Journals (University of Staffordshire)
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Behind the Creative Canvas: An innovative trauma-informed art-based educational approach using an immersive learning pedagogy
Full text linkBehind the Creative Canvas: An innovative trauma-informed art-based educational approach using an immersive learning pedagogy, Lucian Milasan, Andy Farr and Dan-Scott-Purdy, School of Social Sciences, NTU, [email protected]
Breaking Barriers: Can we make a difference? An exploration into the role of mentoring for fostering a sense of belonging in Graphics students
Full text linkBreaking Barriers: Can we make a difference? An exploration into the role of mentoring for fostering a sense of belonging in Graphics students, Maelle Daub-Laurent, Confetti Institute of Creative Technologies, Part of NTU, [email protected]
T-shaped and Transferable Skills. How can University Graduates\u27 Employability be Strengthened?
Full text linkTransferable skills, employability skills, work-integrated learning and T-shaped skills are all concepts which are discussed as skills and competences needed by university graduates in order to secure a job after graduation. There is discussion among decision-makers on how university programmes, especially at Master’s level, handle the increasing pressure of ensuring that their graduates obtain jobs fast. Many argue that the job market is increasingly demanding graduates who can adapt to change and act as innovators themselves. Core skills within a university discipline are important, but it seems increasingly important to be able to cut across disciplines and sectors as a professional. Similarly, the above-mentioned skills are all skills that are required in problem-solving. Thus the paper also discusses problem-based learning as a way to obtain skills, especially problem-solving skills.
This paper has two aims: to unfold the different practices that can be used to equip graduates with the skills needed, and to give an example of how this can be done in a specific case
Following the herd? To what extent can Isomorphism conceptualise the positioning of universities in the delivery of Foundation Programmes in Business education
Full text linkFoundation Programmes (FPs) provide entry to undergraduate study and have grown in popularity in the past decade, particularly in Business. As the foremost example of this qualification type, the Business Management FP facilitates an insight into the ways institutions have responded to the opportunity of offering this level 3 qualification. This paper adopted an integrated desk research approach and reports on differing strategic positioning by universities. For a number of post-1992 institutions, the FP has become an important part of the curriculum and a recruitment asset. In contrast, many pre-1992 universities have chosen to restrict the FP to recruitment to shortage subjects or the international market rather than use it as a means of promoting widening participation for local, mature and disadvantaged students. This paper places the discussion of the FP within the theoretical framework of New Institutionalism and evaluates the relevance of isomorphic influences in policy formulation
Starting from Scratch. How can we align creative and technical workshops for students from multiple disciplines?
No full textStarting from Scratch. How can we align creative and technical workshops for students from multiple disciplines?, Neil Halliday, Senior Lecturer, Nottingham School of Art and Design, NTU, [email protected]
Does it spark joy? Streamlining units for Block Teaching
Full text linkCOVID-19 directly affected higher education (HE), requiring rapid curriculum redevelopment and adapting delivery in order to accommodate government guidance such as social distancing measures. One such change was a shift from a traditional model (containing units that spanned a 12-week term or full academic year) to the adoption of a block teaching model (containing condensed, 6-week, consecutively delivered units). Inspired by Marie Kondo’s concept of ‘sparking joy’, this work is a practical guide to streamlining units for block teaching. Using a case study from an undergraduate Psychology programme in a north-west university in the United Kingdom (UK), a three-phase process is outlined: Groundwork, Redesign and Landscaping. The vision is to create a pedagogically sound, constructively aligned scheme of work
Using the Business Model Canvas to conceptualise the value proposition of heutagogical executive education.
Full text linkExecutive education (EE) is being transformed but what direction will it take in the future? One possible trajectory is that to a personalised curriculum. In a world that is increasingly characterised by uncertainty and volatility, there is a need to develop adaptive capability in organisational decision-makers. Heutagogy offers a view of personalised learning that is centred on authentic learning in an occupational context. How Business Schools make the transition to heutagogy remains uncertain and problematic. Many Business Schools are wedded to traditional forms of curriculum design that centre on the transmission of knowledge to large cohorts of students rather than the promotion of individualised learning opportunities. How then can Business Schools think of ways in which to re-conceptualise a future that advocates personalised learning? The Business Model Canvas provides one way of conceptualising the heutagogic curriculum in an accessible manner. This paper provides an exemplar of how it could be applied. The conclusions proffered infer that the future of EE will be characterised by greater responsiveness to market demands that centre on accessibility, relevance and increased learner autonomy
Student experiences of assessment feedback in the geography subject area: insights from a post-1992 institution
Full text linkAcross the Higher Education sector students typically express dissatisfaction in assessment and feedback processes. This is concerning due to the importance of assessment feedback for helping promote good student outcomes. In this study the perceptions of 47 students were captured in focus groups to explore the challenges students face when receiving assessment feedback. The findings document a broad range of opinions held by students on the provision and effectiveness of feedback within the geography subject area, with preferences for feedback style and approach varying at the individual level. The findings indicate that poor assessment literacy limits the application of tutor feedback between separate assessment points. The language used by tutors when providing feedback was commented on. This relates to both the affective response of students to tutor feedback and their ability to de-code tutor comments. We underline the importance of building students’ assessment literacy to ensure they are able to fully benefit from both formative and summative feedback opportunities
Evaluating resource lists: What works to encourage student engagement?
Full text linkEvaluating resource lists: What works to encourage student engagement?, Lois Gray, Learning and Teaching Librarian, Libraries and Learning Resources, NTU, [email protected]  
Supporting Teaching Practice Development Through Brokerage: A reflective case study from a third-space professional
Full text linkAcademic literacies have developed an increasingly prominent profile in curriculum design and delivery in higher education, which has seen an increase in those with learning development (LD) roles taking on academic development (AD) responsibilities. Learning Developers have joined other academic ‘third-space professionals’ (Whitchurch, 2012) in pursuing recognition of their work, and its value, through Advance HE senior fellowship (SFHEA), but who may also find aligning their experiences and expertise to the Professional Standards Framework (PSF) (AdvanceHE, 2023) challenging.
This paper is based on a case study used in my successful SFHEA application, aligned to the previous UKPSF (2011) descriptors. It focuses on the use of ‘brokerage’ to support and mentor academics in relation to teaching and learning in my previous role as a learning developer (LD) with academic development responsibilities and reflects on how working relationships between teaching faculty and LD or AD colleagues might be transformed to create a more inclusive curriculum. It is also hoped that other ‘third space professionals’ may find this case study useful in their own Senior Fellowship HEA applications