This can include educational developers involved in working groups and task forces, for example to support Access and Participation Plan priorities or to develop new policies or processes. Meso level educational development – working to improve institutional systems, structures, procedures, rules, and guidance that determine ‘the way we do things’ within our home institution.This work improves student learning by influencing the academic practice of teaching staff and is the mainstay of educational development. It may also include working with multiple teams simultaneously when running sprints and sand pit events. From professional recognition schemes aligned to the PSF and SEDA PDF, to facilitated teamwork, for example curriculum design workshops like ABC, and approaches to improve assessment such as TESTA. Micro level educational development – supporting individuals to develop teaching expertise and working with department teams to develop effective ways of working, for example, supporting the development of assessment practices and curriculum design.If we apply micro, meso and macro to educational development we can usefully differentiate: Could it be useful to differentiate areas of educational development work? And if we can differentiate areas of our work using this framework, can it help us to reflect on and develop our practice and influence? Notwithstanding the differences in the definitions for use of the terms, micro, meso and macro, by different authors, the nested hierarchy is a handy organising tool. Macro-curriculum is the balance of subjects comprising the timetable or activities outside the classroom including the sociocultural and educational systems and polices. Meso-curriculum is subject topics or organising structures and institutional context. Micro-curriculum is described variously as subject knowledge or classroom interactions and activities. The two examples use the framing a little differently to each other. Most recently I have come across the use of the framework to describe the curriculum (Robertson, 2021, Freecours, n.d.). From winning teaching grants to engaging in peer review, we used the framework of micro, meso and macro levels to differentiate between individual activity and working with department colleagues, developing and sharing practice at the institutional level and finally developing and sharing practice nationally and internationally. We used the framework to distinguish between actions taking place at the level of the individual tutors and departments (micro) at the institutional level (meso) and at national and international levels (macro). With some of the same co-authors I was subsequently involved in defining types of activity undertaken by individuals to develop their own scholarly teaching profile (Pritchard, Wisker and Potter, 2018). I first came across the distinction of micro, meso and macro when I worked with a multidisciplinary team to research the scholarship of teaching and learning we used the concept of micro, meso and macro levels to develop an audit and capacity-building tool to develop the scholarship of teaching and learning (Fanghanel et al, 2016). In sociology, economics and other subjects, researchers and practitioners talk about micro, meso and macro levels or approaches to describe and investigate the complexities of systems. Figure 4.4 illustrates actors in the field of EE from 'macro', 'meso', 'meta', and 'micro'perspectives.įigure 4.4 Actors' Perspectives Source: Authors.Prof Jackie Potter, University of Chester Therefore, in order to promote EE-directed decisions, the government needs to establish structures which favour EE-directed decisions. The EE process needs cooperation and common achievement to be completed. However, even without being an active performer, everyone can benefitįrom the positive externalities of EE. Modelling helps in identifying the causality as well as its intensity.Įach actor in the field of EE has a specific function and responsibility. Here we develop a model which shows how various actors at the finance (meta), policy (macro), organizational (meso) and consumer (micro) levels influence EE. The macro level actors are at a higher level: state and central government, and the meta level actors are at the highest level, namely, international level. Meso level actors are those at the intermediate level, that is, in the supply stage. Micro level actors are those that influence at the lowest level, for example, at the consumer level. All the actors, and their decisions, describe the whole socio-technical structure and the processes that occur.33 Here we propose to classify actors into various levels, micro, meso, macro and meta.
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