The paper seeks to draw out the connections between social capital, collective intelligence and expansive learning, interrogating the terms for their progressive potential. It sets these concepts within their socio-economic context, one which asserts that the development of social capital will be a vehicle for economic regeneration and competitiveness as well as a mechanism for the generation of social inclusion and cohesion. It concludes by arguing that the debate is set within a context that accepts capitalist relations and that this (...) places a limit on the progressive potential of social capital, collective intelligence and expansive learning. (shrink)

This paper starts from an examination of an epistemological framework that underpins practice in particular educational contexts. It examines work-based knowledge, relating this to practitioner research and evidence informed practice. This is followed by an exploration of arguments that call for increased rigour in educational research as well as the use of systematic reviews. The paper examines tensions within educational research located in particular institutional contexts which draw upon 'post-modern' conceptualisations of practice, setting these against research concerned with generalisability that (...) veers towards traditional positivist claims. The paper concludes by suggesting that such arguments readily fold back into a conservative empiricism and a more appropriate position should be based upon dialogue across a range of constituents. However, such a notion needs to recognise social antagonism as well as aspirations towards the deepening of notions of social justice. (shrink)

This discussion paper examines the links between learning outcomes, managerialism and research into teaching and learning in further/higher education. It constructs a worse case scenario which explores the dangers flowing from a managerialist appropriation of both learning outcomes and research into teaching and learning. It suggests this leads to a technicised practice which limits creative and critical engagement with the curriculum. The paper calls for the development of an engaged and dialogic practice. This worst case scenario enables a consideration of (...) conditions that would faciliatate the development of empowering practices. (shrink)