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dc.contributor.authorDismore, H
dc.contributor.authorCampbell-Barr, V
dc.contributor.authorManning, R
dc.contributor.authorWarwick, P
dc.date.accessioned2024-02-06T11:36:39Z
dc.date.available2024-02-06T11:36:39Z
dc.date.issued2024-02-02
dc.identifier.issn0307-5079
dc.identifier.issn1470-174X
dc.identifier.urihttps://pearl.plymouth.ac.uk/handle/10026.1/22033
dc.description.abstract

Reference to Knowledge Exchange (KE) in UK Higher Education Institutions (HEIs) has become common place, reflecting the continued changing role of universities within society. Arguably, KE draws together notions of HEIs as purveyors of knowledge, with students helping to create a tripartite relationship with HEIs and the wider community as well as a civic responsibility to contribute to the wider public good. Realising the potential benefits of this inter-relationship required a problematising of the meanings of both knowledge and the notion of an exchange, drawing on the work of Dewey and Bernstein. Our paper offers an analysis of the different epistemological positions governing understandings of knowledge and how these are influenced by the performativity and neoliberal responsibilisation of modern universities. More specifically, the epistemological position encouraged by the modern university leads to a tension between measurement and evaluation of KE on the one hand and pedagogical practice on the other. Taking into account these tensions, the paper offers an alternative approach to knowledge exchange with suggested principles to underpin a future relational pedagogy for KE.

dc.format.extent1-12
dc.languageen
dc.publisherInforma UK Limited
dc.subjectKnowledge exchange
dc.subjecthigher education
dc.subjectrelational
dc.subjectpedagogy
dc.subjectknowledge
dc.titleA relational approach to knowledge exchange in higher education
dc.typejournal-article
dc.typeArticle
dc.typeEarly Access
plymouth.issueahead-of-print
plymouth.volumeahead-of-print
plymouth.publisher-urlhttp://dx.doi.org/10.1080/03075079.2024.2312404
plymouth.publication-statusPublished online
plymouth.journalStudies in Higher Education
dc.identifier.doi10.1080/03075079.2024.2312404
plymouth.organisational-group|Plymouth
plymouth.organisational-group|Plymouth|Research Groups
plymouth.organisational-group|Plymouth|Faculty of Arts, Humanities and Business
plymouth.organisational-group|Plymouth|Faculty of Arts, Humanities and Business|Plymouth Institute of Education
plymouth.organisational-group|Plymouth|Research Groups|Institute of Health and Community
plymouth.organisational-group|Plymouth|REF 2021 Researchers by UoA
plymouth.organisational-group|Plymouth|Users by role
plymouth.organisational-group|Plymouth|Users by role|Academics
plymouth.organisational-group|Plymouth|REF 2021 Researchers by UoA|UoA23 Education
plymouth.organisational-group|Plymouth|Admin Group - REF
plymouth.organisational-group|Plymouth|Admin Group - REF|REF Admin Group - FoAH
plymouth.organisational-group|Plymouth|REF 2028 Researchers by UoA
plymouth.organisational-group|Plymouth|REF 2028 Researchers by UoA|UoA23 Education
dcterms.dateAccepted2024-01-25
dc.date.updated2024-02-06T11:36:38Z
dc.rights.embargodate2024-2-7
dc.identifier.eissn1470-174X
rioxxterms.versionofrecord10.1080/03075079.2024.2312404


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