Capturing values: a triangulation of academic frameworks, concepts of education and the student experience Jane Roberts May 2007

The project and its context 1999 Link established with National Teachers’ College, Kaliro, Uganda 2001 first annual field class to Kaliro 2006 CeAL project started “capturing values”

The issue Kaliro field trip met learning outcomes of EL201 module - but, for most staff and students, the most important outcomes were extra-curricular Most students articulated profound values-related learning during the trip - but only a small minority put this in writing when requested

The research Traditional H.E. values The Kaliro student experience Learning outcomes

“Traditional” H.E. values H.E. in flux commodification employability massification managerialism and outcomes focus Traditional values in decline public service transformative education education for its own sake

Student as consumer “through their redesignation as customers, students are both empowered, because their immediate demands are more likely to be satisfied, and diminished, because their longer term needs may be ignored and their participation in a symbolic, transcendental, even magical, experience will be denied” (Scott, 1997)

The research Traditional H.E. values The Kaliro student experience Learning outcomes

EL201 Learning outcomes Fieldwork module for all environment courses Range of UK, European and exotic destinations Generic fieldwork knowledge and skills learning outcomes

Knowledge and understanding On completion of the module students will be able to demonstrate that they: a) appreciate and understand specific elements of the physical, cultural and/or managerial environment in which they are engaged; b) have gained technical or other specialised knowledge and understanding appropriate to their Field of study; c) are aware of the cultural conventions, health and safety issues and other issues which apply to the particular environment of study; d) have met the challenge of working in the environment beyond the classroom to achieve particular academic objectives; e) have understood how their work addresses the aims of their Field of study.

Skills On completion of the module students will be able to demonstrate that they: a) can undertake reconnaissance techniques of sites, locations or regions to be able to establish appropriate targets for study; b) can plan, initiate, undertake and conclude individual or group projects with tutor guidance; c) can work effectively individually or in teams to collect and analyse information; d) can produce written reports, verbal presentations or other materials (e.g. designs) utilising the style and terminology appropriate to the discipline; e) have developed skills and confidence in personal management.

The research Traditional H.E. values The Kaliro student experience Learning outcomes

Kaliro fieldclass UoG twinned with National Teachers’ College, Kaliro since 1999 Annual field class since students, 2-3 staff, 16 days 10 days Kaliro, 3 days Jinja, 3 days National Park Social and ICT training programme at Kaliro

Evolution of research question Conversations and tutorials in Uganda demonstrate “transformation” For a minority, behaviour after the trip demonstrates “transformation” Great Divide Bike Ride aidsonline PhD studentship tourism enterprise role models

Evolution of research question Written assessments tended not to demonstrate “transformation” Written evaluations (formal and informal) tended not to demonstrate “transformation” Reasons for this - student expectations of formats? So can “transformation” be captured?

Methods Participants invited (confidentiality/consent) Each given a video tape and questions What have I learnt about Uganda? The UK? My subject? The group? Me? Opportunity to use camera during trip and edit tape before returning it DVD returned to student after transcription

Interim results 2006 technical problems, interesting but limited data 2007 data still being transcribed ~60% participation 2007 Some self-consciousness (>male???) Some paired or group tapes

Learning about Uganda Happiness co-existing with lack of wealth Reality of poverty, AIDS, war Huge inequalities reflected in culture Ambivalence about disparity in students’ wealth Role of spirituality Appropriateness of ICT Appropriateness of visit/gifts/reciprocity

Learning about the U.K. Waste and unnecessary affluence Stress and weak community Anticipated difficulty of communicating experiences to those at home Position of poor, women, children, animals better

Learning about subject Mostly denied in diaries Some PDP issues mentioned: Need to develop a life plan Value of education In fact, huge implicit learning e.g. re demography, research methods - but students had not grasped this

Learning about me Growing confidence in safe framework Reflections on relationships back home Disparity between intentions and actions Will/could be less envious/more content

What has been learnt? Traditional H.E. values The Kaliro student experience Learning outcomes

Why does it matter? Huge investment by staff (here and in Uganda) and students Most of the learning is value-related and falls outside the stated learning outcomes of the module Need to identify and capture this added value Make more explicit links to UoG mission and strategic plan Can improve teaching e.g. helping students make more explicit links between their subject and their experiences