12560 research outputs found
Sort by
Stakeholder engagement in managing scope change during the execution phase of UK construction projects
No full textThe voice of the victim in police service design
No full textThis research explores how the voices of vulnerable victim-survivors and those experiencing structural inequalities contribute to police service design. The project has four overarching research questions: 1. What processes enable victim-survivor voices to influence and shape service design in policing, i.e. how are victim-survivor voices sought, collected, recorded and reported? 2. What changes are made to service design as a result of victim-survivor voices? 3. What impact do these processes and changes have on victim-survivors and on policing? 4. What needs to be in place for this type of work to be effective
Imagining resistance? reflecting on the role of creative practice in facilitating young people’s capacity to represent and document their own experiences of resistance
Get PDFWhile “resistance” is often used to describe “fighting back” against oppression and subjugation, for young people the word resistance is often used by safeguarding professionals to refer to negative, disruptive behaviours rather than evidence of their creativity, agency and strength in the face of oppression. In this paper, we share findings and reflections from Imagining Resistance, a three-year multi-disciplinary project that explored how young people in England (n=20, aged 13–25) who have experienced sexual abuse, violence and exploitation engage in processes and acts of resistance. Imagining Resistance set out to utilise photovoice (Wang and Burris 1997), a qualitative research method centred on photography, in a series of creative workshops with young people. However, our approach changed over the course of the project, influenced by O’Neill’s (2012) concept of “ethno-mimesis”, which involves collecting ethnographic data alongside the creation of visual and poetic responses to prompts offered within flexibly structured creative workshop settings. This shift occurred as the young people pushed back, resisting the intended methodology while remaining open to other creative arts methods. This enabled us to think more critically about how the use of participatory and creative arts methods can facilitate emancipatory research practices that are responsive to young people’s developing understanding of resistance and their experiences of reimagining resistance as a fluid, generative and hopeful collective endeavour
Reframing the discourse and rhetoric of language testing and assessment for the public square
No full textAs applied linguists and language testers, we are in the business of “doing language”. For many of us, language learning is a lifelong passion, and we invest similar enthusiasm in our language assessment research and testing practices. Language is also the vehicle through which we communicate that enthusiasm to others, sharing our knowledge and experience with colleagues so we can all grow in understanding and expertise. We are actually quite good at communicating within our own community. But when it comes to interacting with people beyond our own field, are we such effective communicators? Wider society—politicians, journalists, policymakers, social commentators, teachers, and parents—all seem to find assessment matters hard to grasp. And I am not sure we as language testers do much to help them.</p
Enhancing employability and engagement with the university through the student experience leaders (SEL) scheme
Get PDFThe University of Bedfordshire launched a new Education and Student Experience Strategy (2022-2026) that includes expanding students as partners opportunities as a key priority. The Student Experience Leaders (SEL) scheme was launched in 2022 and is managed by the Learning Development Team at the University of Bedfordshire in partnership with the Students’ Union. SEL provides opportunities for students to work with course teams and professional service staff to deliver curricular and co-/extra-curricular projects (aligned to key strategic priorities). SELs also act as representatives for Course Reps within faculties to champion the student voice.We believe that the formal representation partnership co-led by the Students’ Union and Learning Development Team differentiates our scheme from more traditional Peer Assisted Learning schemes. Our approach, therefore, contributes to the wider learning development field in terms of redefining how learning development teams could co-lead students as partners initiatives within their institution.Approximately 30 students have been recruited to the SEL scheme, which consists of nine projects from four faculties and two directorates. The SELs received training on various identified key transferable skills from the Learning Development Team and Students’ Union to support them in their roles. The Learning Development Team have also established and facilitated a community of practices for SELs. The first round of the scheme will conclude in June 2023 and will be evaluated through a narrative-focused and empirical evaluation using a mixed-methods approach. Pre- and post-questionnaires that focus on the transferable skills of SELs and focus group interviews will provide data for evaluation. This session considered the role of a Learning Development Team in leading a student as partners institutional scheme. We discussed how the SEL scheme will inform the future delivery of learning development at the University. We also considered how to best support students as partners in their role and how a learning development team can be effectively promoted through such activity
Advanced clinicians’ experience of participation in an escape room scenario designed to consolidate crisis resource management principles:an exploratory pilot study
No full textBackground: Intensive care outreach nurses are required to work as part of an ad hoc team to review and manage patients who are deteriorating outside of critical care environments. Nontechnical skills, such as those encompassed by crisis resource management principles, are essential when working in these situations. Used commercially for entertainment, escape rooms have recently been utilised by clinical educators to teach both technical and nontechnical skills. Objective: This exploratory study evaluates how advanced clinicians, intensive care outreach nurses, experience an escape room scenario designed to consolidate crisis resource management (CRM) principles. Methods: Three escape room sessions were conducted in a 1038-bed metropolitan tertiary referral hospital. A purposive sample of 12 intensive care outreach nurses were invited to participate. The participant's experience of the escape room scenario was determined by their responses to a post–escape room survey and focus group discussion. Transcripts of the audio recordings from focus group discussions were analysed using an inductive coding approach. Results: Two primary categories emerged from analysis of the focus group discussions: (i) the clinicians’ experiences of the escape room and (ii) CRM principles. The first category included descriptions of emotions, including confusion, frustration, and a dislike for puzzles. The second category included both the participants understanding of the CRM principles, and how the principles influence the work within the escape room. Conclusions: Escape rooms have shown promise as novel educational environments, which challenge participants. Despite initial negative descriptions of the escape room, focus group discussions demonstrated that the participants were able to recognise the impact of CRM principles and acknowledge how these affect their clinical work in an ad hoc team.</p
Exploring Black women academics' experiences in English universities using critical race theory
No full textBlack women remain the most marginalised and socially disadvantaged group within Universities in England. For example, only twenty-five Black women are employed as professors (HESA 2020). Furthermore, there are significant gaps in research on the experiences of such few Black female academics as much of the literature on gender in academia necessarily focuses on White women, as they are disproportionately overrepresented compared to Black women. Research on race in English Higher Education Institutions (HEIs) also tends to ignore the experiences of Black women as again, there are many more Black men working in universities. Consequently, even policies aimed at promoting equality are likely to fail Black women
Long-term care facilities' response to the COVID-19 pandemic:An international, cross-sectional survey
Get PDFAIMS: To (i) assess the adherence of long-term care (LTC) facilities to the COVID-19 prevention and control recommendations, (ii) identify predictors of this adherence and (iii) examine the association between the adherence level and the impact of the pandemic on selected unfavourable conditions.DESIGN: Cross-sectional survey.METHODS: Managers (n = 212) and staff (n = 2143) of LTC facilities (n = 223) in 13 countries/regions (Brazil, Egypt, England, Hong Kong, Indonesia, Japan, Norway, Portugal, Saudi Arabia, South Korea, Spain, Thailand and Turkey) evaluated the adherence of LTC facilities to COVID-19 prevention and control recommendations and the impact of the pandemic on unfavourable conditions related to staff, residents and residents' families. The characteristics of participants and LTC facilities were also gathered. Data were collected from April to October 2021. The study was reported following the STROBE guidelines.RESULTS: The adherence was significantly higher among facilities with more pre-pandemic in-service education on infection control and easier access to information early in the pandemic. Residents' feelings of loneliness and feeling down were the most affected conditions by the pandemic. More psychological support to residents was associated with fewer residents' aggressive behaviours, and more psychological support to staff was associated with less work-life imbalance.CONCLUSIONS: Pre-pandemic preparedness significantly shaped LTC facilities' response to the pandemic. Adequate psychological support to residents and staff might help mitigate the negative impacts of infection outbreaks.IMPACT: This is the first study to comprehensively examine the adherence of LTC facilities to COVID-19 prevention and control recommendations. The results demonstrated that the adherence level was significantly related to pre-pandemic preparedness and that adequate psychological support to staff and residents was significantly associated with less negative impacts of the pandemic on LTC facilities' staff and residents. The results would help LTC facilities prepare for and respond to future infection outbreaks.PATIENT OR PUBLIC CONTRIBUTION: No Patient or Public Contribution.</p
Data sources:
Access Repository Dashboard
Do you manage University of Bedfordshire Repository? Access insider analytics, issue reports and manage access to outputs from your repository in the CORE Repository Dashboard!