A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

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Supervising research students ❘ 169 of London, 2007: 3) including the key requirement: ‘the thesis shall form a distinct contribution to the knowledge of the subject and afford evidence of originality by the discovery of new facts and/or by the exercise of independent critical power’. The requirement for an ‘original’ contribution is common to most universities and the meaning of originality is something which supervisors will need to discuss with their students and put in a disciplinary context. Most universities set a word limit on thesis size – 100,000 words for the Ph.D., and for a professional doctorate (e.g. Ed.D.) a maximum of 60,000 words. Universities also make statements on the scope of the thesis and the University of East Anglia (2005: 501) states: ‘Examiners shall take into account that the substance and significance of the thesis should be of a kind which might reasonably be expected of a capable and diligent student after three years of full-time (or equivalent) study.’ This focuses on the fact that the Ph.D. represents a three-year project. However, supervisors need to be aware that this does not imply three years of full-time research, but three years to include writing up and integration of other essential skills training into the programme, as will be discussed later. Growing numbers of doctoral students There has been steady growth in the numbers of doctoral students in the UK and, over the five years to 2005, the numbers expecting to graduate increased by about 15 per cent. Earlier growth over the five-year period to 2003 was 31 per cent. Table 12.2 shows the numbers of doctoral qualifications obtained in the UK over the period to 2005, classified as full-time and part-time, and by UK domiciliary (UK), other European Union (EU ex UK) domiciliary and non-EU overseas domiciliary. For those graduating in 2005, the gender balance between total numbers is about 43.3 per cent female and 56.7 per cent male. When considering numbers of full-time students separately there is little difference. With part-time students there is a slight shift in the balance to 44.6 per cent female graduates. Of the 2005 graduating cohort 40 per cent of students are from EU countries other than the UK and non-EU countries, indicating the diversity of doctoral students in the UK. These figures show the continued growth of full-time and part-time students from outside the UK to be greater than those from the UK. Of these, the greater proportion comprises non-EU overseas students, and experienced supervisors are well aware of this change, especially as represented by Chinese students. Graduate schools and the Researcher Development Programme The changing world of doctoral supervision and the increasing number of students have led many universities to establish graduate schools. These are generally responsible for: • managing resources for research students; • assuring quality of the student learning experience; • delivering elements of skills training which form part of the research degree.
Table 12.2 Doctoral qualifications obtained in the UK, 2001 to 2005 Full-time Part-time Full- and part-time Total Registered in UK EU ex Non-EU UK EU ex Non-EU UK EU ex Non-EU final year UK overseas UK overseas UK overseas 2005 7215 1745 3990 2650 335 580 9865 2080 4570 16565 2004 6870 1700 3460 2700 365 610 9570 2065 4070 15705 2003 6670 1560 3110 2570 345 615 9240 1905 3725 14870 2002 6460 4200 2670 875 9130 5075 14205 2001 6400 4115 2740 865 9140 4980 14120 5-year growth 11.3% 28.2% 3.4% 5% 7.3% 25% 14.5% Source: Adapted from UK GRAD Programme and HESA View statistics online (see references). Note: The split between EU and non-EU international doctoral students was not available before 2003. UK Grad comment that the figures also include ‘dormant’ researchers who are due to complete Ph.D.s but do not do so, and consequently overestimate the numbers of graduates. This may account for 15 to 20 per cent of the total.
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A Handbook for Teaching and Learnin
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First edition published 1999 Second
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vi ❘ Contents 8 Teaching and lear
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Illustrations FIGURES 2.1 The Kolb
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Contributors THE EDITORS Heather Fr
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xii ❘ Contributors David Gosling
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xiv ❘ Contributors Tina Overton i
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xvi ❘ Contributors Chris Lawn, Qu
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Foreword It is a pleasure to write
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1 A user’s guide Heather Fry, Ste
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A user’s guide ❘ 5 The book has
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A user’s guide ❘ 7 IN CONCLUSIO
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Understanding student learning ❘
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3 Encouraging student motivation Sh
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Encouraging student motivation ❘
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Curriculum design and development
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Lecturing to large groups ❘ 59 TH
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Lecturing to large groups ❘ 61 th
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Lecturing to large groups ❘ 63 My
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Lecturing to large groups ❘ 65 Ca
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Lecturing to large groups ❘ 67 an
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Lecturing to large groups ❘ 69 an
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Lecturing to large groups ❘ 71 St
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Teaching and learning in small grou
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7 E-learning - an introduction Sam
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E-learning - an introduction ❘ 87
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8 Teaching and learning for employa
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Teaching and learning for employabi
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9 Supporting student learning David
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Supporting student learning ❘ 115
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Supporting student learning ❘ 117
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Page 152 and 153: Assessing student learning ❘ 133
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Page 206 and 207: Quality, standards and enhancement
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Page 234 and 235: 15 Teaching in the disciplines Deni
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Teaching in the disciplines ❘ 219
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Experimental sciences ❘ 227 under
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Experimental sciences ❘ 229 for E
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Experimental sciences ❘ 231 • T
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Experimental sciences ❘ 233 ensur
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Experimental sciences ❘ 235 • m
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Experimental sciences ❘ 237 Anoth
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Experimental sciences ❘ 239 • D
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Experimental sciences ❘ 241 • s
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Experimental sciences ❘ 243 withi
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Experimental sciences ❘ 245 Quali
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Mathematics and statistics ❘ 247
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Engineering ❘ 265 Interrogating p
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Engineering ❘ 267 Case study 1: 2
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Engineering ❘ 269 The curriculum
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Engineering ❘ 271 assessments (qu
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Engineering ❘ 273 Case study 4: N
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Engineering ❘ 275 in a handbook,
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Engineering ❘ 277 2007c). Make su
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Engineering ❘ 279 All subject cen
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Engineering ❘ 281 Unistats (2007)
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Computing science ❘ 283 satellite
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Computing science ❘ 285 skill is
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Computing science ❘ 287 that they
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Computing science ❘ 289 Group wor
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Computing science ❘ 291 Controlli
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Computing science ❘ 293 Interroga
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Computing science ❘ 295 moderates
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Computing science ❘ 297 student b
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Computing science ❘ 299 ‘commun
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Arts, humanities and social science
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21 Key aspects of teaching and lear
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Languages ❘ 325 weaknesses. A cle
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Languages ❘ 327 INSIGHTS FROM WOR
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Languages ❘ 329 TOWARDS A COMMUNI
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Languages ❘ 331 and put them to u
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Languages ❘ 333 for different pur
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Languages ❘ 335 • Voting system
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Languages ❘ 337 prove whether tra
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Languages ❘ 339 carries much pote
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Languages ❘ 341 pronunciation, vo
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Languages ❘ 343 Coleman, J and Kl
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The visual arts ❘ 347 support stu
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The visual arts ❘ 349 submitted i
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The visual arts ❘ 351 With some p
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The visual arts ❘ 353 CASPAR coul
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The visual arts ❘ 355 of an artis
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The visual arts ❘ 357 All these t
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The visual arts ❘ 359 LOCATIONS F
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The visual arts ❘ 361 tacit knowl
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Enhancing learning in legal educati
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Accounting, business and management
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Economics ❘ 407 teaching material
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Economics ❘ 409 The other area wh
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Economics ❘ 411 software then mar
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Economics ❘ 413 of knowledge and
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Economics ❘ 415 Technology, this
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Economics ❘ 417 Interrogating pra
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Economics ❘ 419 ways of making th
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Economics ❘ 421 to contribute to
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Economics ❘ 423 International Rev
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Medicine and dentistry ❘ 425 •
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Medicine and dentistry ❘ 427 prac
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Medicine and dentistry ❘ 429 demo
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Medicine and dentistry ❘ 431 •
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Medicine and dentistry ❘ 433 The
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Medicine and dentistry ❘ 435 Inte
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Medicine and dentistry ❘ 437 (Kne
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Medicine and dentistry ❘ 439 We h
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Medicine and dentistry ❘ 441 In t
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Medicine and dentistry ❘ 443 of t
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Medicine and dentistry ❘ 445 The
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Medicine and dentistry ❘ 447 Neuf
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Nursing and midwifery ❘ 451 and l
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Nursing and midwifery ❘ 453 Super
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Nursing and midwifery ❘ 455 The a
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Nursing and midwifery ❘ 457 the a
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Nursing and midwifery ❘ 459 will
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Nursing and midwifery ❘ 461 nursi
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Nursing and midwifery ❘ 463 role
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Nursing and midwifery ❘ 465 Briti
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Part 3 Enhancing personal practice
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470 ❘ Enhancing personal practice
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Glossary This glossary provides two
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Glossary ❘ 501 spoon-fed. May als
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Glossary ❘ 503 can be paper-based
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Glossary ❘ 505 iGoogle A personal
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Glossary ❘ 507 MSN Messenger Atoo
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Glossary ❘ 509 Programme specific
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Glossary ❘ 511 Strategic approach
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Index Locators in bold refer to fig
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Index ❘ 515 routes 486-90, 495-6;
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Index ❘ 517 mathematics 266, 267;
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Index ❘ 519 Lancaster University
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Index ❘ 521 objective structured
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Index ❘ 523 Queen Mary, Universit
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Index ❘ 525 UK Professional Stand
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