Skip to main content
SpringerLink
Log in

Breaking Down Student-Staff Barriers

Moving towards Pedagogic Flexibility

  • Chapter
Pedagogic Frailty and Resilience in the University

Abstract

Jenkins and Healey (2005) have argued that there are many factors that can lead to a separation of research and teaching within universities. Teachers often introduce research to students in ways that suggest knowledge is fully formed and that students’ role is simply to digest this knowledge.

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

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 39.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Arnstein, S. R. (1969). A ladder of citizen participation. Journal of the American Institute of Planners, 35(4), 216–224.

    Article  Google Scholar 

  • Aspelin, J. (2011). Co-existence and co-operation: The two-dimensional concept of education. Education, 1(1), 6–11.

    Article  Google Scholar 

  • Bourner, T. (2004). The broadening of the higher education curriculum, 1970–2002: An ipsative enquiry. Higher Education Review, 36(2), 39–52.

    Google Scholar 

  • Bovill, C. (2014). An investigation of co-created curricula within higher education in the UK, Ireland and the USA. Innovations in Education and Teaching International, 51(1), 15–25.

    Article  Google Scholar 

  • Bovill, C. (forthcoming). Whole cohort co-creation of learning and teaching in higher education: Enhancing the relationship between teacher and students.

    Google Scholar 

  • Bovill, C., & Bulley, C. J. (2011). A model of active student participation in curriculum design: Exploring desirability and possibility. In C. Rust (Ed.), Improving student learning (pp. 176–188). Oxford: The Oxford Centre for Staff and Learning Development.

    Google Scholar 

  • Bovill, C., Cook-Sather, A., & Felten, P. (2011). Changing participants in pedagogical planning: Students as co-creators of teaching approaches, course design and curricula. International Journal for Academic Development, 16(2), 133–145.

    Article  Google Scholar 

  • Bovill, C., Cook-Sather, A., Felten, P., Millard, L., & Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education, 71(2), 195–208.

    Article  Google Scholar 

  • Boyd, R., MacNeil, N., & Sullivan, G. (2006). Relational pedagogy: Putting balance back into students’ learning. Curriculum and Leadership Journal, 4(13). Retrieved from http://www.curriculum.edu.au/leader/relational_pedagogy:_putting_balance_back_into_stu,13944.html

  • Breen, M. P., & Littlejohn, A. (2000). The practicalities of negotiation. In M. P. Breen & A. Littlejohn (Eds.), Classroom decision-making: Negotiation and process syllabuses in practice (pp. 272–295). Cambridge: Cambridge University Press.

    Google Scholar 

  • Bryson, C. (2014). Clarifying the concept of student engagement. In C. Bryson (Ed.), Understanding and developing student engagement: Perspectives from universities and students (pp. 1–22). Abingdon: Routledge.

    Google Scholar 

  • Bryson, C., Furlonger, R., & Rinaldo-Langridge, F. (2015, July 15–17). A critical consideration of, and research agenda for, the approach of ‘students as partners’. Paper presentation, International Conference on Improving University Teaching, Ljubljana, Slovenia.

    Google Scholar 

  • Buckley, A. (2014). How radical is student engagement? (And what is it for?) Student Engagement and Experience Journal, 3(2). Retrieved from http://dx.doi.org/10.7190/seej.v3i2.95

    Google Scholar 

  • Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin, 3, 7. Retrieved from http://eric.ed.gov/?id=ED282491

    Google Scholar 

  • Cook-Sather, A., Bovill, C., & Felten, P. (2014). Engaging students as partners in learning and teaching: A guide for faculty. San Francisco, CA: Jossey Bass.

    Google Scholar 

  • Corazzo, J. (2011, September 15–16). Rethinking surrender as an active verb. Paper presentation, RAISE Conference Nottingham Trent University, Nottingham.

    Google Scholar 

  • Cuseo, J. (2007). The empirical case against large class size: Adverse effects on teaching, learning and retention of first years. Journal of Faculty Development, 21(1), 5–21.

    Google Scholar 

  • Deeley, S., & Bovill, C. (2016). Staff-student partnership in assessment: Enhancing assessment literacy through democratic practices. Assessment and Evaluation in Higher Education. Retrieved from http://www.tandfonline.com/doi/full/10.1080/02602938.2015.1126551

    Google Scholar 

  • Dunne, E. (2016). Design thinking: A framework for student engagement? A personal view. Journal of Educational Innovation, Partnership and Change, 2(1). Retrieved from https://journals.gre.ac.uk/index.php/studentchangeagents/article/view/317

  • Gibbs, G. (2012). Implications of ‘dimensions of quality’ in a market environment. York: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/implications-dimensions-quality-market-environment

    Google Scholar 

  • Healey, M., Flint, A., & Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. York: Higher Education Academy. Retrieved from https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learning-and-teaching-higher-education

    Google Scholar 

  • Healey, M., Bovill, C., & Jenkins, A. (2015). Students as partners in learning, In J. Lea (Ed.), Enhancing learning and teaching in higher education: Engaging with the dimensions of practice (pp. 141–172). Maidenhead: Open University Press.

    Google Scholar 

  • hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. London: Routledge.

    Google Scholar 

  • Huxham, M. (2005). Learning in lectures, do interactive windows help? Active Learning in Higher Education, 6(1), 17–31.

    Article  Google Scholar 

  • Huxham, M., Scoles, J., Green, U., Purves, S., Welsh, Z., & Gray, A. (2016). ‘Observation has set in’: Comparing students and peers as reviewers of teaching. Assessment and Evaluation in Higher Education. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/02602938.2016.1204594?journalCode=caeh20

    Google Scholar 

  • Jenkins, A., & Healey, M. (2005). Institutional strategies to link teaching and research. York, UK: The Higher Education Academy.

    Google Scholar 

  • Jessop, T., El Hakim, Y., & Gibbs, G. (2014). The whole is greater than the sum of its parts: A large scale study of students’ learning in response to different programme assessment patterns. Assessment and Evaluation in Higher Education, 39(1), 73–88.

    Article  Google Scholar 

  • Kinchin, I. M., Alpay, E., Curtis, K., Franklin, J., Rivers, C., & Winstone, N. E. (2016). Charting the elements of pedagogic frailty. Educational Research, 58(1), 1–23.

    Article  Google Scholar 

  • Kuh, G. D., & Hu, S. (2001). The effects of student-faculty interaction in the 1990s. The Review of Higher Education, 24(3), 309–332.

    Article  Google Scholar 

  • Michael, J. (2006). Where’s the evidence that active learning works? Advances in Physiology Education, 30(4), 159–167.

    Article  Google Scholar 

  • Moore, N., & Gilmartin, M. (2010). Teaching for better learning: A blended learning pilot project with first year geography undergraduates. Journal of Geography in Higher Education, 34(3), 327–344.

    Article  Google Scholar 

  • Moore-Cherry, N., Healey, R., Nicholson, D. T., & Andrews, W. (2016). Inclusive partnership: Enhancing student engagement in geography. Journal of Geography in Higher Education, 40(1), 84–103.

    Article  Google Scholar 

  • Nixon, E., Scullion, R., & Hearn, R. (2016). Her majesty the student: Marketised higher education and the narcissistic (dis)satisfactions of the student-consumer. Studies in Higher Education, 1–21. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/03075079.2016.1196353?src=recsys&journalCode=cshe20

  • Pyörälä, E., Hirsto, L., Toom, A., Myyry, L., & Lindblom-Ylänne, S. (2015). Significant networks and meaningful conversations observed in the first-round applicants for the teachers’ academy at a research-intensive university. International Journal for Academic Development, 20(2), 150–162.

    Article  Google Scholar 

  • Revell, A., & Wainwright, E. (2009). What makes lectures ‘unmissable’? Insights into teaching excellence and active learning. Journal of Geography in Higher Education, 33(2), 209–223.

    Article  Google Scholar 

  • Roxå, T., & Mårtensson, K. (2009). Significant conversations and significant networks: Exploring the backstage of the teaching arena. Studies in Higher Education, 34(5), 547–559.

    Article  Google Scholar 

  • Ryan, A., & Tilbury, D. (2013). Flexible pedagogies: New pedagogical ideas. York, UK: Higher Education Academy.

    Google Scholar 

  • Trowler, V. (2010). Student engagement literature review. York, UK: HE Academy. Retrieved from https://www.heacademy.ac.uk/resources/detail/evidencenet/Student_engagement_literature_review

    Google Scholar 

  • Tyma, A. (2011). Connecting with what is out there! Using Twitter in the large lecture. Communication Teacher, 25(3), 175–181.

    Article  Google Scholar 

  • Wainwright, O. (2016, January 13). Chilean architect Alejandro Araveno wins 2016 pritzker prize. The Guardian.

    Google Scholar 

  • Werder, C., Ware, L., Thomas, C., & Skogsburg, E. (2010). Students in parlor talk on teaching and learning. In C. Werder & M. Otis (Eds.), Engaging student voices in the study of teaching and learning (pp. 16–31). Sterling, VA: Stylus.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Institute for Academic Development, University of Edinburgh, UK

    Catherine Bovill

Authors
  1. Catherine Bovill
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. University of Surrey, UK

    Ian M. Kinchin

  2. University of Surrey, UK

    Naomi E. Winstone

Rights and permissions

Reprints and permissions

Copyright information

© 2017 Sense Publishers

About this chapter

Cite this chapter

Bovill, C. (2017). Breaking Down Student-Staff Barriers. In: Kinchin, I.M., Winstone, N.E. (eds) Pedagogic Frailty and Resilience in the University. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-983-6_11

Download citation

  • DOI: https://doi.org/10.1007/978-94-6300-983-6_11

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-983-6

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation