Innovations in Practice (LJMU)
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Another country: the trans-Atlantic alliance and the benefits of studying abroad in the USA
Full text linkThis paper, which is written by an American LJMU-based academic, reflects on the new strategic alliance between LJMU and Southern Connecticut State University. In particular, in highlighting the experiences likely for LJMU students whilst studying in the USA, it provides a succinct overview of the post-compulsory US education, underlining the different experiences of the US student compared with their UK counterpart. The paper further emphasises the benefits likely for LJMU students as a result of this alliance
Sector reports review: September 2015 to January 2016
Full text linkSummary of UK higher education sector organisations’ reports and publications between September 2015 and January 2016. Organisations featured in the review include: ATOC Association of Train Operating CompaniesBIS Department of Business, Innovation and SkillsBritish CouncilGuildHEHEA Higher Education AcademyHEFCE Higher Education Funding Council for EnglandHESA Higher Education Statistics AgencyHobsons EMEAIpsos MORIJiscNUS National Union of StudentsOIA Office of the Independent AdjudicatorQAA Quality Assurance Agency for Higher EducationRand Europe SCONUL Society of College, National and University LibrariesThe Sutton TrustTHE Times Higher EducationUCAS Universities and Colleges Admissions ServicesUCISA Universities and Colleges Information SystemsUKCISA UK Council for International Student AffairsUK HE International UnitUnipolUUK Universities U
Block teaching and the three A’s: attendance, attainment and attitudes
Full text linkThis paper examines results from a small study that looked at the relationship between intensive teaching in blocks and its impact on students’ attendance and attainment. The research also looked at students’ perceptions of block teaching and their engagement with the taught topic, and whether the students felt that block delivery method enabled them to learn more than traditional delivery methods. The results indicate that students prefer to be taught in the block format and that they feel more engaged. Students’ attendance when taught in blocks is significantly improved which could contribute to attainment. Ideas which might help inform embedded practice are listed at the end
Mining institutional data for hidden truths
Full text linkWhile a great deal of thought and effort is devoted to developing assessment strategies, policies and processes, there is little evidence that the re-assessment of students who fail at the first attempt receives the same level of scrutiny. This Viewpoint paper is stimulated by a research project, discussed at the HEIR (Higher Education Institutional Research) Conference (LJMU, September 2016) that explored the success rates of undergraduates who have had Level 4 re-assessments. One of the purposes of this research was to understand more explicitly how re-assessment policies can contribute to the retention, continuation and success of students, one of the metrics referred to in the higher education White Paper, ‘Success as a Knowledge Economy’
Overassessment in higher education: does less mean more?
Full text linkIn spite of recent claims of the need to reduce overassessment in higher education, there is a surprising lack of consensus of what this term really means together with a lack of empirical evidence of the effects of multiple assessments on student learning and achievement. This study explored the relationship between student achievement and number of assessments, and their potential links to student satisfaction, based on data from modules of the School of Natural Sciences and Psychology, LJMU during 2014/15. The trends found suggest that there is no relationship between fewer assessments and improved academic performance. Indeed, there was a slight trend showing the opposite and, further, modules with more assessments recorded higher feedback (module appraisal) marks. This paper discusses the potential implications of the results in the context of overassessment concerns. Suggestions are given for practice to clarify the concept and shed light into its potential implications
Sector reports review: February to August 2016
Full text linkThis paper provides a summary of key reports and papers published by UK HE sector organisations between February and August 2016. The organisations covered include: Action on Access; Higher Education Academy (HEA); Higher Education Commission; Higher Education Funding Council for England (HEFCE); Higher Education Policy Institute (HEPI); Higher Education Statistics Agency (HESA); Jisc; Leadership Foundation for Higher Education (LFHE); National Union of Students (NUS); Office for Fair Access (OFFA); Office of the Independent Adjudicator (OIA); Quality Assurance Agency for Higher Education (QAA); QS Digital Solutions; Scottish Funding Council (SFC); Teach First; The Sutton Trust; UK HE International Unit; University Alliance; Universities and Colleges Admissions Service (UCAS); Universities and Colleges Information Systems Association (UCISA) and Which?The themes covered in this paper include: the Teaching Excellence Framework; institutional capability in supporting teaching excellence and innovation; student satisfaction; the student experience; student complaints; university identity; supporting transition; transition to postgraduate studies; equality and diversity; the digital experiences of students; learning analytics; impact of continuous professional development; learning spaces; pedagogic research; resource discovery; teaching and freedom of speech; academic misconduct; employability; post-graduation experiences; studying abroad; internationalisation; transnational education; and alternative providers
TEF plus transformational learning: the key to enhancing student learning and improving the student experience?
Full text linkCurrent discussions around the Teaching Excellence Framework provide numerous opportunities and challenges for the HE sector. An awareness of transformational learning, with its focus on understanding the connection between a student’s overall sense of the world together with personal components, such as knowledge, skills, values and beliefs about one’s own experiences, is especially pertinent in these times of change and scrutiny in the sector. A focus on excellent teaching with transformational learning at its core can build on the strengths of the university. A strong network of educators creating innovative pedagogy, for maximum impact, and disseminating their finding provides sound basis to deal with the new challenges of competing as an HE institution nationally and internationally
Book reviews
Full text linkBooks reviewed in this issue:James L. Lang (2016) Small Teaching: Everyday Lessons from the Science of Learning, San Francisco, CA: Jossey Bass (978-1-111-894449-3 [Hbk], 256pp) Barbara Allan (2016) Emerging Strategies for Supporting Student Learning: A Practical Guide for Librarians and Educators, London: Facet Publishing (ISBN 978-178330-107-2, 240pp) Sandra L. Enos (2015) Service Learning and Social Entrepreneurship: A Pedagogy of Social Change, New York: Palgrave Macmillan (ISBN 978-1-137-55443-7 [Hbk], 96pp) Elizabeth Boling, Richard A. Schwier, Colin M. Gray, Kennon M. Smith and Katy Campbell (Eds.) (2016) Studio Teaching in Higher Education, Abingdon: Routledge (978-1-138-90243-5 [Pbk], 300pp)
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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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