Browsing by Author "Peters, J."

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    Killing or curing the personal tutorial in mass HE
    (Centre for Recording Achievement, 2015-05) Peters, J.; Tymms, M.
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    Losing oneself: Autonomy and wellbeing in tutorial innovations
    (2018-03-27) Tymms, M.; Peters, J.
    Wellbeing has increasingly become a major focus of social policy, and education as part of that policy process, and yet as Peters & Tymms (2016) have commented tutorial innovations such as the use of PDP within the tutorial sessions often tend to relocate the students development processes within an interpersonal politic in which the needs of the system dominate the needs of the individual. With autonomy being shown to be a fundamental aspect of wellbeing (Ryan & Deci 2001, Rhyff 1989, Wichmann 2011) this paper aims to use Ryan & Deci’s Self – Determination Theory to discuss threats to student wellbeing where they are disempowered by tutorial processes in which they are no longer in control of the process at either an academic or personal level.
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    Personal Development Planning: pedagogy and the politicization of the personal
    (Taylor and Francis, 2013) Peters, J.; Scott, I.; Tymms, M.
    This article reflects the findings of an initial investigation of the origins of Personal Development Planning (PDP) and is part of a wider study of the impacts and influences of the implementation. Through an analysis of the socio-political contexts within which PDP as a set of educational processes took form, together with the many theories and approaches that have been adopted as part of its implementation, the conclusion is reached that, like many pedagogic practices within higher education, PDP processes remain poorly defined, under-researched and increasingly driven towards particular political expectations. In addition, it will also be argued that through the acceptance of new socio-economic priorities for education providers, and the subsequent engagement with a diverse range of pragmatic and ontological positions, attempts to establish personal, student-centred learning practices have been subsumed within externalised and personalised outcome expectations as demanded by stakeholder groups within this new socio-political context.