It’s been 16 years since the first paper was published on heutagogy in 2000 by the originators of the concept, Stewart Hase and Chris Kenyon. Since then there has been hundreds of articles, blogs and other conversations about the topic. Most importantly, there has been an increase in publications researching the use of heutagogy and an impressive number of doctoral students choosing to focus their thesis on the topic.
Heutagogy has been applied in a wide variety of settings including lifelong learning, higher education, elearning, mobile learning, professional education, distance education, school education and vocational training, for example. This growing literature has meant that the concept of heutagogy has developed considerably since that first paper.
One of the main developments has been the ability to draw on brain and other research that has enabled the articulation of an evidence-based practice, now central to the literature on heutagogy. The paper by Stewart Hase describes the connection between brain research and heutagogy, along with a number of theoretical developments and practical applications that have occurred since 2000.
While heutagogy has been used in a number of contexts, a large proportion of the literature has been devoted to how self-determined learning can be applied to distance education, elearning and mobile learning. Those involved in digital technologies seem to find the notion heutagogy compatible with learning in the 21st century. The paper here by Aaron Davis is an example of this application in which he talks about developing a culture of thinking and collaborative learning in organisations through a case study in teacher professional education.
Chris Kenyon, in his paper, provides a very practical example of the application of heutagogy with a specific focus on the use of experiential learning. Finally, Boon Hou Tay combines two of his passions, heutagogy and action research in describing how self-determined learners might go about their learning using soft systems methodology.
Dr Jerry Hoffman
Senior Editor SITJAR
Download the Introduction by Dr Jerry Hoffman
Self-determined Learning (heutagogy): Where Have We Come Since 2000?
Dr Stewart Hase,Consultant Psychologist,NSW Australia
Collaboration, Autonomy and a Culture of Thinking
Aaron Davis, eSmart Coordinator at Brookside P-9 College, Melbourne, Australia
Chris Kenyon, Consultant, Canberra, Australia
Heutagogy via Dialectic Soft Systems Methodology
Dr Boon Hou Tay, Director, IN Technology PTE, Ltd, Singapore
Welcome to the 2014 National Tertiary Learning and Teaching Conference Proceedings. The conference was held on 1-3 October 2014 in Invercargill, New Zealand. The refereed papers presented here cover a wide range of interesting topics and issues. These papers may be of interest to anyone involved in higher education. The theme of the conference was Te Ao Hou: The New World and many of these papers represent new ways of looking at the world from different perspectives.
I would like to take this chance to thank all the people that have been involved in the reviewing process. It is a job that does not offer monetary compensation but it a crucial part of any journal or proceedings. Without reviewers, proceedings like this would cease to exist, so a big thank you to all those involved.
I would also like to thank all of you who submitted articles for publication. It takes time, effort and a degree of fortitude to write about your research and projects. It is only through your submissions that proceedings like this are possible. Hopefully it has been a valuable experience.
These papers are being published on the Southern Institute of Technology Journal of Applied Research (SITJAR) website. We would like to thank the Southern Institute of Technology both for hosting the conference and for supporting the publication of SITJAR.
The articles in this proceeding are:
Dr Jerry Hoffman
Welcome to this special edition of SITJAR featuring a selection of papers presented at the 2013 National Tertiary Learning & Teaching Conference, hosted by the Southern Institute of Technology (SIT) in Invercargill in October 2013. The conference is held annually and hosted by an institute of technology for two consecutive years. The 2013 conference, “Te Ao Hurihuri – The ever changing world”, brought together 90 participants from throughout Aotearoa New Zealand to share their research-based teaching practice, engage in practical workshops, contribute 6 minute solutions, and extend and challenge their own teaching pedagogies.
The keynote speakers in 2013 provided a diverse and stimulating array of presentations that set the context for the conference.
- Teaching engineering geology in a blended inverted classroom: A success story, Aidan Bigham
- “I need a job – can hospitality short courses help?” A study of international student needs in Auckland, New Zealand, Hamish Small
- The rise of pluralism: Issues for educators in a theoretically and culturally diverse climate of practice, Janet May
View the 2013 National Tertiary Learning & Teaching Conference Special edition
Special Action Research Edition
One of the attractions of action research and action learning to many people is that it is often conducted as part of the researcher’s practice rather than as an ‘add on’. The researcher is usually interested in improving their practice, ensuring the effectiveness of what they are doing or are involved in creating change in a real life situation, for which action research is admirably suited. Training and education situations offer a perfect opportunity for using action research and action learning processes, whether or not you are intending to conduct formal research for publication.
The papers in this special edition exemplify this feature of action research. Hopefully, they will stimulate your interest in using action research and action learning processes in your work or training situation. Moreover, perhaps they will demystify research and promote it as an activity that is available to practitioners and is not just an academic pastime. I would like to thank the authors for their contribution.
Learner Defined Curriculum: Heutagogy and Action Learning in Vocational Training
Author: Dr Stewart Hase
This paper describes the application of learner-centred learning techniques in the conduct of short to medium term training programs in organisations. The approach is underpinned by action learning and heutagogy or self-determined learning. It involves the full engagement of participants in developing, delivering and ensuring the flexibility and relevance of the curriculum. The theoretical basis for the approach is discussed in detail as are the techniques involved in conducting the training, it’s implications and reactions of participants. Some readers may need to take very slow, deep breaths while reading this paper.
Implementing Organizational Change Using Action Research in Two Asian Cultures
Authors: Shankar Sankaran & Madhu Ranjan
This paper is based on organizational change projects implemented by two managers, the authors of this paper, who used action research in their own organizations for their doctoral studies. Both projects used action learning and action science concepts as a subset of the overall action research intervention, although not explicitly in the second project. One project was carried out to prepare the engineering division of a Japanese multinational company in Singapore to expand its capability to carry out global projects by making large-scale changes in its structure and processes. The other project was carried out in a very large Indian bureaucracy to introduce total quality management in one part of this organization. This paper will first introduce the concepts of action research, action learning, and action science in management research. The two research projects will then be described. This will be followed by the two researchers comparing their projects and reflecting on what changes they would make to the strategies they used in their projects if they were to do this all over again. The paper will conclude with recommendations for project managers who may want to use action research to implement organizational change projects.
Middle management leadership development through action learning
Author: Bob Dick
This paper describes an action learning program used to improve the ability of managers, especially middle managers, to lead more effectively during times of rapid change. The program consisted of three major vehicles for developing leadership capability. In a weekly middle management forum, managers met to choose projects that deserved attention. For chosen projects, the same middle managers then set up a number of small action learning teams staffed by volunteer middle managers. Associated workshops provided 'just in time' concepts and skills when project team members requested them. Middle managers are the people who carry much of the burden of keeping workface officers informed and involved in change. With some top management support, they were therefore the main participants in the workshops and the project teams. A final section of the paper reflects on the outcomes of the program and the features that contributed to its effectiveness.