Researching Learning in Higher Education

Cousin, Glynis

doi:10.4324/9780203884584

Cited by 220 publications

(89 citation statements)

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“…This case study (Cousin, 2009;Denscombe, 2017;Stake, 1995;Yin, 2018) focuses on one of the teacher-researchers of the original Learning without Limits project team and considers how she re-purposed the ideas embodied by Learning without Limits to inform an approach to leading change in a higher education setting specifically in relation to academic development. The research is broadly ethnomethodological (Garfinkel, 1967) in that sense is being made of everyday life.…”

Section: Methodsmentioning

confidence: 99%

From learning without limits to leading without limits: An autobiographical reflective case study of leading academic development within higher education

Taylor

2019

Innovations in Education and Teaching International

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Section: Methodsmentioning

confidence: 99%

From learning without limits to leading without limits: An autobiographical reflective case study of leading academic development within higher education

Taylor

2019

Innovations in Education and Teaching International

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“…Pure objectivity is nearly impossible. As a researcher, it is inevitable to have certain degree of reflexivity in the research process; therefore, it is essential for one to acknowledge his/her positionality in the research (Cousin, 2009). …”

Section: Axiological Beliefs and Ethical Considerations Of Product Plmentioning

confidence: 98%

A Critical Realist and Multimethodology Framework for Product Placement Research

Chan

2015

Journal of Promotion Management

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This article contributes to the existing literature by examining the appropriate philosophical and methodological foundations for research in marketing communication that has yet to be discussed. In particular, this article argues that the ontological, epistemological, and methodological underpinnings of a critical realist paradigm could be a meaningful alternative to the predominant positivism in product placement research. Under a critical realist framework, several unexplored areas in product placement research are identified and a multimethodology approach is proposed to expand the scope of knowledge in the field. The discussion ends with some ethical concerns and the major contributions to the discipline with regards to Habermas's three worlds: the material, social, and personal worlds.

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“…It is notable, too, that it is considered by researchers to be an approach that contrasts with outcomes-based models of learning (such as CBT) (e.g. Cousin, 2009).…”

Section: Competency-based Training and Vocational Educationmentioning

confidence: 99%

“…A key empirical issue here is that research that relies on learner experiences of troublesomeness and transformation does not necessarily highlight concepts that are integrative and intrinsically important to a body of knowledge (the learner simply does not know enough to provide guidance on this question), while experts may have a clear understanding of those concepts that are epistemologically fundamental to a body of knowledge, but not recall any trouble and transformation they experienced in relation to them. Barradell (2013) advocates the theory of 'transactional curriculum inquiry' (Cousin, 2008(Cousin, , 2009 as a model for threshold concept identification in professional areas. The approach draws on both the actors in the teaching and learning environment (teachers and students) and the wider professional community.…”

Section: Challenges Of the Threshold Concepts Approach For Vocationalmentioning

confidence: 99%

Towards an epistemically neutral curriculum model for vocational education: from competencies to threshold concepts and practices

Hodge

Atkins

Simons

2016

International Journal of Training Research

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Debate about the benefits and problems with competency-based training (CBT) has not paid sufficient attention to the fact that the model satisfies a unique, contemporary demand for cross-occupational curriculum. The adoption of CBT in the UK and Australia, along with at least some of its problems, can be understood in terms of this demand. We argue that a key problem with CBT is that as a cross-occupational curriculum model it impacts too strongly on the way particular occupations are known and represented. Following this line of argument, we propose that more effective models will be those that are 'epistemically neutral' and thus responsive to the inherent knowledge and practice structures of occupations. We explore the 'threshold concepts' approach as an alternative that can claim to be sensitive to occupational structures. This approach has proved effective for curriculum renewal in higher education. We indicate ways it contrasts with CBT but also note some difficulties with the approach for vocational education.

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Researching Learning in Higher Education

Cited by 220 publications

References 0 publications

From learning without limits to leading without limits: An autobiographical reflective case study of leading academic development within higher education

From learning without limits to leading without limits: An autobiographical reflective case study of leading academic development within higher education

A Critical Realist and Multimethodology Framework for Product Placement Research

Towards an epistemically neutral curriculum model for vocational education: from competencies to threshold concepts and practices

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