Skip to main content
SpringerLink
Log in

Heutagogy in an Emerging Curriculum

  • Chapter
  • First Online:
The Pedagogy of the Social Sciences Curriculum

Abstract

The goal of this chapter is to highlight the potential value of Heutagogy approaches within the curriculum and to highlight two possible strategies as a means of embedding this approach into practise within the social science curriculum and to stimulate debate on the merits and pitfalls of adopting such approaches.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
eBook
USD 16.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 54.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  • Alred, G., & Garvey, B. (2000). Learning to produce knowledge—The contribution of mentoring. Mentoring and Training, 8(3), 261–277.

    Article  Google Scholar 

  • Andrews, J., & Clark, R. (2011). Peer mentoring works! How peer mentoring enhances student success in higher education. Birmingham: Aston University.

    Google Scholar 

  • Andrews, M., & Wallis, M. (1999). Mentorship in nursing: A literature review. Journal of Advanced Nursing, 29(1), 201–207.

    Article  Google Scholar 

  • Argyryris, C., & Schon, D. A. (1974). Theory in practice: Increasing professional effectiveness. San Francisco: Jossey Bass.

    Google Scholar 

  • Bandura, A., & Locke, E. A. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88, 87–99.

    Article  Google Scholar 

  • Barnett, R. (1994). The limits of competence: Knowledge, higher education and society. Buckingham: SRHE, Open University Press.

    Google Scholar 

  • Barnett, R. (2007). A will to learn: Being a student in an age of uncertainty. Maidenhead: McGraw Hill/OUP.

    Google Scholar 

  • Barnett, R. (2011). Learning about learning: A conundrum and a possible resolution. London Review of Education, 9(1), 5–13.

    Article  Google Scholar 

  • Barnett, R. (2012). The coming of the ecological university. Oxford Review of Education, 37(4), 439–455.

    Article  Google Scholar 

  • Barnett, R. (2014). Conditions of flexibility: Securing a more responsive higher education system. York: HEA.

    Google Scholar 

  • Barnett, R., & Coate, K. (2005). Engaging the curriculum in higher education. Buckingham: SRHE and Open University Press.

    Google Scholar 

  • Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distance Learning, 13(1), 322–326.

    Google Scholar 

  • Breen, L., Drew, N., Pike, L., Pooley, J. A., & Young, A. (2001). Evaluation of the School of Psychology Peer Mentoring Programme—Semester 1, 2000. In A. Herriman & M. M. Kulski (Eds.), Expanding Horizons in Teaching and Learning. Proceedings of the 10th Annual Teaching and Learning Forum, Feb 7–9, 2001. Perth: Curtin University of Technology. Retrieved July 20, 2015, from http://lsn.curtin.edu.au/tlf/tlf/2001/breen.htm

  • Campbell, T. A., & Campbell, D. E. (2007). Outcomes of mentoring at-risk college students: Gender and ethnic matching effects. Mentoring and Tutoring, 15(2), 135–148.

    Article  Google Scholar 

  • Canning, N., & Callan, S. (2010). Heutagogy: Spirals of reflection to empower learners in higher education. Reflective Practice, 11(1), 71–82.

    Article  Google Scholar 

  • Carr, W., & Kemmis, S. (1986). Becoming critical: Education knowledge and action research. Geelong: Deakin University Press.

    Google Scholar 

  • Clutterbuck, D., & Lane, G. (2004). The situational mentor: An international review of competencies and capabilities in mentoring. Aldershot: Gower.

    Google Scholar 

  • Colley, H. (2002). A rough guide to the history of mentoring from a Marxist feminist perspective. Journal of Education for Teaching, 28(3), 257–273.

    Article  Google Scholar 

  • Crisp, G., & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), 525–545.

    Article  Google Scholar 

  • Fachin-Lucas, K. (2001). The social construction of mentoring roles. Mentoring and Tutoring, 9(1), 23–47.

    Article  Google Scholar 

  • Flumerfeldt, S., Ingram, I., Broakcberg, K., & Smith, J. (2007). A study of higher education and student achievement based on transformative and lifelong learning processes. Mentoring and Tutoring, 15(1), 107–118.

    Article  Google Scholar 

  • Garvey, R., Stokes, P., & Megginson, D. (2009). Coaching and mentoring theory and practice. London: Sage.

    Google Scholar 

  • Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. Retrieved Sept 11, 2015, from http://ultibase.rmitedu.au/Articles/dec00/hase2.htm

    Google Scholar 

  • Jacobi, M. (1991). Mentoring and undergraduate success: A literature review. Review of Educational Research, 61(4), 505–532.

    Article  Google Scholar 

  • Johnson-Bailey, J., & Cervero, R. M. (2004). Mentoring in Black and White: The intricacies of cross-cultural mentoring. Mentoring and Tutoring, 12, 7–21.

    Article  Google Scholar 

  • Knowles, M. (1983). Self directed learning a guide for learners and teachers. Cambridge: Cambridge Adult Education.

    Google Scholar 

  • Kram, K. E., & Isabella, L. A. (1985). Mentoring alternatives: The role of peer relationships in career development. Academy of Management Journal, 28, 110–132.

    Article  Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Lennox-Terrion, J., & Leonard, D. (2010). Motivation of paid peer mentors and unpaid peer helpers in higher educationinternational. Journal of Evidence Based Coaching and Mentoring, 8(1), 85–103.

    Google Scholar 

  • Margolis, H. (2005). Increasing struggling learner’s self-efficacy: What tutors can do and say. Mentoring and Tutoring, 13(2), 221–238.

    Article  Google Scholar 

  • McAllister, M. (2003). Doing practice differently: Solution focused nursing. Journal of Advanced Nursing, 41(6), 528–535.

    Article  Google Scholar 

  • McLean, M. (2004). Does the curriculum matter in peer mentoring? From mentee to mentor in problem based learning: A unique case study. Mentoring and Tutoring, 12(2), 173–186.

    Article  Google Scholar 

  • Mezirow, J. (2000). Learning as transformation. San Francisco: Jossey-Bass.

    Google Scholar 

  • NSS. (2013). Retrieved Jan 12, 2014, from http://www.hefce.ac.uk/whatwedo/lt/publicinfo/nationalstudentsurvey/nationalstudentsurveydata/2013/

  • Paglis, L. L., Green, S. G., & Bauer, T. N. (2006). Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes. Research in Higher Education, 47(4), 451–476.

    Article  Google Scholar 

  • Piper, H., & Piper, J. (2000). Disaffected young people as the problem: Mentoring is the problem, mentoring as the solution, education and work as the goal. Journal of Education and Work, 13(1), 77–94.

    Article  Google Scholar 

  • QAA. (2015). The quality code for higher education. Retrieved Oct 27, 2015, from http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code

  • Race, P. (2005). Making learning happen: A guide for post compulsory education. London: Sage.

    Google Scholar 

  • Roberts, A. (2000). Mentoring revisited: A phenomenological reading of the literature. Mentoring and Tutoring, 8(2), 145–170.

    Article  Google Scholar 

  • Rodger, S., & Tremblay, P. F. (2003). The effects of a Peer mentoring Program on Academic Success Among First Year University Students. The Canadian Journal of Higher Education, 33(3), 1–17.

    Google Scholar 

  • Rossi, F., & Rosli, A. (2014). Indicators of university–industry knowledge transfer performance and their implications for universities: Evidence from the United Kingdom. Studies in Higher Education, 1–22. doi:10.1080/03075079.2014.914914.

  • Schon, D. A. (1987). Educating the reflective practitioner. San Francisco: Jossey Bass.

    Google Scholar 

  • Shea, G. F. (2002). Mentoring: how to develop successful mentor behaviours 3rd edition Rochester. AXZO Press.

    Google Scholar 

  • Snowden, M., & Hardy, T. (2012). Peer mentorship: Yes! It does have a positive effect on student retention and academic success for both mentor and mentee. Journal of Widening Participation and Lifelong Learning, 19(2), 76–92.

    Google Scholar 

  • Stephenson, J. (1998). The concept of capability and its importance in higher education. In J. Stephenson & M. Yorke (Eds.), Capability and quality in higher education. London: Kogan Page.

    Google Scholar 

  • Stringer-Cawyer, C., Simonds, C., & Davis, S. (2002). Mentoring to facilitate socialisation: The case of the New Faculty Member. Qualitative Studies in Higher Education, 15(2), 225–242.

    Article  Google Scholar 

  • Terrion, J. Lennox & Leonard, D. (2007). A taxonomy of the characteristics of student peer mentors in higher education: Findings from a literature review. Mentoring & Tutoring, 15(2), 149–164.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Behavioural and Social Sciences, University of Huddersfield, Queensgate, Huddersfield, UK

    Michael Snowden

Authors
  1. Michael Snowden
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Michael Snowden .

Editor information

Editors and Affiliations

  1. Department of Behavioural and Social Sciences, University of Huddersfield, Queensgate, Huddersfield, United Kingdom

    Jamie P. Halsall

  2. Department of Behavioural and Social Sciences, University of Huddersfield, Queensgate, Huddersfield, United Kingdom

    Michael Snowden

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Snowden, M. (2017). Heutagogy in an Emerging Curriculum. In: Halsall, J., Snowden, M. (eds) The Pedagogy of the Social Sciences Curriculum. International Perspectives on Social Policy, Administration, and Practice. Springer, Cham. https://doi.org/10.1007/978-3-319-33868-2_3

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-33868-2_3

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-33866-8

  • Online ISBN: 978-3-319-33868-2

  • eBook Packages: Social SciencesSocial Sciences (R0)

Publish with us

Policies and ethics

Search

Navigation