12 research outputs found
Grassroots Projects and Social Inclusion: Using Surplus Food to Facilitate Education, Reduce Deprivation and Achieve Sustainable Development
No full textUsing a Co-creation Pedagogy for the Professional Development of Students undertaking BA (Hons) Education Studies
No full textUsing an interpretive epistemology to explore the perceived benefits of using co-creation as a pedagogic tool with undergraduate students, this research focuses on a collaborative project between some first year undergraduate Education Studies students, a university Senior Lecturer, and an Education Coordinator from a regional social enterprise organisation. The paper explores how the use of co-creation and creativity enhances the professional development and employability of Graduates. Drawing on data collected from the students, this paper presents a range of perspectives and identifies how ‘meaningful’ problem-solving, co-creation, and collaboration lead to transformative learning and enhanced student engagement. By doing this, we explore how complex challenges create agency for learning and develop critical thinking
An exploration of professional learning, and revised ‘internal careers’ experienced by higher education teaching practitioners undertaking the journey to the Doctorate in Education.
No full textThis research explores practitioners’ professional learning, and revised career expectations, as a result of undertaking the EdD. It considers the nature of professionalism, and the institutional conditions that support its development.
A new model for conceptual analysis Ecological Positioning Theory is developed, and used. This hybrid model draws on Bronfenbrenner’s Ecological Systems Theory (1979) and Harré and van Langenhove’s Positioning Theory (1999). Ecological Positioning is used to identify the various layers of engagement these EdD students experience in a working context, and articulate the subsequent, and movable, positions within these layers of discourse.
Ecological Positioning was used as a framework to prompt semi-structured narratives relating to the macro/exo/meso, and micro-structures inhabited by the practitioners; to assist practitioners articulate their subsequent positions within them, and identify their emotional responses to this positioning. This qualitative data was then themed against the ecological systems identified by the respondents.
What emerged in the findings was that for some the psychological contract with their employer (in terms of what is given and what is to be received) had changed, and that these changes were perceived to be impacting across the higher education sector. As a result, the terms of employment, subsequent professional identities of practitioners and ‘what it means to be a teacher and learner’ were also changing. Engagement with the EdD could be viewed as a response to what a higher education practitioner ‘should be’.
This research has two main contributions to offer. The first is the presentation, and use, of Ecological Positioning to understand the experiential connections which link the personal, socio-historical and situational contexts in addition to considering the diversity and dynamics of academic life. The second is the time-bound snap shot of the experiences of a specific group of higher education teaching practitioners who, for various reasons, have undertaken an EdD
Twelve tips for using co-creation for value creation and professional development
No full text© 2020 The Authors. Published by Association for Medical Education in Europe. This is an open access article available under a Creative Commons licence.
The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.15694/mep.2020.000194.1A growing body of research advocates the positive benefits of using co-creation projects to add value to existing services and practices and to enhance professional development. We present a practical guide to adopting the democratic principles of co-creation and structuring a project effectively. From identifying the initial focus, we provide advice concerning how to create a Mission Statement, identify objectives, and develop a cohesive learning community. We also outline how using measurable outcomes and an agreed timescale, it is possible to co-create activities that are both democratic and inclusive. Whilst co-creation can take place in face-to-face or virtual settings, we suggest ways that engaging with technology will enhance the creative elements, and how reflective practice underpins the career developments taking place. Finally, we explore the value associated with evaluating the project, and identifying avenues for the dissemination of its achievements.Published onlin
The benefits of using co-creation in higher education
No full textThis is an author's accepted manuscript of a chapter published on 18/12/2025 by Routledge in An Introduction to the Study of Education edited by David Matheson, available online at: https://www.routledge.com/An-Introduction-to-the-Study-of-Education/Matheson/p/book/9781032819273?srsltid=AfmBOoo90b5YGFAPd0sl-iHYGu0oRVSKr1W9KV83txSV-XWnTiRuFVgp
The accepted manuscript may differ from the final published version
Molecular characterisation of erythropoietic protoporphyria in South Africa
No full textIncludes bibliographical references
