SEDA research & evaluation small grants – 2019 Grant holders

Grant Holder(s)Project Title & AbstractGrant Status
Joanna Bailey, Carole DavisUnderstanding the factors which support the work of faculty and centrally based academic developers in bringing about positive change

This project will seek to understand the factors which are perceived as relevant to the work of academic developers in creating the conditions for enhancement of academic practice. We are especially interested in whether location of the role, i.e. school, faculty or centrally located, plays a significant part or whether other factors need to be taken into consideration.  It will explore which factors are most likely to influence the student learning experience and bring about positive change.Using metrics to measure the impact of centralised units and the work of academic developers does not completely capture the power, agency and impact of this work. Metrics are crucially important in so many ways but do not necessarily provide sufficiently rich data to usefully consider the nuances of our work nor to explain the necessary conditions for success.We are specifically interested in contrasting and exploring further the experience of academic developers in different contexts. We want to better understand and identify the enablers and the barriers which impact on their ability (our ability) to create enhancement and initiate positive change.   It is hoped that our findings will inform practice across institutions including new career pathways, further collaborations and considering new models for embedding academic development in institutions.     
Ongoing
Jennifer Leigh, Jo Collins,Nicole BrownInternational students who teach: A creative approach to supporting them and evaluating this provision

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Complete
Jordan Napier, Dr Susie Schofield, Dr Mandy Moffat, Professor Harm Peters, Dr Asta BryndisWorkshop to Workplace: The enablers and barriers to implementing learning from educational workshops

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Complete
Dr Abigail Pearson, Dr Chris Little, Dan HardingThe Lecture from Hell: an answer to addressing our inaccessibility demons in Higher Education delivery?

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Complete
Dr Edd Pitt, Dr Naomi Winstone, Dr Margaret Bearman, Prof Liz MolloyEverybody hurts:Sharing feedback experiences through ‘intellectual candour’ to develop staff and student feedback literacy.

The present research seeks to extend the concept of ‘intellectual candour’ (Molloy and Bearman, 2019) towards ‘collaborative candour’, which involves educators and their students sharing experiences of feedback exchanges, breaking down barriers, building trust, and developing feedback literacy in partnership. The research is predicated upon the importance of educators revealing their own self-doubt, quandaries, emotions, and even failures when managing the difficult process of receiving and acting upon critical feedback on their work. The research has three aims: (1) to understand the similarities and differences in educators’ and students’ experiences of receiving and using feedback on their work; (2) to develop and evaluate a staff training model to facilitate the use of ‘feedback preparation activities’ with their own students, focused around sharing experiences and challenges pertaining to the use of feedback; and (3) to apply an evidence-informed approach to the development of resources that can be used by staff and students in partnership to break down power relations in the assessment and feedback process. We will trial and evaluate our staff training model in the UK and Australia. The short- and long-term impact of the workshops upon participants and their students, in different educational contexts, will be evaluated. Resources will be disseminated internationally through Creative Commons. The tangible implications of the research for educational development will be a training model and resources that facilitate dialogue between staff and their students around shared feedback experiences, for use with a wide range of student groups including staff undertaking PGCertHE and CPD courses.
Ongoing