Promoting teaching and learning scholarship through postgraduate studies in the field of higher education

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Promoting teaching and learning scholarship
through postgraduate studies in the field of
higher education

• Conference on the Scholarship of Teaching and
  Learning
• 22-23 May 2007
• Prof Eli M. Bitzer Dr Ruth M. Albertyn
• Centre for Higher and Adult Education
• Stellenbosch University, South Africa
• emb2_at_sun.ac.za rma_at_sun.ac.za

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Introduction

• Scholarship of Teaching and Learning (SoTL) has
  been researched in many different ways and
  contexts (Boyer 1990 Davis Chandler 1998
  Jenkins Healy 2005 Bitzer 2006)
• One area relatively unexplored is whether formal
• postgraduate studies in the field of higher
• education and in teaching and learning in
• particular contribute to the SoTL

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Introduction (cont.)

• The Faculty of Education at Stellenbosch
• University offers two postgraduate programmes
• in the field of higher education The MPhil
• (Higher Education) and the PhD
• More than 50 students, comprising mostly
• academic staff from higher education institutions
• and including staff from Stellenbosch University,
• have graduated from these programmes in the
• past number of years

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Aims

• To provide a brief outline of what these
• programmes entail
• To report on data obtained from graduates in an
  open-ended question of whether studies in higher
  education had assisted their professional and
  scholarly growth, particularly in the area of the
  SoTL

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Outline of MPhil Higher Education

• Primary aim
• to equip students with scholarly knowledge,
  skills and attitudes to function optimally, as
  professional learning facilitators, in their
  respective higher education institutions
• Secondary aim
• to facilitate research knowledge and skills
  with students to assist them in conducting
  educational research in the subjects/fields they
  teach or work
• Generic learning outcomes self-management,
  problem solving, critical evaluation, effective
  communication and systemic thought

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Outcomes

• Interpret and evaluate national and international
  perspectives on higher education
• Demonstrate insight into how student learning
  takes place and how facilitation of learning
  influences higher education outcomes
• Analyse, critique and improve own curriculum
  planning and implementation
• Appreciate the role of the higher education
  teacher against background of forms of
  scholarship
• Plan, execute and evaluate learning facilitation

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Outcomes (cont.)

• Know and apply research traditions and
  effectively use research methodology in field of
  higher education
• Use technology as medium of support and delivery
  in higher education
• Know and use assessment and evaluation techniques
  in higher education
• Plan and utilise staff evaluation and
  -development strategies, especially concerning
  effectiveness of teaching and learning and
• Demonstrate knowledge of and perspectives on
  leadership and leadership development in a higher
  education environment.

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Structure and credit value
Module Topic Credit value
YEAR ONE YEAR ONE YEAR ONE
1 Perspectives in higher education 10
2 Student learning in higher education 10
3 Foundations of research 10
4 Research in higher education 15
5 Curriculum and programme design in higher education 15
6 Assessment and evaluation in higher education 15
7 Teaching in higher education 15
YEAR TWO YEAR TWO YEAR TWO
8 Scholarship in higher education 15
9 Technology in higher education 15
10 Staff development in higher education 15
11 Leadership in higher education 15
12 Research thesis 120
TOTAL 240
Not all modules are offered every year. Modules are offered every alternative year. A selection of two modules from 8, 9, 10 or 11 The main part of the thesis is usually written in the second semester of the second year Not all modules are offered every year. Modules are offered every alternative year. A selection of two modules from 8, 9, 10 or 11 The main part of the thesis is usually written in the second semester of the second year Not all modules are offered every year. Modules are offered every alternative year. A selection of two modules from 8, 9, 10 or 11 The main part of the thesis is usually written in the second semester of the second year
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Target group admission requirements

• Target group
• lecturers,
• facilitators of learning and
• Staff developers and educational leaders of
  higher education institutions.
• Admission requirements
• an Honours degree in any field, and currently
  employed in higher education environment or
• any other academic-professional combination of
  studies equal to an Honours degree (Senate
  approved), and currently employed in a higher
  education environment or
• evidence that candidate has reached standard of
  competence in higher education, demonstrated
  through the process of evaluation of prior
  learning and Senate approved.

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Assessment

• Formative/continuous assessment methods
• Assignments completed within students
  institutional contexts for each module (1-11)
• Group activities and tasks for each of the 11
  modules during a two-week residential period at
  the beginning of each year
• Learning sessions, facilitated by students during
  the residential period and
• Self-reflective statements spanning the total
  time of study.

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Assessment (cont.)

• Final assessment includes the following
• A thesis on chosen topic focusing on a higher
  education issue
• An oral examination on the submitted thesis
• (The thesis can, alternatively, be replaced by a
  research portfolio consisting of case-studies and
  research reports culminating in at least two
  publishable academic articles)

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Programme facilitation

• Eleven modules are presented over a period of two
  years
• A short and compulsory residential period of two
  weeks, usually in February, introduces each study
  year
• Students are required to attend and participate
  in all modules during the residential period
• Students can choose two from the final four
  modules to complete assignments on
• The rest of the programme is presented via
  distance education (assignments and electronic
  and postal feedback)
• Learning is facilitated via structured study
  materials, written assignments and feedback, as
  well as telephonic and electronic contact
• When students do their research thesis, a
  research proposal has to be approved and regular
  meetings between students and supervisors are
  scheduled

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The PhD (in Higher Education)

• Admission A Masters in any field (or equivalent
  via RPL) and involved in higher education
  (teaching, development or management)
• Additional work (e.g. Social Research modules)
  might be required before admission in some cases
• Research proposal approved via Faculty of
  Education
• Research dissertation
• Oral examination on the dissertation

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Programme staff

• Academic staff from the Centre for Higher and
  Adult Education, Department of Curriculum Studies
  in the Faculty of Education facilitate programmes
  and provide study supervision
• Various guest lecturers, including local
  academics and academics from abroad, contribute
  to the programme and offer a wide variety of
  experience and perspectives

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Exit questionnaire

• Aim to investigate experiences of postgraduate
  MPhil or PhD students in the Department of
  Curriculum Studies (Centre for Higher and Adult
  Education) between 2001 and 2006
• Sample students registered between 2001 and 2006
  (graduated and discontinued-78 students)
• Measuring instrument
• Based on questionnaire designed for previous
  study (Centre for Higher and Adult Education)
• Adaptations made to include constructs identified
  in the studies of Manathunga, (2005), McCormack
  (2005) and Lindén (1999)
• Peer reviewed
• Biographical, study information, Likert-scale
  questions on students' needs and supervision
  needs, and open-ended questions on students'
  postgraduate experience

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Findings 2001-2006
MPhil H.E. PhD
Graduated Graduated Graduated
n 15 15
Ave years registered 4.5 3.6
Suspended Suspended Suspended
n 12 5
Ave years registered 3.3 3
Current (registered in 2007) Current (registered in 2007) Current (registered in 2007)
n 12 12
Ave years registered 2.8 3.2
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Findings

• Reason for studying
• Knowledge
• Scholarship
• Qualification
• Facilitation skills
• Employer imperative
• Interest

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Influence of studies on professional development
Workplace
Skills
Personal
World view
Legitimacy Credibility Esteem from
colleagues Better team player Promotion Work
opportunities Increased income Facilitation
skills Presentation skills Management
Preparation of programmes for HE
Academic writing Conceptual Logical reasoning
Integration Synthesis Research skills Data
analysis Interpretation Analytical skills
Critical thinking Creativity
Self-confidence Assertiveness Ability to work
under pressure Value hard work Discipline
Perseverance Commitment Motivation Determinatio
n Flexibility More balanced
Broader frame of reference
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Evidence of scholarship of teaching

• Systematically investigate questions related to
  practice beyond the classroom (Hutchings
  Shulman 1999)
• better understanding of the changing landscape
  of higher education environment
• I have a much wider frame of reference with
  regards to education and training issues
• Research develops the ability for creative
  thinking and enquiry, learning which skills are
  required to function effectively in the fast
  paced technological era we live in

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Evidence of scholarship of teaching (cont.)

• 2. Enticing future scholars- continual process
  (Boyer 1990 Rice 1992 Glassick, Huber
  Maerhoff 1997 Shulman 2004)
• "I feel like studying throughout my life
• knowledge that I must continuously keep abreast
  of current development in my field
• The postgraduate studies have given me new
  insight into the whole process of doing research.
  I am better equipped to assist students intending
  to do research at my institution

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Evidence of scholarship of teaching (cont.)

• 3. Reflection of practice and making teaching
  processes public (Queens University, California
  2003)
• Attended a few local conferences and became part
  of an academic network
• I developed confidence in my profession and I'm
  in a position to share my knowledge based on
  proven theories, because I practice what I preach
  on a daily basis. My peers and colleagues show
  respect, because they benefit from the knowledge
  I gained since I share it with them

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Evidence of scholarship of teaching (cont.)

• 4. Forming new conceptions of teaching and
  learning (Trigwell, Martin Prosser 2000)
• enabled me to do my teaching job better and with
  more knowledge
• I have improved my strategies of dealing with
  learners and educators problems

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Evidence of scholarship of teaching (cont.)

• 5. Improvement of SoTL through experimentation
  and evaluation (Tait 2005)
• I was able to become more involved in the
  research area through workshop presentations
• I've been drawn in to projects that previously I
  know I would not have been part of

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Conclusions

• Results indicate that postgraduate studies in
  higher education benefit academic staff in a
  number of ways
• Limiting factors identified through this study
  need to be considered when academic staff aim to
  improve their standing regarding the SoTL via
  formal qualifications
• Evidence suggests that promotion of the
• scholarship of teaching and learning can be
• enhanced through a formal postgraduate
• qualification in higher education