srhe

The Society for Research into Higher Education

Ian Kinchin


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Why do we need to consider pedagogic frailty?

By Ian Kinchin

For some colleagues, the idea of pedagogic frailty (see post on 20th January 2016) provides a challenging concept. Why focus on what’s wrong (frailty) rather than what’s right (e.g. excellence, resilience etc.)? A good question, and I certainly do not hold the copyright to the correct answer to this. However, I feel there are a number of good reasons to explain why a consideration of pedagogic frailty can be helpful:

  • After talking with various colleagues across the disciplines, the idea of frailty appears to resonate. As I am not using the term to refer to an individual’s characteristics, but with reference to the quality of connections across the wider ‘teaching system’, it has not been perceived by them to be a threatening term.
  • The clinical analogy from which I have drawn heavily provides a starting point that colleagues can relate to. Everyone has either been ill, or knows someone who has, and recognises that the clinical professions are dedicated to promoting health rather than illness. Nonetheless, medicine knows more about disease than it does about health. This is the focus of medical studies. In order to promote health, you need to understand the indicators of illness and the consequences of inappropriate treatment.

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Paul Temple


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Comparing teaching and learning: enough, already?

By Paul Temple

Where did the obsession with comparisons in education come from? In his 1997 book The Audit Society, Michael Power identifies the causes of what he calls “the audit explosion” and the related demands for public-sector performance measurement in the 1980s and 1990s. The shock-wave of this explosion ripples on.

But one recent case, the OECD’s AHELO (Assessment of Higher Education Learning Outcomes) project, shows there may be limits to the comparison industry’s growth. This project seems to have stalled following concerns about its proposed methodology and likely costs: England said last year it wouldn’t take part, and American and Canadian universities have also said no. The OECD’s Institutional Management in Higher Education (IMHE) programme recommended in 2012 that the project be halted after seeing the results of a large-scale feasibility study. But the OECD’s Director of Education and Skills, Andreas Schleicher, is apparently undeterred, if his HEPI lecture (Value-Added: How do you measure whether universities are delivering for their students? HEPI 2015 Annual Lecture. HEPI Report 82) last December is anything to go by.

Schleicher thinks that his plans are being blocked by Continue reading