Innovative Practice in Higher Education

Students’ development of employability skills through an online international hackathon

2024-05-22T15:40:11+00:00

Abstract

This article explores the skills generated from an online 2-week sustainability hackathon. Participants of the hackathon were students enrolled in one of the universities under the UK-Singapore universities alliance for entrepreneurship and innovation. The hackathon included 80 students from 14 universities in Singapore and the UK. Data was collected from 18 out of 80 participants who took part in the hackathon via a post-hackathon questionnaire. The 22 semi-structured questions included questions on participants’ previous work experience, reasons for taking part in the hackathon and what skills and experience they gained from taking part. Qualitative data was analysed using a comparison of descriptive statistics and qualitative data was examined using a thematic analysis approach. The results showed an awareness in enhancement of both personal and professional skills, ranging from teamworking, communication, ideation and critical thinking. Participants also appreciated the interdisciplinary working and connecting with students from different countries and institutions.

Keywords:

hackathon, sustainability, employability, student enterprise, international collaboration

An evidence-based approach to re-engaging students by re-framing support for success

2024-04-25T15:46:01+00:00

Abstract

Improving student retention and engagement is a high priority for the sector. This study presents an approach adopted within a large Academic School to re-engage students who might otherwise have been withdrawn from the system. The work presented contributes useful knowledge in two areas: firstly, in recognising the potential of re-engagement using a connected triage approach (forming effective partnerships between the student, the academic team and central guidance). Secondly, it found that 68% of students identified at potential risk of withdrawal had multiple intersections of protected characteristics. The three highest characteristics were found to be non-traditional entry qualifications, students with traditionally low participation rates (Polar 4 quintiles 1&2) and students from the most deprived neighbourhoods (IMD quintiles 1&2). The work conducted in this study enables at risk students to be identified earlier; hence affording more targeted support plans to be put in place to support their learning journey when appropriate.

Keywords: retention, engagement, withdrawal, evidence-based research, protected characteristics

How do students regulate social-emotional reactions in collaborative learning? An empirical study of students enrolled onto a Foundation programme at a Business School.

2024-04-29T15:15:42+00:00

Abstract

The social-emotional context to collaborative learning is recognised within Higher Education. As educators, we should reflect on how well do we understand its influence on students' learning? The discourse on collaborative learning draws from the theorisation of group work and the models of co-regulated and socially-shared regulated learning. These models of group regulation not only build on theories of self-regulated learning but link to the literature on academic emotions and social-emotional reactions. However, the corpus of published research is focussed on undergraduate students, and this therefore represents a gap in our understanding in relation to those who are enrolled onto pre-undergraduate study as in the case of Foundation programmes. This paper reports on a mixed methods study that investigated how Foundation programme students in a Business School managed their emotions in collaborative group work. The findings point to differences in gender and ability as possible factors for further research. In doing so, this paper makes an original contribution to the discourse on collaborative learning and addresses a gap in the literature in relation to Foundation programme students and their emotions. In addition, this paper also offers a conceptual framework within which to theorise further about the nature of the collaborative learning journey.

Keywords: Collaborative learning; Co-regulation of learning; Socially-shared regulated learning; Social-emotional reaction; Socio-emotional culture.

The development and implementation of a ‘one stop’ assessment strategy in Psychology

2024-04-25T09:45:57+00:00

Abstract

In this paper we will be outlining the development of an assessment strategy and accompanying online single point of access for all assessment-related processes undertaken by Psychology staff within a higher education setting. We will outline the problem and highlight why the changes were needed. Then we will outline how we created the assessment strategy and single point of access, discuss the preliminary impact, and conclude with next steps.

Keywords: Assessment; Assessment Processes; Assessment Strategy; SharePoint

Reflections on channelling innovation through Learning Development Support in business education in a pandemic landscape

2024-04-25T09:36:08+00:00

Abstract

The pandemic has undoubtedly challenged higher education (HE) in a multitude of ways but bringing lessons forward from that time can enable HE institutions and their staff to not lose sight of what innovative practices emerged that had a positive influence on student learning. Discussed from the perspective of a Head of Learning Development in a Business College which is now located in what is a new Technological University in Ireland, this reflective narrative discusses supporting staff across the diversity of Business disciplines during the impact of, and response to, the pandemic. The focus of the piece is on supporting staff development through the pandemic with reflections presented from two outlooks: academic staff connections sustained and grown, and the transformational potential of innovative pedagogic practice across business disciplines. The latter is based on academics’ experiences and perceptions of the innovative teaching and alternative assessment practices they applied during a time of what was called ‘emergency remote teaching’. It is important to acknowledge that this work was undertaken during a period when there was no national clarity available on how long the current circumstances would continue, and staff continued to work diligently to keep on top of the fluid situation. Currently this practice-based work is positioned as a reflection rather than a research study and is not presenting data on the process experienced. Instead, extrapolations are based on anecdotal reflections. An interesting future lens that can be applied to this context is autoethnography, where personal experiences can be connected to wider social meanings and understandings in the business education context.

Keywords: business education, blended delivery, emergency remote teaching, innovative practice, instructional design, reflection, technologies

Harnessing the Power of Decontextualised Learning and Co-Creation in Immunology Education

2024-05-02T13:47:10+00:00

Abstract

This opinion piece explores the transformative potential of combining two pedagogical strategies in higher education to teach immunology. The power of decontextualised learning and co-creation, two approaches that have shown promise in enhancing student understanding and engagement, are explored. More specifically in the context of using these strategies in the development of Immunology Wars, an educational resource that uses the metaphor of the Star Wars movies to teach complex immunological concepts. Immunology Wars simplifies immunological concepts and makes them more relatable for students, thereby enhancing their understanding and making the learning process more enjoyable. Furthermore, the involvement of students as co-creators has educational benefits, including increased engagement, deeper understanding, and the development of valuable transferable skills. The research suggests that educators should embrace innovative approaches and incorporate them into their teaching practices to enrich the learning experience for students and inspire a new generation of learners.

Keywords: Decontextualised Learning, Co-Creation, Immunology Education, Immunology Wars, Videos

Publish or Perish: Barriers faced by Early Career Academics trying to find an outlet for their voice.

2024-04-29T15:21:51+00:00

Abstract

Within academia a culture of ‘publish or perish’ can place pressure on lecturers, often resulting in poor research practices, as an emphasis of ‘quantity over quality’ presides (Richards et al., 2021, p.8). As Kelly (2022) argues, this has resulted in a surge in competition, exacerbated by the increasing number of early career academics (ECAs) and early career researchers (ECRs) entering Higher Education (HE). As the arena to disseminate research widens, the opportunities for ECAs to share their ideas should become more accessible. However, this is not always the case.

This short piece explores why disseminating research is so important in the context of HE, as well as identifying some of the barriers faced, with a particular focus on those working as ECAs in post-92 universities. The aim in this piece is to empower new academics to contribute to this ever-growing wealth of knowledge, with some practical guidance and words of support.

Keywords

Early Career Researchers; Academics; Dissemination; Barriers; Imposter Syndrome; Professional Identity

Thinglink: A technological review of a case-based virtual learning environment

2024-04-23T16:14:11+00:00

Abstract

‘Thinglink’ is a virtual learning platform, allowing users to upload photos and create realistic online worlds. ‘Misfortune Avenue’ is a virtual street, where paramedic students can meet patients from clinical practice as case studies in a safe, online environment. Academic staff can support the learning of theory content from a live teaching session, by mimicking real-world environments and designing management plans in simulation. Scenarios are designed to become more complex over three stages, with patient presentations constructively aligned against indicative content from each academic level of a paramedic science degree. The design uses scaffolding of the curriculum, allowing students to build an understanding of how an illness might progress through the longitudinal patient journey, created around various patient presentations commonly seen in paramedic practice. The scope of the platform allows interprofessional working between healthcare workers across the wider health service and encourages learning throughout the continuation of the patient journey.

Book Review: Gunn, A. (2023) Teaching Excellence? Universities in an age of student consumerism. London; Thousand Oaks, California: SAGE.

2024-04-25T15:34:31+00:00

Book Review:

Gunn, A. (2023) Teaching Excellence? Universities in an age of student consumerism. London; Thousand Oaks, California: SAGE.

Rosie Bryce

Manchester Metropolitan University

Corresponding author: r.bryce@mmu.ac.uk

Key words: Teaching excellence, TEF, marketisation, consumerism, higher education

Book Review: Bale, R. and Seabrook, M. (2021) Introduction to University Teaching. Sage publications.

2024-04-23T16:09:46+00:00

Book Review:

Bale, R. and Seabrook, M. (2021) Introduction to University Teaching. Sage publications.

Mâir Bull

Manchester Metropolitan University

Corresponding author: mair.bull@mmu.ac.uk

Book Review: Glynn, M. (2023) Creative Pedagogy: A Handbook for HE Professionals St Albans: Critical Publishing

2024-04-29T08:07:03+00:00

Book Review:

Glynn, M. (2023) Creative Pedagogy: A Handbook for HE Professionals St Albans: Critical Publishing

Kathryn McFarlane

Independent Consultant

Corresponding author: kathryn.mcfarlane4@btinternet.com