Building Knowledge In Higher Education: Enhancing Teaching and Learning with Legitimation Code Theory

✍ Scribed by Christine Winberg, Sioux McKenna and Kirstin Wilmot

• Publisher: Routledge
• Year: 2020
• Tongue: English
• Leaves: 313
• Series: Legitimation Code Theory: Knowledge-building in research and practice
• Category: Library

✦ Synopsis

From pressures to become economically efficient to calls to act as an agent of progressive social change, higher education is facing a series of challenges. There is an urgent need for a rigorous and sophisticated research base to support the informed development of practices. Yet studies of educational practices in higher education remain theoretically underdeveloped and segmented by discipline and country. Building Knowledge in Higher Education illustrates how Legitimation Code Theory is bringing research together from across the disciplinary map and enabling practical change in a rigorously theorized way.

The volume addresses both students and educators. Part I explores ways of supporting student achievement from STEM to the arts, from introductory courses to doctoral training, and from using new digital media to reflective writing. Part II focuses on academic staff development in higher education, reaching from curriculum design to pedagogic practices. All chapters focus on issues of contemporary relevance to higher education, showing how Legitimation Code Theory enables these issues to be understood and practices improved.

Building Knowledge in Higher Education brings together internationally renowned scholars in higher education studies, academic development, academic literacies, and sociology, with some of the brightest new researchers. The volume significantly extends understandings of teaching and learning in changing higher education contexts and so contributes to educational research and practice. It will be essential reading not only to scholars and students in these fields but also to scholars and educators in higher education more generally.

✦ Table of Contents

Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of Figures
List of Tables
Notes on Contributors
1 ‘Nothing so practical as good theory’: Legitimation Code Theory in higher education
Introduction to higher education studies
An introduction to Legitimation Code Theory
Introduction to ‘building knowledge in higher education’
References
Part I
Student learning acrossthe disciplinary map
2 Demystifying reflective writing in teacher education with semantic gravity
Introduction
Academic reflections in teacher education
Research context
Theoretical frameworks
Methodology
Findings and discussion
Conclusion
Acknowledgements
References
3 Making waves in teacher education: Scaffolding students’ disciplinary understandings by ‘doing’ analysis
Introduction
Part I
Semantic gravity and semantic profiles
Scaffolding throughout the module
Pushing students from novices towards ‘experts’ through jigsaw reading
Part II
Practicing analysis: flipped learning and in-class application
Strengths and limitations of heuristics and models
Notes
References
4 New assessment forms in higher education: A study of student generated digital media products in the health sciences
Background
Literature review
Method and results
Discussion
Notes
References
5 Misalignments in assessments: Using Semantics to reveal weaknesses
Introduction
Methodology
Results
Discussion
References
6 Supporting the academic success of students through making knowledge-building visible
Introduction
Stellar and epistemological constellations
Knowledge selection for university-based coursework
Constellation analysis in action
Constellations for knowledge-building and knower-building
Acknowledgements
References
7 (Un)critical reflection: Uncovering disciplinary values in Social Work and Business reflective writing assignments
Introduction
Reflective writing: a review of the literature
Theoretical foundations: Legitimation Code Theory and axiological cosmologies
Research methods
Axiological cosmology in high-achieving reflective journals in Business Studies
Reasons for inappropriate behaviour: uncovering ‘hidden’ values
Building a constellation of values
Axiological cosmology in high-achieving critical reflection essays in Social Work
Power and powerlessness in Social Work: revealing disciplinary values
Discussion of findings
Concluding remarks
Notes
References
8 Learning how to theorize in doctoral writing: A tool for teaching and learning
Introduction
Doctoral writing pedagogy
Practical tools for analyzing the theorizing process
Theoretical framework and methodology
Analysis
Draft text
Final text
Discussion and conclusion
References
Part II
Professional learning inhigher education
9 Changing curriculum and teaching practice: A practical theory for academic staff development
Introduction
Academic development as a field
Framework for the analysis
The data
Vignettes and analysis
Discussion
Conclusion
References
10 A Semantics analysis of first-year Physics teaching: Developing students’ use of representations in problem-solving
Introduction
Developing students’ use of representations in problem-solving
LCT and Physics as a discipline
Developing an analytical framework
The context of the study and the methodology
Research findings part 1: using semantic profiles to analyse teaching approaches to problem tasks
Research findings part 2: using semantic profiles to analyse students’ approaches to problem tasks
Discussion and conclusion
References
11 From principle to practice: Enabling theory–practice bridging in engineering education
Introduction
Problem context and literature: complexities for twenty-first century engineering educators
Research context
Theoretical framework
Research methodology
Using theory and research in engineering academic development
Concluding remarks
Acknowledgement
References
12 Building the knowledge base of blended learning: Implications for educational technology and academic development
Introduction
The field of educational technology in higher education: setting the scene
Educational technology in South Africa: a voice from the South
An institutional blended learning short course: an overview
Uncovering knowledge and knower practices in the course
The knowledge base of blended learning
Blended learning: external language of description and translation device
The practice of teaching blended learning
What does this mean for the broader educational technology field?
What does this mean for blended learning academic developers in the field of educational technology?
Conclusions
References
13 Legitimate participation in programme renewal: The role of academic development units
Introduction
Methodology
Analysis
Discussion
Recommendations
References
14 Decolonizing The Science Curriculum: When good intentions are not enough
Introduction
Our entry into the conversation
Analyzing the #SMF debate with Specialization and gazes
Where does the power lie?
What counts as decolonization of science curricula?
#SMF and Autonomy
Introjected codes
Projected codes
Exotic codes
Traversing several codes
Note
References
15 The role of assessment in preparing academic developers for professional practice
Introduction
Context
Theorizing assessment practices
Enacting the LCT dimension of Semantics
This study
Using the analytical framework to understand context
Using substantive theory to understand context
Demonstrating praxis
Implications for pedagogy
Conclusion
Notes
References
16 Academic Development: Autonomy pathways towards gaining legitimacy
Introduction
Academic development in South Africa
Autonomy
The study
Autonomy in this analysis – relating data to theory
AD serves several constituents at once
Addressing contextual demands
The importance of meeting the real teaching and learning needs of academics
Conclusion: insights gained from Autonomy
References
Index