Credibility as a lecturer?

1. PG CERT GROUP
PRESENTATION
TOMBASSINDALE //FRANCIS CLEGG
MARKNORMAN //DAVIDSTRAFFORD

2. Hair Analysis in Forensic
Toxicology
 Drug incorporated into hair through blood
 Hair shows historic use of drug
 Remains in hair until cut off

3. Hair Analysis in Forensic
Toxicology
 Drug incorporated into hair through blood
 Hair shows historic use of drug
 Remains in hair until cut off
 Case study: Children from meth labs
 38/52 (73 %) +’ve for methamphetamine

4. Lecturer Credibility
 Credibility – a definition
 The HEA framework
 Other relevant theory
 Our research results
 Top tips
 Discussion and questions

5. CREDIBILITY – A DEFINITION
 The q uality o f be ing truste d and be lie ve d in
(O xfo rd Dictio nary 20 1 4)
SYNONYMS:
 trustworthiness, reliability, dependability,
integrity, character; reputation, standing, status,
cachet, kudos, eminence, credit, acceptability

6. The HEA UK Professional Standards
Framework
1. Supports the initial and continuing professional
development of staff engaged in teaching and supporting
learning
2. Fosters dynamic approaches to teaching and learning
through creativity, innovation and continuous development
in diverse academic and/or professional settings
3. Demonstrates to students and other stakeholders the
professionalism that staff and institutions bring to teaching
and support for student learning
4. Acknowledges the variety and quality of teaching,
learning and assessment practices that support and
underpin student learning
5. Facilitates individuals and institutions in gaining formal
recognition for quality enhanced approaches to teaching
and supporting learning, often as part of wider

7. Dimensions of Practice
 Areas of Activity undertaken by teachers and
supporters of learning within HE
 Core Knowledge that is needed to carry out
those activities at the appropriate level
 Professional Values that someone performing
these activities should embrace and exemplify
A5
Engage in continuing
professional development in
subjects/disciplines and their
pedagogy, incorporating
research, scholarship and
the evaluation of
professional practices.
K1
The subject material
K1
The subject material
V3
Use evidence-informed approaches
and the outcomes from research,
scholarship and continuing professional
development
V3
Use evidence-informed approaches
and the outcomes from research,
scholarship and continuing professional
development

8. Theory - Using Research in
Teaching
 1810 - Credited to Humboldt when
founding the University of Berlin.
 2003 – UK government white paper
proposed teaching-only universities.
 2006 – Sustained opposition, which
was heeded (He ale y e t al.)
 Current – Governments are
concentrating research funding in
fewer educational institutions.

9. Let’s have a show of hands.
Are you for or against….
…..Using your own research and
experience in teaching?
Theory - Using Research in
Teaching

10. Theory – Are you for or
against?
 Marsh and Hattie (2002) – ‘teaching
effectiveness and research productivity are
independent constructs’.
 Marsh and Hattie (1996) – need to increase
the skills of the researcher to teach (and vice
versa).
 Jenkins (2004) – departmental structures are
an issue.
 Boyer (1990) – not to focus on the differences,
but to conceptulise and seek potential
synergies.

11. Theory – Healey Teaching
Modes
Students as
participants
Students as
audience
Emphasis on
research
processes and
problems
Emphasis on
research
content
Research
tutored
Research
based
Research
oriented
Research
led
Inquiry-based learning
Processes of knowledge
construction
Structured around
teaching content
Discussing papers or
essays

12. "META-RESEARCH"
 We’re presenting to you today on the subject of research
in teaching & the credibility of the lecturer
 We wouldn’t be very credible teachers if we didn’t bring
some of our own research and experience in would we?
 So we thought we had to do some research into how
much research and experience should be brought into
the classroom
 We’re calling this “Me ta-re se arch”

13. METHODOLOGY
 Quantitative approach taken
 We asked 81 students face to face with
paper questionnaires
 We also set up an online survey, with
99 responses
 Total of 180 current students & recent
graduates
 3 closed questions; plus 1 open
question
 Students mainly from Forensic Science
and Events Management (two different
courses)
 Clearly this is not 100% robust
research, but a good mix of students

14. QUESTION 1
 Does yourlecturer’s personal, industry and/or
research experience (oranecdotes) enhance
yourlearning? (Please tickone)
 Yes
 No
 Don't Know

15. Q1. Does your lecturer’s personal, industry and/orresearch
experience (oranecdotes) enhance yourlearning? (Please
tickone)

16. QUESTION 2
 Do you expect yourlecturerto bring their
personal, industry and/orresearch experience
into the classroom? (Please tickone)
 Yes, as much as possible
 Yes, where relevant
 I don't have an opinion
 No, facts and theory only please
 I hate it when lecturers talkabout themselves

17. Q2. Do you expect yourlecturerto bring theirpersonal,
industry and/orresearch experience into the classroom?
(Please tickone)

18. QUESTION 3
 Would you considera lecturerwithout any
relevant personal, industry and/orresearch
experience, to be a credibleteacher? (Please
tickone)
 Yes
 No
 Don't Know

19. Q3. Would you considera lecturerwithout any relevant
personal, industry and/orresearch experience, to be a credible
teacher? (Please tickone)

20. QUESTION 4
 Do you have any furthercomments about how
important lecturercredibility is to you?

21. QUESTION 4
 Talking abo ut re le vant re se arch/e xpe rie nce s
m ake s le cture s m o re inte re sting .
 Expe rie nce is a g o o d thing but also ne wly
re se arche d te ache rs can be just as cre dible
 Expe rie nce is e sse ntial, why wo uld we pay to
le arn fro m so m e o ne who hasn't do ne it
the m se lve s? The y wo uldn't be cre dible
Full list of Question 4 responses can be found on our blog...

23. TOP TIPS
1. Keep it relevant & use sparingly
2. Use it to illustrate points
3. Academic theory still crucial
4. Keep it up to date

24. TOP TIPS - OVER TO YOU!
1. Keep it relevant & use sparingly
2. Use it to illustrate points
3. Academic theory still crucial
4. Keep it up to date
Do yo u have any to p tips o f ho w yo u use
pe rso nal/ industry e xpe rie nce , o r re se arch in
the classro o m ?

25. THANK YOU