Coventry University: E-Journals
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The ‘gay cake’ case before the European Court Human Rights: more than a little misunderstanding
Get PDFSpeaking of Online Learning: Alternative Practice-Based Learning Experiences for Speech Pathologists in Australia, Ghana and Hong Kong
Get PDFSpeech Pathology programs usually send students to workplaces to learn clinical skills necessary for practice. During COVID-19, programs needed to respond quickly to ensure that students continued to gain the necessary experiences and skills required to progress through their program and graduate as clinicians, while simultaneously complying with COVID-19 requirements. Case studies from seven different universities in Australia, Ghana and Hong Kong described the diverse ways in which placements were adapted to be COVID-safe, taking into account local needs. Some practices which had been included in placement education prior to the pandemic, such as telepractice and simulation-based learning, were extended and developed during this time. Educators, students, clinicians and clients responded to the rapidly changing needs of the time with flexibility and innovation, utilising a variety of technologies and tools to support case-based and virtual learning opportunities. Feedback from these diverse stakeholders about the experiences was positive, despite inevitable limitations and less-than-ideal circumstances. The positive findings provided insights for consideration in the future: could strategies implemented in response to the pandemic continue to be incorporated into placement experiences, enhancing current practices and maintaining student performance outcomes? Exceptional circumstances prompted exceptional responses; flexibility and innovation were accelerated in response to the pandemic and may transform future placement-based learning opportunities
A Reflection on Partnership Working to Address Social Work Student Placement Assessment and Completion during COVID-19
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EATAW2021: Selected papers from the 11th Conference of the European Association for the Teaching of Academic Writing, VSB-Technical University of Ostrava (online), Czech Republic, July, 2021
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The alter ego model and the challenge of ambiguity: a review of Meridian Global Funds Management Asia Limited v. Securities Commission
Get PDFChallenges and Opportunities of COVID-19 Confinement: Integrating Families and Students’ Emotions into our Virtual Classes
Get PDFAcademic Writing Development of Master’s Thesis Pair Writers: Negotiating Writing Identities and Strategies
Get PDFThis article provides insights into how writing a Master’s thesis in pairs affects students’ development and identity construction as academic writers (Burgess & Ivanič’s, 2010). Data consist of self-recorded dialogues between four pairs of Danish Master’s thesis writers at the start, middle and end of their thesis writing process. Data were coded thematically using grounded theory methods (Charmaz, 2006) and the resulting empirically grounded themes informed a discourse analysis of the material (Laclau & Mouffe, 2001). The findings suggest that those writing a Master’s thesis in pairs negotiate and assign largely fixed writing identities at an early stage that serve as a way of creating boundaries and building trust, allowing the students to write, provide feedback and revise text in shared documents. Each pair develops a set of writing strategies focused on setting and maintaining boundaries, thereby ensuring that the joint pair writer identity is not threatened. The article discusses how this strategy is embedded in a wider Master’s thesis discourse that draws heavily on concepts such as autonomy and independence and thus might not lend itself easily to the articulation of a joint identity as a writing pair