Teaching Young Pups Old Tricks in New Ways
Teaching Research methods Innovation through Co-production of
Knowledge with Students (TRICKS)
Rob Wilson, Director, KITE and Senior Lecturer, Business School
Paul Richter, Lecturer, Business School
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RM teaching: a badge of honour…or
shame?
“Admitting one teaches research methods is unlikely to
impress acquaintances, win friends or influence people.
The subject possesses a peculiar association with
boredom, lack of relevance, and with all that is held to be
worst about academia: an obsession with theory, with
trivial, arcane distinctions and with pointless detail.”
(Harrington and Booth, 2003:7)
In order to meet the growing challenges confronting UK HEIs
“we require curricula that…extend students to their limits
[and] that develop skills of inquiry and research…”
(Ramsden, 2008:10)
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Context for the student
experience agenda
Expansion of higher education (traditional
market and new markets)
Shifting HEI funding landscape
Tuition fees
Internationalisation of HE
…
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Students and the ‘student’ identity
under fresh examination
“it’s time for educational institutions to face two
facts: they are in a competitive battle for
students, and students are customers.”
(Sines & Duckworth 1994:2)
New challenge for HEIs: better knowing (and
satisfying) their ‘customer’?
‘Student customer’ a contested notion
Who is our ‘customer’ anyway?
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‘Student experience’: a key differentiator in a
shifting landscape
Expansion of HE (traditional; new;
international markets)
Shift in funding streams (including tuition
fees)
Explosion of HEI ranking initiatives
Difficult graduate job market
Ratcheting up of policy rhetoric
Most recently...Higher Ambitions (2009)
“Universities setting out clearly what students
can expect in terms of the nature and quality
of courses offered”
= New challenge for HEIs: better knowing
(and satisfying) their ‘customer’?
http://www.ncl.ac.uk/students/yousaidwedid/
More diverse mix of feedback methods
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Our project: TRICKS
UTLC Innovation award
Why?
1.
2.
3.
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Emerging KITE research agenda (HE
modernisation; student experience agenda)
Opportunity to enhance our RM teaching
practice
Possibility of contributing data to University’s
efforts to obtain feedback on student
experience
An activity…
Please draw a picture of a ‘satisfied’ student.
We need to see why they are satisfied – you
have 5 mins
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The contemporary Business School
student-customer
“Put simply, according to tutors, students
(both undergraduates and postgraduates)
expect to be told exactly what to do in order
to secure a good mark…and many are not
prepared to go beyond this with a view to
pursuing their own lines of enquiry. They
also expect more by way of handouts and
other support materials, both paper-based
and electronic, and see the fees that they are
paying, as well as other demands on their
time, as a justification for this
(Ottewill and Macfarlane, 2003:8)
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The contemporary Business School
lecturer
“They expect students to take
responsibility for their own
learning; to acquire the attributes
of an independent learner; to
develop the ability to think
critically; to engage with the
subject matter; and to prepare for,
attend and participate in, teaching
sessions.”
(Ottewill and Macfarlane, 2003:8-9)
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Re-emerging debate in light of the student
experience focus…
‘student as customer’
vs
‘student as co-producer’
emphasises consumer role
vs
shared demands & expectations
encourages student passivity
vs
active participant in entire learning
process
surface learning
vs
‘deutero’/’deep’ learning
student as sole choice-maker
vs
academic & support staff involvement
edutainment/lecturer ‘beauty contest’
vs
re-professionalises academic role
educational experience as ‘product’
vs
(painful) ‘process’
reinforces individualism/competition
vs
cooperative/collaborative learning
(McCulloch, 2009)
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Customer metaphor – No-one wins
(students, educators, business, society…)?
Project Aims
1.
2.
3.
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to develop a more participative and engaging
approach to the delivery of social science research
methods teaching that has pedagogic benefits for
the wider academic community
to supplement the University’s strategic
management information gathering processes at
school, faculty and university-wide levels (and NSS)
in respect of students’ expectations, concerns, and
satisfaction
to develop an existing KITE research agenda
around the themes of innovation and enterprise in
higher education
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Pedagogical Underpinnings
Students made aware of our ‘project’ and its multiple aims
Presented as opportunity to challenge image of student as a passive
receiver in favour of one where s/he is a co-producer of the learning
experience, and in this case, valuable knowledge
Theme connects with contemporary education-based initiatives:
ESRC’s Teaching and Learning Research Programme 2000-2003 –
‘Consulting Pupils about Teaching and Learning’ – since taken forward
by the National College for School Leadership
Students as Researchers (SaRs) – creation of knowledge about
schooling/education through research involving partnerships of
practitioners, pupils and educationalists
There is also an established strand of action research in
Universities that engages students as researchers exploring
particular subjects as a part or all of the assessment
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Pedagogical Underpinnings
Common aim – progress towards a
pupil/student culture in which learners are
closer to what Jerry Freiberg calls ‘citizens’
than ‘tourists’:
“Tourists are not that concerned about the
places they visit as long as the places provide
them with the fun and entertainment they are
seeking…Citizens, on the other hand, have a
strong connection to the community, their
rights balanced by responsibilities.” (National
College for School Leadership, nd:8)
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Subject of lecture
Nature of thematic integration
What is Research?
Enrol students in nature and objectives of the project
Activity – Data collection (post-it notes): “How should the university best elicit
student feedback?”
Developing a research
question
Re-presentation of student data created in L1
Activity – ‘Student satisfaction’ concept map; Whole group co-produce
synthesis of concept map
Activity – Students develop researchable Q’s from concept map; Whole group
synthesis and critique of questions
Reviewing Literature
Research Philosophy
Illustration of ontological positions (Objectivism Vs Subjectivism)
Research Design
Quantitative and
Qualitative approaches
Activity – Students consider which category of research (exploratory,
descriptive or explanatory) applies to studies of ‘student satisfaction’
Activity – Students consider pro’s & cons of survey/case
study/ethnography/multi-method in understanding student satisfaction
Quantitative data
collection methods in
practice: Questionnaire
design and
administration
Activity – Students design short questionnaire to measure levels of student
satisfaction; Whole group synthesis and critique of student generated
questionnaires
Activity – Students complete NSS questionnaire individually, compare
experience and evaluate instrument in pairs; Lecturer-led reflection &
evaluation of NSS: what kind of data can it collect? How useful are data for
acting on? What assumptions about HE and what satisfies students?
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Subject of lecture
Quantitative data
analysis
Activity – Students consider example of how NSS data can be analysed
and presented
Qualitative data
collection (ReCap,
video)
Activity – Demonstration of potential sampling frames within student
satisfaction research
Activity – Students interview each other on ‘student satisfaction’
Activity – Students draw picture of ‘satisfied student’ (e.g. of visual data
collection)
Qualitative data
analysis (ReCap,
video)
Activity – Previous week’s student-generated data (pictures and
interviews) analysis reflected on and synthesised with students.
Activity – Student analysis of interview transcripts (using various
analytical frames)
Ethnography
Students reflect on pros and cons of ethnographic approach to
understanding ‘student satisfaction’
Action Research
(ReCap, video)
Activity – Voting system used to capture ongoing feedback at various
points during the lecture
Activity – Students write opinion on purpose of the project on post it notes;
Responses categorised as group exercise
Activity – Action research data packs dispensed to students for
consideration
Activity – Summative group evaluation of course; Group discussion
reflecting upon reasons for success/failure of various ‘student
satisfaction’- based activities
Activity – Summative test of research methods learning outcomes
Research Ethics
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Nature of thematic integration
Another activity
Please draw a picture of a ‘satisfied’ research
methods lecturer…we need to see why they
are satisfied
You have 5 minutes
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Illustration of the teaching
method
Learning point: Collection and analysis of visual data
Illustrative examples using video clips: introduction,
task, data collection and data analysis of visual data
over the course of two lectures
Qualitative Data Collection (Jan 09)
Qualitative Data Analysis (Feb 09)
Use of Ramsden’s (2003) theories of teaching
approach to structure data session:
Teaching as telling
Teaching as organising activity
Teaching as making learning possible
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Ramsden’s (2003) three theories of
university teaching
Theory 1
Teaching as telling
Theory 3
Teaching as making
learning possible
Focus
Teacher and content
Teaching techniques
that will result in
learning
Relation between
students and subject
matter
Strategy
Transmit Information
Manage teaching
process: transmit
concepts
Engage; challenge
imagine oneself as
the student
Actions
Chiefly Presentation
‘Active Learning’
organising activity
Systematically
adapted to suit
student
understanding
Unreflective: taken
for granted
Apply skills to
improve teaching
Teaching as a
research like
scholarly process
Reflection
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Theory 2
Teaching as
organising
Emerging observations: Valid/reliable
data collection exercise?
Lecturer bias- prompting/directing
Lecture theatre setting – influence from
peers
Participatory Action Research?
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Emerging observations:
Unanticipated consequences
Provides students with the occasion to directly
articulate individual opinions via a medium and
setting not ordinarily available to them
Exposes students to varied and potentially new
perspectives of the debate surrounding student
experience (i.e. challenging assumptions
about being a student; dissatisfied
lecturers…)TRICKS data.ppt
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Emerging observations: Unanticipated
consequences
Served to improve staff-student relationships, enhancing student
satisfaction…but potentially highlighting shortcomings in other areas of degree
programme in terms of opportunities for expression
Good things about module:
“you’re making an effort to engage with us. Why can’t others?”
“Paul is a legend!”
“the teachers were very approachable and caring”
“lecturers were enthusiastic and seemed to want to help unlike some other
modules”
But…”Remove this module as it is very boring to attend and understand”
(things to improve module)
Raised the possibility that module assessment could be better aligned with
module aims (e.g. portfolio of practical RM tasks) and linkage to other parts of
UG curriculum
Do the pedagogical value and the positive engagement outcomes
outweigh the methodological shortcomings?
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Illustration of the pedagogical approach
Learning point: Collection and analysis of visual data
Introduction, task, data collection and data analysis of
visual data over the course of two lectures
Qualitative Data Collection (Jan 09)
Qualitative Data Analysis (Feb 09)
Use of Ramsden’s (2003) theories of teaching
approach to structure data session:
Teaching as telling
Teaching as organising activity
Teaching as making learning possible
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Teaching as telling
“Many university teachers implicitly or explicitly
define the task of teaching undergraduates as
the transmission of authoritative content or the
demonstration of material”
(Ramsden, 2003: 108)
Overview of visual data analysis (narrative,
emotional, spatial, temporal)
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Teaching as organising student
activity
“Lecturers see teaching as a supervision
process involving the articulation of techniques
designed to ensure that students learn”
(Ramsden, 2003: 109)
Student generation of visual data (satisfied
student drawing exercise)
Look at these!
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Teaching as making learning
possible
“Teaching is comprehended as a process of
working co-operatively with learners to help
them change their understanding”
(Ramsden 2003:110)
Synthesis of student data followed by
collective reflection and methodological critical
discussion
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Emerging observations:
Valuable pedagogical innovation?
Useful framework for introducing/evaluating research approaches
Student feedback…module feedback
Voting results TRICKS data.ppt
Module assessment results broadly similar
“The high levels of interaction were great, we could follow our own
interests”
“Student satisfaction as the core topic for research methods explanation”
Makes ‘research’ a more immediate/tangible experience (students as
the object of research)
“more interactive than other lecture; learn as we discuss and interaction;
feel getting more involved in the module”
Module assessment could be more practice-based and better linked to
other parts of UG curriculum/Graduate Skills Framework?
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Emerging observations:
Valid/reliable data collection exercise?
Data analysis in process…
Students favour range of feedback mechanisms (focus groups;
better personal tutor system; compulsory feedback)
Lack of programme identity; sense of unfair treatment vis a vis other
schools (timetabling, contact hours)
Pictures suggest a satisfaction bias towards extrinsic over intrinsic
rewards; product over process
Lecturer bias? – prompting/directing
Lecture theatre setting – influence from peers?
Fragmented teaching team
More effective design/management of data collection processes
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Emerging observations:
Unanticipated consequences
Novel occasion for students to directly articulate individual opinions
Exposes students to varied perspectives of the student experience
debate
Improved staff-student relationships (enhancing student
‘satisfaction’?)…but highlighted lack of opportunity to exercise voice in
other areas of degree programme
“you’re making an effort to engage with us. Why can’t others?”
“the teachers were very approachable and caring”
“lecturers were enthusiastic and seemed to want to help unlike some other
modules”
“Paul is a legend!”
But…
“Remove this module as it is very boring to attend and understand”
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The debate is being played out via initiatives
elsewhere…
York St.John University: Student Experience Partnership
http://w3.yorksj.ac.uk/registry/registry--ysju/student-policies-andprocedure/student-experience-partnership.aspx
Exeter University: Student-led action research project
Student-selected research topics (e.g. assessment & feedback;
quality of seminar provision; shared learning spaces; peer mentoring
for language teaching; inter-campus teaching; employability)
Findings presented at a student-led conference
More than ‘students as researchers’, about enabling students to
engage formally with processes of change
Cambridge University: Working in partnership with Students
http://www.materials.ac.uk/pub/case-cambridge.asp
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Emerging questions (for theory and practice)
What are the means by which different models of the student (e.g.
customer, co-producer etc.) might be encouraged/supported?
Does RM teaching provide an obvious place to develop coproduction?
Which model do our conventional methods of
engagement/feedback encourage?
How might we learn from other engagement initiatives?
…?
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And finally…
Please fill out feedback form
Thank you!
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References
Department for Business Innovation & Skills (2009) “Higher Ambitions: The
Future of Universities in a Knowledge Economy”, Available from:
http://www.bis.gov.uk/wp-content/uploads/publications/Higher-Ambitions.pdf
Accessed 16/11/09
Harrington, J. and Booth, C. (2003) “Research Methods Courses in
Undergraduate Business Programmes: An Investigation. A report to the Learning
and Teaching Support Network”, Business Education Support Team; July 2003.
Bristol Business School
McCulloch, A. (2009) The student as co-producer: learning from public
administration about the student-university relationship. Studies in Higher
Education, 34(2), 171-183
Ottewill, R. and Macfarlane, B. (2003) “Pedagogic challenges revisited: reviewing
the evidence”. Conference paper, BEST Annual Conference 2003; Creativity and
Innovation in Academic Practice
Ramsden, P. (2008) “The Future of Higher Education Teaching and the Student
Experience”, Available from:
http://www.dius.gov.uk/higher_education/shape_and_structure/he_debate/~/medi
a/publications/T/teaching_and_student_experience_131008 Accessed 10/9/09
Ramsden, P. (2003) Learning to teach in higher education. London: Routledge
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