| Figures | ||
| 1.1. | The overall pedagogic frailty model (above) with (inset below) one academic’s view of the regulative discourse dimension (after Kinchin, 2015, 2016) | 2 |
| 1.2. | The editors engaged in a map-mediated interview | 3 |
| 1.3. | A concept map to emphasise the key features of excellent concept maps (from Kinchin, 2017) | 4 |
| 1.4. | Possible trajectories of change over time within each of the four dimensions of the pedagogic frailty model | 5 |
| 1.5. | The matrix created by the vertical and horizontal dimensions across the university | 6 |
| 1.6. | Middle managers can be squeezed between the competing discourses | 8 |
| 1.7. | One academic’s concept map of the overarching concept of pedagogic frailty that introduces ‘resilience’ as a key component (after Kinchin et al., 2016) | 9 |
| 2.1. | Regulative vs. instructional discourse in chemistry | 20 |
| 2.2. | Relating pedagogy and discipline in chemistry | 21 |
| 2.3. | Research-teaching nexus in chemistry | 22 |
| 2.4. | Locus of control in chemistry (R.S.C. = Royal Society of Chemistry) | 24 |
| 2.5. | Mean amino acid test score totals of control group (n=8) and mnemonic group (n=7). Error bars show standard deviation | 25 |
| 2.6. | Overview of pedagogic frailty and resilience in chemistry | 28 |
| 3.1. | A group of first year undergraduate students participating in the DAD project after assembling their structure, University of Surrey, 2016 | 35 |
| 3.2. | Regulative vs. instructional discourse in engineering | 36 |
| 3.3. | Relating pedagogy and discipline in engineering | 38 |
| 3.4. | Research-teaching nexus in engineering | 39 |
| 3.5. | Locus of control in engineering | 41 |
| 3.6. | Overview of pedagogic frailty and resilience in engineering | 42 |
| 4.1. | Regulative vs. instructional discourse in psychology | 50 |
| 4.2. | Relating pedagogy and discipline in psychology | 51 |
| 4.3. | Research-teaching nexus in psychology | 52 |
| 4.4. | Locus of control in psychology | 54 |
| 4.5. | Overview of pedagogic frailty and resilience in psychology | 56 |
| 5.1. | Regulative vs. instructional discourse in nursing | 62 |
| 5.2. | Relating pedagogy and discipline in nursing | 65 |
| 5.3. | Research-teaching nexus in nursing | 67 |
| 5.4. | Locus of control in nursing | 69 |
| 5.5. | Overview of pedagogic frailty and resilience in nursing | 71 |
| 6.1. | Regulative vs. instructional discourse in business | 81 |
| 6.2. | Relating pedagogy and discipline in business | 82 |
| 6.3. | Research-teaching nexus in business | 83 |
| 6.4. | Locus of control in business | 85 |
| 6.5. | Overview of pedagogic frailty and resilience in business | 86 |
| 7.1. | Regulative vs. instructional discourse in politics | 93 |
| 7.2. | Relating pedagogy and discipline in politics | 94 |
| 7.3. | Research-teaching nexus in politics | 95 |
| 7.4. | Locus of control in politics | 97 |
| 7.5. | Overview of pedagogic frailty and resilience in politics | 98 |
| 8.1. | Regulative vs. instructional discourse in law | 108 |
| 8.2. | Relating pedagogy and discipline in law | 110 |
| 8.3. | Research-teaching nexus in law | 111 |
| 8.4. | Locus of control in law | 114 |
| 8.5. | Overview of pedagogic frailty and resilience in law | 116 |
| 9.1. | Regulative vs. instructional discourse in language studies | 125 |
| 9.2. | Relating pedagogy and discipline in language studies | 127 |
| 9.3. | Research-teaching nexus in language studies | 128 |
| 9.4. | Locus of control in language studies | 129 |
| 9.5. | Overview of pedagogic frailty and resilience in language studies | 131 |
| 10.1. | Regulative vs. instructional discourse in events management | 137 |
| 10.2. | Relating pedagogy and discipline in event management | 140 |
| 10.3. | Research-teaching nexus in events management | 141 |
| 10.4. | Locus of control in events management | 143 |
| 10.5. | Overview of pedagogic frailty and resilience in events management | 145 |
| 11.1. | Regulative vs. instructional discourse in acting | 154 |
| 11.2. | Relating pedagogy and discipline in acting | 156 |
| 11.3. | Research-teaching nexus in acting | 158 |
| 11.4. | Locus of control in acting | 159 |
| 11.5. | Overview of pedagogic frailty in acting | 160 |
| 12.1. | Regulative vs. instructional discourse in academic development | 172 |
| 12.2. | Relating pedagogy and discipline in academic development | 174 |
| 12.3. | Research-teaching nexus in academic development | 178 |
| 12.4. | Locus of control in academic development | 180 |
| 12.5. | Overview of pedagogic frailty and resilience in academic development | 182 |
| 12.6. | A web of threshold concepts influencing Emma’s teaching | 184 |
| 13.1. | Regulative vs. instructional discourse in learning development | 190 |
| 13.2. | Relating pedagogy and discipline in learning development | 193 |
| 13.3. | Research-teaching nexus in learning development | 194 |
| 13.4. | Locus of control in learning development | 196 |
| 13.5. | Overview of pedagogic frailty and resilience in learning development | 199 |
| Tables | ||
| 2.1. | Example visual imagery mnemonics for amino acid structures/names | 25 |
| 6.1. | Key aspects of the range of variation in ways of experiencing being a university researcher (from Åkerlind, 2008) | 89 |
List of Figures and Tables
In: Exploring Pedagogic Frailty and Resilience
Editors:
and
Ian M. Kinchin
Ian M. Kinchin
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Naomi E. Winstone
Naomi E. Winstone
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