{"id":1342,"date":"2026-01-29T17:25:18","date_gmt":"2026-01-29T17:25:18","guid":{"rendered":"https:\/\/journals.staffs.ac.uk\/?page_id=1342"},"modified":"2026-01-29T17:25:18","modified_gmt":"2026-01-29T17:25:18","slug":"volume-5-issue-1","status":"publish","type":"page","link":"https:\/\/journals.staffs.ac.uk\/index.php\/volume-5-issue-1\/","title":{"rendered":"Volume 5, Issue 1"},"content":{"rendered":"\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/t-shaped-and-transferable-skills-how-can-university-graduates-employability-be-strengthened\/\" data-type=\"page\" data-id=\"1206\">T-shaped and Transferable Skills. How can University Graduates\u2019 Employability be Strengthened?<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/tutoring-during-transition-students-experiences-and-preferences-towards-personal-tutoring-in-uk-higher-education\/\" data-type=\"page\" data-id=\"1207\">Tutoring During Transition: Students\u2019 Experiences and Preferences Towards Personal Tutoring in UK Higher Education<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/facilitating-a-sotl-community-of-practice-for-teaching-in-a-trauma-sensitive-classroom\/\" data-type=\"page\" data-id=\"1217\">Facilitating a SOTL community of practice for teaching in a trauma-sensitive classroom<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/using-mindfulness-and-a-resiliency-based-pedagogy-to-protect-forensic-psychology-students-from-secondary-trauma-in-teaching\/\" data-type=\"page\" data-id=\"1216\">Using Mindfulness and a Resiliency Based Pedagogy to protect Forensic Psychology students from Secondary Trauma in teaching<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/a-table-top-role-playing-game-ttrpg-for-developing-higher-education-employability-skills\/\" data-type=\"page\" data-id=\"1215\">A Table-Top Role-Playing Game (TTRPG) for Developing Higher Education Employability Skills<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/student-experiences-of-assessment-feedback-in-the-geography-subject-area-insights-from-a-post-1992-institution\/\" data-type=\"page\" data-id=\"1210\">Student experiences of assessment feedback in the geography subject area: insights from a post-1992 institution<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/does-it-spark-joy-streamlining-units-for-block-teaching\/\" data-type=\"page\" data-id=\"1214\">Does it spark joy? Streamlining units for Block Teaching<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/applying-threshold-concepts-in-interdisciplinary-subjects\/\" data-type=\"page\" data-id=\"1212\">Applying Threshold Concepts in Interdisciplinary Subjects<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/supporting-teaching-practice-development-through-brokerage-a-reflective-case-study-from-a-third-space-professional\/\" data-type=\"page\" data-id=\"1213\">Supporting Teaching Practice Development Through Brokerage: A reflective case study from a third-space professional<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/following-the-herd-to-what-extent-can-isomorphism-conceptualise-the-positioning-of-universities-in-the-delivery-of-foundation-programmes-in-business-education\/\" data-type=\"page\" data-id=\"1209\">Following the herd? To what extent can Isomorphism conceptualise the positioning of universities in the delivery of Foundation Programmes in Business education<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/using-the-business-model-canvas-to-conceptualise-the-value-proposition-of-heutagogical-executive-education\/\" data-type=\"page\" data-id=\"1208\">Using the Business Model Canvas to conceptualise the value proposition of heutagogical executive education.<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/journals.staffs.ac.uk\/index.php\/effective-approaches-to-teaching-and-learning-in-business-distance-education\/\" data-type=\"page\" data-id=\"1211\">Effective approaches to teaching and learning in business distance education<\/a><\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":6,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-1342","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1342","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/comments?post=1342"}],"version-history":[{"count":1,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1342\/revisions"}],"predecessor-version":[{"id":1343,"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/pages\/1342\/revisions\/1343"}],"wp:attachment":[{"href":"https:\/\/journals.staffs.ac.uk\/index.php\/wp-json\/wp\/v2\/media?parent=1342"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}