Promoting Teaching and Learning Scholarship through Postgraduate Studies in the Field of Higher Education

Eli Bitzer
Department of Curriculum Studies
Stellenbosch Univesity
emb2@sun.ac.za

Ruth Albertyn
Department of Curriculum Studies
Stellenbosch Univesity
rma@sun.ac.za

The scholarship of teaching and learning (SoTL) has been researched in many different ways and contexts (Bitzer, 2006; Boyer, 1990; Davis & Chandler, 1998; Jenkins & Healy, 2005). One area relatively unexplored is whether formal postgraduate studies in the field of higher education and in teaching and learning in particular contribute to the SoTL. The Faculty of Education at Stellenbosch University offers two postgraduate programmes in the field of higher education: the MPhil (Higher Education) and the PhD.

The paper provides a brief outline of what these programmes entail and reports on data obtained from graduates in an open-ended question in an exit questionnaire of whether studies in higher education had assisted their professional and scholarly growth, particularly in the area of the SoTL.

Programmes

The outcomes of the MPhil in Higher Education are to:

• Interpret and evaluate national and international perspectives on higher education;
• Demonstrate insight into how student learning takes place and how facilitation of learning influences higher education outcomes;
• Analyze, critique and improve own curriculum planning and implementation;
• Appreciate the role of the higher education teacher against background of forms of scholarship;
• Plan, execute and evaluate learning facilitation;
• Know and apply research traditions and effectively use research methodology in the field of higher education;
• Use technology as medium of support and delivery in higher education;
• Know and use assessment and evaluation techniques in higher education;
• Plan and utilize staff evaluation and staff development strategies, especially concerning effectiveness of teaching and learning; and
• Demonstrate knowledge of and perspectives on leadership and leadership development in a higher education environment.

On the MPhil level, eleven modules are presented over a period of two years with a short and compulsory residential period of two weeks, usually in February, which introduces each study year. Students are required to attend and participate in all modules during the residential period. They can choose two of the final four modules to complete assignments on and the rest of the programme is presented via distance education (assignments and electronic and postal feedback). Learning is facilitated via structured study material, written assignments and feedback, as well as telephonic and electronic contact. When students do their research thesis, a research proposal has to be approved and regular meetings between students and supervisors are scheduled. The PhD consists of a research dissertation (based on a proposal approved by the Faculty of Education) and an oral examination on the dissertation.

Exit questionnaire

An exit questionnaire was conducted with past MPhil and PhD students to keep in touch with the needs of postgraduate students due to increased focus on and demand for accountability (Van Tonder, Wilkinson & Van Schoor, 2005) within higher education. The aim of this study was to reflect on professional practice and to improve the quality of provision for student needs. The objectives of the study were thus to determine completion rates for these programmes, to identify the students' needs and to investigate their experiences of postgraduate studies. The sample for the study were students registered between 2001 and 2006 (those who had graduated and those who had discontinued), which came to 78 students. The measuring instrument was based on a questionnaire designed for previous study (Centre for Higher and Adult Education). Adaptations were made to include constructs identified in the studies of Manathunga, (2005), McCormack (2005) and Lindén (1999). The questionnaire was peer reviewed. Biographical and study information, Likert-scale questions on students' needs and supervision needs, and open-ended questions on students' postgraduate experience were included in the questionnaire.

Findings

MPhil HE students took 4,5 years on average to complete their studies (coursework and thesis). PhD students took 3,6 years on average to complete their studies (dissertation only), and there was an attrition rate of 16% (5 students), which is similar to the attrition rate in the UK reported by Christie, Munro and Fisher (2004:619).

In response to the question regarding the ways in which their studies have influenced their professional development, students noted various aspects. The themes identified in this study were: the workplace in terms of legitimacy, work opportunities, credibility, esteem from colleagues, being a better team player, and increased income generation ability; skills such as critical-thinking, creative, writing, editing and research skills; world view, including a broader frame of reference; and personal aspects such as self-confidence, assertiveness, the ability to work under pressure, motivation and being more balanced.
Evidence of the scholarship of teaching was reflected in the responses of the graduates, which were clustered to illustrate the five characteristics of the SoTL.

1. Systematically investigate questions related to practice beyond the classroom (Hutchings & Shulman, 1999): "I have a much wider frame of reference with regards to education and training issues."
   
2. Enticing future scholars – a continual process (Boyer, 1990; Glassick, Huber & Maerhoff, 1997; Rice, 1992; Shulman, 2004): "I feel like studying throughout my life."
   
3. Reflection of practice and making teaching processes public (Queens University, 2005):
   "I developed confidence in my profession and I'm in a position to share my knowledge based on proven theories, because I practice what I preach on a daily basis. My peers and colleagues show respect, because they benefit from the knowledge I gained since I share it with them."
   
4. Forming new conceptions of teaching and learning (Trigwell, Martin, Benjamin & Prosser, 2000): "I have improved my strategies of dealing with learners' and educators' problems."
   
5. Improvement of the SoTL through experimentation and evaluation (Tait, 1996): "I've been drawn into projects that I know I previously would not have been part of."

Conclusion

Results indicate that postgraduate studies in higher education benefit academic staff in a number of ways. Limiting factors identified through this study need to be considered when academic staff aim to improve their standing regarding the SoTL via formal qualifications. Evidence suggests that promotion of the scholarship of teaching and learning can be enhanced through a formal postgraduate qualification in higher education.

References

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