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Publication date: 25 April 2014

Peter Kandlbinder

This chapter explores the theorising practices of successful researchers in higher education. The biographical case studies use teaching and learning as their focus to provide…

Abstract

This chapter explores the theorising practices of successful researchers in higher education. The biographical case studies use teaching and learning as their focus to provide four succinct accounts of how the researcher’s thinking around their signature concepts evolved over time. They analyse the narrative that surrounds these signature concepts to understand what successful researchers do with their ideas to maximise their symbolic capital in the higher education research field. The researcher’s experiences of theorising highlight the contextual factors that have influenced them as they tried to explain how they achieved the outcomes of their research. The chapter concludes with an overview of the beneficial strategies used in these four cases, so potential researchers can appreciate the approaches to theorising that are compatible with higher education research traditions.

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Theory and Method in Higher Education Research II
Type: Book
ISBN: 978-1-78350-823-5

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Article
Publication date: 1 July 2001

Noel Entwistle

Gordon Pask contributed greatly to ways of conceptualising student learning in higher education. In particular, the three learning or conceptual styles – holist, serialist and…

8609

Abstract

Gordon Pask contributed greatly to ways of conceptualising student learning in higher education. In particular, the three learning or conceptual styles – holist, serialist and versatile – together with the associated pathologies of globetrotting and improvidence, have helped to describe important differences in the ways students tackle academic tasks and in their preferences for differing styles of teaching. These concepts are related to other distinctions used to describe student learning – deep, surface, and strategic approaches to learning – and this article summarises research by the author and his colleagues into the patterns of relationship which have been identified. These studies have used large‐scale inventory surveys, but also intensive interviews with students which have explored how students seek to develop conceptual understanding, another important area explored by Pask. Increasingly, this research is indicating ways of improving teaching in higher education in ways which directly affect the quality of student learning.

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Kybernetes, vol. 30 no. 5/6
Type: Research Article
ISSN: 0368-492X

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Article
Publication date: 1 April 2005

Jannica Heinström

To explore information behavior from a psychological perspective by relating information seeking to personality traits and study approaches.

13184

Abstract

Purpose

To explore information behavior from a psychological perspective by relating information seeking to personality traits and study approaches.

Design/methodology/approach

The research design was quantitative and consisted of statistical analysis of three questionnaires, i.e. the NEO Five‐Factor Inventory measuring personality, the ASSIST test measuring approaches to studying, and a questionnaire regarding information behavior. A total of 305 university students who were in the process of writing a Master's thesis responded to the questionnaires.

Findings

Three information‐seeking patterns – fast surfing, broad scanning and deep diving – emerged from the statistical analyses. Fast surfing could be related to a surface study approach and emotionality, as well as to low openness to experience and low conscientiousness. Broad scanning was linked to extraversion, openness, and competitiveness, whereas deep diving was a search pattern typical of analytical students with a deep and strategic study approach.

Research limitations/implications

The results are based on descriptions of behaviour, not actual observations. Although the statistical results were significant, generalisable conclusions would have required more convincing figures. Further research is recommended in order to explore the three search styles in other populations and contexts.

Originality/value

Information‐seeking behaviour has not previously been studied in relation to the five‐factor model, which is regarded as the most modern personality theory to date. Understanding of the psychological reasons behind different information‐seeking styles is important for a holistic view of information behavior. These insights are valuable for researchers interested in user behavior as well as for practitioners like teachers and information professionals.

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Journal of Documentation, vol. 61 no. 2
Type: Research Article
ISSN: 0022-0418

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Available. Open Access. Open Access
Article
Publication date: 1 December 2005

Kenneth Carr and Noel Edge

252

Abstract

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Learning and Teaching in Higher Education: Gulf Perspectives, vol. 2 no. 2
Type: Research Article
ISSN: 2077-5504

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Article
Publication date: 18 October 2011

Peter Stokes and Christine Urquhart

The aim of this paper is to profile the information seeking behaviour of nursing students, according to learning style, personality and self‐efficacy in information literacy. Such…

2604

Abstract

Purpose

The aim of this paper is to profile the information seeking behaviour of nursing students, according to learning style, personality and self‐efficacy in information literacy. Such profiles should help students to reflect on their information seeking, and should help librarians in designing information literacy programmes that are targeted to student needs.

Design/methodology/approach

A questionnaire using existing validated scales for learning styles, personality, and information literacy self‐efficacy was developed. The information seeking portion was based on an information behaviour model with core processes (opening, orientation and consolidation) and corresponding micro‐processes. The questionnaire was administered to nursing students (n=261, response rate 74 per cent, 194/261) at one UK university.

Findings

Neither information literacy self‐efficacy, nor learning style on their own appeared to change as students progressed. There is a significant association between learning style and self‐efficacy. There appears to be some associations between personality and learning style, and between personality, learning style and preferred information seeking processes. Odds ratios analyses were used to help in preliminary development of profiles. Students with a higher degree of confidence about their information literacy are more likely to: think about their search; work out strategies; and build and adapt their searches. Deep learners take a broad, exploratory approach to searching and score highest for the openness personality trait; whilst strategic learners think about their search, adapt as they progress and score highest for conscientiousness and emotional stability. Surface learners do less planning. Additionally, personality traits (which are essentially stable over time) are positively or negatively associated with various aspects of information seeking.

Research limitations/implications

The sample size limits the extent of statistical analyses and possible generalizations. The planned qualitative research may help in confirmation of the information seeking profiles.

Originality/value

The research extends existing research evidence on the impact of personality and learning style on student information behaviour by including an information literacy scale and information seeking micro‐processes.

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Article
Publication date: 6 May 2014

Ortrun Zuber-Skerritt and Eva Cendon

The aim of this paper is to present an interview and postscript that examine the specific meaning, rationale, conceptual framework, assessment and teaching of critical reflection…

983

Abstract

Purpose

The aim of this paper is to present an interview and postscript that examine the specific meaning, rationale, conceptual framework, assessment and teaching of critical reflection in and on professional development in management and higher education from an action research perspective.

Design/methodology/approach

This article is presented in the new genre of PIP (Zuber-Skerritt, 2009): Preamble – Interview – Postscript. The Preamble (P) sets out the background, purpose, structure and conduct of the interview (I), which addresses six probing questions and is followed by a Postscript (P) that reveals additional comments and reflections on the interview, and identifies learning outcomes and implications.

Findings

Reflective practice is essential for a deep approach to learning, research and professional development and it is a driving force to enable learners to be adequately equipped for constant and complex change in today's and tomorrow's turbulent world.

Research limitations/implications

The article is positioned to inspire further R&D in the current debate on urgently needed radical and rapid change in higher education for the twenty-first century.

Practical implications

As well as the article's practical suggestions about why and how to develop reflective learning/practice, the PIP conceptual model applied in this article offers a useful practical approach for researchers to explore self-ethnography through interviews.

Originality/value

Two conceptual models illustrate the essence of this article, providing practical help to academics and other professionals to advance reflective practice in research and learning.

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Article
Publication date: 1 March 1981

Don Binsted and Robin Snell

This paper is the first of five based on research carried out in the Centre for the Study of Management Learning at University of Lancaster. It concentrates on the relationships…

98

Abstract

This paper is the first of five based on research carried out in the Centre for the Study of Management Learning at University of Lancaster. It concentrates on the relationships between tutors and learners and the facilitating strategies of tutors, and the effect of these on learners' feelings and their learning and interest.

Details

Personnel Review, vol. 10 no. 3
Type: Research Article
ISSN: 0048-3486

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Article
Publication date: 1 July 2001

David Hawkridge

Gordon Pask worked with the author at the Open University and became his friend as well as colleague. Here are some recollections.

250

Abstract

Gordon Pask worked with the author at the Open University and became his friend as well as colleague. Here are some recollections.

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Kybernetes, vol. 30 no. 5/6
Type: Research Article
ISSN: 0368-492X

Keywords

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Article
Publication date: 1 July 2001

Diana Laurillard

Discusses Gordon Pask’s contributions to educational technology and his influences on the author’s own work.

392

Abstract

Discusses Gordon Pask’s contributions to educational technology and his influences on the author’s own work.

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Kybernetes, vol. 30 no. 5/6
Type: Research Article
ISSN: 0368-492X

Keywords

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Article
Publication date: 1 November 1973

Peter Hargreaves

The achievement of professional status is, for teachers, an elusive ideal. Yet the supporting arguments are apparently straightforward and sensible. A homogenous group can always…

19

Abstract

The achievement of professional status is, for teachers, an elusive ideal. Yet the supporting arguments are apparently straightforward and sensible. A homogenous group can always achieve far more than an individual in terms of advancing and exploiting knowledge, promoting research, establishing an ethical code, and raising standards in general. At the same time of course, those involved invariably benefit from a higher social status and a more powerful bargaining position in their salary negotiations.

Details

Education + Training, vol. 15 no. 11
Type: Research Article
ISSN: 0040-0912

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