Innovations in Practice (LJMU)
Not a member yet
106 research outputs found
Sort by
Coddling in an age of outrage
Full text linkEvery so often, a book arrives on the scene that challenges us to think about the nature of higher education and its purpose. Some generate a lot of attention. The Coddling of the American Mind: How Good Intentions and Bad Ideas are Setting up a Generation for Failure, by Greg Lukianoff and Jonathan Haidt, has had a fair share of the media spotlight. Critiqued by The Guardian (Weigel, 2018), one of the co-authors (Jonathan Haidt) was even invited to take part in a discussion-based programme, ‘Start of the Week’, on BBC Radio 4. Continuing a thesis developed in Allan Bloom’s (1988) Closing of the American Mind, in which Bloom asserted that HE had ‘failed democracy and impoverished the souls of today’s students’, Lukianoff and Haidt posit that students in 2018 aren’t so much ‘closed’ but are being ‘coddled’ to a point that is making them too fragile to encounter challenging ideas. On Radio 4, Haidt (2018) referred to ‘protections’ being put in place against certain ‘microaggressions’, with ‘Gen Z’ students demanding protection from “words, books, speakers and ideas”; in other words “speaking a language of safety”. This is possibly a symptom of smartphone addiction or “paranoid parenting”. In a period where HE institutions are becoming more diverse, ‘safetyism’ could lead to “further misunderstandings” and, more pointedly, students may not have the tools or resilience required to succeed in professional life.[Editorial continues
Making space for somatic practice in higher education
No full textIt is heartening to acknowledge that in recent years somatic practice has been given a rightful place in the curriculm of a number of undergraduate dance courses. As an advocate and facilitator of somatic educationthis paper has been designed to address the significance of its inclusion, especially with regards to its value of nurtuing dance technique, creative play and personal artistry in performance
Personal enquiry project: students\u27 perceptions of world of work initiatives; does anybody know that they\u27re out there?
No full textThe influence of the current economic climate, and the inherent challenges that preside within it, mean that it is not enough for a modern graduate to approach the employment market armed with a good degree. It has become increasingly important that graduates have, and can evidence, employability skills. This had led higher education insitutions towards a culture of employability and as such Liverpool John Moores University (LJMU) reponded with the implementation of the LJMU WoW TM (World of Work) initiative. Similarly, in 2005, the School of Sport and Exercise Sciences at LJMU was recognised as a Centre of Excellence in Teaching and Learning (CETL); the Centre for Excellence in Leadership and Professional Learning (CELPL), and subsequently introduced a local approach towards formally addressing employability needs. This article considers the students\u27 perspective of such LJMU employability initiatives, in order to see how well recognised and valued these are amongst the student population
Book review of \u27Using Games and Simulations for Teaching and Assessment\u27 (2016), Harold F. O\u27Neil, Eva L. Baker and Ray S. Perez (Eds.)
No full textFalling between the gaps: appraising the past and future of widening participation at Liverpool John Moores University
No full textOf the many challenges facing Higher Education in the United Kingdom, widening participation is one of the most critical. Despite the support for enhancing access to Higher Education for excluded groups, such as ethnic minorities, forthcoming cuts in funding mean it will be harder for many insitutions to meet their commitments to Widening Participation. This paper reviews the history of Widening Participation in higher education in the United Kingdom, focussing on the potential impact of current policy initiatives and the economic environment on Widening Participation at Liverpool John Moores University. The paper recognises the macro-level impact of increasing marketization of Higher Education on Widening Participation initiatives. It also explores micro-level issues, such a staff awareness and commitment to widening participation policy
Does a feedforward approach improve students\u27 assignment grades?
No full textThe use of a feedforward approach was investigated on an analytical chemsitry module in order to improve report grades and overall course marks. A significant difference in report marks was found between the students that had attended a tutorial and those that had not. However, the study raised the issue of student engagement with tutorials, and the factors that determined attendance. In particular, the study highlighted perceptions of fixed intelligence in poorly performing students and their ability to self-regulate and benefit from feedback or feedforward approaches
Bridging the gap: a synthesis of the literature in relation to the impact of work placements on student learning
Full text linkThis paper, presented as an essay, has been developed from a Masters dissertation that examined the impact of work placements on student learning development. Presented here is a synthesis of papers that informed the approach to the study. It examines the literature in relation to student perspectives on work placements, reflecting on aspects such as its relationship with enhancing employability and prospects, resilience and the social significance of workplace learning
Students\u27 views on feedback: insights into conceptions of effectiveness, areas of dissatisfaction and emotional consequences
Full text link The importance of feedback to academic performance and the role it plays in improving students’ knowledge and understanding of their own learning is widely acknowledged. Despite this, there remain many issues surrounding provision and receipt of feedback, some of which are investigated within this study. In depth interviews with a small group of students were held to gain insight into conceptions of effective feedback, to explore emotional reactions to receiving feedback and to consider aspects of communication and interactions between staff and students. Narratives revealed potential for raised anxiety levels, particularly in light of generic feedback - an aspect which is often under-represented in the literature
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)
Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)
Innovations in Practice (LJMU)Links to Health and Social Care (LJMU)Access Repository Dashboard
Do you manage Innovations in Practice (LJMU)? Access insider analytics, issue reports and manage access to outputs from your repository in the CORE Repository Dashboard!