BORDaR Bournemouth Online Research Data Repository
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‘What Are Students Doing When We Aren’t Looking? A Hermeneutic Phenomenological Exploration of Risk Management on a Student Film Shoot’ EdD Transcriptions Data Booklet
Full text linkThis booklet includes the transcriptions from VR elicitation that informed the EdD thesis ‘What Are Students Doing When We Aren’t Looking? A Hermeneutic Phenomenological Exploration of Risk Management on a Student Film Shoot’. The welcome protocol provides additional context to the transcriptions.
Thesis Abstract
Beyond the completion of a risk assessment, Higher Education (HE) providers of media education are broadly unaware of how or if student filmmakers are keeping themselves safe on their film shoots. The aim of this research project was to gain an understanding of how one group of undergraduate students experience their film set in terms of the gap between risk as imagined, before a shoot takes place, and risk as performed, through filmmaking practice.
By discovering how the group of undergraduate students make meaning of their collaborative filmmaking processes and practices, this research project engaged with the limited available literature on higher education filmmaking and risk management. Through a hermeneutic phenomenological lens this study developed a method of VR (Virtual Reality) elicitation. This method foregrounds a virtual peripheral participant which enabled students to take notice and reflect holistically on their own practice. The study reflects on the affordances and implication of VR elicitation in relation to an undergraduate student film shoot, as well as its potential use in the professional film and TV industry.
The contribution to knowledge of this study is the discovery that a hierarchy of discourse and a morality of filmmaking practice contribute to a unique student-participant risk culture: that risk culture can lead to conditions for neglect. The implication for pedagogy of media production is that the incremental erosion of safety is not seen or known by HE educators and not understood by students. There is no evidence of recklessness, but there is a creeping neglect that had hitherto gone unnoticed.
The study finds that students do not have the opportunity to participate more holistically in health and safety risk management due to the rigid linearity of the perceived risk management process that is also shrouded in bureaucracy. Virtual peripheral participation offers a way to enable students to take notice and to reflect holistically on their practice with potential for adapting for use in the film and TV industry. The significance of the contribution is that it bridges some of the gaps between procedures and practice (industry-facing) and between theory and practice (research-facing) by offering up VR elicitation and hermeneutic analysis as an alternative way to surface tacit understandings of practice. The gap between risk as imagined and risk as performed is bridged by understanding the morality of practice and the hierarchy of discourse where the creative trumps the mundane
Exploiting free online learning for continuous professional development in nursing: a theoretical framework to support individual and organisational learning.
No full textThe anonymised interview transcript data was collected and analysed to answer the question about how registered nurses use open education resources as continuous professional development.
The interview data reflects purposeful data collection (#P1-#P12); theoretical data collection (#P13-#P23) and a validation focus group (#V1-#V4) and interview (#V5).
The interview schedules for the purposeful and theoretical data collection are included.
This primary research explored how registered nurses use free online learning, including open education resources, as continuous professional development. The research comes in response to the issues caused by the decentralisation of continuous professional development practice for nursing. The burden of continuous professional development activity has been placed on individual nurses.
The aim of the research was to develop a theory that will support nurses to use free online learning as continuous professional development. A scoping literature review, undertaken to situate the research, revealed a paucity of existing research in the field of continuous professional development practice. There is a lack of research relating to the specific use of open education resources as continuous professional development, both in nursing and generally.
Using a constructivist grounded theory methodology, eighteen registered nurses across clinical practice and education-based settings were interviewed. Data analysis resulted in two theoretical categories: ‘learning as a social endeavour’ and ‘being swallowed up in practice’. The categories reflected challenges for nurses around using free online learning as continuous professional development, that arise from the controls placed on their post-registration learning by their employing organisations.
The research found that online mandatory training practices created barriers to nurses’ independent use of free online learning for professional development. Mandatory training was often completed in nurses’ own time, using their own resources. This resulted in nurses’ secondary socialisation to online training practices, so that learning could be finished quickly and signed off for their managers. These practices became established as theories-in-use for engaging with free online learning as continuous professional development.
The research findings add to the scholarship of organisational learning theory, specifically focusing on the novel area of free online learning for continuous professional development. The research resulted in the development of a theoretical framework to support the integration of free online learning into organisational learning activities, in the context of learning for service improvement
On the relationship between internet addiction and ADHD symptoms in adults: does the type of online activity matter?
Full text linkIn this data set, the type of online activity matter on the relationship between internet addiction and ADHD symptoms in adults was investigated by using classical Stroop task
Issues with Electronic Identity Authentication: A Qualitative Study with Disabled Participants
No full textEvery day, people regularly log into websites and applications without too much thought for the process and with an end-goal or task in mind to be achieved with the service that they are accessing. In many cases this is not an issue for most people, but what if some people find this step hard, frustrating, or virtually impossible to do? For people who have a disability, complications can arise in this process, and we examine the nature of these problems, not only to create an empirical record, but also with a view to diagnosing and remediating limiting factors. A series of interviews (n=15) is analyzed with Grounded Theory (GT) coding to produce a set of theorems directly from applying Constructivist principles to the data. As anticipated, results illustrate that most disabled users find that their capability to Authenticate effectively is reduced due to various accessibility barriers. By way of inductive theorem building, this paper categorizes common traits that participants have revealed during interviews. The main goal of this paper is to lead the way towards the development of a Framework which suggests ways in which to remedy the root causes of these accessibility complications that hinder our disabled community
Golden times: Exploring the sense making derived from the practice experiences of student Occupational Therapists in India
Full text linkIntroduction
The World Federation of Occupational Therapists sets global standards for Occupational Therapy education providing consistency in the expectations that student Occupational Therapists will engage in at least 1,000 hours of practice education. Whilst much is written in the western dominated literature about student experiences of practice, there is a distinct lack of comparable literature within non-western cultural contexts. This study explores the phenomenon of the practice experiences of Occupational Therapy students in India. The study aims to understand how students make sense of their experiences within the Indian context, thus offering a new perspective on student learning and development and highlighting the unique nature of Occupational Therapy education and practice in India.
Methodology
Interpretative Phenomenological Analysis (IPA) was the chosen methodology for this study, with 12 second and third year undergraduate students at an Indian university taking part in individual semi-structured interviews. Elements of poetic inquiry were included to support IPA through re-presentation of the student voice and presentation of researcher reflexivity. Reflexivity is embedded throughout the study to achieve transparency of the unique perspective of the white British UK based researcher.
Findings
Analysis revealed eight Group Experiential Themes: “Here in OT, everything is unique”; “Grading towards seeing the client on our own”; “Studying then applying is always resting in our mind”; We need to get the positives, also the negatives”; “Postings are really golden times”; “As a future OT, we are not working for a condition”; “I’m cherishing my thoughts and clinical practices with you, it’s nice”; “The scenarios are different in India”.
Conclusion
Despite contextual differences, the students in this study described experiences of learning and development consistent with those described in other relatable studies and published evidence regarding experiential and transformational learning. However, the community of practice to which they are introduced, composed of the academic tutors who also support their practice experiences, offers a unique consistency in structure and content. Therefore, students’ practice experiences are characterised by predictable expectations of knowledge and skills which are not seen in other studies emanating from other countries. This reflects the unique collective nature of the Indian student experience, contributing a new perspective to the knowledge base relating to student practice learning and Occupational Therapy education globally
Point clouds data used for parametric surface reconstruction using PDE and bilinearly blended coons patch.
No full textThe depository contains all the point cloud data used for parametric surface reconstruction using PDE and bilinearly blended coons patch, which include structured point clouds, unstructured point clouds with various levels of noise
Qualitative responses from an online survey of women who have experienced admission to NICU following a diagnosis of gestational diabetes
No full textThis dataset originates from a qualitative study exploring the experiences of mothers in the UK diagnosed with gestational diabetes mellitus (GDM) whose babies were admitted to Neonatal Intensive Care Units (NICU) at any gestation. Data were collected via a 24-item online survey distributed through social media and hosted on JISC, beginning July 28, 2023. The study addresses the emotional impact and care needs of these mothers, highlighting themes such as stress from mother-baby separation, lack of birth satisfaction, and a desire for better education and involvement in care. Ethical approval was granted by Bournemouth University
Perceptions of contextual factors during chronic low back pain care: a modified Delphi study
Full text linkThis dataset contains anonymised data from a modified two-round Delphi study exploring UK musculoskeletal (MSK) practitioners’ perceptions of contextual factors (CFs) that may influence outcomes in the clinical management of chronic low back pain (cLBP). The study was conducted as part of a doctoral research project.
Round 1 (n = 39) included 64 CF-related statements and open-ended questions, while Round 2 (n = 23) featured 74 refined statements rated using a 5-point Likert scale. Participants were qualified MSK practitioners (physiotherapists, chiropractors, osteopaths, or sports therapists) with a minimum of three years’ clinical experience treating cLBP.
Data were collected via the JISC online surveys platform and analysed using descriptive statistics to assess group-level consensus.
The dataset includes: (a) two Excel files containing anonymised participant responses for each Delphi round; (b) two corresponding coding keys explaining all variables and response categories; and (c) one README document outlining key study information.
The data may support future research on chronic low back pain, contextual factors, practitioner perceptions, and Delphi consensus methods.
If using or citing the dataset, please reference the associated publication:
Sherriff, B., Clark, C., Killingback, C., & Newell, D. (2023). Musculoskeletal practitioners’ perceptions of contextual factors that may influence chronic low back pain outcomes: a modified Delphi study. Chiropractic & Manual Therapies, 31(1), 12. https://doi.org/10.1186/s12998-023-00482-
Large-Scale Archaeological Prospection of Early Modern Battlefields: Geophysical Surveys at the Battlefield of Waterloo - raw data
No full textThis thesis considers the role of large-scale minimally-invasive prospection methods for the archaeological investigation of early modern battlefields. This is explored using the Napoleonic battlefield of Waterloo, Belgium (1815) as a case study. Methodological focus is on the use of nearsurface geophysical methods measuring electromagnetic soil properties (primarily frequency-domain electromagnetic induction and magnetometry). To date, geophysical methods have been applied in only a limited fashion on early modern conflict sites and typically not at the landscape scale required for the investigation of these expansive sites. Battlefield archaeology is a relatively recent sub-discipline which faces methodological challenges due to the extremely ephemeral nature of the evidence that these sites hold. These challenges are, however, not wholly unique and the work undertaken here is more broadly applicable to other types of archaeology involving subtle traces of the past. The work begins by carefully reviewing the relevant range of targets and the associated geophysical properties enabling their detection, which influences the choice of instrumentation. Next, geophysical datasets from Waterloo are considered, alongside information derived from a programme of invasive sampling, to evaluate the archaeological information provided by the large-scale prospection and suggest perspectives on future use. A parallel line of work considers a minimally-invasive workflow for the mapping of colluvial (eroded) soil deposits at Waterloo, which greatly influence the preservation and detectability of archaeological deposits of interest. Soil erosion in arable landscapes represents one of the most significant threats to archaeological sites around the world; thus, this aspect is broadly relevant. In all, this work demonstrates the insights provided by the application of non-invasive prospection methods at early modern battlefield sites, while emphasizing some of the ongoing challenges associated with detecting extremely subtle archaeological traces in palimpsest landscapes
Students' gratitude and word of mouth within higher education
No full textThis is a file drawn from online survey comprising respondents from UK and ASEAN HEIs. Data collected 2018. All anonymous. Relates to students' experiences of relational concepts within HE and evidence of word-of-mouth