University of Hertfordshire

By the same authors

Embedding and Assessing Compassion in the University Curriculum

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

Standard

Embedding and Assessing Compassion in the University Curriculum. / Gilbert, Theo.

The International Academic Forum: The European Conference on Education, 2016: Conference Proceedings. The International Academic Forum, 2016. p. 77-87.

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

Harvard

Gilbert, T 2016, Embedding and Assessing Compassion in the University Curriculum. in The International Academic Forum: The European Conference on Education, 2016: Conference Proceedings. The International Academic Forum, pp. 77-87, The 4th European Conference on Education: Leaning, Teaching and Educational Structures - Curriculum Development, Brighton, United Kingdom, 29/06/16. <http://iafor.org/archives/proceedings/ECE/ECE2016_proceedings.pdf>

APA

Gilbert, T. (2016). Embedding and Assessing Compassion in the University Curriculum. In The International Academic Forum: The European Conference on Education, 2016: Conference Proceedings (pp. 77-87). The International Academic Forum. http://iafor.org/archives/proceedings/ECE/ECE2016_proceedings.pdf

Vancouver

Gilbert T. Embedding and Assessing Compassion in the University Curriculum. In The International Academic Forum: The European Conference on Education, 2016: Conference Proceedings. The International Academic Forum. 2016. p. 77-87

Author

Gilbert, Theo. / Embedding and Assessing Compassion in the University Curriculum. The International Academic Forum: The European Conference on Education, 2016: Conference Proceedings. The International Academic Forum, 2016. pp. 77-87

Bibtex

@inproceedings{8936a29267614cb187ffb5fa8914aec6,
title = "Embedding and Assessing Compassion in the University Curriculum",
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{\textquoteright}s CCARE) agree the definition of compassion to be: thenoticing of distress of others and a commitment to reduce that. As they advanceresearch 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 {\textquoteleft}excellence{\textquoteright} based on individualistic competitiveness in higher education persist. Ironically, this model appears to fuel particular psychosocial stressors on students that not only undermine students{\textquoteright} 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.",
keywords = "Compassion , Seminars, micro-ethnography, critical thinking",
author = "Theo Gilbert",
note = "Gilbert, T. (2016), Embedding and Assessing Compassion in the University Curriculum, {\textquoteleft}Education and Social Justice: Democratising Education{\textquoteright}, 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); The 4th European Conference on Education: Leaning, Teaching and Educational Structures - Curriculum Development ; Conference date: 29-06-2016 Through 03-07-2016",
year = "2016",
month = jun,
day = "29",
language = "English",
pages = "77--87",
booktitle = "The International Academic Forum",
publisher = "The International Academic Forum",

}

RIS

TY - GEN

T1 - Embedding and Assessing Compassion in the University Curriculum

AU - Gilbert, Theo

N1 - 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)

PY - 2016/6/29

Y1 - 2016/6/29

N2 - 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: thenoticing of distress of others and a commitment to reduce that. As they advanceresearch 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.

AB - 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: thenoticing of distress of others and a commitment to reduce that. As they advanceresearch 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.

KW - Compassion

KW - Seminars

KW - micro-ethnography

KW - critical thinking

UR - http://iafor.org/issn-2188-1162-the-european-conference-on-education-2016-official-conference-proceedings/

M3 - Conference contribution

SP - 77

EP - 87

BT - The International Academic Forum

PB - The International Academic Forum

T2 - The 4th European Conference on Education: Leaning, Teaching and Educational Structures - Curriculum Development

Y2 - 29 June 2016 through 3 July 2016

ER -