Capturing Bigfoot : the search for good practice in learning and teaching in one specific higher education institution in England.

This thesis considers the issue of good practice in learning and teaching
within one higher education institution in England and links it to the
development of academic professional identity. The research examines the
extent to which it is possible to identify such practice and whether this has
implications for the importance of the subject, the notion of academic identity
or the professionalism of the academic.
The thesis suggests a model for the way in which an academic's professional
identity, comprising both research and teaching, develops. The relationship
between academics and Quality Assurance systems is considered, raising
issues around pedagogic practices within academic disciplines and the notion
of communities of practice.
The changing nature of academic work in higher education, including the
development of "Quality" systems as responses to policy initiatives (especially
the move from Assurance towards Enhancement), are discussed in relation to
their impact upon academic identity.
The thesis considers the methods used to conduct the primary research and
the ontological issues surrounding the choice of research tools. Three key foci
are identified from the data: A Staff focus where academics work
independently, improving their knowledge and delivery to their students, with
potential promotion prospects. A Subject focus where academics' professional
identities are defined by their discipline, although some develop multiple
identities including working collegially with non-specialists. A Student focus
where the academic is a subject advocate and student facilitator, developing
their practice accordingly.
Finally the limitations, applications and implications of the primary research
are considered. Conclusions surrounding the research and field questions are
made, as are connections back into the relevant literature especially the policy
drivers behind the rise of the Quality movement, the contested notion of good
practice, the changing power relationships within the teaching-research nexus
and the challenge to academic identity and allegiance to the subject.