Last week, I visited Linköping University, in Sweden, to give a keynote address at the ninth Nordic conference in group- and social psychology -GRASP). My talk is available online here. I count travelling abroad as among the best things about my job, and visiting the research group who held this conference was a real treat.
The day before the conference opened, I gave a workshop for students, looking critically at some of the measures we use in social psychology with children, vis-a-vis the original definitions of the concepts we research, often coined in the 1970s. The irony of this, of course, is that while these measures were originally developed for use with teenagers (think Tajfel et al., 1972), it was not long before they were applied wholesale to the world of post-war adult social psychology, and now, our challenge is to differentiate them for children again, erstwhile remaining faithful to their purpose.
That same day, this piece appeared in British media. The upshot of it is, that students, reviewing their university experience in light of their tuition fees want more contact hours and online resources for their money, but won’t bother attending lectures or seminars if such content is made available on the web.
Thinking about this, in light of the workshop, and then during the conference presentations, beyond the paradox of wanting more contact hours, and yet not wanting to turn up for them, my sense that students who don’t attend classes really do miss out was affirmed. My workshop involved group-work, where students could look at the measures, talk to each other, and sit outside in the glorious Swedish sunshine.
Sunshine aside, the conference talks could not have been engaged with in the same way via ‘lecture capture’ (class-recording software). The entire, relatively small, conference had a supportive and friendly atmosphere throughout. Researchers asked questions as the talks progressed, spoke with each other at lunchtimes ( I developed a new collaboration with a lovely research group, that I am very excited about) networked, and enjoyed each others’ company, as well as the change and inspiration of different surroundings. The talks spanned social psychology, from problem-based learning, to benevolent sexism, and from childhood peer victimization to workplace team-building, ending with Ken Mavor’s keynote address on capturing social identities to explore these phenomena, and more.
As an Early Career Fellow, I see my job as training students in their discipline. Granted, not all students aspire to be academics – but face-to-face meetings and discussions, and getting along with people is a paramount skill outside academia, too. As a final meta-point, research on student social identity and problem-based learning presented at GRASP shows us that students who can develop a strong identification with their discipline experience better outcomes, earlier on.
So – more contact hours are likely to lead to better results – if students attend and benefit from the opportunities they provide, which are not, so far as I can see, available to download online. Conferences remain for me one of the most rewarding and fruitful aspects of academia – a good one, such as this was, can set me up with a research program for the entire year. My wish would be for all students to recognise the benefits of learning in this way, both with and without their lecturers, but face-to-face, rather than simply online. Consumers or not, social psychological evidence supports that this would be good value for money for them.