The concept of pedagogic frailty ( see earlier post: https://profkinchinblog.wordpress.com/2016/01/20/pedagogic-frailty-a-new-lens-to-examine-university-teaching/ ) consists of a number of dimensions that are directly related to established fields of research in higher education. As a result, you may already be involved in research that informs the development of the model. If you are engaged in research that looks at values, academic identity, academic leadership, teaching quality, the research-teaching nexus, authenticity or academic resilience then your work will resonate with studies into pedagogic frailty. If you are investigating the application of concept mapping (and in particular the development of excellent maps) then again your work will be of relevance here as concept maps have been instrumental in the visualisation of the model.
PDF: Pedagogic Frailty relations: frailty-relations
The value of pedagogic frailty is that it helps to bring these elements into simultaneous focus so that the dynamic relationships between these ideas can be better understood in the ways that they interact to influence the development of pedagogy.
In a special issue of “Knowledge Management & E-Learning” we are hoping to bring together some of the international research that can help to inform development of the concept and to interrogate the model. A call for papers in a previous post ( https://wordpress.com/post/profkinchinblog.wordpress.com/593 ) is still open (until March 2017), and I would be interested in hearing from anyone who is considering a submission.