Browsing by Author "Tymms, M."
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Item Metadata only Defining Personal Development Planning; Putting the Personal in PDP(2010-09) Peters, J.; Tymms, M.Item Open Access Implementing Educational Innovations: A Staff Perspective of Personal Development Planning(Research in Higher Education, 2018) Tymms, M.The aim of this study has been to explore and understand the implementation of Personal Development Planning, hereafter to be titled PDP, as an educational innovation in a single institutional context. Adopting a Sartrean ontology (1956, 2007) in which the subjective individual takes precedence over the systems within which that same individual exists and works, an interview process sought to understand the attitudes and beliefs of educational members of staff to PDP, and the ways in which those attitudes and beliefs have impacted on the implementation process as a whole. As an innovation based around the concepts of academic and professional identity, and the ability of a community of practice to shape and drive the implementation process, the key barrier to the implementation of the innovation in question proved to be a failure to account for personal differences at a fundamental level. These were not found to be just socio-political differences but psychological incongruences between the notions underpinning the concept of PDP and the multitude of worlds through which those notions were to be both interpreted by members of staff and presented to students. In Sartrean terms, by focusing on a systems model of managing change the negotiated power relationship between self and context had been lost within over-deterministic goals (2007: 79), with the subsequent loss of practitioner support for the innovation.Item Metadata only Killing or curing the personal tutorial in mass HE(Centre for Recording Achievement, 2015-05) Peters, J.; Tymms, M.Item Open Access 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.Item Embargo Motivating the learner: developing autonomy, competence and relatedness through forest school practice(Springer, 2023-11-18) Cudworth, Dave; Tymms, M.An increasing body of literature continues to highlight the relationship between our connection with nature and the positive effects on our physical health and psychological well-being as well as enhancing our motivations and engagements within learning contexts. However, with more time being spent indoors and free time increasingly structured by adults’, concerns surrounding the positive mental health and well-being of many Western children and young people is being increasingly questioned. Furthermore, with schooling in England becoming increasingly curriculum led and outcomes orientated as it strives for greater levels of performativity and accountability, much of children and young people’s schooling experiences are largely organised and structured by teachers for their own purposes and expectations. Viewed through Self-Determination Theory (SDT), these are practices that promote sub-optimal learner behaviours which can lead to increased levels of student passivity and disengagement. SDT proposes that positive mental health, and with that, higher levels of student engagement, requires the satisfaction of three basic psychological needs; autonomy, competence and relatedness. In their work, Barrable and Arvanitis (2019) outline the conceptual link between SDT and Forest School (FS) practice and call for empirical research to substantiate how FS can promote autonomy, competence, and relatedness amongst learners. Therefore, in response to this call, the purpose of this paper is to draw on empirical data, including participant observations and semi-structured interviews with practitioners, to further substantiate how FS could (re)connect learners with nature, improve their psychological well-being and enrich the quality of their engagement with learning contexts more widely.Item Metadata only PDP: The Problem's all in the Comma(2009) Tymms, M.Item Metadata only PDP: The Realities & The Issues(2011) Tymms, M.Item Metadata only Personal Development Planning: pedagogy and the politicization of the personal(Taylor & Francis Online, 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.Item Metadata only Students as Learning Partners: Education and Dialogue(2010) Tymms, M.