Innovations in Practice (LJMU)
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Sector reports review: February to August 2017
Full text linkThis paper provides a summary of key reports and papers published by UK HE sector organisations between February and August 2017. The organisations featured are: Careers Research and Advisory Centre (CRAC); Department for Education (DfE); Equality Challenge Unit (ECU); Government Office for Science (GO-Science); Higher Education Academy (HEA); Higher Education Funding Council for England (HEFCE); Higher Education Policy Institute (HEPI); Higher Education Statistics Agency (HESA); Institute for Employment Studies (IES); Institute for Fiscal Studies (IFS); Jisc; Leadership Foundation for Higher Education (LFHE); National Union of Students (NUS); Office for Fair Access (OFFA); Office of the Independent Adjudicator for Higher Education (OIA); Quality Assurance Agency for Higher Education (QAA); Universities and Colleges Admissions Service (UCAS); UK Trade Policy Observatory (UKTPO); Unite Students; Universities and Colleges Employers Association (UCEA); Universities and Colleges Information Systems Association (UCISA); Universities UK (UUK); and Universities UK International (UUKi). The election manifestoes of the major political parties in England are also featured in this paper.The themes covered in this paper include: the UK general election; the Higher Education and Research Act 2017; student expectations and experiences; student complaints; the Teaching Excellence Framework; learning gain; quality assurance; accelerated degrees; degree apprenticeships; credit transfer; supporting transition; equality and diversity; student wellbeing; students and public engagement; technology-enhanced learning and digital capability; The Smith Review (of post-16 mathematics education); employability and graduate outcomes; internationalisation (including outward mobility and transnational education); and the HE workforce
Fostering internationalisation: the benefits to home students of mentoring international students
Full text linkThere is a substantial and growing body of research on the experience of international students in higher education, much of which focuses on the disappointing levels of integration between visitors and their host community. This article reports on a study of a pilot mentoring project designed to promote interaction between home and international students. Few studies have investigated the home students’ experience of internationalization. The aim of this study was to gain insights into the experience of a small group of undergraduate business students who had acted as volunteer mentors to international students. Data was collected from a survey and via qualitative interviews with the mentors. Participants in the study revealed an overwhelmingly positive attitude to the experience and reported many benefits. Although students sometimes demonstrated an over-‐simplistic notion of cultural difference, they also displayed an openness and willingness to interact with, and learn from, people from other cultures
The ‘wicked problem’ of reflective practice: a critical literature review
Full text linkThis paper tackles the ‘wicked problem’ of reflective practice. Reflection is encouraged by the Quality Assurance Agency (QAA) through Personal Development Planning (PDP) and is at the heart of many employability agendas. Yet, it has been identified as a higher-‐level skill which should not be forced as this can lead to inauthentic or ‘faked’ reflection. The paper questions, using recent literature, whether ‘good’ reflective practice can be embedded or indeed should be embedded. This is further complicated by differences in disciplinary contexts and generic institution-‐wide interventions. The employability agenda pursued by universities, the policies on PDP and developing reflective graduates, and the Key Performance Indicators are here in their current form for the moment and we must work within those when developing effective practice in teaching and learning. This literature review suggests that to focus too heavily on outcomes results in poor reflection, lack of engagement from students and low-‐confidence and apathy from staff. The review will include a brief case study of an institutional intervention relating to reflective practice and then conclude to suggest that reflective practice needs to be a process embedded within disciplines (specific to that discipline and not generic) rather than an isolated practice
Gymnastics: collaborative CPD - what has the impact been on pupils\u27 learning
No full textIn this study we aimed to provide a (Continuing Professional Development) CPD course using the serial method of delivery, as well as also an insight into how each session and the course as a whole has changed the way in which gymastics was taught and pupil reaction to those changes
An aGENDER for developing professional practice in teaching and learning
No full textThe Professional Standards Framework within Higher Education has provided academics with a benchmark, one that acknowledges their professionalsim by providing "the best possible learning experience for their students" (HEA 2007). The application process to acquire professional recognition requires academics to reflect upon the domains of their activity through which they evidence core knowledge and professional values. Evidencing practice through reflection is a useful process, for it offers an opportunity to pause, and explore the space for deep engagement in what it means to be professional. This paper addresses itself to the space \u27in between us\u27 and asks what of the \u27personal\u27 infiltrates the \u27professional\u27. In other words how do academics locate their sense of self within the learning envionrment in which they work? A question that is explored in this paper is what impact does personal embodied experience have upon the way in which we present ourselves professionally, and how does acknowledgement of personal epistemology inform the ways in which we engage with students in their own learning. In order to unravel these questions it is fruitful to acknowledge theory that explores the experience of being embodied as \u27ground of our being\u27 and \u27our first home\u27 (Halprin, 2003
Do A-level results in biology and chemistry inform 1st year pass rate for biomolecular science students?
No full textWith the constant pressure of performance in league tables and the current economic climate universities have to be more stringent in their choices of who they admit on their courses. This study investigates the correlation between entrance grades and 1st year pass results for biomolecular science students. The aim is to use this study to inform future admissions policy. Approximately 50% of 2009 student enrolments technically faild level 1. However students with A-level biology, chemistry or both did not fail. This paper discusses the reasons for failure and impact of widening participation on programme performance
Publishing or perishing? The scale and state of open access institutional higher education journals in the UK
Full text linkThis paper provides an overview of open access institutional higher education journals in the UK. These are in-house publications that are focused on developing staff and disseminating, largely, localised accounts and reflections of academic practice. This study found that around ten per cent of UK higher education institutions have an institutional journal, and these vary in style and focus. Developing and sustaining an institutional journal has been challenging, as evidenced by the often sporadic patterns of publication. This paper reflects on a number of themes, including: governance and quality; scale and scope; and publishing platforms used. The paper offers suggestions for future research, particularly in relation to the value and impact of these journals for (a) the contributor, (b) the institution, and (c) the wider academic community
Understanding the experiences and concerns of a multi-national cohort of first year students
No full textStudent diversity within British universities is increasing as the number of international enrolments rises. In spite of these demographic changes there is limited research into specific needs particular nationalities and how these compare to the requirements of home students. This paper attempts to compare the experiences, concerns and learning difficulties of a group of first year students of British, Irish, Cypriot and Greek nationality, in order to develop effective and inclusive teaching strategies for an internationally diverse student cohort
Supporting students’ mental health and wellbeing through the integration of companion animals into tutorial programmes at a teaching-led university
Full text link This paper considers the protocols and processes of a small-scale project involving final year students and the companion animals (dogs and guinea pigs) of tutors, aimed at improving student wellbeing and fostering relational learning. Narratives and survey data revealed a range of perceived benefits including those relating to the technique of distraction to reduce anxiety and improve student wellbeing. Also identified are possible further benefits including relational learning and improved attendance. The paper reflects on a range of other issues, such as the welfare of the animals, potential risks and objections from staff and students. Recommendations from the pilot project are provided and the potential for further research identified.
Creative interventions with a labyrinth
Full text linkWhilst researching tools and techniques to enhance creative competencies, I was introduced to a polished stone labyrinth installed on a beach at a creativity conference in Italy in 2008. For the next five days I walked the labyrinth and spoke with labyrinth experts from around the world including Jan Sellers, a National Teaching Fellow from University of Kent. Since then I’ve worked with the labyrinth to foster reflection and creativity with commercial clients and explored its infinite applications for a civic university by installing them in public festivals. This article traces the background of the labyrinth and its potential to impact on the creativity and wellbeing of students and staff
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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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