• Approaches to studying and perceptions of academic quality in electronically delivered courses

      Richardson, John T.E.; Price, Linda (Wiley-Blackwell, 2003-06-27)
      The Course Experience Questionnaire (CEQ) and a short form of the Approaches to Studying Inventory (ASI) were administered to students who were taking electronically delivered courses in computer science. The constituent structure of the CEQ was preserved in this distinctive context, and a second?order factor analysis confirmed its role as an index of perceived academic quality. The students' scores on the individual scales of the CEQ and the ASI shared nearly two?thirds of their variance. In short, approaches to studying in electronically delivered courses are strongly associated with students' perceptions of the academic quality of those courses.
    • Approaches to studying and perceptions of the academic environment among university students in China

      Price, Linda; Richardson, John T.E.; Robinson, Bernadette; Ding, Xia; Sun, Xiaoling; Han, Cuiling; Open University (Routledge, 2011-06-24)
      It has been claimed that students from 'Confucian-heritage' cultures approach studying in higher education differently from Western students. This study investigated the experiences and the approaches to studying of students at a university in China. A total of 356 students completed both the Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying Inventory (RASI). Their responses to the CEQ yielded two factors concerned with student support and course demands. Their responses to the RASI yielded two factors: a deep/strategic approach and a surface approach. Students who rated their courses positively in terms of student support were more likely to adopt a deep/strategic approach. Students who rated their courses positively in terms of course demands were less likely to adopt a surface approach. In broad terms, the students' perceptions and approaches to studying were similar to those of Western students, though with some specific differences. The findings add to the literature on Chinese students' approaches to learning and also have practical implications for teachers seeking to promote more desirable forms of studying in their students.
    • A comparison of staff perceptions and student experiences of issues associated with university

      Briggs, Steven G.; Pritchett, Norma; University of Bedfordshire (Association for Learning Development in Higher Education (ALDinHE), 2010-05-31)
      A significant body of research (Yorke, 1999a; 1999b; 2000a; 2000b) has examined difficulties experienced by students who withdraw from university. However, less work has been undertaken around students who experience difficulties but choose to remain in their studies. Similarly, limited work has addressed how tutors and university support staff perceive difficulties associated with the student experience and whether these are in line with student accounts. The lack of research around university staff perceptions is surprising given that tutors must have a good knowledge of the student experience in order to be able to understand and support learning. The purpose of this study was twofold. Firstly, to examine what difficulties students reported experiencing during university and secondly, to ascertain if university staff knowledge of student difficulties were in line with student accounts. Using semi-structured interviews and an online questionnaire, staff and student perceptions of university difficulties were examined. Results showed that all students experienced difficulties whilst studying. It was generally found that university staff had a good knowledge of student difficulties. However, two types of difficulty were identified (related to university systems and experience of teaching) of which staff were less aware. Possible explanations for findings are offered along with recommendations as to how findings might influence a learning developer.  
    • Creating communities: developing, enhancing and sustaining learning communities across the University of Bedfordshire

      Atlay, Mark; Coughlin, Annika; University of Bedfordshire (University of Bedfordshire, 2010)
      Creaton in Northamptonshire was the venue for the writing retreat that contributed to this volume of articles – the University’s second writing retreat. Hard on the heels of the success of the first event (Creating Bridges) a group of staff from across the University met during Easter week 2010 to discuss, review and write the various chapters in this volume. A wider cross-section of staff was involved this time extending beyond the CETL to encompass staff involved in research informed teaching and teaching and learning projects or those who just wanted to write about their own teaching and learning practices. Not forgetting our guest external, Jamie Thompson, a National Teaching Fellow at the University of Northumbria, who has been working with us on various projects.
    • Creating connections to weather the storm of marketisation

      Rainford, Jon (Taylor and Francis, 2020-04-17)
    • A critical evaluation of recent progress in understanding the role of the research-teaching link in higher education

      Malcolm, Mary; University of Bedfordshire (Springer, 2014-03-01)
      Research into the relationship between research and teaching in higher education has flourished over several decades, and the most recent research phase has focused particularly on how the research-teaching nexus can enhance the quality and outcomes of the learning experience for both students and academics. On the basis of bibliographic review, this article concludes that progress in answering the fundamental questions posed by researchers in the early 1990s and earlier has been limited. Diverse practice has been categorised, shared and evaluated against broad criteria, while questions about the inherent nature and value of the nexus in higher education remain as yet unanswered within the research theme and within the broader consideration of higher education policy and practice. Recent research provides an enriched evidence base on which earlier questions of principle and policy might usefully be reconsidered.
    • Development of the ALDinHE recognition scheme: Certifying the ‘Learning Developer’ title

      Briggs, Steven G.; University of Bedfordshire (Association for Learning Development in Higher Education (ALDinHE), 2018-05-30)
      Over the last fifteen years, the pedagogy of learning development has become increasingly established within UK universities (Hilsdon, 2018). As such, there have never been more individuals who professionally identify with the ‘learning developer’ title. Self-identification with a professional title is always going to be problematic as there will be significant variation in background, experience, qualifications and values amongst practitioners. This will result in confusion and ambiguity around the meaning of a title (such as learning developer), which in turn can undermine practitioners’ professional status and career development opportunities. It is therefore unsurprising that over the last five years there has been a growing call amongst the learning development community to introduce greater consistency around how the learning developer title is used (Webster, 2015; Webster, 2017; Johnson, 2018). The Association for Learning Development in Higher Education (ALDinHE) has responded to this call to action by developing a recognition scheme for learning developers. This has two levels - certified practitioner (CeP) and certified leading practitioner (CeLP). Unlike other educational development recognition schemes - for example, Higher Education Academy (HEA) fellowships or Staff and Educational Development Association (SEDA) fellowships) - the CeP/CeLP scheme involves evidencing core values associated with practicing learning development. As such, it provides the first bespoke recognition opportunity for the learning development community. This article outlines how the ALDinHE recognition scheme was conceived, piloted and launched at the 2018 Learning Development Conference.
    • Disrupting the dissertation: linked data, enhanced publication and algorithmic culture

      Tracy, Frances; Carmichael, Patrick (SAGE Publications, 2017-09-24)
      This article explores how the three aspects of Striphas’ notion of algorithmic culture (information, crowds and algorithms) might influence and potentially disrupt established educational practices.  We draw on our experience of introducing semantic web and linked data technologies into higher education settings, focussing on extended student writing activities such as dissertations and projects, and drawing in particular on our experiences related to undergraduate archaeology dissertations. The potential for linked data to be incorporated into electronic texts, including academic publications, has already been described, but these accounts have highlighted opportunities to enhance research integrity and interactivity, rather than considering their potential creatively to disrupt existing academic practices. We discuss how the changing relationships between subject content and practices, teachers, learners and wider publics both in this particular algorithmic culture, and more generally, offer new opportunities; but also how the unpredictability of crowds, the variable nature and quality of data, and the often hidden power of algorithms, introduce new pedagogical challenges and opportunities.
    • The educator’s role in Higher Education: position papers from a project of the Special Interest Group Higher Education of the Worshipful Company of Educators

      Crabbe, M. James C.; Löwe, Benedikt; Weaver, M. (2018-12-20)
      The Company of Educators was set up in the year 2017 and currently has over thirty members who are Freemen and Liverymen of the company interested in Higher Education, Higher Education policy, research, and research training. Topics of interest include educational methods and concepts for universities, training of doctoral students, training of skills relevant for higher education; mentoring and career development of junior academics. The group is chaired by Benedikt Löwe. So far, the SIGHE had two meetings, one at Christ's College, Cambridge, on 3 November 2017 and one at New College, Oxford, on 20 January 2018. During these meetings, SIGHE decided on a number of projects that would define and inform the discussion of the members of the group. The first project, entitled The educator’s role in Higher Education: What distinguishes it from other educational sectors?, is coordinated by James Crabbe and Max Weaver. The two coordinators have produced two position papers that constitute this document. The position papers are to be seen as personal statements of their respective authors rather than a description of the position of the SIGHE, let alone the company. They are supposed to provoke useful reflection and discussion. The authors of the papers encourage readers to contact them directly and discuss the content of the papers.
    • Enhancing learning and teaching through technology: a table of resources for academic developers

      Kirkwood, Adrian; Price, Linda; Higher Education Academy (Higher Education Academy, 2011-01-01)
      This is a resource that provides a listing of studies that have been reviewed that may be of use to academic developers who are supporting academics interested in using technology in their learning and teaching activities. The studies have been examined in relation to an evidence-based approach as reported in the studies. A framework has been used to report the studies and interpret variations between them. The resources are listed by media types to help orient readers.
    • Examining some assumptions and limitations of research on the effects of emerging technologies for teaching and learning in higher education

      Kirkwood, Adrian; Price, Linda (Blackwell Publishing, 2013-06-04)
      This article examines assumptions and beliefs underpinning research into educational technology. It critically reviews some approaches used to investigate the impact of technologies for teaching and learning. It focuses on comparative studies, performance comparisons and attitudinal studies to illustrate how under-examined assumptions lead to questionable findings. The extent to which it is possible to substantiate some of the claims made about the impact of technologies on the basis of these approaches and methods is questioned. We contend researchers should ensure that they acknowledge underlying assumptions and the limitations imposed by the approach adopted in order to appropriately interpret findings.
    • The potential role of ePortfolios in the Teaching Excellence Framework

      Gaitan, Alfredo; Pritchard, Diana J. (Centre for Recording Achievement, 2017-04-01)
      Current debates on HE policy in the UK are dominated by the evolving Teaching Excellence Framework (TEF) which will soon involve the government establishing key metrics.  In this context, and seizing this valuable moment in policy formation, we here provide a brief foray into the multiple aspects of ‘teaching excellence’ (TE) as a basis to highlight both the complexity of identifying ways to measure it and the shortcomings of existing official developments.  In the absence of a clear conceptual understanding of the learning processes and the role of teaching which apparently underpins the TEF, we present a model of the learning process to which the indicators currently proposed by the authorities can be related.  We propose that ePortfolios can play a special role in the TEF in capturing the qualitative outcomes of learning processes which, importantly, reflect the student perspective in terms of goals, learning experiences and achievement.  These are both crucial yet missing elements of the proposals to date. Finally, we provide some examples of how information from ePortfolios could be used by HE institutions to enhance their institutional submissions to the TEF. 
    • Refusal of work, liberation of time and the convivial university

      Carmichael, Patrick; University of Bedfordshire (Springer, 2019-04-29)
    • Sketch: teaching and learning inside the culture shoe box

      Wassif, Hoda; Zakher, Maged Sobhy Mokhtar; University of Bedfordshire (Springer, 2019-02-01)
      A culture shoe box filled with cultural objects is an inexpensive, hands-on educational resource introduced to facilitate workshops and enhance students’ learning experience especially in teaching culture, ethics and communication. The box can enhance students’ engagement through their sense of ownership especially if students themselves donate inexpensive items to the box, and it can also enhance group cohesion through the rich discussions and fun that such objects are likely to generate. For educators, this teaching tool adds an element of versatility and excitement through engagement and play, especially when teaching the same topics to different groups of learners. The reusability and renewability nature of the culture shoe box allows for an always-interesting feel of higher education classrooms.
    • Teaching with technology in higher education: understanding conceptual change and development in practice

      Englund, Claire; Olofsson, Anders D.; Price, Linda (Routledge, 2017-11-01)
      Research indicates that teachers’ conceptions of and approaches to teaching with technology are central for the successful implementation of educational technologies in higher education. This study advances this premise. We present a 10-year longitudinal study examining teachers’ conceptions of and approaches to teaching and learning with technology. Nine teachers on an online Bachelor of Science in Pharmacy and Master of Pharmacy at a Swedish university were studied using a phenomenographic approach. Results showed clear differences between novice and experienced teachers. Although novice teachers initially held more teacher-focused conceptions, they demonstrated greater and more rapid change than experienced colleagues. Experienced teachers tended to exhibit little to no change in conceptions. Supporting conceptual change should therefore be a central component of professional development activities if a more effective use of educational technology is to be achieved.
    • Transforming collaborative practices for curriculum and teaching innovations with the Sustainability Forum (University of Bedfordshire)

      Pritchard, Diana J.; Ashley, Tamara; Connolly, Helen; Worsfold, Nicholas T.; University of Bedfordshire (Springer, 2018-02-01)
      Evolving higher education policy, and the production of guidelines and frameworks by higher education authorities, aim to support universities embed education for sustainability and reflect recognition of the need to prepare graduates for the challenges and opportunities of the 21st Century. Yet, advances have been limited. This chapter examines developments underway at the University of Bedfordshire, offering insights for ways forward which are distinct from prevailing institutional management processes. It presents the work of a community of practice, created by a group of academics from a spectrum of disciplines. Here, core players from this ‘Sustainability Forum’ describe their community, activities and synergies with the wider University. The authors highlight the learning opportunities they generated by their collective actions resulting in curriculum developments and enhancements. These served their own undergraduate and postgraduate students, other groups within the university community and beyond. As such the chapter serves as a case study of what can be achieved by an informal group of highly motivated academics in a new university. The authors conclude by considering the value of this model to other institutional contexts, especially in the context of the constraints imposed by expanding external performative initiatives and quality processes.
    • Trends in higher education (England)

      Nethercott, Kathryn (Bloomsbury, 2019-11-27)
    • University knowledge exchange and enterprise education as a regional economic driver in the UK

      Lancaster, Nicholas; Malcolm, Mary; University of Bedfordshire (Routledge, 2018-06-01)
    • Using technology for teaching and learning in higher education: a critical review of the role of evidence in informing practice

      Price, Linda; Kirkwood, Adrian (Routledge, 2013-11-09)
      The use of technology for teaching and learning is now widespread, but its educational effectiveness is still open to question. This mixed-method study explores educational practices with technology in higher education. It examines what forms of evidence (if any) have influenced teachers? practices. It comprises a literature review, a questionnaire and interviews. A framework was used to analyse a wide range of literature. The questionnaires were analysed using content analysis and the interviews were analysed using inductive thematic analysis. Findings suggest that evidence has partial influence upon practice with practitioners preferring to consult colleagues and academic developers. The study underscored the difficulty in defining and evaluating evidence, highlighting ontological and epistemological issues. The academic developer?s role appears to be key in mediating evidence for practitioners.