Coventry University: E-Journals
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The protection of Muslim minorities against cyber hate in Europe: a critique of the European Court of Human Rights protection of religious followers against hate expression
Full text linkLegislation, human rights and the rule of law: what was wrong with the Northern Ireland Troubles Act 2023 and the Illegal Migrants Act 2023?
Full text linkBeing and Becoming: Addressing Equity, Diversity and Inclusion Issues in Learning Academic Writing through an Academic Integrity Socialisation Process
Full text linkAddressing issues of equity, diversity, and inclusion in academic writing is vital in higher education, especially when considering the lived experiences and education of undergraduates from diverse backgrounds. This paper acknowledges the challenges faced by students unfamiliar with Western academic integrity standards, emphasising the disparities experienced by socioeconomically disadvantaged, racialised, and international students. The paper describes an innovative learner-agentic empowerment approach at a Canadian university designed to enable students from diverse backgrounds to gain the academic, cultural, disciplinary and linguistic capital required to practise academic integrity. Through a mixed-method analysis of 182 undergraduates in a writing support program, we found that students who responded to a reflective prompt on academic integrity at the start of the program wrote substantially more (mean 7050 words) than those who did not respond to the prompt (mean 1692 words) during the month-long program. Qualitative analyses revealed students' unfamiliarity with cultural differences, academic integrity practices, linguistic challenges, and penalty severity. This model suggests the importance of a proactive, learner-agentic approach to facilitate education about academic integrity and to address equity and inclusivity. The study underscores the importance of systemic pedagogical changes, furthering the dialogue on equity, diversity, and inclusion in higher education
Research Project Management: Defining Roles and Responsibilities from Practice/Experience
Full text linkWhat is new?
There is a widespread lack of clarity and consensus regarding the role of Research Project Managers (RPMs) in collaborative research projects, which this paper aims to address. This is the most extensive attempt to define the role of a Research Project Manager (RPM) in collaborative research projects.
What was the approach?
The paper draws on the authors' combined experience managing collaborative research projects, synthesising insights from theoretical frameworks and practical implementations in diverse research environments.
What is the academic impact?
The paper provides a much-needed definition of the Research Project Manager's role, distinguishing it from related roles in the Research Management and Administration (RMA) field. It contributes to RMA and project management by offering a framework that clarifies the RPM's responsibilities, which have largely been underexplored in academic literature.
What is the wider impact?
For research and management practitioners, this paper highlights the critical role of RPMs in ensuring project success, from ideation to execution. It underscores the importance of well-defined project management practices in collaborative research to meet the expectations of funding agencies and ensure scientific outcomes
Researcher Development in a Rapidly Changing World – A Strategic Approach for Navigating Disruption
Full text linkWhat is new?
The rapidly evolving research landscape, driven by technological advancements, shifting institutional priorities, and increasing accountability, has disrupted traditional approaches to researcher development. Higher education institutions (HEIs) and research management administrators (RMAs) must navigate these complexities while ensuring research excellence, sustainability and global competitiveness. In this dynamic environment, RMAs and researchers have become co-creators, jointly responsible for shaping researcher development. A structured researcher development framework (RDF) is essential for systematically addressing researcher capacity challenges and aligning institutional objectives with national and global research priorities. However, existing RDFs often lack the contextual adaptability required for diverse institutional settings. This paper presents a structured roadmap for RMAs to develop a contextualised RDF that is responsive to institutional realities while maintaining global relevance.
What was the approach?
Causal layered analysis (CLA) was used to guide the phased process of developing a contextualised RDF and to explore and analyse systemic, cultural and structural challenges in researcher development. From this process, a structured roadmap or blueprint for RDF development emerged, based on five key components – the 5Cs: collaboration, co-creation, contextualisation, consultation and consensus-building. This roadmap provides RMAs with a structured approach to developing institution-specific RDFs systematically.
What is the academic impact?
The study contributes to research management and administration (RMA) by providing a replicable model for RMAs developing contextually relevant RDFs. Additionally, it highlights the role of RMAs in shaping research ecosystems and emphasises the importance of balancing global best practices with local institutional and national priorities.
What is the wider impact?
The implications of this study extend beyond a singular institutional setting. The phased model presented here offers a replicable strategy that has the potential to be adapted by RMAs in various higher education contexts, particularly in resource-constrained environments. Future research will focus on developing evaluation instruments to assess the effectiveness and impact of RDFs across diverse academic contexts
Law and literature as experience: The challenge of empathy in global legal education
Full text linkThis article discusses how law and literature can contribute to contemporary debates about exclusion and inequality in global legal education. It proposes that incorporating literature into law school curricula can enhance experiential learning by offering readers second-hand experiences. We discuss some of the debates in the law and literature movement that stress the possibility and importance of fiction’s ability in mobilising affects and emotions that could improve legal analyses. The article thus uses the frameworks of law and literature and experiential learning to read Ceniza en la Boca, a novel written by Brenda Navarro, which tells the story of a young Mexican woman who migrates to Spain. We argue that the novel leads to a nuanced understanding of the role of law and advocacy in the setting of illegal migration
Oral communication skills discourse and higher education pedagogy: The underexplored role of students’ spoken language in the global law classroom
Full text linkThis article investigates regulatory frameworks influencing oral communication in the global law classroom. It proposes a policy analysis through the lenses of pedagogical theory. Recent educational research investigating the roles of spoken language in the university classroom identifies oral communication as both a learning outcome and a pedagogical tool for learning. Although classroom interaction and discussions are essential pedagogical tools to learning and assessment in law schools worldwide, the role of disciplinary classroom spoken language is underexplored in the higher education literature. This discussion is particularly relevant as the rise of generative AI has highlighted the importance of verbal communication, with experts suggesting different forms of oral examination as effective alternatives for student assessment. While challenges related to law students’ spoken language have been reported globally, this article examines the discourse surrounding spoken language in Australian legal education as a case study of the global classroom. It seeks to uncover the sources, characteristics and underlying discourses surrounding oral communication skills in national policy, accreditation requirements, and university learning outcomes. This article concludes with brief recommendations for practice and future research
Covid lessons to incorporate in simulated teaching at university law clinics
Full text linkSouth African University Law Clinics permanent structures were forced to drastically change with the COVID pandemic in March 2020. The pandemic shifted the focus of ULC’s to simulated learning. Converting the practical clinical legal education module into an online simulation was a great achievement across many universities. Supervisors and students utilised various tools to achieve the simulated experiences of a real ULC with the advent of the ‘Online University Law Clinic’. There were many challenges, especially for those who struggle with technology. The impact of COVID has expanded the tools and use of technology in South African ULC’s. The question addressed in this paper is what lessons and recommendations can be utilised from the pandemic to further promote skill building for law students. In unpacking this question, the University of Johannesburg’s Auckland Park ULC is explored as a case study. The Online ULC promotes skill building through simulation, which will ultimately improve the overall basic legal foundation at universities and impact the resilience of ULC’s in the face of any future pandemics
The Impact of COVID-19 on the Transition of Newly Qualified Physiotherapists from University to Employment: A Qualitative Study
Full text linkThe COVID-19 pandemic significantly impacted university physiotherapy curriculum delivery in the United Kingdom (UK) from 2019 to 2021. Teaching predominantly moved online, with fewer opportunities for practical work. Clinical placements often needed to be re-organised and students’ peer support networks were disrupted. Physiotherapists entering the workforce during the pandemic were equipped with theoretical and clinical skills gained via different means to those qualifying pre-pandemic.
This study aimed to explore the experiences of newly qualified physiotherapists who transitioned from student into the workplace during the COVID-19 pandemic.
A qualitative study was undertaken, using semi-structured on-line interviews via Microsoft Teams. Participants were physiotherapists who graduated from a UK university in 2020 or 2021. They were recruited via social media and professional interest groups, with snowball sampling encouraged. A topic guide was developed in collaboration with a research advisory group. Interviews were video recorded and transcribed verbatim. Coding and thematic analysis was undertaken using NVivo 2020 software.
Ten participants (5 men, 5 women) were recruited and interviewed between May and June 2022. Seven themes were identified: Curriculum and Teaching, Placement Experience, Bridging Programmes, Job Applications, Experience, Work Culture, Personal Life. Physiotherapists reflected on both the positive experiences of transitioning into the workplace during the COVID-19 pandemic, as well as challenges.
The COVID-19 pandemic altered both physiotherapy education and placement opportunities. Some changes had a positive impact on newly qualified physiotherapists. These included flexible, self-directed learning and non-traditional placement and working opportunities. Challenges, such as attaining relevant clinical hours and loss of hands-on practical time, had potential implications on physiotherapists’ confidence to practice autonomously, placing additional responsibility on practice educators. The study is limited by potential selection bias, due to the recruitment method. Further research could compare the challenges experienced with those pre-pandemic; identifying and understanding similarities and differences. Also exploring this topic from other viewpoints, including university tutors, practice educators and patients