Educational developers as researchers: the contribution of insider research to enhancing understanding of role, identity and practice

Hanson, Janet

doi:10.1080/14703297.2013.806220

Cited by 27 publications

(18 citation statements)

References 31 publications

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“…Furthermore, the researcher's familiarity with the cultural and political structure of an organisation will help them to save time in trying to understand identified issues as they already have some knowledge regarding the issue (Smyth & Holian, 2008). Insider researcher often allows a researcher privileged access to participants and important data (Drake, 2010) and allows the insider's information to explore the sometimes-hidden nature of organisations and professions (Hanson, 2013). While these points are valid examples of how insider research can be advantageous, they are also the foundation for some of the limitations of such research.…”

Section: Insider Researchmentioning

confidence: 99%

An investigation of the role of paramedics in child protection

Brady¹

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Section: Insider Researchmentioning

confidence: 99%

An investigation of the role of paramedics in child protection

Brady¹

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“…Similar questions of the partnerships in SoED are important, but even more so is the question of how SoED will impact the way educational developers engage with instructors through this practice. Hanson (2013) cautions that the pressure for educational developers to critically examine the outcomes of their work may drive a wedge between themselves and the academic colleagues they seek to support...This position may restrict the ability of educational developers to lead change and challenge the status quo, place them in danger of becoming pawns rather than a player on the higher education game board. (p. 389) SoED highlights the complexity of educational development practice including the identities and roles of educational developers, in facilitating change across multiple organizational levels, and in advocating for the quality of postsecondary education within and across institutional contexts (Fraser et al, 2010;Gibbs, 2013;Timmermans, 2014).…”

Section: Educational Developmentmentioning

confidence: 99%

Drawing on the Principles of SoTL to Illuminate a Path Forward for the Scholarship of Educational Development

et al. 2017

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There has been growing discourse related to the importance of the scholarship of educational development (SoED), but less discussion related to clearly defining principles for guiding engagement in SoED or contextualizing SoED within literature related to the scholarship of teaching and learning (SoTL). Expanding upon Felten’s (2013) principles for SoTL, as well as evolving discourse related to principles of educational development (e.g., Gibbs, 2013; Taylor & Rege Colet, 2010; Timmermans, 2014), this paper presents seven principles for SoED. Two additional principles (transforming practice and reflective practice) are added to Felten’s principles to further contextualize SoED in relation to educational development and SoTL. Three cases are provided to illustrate educational development, SoTL, and SoED within the context of these principles. The interrelationships between educational development, SoTL, and SoED are complex. While SoED offers many opportunities for further legitimizing the individual and collective practices in educational development, it also presents many additional tensions and questions for further research. On parle de plus en plus de l’importance de l’avancement des connaissances en pédagogie (ACP), mais on parle moins d’une définition claire des principes qui guident l’engagement en ACP ou de la contextualisation de l’ACP dans les publications de la recherche consacrée à l’avancement des connaissances en enseignement et en apprentissage (ACEA). Pour élargir la portée des principes pour l’ACEA présentés par Felten (2013), ainsi que celle du discours évolutif lié aux principes de la pédagogie (voir Gibbs, 2013; Taylor & Rege Colet, 2010; Timmermans, 2014), cet article présente sept principes pour l’ACP. Deux principes supplémentaires (transformation de la pratique et pratique réflective) sont ajoutés aux principes de Felten afin de contextualiser davantage l’ACP par rapport à la pédagogie et à l’ACEA. Trois cas sont présentés pour illustrer la pédagogie, l’ACEA et l’ACP dans le contexte de ces principes. Les relations entre la pédagogie, l’ACEA et l’ACP sont complexes. Alors que l’ACP offre de nombreuses possibilités pour rendre plus légitimes les pratiques individuelles et collectives en pédagogie, il présente également de nombreuses tensions et des questions supplémentaires qui pourront faire l’objet de davantage de recherche.

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“…For these groups of participants that were previously known to the researcher it was realised that there might be issues arising because of the researchers previous relationship with these individuals. Such research would be considered "insider research" and the issues raised by Mercer (2007), Taylor (2011) and Hanson (2013) were borne in mind during analysis and interpretation of the data.…”

Section: Research Methods For Studymentioning

confidence: 99%

“…Taylor (2011) provides a detailed discussion of the areas that need to be considered when interviews are conducted with participants with whom the researcher has bonds of friendship, as in this case. Mercer (2007) and Hanson (2013) also deal in detail with these issues but make clear statements about the advantages of insider research, specifically in educational settings : "often enjoy freer access, stronger rapport and a deeper, more readily-available frame of shared reference with which to interpret the data they collect" (Mercer, 2007. P13).…”

Section: Research Ethicsmentioning

confidence: 99%

Whose interests? Gaming, School Type, Social Justice and Pupils’ Post-16 Access

Brewster¹

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Whose interests? Gaming, school type, social justice and pupils' post-16 access Access to post-16 education has critical implications for young people's life chances. An important aspect of access to this provision is the qualification mix and attainment level that learners achieve at the end of compulsory schooling. In England, this mix usually consists of academic qualifications, GCSEs, and qualifications that are vocationally related. Previous research has shown that schools can implement strategies that seek to maximise pupil outcomes for accountability purposes rather than meeting learners' needs. This is defined in the literature as gaming. The focus of this study is to ascertain if gaming by certain school types and contexts is being used to meet accountability measures and if there is a relationship with post-16 access. After conducting a critical scoping exercise that considered the educational and political background and landscape, four research questions were devised that enabled the issue to be examined. Using a critical-realist approach, a mixed-methods study was designed to respond to the questions and address the key issue. The methods used included; a quantitative study to examine issues of qualification access and use and variable interactions, a qualitative study of nine school and college leaders across contexts, and a series of interviews with twenty-one learners undertaking post-16 programmes in a lowperforming and disadvantaged location in a northern city. It would be remiss of me not to mention and thank my excellent and supportive supervisory team. My Director of Studies, Sean Demack, has been an invaluable source of help and advice. Without his support and guidance there is no doubt that this project would not have been completed. Prof. Mark Boylan is a real critical friend. His advice has been so helpful, especially regarding the construction of the discourse and narrative. Prof. Colin McCaig has kept a keen eye on my line of argument and ensured that I remained focused on the key issues. You have made me think differently and taught me so much. Thank you. My fellow research students in Unit 7 have also been there for me; supportive, helpful and ensuring that I remain grounded whilst we journey together. They know who they are. I would, however, especially like to thank Dr Chris Bailey for his help with my illustrations. I would also like to thank all those who gave generously of their time to participate in this study, both pupils and staff. You continue to inspire me.

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Educational developers as researchers: the contribution of insider research to enhancing understanding of role, identity and practice

Cited by 27 publications

References 31 publications

An investigation of the role of paramedics in child protection

An investigation of the role of paramedics in child protection

Drawing on the Principles of SoTL to Illuminate a Path Forward for the Scholarship of Educational Development

Whose interests? Gaming, School Type, Social Justice and Pupils’ Post-16 Access

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