Higher education lecturers’ experiences of contemplative practices and mindful learning: a self-determination theory perspective

Bruce-Martin, Mary (2022) Higher education lecturers’ experiences of contemplative practices and mindful learning: a self-determination theory perspective. Doctoral thesis, Northumbria University.

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Abstract

This thesis explores Higher Education lecturers’ experiences of contemplative practices and mindful learning. Existing literature explores contemplative practices, which include contemplative inquiry and mindful learning and their benefits. However an insider education practitioner’s view of the phenomenon is limited. This study, with its focus on Higher Education and specifically Business School lecturers’ experiences, complements research on mindfulness in primary and secondary institutions on student populations and stress management. Business Management education tends to focus excessively on economic logic, in a values-neutral business curriculum excluding ethics and social responsibility.

This study hopes to address this by exploring how lecturers use contemplative practices and mindful learning in their teaching, learning design and delivery. Furthermore, the selected Self-Determination Theory perspective enables exploration of the impact of the surrounding environment on lecturer’s motivation to their teaching and learning approaches.

Interpretative Phenomenological Analysis (IPA) methodology was selected as it recognises the expertise of the participants on their own lived experience, whilst acknowledging also how the researcher is involved in the interpretative process. The lived experience of eight lecturers in one UK Higher Education Business School was explored using semi-structured interviews and focus groups. Using IPA coding and analysis, three themes emerged; space to be in the experience; the teachers’ cloak; and students as gauges. The findings, framed as a CAPE-Creativity, Awareness, Partnership and Engaged Ethics-, identify the practices, and motivations of the contemplative lecturer. This study offers insight into lecturers’ experiences of contemplative practices and mindful learning; how the environment supports or thwarts their basic needs of autonomy, competence, and relatedness. These findings address a gap in the current literature by recognising contemplative practices and mindful learning as sources of personal support, and a complement to teaching design and delivery as lecturers navigate their journey of purpose and self-discovery within higher education. Furthermore, the novel theoretical framework of the CAPE can be called upon as a positive resource in professional practice, teaching and learning design and delivery in business schools, and lecturer education programmes.

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