Journals (University of Staffordshire)
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Reflections on channelling innovation through Learning Development Support in business education in a pandemic landscape
Full text linkAbstract
The pandemic has undoubtedly challenged higher education (HE) in a multitude of ways but bringing lessons forward from that time can enable HE institutions and their staff to not lose sight of what innovative practices emerged that had a positive influence on student learning. Discussed from the perspective of a Head of Learning Development in a Business College which is now located in what is a new Technological University in Ireland, this reflective narrative discusses supporting staff across the diversity of Business disciplines during the impact of, and response to, the pandemic. The focus of the piece is on supporting staff development through the pandemic with reflections presented from two outlooks: academic staff connections sustained and grown, and the transformational potential of innovative pedagogic practice across business disciplines. The latter is based on academics’ experiences and perceptions of the innovative teaching and alternative assessment practices they applied during a time of what was called ‘emergency remote teaching’. It is important to acknowledge that this work was undertaken during a period when there was no national clarity available on how long the current circumstances would continue, and staff continued to work diligently to keep on top of the fluid situation. Currently this practice-based work is positioned as a reflection rather than a research study and is not presenting data on the process experienced. Instead, extrapolations are based on anecdotal reflections. An interesting future lens that can be applied to this context is autoethnography, where personal experiences can be connected to wider social meanings and understandings in the business education context.
Keywords: business education, blended delivery, emergency remote teaching, innovative practice, instructional design, reflection, technologie
The Gallery in the Expanded Field: Russian art students investigate the diversity of international DIY gallery spaces
Full text linkAbstract
The Gallery in the Expanded Field is a case study of the development of a pedagogic model which involves art students working with a range of international DIY gallery spaces. Students gain first-hand experience of exploring the possibilities of exhibition making, and how initiating and running a gallery programme can be a creative and empowering activity.
Participants are exposed to different models of what could constitute an art gallery beyond those of simply the museum and commercial dealerships. The gallery spaces that the project has worked with were chosen for their unusual physical manifestations and have included: an iPhone, an overcoat, an art school locker, the grease pit of a former garage, a hair salon, a world-wide shipping container and a small Scottish town. Through their dialogues with artists and gallerists, students start to understand how, through their own agency, they can begin to engage with the art world
Book review Salmons, J. E. (2021). Your super-quick guide to learning online. London: SAGE.
Full text linkThis book forefronts the notion that online learning is disciplined anddemanding, but that it can, by virtue of learning extra tech skills, be deemedas a kind of ‘learning plus’. Crucially, Salmons also goes to great efforts tostress how important the connections between staff and students, andstudent-student, are in making learning online a successful and rewardingprocess
Book Review Lochtie, D., Stork, A. and Walker, B.W. (2022) The Higher Education Personal Tutor’s and Adviser’s Companion St Albans: Critical Publishing
Full text linkFor many years, personal tutoring has been an under-researched area.Academic staff have found themselves in the front line supporting students,with little guidance available from the learning and teaching literature.Meanwhile, as Lochtie et al (2022) highlight, its importance continues to growgiven the diverse needs of students and the pressure to align with theTeaching Excellence Framework Metrics
Editorial- Academic Professional Apprenticeship (APA)/Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLTHE) course at Nottingham Trent University
Full text linkThis special issue of the Innovative Practice in Higher Education Journal includes research posters designed by Early Career Academics undertaking the Academic Professional Apprenticeship (APA)/Postgraduate Certificate in Learning and Teaching in Higher Education (PGCLTHE) course at Nottingham Trent University
No Right Answer
No full textNo Right Answer, Christopher Ratcliffe, Lecturer, Nottingham Law School, NTU, [email protected]
Embedding Enterprise Focussed Sustainability Teaching within the Product Design Curriculum
Full text linkEmbedding Enterprise Focussed Sustainability Teaching within the Product Design Curriculum, Dr Francesco Luke Siena, Dr Ana Rita Domingues, Prof. Richard Bull, Mr. Peter Jensen, Mr. Allan Cutts, Mr. Christopher Forbes, School of Architecture Design and the Built Environment, NTU, [email protected]
Effective approaches to teaching and learning in business distance education
Full text linkActive student and tutor engagement is key to successful teaching and learning. However, unlike face-to-face teaching and learning, online delivery in the distance education presents a unique challenge. This study presents effective teaching and learning strategies implemented in a UK based business school in their distantly delivered undergraduate program. The implemented strategies aimed to foster a higher level of student and tutor engagement through the design and delivery of the programme. Based on the self-regulated theory, the paper presents ‘inquiry-based learning’ approaches through the production of ‘inquiry-based learning materials’ and ‘research-based assessment’ strategies that supported students to become active and collaborative learners in distance education. The reflections through the implemented strategies contribute to the wider discourse of active teaching and learning methods and how a technologically enhanced learning environment may align with self-regulated learning. This paper contributes to a developing field of research related to the design and delivery of online courses in the pursuit of active student and tutor engagement in business higher education
A Table-Top Role-Playing Game (TTRPG) for Developing Higher Education Employability Skills
Full text linkEmployability provision in Higher Education is traditionally delivered in-curricula and adapted to the values and skills sets of programmes. In addition, extra-curricula & co-curricular employability activities are often available on demand to students. This paper presents the use of a table-top role-playing game (TTRPG) as the pedagogic delivery mechanism an extra-curricular employability skills session. The TTRPG involves players trying to navigate their way through a series of puzzles that are designed to develop specific employability skills. The game was delivered both physically and digitally to 42 players with unified positive feedback. TTRPG show potential as a tool for students, in an abstract way, to explore and realise their own employability skills
Information Literacy
Full text linkFirst year undergraduates starting at University were born in or around 1994 – grown up with technology.
Over 400 million Google searches per day (Comscore 2011) and 72 hours of video uploaded to Youtube every minute (Youtube 2011).
Web 2.0 – Consumption and creation for everyone.
Vastly different from the way language and literacy was shared in the past.
Printing houses and publishers traditionally have controlled what could be officially published (Gee & Hayes 2011 p.3).
An exciting time without precedent, with a glut of information available at will, created and edited by everybody.
Creates challenges for educators