Journals (University of Staffordshire)
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Case Study: Collaborative Pedagogic Research as Bridge between PGT and PGR Programmes
No full textCase Study: Collaborative Pedagogic Research as Bridge between PGT and PGR Programmes
Veronique Chance, Anglia Ruskin University, [email protected]
Sarah Strachan, Anxiety of Interdisciplinarity, [email protected]
Ayeshah Zolghadr, Anxiety of Interdisciplinarity, [email protected]
Editorial: LTEC Post-Festival Publication: Developing Authentic Practitioners “practice”, “identity”, “community”
No full textThe editors would like to thank all the contributors to this special edition for disseminating their scholarship, and to the keynote speakers who helped to make the festival a success. We also are very grateful to those who contributed to the reviewing: Carole Conroy, Dean Irwin, Ebba Brooks, Kiefer Lee, Helen Keegan, Lynne Marrow, Maggie Scott, Paul Vivian, Rob Higgins, Sami Safadi, Sara Namvar, Tim France, Vicki Harvey and Wendy Taylor
Thinglink: A technological review of a case-based virtual learning environment
Full text linkAbstract
‘Thinglink’ is a virtual learning platform, allowing users to upload photos and create realistic online worlds. ‘Misfortune Avenue’ is a virtual street, where paramedic students can meet patients from clinical practice as case studies in a safe, online environment. Academic staff can support the learning of theory content from a live teaching session, by mimicking real-world environments and designing management plans in simulation. Scenarios are designed to become more complex over three stages, with patient presentations constructively aligned against indicative content from each academic level of a paramedic science degree. The design uses scaffolding of the curriculum, allowing students to build an understanding of how an illness might progress through the longitudinal patient journey, created around various patient presentations commonly seen in paramedic practice. The scope of the platform allows interprofessional working between healthcare workers across the wider health service and encourages learning throughout the continuation of the patient journey.
 
How do students regulate social-emotional reactions in collaborative learning? An empirical study of students enrolled onto a Foundation programme at a Business School.
Full text linkAbstract
The social-emotional context to collaborative learning is recognised within Higher Education. As educators, we should reflect on how well do we understand its influence on students\u27 learning? The discourse on collaborative learning draws from the theorisation of group work and the models of co-regulated and socially-shared regulated learning. These models of group regulation not only build on theories of self-regulated learning but link to the literature on academic emotions and social-emotional reactions. However, the corpus of published research is focussed on undergraduate students, and this therefore represents a gap in our understanding in relation to those who are enrolled onto pre-undergraduate study as in the case of Foundation programmes. This paper reports on a mixed methods study that investigated how Foundation programme students in a Business School managed their emotions in collaborative group work. The findings point to differences in gender and ability as possible factors for further research. In doing so, this paper makes an original contribution to the discourse on collaborative learning and addresses a gap in the literature in relation to Foundation programme students and their emotions. In addition, this paper also offers a conceptual framework within which to theorise further about the nature of the collaborative learning journey.
Keywords: Collaborative learning; Co-regulation of learning; Socially-shared regulated learning; Social-emotional reaction; Socio-emotional culture
Audit Committees and their role in Academic Audit and Risk Practices in English Higher Education Institutions
Full text linkThis paper explores contemporary practices of Audit Committees (ACs) in Higher Education Institutions (HEI) in England. The objectives are: (1) to evaluate the current transparency of public reporting by ACs; (2) to understand the roles of these Committees in relation to academic risk; (3) to assess the involvement of qualified academics in such Committees. This research surveys public materials provided on the websites of the 40 HEIs that hold University status and achieved ‘gold’ in the first UK Teaching Exercise Framework, in 2017 (OfS, 2022a). Only twenty percent of the Committees follow the transparent good practice of publishing minutes. While most reference a broad governance remit, only ten percent explicitly mention responsibility for ‘academic risk’. None require academic practitioners as members, and this is regarded as an important finding, given the role ACs are formally required to play in the supervision of and responsibility for academic audit and risk management
Book Review: Bale, R. and Seabrook, M. (2021) Introduction to University Teaching. Sage publications.
Full text linkBook Review:
Bale, R. and Seabrook, M. (2021) Introduction to University Teaching. Sage publications.
Mâir Bull
Manchester Metropolitan University
Corresponding author: [email protected]
Publish or Perish: Barriers faced by Early Career Academics trying to find an outlet for their voice.
Full text linkAbstract
Within academia a culture of ‘publish or perish’ can place pressure on lecturers, often resulting in poor research practices, as an emphasis of ‘quantity over quality’ presides (Richards et al., 2021, p.8). As Kelly (2022) argues, this has resulted in a surge in competition, exacerbated by the increasing number of early career academics (ECAs) and early career researchers (ECRs) entering Higher Education (HE). As the arena to disseminate research widens, the opportunities for ECAs to share their ideas should become more accessible. However, this is not always the case.
This short piece explores why disseminating research is so important in the context of HE, as well as identifying some of the barriers faced, with a particular focus on those working as ECAs in post-92 universities. The aim in this piece is to empower new academics to contribute to this ever-growing wealth of knowledge, with some practical guidance and words of support.
Keywords
Early Career Researchers; Academics; Dissemination; Barriers; Imposter Syndrome; Professional Identit
Reimagining Assessment in the Era of Generative Artificial Intelligence: A reflection on legal education
Full text linkThe legal profession and legal education are undergoing a transformation (Pierce and Goutos, 2023) due to the emergence of Artificial Intelligence (AI), particularly generative AI (GenAI), marked by the advent of ChatGPT (Henrik, 2023). This has significant implications for legal education, particularly the undergraduate law degree (LLB), which traditionally serves as the first step in preparing future legal professionals.
As the legal profession adapts, legal education must evolve (Marjan Ajevski et al., 2023), requiring an evaluation of traditional assessment methods (Michel-Villarreal et al., 2023). Assessment plays a pivotal role in shaping the authentic identities of students and it is crucial that assessments align with the evolving demands of the profession graduates aim for.
Assessments which incorporate GenAI, encourage critical evaluation, reflection, and promote authentic discussions, this article explores an example which aims to inspire practitioners in higher education to reconsider their assessment practices and contemplate the integration of GenAI
Publishing your Educational Research: an authentic journey of self-reflection and support
No full textPublishing your Educational Research: an authentic journey of self-reflection and support
Dr Nicola Grayson [email protected] Learning and Teaching Enhancement Centre, University of Salford
An evidence-based approach to re-engaging students by re-framing support for success
Full text linkAbstract
Improving student retention and engagement is a high priority for the sector. This study presents an approach adopted within a large Academic School to re-engage students who might otherwise have been withdrawn from the system. The work presented contributes useful knowledge in two areas: firstly, in recognising the potential of re-engagement using a connected triage approach (forming effective partnerships between the student, the academic team and central guidance). Secondly, it found that 68% of students identified at potential risk of withdrawal had multiple intersections of protected characteristics. The three highest characteristics were found to be non-traditional entry qualifications, students with traditionally low participation rates (Polar 4 quintiles 1&2) and students from the most deprived neighbourhoods (IMD quintiles 1&2). The work conducted in this study enables at risk students to be identified earlier; hence affording more targeted support plans to be put in place to support their learning journey when appropriate.
Keywords: retention, engagement, withdrawal, evidence-based research, protected characteristic