Teaching-Based Research

'Pedagogic research' (or research into how to be a better teacher) is at the core of  the Centre for European Studies CES Strategic Plan 2011-2016. Many academic staff associated with the CES are actively engaged in pedagogic research and have published on teaching and learning developments.

Recent publications:

Journal Articles

• Polglase, G.C., (2011), Supporting Students: a overview of a professional development programme, Educational Developments, Vol 11 No 1, February 2011

• Korosteleva, E.A, (2010), "Threshold Concept Through Enactive Learnings: How Effective Are They in the Study of European Politics?", International Studies Perspectives, 2010, Vol 11 No 1, pp 37-50.

Paper Presentations

• Korosteleva, E.A. and Polglase, G.C., (2011), 'Emergent Learning Outcomes: acknowledging complexity for liberated learning in International Politics', Higher Education Academy Conference, Nottingham, 6 July 2011 (Session recording available)

• Korosteleva, E. and Polglase, G., (2011), ‘Using blended professionals in developing the student experience at Aberystwyth University’, paper presented at British International Studies Association Conference (BISA), Manchester, 28 April 2011

• Polglase, G., (2010), ‘Supporting Students: a professional development programme’, Supporting Students: a Welsh Perspective Symposium, Aberystwyth, 19 July 2010



Current pedagogical research:

Investigators:	Dr Elena Korosteleva & Mr Giles Polglase
Title:	Emergent Learning Outcomes: acknowledging complexity for liberated learning in International Politics
Funding:	Higher Education Academy: C-SAP Small Research Grant 2010	£5,000.00
Project Overview:	The project investigates the traditional model of intended learning outcomes and using the relatively new paradigm of Complex Adaptive Systems, considers whether Hussey & Smith’s model of emergent learning outcomes can be better utilised to enhance the cohesiveness of student modularised learning and expand the boundaries of knowledge par excellence. The project will run in three stages: firstly, it will analyse and benchmark existing modules against the QAA’s own guidelines on learning outcomes in relation to the Academic Infrastructure; secondly, it will gather student input and responses to the concept of emergent learning; and finally it will consider whether emergent learning outcomes are a feasible addition to the module planning and assessment process; as well as theorise on a broader concept of a ‘liberated/liberal learner’.