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1 Integration and Integrity in Academic Enquiry Scholarship of Teaching and Learning (SOTL)Symposium University of Glasgow 27th March 2008 Stephen Rowland.

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Presentation on theme: "1 Integration and Integrity in Academic Enquiry Scholarship of Teaching and Learning (SOTL)Symposium University of Glasgow 27th March 2008 Stephen Rowland."— Presentation transcript:

1 1 Integration and Integrity in Academic Enquiry Scholarship of Teaching and Learning (SOTL)Symposium University of Glasgow 27th March 2008 Stephen Rowland Professor of Higher Education Institute of Education and University College London

2 2 Some Questions Are good teachers usually also good researchers? Does doing research improve your teaching? Can teaching stimulate your research? Is teaching better in an environment which is enthused by research? Do students like to be taught be good researchers? etc

3 3 Some conclusions of Marwell 2004 a preference for forms of higher education that are enquiry based a strong doubt as to whether higher education that is not enquiry based can even be regarded as higher education. Report on the International Colloquium Research and Teaching: Closing the Divide. Marwell, March 2004 Paragraph 46 v

4 higher education has lost its role as conscience and critic of society (Bone and McNay 2006:76) Conducting academic practices with integrity by Integrating academic practices. 4

5 5 Aspects of academic enquiry Dialectical relationship between compliance and contestation

6 Dialectical relationship between compliance and contestation maintained by Intellectual love 6 Aspects of academic enquiry

7 7 Contestation and Compliance 350 BC Platos Socrates learning is innate maieutic method critical dialogue exploration student centred reflective practice risky

8 8 Contestation and Compliance 350 BC Platos SocratesIsocrates learning is innatesocially determined maieutic methodrhetorical method critical dialoguepersuasion explorationinstruction student centredthe lecture reflective practice discipline riskypredictable

9 9 Contestation and Compliance BC Plato Montaigne Rousseau Dewey all spoke out against those social forces that could not tolerate the risky and often subversive nature of exploration

10 10 Contestation AND Compliance

11 11 Contestation AND Compliance a context of enquiry gives the instructional or rhetorical performance significance for the learner

12 12 Intellectual Love ( Spinoza)

13 13 Intellectual Love ( Spinoza) implies desire for more intimate knowledge knowledge open to reinterpretation knowledge is social, inclusive and, collaborative desire to share knowledge

14 14 Conclusions Enquiry based learning involves contestation and compliance Need to resist overbearing demand for compliance Celebrate rather than squander intellectual love Employers may welcome scholarly values The academic community must articulate these

15 15 Some final questions How to manage the tension between compliance and contestation in enquiry based learning? What are the threats to the integrity of academic enquiry and how can we address them? What is the role of intellectual love in enquiry based learning and how can we foster it? What are the implications for policy makers and managers? How to resist overbearing demands for compliance?


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