Now showing items 21-40 of 239

    • Book review: How to be an academic superhero: establishing and sustaining a successful career in the social sciences, arts and humanities, Iain Hay, Edward Elgar, 2017

      Derounian, James; University of Gloucestershire (University of Bedfordshire, 2018-08)
      Review of H'ow to be an academic superhero: establishing and sustaining a successful career in the social sciences, arts and humanities', Iain Hay, Edward Elgar, 2017
    • Employability: a contested concept in higher education

      Stoten, David William; Northumbria University (University of Bedfordshire, 2018-03)
      Employability is a concept that has attracted greater interest in the past two decades as Higher Education (HE) looks to ensure that its output is valued by a range of stakeholders, not least Central Government. The graduate labour market has changed remarkably during the past two decades with global employment becoming an option for some and a threat for others. In addition, the nature of work has changed with a range of technological and employment practices altering the way we work. It is this dynamic and uncertain context that has led many within the Higher Education sector to reevaluate its purpose and value. A number of universities have drawn‐up typologies of behaviours and attributes that characterise their graduates. This paper aims to look beyond the apparent ascendancy of employability and ask why is employability a contested concept within HE? This paper draws from post‐structuralism, Positional Conflict Theory as well as liberal‐humanist thought. The paper is structured at three levels of decision‐making: the macro‐ that of public policy, the meso‐ that of the Higher Education sector, and the micro‐ that of the student.
    • Are we winning?! A team challenge to engage students in the large lecture introductory communication course

      Jacobi, Laura (University of Bedfordshire, 2018-03)
      The development and implementation of a semester‐long team challenge in an introductory level communication course is described. The team challenge was developed to encourage active engagement of students with large lecture material and to build community within lab sections of the course. Teaching assistants were trained to observe and record participation, distraction, and attendance levels in the large lecture portion of a hybrid course, ‘Fundamentals of Communication.’ Assessment of the team challenge as a case study reveals higher levels of verbal participation and attendance, and lower levels of distractions (i.e. use of cell phones, side conversations, late arrivals to class). In addition, there were other unexpected outcomes related to the way in which students were dispersed in the lecture hall. Results are discussed along with implications pertaining to the role of teaching assistants, the utility of competition versus collaboration in academia, and the definition of participation across all student populations.
    • Adaptive learning program for developing employability skills

      Jackson, Timothy P.; Oliver, Stanley; Northumbria University (University of Bedfordshire, 2018-03)
      The paper aims to demonstrate the benefits of adaptive learning technologies as a viable alternative to time consuming tutor led individual support. It proposes to reveal how adaptive learning interventions can be effective in enriching student learning while targeting precise areas of development. This review will compile evidence on the nature and extent of Adaptive Learning tools used to develop employability skills among Higher Education institutions. This will be specifically for students undergoing studies at the graduate level. Given the short time available, a scoping study framework will be used to examine the scope of carrying out a full systematic review or identifying gaps in existing literature (Arksey and O’Malley, 2005). This design follows the general principles of a systematic review by following pre‐specified methods to reduce the risk of bias by selecting favourable studies, and extracting and analysing data that backs a particular hypothesis. That is, the methods are determined a priori, and are transparent and replicable.
    • Non‐hierarchical learning: sharing knowledge, power and outcomes

      Bury, James; Masuzawa, Yoichi; Shumei University (University of Bedfordshire, 2018-03)
      Arguing that every student has the capacity to succeed and that every student must be provided with the opportunity to reach their full potential, this article introduces a new pedagogic approach that draws on a wide range of influences. Linking theoretical practices from sociology, pedagogy, social and educational psychology, and cultural studies, the approach posits that teaching and learning should be conducted in non‐hierarchical classrooms where all members are equal and working towards shared objectives. A theoretical frame is outlined and the factors that helped shape it are reflected on. A conceptual framework which covers the goals of instruction, instructional materials, classroom management, instructional methods, and assessment is also presented. It is hoped that educators will consider the concepts included in this article and, if possible, incorporate them into their teaching practices.
    • The impact of communities of practice on masters dissertations: a small scale case Study of MSc project management students

      Richardson, Diane; Bukoye, Oyegoke Teslim (University of Bedfordshire, 2018-03)
      Communities of Practice (CoPs) are known to increase knowledge sharing and personal development. In this pilot study in a UK higher education institution, we explored using CoPs with Postgraduate (Masters and PhD) students with a view to investigating the CoPs’ impact on the Masters students’ dissertation engagement and achievement. We conducted action research, forming 4 CoPs, each including 1 PhD student and approximately 3 MSc students. We analysed the 11 MSc Project Management students’ engagement, results and feedback and the 4 Project Management PhD researchers’ feedback using mixed methods from questionnaires, feedback forums and quantitative analysis of dissertation results (marks). We found four categories of outcome: (i) MSc students’ mode of communication with their CoP; (ii) MSc students’ contribution to their CoP; (iii) benefits to MSc students; and (iv) impact on MSc dissertation results. Our outcomes show that the CoP had an impact on MSc student engagement and performance, and indicate CoPs as worthy of further investigation for enhancing students’ learning experience.
    • Book review : What else can a teacher do? Review your career, reduce stress and gain control of your life / David Hodgson

      Bullimore, Alan (University of Bedfordshire, 2018-03)
      Review of Hodgson, D (2017) 'What else can a teacher do? Review your career, reduce stress and gain control of your life'. Crown House Publishing.
    • Book review : Neuroscience for teachers: applying research evidence from brain science / Richard Churches , Eleanor Dommett & Ian Devonshire

      Ahmed, Bushra Y.; University of Bedfordshire (University of Bedfordshire, 2018-03)
      Review of Churches, R. Dommett E. & Devonshire, I. (2017) 'Neuroscience for Teachers: Applying research evidence from brain science. Crown House Publishing,
    • You don't need eyes to see, you need vision: performative pedagogy, technology and teaching art to students with vision impairment

      Campbell, Lee; University of Lincoln (University of Bedfordshire, 2017-11-01)
      This paper links experiential learning and Performance Art with public pedagogy on sight/visual negation and contributes to knowledge by drawing together performance as pedagogy to demonstrate how teaching styles can accommodate those with vision impairment and adapt (performance) art to make it more accessible. In so doing it seeks to develop inclusion for students with a vision impairment. Intermeshing practice, teaching and research around issues of access, participation and education, it builds upon previous work exploring teaching strategies for the visually impaired within contemporary art practice (Axel and Levent, 2003; Hayhoe, 2008; Allan, 2014) and shares useful adaptations to help make learning about art more accessible for students with vision impairment. It also sheds light upon aspects of the question, ‘What are the basics that an educator needs to know when designing art programs for persons with visual impairment?’ (Axel and Levent, 2003: 51). This paper can be read as a benchmark for critical engagement in its attempt to combine performative pedagogy with an emphasis on technological means, access and visual impairment. While vision is favoured over other senses (Jonas, 1954) and with the increasing importance of digital and virtual realities as a major component of students’ lives, never has there been a time in which the meanings of access are so broadened via technological mediation—that draw on all senses—to which artworks, as suggested, respond. Relying on all senses becomes an aspect of public pedagogy that is more inclusive.
    • The promise and perils of asynchronous learning: how faculty, students, and administrators can collaboratively increase retention and satisfaction in the online classroom

      Bissonette, Devan; Walden University (University of Bedfordshire, 2017-11-01)
      This paper explores some of the major challenges faced by faculty, students, administrators, and support staff in retaining online students, and doing so while earning high marks for the quality of each course. A number of strategies are explored beginning with the need to carefully consider effective mixes of technology, structure, and content in the classroom environment. With an emphasis on social presence and careful consideration of how students use technology to access the class learning management system (LMS), the paper offers a variety of options to build classroom spaces that foster a sense of community and collaboration. Thereafter the paper addresses best practices to turn well‐ considered design elements into a classroom experience which addresses issues related to retention, achieving learning outcomes, and ensuring students and faculty invest in the learning process from day one. By addressing concerns shared by the major actors in the field of online education, realistic best practices can be identified to help ensure online learning achieves, if not exceeds, retention and satisfaction levels seen from brick‐and‐mortar classrooms.
    • How personality traits relate to the self‐esteem of Greek children and adolescents with dyslexia

      Tsitsas, George; Harokopio University, Athens (University of Bedfordshire, 2017-11-01)
      The main aim of the current study is to find out whether personality traits have any influence on self‐ esteem of dyslexic adolescents. Personality traits were first identified by the use of the ‘Personality Questionnaire for Children and adolescents’ (Besevegis & Paulopoulos, 1998) while self‐esteem was measured by the ‘Culture‐free Self‐esteem Inventory’ (Battle, 1992). The participants consisted of 86 adolescents ‐boys and girls‐ aged 11 to 14 years old diagnosed with dyslexia. The results of the study indicated that two of the personality factors: conscientiousness (organization and achievement) and intelligence (receptivity to new experiences and self‐confidence) play a significant role in their self‐ esteem. As far as the other factors were concerned the results of the study showed that they didn’t play a significant role in self‐esteem. On a descriptive level it is clear that participants of high sociability and low withdrawal tend to have high self‐esteem.
    • Math empowerment: a multidisciplinary example to engage primary school students in learning mathematics

      De Vecchi Galbiati, Paola; Folgieri, Raffaella; Lucchiari, Claudio; Università degli Studi di Milano (University of Bedfordshire, 2017-11-01)
      This paper describes an educational project conducted in a primary school in Italy (Scuola Primaria Alessandro Manzoni at Mulazzano, near to Milan). The school requested our collaboration to help improve upon the results achieved on the National Tests for Mathematics, in which students, aged 7, registered performances lower than the national average the past year. From January to June, 2016, we supported teachers, providing them with information, tools and methods to increase their pupils’ curiosity and passion for mathematics. Mixing our different experiences and competences (instructional design and gamification, information technologies and psychology) we have tried to provide a broader spectrum of parameters, tools and keys to understand how to achieve an inclusive approach that is ‘personalised’ to each student. This collaboration with teachers and students allowed us to draw interesting observations about learning styles, pointing out the negative impact that standardized processes and instruments can have on the self‐esteem and, consequently, on student performance. The goal of this programme was to find the right learning levers to intrigue and excite students in mathematical concepts and their applications. Our hypothesis is that, by considering the learning of mathematics as a continuous process, in which students develop freely through their own experiments, observations, involvement and curiosity, students can achieve improved results on the National Tests (INVALSI). This paper includes results of a survey conducted by children ‐’About Me and Mathematics‘.
    • The songwriting coalface: where multiple intelligences collide

      Harrison, Clive; Australian Institute of Music (University of Bedfordshire, 2017-11-01)
      This paper investigates pedagogy around songwriting professional practice. Particular focus is given to the multiple intelligence theory of Howard Gardner as a lens through which to view songwriting practice, referenced to recent songwriting‐specific research (e.g. McIntyre, Bennett). Songwriting education provides some unique challenges; firstly, due to the qualitative nature of assessment and the complex and multi‐faceted nature of skills necessary (lyric writing, composing, recording, and performing), and secondly, in some less‐tangible capacities beneficial to the songwriter (creative skills, and nuanced choice‐making). From the perspective of songwriting education, Gardner’s MI theory provides a ‘useful fiction’ (his term) for knowledge transfer in the domain, especially (and for this researcher, surprisingly) in naturalistic intelligence.
    • A reflection on pedagogical rationale in the neoliberal university: the case of self‐access language centres

      Krauthaker, Marion; University of Leicester (University of Bedfordshire, 2017-11-01)
      This article describes the findings of a project which reviewed self‐access Language Centres (SALC) in the UK between 2014 and 2016. The aim was to delineate current practices and better understand the very irregular format of these facilities which do not exist, or have not survived, in some universities and range from state of the art buildings to a few shelves in the corner of libraries in others. Ten SALC were visited and twelve interviews of managing staff were conducted. The data collected established the landscape of SALC in terms of spaces, equipment, staffing, activities as well as planned development and challenges. The data analysis revealed that although their pedagogical mission, rationale and benefits have been demonstrated and widely accepted since the 1990s, SALC encounter major challenges in the second decade of the 21st century and find it difficult to justify their existence, attract regular funding and ensure their continuation. This situation is then considered in light of the latest educational reforms and the place given to the discipline of Modern languages. A discussion on pedagogical needs in the age of the corporate reform leads to suggesting a series of avenues to rethink SALC. Overall this project highlighted the importance of reflecting on our disciplines, facilities and values in a critical fashion and the urgency to connect our practices with a rapidly changing educational and political UK.
    • In conversation with Professor Jonathan Rix

      Clifton, Gill; Open University (University of Bedfordshire, 2017-11-01)
      Professor ‘Jonty’ Rix holds the chair of Participation and Learning Support at the Open University. Jonty's research interests include policies, practices and language that facilitates inclusion. His work explores diverse perspectives and models that promote thinking about the aim and fundamental purpose of education which is central to his philosophy …. ‘it’s not just about changing systems’ (Rix, 2016). I had the opportunity of spending a couple of very enjoyable hours ‘in conversation’ with Professor Rix. The aim was to discuss his latest book, ‘Must Inclusion be Special?’ but our discussion quickly moved into an interesting exploration of his realistic vision for educational change which I endeavour to capture here along with offering some insights into his book.
    • Book review: Curriculum theorizing and teacher education: complicating conjunctions, Anne Phelan

      Milner, Dawn (University of Bedfordshire, 2017-11-01)
      Review of Phelan, A. (2015) 'Curriculum theorizing and teacher education: complicating conjunctions'. Routledge.
    • Book review: Progress, Isabella Wallace & Leah Kirkman, Crown House Publishing Limited (2017)

      Kukhareva, Maria; University of Bedfordshire (University of Bedfordshire, 2017-11-01)
      Review of Wallace, I., Kirkman, L. (2017) 'Progress' Crown House Publishing Limited
    • Education for citizenship: measuring the impact on learners of the community-based learning program in Palestine

      Daragmeh, Abdel Karim; Dawwas, Emad Basheer; An‐Najah National University, Palestine (University of Bedfordshire, 2017-07)
      The community-based learning (CBL) methodology was introduced at An-Najah University, Palestine for the first time through an initiative led by the Center for Excellence in Learning in 2013. The initial objectives for the CBL scheme were set at three different, yet interrelated aspects. On one hand, the learning environment was expanded to include direct engagement with the Palestinian community organizations through implementing need based projects for these organizations. On the other hand, through such engagement the learners were expected to develop key critical thinking skills which included self-learning, decision making, and testing theoretical models as they relate to community problems. Additionally, and as a direct impact for this initiative, it was hoped that the community work will prepare the learners for their responsibilities as Palestinian citizens. This research project is intended to measure the direct impact that the CBL program had on the learners’ skills on all three levels. This will be done by interviewing a representative sample from CBL participant groups. To measure the indirect impact on the CBL participants, the research will report on any unanticipated outcomes resulting from the CBL experience. In other words, this research will highlight the snowballing effect for the CBL program – aspects of growth in the learners experience beyond the originally planned objectives.
    • Sharedthinking: a social identity approach to critical thinking

      Bowskill, Nicholas; University of Derby (University of Bedfordshire, 2017-07)
      Could a group‐level approach to critical thinking offer advantages over individual‐level strategies? To explore such an idea, this paper offers a social‐psychological perspective on critical thinking. This is extended to provide guidelines towards the design of an ‘identity‐mediated practice.’ A case study from a School of Education is provided to show these ideas implemented in the group-relevant context of student‐teacher placements. Finally, an emergent identity‐mediated practice called SharedThinking is presented. This work was initially developed from doctoral research at the University of Glasgow and supported by the Kelvin‐Smith Scholarship Fund (Bowskill et al., 2010, Bowskill, 2009, Bowskill, 2013).
    • Global citizenship and critical thinking in higher education curricula and police education: a socially critical vocational perspective

      Peach, Sam; Clare, Ray; College of Policing (University of Bedfordshire, 2017-07)
      The re‐emergence of the concept of global citizenship within higher education (HE) after what Smith et al. (2008, p.136) have described as ‘many years of comparative neglect’ has reopened the debate about the fundamental roles, responsibilities and purpose of HE. Rhoads and Szelenyi (2011, p8‐9) argue that not only do ‘universities have an obligation to use their knowledge capacities to advance social life and to better the human condition’, but they also have a responsibility for ‘advancing global social relations’. Likewise, Camicia and Franklin (2011, p.39) maintain that universities have the ‘intellectual authority that society needs to help it reflect, understand and act’ which suggests that Higher Education Institutions (HEIs) have a profound and moral responsibility to take a leading and active role in creating a more enlightened, socially just and civilised global society.