Coventry University: E-Journals
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The legacy of the late Ben Ferencz: Prosecutor of the Nuremberg Trials and a pioneer of the International Criminal Court
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The relationship between the sense of belonging, mental wellbeing and stress in students of law and psychology in an English University
Get PDFThis paper explores how sense of belonging impacts mental wellbeing and stress in students of law and psychology in an English University.
N=95 students completed a questionnaire exploring their sense of belonging in their school, wellbeing and stress.
Results suggested that sense of belonging predicted higher levels of mental wellbeing and lower levels of stress. Law students felt a lower sense of belonging and wellbeing than psychology students, but both showed similar levels of stress.
This suggests that community-based approaches at school level may be a good way to promote positive mental wellbeing in students and that this approach may need to be tailored towards different academic schools. 
Incorporating an affective framework into liberal legal education to achieve the development of a ‘better person’ and ‘good citizen’
Get PDFThis paper proposes an original framework for the incorporation of the affective domain into liberal legal education, in particular the undergraduate law degree. It argues that the aims of developing both the ‘better person’ and ‘good citizen’ can be facilitated by the incorporation of such a framework. The paper critiques liberal legal education’s current focus upon narrow cognitive forms of reason and rationality. By excluding affect, legal educators’ attempts to foster the insights and growth required to fully achieve the ends of liberal legal education are impeded, even obstructed. This paper advocates a novel affective framework incorporating four core aspects, experiential thinking, emotional authenticity, affective empathy and emotional reflexivity. Incorporating this framework has the potential to achieve the development of both the ‘better person’ and the ‘good citizen’ and foster synergies between both. This will significantly enrich liberal legal education and sustain and develop its importance within contemporary society
Privatised academic writing: Reflections on access, knowledge, and policy
Get PDFThis dialogue responds to Neculai (2018) and argues for the need to recognise the character of academic literacies development and the policies governing that development as always emergent. It also reflects on the contributions that all, including students, make toward that development through their written work, as opposed to accepting the treatment of academic literacies development as a commodity to which access is given
Doctoral Writing Groups for the Advancement of Dissertation and Publication Writing
Get PDFIn writing groups (WGs), participants exchange drafts so that their partners’ feedback can be used to improve writing. These groups accompany participants while they face authentic dissertation or publication writing projects, are linked to situated and real demands, and promote participants’ engagement. Nevertheless, this type of pedagogical initiative continues to be uncommon, especially in Latin America. This qualitative exploratory study analyses participants’ perspectives about the benefits and drawbacks found in joining doctoral WGs in the Humanities and Social Sciences. It focuses on three separate sets of doctoral writing groups implemented and facilitated within the last eight years in Argentina. Despite some drawbacks, participants considered these groups as valuable not only for the advancement of dissertation and publication writing, but also as horizontal spaces to develop as scholarly writers. Higher education institutions worldwide could benefit from similar pedagogical initiatives to enhance and promote research writing at the graduate level
Learners’ Perceptions of Writing Difficulties on a Pre-sessional EAP Programme in a British University
Get PDFThis study examines how learners’ perceptions of their academic writing difficulties changed over the course of a four-week intensive English for Academic purposes (EAP) programme at a British university. The participants of this qualitative study were 14 Chinese undergraduate students who engaged in interviews and completed learning journal entries. The results of the thematic analyses indicate that vocabulary which constituted the biggest perceived challenge in Week 1 was no longer mentioned in Week 4 as a source of writing difficulty. Another finding is that after four weeks, students felt they had a better understanding of argumentation in a UK academic context and were not facing major difficulties with using sources and the understanding of argumentation in a UK academic context; they also reported that they were not facing major difficulties with using sources and understanding plagiarism in written assignments. Upon completion of the EAP course, students also reported that they tended to experience noticeably fewer challenges with academic reading. This qualitative study provides insights into the contribution of pre-sessional programmes in the development of learners’ writing as they transition into the academic community