1. Diversity in Doctoral student voice : A Q methodological exploration Martin Hughes and Simon Watts School of Education Division of Psychology University of Sheffield Nottingham Trent University m.j.hughes@sheffield.ac.ukm.j.hughes@sheffield.ac.uk simon.watts@ntu.ac.uksimon.watts@ntu.ac.uk

2. Adult Learning Model (ALM) - ethos Students are positioned to state/negotiate their requirements from the course Knowledge actively constructed A learning community - a resource Students are encouraged to develop into the ‘kind’ of Educational Psychologist that they wish to become

3. ALM-examples Preparing and delivering Seminars Investigating Problem Based Learning (PBL) scenarios Actively participating in Group Consultation Working on a Collaborative Research Project Chairing, minuting and timekeeping Course Meetings Engaging in Peer Supervision Curriculum Planning Presenting Research Proposals and Papers

4. ALM-links to literature Transmission model of learning Constructivism Deep vs surface learning Transformational learning Independent critical thinking vs spoon-feeding PBL, IBL, EBL…

5. Triggers for an enquiry Tensions in the ALM What do students think about the ALM?

6. Method & Participants 19 participants in total – 16 students sampled from across years 1, 2 & 3 of the DEdPsych at Sheffield University – Plus two course tutors and the originator of the ALM Q methodology (Watts & Stenner, 2005; 2012) – Participants required to sort (or rank order) 62 ALM focused statements into a fixed quasi-normal distribution – Q sorting task carried out to describe their experience of the DEdPsych

7. Analysis 19 completed Q sorts were subjected to a by- person factor analysis – Two factors were extracted and rotated which together accounted for 45% of the study variance – The Q sorts of 11 participants were significantly associated with Factor 1 and a further five with Factor 2 – Each factor represents a distinct ‘experience’ of the DEdPsych

8. Factor interpretations Factor A (Martin) Factor B (Simon)

9. Conclusions and Implications Q is well-suited to enable staff to gain a better understanding of the student experience Not a one-size fits all solution - there is diversity in the ‘student voice’ There is potential for adapting teaching and learning on the basis of the findings

10. …How might this help staff to intervene or support more effectively? – Include these factors (FA and FB) in discussion of the ALM with new cohorts to encourage further openness/transparency – Focus more specifically on what the learning tasks are for individual students (in pastoral and research tutorials)