University of Hertfordshire

By the same authors

Embedding and Assessing Compassion in the University Curriculum

Research output: Chapter in Book/Report/Conference proceedingConference contribution

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Original languageEnglish
Title of host publicationThe International Academic Forum
Subtitle of host publicationThe European Conference on Education, 2016: Conference Proceedings
PublisherThe International Academic Forum
Pages77-87
Number of pages11
ISBN (Electronic)2188-1162
Publication statusPublished - 29 Jun 2016
EventThe 4th European Conference on Education: Leaning, Teaching and Educational Structures - Curriculum Development - UK, Brighton, United Kingdom
Duration: 29 Jun 20163 Jul 2016

Conference

ConferenceThe 4th European Conference on Education: Leaning, Teaching and Educational Structures - Curriculum Development
CountryUnited Kingdom
CityBrighton
Period29/06/163/07/16

Abstract

Scholarship in clinical psychology (Gilbert, P., Neff; 2003; Kirkpatrick et al,
2007) anthropology (Goetz et al, 2010) and neuroscience (Immordino Yang et al,
2009; Stanford University’s CCARE) agree the definition of compassion to be: the
noticing of distress of others and a commitment to reduce that. As they advance
research on how the science of a secular compassion can be applied into world and local social systems for building more co-operative and integrated societies, higher education struggles to translate this research and scholarship into practical pedagogy. Models of ‘excellence’ based on individualistic competitiveness in higher education persist. Ironically, this model appears to fuel particular psychosocial stressors on students that not only undermine students’ social experiences in group work. They also impede their on-task, thinking processes. This paper reports outcomes of a study of how these stressors, occurring in group discussion practice in seminars/tutorials, are articulated by students and tutors. Focus groups and interviews amongst (n=34)
students and interviews with (n=9) tutors were conducted in two departments of a British university: the Humanities and Business. Template analysis was used to identify themes from the data. On an ethnically diverse business module of (n=38) students, a comparative statistical analysis of all individual, assessed, critical thinking performances was conducted after students were supported and assessed in their ability to notice distress or disadvantaging of others and address it during seminars. It showed no attainment gap for critical thinking between the BME/white local students. This study informs theory, practice and policy in Higher Education.

Notes

Gilbert, T. (2016), Embedding and Assessing Compassion in the University Curriculum, ‘Education and Social Justice: Democratising Education’, Paper presented at the European Conference on Education, The Jurys Inn, Brighton Waterfront, Brighton, UK, 29 June – 3 July 2016, The International Academic Forum (IAFOR)

ID: 10481790