Using

1
Using practice-led enquiry to develop resources
for time management in Higher Education

• Dr Kim Shahabudin
• Dr Judy Turner
• University of Reading

2
Introduction

• What is practice-led enquiry?
• How is it central to the LearnHigher project?
• Using practice-led enquiry to develop resources
  for time management.

3
at

• Two learning areas - time management report
  writing.
• Based in Study Advice team.
• Core activities of team - one-to-ones, developing
  resources (paper, online, workshops), students
  with SLDs.

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Applying a practice-led approach

• Four key areas getting organised planning time
  effective study practices motivation.
• Start from existing resources and practices.
• Establish cycle of evaluation and development.
• Acknowledge value of practitioner experiences.

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Potential strengths of practice-led approach

• Utilizes non-traditional knowledge.
• Rapid (sometimes immediate) feedback.
• Opportunities for longitudinal observations.
• Models Self-Regulated Learning style.

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Possible problems with practice-led approach

• Issues of academic rigour and objectivity.
• Danger of inward-facing discourse.
• Privileges views of self-selecting sample.
• Difficult to establish coherent overview.
• Relationships of power?

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Results of initial evaluations

• Few criticisms about content of advice.
• More wanted on how to avoid time wasting advice
  for specific groups.
• Comments on formats and delivery.

• Students agree on need for and value of TM advice
  96 of survey respondents said it had helped.

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Points of interest

• If students already know advice, why arent they
  using it?
• Models developed are for specific student
  community how to broaden this?
• Approach makes researchers themselves into most
  crucial resources.

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Initial conclusions

• New resource development model adaptable
  mediated embeddable.
• Need to convert qualitative research to coherent
  evidence base to re-engage with more traditional
  academic practice.
• New conception of ourselves as embodied knowledge
  resources.

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Questions for discussion

• How can we get views of students who dont engage
  with LD services?
• Can we engage other academics? Do they regard
  project as only relevant to LD?
• Do we need single set of knowledge or is
  accumulation of individual experiences equally
  valid?
• Time wasting - strategies for Gen Y?

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Contact details

• k.shahabudin_at_reading.ac.uk
• j.e.turner_at_reading.ac.uk
• www.learnhigher.ac.uk/Staff/Time-management.html