Simulation in Higher Education: A sociomaterial view

Abstract

This article presents a sociomaterial account of simulation in higher education. Sociomaterial approaches change the ontological and epistemological bases for understanding learning and offer valuable tools for addressing important questions about relationships between university education and professional practices. Simulation has grown in many disciplines as a means to bring the two closer together. However, the theoretical underpinnings of simulation pedagogy are limited. This paper extends the wider work of applying sociomaterial approaches to educational phenomena, taking up Schatzki’s practice theory as a distinctive basis for doing so. The question ‘What is being simulated?’ is posed, prompting discussion of multiple bodies, performances and experiences. The potential of adopting such a framework for understanding simulation as a pedagogic practice that brings the classroom and workplace together is illustrated with reference to clinical education in nursing.

Keywords:

• simulation
• sociomaterial perspectives
• practice theory
• higher education

Acknowledgements

The authors would like to thank the participating students, tutors, simulation technician and the two reviewers whose comments were helpful in refining the manuscript. We would like to acknowledge the contribution of Kate Collier to the conception of the project, fieldwork and early analytical discussions. We also wish to thank Madeleine Abrandt Dahlgren for her role as a critical friend, in particular, her input into analysis and her sharing of ideas relating to enactment of multiple bodies around the SimMan. We also recognise the input of the wider SIMIPL research team, led by Madeleine, with whom we have collaborated closely on many aspects of our work.

Additional information

Funding

Funding. The study reported here was funded by the Faculty of Arts and Social Sciences Research Development Grants Scheme 2013, within the University of Technology, Sydney. Approval was granted by the UTS Human Research Ethics Committee (#201300292).