Innovations in Practice (LJMU)
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106 research outputs found
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Age against the machine: active ageing and guest learning on campus
Full text linkThis paper offers a brief overview of ‘the guest student’ initiative, established in countries like Germany, and highlights its potential to support those in later life – or the ‘third age’ – in particular. In a nutshell, where the initiative is supported, universities open up selected lectures to the public which they, as ‘guest students’ (Gasthöreren), can apply to attend. The paper considers how UK third age citizens are supported (e.g. through the U3A initiative) and how universities might think about supporting their communities in a post-pandemic world
Higher education: sector reports review - September 2019 to January 2020
Full text linkThis paper provides a summary of selected reports and papers (‘grey literature’) published by key HE sector organisations in England/UK and think tanks between September 2019 and January 2020. These include: Advance HE; The Association of Graduate Careers Advisory Services (AGCAS); The Centre for Social Justice (CSJ); Department for Education (DfE); Education Policy Institute; Equality and Human Rights Commission (EHRC); Higher Education Policy Institute (HEPI); Intergenerational Foundation; Jisc; Leading Routes; LKMoo; National Education Opportunities Network (NEON); National Centre for Entrepreneurship in Education (NCEE); National Union of Students (NUS); Office for Students (OfS); Stonewall; Student Minds; Theos; Unite Students; Universities and Colleges Admissions Service (UCAS); Universities and Colleges Union (UCU); Universities UK (UUK); Universities UK International (UUKi).
The themes covered in the paper include: students response to the Augar review; university priorities; unconditional offers; outreach; social mobility; care leavers; student engagement; student expectations; sustainability; postgraduate experiences; mental health and wellbeing; initiations; racial harassment; Gypsy, Roma and Traveller students; Latinx students; LGBT students; prisoner education; religion; disability; online harassment; digital experiences; copied materials in HE teaching; language learning; employability and transition after graduation; male participation in nursing and allied health HE; casualisation of staff; staff diversity; the 2019 General Election; privilege in HE; and university chaplaincies
Embedding value: perspectives on a foundation level course in arts and humanities
Full text linkThe number of learners opting to study on a foundation level programme at universities in England has risen sharply over the last few years. Foundation level courses at university represent a vital opportunity for learners to progress to undergraduate courses, especially those learners from areas where participation in higher education has been traditionally very low. This paper offers a reflection on the foundation level course delivered at LJMU’s School of Humanities and Social Science, which has featured on the institutional prospectus since 2017. The tutors reflect on the adjustments that have been made to both the organisation and delivery of teaching, underlined by the development of an inclusive and open learning community. Based on the authors’ experiences, it is argued that foundation level courses at university are well calibrated to support the UK government’s levelling up agenda and, ahead of the 2021 Spending Review, the paper is therefore a counterpoint to recommendations made on the foundation level programme in the Augar Review of post-18 education funding
Lifting the lid on period poverty in higher education: a student engagement perspective
Full text linkIn 2018/19, Liverpool John Moores University became the first university in England to offer free menstrual products on campus. This paper shares insights from the project – called The Free Period – which was established to tackle period poverty, or menstrual hygiene management (MHM). The authors reflect on student engagement as a significant proportion of menstruators had missed classes owing to period poverty. The paper highlights the need for better dialogue and communication to: improve data; tackle stigma and taboos; and cultivate healthier relationships on campus
Learning Together: forging belonging among students with experience of the criminal justice system
Full text linkThe Learning Together methodology at Liverpool John Moores University attempts to open up higher education for people with criminal convictions. Applied in a criminal justice course, Learning Together aims to create a safe space for criminal justice academics, students, service users and practitioners to come together and form a unique community of practice whereby scholarly activity, life events and professional experience are recognised, applied and practiced within and beyond the classroom. As the initiative has grown and developed, course co-creators have recognised how community engagement as a pedagogical framework holds the ability to reduce cultural distance between academic researchers and the communities in which they work whilst at the same time enriching learning and strengthening communities. This paper provides an insight into the initiative and reflects on how belonging can be embedded via a connected curriculum framework. 
Memories of the future: educational concepts in the shadow of a pandemic year
Full text linkIn June 2021, just after England had entered a fresh national lockdown, Liverpool John Moore University’s Teaching and Learning Conference (on the theme ‘Transition to Transformation’) was hosted entirely online for the very first time. This paper was produced as a conference resource to offer a reflection on the pandemic year, 2020/21. Its aim was to encourage delegates to consider ten educational concepts (Bildung, critical social theory, epistemology, colonialism, identity, diversity, care, friendships, creativity and performativity) in the context of key national and international developments of the pandemic year, including the killing of George Floyd in Minneapolis, USA
On embracing failure and the cultivation of knowledge
Full text linkIn Yuval Harari’s Sapiens – a book that offers a magisterial sweep of the history of humankind – the beginning of our enslavement by wheat (about 10,000 years ago) is posited as a pivotal moment in our civilisation. In recognising the crop’s potential and value, our ancestors turned their backs on the frenzied existence of hunter gathering or the nomadic pastoral existence and, in effect, stayed put. And, in this state of contemplation, things began to change. The entanglement with wheat led to the formation of enclosures, the cultivation of fields and domestication of animals. Eventually flatbreads produced by the early strains of grain gave way to the emergence of a ‘loaf-bread culture’ about 2,000 years ago in Europe (Marchant et al., 2008; Rubel, 2011). Those early pioneers were gloriously curious, a trait that has followed human beings since the beginning of time. The techniques for grinding, the conversion of grain to flour and, later, yeast discovery, baking methods, cooling, proving, dividing, kneading and other mixing techniques, led to the celebrated sliced white we have today. All this required patience but, and I’d like to think, the trials and errors enabled our ancestors get to know a little more about themselves along the way. [Editorial continues
Barriers to student engagement in clubs and societies: a social capital perspective
Full text linkIn 2018/19, John Moores Students’ Union embarked on a ‘ground clearing’ exercise to determine the barriers students face when engaging, or trying to engage, with a student-led sports club or society. An online survey to students revealed several barriers: difficulty in ‘fitting in’, costs, time, geography, and communication. This paper reflects on the outcomes of the survey and offers an interpretive lens based on the ideas of social capital, as espoused by Pierre Bourdieu and Robert D. Putnam. 
Book Review of Thomas D. Parsons, Lin Lin and Deborah Cockerham (Eds.) (2019) Mind, Brain and Technology: Learning in the Age of Emerging Technologies
Full text linkDigital Assistant: Hi, Jim. I have a book for you to review. I think you will find it interesting.
Jim: Sounds good, what’s it about?
DA: Well that would be telling, why not read it, and I’ll monitor your brain activity and general attentiveness, and you can tell me about it.
Jim: It’s on neurology, I’m not really an expert on this but here goes. This book tries to point the way in which technology can enhance learning experiences when it incorporates discoveries in neuroscience and learning science. Looking at human learning through neurological lens. I like this Dewey quote, “if we teach today’s students as we taught yesterday’s, we rob them of tomorrow.”
DA: Stay focused now, don’t get distracted. [Review continues
Sector reports review: February to August 2019
Full text linkThis paper provides a summary of selected reports and papers (‘grey literature’) published by key HE sector organisations in England (and the UK), and ‘think tanks’ between February and August 2019. These include: Advance HE; The Association of Graduate Careers Advisory Services (AGCAS); Careers Research and Advising Centre Ltd (CRAC); Department for Education (DfE); Higher Education Careers Services Unit (HECSU); Higher Education Policy Institute (HEPI); Higher Education Statistics Agency (HESA); The Insight Network/Dig-In; Jisc; Milkround; National Education Opportunities Network (NEON); National Union of Students (NUS); Office for the Independent Adjudicator (OIA); Office for Students (OfS); Onward; Quality Assurance Agency for Higher Education (QAA); Society of College, National and University Libraries (SCONUL) The Sutton Trust; The Student Engagement Partnership (TSEP); Universities and Colleges Admissions Service (UCAS); Universities and Colleges Information Systems Association (UCISA); UK Council for International Student Affairs (UKCISA); UK Standing Committee for Quality Assessment (UKSCQA); Universities and Colleges Union (UCU); Universities UK (UUK); Universities UK International (UUKi); and UPP Foundation.
The themes covered in the paper include: The Augar Review; the Teaching Excellence and Student Outcomes Framework; value-for-money and student expectations; teaching quality and assessment; student complaints; the digital experience; learning spaces; learning gain; university admissions; contextualised admissions; clearing; unconditional offers; degree apprenticeships; mature learners and healthcare courses; transition to university; accelerated degrees; equality and diversity; mental health and wellbeing; hate crime, sexual violence and online harassment; the Prevent duty; graduate attainment; destinations of disabled graduates; graduate earnings and value; Longitudinal Educational Outcomes; employability and careers; internationalisation; the civic university; HE management and leadership; transformational change; Athena SWAN; BAME leadership in HE; and BAME library staff
Data sources:
LJMU Research Online (Liverpool John Moo...PATT40 (LJMU)Biomolecular Research Reports (BRR) (LJM...Design and Technology Education (LJMU)BLResearchDay (LJMU)Journal of Living Labs (LJMU)Journal of Natural Products Discovery (L...Journal of Social Media for Learning (LJ...Student Law Journal (LJMU)PRISM (LJMU)Public Health Institute Journal (LJMU)SPARK (LJMU)Student Experience Proceedings (LJMU)Transformation in Education (LJMU)
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