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Diversity in Doctoral student voice : A Q methodological exploration

NTU. Diversity in Doctoral student voice : A Q methodological exploration. Martin Hughes and Simon Watts School of Education Division of Psychology University of Sheffield Nottingham Trent University

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Diversity in Doctoral student voice : A Q methodological exploration

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  1. NTU Diversity in Doctoral student voice : A Q methodological exploration Martin Hughes and Simon Watts School of Education Division of Psychology University of Sheffield Nottingham Trent University m.j.hughes@sheffield.ac.uksimon.watts@ntu.ac.uk

  2. Adult Learning Model (ALM) - ethos • Students are positioned to state/negotiate their requirements from the course • Knowledge actively constructed • A learning community - a resource • Students are encouraged to develop into the ‘kind’ of Educational Psychologist that they wish to become

  3. ALM-examples • Preparing and delivering Seminars • Investigating Problem Based Learning (PBL) scenarios • Actively participating in Group Consultation   • Working on a Collaborative Research Project • Chairing, minuting and timekeeping Course Meetings  • Engaging in Peer Supervision    • Curriculum Planning • Presenting Research Proposals and Papers  

  4. ALM-links to literature • Transmission model of learning • Constructivism • Deep vs surface learning • Transformational learning • Independent critical thinking vs spoon-feeding • PBL, IBL, EBL…

  5. Triggers for an enquiry • Tensions in the ALM • What do students think about the ALM?

  6. Method & Participants • 19 participants in total • 16 students sampled from across years 1, 2 & 3 of the DEdPsych at Sheffield University • Plus two course tutors and the originator of the ALM • Q methodology (Watts & Stenner, 2005; 2012) • Participants required to sort (or rank order) 62 ALM focused statements into a fixed quasi-normal distribution • Q sorting task carried out to describe their experience of the DEdPsych

  7. Analysis • 19 completed Q sorts were subjected to a by-person factor analysis • Two factors were extracted and rotated which together accounted for 45% of the study variance • The Q sorts of 11 participants were significantly associated with Factor 1 and a further five with Factor 2 • Each factor represents a distinct ‘experience’ of the DEdPsych

  8. Factor interpretations • Factor A (Martin) • Factor B (Simon)

  9. Conclusions and Implications • Q is well-suited to enable staff to gain a better understanding of the student experience • Not a one-size fits all solution - there is diversity in the ‘student voice’ • There is potential for adapting teaching and learning on the basis of the findings

  10. …How might this help staff to intervene or support more effectively? • Include these factors (FA and FB) in discussion of the ALM with new cohorts to encourage further openness/transparency • Focus more specifically on what the learning tasks are for individual students (in pastoral and research tutorials)

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