Pedagogic Frailty and Resilience in the University

  • Ian M. Kinchin
  • Naomi E. Winstone

Table of contents

  1. Front Matter
    Pages i-xi
  2. Ian M. Kinchin
    Pages 1-16
  3. Christopher Wiley, Jo Franklin
    Pages 17-32
  4. Naomi E. Winstone
    Pages 33-48
  5. Margaret Blackie
    Pages 49-61
  6. Jacqueline Stevenson, Pauline Whelan, Penny Jane Burke
    Pages 63-77
  7. Simon Lygo-Baker
    Pages 79-91
  8. Naomi E. Winstone, Julie A. Hulme
    Pages 93-107
  9. Jo-Anne Vorster, Lynn Quinn
    Pages 109-121
  10. Linor L. Hadar, David L. Brody
    Pages 123-134
  11. Catherine Bovill
    Pages 151-161
  12. Sandra Jones
    Pages 163-178
  13. Ray Land
    Pages 179-194
  14. Paulo Correia, Joana Aguiar
    Pages 195-210
  15. Ian M. Kinchin, Naomi E. Winstone
    Pages 211-225
  16. Back Matter
    Pages 227-230

About this book


Pedagogic Frailty and Resilience in the University presents a theoretical model and a practical tool to support the professional development of reflective university teachers. It can be used to highlight links to key issues in higher education. Pedagogic frailty exists where the quality of interaction between elements in the evolving teaching environment succumbs to cumulative pressures that eventually inhibit the capacity to develop teaching practice. Indicators of frailty can be observed at different resolutions, from the individual, to the departmental or the institutional. Chapters are written by experts in their respective fields who critique the frailty model from the perspectives of their own research. This will help readers to make practical links between established bodies of research literature and the concept of frailty, and to form a coherent and integrated view of higher education. This can then be explored and developed by individuals, departments or institutions to inform and evaluate their own enhancement programmes. This may support the development of greater resilience to the demands of the teaching environment. In comparison with other commonly used terms, we have found that the term ‘frailty’ has improved resonance with the experiences of colleagues across the disciplines in higher education, and elicits a personal (sometimes emotional) response to their professional situation that encourages positive dialogue, debate and reflection that may lead to the enhancement of university teaching. This book offers a particular route through the fractured discourses of higher education pedagogy, creating a coherent and cohesive perspective of the field that may illuminate the experiences and observations of colleagues within the profession. “If we are to realise the promise of higher education … we will need the concepts, methods, and reflections contained in this book.” – Robert R. Hoffman


University teaching Academic development Pedagogy Higher Education Teaching Excellence

Editors and affiliations

  • Ian M. Kinchin
    • 1
  • Naomi E. Winstone
    • 2
  1. 1.University of SurreyUK
  2. 2.University of SurreyUK

Bibliographic information