361,409 research outputs found
RAISE Special Interest Groups (Early Career Researchers and Research & Evaluation) Collaboration: A Case Study
No full textIn the academic year 2022/23, the RAISE Special Interest Groups for Early Career Researchers and Research & Evaluation collaboratively developed a professional development programme for HE colleagues new to writing about student engagement. The diverse audience ranged from Early Career Researchers (ECRs) to colleagues new to academic writing including those interested in writing about Student Engagement. The programme featured three online events (alongside virtual on-demand support) covering themes around barriers and challenges to publication; enabling collaboration and co-creation across institutional/disciplinary contexts and the opportunity to participate in an academic writing workshop. This case study will present an account of the process and experiences of delivering these events looking into the barriers and challenges experienced by ECRs, the community-based, peer-learning approach adopted (CoPs) to address these with the aim to facilitate the publication process and make it more inclusive and accessible for (a diverse range of) participants. The example is framed and contextualised through relevant literature and a wider higher education backdrop of work-life balance, principles of staff-student partnership and a ‘publish or perish’ culture
Guida alle biblioteche di Verona e Provincia
No full textGuida alle biblioteche di Verona e Provincia, con schede descrittive dei servizi per ciascuna delle 149 biblioteche individuat
"Where do we belong?" Collaborative Insights from RAISE Special Issue Groups' (Early Careers and Research Evaluation) Writing Project
No full textFrom marginalised student to marginalised professional - Identity and the Early Childhood Student
No full textThe Early Childhood sector is one beset with tensions for its workforce. We raise the question of how this will affect the identity of Early Childhood undergraduate students as they work towards careers in the sector. Two cohorts of Early Childhood students were asked about their understanding of the ‘ideal’ student and what is special about Early Childhood students. Responses were thematically analysed with a priori and inductive coding and with particular mind to how author positionality, as both tutors and researchers, might affect the postulated meaning of data. Whilst we conclude that there is a shift in emphasis between student understandings of the ‘ideal’ and the early childhood student from a stronger academic vision to a more vocationally motivated persona, we also find it important to acknowledge our own part in constructing this understanding of our students. The findings have implications for strengthening student identity but also for considering the impact of academic staff perceptions and the positioning of early childhood studies within academia and beyond
Swiftly switching project-based learning to the online environment
No full textDue to the global Covid-19 pandemic our foundation year in Education and Childhood studies has, for the most part, taken place online this year. The course usually involves four units taught over the whole year giving students a foundation in academic practice, a theoretical basis in education studies, and in childhood studies, as well as our project-based EdLab unit which provides a space for students to engage in educational innovation and creation as practitioners. This unit has evolved over a number of years to provide a closely supported and student-centred curriculum, which provides a set of challenges, which grow in scope over the year, offering an opportunity for our students to develop their facilitator/educator. However, this year this has had to be taught in a condensed manner online. This case study will explore the differences in outcomes between this, and the previously taught course, through considering staff perspectives, student engagement and student responses to the unit. It will argue for the need to ensure students continue to receive opportunities for slower, ongoing engagement with subjects and practices, in order to develop their confidence and skills through opportunities for reflection, conceptualisation and experimentation. It is argued that these opportunities are lacking in a condensed and online format, and that the benefits of project-based pedagogy suffer in this context
Engaging British Sign Language/ English interpreting students through the use of situated learning
No full textThis case study documents a pilot where situated-learning was used to train students at level 6 (final year) of the BA (hons.) BSL/English interpreting programme, in medical/healthcare interpreting. The learning experience was situated within the clinical simulation suite at the University of Wolverhampton and student interpreters had the opportunity to interpret for a real healthcare practitioner and a deaf patient in a series of carefully constructed roleplays, designed to provide as authentic an experience as possible
Terapia con Peg-interferone e ribavirina nell'epatite cronica C: costo-efficacia e farmacoutilizzazione nella comune pratica clinica
No full textThe Student Engagement Enigma – The Psychosocial and Academic Trust Alienation Theory: A new theoretical lens to investigate Higher Education student phenomena
No full textCurrently, Higher Education (HE) is experiencing post-pandemic challenges which have increased pressure on HE students in multifaceted and interconnecting ways. Existing HE research suggests that post-pandemic, students’ mental health and wellbeing has been significantly impacted, thus indicating that proactive research into the field of HE students is needed now more than ever before. This article presents the new concept of the Psychosocial and Academic Trust Alienation (PATA) theory as a lens through which HE student behaviours, characteristics, and demographics can be researched. It begins with an explanation of the PATA theory with links to student engagement enigmas, and then explores how this theory can be applied to researching the complexities of student demographics, with the aim being to develop knowledge and understanding of issues affecting students such as post-pandemic engagement. Furthermore, an analysis into the potential range of research methods that can be employed and utilised in HE practice is also presented, supported by three case vignette examples with key reflection points. A critical analysis and debate of this emerging educational theoretical perspective is presented with a concluding statement on the impact of how this theory can support researchers examining the complexities of the HE student community, the HE Institutional and HE political landscapes, on a national and international level
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