Tamsin Haggis
Biographic Data
| ID | 1501002 |
|---|---|
| NAME | Tamsin Haggis |
| GIVEN NAMES | Tamsin |
| FAMILY NAME | Haggis |
| SIGNATURE | HAGGIS T |
| AFFILIATIONS | University of Stirling |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 82 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2011 |
| H-INDEX | 5 |
Where now? Questions about assessment from a five-year longitudinal study into learning in higher education
Whilst recent decades have witnessed a rhetorical shift from discourses of education to discourses of learning, this shift has arguably been stimulated more by a desire to understand better the effects of educators' activities than by a desire to embrace student articulations of the nature and purposes of ‘their’ learning. This paper will report on a five-year longitudinal research study in higher education which was designed to explore such stud…
Approaching complexity: A commentary on Keshavarz, Nutbeam, Rowling and Khavarpour
What have we been thinking of? A critical overview of 40 years of student learning research in higher education
This article is a response to a request to consider the following three questions in relation to the recent history of research into student learning in higher education: What do we know?, What do we need to know?, and What might we do about it? A survey of article titles reporting on research into student learning was carried out in three key higher education journals, and the results of this were then considered in the context of other, related…
Knowledge Must Be Contextual’: Some possible implications of complexity and dynamic systems theories for educational research
It is now widely accepted that qualitative and quantitative research traditions, rather than being seen as opposed to or in competition with each other ( ; ) should be used, where appropriate, in some kind of combination (; ). How this combining is to be understood ontologically, and therefore epistemologically, however, is not always clear. Rather than endlessly discussing the relationship between different approaches, this paper explores some o…
Pedagogies for diversity: Retaining Critical Challenge Amidst Fears of 'Dumbing Down
Growing concerns about retention and attrition rates in a mass and increasingly marketised higher education system have encouraged the idea that ‘meeting learner needs’ should be a key focus for institutional attention. It is suggested that this approach is unrealistic, however, because of the extent of the diversity which it attempts to respond to. An alternative response is to move away from the individualised focus on needs, deficits and ‘supp…
Meaning, identity and 'motivation: Expanding What Matters in Understanding Learning in Higher Education
It might be expected that the challenges and pressures currently affecting British higher education would be stimulating an atmosphere of analysis and debate in relation to the ‘official discourse’ of mainstream pedagogical theory in higher education. It seems, however, that the literature offers new university teachers a fairly narrow range of conceptual models, a large number of which are centred upon the ‘approaches to learning’/‘conceptions o…
Constructing Images of Ourselves? A Critical Investigation into ‘Approaches to Learning’ Research in Higher Education
This article focuses on the surprising lack of critique in the pedagogical literatures of higher education in relation to the use of ideas surrounding deep and surface approaches to learning. The article explores problems with the assumed relationships between ‘conceptions of learning’, ‘perceptions of the learning environment’, ‘approaches to learning’ and ‘learning outcomes’, and suggests that whilst the model may be successful in creating a ge…
Exploring the 'Black Box' of Process: A comparison of theoretical notions of the 'adult learner' with accounts of postgraduate learning experience
Research education, or training, as it is often termed, is attracting greater scrutiny as research itself is seen of greater importance in the global knowledge economy. In turn, concerns to improve the effectiveness and efficiency of research supervision
Note perfect: An investigation of how students view taking notes in lectures
Pedagogies for diversity: Retaining Critical Challenge Amidst Fears of 'Dumbing Down
Growing concerns about retention and attrition rates in a mass and increasingly marketised higher education system have encouraged the idea that ‘meeting learner needs’ should be a key focus for institutional attention. It is suggested that this approach is unrealistic, however, because of the extent of the diversity which it attempts to respond to. An alternative response is to move away from the individualised focus on needs, deficits and ‘supp…
Constructing Images of Ourselves? A Critical Investigation into ‘Approaches to Learning’ Research in Higher Education
This article focuses on the surprising lack of critique in the pedagogical literatures of higher education in relation to the use of ideas surrounding deep and surface approaches to learning. The article explores problems with the assumed relationships between ‘conceptions of learning’, ‘perceptions of the learning environment’, ‘approaches to learning’ and ‘learning outcomes’, and suggests that whilst the model may be successful in creating a ge…
What have we been thinking of? A critical overview of 40 years of student learning research in higher education
This article is a response to a request to consider the following three questions in relation to the recent history of research into student learning in higher education: What do we know?, What do we need to know?, and What might we do about it? A survey of article titles reporting on research into student learning was carried out in three key higher education journals, and the results of this were then considered in the context of other, related…
Knowledge Must Be Contextual’: Some possible implications of complexity and dynamic systems theories for educational research
It is now widely accepted that qualitative and quantitative research traditions, rather than being seen as opposed to or in competition with each other ( ; ) should be used, where appropriate, in some kind of combination (; ). How this combining is to be understood ontologically, and therefore epistemologically, however, is not always clear. Rather than endlessly discussing the relationship between different approaches, this paper explores some o…
Meaning, identity and 'motivation: Expanding What Matters in Understanding Learning in Higher Education
It might be expected that the challenges and pressures currently affecting British higher education would be stimulating an atmosphere of analysis and debate in relation to the ‘official discourse’ of mainstream pedagogical theory in higher education. It seems, however, that the literature offers new university teachers a fairly narrow range of conceptual models, a large number of which are centred upon the ‘approaches to learning’/‘conceptions o…
Exploring the 'Black Box' of Process: A comparison of theoretical notions of the 'adult learner' with accounts of postgraduate learning experience
Research education, or training, as it is often termed, is attracting greater scrutiny as research itself is seen of greater importance in the global knowledge economy. In turn, concerns to improve the effectiveness and efficiency of research supervision
Note perfect: An investigation of how students view taking notes in lectures
Where now? Questions about assessment from a five-year longitudinal study into learning in higher education
Whilst recent decades have witnessed a rhetorical shift from discourses of education to discourses of learning, this shift has arguably been stimulated more by a desire to understand better the effects of educators' activities than by a desire to embrace student articulations of the nature and purposes of ‘their’ learning. This paper will report on a five-year longitudinal research study in higher education which was designed to explore such stud…
Note perfect: An investigation of how students view taking notes in lectures
Exploring the 'Black Box' of Process: A comparison of theoretical notions of the 'adult learner' with accounts of postgraduate learning experience
Research education, or training, as it is often termed, is attracting greater scrutiny as research itself is seen of greater importance in the global knowledge economy. In turn, concerns to improve the effectiveness and efficiency of research supervision
Constructing Images of Ourselves? A Critical Investigation into ‘Approaches to Learning’ Research in Higher Education
This article focuses on the surprising lack of critique in the pedagogical literatures of higher education in relation to the use of ideas surrounding deep and surface approaches to learning. The article explores problems with the assumed relationships between ‘conceptions of learning’, ‘perceptions of the learning environment’, ‘approaches to learning’ and ‘learning outcomes’, and suggests that whilst the model may be successful in creating a ge…
Meaning, identity and 'motivation: Expanding What Matters in Understanding Learning in Higher Education
It might be expected that the challenges and pressures currently affecting British higher education would be stimulating an atmosphere of analysis and debate in relation to the ‘official discourse’ of mainstream pedagogical theory in higher education. It seems, however, that the literature offers new university teachers a fairly narrow range of conceptual models, a large number of which are centred upon the ‘approaches to learning’/‘conceptions o…
Pedagogies for diversity: Retaining Critical Challenge Amidst Fears of 'Dumbing Down
Growing concerns about retention and attrition rates in a mass and increasingly marketised higher education system have encouraged the idea that ‘meeting learner needs’ should be a key focus for institutional attention. It is suggested that this approach is unrealistic, however, because of the extent of the diversity which it attempts to respond to. An alternative response is to move away from the individualised focus on needs, deficits and ‘supp…
Knowledge Must Be Contextual’: Some possible implications of complexity and dynamic systems theories for educational research
It is now widely accepted that qualitative and quantitative research traditions, rather than being seen as opposed to or in competition with each other ( ; ) should be used, where appropriate, in some kind of combination (; ). How this combining is to be understood ontologically, and therefore epistemologically, however, is not always clear. Rather than endlessly discussing the relationship between different approaches, this paper explores some o…
What have we been thinking of? A critical overview of 40 years of student learning research in higher education
This article is a response to a request to consider the following three questions in relation to the recent history of research into student learning in higher education: What do we know?, What do we need to know?, and What might we do about it? A survey of article titles reporting on research into student learning was carried out in three key higher education journals, and the results of this were then considered in the context of other, related…
Approaching complexity: A commentary on Keshavarz, Nutbeam, Rowling and Khavarpour
Where now? Questions about assessment from a five-year longitudinal study into learning in higher education
Whilst recent decades have witnessed a rhetorical shift from discourses of education to discourses of learning, this shift has arguably been stimulated more by a desire to understand better the effects of educators' activities than by a desire to embrace student articulations of the nature and purposes of ‘their’ learning. This paper will report on a five-year longitudinal research study in higher education which was designed to explore such stud…
Sociology (9 works) · Psychology (8 works) · Pedagogy (7 works) · Computer Science (6 works) · Evaluation of Teaching Practices (6 works) · Political science (6 works) · Higher education (5 works) · Mathematics education (5 works) · Epistemology (4 works) · Higher Education Practises and Engagement (4 works)