Journals (University of Staffordshire)
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Ambassador programme: a reflective analysis of a work-based project (example submission)
No full textThis paper explores the creation and impact of an Ambassadors Programme within the youth development charity Seas Your Future. Triggered by sector pressures, the programme aimed to boost brand visibility, stakeholder engagement, and organisational resilience amid economic uncertainty. After an initial unsuccessful ambassador recruitment in 2021, a renewed approach in 2023, informed by motivational theories such as Maslow’s Hierarchy of Needs and Herzberg’s Two-Factor Theory, successfully recruited 28 diverse ambassadors across the UK and internationally. Despite organisational challenges including voluntary liquidation and structural changes, ambassador commitment remained strong, underscoring the programme’s effectiveness in fostering shared values and community alignment. The project enhanced the author’s leadership, communication, and strategic skills while highlighting the importance of authenticity, transparency, and value alignment in sustaining engagement. Lessons learned emphasise the need for clearer long-term structures and risk management. This case illustrates how mission-driven ambassador initiatives can strengthen small charities’ resilience and growth
Exploring Psychology Lecturers’ Attitudes Towards Mobile Virtual Reality: Opportunities, Barriers, and Educational Potential
Full text linkVirtual Reality has the capacity to facilitate novel and unique learning experiences for higher education students. Despite this, economic and accessibility challenges continue to limit its widespread adoption. This study explores psychology lecturers\u27 attitudes towards cost-effective Mobile-VR. Sixteen psychology lecturers engaged with Mobile-VR headsets and participated in online focus groups. Using Constant Comparison and Micro-Interlocutor Analysis, five themes were generated: (a) Accessibility of Mobile Virtual Reality, (b) Embodied Learning, (c) Engagement, Reflection, and Classroom Collaboration, (d) Curriculum Integration, and (e) Barriers to the Adoption. Lecturers strongly supported Mobile-VR, recognising its ease of use and potential to enhance learning through immersive, embodied experiences, as well as fostering deeper understanding. However, financial constraints and the lack of high-quality 360° content pose significant barriers. The study highlights the need for institutional support, staff training, and bespoke content to better integrate Mobile-VR into the psychology curricula, enhancing the student experience.
Keywords: Virtual Reality; Higher Education; Psychology; Qualitative Methods; Attitude
Autonomous Syllabus: An open access curriculum for eco-social design practice
No full textAutonomous Syllabus: An open access curriculum for eco-social design practice
Anna Schlimm (Anna [email protected]), London College of Communication, University of the Arts London
Ella Britton ([email protected]), London College of Communication, University of the Arts Londo
Teaching Illustration in the Age of Generative AI
Full text linkAccording to Klaus Schwab, the Fourth Industrial Revolution is characterised in part by AI and machine learning (Schwab, 2017). Importantly, he proposes ‘4IR’ as distinct from previous industrial revolutions due to its “velocity”. This paper chronicles the introduction of AI into teaching and learning on an illustration degree programme from 2020 to 2024. During this time, AI developed rapidly and some students who were unaware of its potential in 2020 now express concerns about its impact. Some used AI in their projects, while others regard it with scepticism. This paper explains the selection process used to evaluate the AI tools and recounts how students responded to its inclusion in teaching and learning. Based on experience gained from the study, it proposes an AI monitoring and implementation process that can be used by other courses, and outlines the challenges and opportunities faced by higher education at a time of rapid change
See saws and sandboxes: enabling meaningful reflective practice in art and design teaching
Full text linkThis paper tackles the ‘wicked problem’ of reflective teaching in the creative arts. Rittel and Webber (1973) characterise ‘wicked problems’ as problems that include a large number of complex variables, all of which are dynamic, contextually bound, and interdependent. Whilst ‘reflection, the arts and education go hand in hand’ (Burnard and Hennessey, 2006: ix) with students routinely expected to critically reflect, art and design lecturers may not practise meaningful reflection in their own teaching. This phenomenon is further complicated by differences in disciplinary contexts and generic institution-wide intervention. Academic development literature on this topic may be viewed as unconvincing and irrelevant, introducing models of reflection which lecturers may perceive as a ‘right way to reflect’ (James, 2007). Exposing this disconnect between reflective academic development theory and creative arts practice, the paper draws on the insights from a small scale EdD research exploration of how creative arts lecturers talk about reflecting on their teaching (McKie, 2022). The findings offer some new methodologies for stimulating reflection, particularly amongst dual professionals in art and design, which acknowledge the importance of understanding disciplinary social and cultural contexts influencing the take up of reflective pedagogy
The Bodice Block Buster: A Playful Revolution in Pattern Cutting
Full text linkThe Bodice Block Buster: A Playful Revolution in Pattern Cutting
Jane Wayles, Manchester Metropolitan University, [email protected]
Book Review: Grimwood, M and McHanwell, S. (2024) Evidencing Teaching Achievements in Higher Education. Critical Publishing.
Full text linkBook Review: Grimwood, M and McHanwell, S. (2024) Evidencing Teaching Achievements in Higher Education. Critical Publishing.
Christopher Little
Manchester Metropolitan University
Corresponding author: [email protected]
Embody your Intention: Using Somatic Practices to Enhance Student and Teachers’ Creativity and Engagement
Full text linkIn contemporary higher education, there is a critical need to reimagine pedagogical practices through holistic mind-body approaches. The author explores the transformative potential of integrating mindfulness, yogic principles, and somatic practices into academic teaching methodologies. By focusing on lecturers\u27 intentional reconnection with both their pedagogical purpose and their own personal intention, this work examines how targeted physiological interventions—including vestibulo-ocular reflex (VOR) stimulation, proprioceptive exercises, and coherent breathing techniques—can serve as powerful intro to a vast array of creative classes.
Somatic practices, such as visual detoxification and mindful breathing, and embodied learning strategies can be proposed in the classroom through a series of practical exercises and act as a resource to help improving educators\u27 cognitive presence and students\u27 engagement. The author proposes a comprehensive approach to turning traditional lecture formats into meaningful, transformative learning experiences, promoting a paradigm shift in curriculum design that prioritizes holistic well-being and intentional teaching
How is AI Transforming Game Art Higher Education? Innovation, Ethics, and Future Directions
Full text linkThis study examines the transformative role of Artificial Intelligence (AI) in game art higher education, with a focus on its impact on creativity, pedagogy, and ethical considerations. The research is centred on Generation Z students enrolled in the BA (Hons) Animation and Games programme at Arts University Plymouth, a cohort inherently familiar with digital and AI technologies. Utilising a mixed-methods approach, including case studies, surveys, and interviews, the study investigates AI’s potential to enhance artistic workflows, streamline iteration, and support creative ideation while maintaining human agency. The findings reveal that AI functions as a valuable augmentation tool rather than a replacement for human creativity, offering efficiency gains and expanding artistic possibilities. However, concerns regarding originality, authorship, and ethical use persist, necessitating structured integration within educational frameworks. The study advocates for a balanced adoption of AI in creative education, ensuring both innovation and critical engagement with its broader implications
Methodologies in work-based research: finding the right fit
Full text linkThis editorial article introduces a practical toolkit to support researchers in selecting appropriate methodologies for work-based inquiry. Emphasising the importance of aligning research methods with research aims, the article explores key methodological paradigms - qualitative, quantitative, interpretivist, ethnographic, case study, action research, and positivist approaches - highlighting their relevance and application in workplace contexts. The toolkit uses visual aids and practical examples to help practitioners conceptualise research designs that reflect real-world complexities, including change management scenarios. It also stresses the value of reflective practice and adaptability in the research process, particularly within collaborative, iterative frameworks such as action research. Methodological choices are made simple and thoughtful selection is encouraged, based on context, purpose, and desired output. This resource ultimately equips vocational and professional researchers with accessible guidance for effective research design and data collection, offering a foundation for deeper insight and meaningful organisational improvement through tailored research strategies