University of Warwick Press: Journals
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Exploring the value of PGRs who teach (PGWT) in supporting undergraduate students’ sense of belonging: A Student Staff Partnership Project
Get PDFThe aim of this research was to explore the impact of interactions between undergraduate students (‘students’) and the postgraduate researchers (‘PGWT’) who teach them, on students’ sense of belonging. Meaningful interactions between staff and students have been identified as a key aspect of students’ sense of belonging. The unique space that postgraduates who teach occupy- both student and teacher- is widely recognized in the literature and through this dual role PGWT can provide a valuable bridge between students and academic staff. Due to the nature of their teaching - which is typically small group teaching characterised by proximity and informality - opportunities can arise for discussion of matters from the wider student experience beyond the curriculum. Activity-oriented focus groups were conducted with module leaders, PGWT and their students in the School of Sport, Exercise and Rehabilitation Sciences at the University of Hull to explore each groups’ perspectives, and the results were thematically analysed. Findings show that whilst students didn’t explicitly recognize or use the term ‘belonging’, through resonance, rapport and academic enrichment PGWT created environments which aligned with definitions of belonging, including building meaningful relationships, contributing to the student experience, and creating informal spaces where students discussed both learning and personal matters. PGWT were relatable, providing authentic examples and being role models. Our findings suggest that being a teacher enables PGWT themselves to feel part of, and that they belong in, the University community. This research adds to the literature on students’ perceptions of PGWT and provides recommendations for future practice.
Editorial: “GTAs’ (Re/De) Constructing the Learning and Teaching Space Piece By Piece”
Get PDFThis editorial introduces our fourth issue- “GTAs’ (Re/De) Constructing the learning and teaching space piece by piece.” First, we outline how we continue to build upon the successes that previous JPPP issues have already achieved. Following this, we explain what we mean by the theme and how the nine articles in this issue contribute to this theme. Finally, we conclude the editorial by reflecting on the journal\u27s fourth year and offering some thoughts for future JPPP issues
Improving Students Wellbeing, Resilience and Employability Skills in Capstone Projects - Highlights of Good Practice
Get PDFIn recent years, there has been a significant shift towards providing comprehensive support to university students for their professional development, transferable skills, and employability. Capstone projects play a pivotal role in bridging the gap between academic learning and practical application, equipping students to navigate the challenges of their future careers (Fung, 2017) . These projects often serve as a reflection of students\u27 growth and development, with successful completion signifying the acquisition of essential skills and knowledge in their chosen field of study.
This engineering education practice paper explores the latest developments in engineering capstone project coordination, tutoring, and assessment, with a specific focus on enhancing student wellbeing. These practices aim to equip students with greater resilience, improved employability, and stronger teamwork skills, essential in the dynamic and diverse field of engineering. The intervention showcased here represents a significant enhancement for the 2022-2023 academic year in reinforcing the structure of capstone projects within the Department of Electronic and Electrical Engineering at The University of Sheffield. Initial findings indicate improvements in student wellbeing and interpersonal skills due to well-structured tutoring support and clear module deliverables guidelines
An Innovative Assessment for a Research Methods Module: Assessing Master’s Students Analytical Skills Beyond a Traditional Dissertation
Get PDFResearch methods education is significant for enabling postgraduate students to demonstrate a mastery of knowledge and skills required to achieve their degree (QAA, 2020). Yet there is a lack of research on how students are assessed in research methods apart from a ‘final project’ (Earley, 2014). This presents a gap in pedagogical scholarship in engineering education on the assessment of student’s analytical skills to conduct research. To address this gap, the paper investigates the research question: “How to assess engineering master’s student’s analytical skills for research?” The authors present a case study of reflective practice in which an innovative analytical skills assessment was designed for 955 full-time postgraduate students enrolled on a transferrable skills module offered to 6 master’s courses. The paper presents challenges in designing a constructively aligned assessment for a diverse group of students with varying research interests and disciplines. Based on the authors’ reflections, recommendations are provided on the design of innovative assessment of analytical skills for a large class of engineering and business students as well as a call to develop a culture of engineering education scholarship on research methods education
Moving on from Manderley: Daphne du Maurier’s short fiction
No full textThis reflective article comprises a doctoral research journey for which the archives at MRC were pivotal and produced groundbreaking work, thus enabling the repositioning of a key literary figure from the twentieth century, Daphne du Maurier. The correspondence between the author and Victor Gollancz her publisher led to breakthrough moments connecting contemporary events to the genesis of the short fiction, and this showed du Maurier as an insightful critique of power dynamics in her times
The More the Merrier: Approaches to the design and delivery of professional development for researchers in UK higher education institutions
No full textResearcher developers today are expected to be able to support researchers at a variety of different career stages, all of whom have increasingly varying needs and identities. Some postgraduate researchers identify more as staff than as students, postdocs may struggle with transitioning to independence when they hold no independent position, while established researchers face the ‘muddle in the middle’. For both researcher developers and for universities, this raises the question: is it better to develop provision, which is as inclusive as possible, or should we focus on tailoring provision to more specific needs and communities?
In this paper, we will reflect upon our own experiences developing provision for specific audiences (e.g., Research Fellows) as well as more general ones. We advocate for a ‘more the merrier’ approach, forging cross-institutional collaborations and networks to provide a breadth of opportunities including those for broad and specific groups.
Exchanges Discourse Podcast
Developing Researchers & Cultural Change: In Conversation with Taryn Bell [25:21
Not on the French radar? Situating Algeria in Labour’s map of solidarity at the Modern Records Centre (1954-1965)
No full textThe war of Algerian independence (1954-1962) generated intense debates – and sometimes action – in the British left at a time when Britain itself was facing the end of its empire. Many individuals and several movements and parties were thus involved in the war, giving support to independence movements, protesting against torture, or simply debating the consequences of the Algerian war for Europe, the western world and the future of socialism. Focusing on the papers of Labour MPs, the records of the TUC and of several socialist and Trotskyist groups and individuals, this article shows that the Modern Records Centre holds key collections to understand the ways in which the Algerian war influenced conceptions of socialism in Britain. This is particularly true when they are read against the grain of French surveillance files and situated within a broader, transnational archive. The article therefore also reflects on archives as a site and as a source for understanding processes of domination and means of liberation, for both the colonies and the metropoles, and for the writing of transnational histories of solidarity
Navigating the Publication Imperative: A critical reflection on strategies for success as an academic scholar
No full textThis study provides a thoughtful analysis of effective tactics for achieving success in academic publishing. It explores the intricate and challenging obstacles that scholars encounter while trying to meet the requirements of publishing their work. This study examines the connections between academic productivity, multidisciplinary cooperation, and developing patterns in scholarly communication. Its goal is to offer practical advice and tactics for scholars to improve their publication efficiency while emphasizing their well-being. The study highlights the significance of balancing practicality in publishing output and self-care practices. It also underlines the value of embracing multidisciplinary audiences and research, investigating alternate pathways for publication, and utilizing digital and Artificial Intelligence (AI) tools for disseminating research. Based on academic publishing literature, personal observations, and guidance from experienced scholars, this paper provides significant insights and recommendations for early-career researchers who want to succeed in the competitive academic world and progress in their scholarly careers
The Modern Records Centre: Fifty years on
No full textThe Modern Records Centre (MRC) is the leading archive in the United Kingdom for collections of national-level trades union and employers’ organisation records. It holds the historic records of the University of Warwick and is an important archive for such diverse topics as fringe politics, pressure groups, and cycling, amongst others. The MRC is a key teaching resource for undergraduate and postgraduate students across Warwick’s Arts and Social Science faculties and contributes to public engagement and outreach through events for local community groups and schools.
In 2023, the MRC celebrated its 50th anniversary with a series of events, culminating in a symposium at the University of Warwick. This paper provides historical background about the MRC\u27s foundation and development, situating it within the wider research climate of the 1970s. It then introduces the contributions to this collecting of proceedings from the anniversary symposium.
Exchanges Discourse Podcast
Reflecting on the Modern Record Centre’s First Half Century: In Conversation with Pierre Botcherby & Rachel MacGregor [34:36
Investigating the Experiences and Performance Of Chinese Master Students Studying UK Engineering Courses
Get PDFGiven the rising proportion of Chinese students attending UK universities in recent years (11.2% of overseas students in the UK, 2022) of Chinese students enrolled at UK universities and the notable socio-economic contributions resulting from their presence, it becomes imperative for educational researchers and policymakers further to investigate this student cohort\u27s learning experiences and academic outcomes. The necessity is emphasised by the fact that 60% of the postgraduate taught (PGT) students in the University of Sheffield\u27s MSc programme in Environmental and Energy Engineering are of Chinese origin. Therefore, this study aims to supplement and update existing research insights by examining these overseas students\u27 learning and teamwork performance at British universities. The study was undertaken in two phases: an online survey and a project-based design workshop. The survey (54 responses received) explores the factors of Chinese students deciding how to team up with others; through the workshop integrated with the Belbin team role theory (61 participants attended), the Chinese students’ teamwork performance in engineering practical activities is discussed. The findings show that (1) Engineering students decide to work with others in groups mainly because they know each other in advance; (2) According to the results of the Belbin test obtained from PGT students, the Chinese engineering students’ team roles were more likely to be social-oriented, while other students (both home and other overseas students) tended to prefer action-oriented roles; (3) Working in Belbin-engineered groups promoted students’ leadership, initiative, and effort in teamwork than working in self-selected groups