Stephen Rowland

Relationships Between Teaching and Research

Abstract This paper reports a study conducted amongst heads of department at a British university into their perspectives of teaching and research. It explores the reasons why research is given higher status, even though academics believe that, in principle, both aspects of the lecturers role are equally valuable and mutually supportive. The links between teaching and research are investigated, and the categories of ‘teaching’ and ‘research’ are found to be somewhat inadequate concepts for distinguishing between different aspects of the academic role. The article concludes that closer relationships between the two can provide the basis for a programme to improve the quality of university teaching. Such an approach is underpinned by the view that students’ understandings should be taken seriously. They can make a significant contribution to the lecturers research, as well as to student learning.

Turning Academics into Teachers

Abstract This article starts with a personal perspective written by Stephen Rowland. This is responded to in each of the four contributions which follow. In order to stimulate debate from a wide basis of experience, Catherine Byron, Frank Furedi, Nicky Padfield and Terry Smyth were invited to respond as academics from very different disciplinary backgrounds and types of Higher Education institution in the UK. In a brief conclusion to the article, Stephen Rowland draws together the contributions. Questions are raised for further discussion, reflection and research amongst those concerned to develop higher education teaching, and to resist the managerialist discourse which dominates in this field. We hope that the article will stimulate debate amongst readers of the journal from different parts of higher education at a time when the very purpose of higher education is itself in a state of flux. We suspect that the issues raised here apply in many countries and would particularly welcome a response from read...

The role of theory in a pedagogical model for lecturers in higher education

ABSTRACT In the context of an increasing demand for courses in teaching and learning for higher education teachers, this article considers what might be the theoretical underpinnings of such courses in terms of their pedagogy. While the question of an underlying theory is problematic, an approach or model is developed which draws upon the disciplinary perspectives of academics. This approach is illustrated though the practice of an MEd course for university staff which the author teaches at the University of Sheffield. It conceives of a learning process in which three kinds of knowledge are brought into a dynamic relationship: knowledge which is public, knowledge which is personal, and knowledge which derives from the present experience of communicating together. Educational theory can be a useful resource but does not have a privileged position.

Making things difficult: Developing a research approach to teaching in higher education

ABSTRACT This paper describes and reflects upon a part-time MEd course, which has been developed at the University of Sheffield Division of Education, for lecturing staff from different departments in the university. The purpose of the course is to develop the quality of teaching across the institution. Here the author, in collaboration with Len Barton, who co-tutored the course, explores some of the issues which arise from planning and working with the lecturing colleagues who were the course participants. Central to its development is the idea that improvements in teaching are likely to follow from the sustained reflection and research of higher education lecturers into their own practice and the social context in which it arises. Having started the course in 1992, our discussion is necessarily tentative at this stage, and further evaluation is under way. We would therefore welcome any correspondence to us at the University of Sheffield concerning the issues which we address.

The Power of Silence: an enquiry through fictional writing

Abstract The paper represents an attempt to open up a new field of practitioner enquiry through the use of fictional writing. It explores the power relationships between the tutor and participants on an in‐service course and how these develop as the tutor attempts to shift responsibility away from himself as ‘teacher’ and towards the ‘learners’. Episodes of silence during the reflective discussions of the group are seen as being of particular significance in its dynamic and in the changing awareness of both tutor and participants. In order to investigate the quality and significance of these silences, a fictional form of enquiry is employed. The case for using this form, together with its chief characteristics, are outlined in the first part of the paper. The major part of the paper then consists of a fictional account which explores and illuminates these issues of power in teaching and learning relationships.

Ways of Presenting and Critiquing Action Research Reports [1]

[1] This paper grew out of a discussion at the CARN mini‐conference in Chelmsford, UK, on 26 February, 1993

A lovers’ guide to university teaching?

Abstract Writing is fundamental to the disciplined form of reflection upon practice which we call action research. It must find ways to express the values which give our practice its heart. Stimulated by a students desire to give adequate expression to his own love for his subject, this paper raises the question of how we are to write about such things as the love which fires our work as educators and action researchers. The first part of the paper traces a close relationship between the ways in which language for expressing the erotic and the educational have undergone similar changes as social forces have worked to render them both harmless, technical and sterile. The second part of the paper suggests ways in which these influences might be resisted by developing forms of writing about education which are resistant to these positivistic pressures. Such forms may enable us to reflect our teaching in ways which reclaim love as the heart of our professional practice.

Groups and Teams

The Digital Games Research Center is a multi-disciplinary center whose focus investigates the scientific, engineering, social and educational challenges of digital entertainment. Faculty from the colleges of Education, Engineering, Design and Humanities and Social Sciences collaborate on a wide range of research and educational initiatives that focus on new modes of entertainment and interaction in digital media. cial and educational challenges of digital entertainment. Faculty from the colleges of Education, Engineering, Design and Humanities and Social Sciences collaborate on a wide range of research and educational initiatives that focus on new modes of entertainment and interaction in digital media.