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School for Business and Regional Development - UFHRD

VIEWS: 1 PAGES: 25

									Learning, research and impact in HRD:
   rigour and relevance for whom?

  An autoethnographic perspective

          Sally Sambrook
            Introduction
• Aim = connect key workshop themes
  • Learning
  • Research

• Explore issues of rigour, relevance & impact

• From multiple perspectives

• Through an autoethnographic approach
          Autoethnography
• First labelled by Hayano (1979)

• ‘An autobiographic genre of writing and research
  that displays multiple layers of consciousness,
  connecting the personal to the cultural’ (Ellis &
  Bochner 2003:209).

• AE is a way of writing (graphy) about personal
  experiences (auto) that connect with a particular
  culture (ethno) (Reed-Danahay 1997)

• The researcher is part of the study, linking personal
  experiences of the intellectual idea with the culture
  being studied
             Issues in AE
• Ethical considerations
  • The self, I, (Doloriert & Sambrook 2009)
  • Relational (Vickers 2002, Medford 2006 etc)
• Exposure & vulnerability
  • Enables voice, but partially naked (Clandinin &
    Connelly 1994)
  • Once told, story is loose in the world (King 2003)
• Extensive critique
  • Self-indulgence, narcissim (Coffey 1999)
  • Academic wank (Sparkes 2002)
Four possible perspectives




          IMPACT
Learning & research & me
Connecting learning & research


           Research



       Pedagogy   Practice
    Connecting rigour & relevance
• Some challenging questions …

•   What do they mean?
•   How can we achieve them?
•   Why are they important?
•   And for whom?

• Competing or complementary?
        Relevance & rigour

Relevant to whom?              Rigour - more
                                 straightforward?
• The researcher/degree
  student her/himself          • A piece of research is
                                 said to be rigorous if it
• The student’s supervisor
                                 closely follows the well
• The school/institution where   established rules of
  the researcher works           research – rules
• The research community         established within the
• The funding body               chosen research
• The government                 paradigm and the
                                 chosen research
• Society at large               community
        Knowledge creation
• Mode I
  • Fundamental research, questions set and solved by
    academics with little, if any, focus on exploitation of
    research by practitioners (rigour)
• Mode II
  • Applied research, governed by world of practice and
    highlighting collaboration with & between practitioners
    (relevance)            (Gibbons et al 1994)
• Mode III
  • Research growing out of I & II with the purpose ‘to
    assure survival and promote the common good at
    various levels of social aggregation’ (Huff & Huff
    2001:553)
                                  (Saunders et al 2009:595)
Relevance & rigour (Anderson et al 2001)
    Knowledge dissemination/
          acquisition?
• Mode I
  • Fundamental teaching, content set and delivered by
    academics with little, if any, focus on exploitation of
    needs of & contributions by practitioners (rigour)
• Mode II
  • Applied teaching & learning, governed by world of
    practice and highlighting collaboration with & between
    practitioners (relevance)
• Mode III
  • Pedagogy growing out of I & II with the purpose ‘to
    assure survival and promote the common good at
    various levels of social aggregation’
        Defining impact …

• The benefits that can flow from excellent
  research are many and varied. For the
  purposes of the REF, impact is defined as:

• “any effect on, change or benefit to the
  economy, society, culture, public policy or
  services, health, the environment or quality
  of life, beyond academia.”

               (REF Brief guide for research users: 3)
               IMPACT (1)


I   Important
M   Measurable
P   Performance
A   Action
C   Critical
T   Teaching & learning
              IMPORTANT
• Imp + act

• Important

• Action

• How achieve in research and learning?

• Compatible or competing?
            Measurable
            How demonstrate?



What is         IMPACT         By whom?
Measured?


                  Why?
               Performance
•   Changing HE context
•   Increasing bureaucratization
•   New managerialism
•   Performativity
•   Publish or perish
•   Prioritization of research over teaching, yet ..


• Teaching performance, NSS
• Higher fees = higher expectations
Performance
                 Action
• Students
  • Use of webnotes BMAF (Sambrook & Rowley 2010)
  • Doctoral supervision UFHRD (Sambrook & Stewart
    2008, Doloriert & Sambrook 2009, 2011, 2012,
    Sambrook et al 2008, 2012)
  • Group work HEA Wales (Sambrook et 2011)
• Faculty
  § TLA HRD UFHRD, BMAF (Sambrook & Stewart 2009)
• Organisations (HE, business)
  • LEAD Wales WEFO (Jones & Sambrook 2012)
  • Relevance to SME owner-managers, social and
    economic impact
                Critical
• Critical – REF publish or perish, NSS

• Critical approaches to learning & research
  • Professional/disciplinary: free HRD from HRM
  • Paradigmatic/methodological: beyond positivism
    – implications for rigour & relevance
  • Pedagogic: micro emancipatory projects (indiv &
    groups, CALS, shifting from dependence to
    interdependence UG - Doctoral)
  • Practice: more human, ethical organisations
       Teaching & learning
• Implications for key themes:

  • employability

  • internationalisation

  • flexible learning

  • post-graduate pedagogy (student & supervisor)

  • work-based learning
             IMPACT (2)


I   Important
M   Meaningful
P   People
A   research-informed Action (& AL, AR)
C   Critical (rigorous & relevant)
T   Teaching & learning
   Competing perspectives?

             Personal



Pedagogic     IMPACT       Professional



            Performative
              Conclusion
• AE, personal and partial account of my
  experiences of teaching, learning & research
• My attempt to make connections/make sense

• imPACT
• We need a PACT
  • Between teaching & research

  • Between rigour & relevance
    Thank you!

sally.sambrook@bangor.ac.uk

								
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