: SEDA@jiscmail.ac.uk
Dear Peter,
This is a very old debate. Prosser's research reflects John Henry Newman (1852) observation that "To discover and to teach are distinct functions; they are also distinct gifts, and are not commonly found united in the same person."
However, in the complex realities of modern academia our staff are expected to be "experts of all trades and jacks of none".
Can you keep the Mailing List updated if you find relevant research??
Many thanks
Giles Polglase
BSc, PG Dip (Oxon), PGCE, FSEDA, FHEA, MIfL
Cynorthwyydd Cydgysylltydd / Assistant Coordinator
Y Ganolfan Datblygu Staff ac YmarferAcademaidd / Centre for the Development of Staff and Academic Practice
G19, Adeilad Cledwyn Building
Prifysgol Aberystwyth University
Aberystwyth
Ceredigion
DU / UK
SY23 3DD
Ff/Tel: + 44 (0) 1970 622386
F: + 44 (0) 1970 622982
M: +44 (0) 7791 615284
E: gop@aber.ac.uk
W: http://www.aber.ac.uk/staffdevelopment
Mae'r e-bost hwn ac unrhyw atodiad sydd ynghlwm wrtho, yn gyfrinachol. Os yw wedi eich cyrraedd mewn camgymeriad dilëwch ef oddi ar eich system. Peidiwch â defnyddio na datgelu'r wybodaeth mewn unrhyw ffordd a rhowch wybod imi ar unwaith os gwelwch yn dda. Gall y neges gynnwys barn bersonol nad yw o anghenraid yn farn Prifysgol Aberystwyth, oni ddywedir hynny'n benodol.
This e-mail and any attachment is confidential. If you have received it in error, please delete it from your system, do not use or disclose the information in any way, and notify me immediately. The contents of this message may contain personal views which are not necessarily the views of the Aberystwyth University, unless specifically stated.
----------
From: Sarah.Moore <Sarah.Moore@ul.ie>
Date: 18 February 2011 10:57
To: SEDA@jiscmail.ac.uk
Hattie and Marsh's 1996 meta-analysis finds no relationship between teaching and research expertise probably for the same reasons that John Henry Newman suggested.
Sarah
Professor Sarah Moore
Associate Vice President, Academic
Plassey House
University of Limerick
Limerick, Ireland
[T] +353-61-202 153
[F] +353-61-338 044
[E] sarah.moore@ul.ie
[W] www.ul.ie/ctl
----------
From: Helen King <H.King@bath.ac.uk>
Date: 18 February 2011 10:53
To: SEDA@jiscmail.ac.uk
There's loads of information on linking teaching and research, including links to key literature, on the HE Academy website at http://www.heacademy.ac.uk/ourwork/supportingresearch/teachingandresearch
Cheers,
Helen
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Dr Helen King SFSEDA NTF
Head of Academic Staff Development
Learning & Teaching Enhancement Office
University of Bath
BA2 7AY
Tel: 01225 38 6933
Email: h.king@bath.ac.uk
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
----------
From: Debby Cotton <D.Cotton@plymouth.ac.uk>
Date: 18 February 2011 11:04
To: SEDA@jiscmail.ac.uk
I think the Hattie and Marsh meta-analysis was probably the most definitive on the teaching-research link (or lack thereof at an individual level):
In a metaanalysis
of these correlational studies of university
academics, Hattie and Marsh (1996) considered 58
research articles contributing 498 correlations and
found that the overall correlation was 0.06. 'Based
on this review we concluded that the common
belief that teaching and research were inextricably
intertwined is an enduring myth. At best teaching
and research are very loosely coupled'
(This is pulled from Alan Jenkins 2004 HEA publication: A Guide to the Research Evidence on teaching-Research Relations which discusses the research findings at individual, departmental and instituttional levels). Available here: http://www.heacademy.ac.uk/assets/York/documents/ourwork/research/id383_guide_to_research_evidence_on_teaching_research_relations.pdf
Debby
Dr. Debby Cotton
Acting Head of Educational Development
Teaching and Learning Directorate
Tel: 01752 587614
http://www.plymouth.ac.uk/staff/dcotton
________________________________________
From: Online forum for SEDA, the Staff & Educational Development Association [SEDA@JISCMAIL.AC.UK] On Behalf Of Giles Polglase [gop] [gop@ABER.AC.UK]
Sent: 18 February 2011 10:55
----------
From: Mick Healey <mhealey@glos.ac.uk>
Date: 18 February 2011 11:07
To: SEDA@jiscmail.ac.uk
----------
From: Mandy Asghar <M.Asghar@yorksj.ac.uk>
Date: 18 February 2011 11:29
To: SEDA@jiscmail.ac.uk
Graham Gibbs Dimensions of Quality (2010) on the HEA website has a small section on Quality of teaching: research record. He cites Hattie and Marsh's (1996) review of 58 studies which suggest that there is little or no relationship between measures of quality or quantity of teacherss research and measures of quality of their teaching.
Mandy Asghar
________________________________________
From: Online forum for SEDA, the Staff & Educational Development Association [SEDA@JISCMAIL.AC.UK] On Behalf Of Peter Hartley [p.hartley@BRADFORD.AC.UK]
----------
From: PG Morgan <P.G.Morgan@bradford.ac.uk>
Date: 18 February 2011 11:19
To: SEDA@jiscmail.ac.uk
Thanks for the references and bibliographies - useful and interesting, especially since I've just done a rough and ready audit of how faculty research feeds into teaching myself.
For those teaching in the business school arena (or assisting others to do so), the following might prove useful. AACSB (US B-school accreditation organization) has some pretty tight views on this, effectively separating out ability to teach and knowledge by arguing that a good teacher needs to show evidence that at the very least, they are aware of up to date knowledge. Their very 'rough and ready' way of doing so is by analysing proportions of staff who are publishing.
Peter
Dr Peter Morgan
Learning and Teaching Co-ordinator
University of Bradford School of Management.
----------------------------------------------------------------
This message was sent using IMP, the Internet Messaging Program.
----------
From: Dale, Vicki <vdale@rvc.ac.uk>
Date: 18 February 2011 11:22
To: SEDA@jiscmail.ac.uk
Hi, one of the more recent papers by Prosser and colleagues (2008) looks
into the relationship between approaches to research and approaches to
teaching:
http://www.springerlink.com/content/92m141633406666w/
This work indicates that teachers who take an information transfer
approach to teaching also approach individual research problems in an
atomistic way, whilst teachers who take a conceptual change approach to
teaching also approach research in an integrated, multidisciplinary way.
They conclude that " qualitative variation in the experience of research
is related (a) moderately to experience of teaching and (b) strongly to
experience of understanding the subject matter."
But I'm not sure if there is evidence that individuals with PhD's always
take the conceptual change/multidisciplinary approach to teaching and
research.
Vicki
Subject: PhDs and Learning & Teaching
------------------------
From: Probyn, Paul <pprobyn@rvc.ac.uk>
Date: 18 February 2011 09:58
To: SEDA@jiscmail.ac.uk
Given the recent discussion on this forum about the possible use of the
proportion of staff who are operating at UKPSF standard 2 or equivalent
as a PI in the information to be provided to prospective students, it
was interesting to read in this week's Times Higher the comments of the
Director General of the Russell Group:
"The vast majority of our academics have doctorates......academics
without a doctorate would be very much in a tiny minority. This has
been the case at Russell Group universities for many years. Providing a
first-class teaching and learning experience is vitally important to our
universities."
I'm aware of the considerable research conducted into research-informed
teaching, however defined, but this is the first time I have seen the
research-led universities proposing that the quality of teaching and
learning is directly correlated with the proportion of staff holding a
PhD. Is anyone aware of any research that underpins this contention?
Thanks.
Paul Probyn
----------
From: MORGAN A.J. <A.J.Morgan@swansea.ac.uk>
Date: 18 February 2011 10:11
To: SEDA@jiscmail.ac.uk
Dear Paul,
I would have to look it up - if pressed - but my memory is that
relatively recent research indicates no discernible positive effect in
terms of research-active staff and effective teaching. I know of no
research, however, that has looked at the doctorate as a contributor to
teaching effectiveness. (One would expect that an increased depth of
learning would improve one's capability and flexibility in teaching but
measurement might be somewhat difficult.)
Yours
Andrew
----------
From: Peter Hartley <p.hartley@bradford.ac.uk>
Date: 18 February 2011 10:29
To: SEDA@jiscmail.ac.uk
If only a tiny minority do not have PhDs then how can you establish a link?
Work by Mike Prosser is relevant here. Some years ago he gave a presentation where he suggested that there is no direct linear relationship between quality of teaching and research expertise. His data suggested that some of us are good at both, some are good at one and not so good at the other, and - alas - some of us are not much good at either. Has anyone got the reference to this study?
Peter
----------
From: Vlachopoulos, Panos <p.vlachopoulos@aston.ac.uk>
Date: 18 February 2011 10:39
To: SEDA@jiscmail.ac.uk
Hi Peter,
I think you are referring to the below project:
http://www.cetl.hku.hk/research-teaching-relationship
I am not sure if a final report of this project has been published, but at least now we have the details of it :-)
Best wishes
Panos
Dr Panos Vlachopoulos
Lecturer in Academic Practice
Centre for Learning Innovation and Professional Practice
Aston University
Birmingham
B4 7ET
UK
email: p.vlachopoulos@aston.ac.uk
Telephone: 0121 204 5234
Visit our website on: http://www1.aston.ac.uk/clipp/
----------
From: Giles Polglase [gop] <gop@aber.ac.uk>
Date: 18 February 2011 10:55
To: SEDA@jiscmail.ac.uk
Dear Peter,
This is a very old debate. Prosser's research reflects John Henry Newman (1852) observation that "To discover and to teach are distinct functions; they are also distinct gifts, and are not commonly found united in the same person."
However, in the complex realities of modern academia our staff are expected to be "experts of all trades and jacks of none".
Can you keep the Mailing List updated if you find relevant research??
Many thanks
Giles Polglase
BSc, PG Dip (Oxon), PGCE, FSEDA, FHEA, MIfL
Cynorthwyydd Cydgysylltydd / Assistant Coordinator
Y Ganolfan Datblygu Staff ac YmarferAcademaidd / Centre for the Development of Staff and Academic Practice
G19, Adeilad Cledwyn Building
Prifysgol Aberystwyth University
Aberystwyth
Ceredigion
DU / UK
SY23 3DD
Ff/Tel: + 44 (0) 1970 622386
F: + 44 (0) 1970 622982
M: +44 (0) 7791 615284
E: gop@aber.ac.uk
W: http://www.aber.ac.uk/staffdevelopment
Mae'r e-bost hwn ac unrhyw atodiad sydd ynghlwm wrtho, yn gyfrinachol. Os yw wedi eich cyrraedd mewn camgymeriad dilëwch ef oddi ar eich system. Peidiwch â defnyddio na datgelu'r wybodaeth mewn unrhyw ffordd a rhowch wybod imi ar unwaith os gwelwch yn dda. Gall y neges gynnwys barn bersonol nad yw o anghenraid yn farn Prifysgol Aberystwyth, oni ddywedir hynny'n benodol.
This e-mail and any attachment is confidential. If you have received it in error, please delete it from your system, do not use or disclose the information in any way, and notify me immediately. The contents of this message may contain personal views which are not necessarily the views of the Aberystwyth University, unless specifically stated.
----------
From: Sarah.Moore <Sarah.Moore@ul.ie>
Date: 18 February 2011 10:57
To: SEDA@jiscmail.ac.uk
Hattie and Marsh's 1996 meta-analysis finds no relationship between teaching and research expertise probably for the same reasons that John Henry Newman suggested.
Sarah
Professor Sarah Moore
Associate Vice President, Academic
Plassey House
University of Limerick
Limerick, Ireland
[T] +353-61-202 153
[F] +353-61-338 044
[E] sarah.moore@ul.ie
[W] www.ul.ie/ctl
----------
From: Helen King <H.King@bath.ac.uk>
Date: 18 February 2011 10:53
To: SEDA@jiscmail.ac.uk
There's loads of information on linking teaching and research, including links to key literature, on the HE Academy website at http://www.heacademy.ac.uk/ourwork/supportingresearch/teachingandresearch
Cheers,
Helen
--
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Dr Helen King SFSEDA NTF
Head of Academic Staff Development
Learning & Teaching Enhancement Office
University of Bath
BA2 7AY
Tel: 01225 38 6933
Email: h.king@bath.ac.uk
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
----------
From: Debby Cotton <D.Cotton@plymouth.ac.uk>
Date: 18 February 2011 11:04
To: SEDA@jiscmail.ac.uk
I think the Hattie and Marsh meta-analysis was probably the most definitive on the teaching-research link (or lack thereof at an individual level):
In a metaanalysis
of these correlational studies of university
academics, Hattie and Marsh (1996) considered 58
research articles contributing 498 correlations and
found that the overall correlation was 0.06. 'Based
on this review we concluded that the common
belief that teaching and research were inextricably
intertwined is an enduring myth. At best teaching
and research are very loosely coupled'
(This is pulled from Alan Jenkins 2004 HEA publication: A Guide to the Research Evidence on teaching-Research Relations which discusses the research findings at individual, departmental and instituttional levels). Available here: http://www.heacademy.ac.uk/assets/York/documents/ourwork/research/id383_guide_to_research_evidence_on_teaching_research_relations.pdf
Debby
Dr. Debby Cotton
Acting Head of Educational Development
Teaching and Learning Directorate
Tel: 01752 587614
http://www.plymouth.ac.uk/staff/dcotton
________________________________________
From: Online forum for SEDA, the Staff & Educational Development Association [SEDA@JISCMAIL.AC.UK] On Behalf Of Giles Polglase [gop] [gop@ABER.AC.UK]
Sent: 18 February 2011 10:55
----------
From: Mick Healey <mhealey@glos.ac.uk>
Date: 18 February 2011 11:07
To: SEDA@jiscmail.ac.uk
I've heard Mike Prosser talk on this subject as well. I think at this point he was summarising the conclusions from the Hattie and Marsh well cited study.
Hattie, J and Marsh, H W (1996) The relationship between research and teaching: A meta-analysis, Review of Educational Research 66 (4), 507-542
Hattie, J and Marsh, H W (2004) One journey to unravel the relationship between research and teaching. Research and teaching: Closing the divide? An International Colloquium, Winchester, March 18-19. http://www.education.auckland.ac.nz/webdav/site/education/shared/hattie/docs/relationship-between-research-and-teaching-%282004%29.pdf
A study by Trigwell (2006) on 306 students in eight UK English and Physics courses with a range of RAE ratings revealed that there was no significant difference in the proportion of students saying they experienced the benefits of a research-stimulated teaching environment. Moreover, he found a strong positive relationship with adopting a deep approach to learning which was independent of discipline and RAE rating.
Trigwell, K (2006) Relations between research active teachers and student learning, HE Academy Research Report http://www.heacademy.ac.uk/projects/detail/projectfinder/projects/pf2655
For a good discussion of the relationship see:
Jenkins, A (2004) A guide to the research evidence on teaching-research relationships. York: Higher Education Academy http://www.heacademy.ac.uk/assets/York/documents/ourwork/research/id383_guide_to_research_evidence_on_teaching_research_relations.pdf
A slightly updated summary also occurs on pp17-22 of:
Jenkins A, Healey, M and Zetter, R (2007) Linking teaching and research in departments and disciplines York: The Higher Education Academy http://www.heacademy.ac.uk/resources/detail/ourwork/teachingandresearch/LinkingTeachingandResearch_April07
If anyone wishes to explore the relationship further they may find the bibliography I regularly update useful. It is currently over 30pp long.
Linking Research and Teaching: A selected bibliography http://insight.glos.ac.uk/tli/resources/toolkit/resources/reference/Pages/default.aspx
It is no surprise that this debate resurfaces at the current time when Russell Group universities wish to justify charging high fees. In the new universities where there are more professional courses taught it might be argued that the PhD qualification is not as an important qualification to teach the subject.
Best wishes
Mick
Professor Mick Healey BA PhD FRGS NTF SFHEA
HE Consultant and Researcher
Emeritus Professor University of Gloucestershire
Director NTFS Project: Re-thinking Final Year Projects and Dissertations: Creative Honours and Capstone Projects
Co-Editor, International Journal for Academic DevelopmentHonorary Professor University of Queensland
Visiting Professor Edinburgh Napier University
Visiting Professor University of Wales Newport
19 River View Close
Holme Lacy
Hereford HR2 6NZ, UK
Email: mhealey@glos.ac.uk (Best way to contact me)
Tel: +44 (0)1432 870713; Mobile: +44 (0)7952 095 129
Skype: mick.healey
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From: Mandy Asghar <M.Asghar@yorksj.ac.uk>
Date: 18 February 2011 11:29
To: SEDA@jiscmail.ac.uk
Graham Gibbs Dimensions of Quality (2010) on the HEA website has a small section on Quality of teaching: research record. He cites Hattie and Marsh's (1996) review of 58 studies which suggest that there is little or no relationship between measures of quality or quantity of teacherss research and measures of quality of their teaching.
Mandy Asghar
________________________________________
From: Online forum for SEDA, the Staff & Educational Development Association [SEDA@JISCMAIL.AC.UK] On Behalf Of Peter Hartley [p.hartley@BRADFORD.AC.UK]
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From: PG Morgan <P.G.Morgan@bradford.ac.uk>
Date: 18 February 2011 11:19
To: SEDA@jiscmail.ac.uk
Thanks for the references and bibliographies - useful and interesting, especially since I've just done a rough and ready audit of how faculty research feeds into teaching myself.
For those teaching in the business school arena (or assisting others to do so), the following might prove useful. AACSB (US B-school accreditation organization) has some pretty tight views on this, effectively separating out ability to teach and knowledge by arguing that a good teacher needs to show evidence that at the very least, they are aware of up to date knowledge. Their very 'rough and ready' way of doing so is by analysing proportions of staff who are publishing.
Peter
Dr Peter Morgan
Learning and Teaching Co-ordinator
University of Bradford School of Management.
Email: <blocked::mailto:mhealey@glos.ac.uk> mhealey@glos.ac.uk (Best wayhttp://www.mickhealey.co.uk <http://www.mickhealey.co.uk/>
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From: Dale, Vicki <vdale@rvc.ac.uk>
Date: 18 February 2011 11:22
To: SEDA@jiscmail.ac.uk
Hi, one of the more recent papers by Prosser and colleagues (2008) looks
into the relationship between approaches to research and approaches to
teaching:
http://www.springerlink.com/content/92m141633406666w/
This work indicates that teachers who take an information transfer
approach to teaching also approach individual research problems in an
atomistic way, whilst teachers who take a conceptual change approach to
teaching also approach research in an integrated, multidisciplinary way.
They conclude that " qualitative variation in the experience of research
is related (a) moderately to experience of teaching and (b) strongly to
experience of understanding the subject matter."
But I'm not sure if there is evidence that individuals with PhD's always
take the conceptual change/multidisciplinary approach to teaching and
research.
Vicki
David Andrew,
Head of Academic Practice
The Learning Institute at Queen Mary, University of London
Mile End, London E1 4NS
02078822803
02081446753
Book an appointment with me at http://doodle.com/DavidAndrew
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