1. Centre for Higher and Adult Education (CHAE) Promoting teaching and learning scholarship through postgraduate studies in the field of higher education Conference on the Scholarship of Teaching and Learning 22-23 May 2007 Prof Eli M. Bitzer & Dr Ruth M. Albertyn Centre for Higher and Adult Education Stellenbosch University, South Africa emb2@sun.ac.zaemb2@sun.ac.za; rma@sun.ac.zarma@sun.ac.za

2. 2 Introduction Scholarship of Teaching and Learning (SoTL) has been researched in many different ways and contexts (Boyer 1990; Davis & Chandler 1998; Jenkins & Healy 2005; Bitzer 2006) One area relatively unexplored is whether formal postgraduate studies in the field of higher education and in teaching and learning in particular contribute to the SoTL

3. 3 Introduction (cont.) The Faculty of Education at Stellenbosch University offers two postgraduate programmes in the field of higher education: The MPhil (Higher Education) and the PhD More than 50 students, comprising mostly academic staff from higher education institutions and including staff from Stellenbosch University, have graduated from these programmes in the past number of years

4. 4 Aims To provide a brief outline of what these programmes entail To report on data obtained from graduates in an open-ended question of whether studies in higher education had assisted their professional and scholarly growth, particularly in the area of the SoTL

5. 5 Outline of MPhil Higher Education Primary aim: to equip students with scholarly knowledge, skills and attitudes to function optimally, as professional learning facilitators, in their respective higher education institutions Secondary aim: to facilitate research knowledge and skills with students to assist them in conducting educational research in the subjects/fields they teach or work Generic learning outcomes: self-management, problem solving, critical evaluation, effective communication and systemic thought

6. 6 Interpret and evaluate national and international perspectives on higher education; Demonstrate insight into how student learning takes place and how facilitation of learning influences higher education outcomes; Analyse, critique and improve own curriculum planning and implementation; Appreciate the role of the higher education teacher against background of forms of scholarship; Plan, execute and evaluate learning facilitation; Outcomes

7. 7 Outcomes (cont.) Know and apply research traditions and effectively use research methodology in field of higher education; Use technology as medium of support and delivery in higher education; Know and use assessment and evaluation techniques in higher education; Plan and utilise staff evaluation and -development strategies, especially concerning effectiveness of teaching and learning; and Demonstrate knowledge of and perspectives on leadership and leadership development in a higher education environment.

8. 8 Structure and credit value ModuleTopicCredit value YEAR ONE 1 Perspectives in higher education 10 2 Student learning in higher education 10 3 Foundations of research 10 4 Research in higher education 15 5 Curriculum and programme design in higher education 15 6 Assessment and evaluation in higher education 15 7 Teaching in higher education 15 YEAR TWO 8 Scholarship in higher education ** 15 9 Technology in higher education ** 15 10 Staff development in higher education ** 15 11 Leadership in higher education ** 15 12 Research thesis*** 120 TOTAL 240 * Not all modules are offered every year. Modules are offered every alternative year. ** A selection of two modules from 8, 9, 10 or 11 ** The main part of the thesis is usually written in the second semester of the second year

9. 9 Target group & admission requirements Target group: lecturers, facilitators of learning and Staff developers and educational leaders of higher education institutions. Admission requirements: an Honours degree in any field, and currently employed in higher education environment; or any other academic-professional combination of studies equal to an Honours degree (Senate approved), and currently employed in a higher education environment; or evidence that candidate has reached standard of competence in higher education, demonstrated through the process of evaluation of prior learning and Senate approved.

10. 10 Assessment Formative/continuous assessment methods: Assignments completed within students’ institutional contexts for each module (1-11); Group activities and tasks for each of the 11 modules during a two-week residential period at the beginning of each year; Learning sessions, facilitated by students during the residential period; and Self-reflective statements spanning the total time of study.

11. 11 Assessment (cont.) Final assessment includes the following: A thesis on chosen topic focusing on a higher education issue An oral examination on the submitted thesis (The thesis can, alternatively, be replaced by a research portfolio consisting of case-studies and research reports culminating in at least two publishable academic articles)

12. 12 Programme facilitation Eleven modules are presented over a period of two years A short and compulsory residential period of two weeks, usually in February, introduces each study year Students are required to attend and participate in all modules during the residential period Students can choose two from the final four modules to complete assignments on The rest of the programme is presented via distance education (assignments and electronic and postal feedback) Learning is facilitated via structured study materials, written assignments and feedback, as well as telephonic and electronic contact When students do their research thesis, a research proposal has to be approved and regular meetings between students and supervisors are scheduled

13. 13 The PhD (in Higher Education) Admission: A Master’s in any field (or equivalent via RPL) and involved in higher education (teaching, development or management) Additional work (e.g. Social Research modules) might be required before admission in some cases Research proposal approved via Faculty of Education Research dissertation Oral examination on the dissertation

14. 14 Programme staff Academic staff from the Centre for Higher and Adult Education, Department of Curriculum Studies in the Faculty of Education facilitate programmes and provide study supervision Various guest lecturers, including local academics and academics from abroad, contribute to the programme and offer a wide variety of experience and perspectives

15. 15 Exit questionnaire Aim: to investigate experiences of postgraduate MPhil or PhD students in the Department of Curriculum Studies (Centre for Higher and Adult Education) between 2001 and 2006 Sample: students registered between 2001 and 2006 (graduated and discontinued-78 students) Measuring instrument: Based on questionnaire designed for previous study (Centre for Higher and Adult Education) Adaptations made to include constructs identified in the studies of Manathunga, (2005), McCormack (2005) and Lindén (1999) Peer reviewed Biographical, study information, Likert-scale questions on students' needs and supervision needs, and open-ended questions on students' postgraduate experience

16. 16 Findings: 2001-2006 MPhil H.E.PhD Graduated n15 Ave years registered4.53.6 Suspended n125 Ave years registered3.33 Current (registered in 2007) n12 Ave years registered2.83.2

17. 17 Findings Reason for studying Knowledge Scholarship Qualification Facilitation skills Employer imperative Interest

18. 18 Influence of studies on professional development Legitimacy Credibility Esteem from colleagues Better team player Promotion Work opportunities Increased income Facilitation skills Presentation skills Management Preparation of programmes for HE Academic writing Conceptual Logical reasoning Integration Synthesis Research skills Data analysis Interpretation Analytical skills Critical thinking Creativity Self-confidence Assertiveness Ability to work under pressure Value hard work Discipline Perseverance Commitment Motivation Determination Flexibility More balanced WorkplaceSkillsPersonalWorld view Broader frame of reference

19. 19 Evidence of scholarship of teaching 1.Systematically investigate questions related to practice beyond the classroom (Hutchings & Shulman 1999) “better understanding of the changing landscape of higher education environment” “I have a much wider frame of reference with regards to education and training issues” “Research develops the ability for creative thinking and enquiry, learning which skills are required to function effectively in the fast paced technological era we live in”

20. 20 Evidence of scholarship of teaching (cont.) 2. Enticing future scholars- continual process (Boyer 1990; Rice 1992; Glassick, Huber & Maerhoff 1997; Shulman 2004) "I feel like studying throughout my life” “…knowledge that I must continuously keep abreast of current development in my field” “The postgraduate studies have given me new insight into the whole process of doing research. I am better equipped to assist students intending to do research at my institution”

21. 21 3. Reflection of practice and making teaching processes public (Queens University, California 2003) “Attended a few local conferences and became part of an academic network” “I developed confidence in my profession and I'm in a position to share my knowledge based on proven theories, because I practice what I preach on a daily basis. My peers and colleagues show respect, because they benefit from the knowledge I gained since I share it with them” Evidence of scholarship of teaching (cont.)

22. 22 4. Forming new conceptions of teaching and learning (Trigwell, Martin & Prosser 2000) “enabled me to do my teaching job better and with more knowledge” “ I have improved my strategies of dealing with learners’ and educators’ problems” Evidence of scholarship of teaching (cont.)

23. 23 5. Improvement of SoTL through experimentation and evaluation (Tait 2005) “I was able to become more involved in the research area through workshop presentations” “I've been drawn in to projects that previously I know I would not have been part of” Evidence of scholarship of teaching (cont.)

24. 24 Conclusions Results indicate that postgraduate studies in higher education benefit academic staff in a number of ways Limiting factors identified through this study need to be considered when academic staff aim to improve their standing regarding the SoTL via formal qualifications Evidence suggests that promotion of the scholarship of teaching and learning can be enhanced through a formal postgraduate qualification in higher education