The Contemporary Academic in Context

Module titleThe Contemporary Academic in Context
Module codeEFPM900C
Academic year2019/0
Credits30
Module staff

Professor Anna Mountford-Zimdars (Convenor)

Number students taking module (anticipated)

50

Description - summary of the module content

Module description

This module is for academics and academic-related professionals who teach or support learning, and/or undertake research/scholarship in a research-intensive university. Drawing on theoretical and empirical research, and your own professional experience, this module will locate your professional practice and development within the wider UK HE policy and education and research context, as well as the more local institutional contexts and priorities which will shape your professional career development. Through looking at research on academic identities and communities, and the nature of professional practice in teaching, learning and research in HE, the module also seeks to enable you to reflect upon and engage critically with your own professional practice and career development. There are no co- or pre-requisites and no prior learning is assumed.

Module aims - intentions of the module

This module aims to provide a theoretical grounding in the principles of academic practice and its political and social contexts. Its purpose is to support you in building on your existing skills and knowledge in order to become effective academics and professionals operating with integrity in your departments, in the university and in the national and international context. It is intended to enhance your confidence and effectiveness through informed reflection on your own practice and enable you to thrive within a research-intensive university such as the University of Exeter.

Intended Learning Outcomes (ILOs)

ILO: Module-specific skills

On successfully completing the module you will be able to...

  • 1. Demonstrate knowledge of, and an ability to work with, key theoretical and research-based debates about academic practice, at local, national and international level;
  • 2. Demonstrate critical understanding of the organisational culture of the University of Exeter and the
  • 3. Demonstrate comprehensive understanding of selected techniques/methodologies applicable to
  • 4. Demonstrate the ability to explore critically, with originality, an individual area, relating to the contemporary academic in context, relevant to your own practice;

ILO: Discipline-specific skills

On successfully completing the module you will be able to...

  • 5. Demonstrate critical awareness of higher education policy and its implications for professional academic practice;
  • 6. Demonstrate critical and analytical engagement with relevant literatures, and the ability to evaluate alternative forms of theoretical and research-based knowledge;
  • 7. Demonstrate critical awareness of similarities and differences in the cultures of different subject

ILO: Personal and key skills

On successfully completing the module you will be able to...

  • 8. Demonstrate the ability to engage in independent study informed by the presentation and analysis of materials and issues in group discussion;
  • 9. Demonstrate the ability to reflect on your own personal and professional values in relation to teaching and research, and their implications for practice;
  • 10. Demonstrate the ability to reflect critically on your own professional practice, including the relationship between your personal teaching and research plans; and
  • 11. Demonstrate the ability to prepare, select and organise material to present an extended study which communicates clearly and effectively.

Syllabus plan

Syllabus plan

Within the intensive study days, the module will cover the following:

  •  the social, cultural and policy context of the contemporary university, in particular research-intensive universities such as the University of Exeter;
  • the nature of contemporary academic practice in all its dimensions: research, teaching, citizenship/leadership, and business and community relations; and

  • the relationship between research and teaching and how to negotiate them as a new academic.

Additional elements will be designed in collaboration with you, as participants, in order to reflect your own priorities and the needs of your department, as determined in prior and on-going discussions between you and your Academic Leads.

This module is designed to complement your work and to develop a supportive community amongst academics who are relatively new to the University. Most of the teaching on the module is therefore concentrated into an intensive three-day study block. As participants, you will be drawn from a range of disciplinary backgrounds and will engage in peer learning and support, thereby learning from each other as well as from module tutors and speakers who will give specialist input. Teaching sessions will include a mixture of presentations and large group discussions facilitated by tutors and speakers; workshop activities; and small group work in both subject-related and tutorial groups. You will be encouraged to engage across traditional disciplines, for example, to visit another College to observe teaching or undertake shared project work during your time on PCAP. You will be allocated a personal tutor and be entitled to a one-hour individual tutorial during the module, plus support by email and/or telephone/skype.

Learning and teaching

Learning activities and teaching methods (given in hours of study time)

Scheduled Learning and Teaching ActivitiesGuided independent studyPlacement / study abroad
222780

Details of learning activities and teaching methods

CategoryHours of study timeDescription
Scheduled Learning & Teaching activities213 study days (each of approximately 7 hours), involving whole group sessions, comprised of a combination of activities, such as interactive lectures, discussion groups, collaborative small group tasks, poster presentations, and panel discussions.
Scheduled Learning & Teaching activities1Individual tutorial
Guided Independent Study20Preparing a poster relating to your Extended Study
Guided Independent Study100Undertaking reading relating to your Extended Study
Guided Independent Study100Undertaking data collection and analysis (or equivalent) relating to your Extended Study
Guided Independent Study58Writing your Extended Study

Assessment

Formative assessment

Form of assessmentSize of the assessment (eg length / duration)ILOs assessedFeedback method
Poster and oral presentation1 hour plus feedback8, 9Oral peer and tutor feedback
Engagement in discussions during sessionsContinuous throughout scheduled teaching sessions1-11Immediate oral feedback from peers and tutors

Summative assessment (% of credit)

CourseworkWritten examsPractical exams
10000

Details of summative assessment

Form of assessment% of creditSize of the assessment (eg length / duration)ILOs assessedFeedback method
Extended study, consisting of ONE of the following options:1001-11Written tutor feedback
1. A long written project report/essay0Option 1: 4,500 words maximum
2. Two shorter written project reports/essays on different topics0Option 2: 2,500 words maximum x 2
3. A shorter written project report/essay PLUS a digital project presentation (e.g. video, podcast or wiki) on the same topic0Option 3: A minimum of 2,000 written words, plus the equivalent of 2,500 words in another medium
0
0

Re-assessment

Details of re-assessment (where required by referral or deferral)

Original form of assessmentForm of re-assessmentILOs re-assessedTimescale for re-assessment
Extended study, consisting of ONE of the following options:1-11Negotiated between you, your Academic Lead and the Programme Director.
1. A long written project report/essay (4,500 words)1. A long written project report/essay (4,500 words)
2. Two shorter written project reports/essays on different topics (2,500 words each)2. Two shorter written project reports/essays on different topics (2,500 words each)
3. A shorter written project report/essay (2,000 words minimum) PLUS a digital project presentation (e.g. video, podcast or wiki) on the same topic (2,500 words equivalent) 3. A shorter written project report/essay (2,000 words minimum) PLUS a digital project presentation (e.g. video, podcast or wiki) on the same topic (2,500 words equivalent)

Re-assessment notes

In the case of a failed assessment you are entitled to one resubmission.

Resources

Indicative learning resources - Basic reading

Barber, M., Donnelly, K., Rizvi, S. (2013). An avalanche is coming. Higher education and the revolution ahead.  Available at: http://www.ippr.org/files/images/media/files/publication/2013/04/avalanche-is-coming_Mar2013_10432.pdf?noredirect=1.

Barnett, R., Parry, G., and Coate, K. (2001) Conceptualising Curriculum Change.  Teaching in Higher Education, 6:4, 435-449. Available at: http://www.tandfonline.com/doi/pdf/10.1080/13562510120078009.

Bolden, R., Gosling, J., O’Brien, A., Peters, K., Ryan, M., Haslam, A., Longsworth, L., Davidovic, A., Winklemann, K. (2012) Academic Leadership: changing conceptions, identities and experiences in UK higher education.  Available at: https://www.lfhe.ac.uk/en/components/publication.cfm/S3%20-%2004.

Debowski, S. (2011).  The New Academic: A Strategic Handbook. Maidenhead: Open University Press.

Eley A., Wellington, J. Pitts, S. Biggs, C. (2012). Becoming a Successful Early Career Researcher. Abingdon: Routledge.

Moore, J., Higham, L., Sanders, J., Jones, S., Candarli, D. and Mountford-Zimdars, A. (2017). Analysis of the Teaching Excellence Framework (TEF2) provider submissions | Evidencing teaching excellence, Higher Education Academy. Available at: https://www.heacademy.ac.uk/knowledge-hub/evidencing-teaching-excellence,

Morley, L. (2003) Quality and Power In Higher Education (2003) Buckingham: SRHE/Open University Press.

Ramsden, R. (2003) Learning to Teach in Higher Education (2nd edn) London: Routledge/ Falmer.

Participants will also need to construct an individual list of references of books, journal articles and policy literature according to their portfolio plan.

Indicative learning resources - Web based and electronic resources

ELE – http://vle.exeter.ac.uk/course/view.php?id=903&topic=3

 

Web based and electronic resources:

Times Higher Education Supplement (THES) website: https://www.timeshighereducation.co.uk/

Advance HE - Higher Education Academy (HEA) website: https://www.heacademy.ac.uk/

Module has an active ELE page

Key words search

Higher Education; Teaching; University; Academic Practice

Credit value30
Module ECTS

15

NQF level (module)

7

Available as distance learning?

No

Origin date

30/05/2008

Last revision date

04/02/2019