Browsing by Author "Wolff, K."
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- ItemBuildig knowledge and knowers in writing retreats : towards developing the field of higher education teaching and learning(HESA, 2017) Winberg, C.; Jacobs, C.; Wolff, K.Writing for publication is essential for disseminating research findings, sharing initiatives and innovations with others, and developing the knowledge base of intellectual fields. This study explores the role of writing retreats in building knowledge and knowers in the field of Higher Education Studies, specifically within the area of higher education pedagogy. We conceptually frame our research with Legitimation Code Theory (Maton 2014) in order to analyse the different ways in which participants in writing retreats orientate themselves to the social practice of writing for publication and the knowledge base of higher education pedagogy. The data comprise participants’ feedback on writing retreats, collected from surveys and focus group interviews at two universities (a teaching-intensive university and a research-intensive university), and supplementary institutional data on retreat participants and their writing achievements. By examining the organising principles of the writing retreats in terms of how they build knowledge and knowers, we make explicit the knowledge-building practices that underpin successful writing retreats and the orientations towards these practices that are productive for potential authors.
- ItemExpanding the semantic range to enable meaningful real-world application in chemical engineering(HESA, 2019) Dorfling, C.; Wolff, K.; Akdogan, G.ENGLISH ABSTRACT: Legitimation Code Theory has proven to be useful in analysing the relationship between theory and practice. Semantic gravity can be used to illustrate teaching and learning processes that move between different levels of abstraction and context-dependency. Effective engineering education entails moving both up and down the semantic range in a way that enables students to apply concepts to contextual practices. However, students seldom engage at the strongest level of semantic gravity. This study investigated the contextualisation of theory in a chemical engineering programme through industrial site visits. Final-year chemical engineering students participated in a voluntary field trip to visit industrial sites. Data obtained through written surveys showed that visits allowed participants to develop a better appreciation for the relevance of taught material to industrial applications and to better understand relationships between different modules and problem solving. Site visits were found to be an effective way of expanding the semantic range.