More than mere context: the role of former practitioners in surveying education

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review


The inclusion of former practitioners in Higher Education is not unusual, particularly in ‘vocational’ subjects such as law, medicine, journalism, and social work. In some instances, these former practitioners are training students to enter the professional world that they have vacated, taking on similar roles. In others, former practitioners from a range of disciplines, come together within a department to teach different aspects of the curriculum. In this chapter, I consider how my experience as a commercial real estate solicitor impacted my approach to teaching and assessing students studying undergraduate surveying degrees. In so doing, I place my approach to teaching within the context of the broader literature on interdisciplinary pedagogy. I further consider how the lens of my professional practice, and that of other former practitioners from a range of disciplines, combine to contextualise learning. I examine the extent to which the values and skills intrinsic to those from a practitioner background not only situate the curriculum within the ‘real world’ but introduce additional elements to it.
Original languageEnglish
Title of host publicationProfessional Development for Practitioners in Academia
Subtitle of host publicationPracademia
EditorsJill Dickinson, Teri-Lisa Griffiths
Number of pages12
ISBN (Electronic)9783031337468
ISBN (Print)9783031337451, 9783031337482
Publication statusPublished - 1 Aug 2023

Publication series

NameKnowledge Studies in Higher Education
ISSN (Print)2566-7106
ISSN (Electronic)2566-8315


  • legal practice
  • clinical legal education
  • autonomy
  • values
  • ethical practice
  • applied learning
  • authentic assessment
  • practice-informed teaching
  • dignity
  • paternalism
  • lawyers

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