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Academic and Educational Development Research Evaluation and
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ACADEMIC AND
EDUCATIONAL
DEVELOPMENT
The Staff and Educational Development Series
Series Editor: James Wisdom
Assessing Competence in Higher Education edited by Anne Edwards and
Peter Knight
Assessment for Learning in Higher Education edited by Peter Knight
Benchmarking and Threshold Standards in Higher Education edited by Helen Smith,
Michael Armstrong and Sally Brown
Computer-Assisted Assessment in Higher Education by Sally Brown, Joanna Bull and
Phil Race
Educational Development through Information and Communications Technology edited
by Stephen Fallows and Rakesh Bhanot
Enabling Student Learning: Systems and Strategies edited by Gina Wisker and
Sally Brown
Facing Up to Radical Change in Universities and Colleges edited by Steve Armstrong
and Gail Thompson
Flexible Learning in Action: Case Studies in Higher Education edited by
Rachel Hudson, Sian Maslin-Prothero and Lyn Oates
Inspiring Students edited by Stephen Fallows and Kemal Ahmet
Motivating Students edited by Sally Brown, Steve Armstrong and Gail Thompson
Research, Teaching and Learning in Higher Education edited by Brenda Smith and
Sally Brown
Resource-Based Learning edited by Sally Brown and Brenda Smith
The Management of Independent Learning edited by Jo Tait and Peter Knight

SEDA is the Staff and Education Development Association. It supports and encourages
developments in teaching and learning in higher education through a variety of
methods: publications, conferences, networking, journals, regional meetings and
research—and through various SEDA Accreditation Schemes.

SEDA
Selly Wick House
59–61 Selly Wick Road
Selly Park
Birmingham B29 7JE
Tel: 0121–415 6801
Fax: 0121–415 6802
E-mail: [email protected]
 Staff and Educational
Development Series

ACADEMIC AND
EDUCATIONAL
DEVELOPMENT
RESEARCH, EVALUATION and
CHANGING PRACTICE in
HIGHER EDUCATION

Ranald Macdonald and James Wisdom

First published in 2002

This edition published in the Taylor & Francis e-Library, 2004.

Apart from any fair dealing for the purposes of research or private study, or criticism
or review, as permitted under the Copyright, Designs and Patents Act 1988, this
publication may only be reproduced, stored or transmitted, in any form or by any
means, with the prior permission in writing of the publishers, or in the case of
reprographic reproduction in accordance with the terms and licences issued by the
CLA. Enquiries concerning reproduction outside these terms should be sent to the
publishers at the undermentioned addresses:

Kogan Page Limited Stylus Publishing Inc.

120 Pentonville Road 22883 Quicksilver Drive
London N1 9JN Sterling VA 20166–2012
UK USA

© Individual contributors, 2002

British Library Cataloguing in Publication Data

A CIP record for this book is available from the British Library.

ISBN 0-203-41704-6 Master e-book ISBN

ISBN 0-203-44281-4 (Adobe eReader Format)

ISBN 0 7494 3533 X (Print Edition)
Contents

Notes on contributors vii

Introduction

1. Educational development: research, evaluation and changing 3

practice in higher education
Ranald Macdonald

Part One: Supporting change within subjects and departments

2. Developing work based educators: professional and 17

organizational issues
Maggie Challis

3. Evaluation as a tool for curriculum development: a case study 29

of multimedia development in the teaching of creative writing
Peter Hartley, John Turner and Felicity Skelton

4. Researching teaching effectiveness as an experiential learning 41

cycle: insights into practice
Shona Little and Gina Hefferan

5. Improving teaching and learning in chemistry: the national 52

Improve project
Richard Moyes

6. Planning and understanding change: toolkits for course 62

design and evaluation
Martin Oliver and Grainne Conole

7. Enhancing transferable skills elements within a subject 76

discipline: an example of how project initiatives can be
implemented across a diverse subject discipline in the
higher education sector
Ruth Pilkington
vi Contents

8. Translating research into disseminated good practice: the 87

case of student residence abroad
James A Coleman

9. Incorporating change through reflection: community based 99

learning
Irene Hall and David Hall

10. Developing an evaluation design: a multi-dimensional case 112

study
John Winter and Chris Foggin

Part Two: Supporting change within institutions and the wider

environment

11. Developing research based learning using ICT in higher 129

education curricula: the role of research and evaluation
Jacqueline A Dempster and Paul Blackmore

12. Implementing a virtual learning environment: a holistic 140

framework for institutionalizing online learning
Gabi Diercks-O’Brien

13. Spreading the word about pedagogic research: the virtual 152
reading group
Paul Curzon and Judith Harding

14. Professional development for organizational change 164

Helen Beetham and Paul Bailey

15. Integrating learning technologies to support the acquisition 177

of foreign languages for specific disciplines
Alison Kennard and Juliet Laxton

16. Structures for facilitating play and creativity in learning: a 190

psychoanalytical perspective
Mary Caddick and Dave O’Reilly

17. Integrating skills development with academic content in 200

the changing curriculum
Andrew Honeybone, Jennifer Blumhof and Marianne Hall

Conclusions

18. Towards a culture of evaluation 217

James Wisdom

Index 235
Notes on contributors

Paul Bailey is a Learning Technology Adviser within the Institute of

Learning and Research Technology at the University of Bristol, responsible
for the support and promotion of the use of learning technologies within the
institution. He leads the EFFECTS project team which developed a national
recognition scheme for staff involved in using learning technologies which is
now a SEDA Award in Embedding Learning Technologies.
[email protected]

Helen Beetham is currently a Research Fellow at the Open University and

consultant on a number of national learning technology projects based at
the Institute for Learning and Research Technologies, University of Bristol.
Previously she was Project Officer on the EFFECTS project. She has
published and presented widely on learning technologies generally and on
the EFFECTS framework in particular.
[email protected]

Paul Blackmore is Director of the Centre for Academic Practice at the

University of Warwick and is responsible for leading the university’s policy
and strategy in academic staff development. He has 15 years’ experience in
professional development for staff in both higher and further education,
and has developed and managed a number of accredited programmes. He
has research interests in conceptualizations of professional expertise and in
research based teaching and learning.
[email protected]

Jennifer Blumhof is the former Associate Director of the Hertfordshire

Integrated Learning Project. She is developing the work of this project at
the University of Hertfordshire in her role as Learning and Teaching
Development Tutor, through regional networks, and at a national level
through work with the LTSN. She is also Senior Subject Advisor for
Environmental Sciences for the Subject Centre for Geography, Earth and
Environmental Sciences (LTSN-GEES), with particular responsibility for
working with the Committee of the Heads of Environmental Sciences
(CHES). Jennifer was a member of the Benchmark Panel for Earth
Sciences, Environmental Sciences and Environmental Studies. Her
pedagogical interests include researching into curriculum change issues,
viii Notes on contributors

particularly skills development work and problem based learning. Current

interests include researching into the effectiveness of fieldwork and
producing teaching support guides for the Earth and Environmental
Sciences academic communities.
[email protected]

Mary Caddick is the course tutor for the Post Graduate Certificate in
Learning and Teaching Architecture at the University of East London. She
teaches ‘creative process workshops’ at Central St Martin’s School of Art
and is a course facilitator for the LIFT (London International Festival of
Theatre) Teachers’ Forum. Her work combines her training and practice in
art therapy, art and design, and teaching. She is interested in how
psychoanalytic thinking can inform teaching and learning.
[email protected]

Maggie Challis wrote her chapter for this book while working as
Educational Adviser to the Medical Postgraduate Dean at the University of
Nottingham. She is now the Higher Education Manager at Ufi. Her major
research and development interests have always been, and remain, adult
access to education and the use of portfolios for educational planning,
review and the award of credit. She has published widely in this field,
particularly within the medical education press.
[email protected]

James A Coleman has recently been appointed Professor of Language

Learning and Teaching at the Open University, with a predominantly
research brief. He coordinated the FDTL Residence Abroad Project (1997–
2001) from Portsmouth University, and has wide experience of quality
assurance and enhancement as an external examiner, TQA Subject
Specialist Assessor, and member of the European Studies panel in RAE
2001. He has published on French literature, as well as several books and
articles on adult language learning, and is editing Effective Learning and
Teaching in Modern Languages in the ILT/Kogan Page series.
[email protected]

Grainne Conole is the director of the Institute for Learning and Research
Technology at Bristol University. The Institute is a centre of excellence in
the development and use of information and communication technology to
support learning and research, hosting 49 projects and services and over 70
people. Her research interests include evaluation, curriculum design, online
learning, portals and metadata, as well as more recent work in theory and
gender. In addition to running the ILRT, she teaches Master’s courses in
aspects of learning technology, and is editor for the journal of the
Association for Learning Technology.
[email protected]
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 Notes on contributors ix

Paul Curzon is a Reader in Formal Verification at the School of Computing

Science, Middlesex University. He is Convener of the Interaction Design
Centre (a research group with interests including human-computer
interaction, digital libraries and formalisms for interaction) and is
interested in the links between interaction design and teaching and
learning, including academic staff development. He led the SEDA funded
virtual reading group project at Middlesex University.
[email protected]

Gabi Diercks-O’Brien works in the Learning Media Unit at the University

of Sheffield, where high quality learning resources which include
animations and video are produced. Her responsibilities include
educational advice and evaluation. Much of her research interest is centred
on evaluation and the experiences of students and teachers using
technology, with particular emphasis on online learning. She is also
interested in developments in the fields of curriculum innovation,
instructional design and project management.
[email protected]

Jacqueline A Dempster is Head of Educational Technology in the Centre

for Academic Practice at the University of Warwick. She has eight years’
experience in promoting and supporting educational development in the
use of communications and information technologies (ICT) in higher
education both at Warwick and at national levels. She currently
manages three national projects in this area and is actively involved in
developing national professional development opportunities for learning
technologists. Her research interests include research based learning and
teaching, and operational strategies for ICT implementation and
support.
[email protected]

Chris Foggin is the Project Associate at the University of the West of

England working on the integration of technology based learning materials
into the delivery of modules within the programmes at the universities of
the West of England, De Montfort and Westminster. His areas of research
include learning technology, programme evaluation, student learning,
quality assurance and staff development.
[email protected]

David Hall is Lecturer and University Teaching Fellow in the Department

of Sociology, Social Policy and Social Work Studies at the University of
Liverpool. He has been a partner in disseminating community based
learning through the CoBaLT Project, and is a participant in a European
project of research and development on the international Science Shop
movement. His interests are in applied sociology, research and evaluation,
particularly with the voluntary sector on Merseyside, and the development
x Notes on contributors

and assessment of student skills and reflective learning.

[email protected]

Irene Hall is a Senior Lecturer in Sociology at Liverpool Hope University

College, with responsibility for developing programmes which enable
students to undertake work in the community as volunteers or as
researchers as part of assessment for their degrees. She is interested in
researching various aspects of the voluntary sector and its relation to
building civil society and developing citizenship. Higher education is
emerging as a key player in this process at local levels (community
regeneration) and at national and international levels. Her own research
interests run from analysing one form of community group (credit unions)
to developing European and transatlantic links with like-minded academics
through networks and research projects.
[email protected]

Marianne Hall is the former Researcher for the Hertfordshire Integrated

Learning Project, and is now working within the University of
Hertfordshire’s Learning and Teaching Development Centre to implement
skills-related aspects of the university’s learning and teaching strategy.
Marianne also manages the Environmental Sciences ‘satellite’ of the Subject
Centre for Geography, Earth and Environmental Sciences (LTSN-GEES),
which is based at the university, including the Web site of the Committee of
the Heads of Environmental Sciences (CHES). Her pedagogical interests
include the development of resources for online higher education learning
environments, and environmental interests include habitat conservation,
organic vegetable growing and sustainable development.
[email protected]

Judith Harding is Associate Director of Learning Development in the

Centre for Learning Development at Middlesex University. She works
across the institution to develop contexts for discussion of learning and
teaching issues, and is programme leader for the Postgraduate Certificate
in Higher Education course for new lecturers. She is also an art historian
interested in problems of early medieval iconography and a practising
artist who writes on contemporary textiles.
[email protected]

Peter Hartley is a National Teaching Fellow and Professor of

Communication at Sheffield Hallam University. As Head of Academic
Policy in the School of Cultural Studies, he is responsible for quality
assurance and curriculum development across the school’s portfolio: art
and design, humanities, and communication, film and media. His
textbooks reflect his main teaching interests: interpersonal, group and most
recently organisational communication. Over the last decade he has
 Notes on contributors xi

become heavily involved in educational development. Current interests

include the use of multimedia, Web and VLE technologies, applications of
speech recognition software, and assessment practices in HE. One of his
software projects—Interviewer—reached the finals of the European
Academic Software Awards in 2000.
[email protected]

Gina Hefferan is a Senior Lecturer in the Faculty of Business at the

Auckland University of Technology, New Zealand. She has extensive
teaching and curriculum development experience with the implementation
of problem based learning in both legal courses and integrated courses for
business students. Currently she is leading the development of a problem
based Advanced Contract Law paper for AUT’s Bachelor of Business. She
is interested in exploring the efficacy of problem based learning as a means
of enhancing higher-level engagement for less academic students. She is
also interested in easing the path for staff who may be adopting problem
based learning for the first time.
[email protected]

Andrew Honeybone is the former Director of the Hertfordshire Integrated

Learning Project. His interest in learning and teaching in higher education
developed while he was Director of Studies in Environmental Sciences at the
University of Hertfordshire and through his MA work on learning
environments. Andrew is continuing his work in this field through his role as
one of the University’s Learning and Teaching Development Tutors. His work
on skills development in higher education continues at a regional level, through
the Association of Universities of the East of England, and at national level,
through the Learning and Teaching Support Network. Andrew is currently
undertaking a PhD at the Institute of Education, University of London.
[email protected]

Alison Kennard coordinates language learning at the Surrey Institute of Art

and Design, University College, where she also teaches French and Italian.
She is also coordinator of the ALLADIN project, which seeks to embed the
use of ICTs into language learning for art, design and media disciplines.
Particular interests include supporting the acquisition of languages for
specific purposes within non-specialist provision, and learning styles and
strategies employed by students of the creative disciplines.
[email protected]

Juliet Laxton is a Tutor in the Centre for Language Studies at the

University of Southampton where she teaches French, Italian and EAP. She
also works on the TLTP ALLADIN Project, which focuses on the
integration of ICT into language programmes for non-specialist learners.
Through her work for ALLADIN, Dr Laxton has developed support
xii Notes on contributors

materials for teaching and learning languages in virtual online

environments known as MOOs. Her current research interests include ICT
use for non-specialist language learners, and the use of computer mediated
communications for independent and collaborative language learning.
[email protected]

Shona Little is a principal lecturer in the Centre for Professional

Development at the Auckland University of Technology, New Zealand. She
has responsibilities for assisting with educational, research and staff
development across the university. She has had a 15-year interest in the
development and implementation of problem based programmes across a
wide range of disciplines and has published in this area. She is particularly
interested in working cooperatively with academic staff to research the
effectiveness of innovative approaches to teaching and learning.
[email protected]

Ranald Macdonald is Vice-Chair of the Staff and Educational

Development Association (SEDA) and mainly supports the work in
networking, conferences and events, and research. As Co-Chair from
1998–2001 he also had a responsibility, together with his Co-Chair Liz
Beaty, for the strategy and development of the organization as well as
liaison with other organizations, including the ILT. As Associate Head:
Academic Development in the Learning and Teaching Institute at Sheffield
Hallam University, his main responsibility is to support schools and other
departments in the development, implementation and evaluation of their
learning, teaching and assessment strategies. He has been a teacher and
course leader in higher education since 1984 and, more recently, an
educational developer since 1994. His current research and development
interests are concerned with achieving more learner focused learning,
including through the use of problem based learning, and support for the
implementation of innovation in learning and teaching.
[email protected]

Richard Moyes, recently retired from the University of Hull (1964–99), is

now a Senior Fellow of that university. He was Director of the Improve
Project from 1996 to 1999. Though his research area was heterogeneous
catalysis, throughout his academic career he always had an interest in
chemical education. This interest was mostly expressed through active
membership of the Royal Society of Chemistry, in particular through its
Education Division of which he has been honorary Secretary, Treasurer
(twice) and, more recently, President.
[email protected]

Martin Oliver is a Lecturer in the Department of Education and

Professional Development at UCL. His main area of work involves action
 Notes on contributors xiii

research based secondments with academic staff from across the college. In
addition, Martin is currently involved in researching and developing a
Masters course in learning technology. Research interests include
evaluation, curriculum design and educational theory, usually applied to
examples of learning technology.
[email protected]

Dave O’Reilly is Head of Research in Educational Development at the

University of East London. For some years he has been the Course Leader
for the MA in Learning and Teaching, and has recently published
Developing the Capable Practitioner with Lynne Cunningham and Stan
Lester. He has worked with Mary Caddick on the Architecture FDTL
project, and his areas of interest are self-managed and experiential learning.
[email protected]

Ruth Pilkington is a Principal Lecturer in the University of Central

Lancashire’s Department of Languages and International Studies. Her
current role is as Project Manager for the DfEE-funded Developing
Learning Organisations project, focusing on developing learning cultures
in HEIs and business through collaboration and exchange between arts
and humanities, and small and medium sized enterprises. Her specialisms
and interests are business German, German companies and management;
transferable skills and CIT skills development, reflective and experiential
learning, employability; simulations as learning tools. Her research
interests are in reflective learning and employability; and simulations.
[email protected]

Felicity Skelton is a published short story writer who teaches creative

writing and English language at Sheffield Hallam University. A book of her
stories Eating A Sandwich is published by Smith/Doorstop, and she has
had stories published in Mslexia, The North, Sheaf and Sheffield Thursday.
Her previous career was as a theatre director and playwright, and words—
spoken and written—have always been a passion. Her involvement in the
‘Extending the Professional Writer’ project was as Research Associate and
co-writer of ‘Story Writer’ with John Turner.

John Turner is a Senior Lecturer in English Studies at Sheffield Hallam

University. He is currently leader of the Level 1 creative writing course
within the department and for four years was course leader of the
university’s MA in Writing. He is a published poet and short story writer
and has written plays for BBC Radio 4 and material for television and
radio comedy shows. As a performance poet, he has made over 1,000 live
performances in Britain and in Europe and around 50 television and radio
appearances. He is the main author of the creative writing multimedia
programmes, Verse Writer and StoryWriter.
[email protected]
xiv Notes on contributors

John Winter is the Associate Dean in the Faculty of the Built Environment,
UWE, Bristol. His current responsibilities in the faculty include
postgraduate programmes, international links, teaching and learning
policy and Project Director, BEATL. His present research interests in the
teaching and learning area include supportive management of the process
of ICT innovation in HE, and examining the potential of the Web for the
enrichment of distance learning programmes, with a particular emphasis
on accessibility and on educationally relevant interactivity.
[email protected]

James Wisdom is a higher education consultant specializing in educational

development. He coordinates SEDA’s publications programme, is one of
the consultancy team of the Oxford Centre for Staff and Learning
Development and is part of the National Coordination Team of the
HEFCE’s Teaching Quality Enhancement Fund. His main area of interest is
the preparation of university managers to implement pedagogic change.
[email protected]
Introduction
1

Educational development: research,

evaluation and changing practice in
higher education
Ranald Macdonald

INTRODUCTION AND BACKGROUND

This book arose out of a conference organized by the Staff and Educational
Development Association (SEDA) and the Society for Research into Higher
Education (SRHE) Educational Development Research Network in April
1999. The conference, entitled ‘Research and Practice in Educational
Development(s): Exploring the links’, sought to enable participants to share
experiences of practice, research and policy in all types of educational
developments, encompassing a variety of techniques and technologies. The
conference was aimed at, and attracted, teachers in higher education, learning
support staff, educational developers, academics and managers with
responsibility for teaching and learning policy developments, researchers, and
independent educational consultants.
A subsequent call for chapters resulted in offers from a diverse range of
contexts, though with the emphasis weighted towards funded projects. The
decision was taken by the editors to reflect this emphasis, with some
alternative, non project-based, examples of educational development to act
as a contrast.

What educational development is

Educational development is the term which has become most widely used in
the UK, partly to distinguish it from staff (‘faculty’ in the US) development,
but also to mean ‘academic’, ‘professional’ or other similar terms. What they
all have in common is some notion of activities that are concerned with
‘sustaining and enhancing the quality of learning and teaching within the
institution’ (Hounsell, 1994). Webb (1996a) chooses to use the term ‘staff
development’, while acknowledging that ‘staff development in tertiary
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