Journals (University of Staffordshire)
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Writing from practice: turning degree apprenticeship experience into publishable research
Full text linkThis editorial advocates for recognising and publishing the rich insights generated through Degree Apprenticeships. Positioned within a wider special issue on vocational research, it explores how apprentices\u27 lived, work-integrated learning experiences yield practical and theoretical value. Degree Apprentices create actionable knowledge by integrating academic theory with workplace practice, solving real problems and fostering professional growth. Yet these valuable insights often remain unshared. This editorial calls on educators and employers to support apprentices in capturing and communicating these experiences through accounts of practice. Such accounts, though not traditional research papers, offer reflective, meaningful narratives grounded in real-world contexts. They can take the form of case studies, project evaluations, or critical reflections. The article outlines accessible frameworks to support apprentices in writing for publication and encourages a culture of reflective inquiry. Ultimately, it champions practitioner-led knowledge creation that enriches vocational pedagogy and contributes to a growing body of work-based learning literature
The student evaluation of a Research-informed Teaching activity using simulation
No full textThe student evaluation of a Research-informed Teaching activity using simulation
Robert Higgins [email protected] School of Health & Society, University of Salford
Flipping Failure: A case study on building resilience and confidence through \u27Failureship Strategies\u27 in theory and practice at the University of Salford
Full text linkThis paper presents the Flipping Failure project, which aims to challenge the negative perception of failure and promote its benefits for building resilience, insight, and action. The project involved students and staff who participated in failure-focused events that explored different aspects of failure in various contexts. We discuss the theory and practice of flipping failure to present it more positively and provide a practical toolkit with resources to help others adopt failure as a transferable skill-set. In sharing the outcomes and insights of the project, and its further development at The Festival of Learning and Teaching, we suggest ways to enhance and extend this work in the future
A gathering of creative outputs as a case study for transformational change
No full textA gathering of creative outputs as a case study for transformational change
Eve Blezard, University of Salford, [email protected]
Jess Power University of Salford [email protected]
Davina Whitnall University of Salford [email protected]
Industry Engagement and Authentic Assessment, their contribution to Lifewide Learning for Postgraduate students of professionally orientated disciplines.
No full textIndustry Engagement and Authentic Assessment, their contribution to Lifewide Learning for Postgraduate students of professionally orientated disciplines.Carole Conroy [email protected] Andrew Clark [email protected] School of Science, Engineering & Environment, University of Salfor
Reaching Out and Shouting Loud: Capturing best practice in learning and teaching scholarly practice at The University of Salford
Full text linkThis paper presents a panoramic view of the Institution\u27s engagement with learning, teaching, and scholarly activities, shedding light on the critical mass of knowledge and initiatives that define contributions to the field of pedagogy. Findings reveal a focus on practice-based learning, predominantly within Health and Society disciplines, reflecting Salford University’s commitment to enhancing student outcomes/experiences. The thematic analysis identifies primary themes, including L&T (Learning and Teaching) Practice, Learning Technologies, and Student Experience, aligned with the scholarship of L&T. Additionally, themes such as Inclusive Practice, Non-traditional/Alternative Teaching Approaches, and Knowledge Transfer signify the institution\u27s dedication to collaboration and broader perspectives. A holistic approach to growth within pedagogical innovation and contribution to knowledge within higher education related to digitally enabled, societally focused, and inclusive learning communities is presented. While acknowledging limitations, we emphasise the significance of sharing and celebrating L&T outputs. As higher education evolves, collective efforts to transform pedagogy remain essential.  
Book Review: Glynn, M. (2023) Creative Pedagogy: A Handbook for HE Professionals St Albans: Critical Publishing
Full text linkBook Review:
Glynn, M. (2023) Creative Pedagogy: A Handbook for HE Professionals St Albans: Critical Publishing
Kathryn McFarlane
Independent Consultant
Corresponding author: [email protected]
The development and implementation of a ‘one stop’ assessment strategy in Psychology
Full text linkAbstract
In this paper we will be outlining the development of an assessment strategy and accompanying online single point of access for all assessment-related processes undertaken by Psychology staff within a higher education setting. We will outline the problem and highlight why the changes were needed. Then we will outline how we created the assessment strategy and single point of access, discuss the preliminary impact, and conclude with next steps.
Keywords: Assessment; Assessment Processes; Assessment Strategy; SharePoin
Editorial: GLAD-HE 2023 Post-Symposium Publication
No full textGLAD-HE 2023 Post-Symposium Publication
Gathering Ourselves
“To gather means to come together, assemble or accumulate (often from scattered sources), to collect, to harvest, to increase in force or to summon up.”
Editorial
Jess Powera, Louise O’Boyleb and Davina Whitnalla
aUniversity of Salford, bUlster University
Group for Learning in Art and Design (GLAD HE)
Corresponding editor: [email protected]
Experience as a transformational practice
Full text linkAbstract
The field of Experiential design has gained more relevance as new technological advances change the way we register and document cultural content, audiences are becoming more active in seeking active participation, and cultural organisations are being forced to re-evaluate traditional spaces and approaches to cultural display. As educators working in this field, we are interested in the emergent conceptual spaces created by these advancements and the possible frameworks required to guide our pedagogical thinking. In this paper, we explore how experiential design has the potential to act as a catalyst for exploration and discovery. Through case studies, we explore how alternative ways of inclusivity can be achieved by challenging human-centric perspectives, and how experiential dialogues have the potential to blur the lines between performer and audience. Thus, creating dynamic spaces for exchange, exploration, and collaboration; and how cultural associations facilitate ways to become spaces of possibility where transformative experiences can unfold.
Key Words
Experience, Inclusivity, Representation, Perspective, Dialogues, Spaces of possibility