Mr Mark Tymms

Job: Lecturer in Education

Faculty: Health and Life Sciences

School/department: School of Applied Social Sciences

Address: De Montfort University, The Gateway, Leicester, LE1 9BH.

T: +44 (0)116 207 8855

E: mtymms@dmu.ac.uk

W: http://www.dmu.ac.uk/appliedsocialsciences

 

Personal profile

Mark Tymms joined De Montfort University in 2012 and is Head of Year One for the current academic year. Having taught across three educational sectors, teaching psychology at Secondary, Higher and Adult levels, Marks primary area of interest in education lies in the personal transitions that students experience as they learn at a lifelong level. Currently completing a PhD in Personal Development Planning, the study reflects his particular focus on ways to promote student ownership of their learning through the personalisation of that in accordance with their own interests, ambitions and motivations.

Publications and outputs 

  • Losing oneself: Autonomy and wellbeing in tutorial innovations
    Losing oneself: Autonomy and wellbeing in tutorial innovations Tymms, M.; Peters, J. Wellbeing has increasingly become a major focus of social policy, and education as part of that policy process, and yet as Peters & Tymms (2016) have commented tutorial innovations such as the use of PDP within the tutorial sessions often tend to relocate the students development processes within an interpersonal politic in which the needs of the system dominate the needs of the individual. With autonomy being shown to be a fundamental aspect of wellbeing (Ryan & Deci 2001, Rhyff 1989, Wichmann 2011) this paper aims to use Ryan & Deci’s Self – Determination Theory to discuss threats to student wellbeing where they are disempowered by tutorial processes in which they are no longer in control of the process at either an academic or personal level.
  • Implementing Educational Innovations: A Staff Perspective of Personal Development Planning
    Implementing Educational Innovations: A Staff Perspective of Personal Development Planning Tymms, M. The aim of this study has been to explore and understand the implementation of Personal Development Planning, hereafter to be titled PDP, as an educational innovation in a single institutional context. Adopting a Sartrean ontology (1956, 2007) in which the subjective individual takes precedence over the systems within which that same individual exists and works, an interview process sought to understand the attitudes and beliefs of educational members of staff to PDP, and the ways in which those attitudes and beliefs have impacted on the implementation process as a whole. As an innovation based around the concepts of academic and professional identity, and the ability of a community of practice to shape and drive the implementation process, the key barrier to the implementation of the innovation in question proved to be a failure to account for personal differences at a fundamental level. These were not found to be just socio-political differences but psychological incongruences between the notions underpinning the concept of PDP and the multitude of worlds through which those notions were to be both interpreted by members of staff and presented to students. In Sartrean terms, by focusing on a systems model of managing change the negotiated power relationship between self and context had been lost within over-deterministic goals (2007: 79), with the subsequent loss of practitioner support for the innovation. The file attached to this record is the author's final peer reviewed version.
  • Killing or curing the personal tutorial in mass HE
    Killing or curing the personal tutorial in mass HE Peters, J.; Tymms, M.
  • Personal Development Planning: pedagogy and the politicization of the personal
    Personal Development Planning: pedagogy and the politicization of the personal Peters, J.; Scott, I.; Tymms, M. This article reflects the findings of an initial investigation of the origins of Personal Development Planning (PDP) and is part of a wider study of the impacts and influences of the implementation. Through an analysis of the socio-political contexts within which PDP as a set of educational processes took form, together with the many theories and approaches that have been adopted as part of its implementation, the conclusion is reached that, like many pedagogic practices within higher education, PDP processes remain poorly defined, under-researched and increasingly driven towards particular political expectations. In addition, it will also be argued that through the acceptance of new socio-economic priorities for education providers, and the subsequent engagement with a diverse range of pragmatic and ontological positions, attempts to establish personal, student-centred learning practices have been subsumed within externalised and personalised outcome expectations as demanded by stakeholder groups within this new socio-political context.
  • PDP: The Realities & The Issues
    PDP: The Realities & The Issues Tymms, M.
  • Defining Personal Development Planning; Putting the Personal in PDP
    Defining Personal Development Planning; Putting the Personal in PDP Peters, J.; Tymms, M.
  • Getting Up Close and Personal: Recognizing the role of personal belief, attitudes and influences on PDP formalization and presentation
    Getting Up Close and Personal: Recognizing the role of personal belief, attitudes and influences on PDP formalization and presentation Tymms, M.
  • Students as Learning Partners: Education and Dialogue
    Students as Learning Partners: Education and Dialogue Tymms, M.
  • PDP: The Problem's all in the Comma
    PDP: The Problem's all in the Comma Tymms, M.

Click here to view a full listing of Mark Tymms' publications and outputs.

Research interests/expertise

  • Personal Learning
  • Educational transitions

Qualifications

  • BSc (Hons) Psychology
  • BA (Hons) Information Graphic Design
  • PGCE (Lifelong Learning)

Courses taught

Module Leader on:

  • EDUC1104: Perspectives in Education
  • EDUC1112: Children & Childhood: current debates
  • EDUC2229: Researching Childhood.

Membership of professional associations and societies

British Psychological Society

Conference attendance

  • Worcester PDP and Employability Conference (2011)
    Keynote: “PDP: The Realities & The Issues”.
  • Worcester Student Learning Conference (2010)
    “Students as Learning Partners: Education & Dialogue”.
  • CRA 2nd International Residential Seminar; Research & Evaluating Personal Development Planning & e-Portfolio, Nottingham (2010)
    “Getting Up Close & Personal: Recognizing the role of personal belief, attitudes and influences on PDP formalization & presentation”.
  • Worcester PDP & Employability Conference (2009)
    “PDP: The Problem’s all in the Comma”.

Search Who's Who

 

 
News target area image
News

DMU is a dynamic university, read about what we have been up to in our latest news section.

Events at DMU
Events

At DMU there is always something to do or see, check out our events for yourself.

Mission and vision target area image
Mission and vision

Read about our mission and vision and how these create a supportive and exciting learning environment.