What does it mean? Exploring staff and student understandings of pedagogical buzzwords in Higher Education
Year: 2025
Type: article
Abstract: Many ‘buzzwords’ are used to describe approaches to teaching and learning in Higher Education, but what do they actually mean? Do students actually need to know about these terms? If so, how should universities communicate this information? Whilst existing studies have been conducted on the interpretations of individual buzzwords in Higher Education, relatively little research has explored how multiple buzzwords are understood and managed within one particular Higher Education institution. This explorative study involved an analysis of public-facing documents at a UK university in order to gather a broad picture of the pedagogical terms used within the institution. The researchers then conducted focus groups with lecturers and students to explore their perspectives of the meanings of four key terms: student-centred learning, inclusive learning, independent learning and blended learning. The study found that there was a lack of understanding of some terms, inconsistency of interpretation, and a lack of knowledge on the part of lecturers with regard to how their students understood such terms. Two distinct approaches were suggested regarding how universities could manage staff and student understandings of buzzwords in Higher Education. The first implied the introduction of explicit strategies to help stakeholders reach shared understandings of key terms. The second implied a more implicit approach, in which stakeholders learnt how to operationalise concepts through their practical use. This study provides stimulus for reflection for stakeholders and decision-makers in Higher Education, encouraging them to identify their own approaches to ‘terminology management’.
Authors: Nicholas Bremner, Giles Martin, Thomas Howard Morris
Institutions: University of Exeter, Bath Spa University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4413354513