Journals (University of Staffordshire)
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Lockdown Learning: the digital transformation of co-curricular interdisciplinary challenges
Full text linkThis paper explores three-key issues related to the digital transformation of co-curricular interdisciplinary challenges within a UK higher education institution during the COVID pandemic. It is widely accepted that university graduates must be work-ready with an integrated skill set in addition to discipline specific knowledge to enable them to respond to complex societal challenges. The Creative Connection at Staffordshire University developed a framework using phenomenon-based learning to bridge discipline gaps, develop interconnectivity and enhance learning through 21st century skill development leading to work-ready graduates. Phenomenology provided an epistemological grounding for constructing knowledge of the new world using an interpretive constructionist philosophy. Through responding, reframing, and rethinking, during the COVID lockdowns the Creative Connection was moved into a digital environment which enabled interconnectivity to be taken to a new level with far reaching impact for student learning and skill advancement. The study presented showcases the pedagogic transformation and learning derived
Is technology hindering creativity?
No full textTheatre is a people-centred industry relying on many creative talents and personalities.
Today\u27s students are the so-called \u27digital natives\u27 who seem to believe that the internet can solve all problems.
Is reliance on technology hindering the creativity in today\u27s students of technical theatre?
Watch online: Is technology hindering creativity
Using a modified Delphi Method to develop a new advanced accreditation award (‘Triple A’) in money advice practice
Full text linkStaffordshire University has delivered the Certificate of Credit in Money Advice Practice (CMAP) in partnership with the Institute of Money Advisers (IMA) and since 2010 and over 1000 money advisers across the United Kingdom have achieved the qualification (Wright et al., 2014). CMAP graduates and employers expressed a need for an advanced specialist accreditation module for experienced money advisers to build on the CMAP. A Delphi study, a consensus method for curriculum design, was carried out to support the new course development. Participants were 13 experts in Money Advice Practice, including CMAP graduates. Three rounds of the Delphi process were carried out and consensus was obtained on course structure and content of modules, assessment, communication & support, professional competencies & skills, fees & duration, entry criteria, induction and materials and benefits of the advanced accreditation. The Delphi technique proved successful in involving experts in the design of a new course. A Feedback/ Feed forward event was also carried out to aid the process and the course is currently being developed
Evaluation Café - A review of literature concerning World Cafe methodology used as an evaluative tool in education
No full textA review of literature concerning World Cafe methodology used as an evaluative tool in education.
 
Face-to-face versus remote synchronous instruction for the teaching of single-interrupted suturing to a group of undergraduate paramedic students: a randomised controlled trial
Full text linkThis post-test randomised controlled trial (RCT) aimed to explore whether readily accessible videoconferencing technology can be used to effectively teach a complex psychomotor skill (in this case single-interrupted suturing) to a group of undergraduate paramedic students who have no prior experience of the technique, and to ascertain whether there is any difference in performance between a group taught via this method, and a group taught via traditional face-to-face (F2F) methods. Despite a small sample size (n24), findings suggest that this process of instruction may be effective, and that participant performance will be at least as good as a group taught via F2F methods. The design of this study allows a degree of confidence when generalising from these results; incorporating a skill which is unfamiliar to all participants; experiential equivalence within and between both groups; and the adoption of validated objective assessment criteria. Participant opinion was also explored in relation to this method of instruction. Should such online synchronous methods of instruction prove viable, they will allow a greater opportunity for clinicians to access training which requires the acquisition of complex psychomotor skills
Tapping for success: A pilot study to explore if Emotional Freedom Techniques (EFT) can reduce anxiety and enhance academic performance in University students
Full text linkEmotional Freedom Technique (EFT), also known as tapping, is an emerging psychological intervention that has been used to treat a variety of conditions, including exam stress and public speaking anxiety.
Participants were a convenience sample of 52 3rd year Foundation Degree level students undertaking a Research Methods Module. The module included an assessed presentation, which was known to generate anxiety among students. The students were given a 15 minute assignment workshop. They then received a 15 minute lecture introducing EFT and were guided though one round of EFT focussing on their anxiety of public speaking. The students were assessed using the Subjective Units of Distress (SUDs) and the Hospital Anxiety and Depression Scale (HADS) pre and post EFT. The students were instructed that they could continue to use EFT at any time to reduce their anxiety regarding their assessed presentation. Immediately following their presentation, the students were invited to take part in a brief face- to-face interview to identify those who used EFT to explore their use of and feelings about EFT and to identify those who had chosen not to use EFT and explore their reasons for not choosing to use it.
Forty Six of the total sample of 52 students (88%) participated in the research. There was a significant reduction in SUDS (p=p<0.001), HAD (p = 0.003) and HAD Anxiety Subscale (p<0.001). There was no difference in the HAD Depression Subscale (p=0.67). The qualitative data were analysed using a framework approach which revealed the following three themes: helpfulness of EFT in reducing anxiety and staying calm and focussed; Using other complementary therapy skills; and their reasons for not using EFT.
Despite the limitations of the study, the results suggest that EFT may be a useful addition to curricula for courses that include oral presentations and that using EFT to reduce presentation anxiety may enhance academic performance
Conceptualising subjective well-being through Social Ecology Systems theory: A comparison of PhD and Professional Doctorate students’ experiences
Full text linkThe issue of student well-being has risen up the policy agenda in the past decade and continues to influence how policy makers approach this complex and demanding concern. Although there has been important research undertaken in relation to full-time PhD students, relatively little attention has been paid to those who undertake a part-time professional doctorate (PD). Moreover, there is a gap in the literature in terms of a comparative approach that reports on the variety of experiences of PhD and PD students. This paper reports on a qualitative approach in which PhD and PD students were interviewed about their well-being as doctoral students. The findings not only highlight the challenges associated with doctoral study but also the personal fulfilment for students. Social Ecology Systems theory is adopted in order to enhance our conceptualisation of the subjective well-being of doctoral students
Creating responsive on-line Communities of Practice expedited through Covid; re-aligning the creative landscape for showcases
Full text linkCoPs are situated within the broader context of landscapes of practice and specifically in this context within the creative landscape, where divergent CoPsmay collaborate extending their own practice (Wenger-Trayner et al, 2014). Individual courses created their own CoPs, and these were situated within a broader creative landscape (Pryko et al, 2019), comprised of courses within the two schools.
The university swiftly implemented alternative learning and teaching methodologies, creating online interactive experiences. New pedagogies were implemented for studio practice-based disciplines; culminating in a digital showcase. Interpretations of CoPs differ from face to face to online, synchronous to asynchronous; their analysis needed to be nuanced (Baran et al. 2010).
The courses adapted collaboratively in order to think together if these new communities were to be successful (Pryko et al, 2016; Sadiq, 2021). A retroethnographic study reviewed the experiences and their impact on the digital showcase. The focus groups and semi-structured questionnaires created themes relating to participants’ experiences and the success of the digital showcases, specifically highlighting that physical and hybrid events (Marshall et al. 2015) were favoure
McDonald, J. & Cater-Steel, A. (eds.) (2017) Communities of Practice: Facilitating Social Learning in Higher Education. Singapore: Springer.
Full text linkThe writing of this review began shortly before the UK 2017 general election when the campaign of the governing party emphasised the role of one individual, the prime minister, as a ‘strong and stable’ leader. This they contrasted with a ‘coalition of chaos’ that would result if opposition parties were able to gain control by working together. During the slogans and bald assertions that seem to be characteristic of any election campaign, the arrival of a well-evidenced academic tome of more than 600 pages was a welcome relief. McDonald and Carter-Steel is a collection of 28 chapters involving more than 70 authors who consider aspects of social learning practices within higher education; a topic which has been increasingly recognised as important since the seminal work of Lave and Wenger (1991). With so many authors, might the book itself be a ‘coalition of chaos’, or might it demonstrate that the social ‘chaos’ of informal communities of practice represents a valuable component of learning within higher education where the dominant perception often involves individual learning of experts’ ‘strong and stable’ messages? Hence, this book was read with interest