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Exploring Models of Development of Professional Practice in Learning and Teaching in Higher Education: What Can we Learn from Biology and Marketing?

The research questions emerging from an initial review were as follows: 1. Does a “viral” concept of mutation and transmission represent a useful metaphor in developing practice (such as that related to Personal Development Planning - PDP) which is both sensitive to one set of local needs (those of a particular department, for example) and yet able to adapt successfully for other local needs (such as another department)? 2. How, then, might the characteristics of an institution encourage or inhibit “viral” transmission or adaptive practice? 3. How may these characteristics be influenced, adapted or exploited to encourage growth and development of practice? Method: The research drew on an existing action research project intended to develop PDP practice in a postgraduate higher education institution, and which developed over several years. Qualitative data was generated through focus groups, meeting notes, and interview transcripts, and coded for textual analysis according to categories relating to the research questions. The project provided an opportunity to understand important aspects of the development of good practice and its dissemination. It was designed around the principle of joint practice development (Fielding et al, 2005), for which participation, consensus and dialogue are pre-requisites, and definitions of action research identified it as a logical approach in that context. Contribution: The study produced and applied a viral model which helps to explain how educational development can take place organically and ‘democratically’ within Higher Education Institutions, and which allows educational developers to plan interventions more effectively.