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Jackie Campbell

Dr Jacqueline Campbell

Course Director

Dr Jackie Campbell is currently Course Director for the UG and PG Data Science courses. Jackie graduated in Mathematics from Cardiff University before working in the technology industry progressing from graduate roles to senior database consultancy roles.

Jackie Campbell

About

Dr Jackie Campbell is currently Course Director for the UG and PG Data Science courses. Jackie graduated in Mathematics from Cardiff University before working in the technology industry progressing from graduate roles to senior database consultancy roles.

Dr Jackie Campbell is Course Director for Data Science an Artificial Intelligence. A Mathematics graduate from Cardiff, she progressed through the tech industry to data consultancy roles. Her strong industry links shape her teaching, curriculum design, and student employability. Jackie has held leadership roles across academia, including employability, enterprise, academic integrity and AI in education. A Senior Teacher Fellow, she champions enquiry-based learning and technology-enhanced teaching. Her doctorate explored computing students through sociological lenses, informing her research on data bias and analytics. Passionate about outreach, she is a STEM ambassador, committee member for TheDataCrowd, runs codes clubs at local primary schools with students and frequently presents at schools and hosts industry events.

Research interests

Jackie has a Doctorate in Education, through which she drew on sociological approaches and theories to explore computing students. The areas of technology, sociology and education are her main areas of research which is currently focused on data and technology bias and informed evaluation of data analytics with respect to process and outcomes. 

Publications (13)

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Journal article

Missing women: Using a Bourdieusian approach to explore the lack of female representation in the technology industry

Featured 14 January 2025 First Monday University of Illinois Libraries

Gender issues persist in the computing industry, with women representing only just over 20 percent of the workforce, despite numerous initiatives to encourage their wider participation. This paper explores gender inequalities within the computing industry by adapting the sociological lens of Pierre Bourdieu’s concepts of capital, habitus and field to understand why inequalities arise and persist in the computing industry. Using interviews with both men and women in the computing industry, the research explores the gender perceptions and systemic experiences from both perspectives. The findings indicate that while inequalities persist, women can and do demonstrate agency in creating their own social support networks to assist in negotiating the male dominated workplace. Promisingly, there is also an increasing awareness among men in the industry regarding the importance of inclusivity, coupled with the positive impact of such developments for them personally.

Journal article

Inquiry‐based learning case studies for Computing and Computing Forensic students

Featured 13 April 2012 Interactive Technology and Smart Education9(1):4-15 Emerald

Purpose

The purpose of this paper is to describe and discuss the use of specifically‐developed, inquiry‐based learning materials for Computing and Forensic Computing students. Small applications have been developed which require investigation in order to de‐bug code, analyse data issues and discover “illegal” behaviour. The applications are based around industry case studies and are functioning systems. They have been designed with a view to supporting the teaching, learning and assessment within the database curriculum at Leeds Metropolitan University. The students are required to use investigative methods to discover and address the issues. Additionally, the exercises are intended to give experience of industrial work such as evaluation, testing and de‐bugging of software.

Design/methodology/approach

The applications were designed and developed by final year Computing students as part of their final year project. They were required to identify appropriate methodologies and techniques. The team “adopted”, developed and further evaluated the applications with a view to using them in teaching.

Findings

The initial feedback is that students like the exercises; they initially may not realize there is anything “wrong” with the applications and enjoy discovery of issues. The exercises have raised their awareness of data quality, data integrity and improved their confidence to question results from reports and queries.

Originality/value

The intention is to build a “bank” of learning objects which mimic real computing and computing‐forensic tasks.

Conference Proceeding (with ISSN)

Inquiry based learning case studies for computing and Computing Forensic students

Featured 01 December 2011 Proceedings of the Iadis International Conference E Learning 2011 Part of the Iadis Multi Conference on Computer Science and Information Systems 2011 Mccsis 2011

The purpose of this paper is to describe and discuss the initial evaluation of specifically developed inquiry based learning materials for Computing and Forensic Computing students. Small applications have been developed which require investigation in order to: de-bug applications, analyse data issues and discover 'illegal' behavior. The applications are based around industry case studies and are functioning systems. Applications have been designed with a view to supporting the teaching, learning and assessment within the database curriculum at Leeds Metropolitan University. The students are required to use investigative methods to discover and address the issues. Additionally the exercises are intended to give experience of industrial work such as evaluation, testing and de-bugging of software. The initial feedback is that students like the exercises; they initially may not realize there is anything 'wrong' with the applications and enjoy the investigation and discovery of issues. It has raised their awareness of data quality, data integrity and improved their confidence to question outputs from reports and queries. © 2011 IADIS.

Conference Proceeding (with ISSN)

What is employability for students on Computing related courses

Featured 01 August 2015 Scutrea What is employability for students on Computing related courses Leeds Scytrea
Conference Contribution

Computing students and their journey towards becoming a graduate ‘fit for employment’ .

Featured 15 December 2014 SRHE Newport

The Computing industry has criticized the University curriculum as not producing graduates ‘fit for the job’ (Department for Education, 2013). As a vocational course it seems reasonable that students would wish to enter the Computing Industry, yet graduates with Computer Science degrees currently have the highest level of unemployment (at 14%) (HESA, 2012). Second year (level 5) computing students at Leeds Beckett University are offered a series of lectures designed to encourage, promote, motivate and support them in finding a year’s work experience placement to undertake between their second and third year of study. In order to encourage engagement and ensure students have given their career and the opportunity to take a placement some consideration, they are required to complete an online quiz which involves answering questions regarding the work experience they have to date and their aspirations. This paper analyses and presents the initial findings of the ‘quiz’ data using a comparative analysis and interpretative analysis the format of short ‘vignettes’ provided by the students. The findings show that 75% of the students have generic work experience and out of those a third have spent time in IT related roles. The vignettes provide evidence of themes such as ‘fearfulness’ in approaching work experience and ‘delusion’ in their perception of the industry. The intention of this initial analysis is to give direction to further research in order to support the students in finding a placement and course related work experience. Areas of particular interest arising from related literature include the role of situated learning in the form of work experience, experiential learning and legitimate peripheral participation (Lave and Wenger, 1991; Grenfell, 2008).

Conference Proceeding (with ISSN)

Communities of Practice (CoP) for students of programming: Are they engaging? And what do they actually ‘do’ to learn how to code?

Featured 05 July 2013 TLAD Sunderland 2013
Conference Proceeding (with ISSN)

Message from the TLAD'07 Workshop Chair

Featured 2007 24th British National Conference on Databases (BNCOD'07) 24th British National Conference on Databases (BNCOD'07) IEEE
AuthorsNelson D, Cai FF, Campbell J, Cooper R, Davis K, Garvey M, Green C, Jackson M, Lazarevski S, Leimich P, Moen P, Monger A, Ridley M, Stirk S, Wilson J

This is the fifth in the series of Workshops on the Teaching, Learning and Assessment in Databases (TLAD'07), which once again will be held as a workshop of the British National Conference on Databases (BNCOD). This year the workshop will be held on the 2nd July at the University of Glasgow, just before BNCOD, and hopes to be just as successful as previous workshops.

Conference Proceeding (with ISSN)

Using formative e-assessment to support students' self-awareness of their abilities

Featured 01 December 2009 Proceedings of the Iadis International Conference E Learning 2009 Part of the Iadis Multi Conference on Computer Science and Information Systems Mccsis 2009
AuthorsCampbell J, Gorra A

The purpose of this paper is to explore the use of formative online quizzes, as a form of individual self-assessment on students' awareness of their own ability in the database area. An important element of a student's experience of becoming an independent learner is to be able to judge one's own abilities in order to be prepared for the assessments. In the described case study, the teaching staff received a number of student queries regarding their final grade. An initial survey indicated that there was a divergence between the students' judgment of their performance and that of the teaching staff of the Advanced Database Management module. We have undertaken an empirical study in the form of surveys and interviews to evaluate the use of formative online quizzes to improve the learners' abilities to judge their performance. Initial findings of this on-going research project indicate that online quizzes can help students' awareness of their own ability, ideally leading to independent self study. However the delivery and management of the students' expectations of the online quizzes requires consideration. The paper concludes by recommending the use of online quizzes but also considers their limitations. © 2009 IADIS.

Conference Proceeding (with ISSN)

An Account of the Use of Integrated Assessment for Students in the Area of Databases at Level 2

Featured 2007 24th British National Conference on Databases (BNCOD'07) 24th British National Conference on Databases (BNCOD'07) IEEE
AuthorsGorra A, Lazarevski S, Campbell J

The purpose of this paper is to share innovative teaching methods at Leeds Metropolitan University in the Innovation North Faculty of Information and Technology (INN Faculty). The paper provides an account of the use of integrated assessment with a focus on the area of database teaching at Level 2 in the INN Faculty. Integrated assessments are also known as synoptic assessments. This type of assessment helps students to make connections between modules and aims to raise the level of student engagement with the curriculum. An explorative study has been undertaken to provide an initial evaluation of the use of synoptic assessments within the Computing subject area. The analysis of the interviews indicates that students and also staff perceive the delivery pattern of block teaching and pairing of modules as beneficial. The paper concludes by offering an account of the benefits and issues to consider for those aiming implementing integrated assessments. © 2007 IEEE.

Conference Proceeding (with ISSN)

An account of the use of synoptic assessment for students in the area of databases at level 2

Featured 25 June 2007 ITiCSE07: 12th Annual Conference on Innovation and Technology in Computer Science Education Proceedings of the 12th annual SIGCSE conference on Innovation and technology in computer science education ACM
AuthorsGorra A, Lazarevski S, Campbell J

The purpose of this poster is to share innovative teaching methods at Leeds Metropolitan University in the Innovation North Faculty of Information and Technology (INN Faculty). An explorative study has been undertaken to provide an initial evaluation of the use of synoptic assessments within the subject area of Computing. Synoptic assessments, also known as integrated assessments, help to enable students to make connections between modules, to increase the level of student engagement and to provide teaching staff with the opportunity to adopt a holistic approach to delivering modules. This type of assessment pulls together independent assessments from a number of modules into a single assessment exercise. Synoptic assessment is driven by providing an environment for synoptic earning via a supporting course structure. For this reason, the course structures of the Innovation North Faculty are described for all three undergraduate levels. See Table 1 for an example of the course structure for Level 2. A series of semi-structured interviews were conducted to learn about staff and students' perspectives on integrated assessments and their views of the learning environment in general. Twenty computing students were approached to talk about their experience with and opinions of integrated assessments. In addition to the student interviews, ten members of academic teaching staff were interviewed. The findings are the result of an exploratory study and should be taken as indicative. The use of synoptic assessments within the INN Faculty is currently evaluated in depth as part of the CETL ALiC project [1, 2] and results will be published in the near future. The analysis of the interviews indicates that students perceive the delivery pattern of block teaching and pairing of modules as beneficial. The main reason for this is that it enables students to concentrate on two subject areas at a time in comparison to the traditional semester structure of four modules. Potential areas for concern are the nature of modules that are paired and a fair marking scheme. Teaching staff feel that the synoptic assessment enabled by a case study has worked well for the students. However, issues with timetabling need to be considered, and dependencies between the paired modules need to be avoided.

Report
INN Placement Website
Featured March 2010 Institute for Enterprise (CETL) Leeds, UK
AuthorsCampbell J, Folley D, Pattinson J, Paddock S

Work experience is a valuable experience for all students. It can be hard for students to find work experience and sometimes challenging for them to understand the job market. Students at Innovation North have an opportunity to undertake a Placement year between L5 and L6 and this is something we wish to actively promote, support and encourage. Innovation North had a website which held the details of the work opportunities, it was very dated, contained no images and was cumbersome to search. The project was to create a new website for Innovation North students holding details of all work placements (short, long term, voluntary, paid). Specification for the site included search facilities, providing information and giving reflections from students who had undertaken work opportunities. The website has been developed by three INN students. It has been live since September 2009.

Journal article
Philosophising data: A critical reflection on the ‘hidden’ issues
Featured 29 August 2015 International Journal of Organizational and Collective Intelligence5(1):1-15 IGI Global
AuthorsCampbell J, Chang V, Hosseinian Far A

This paper aims to critically reflect on the processes, agendas and use of Big Data by presenting existing issues and problems in place and consolidating our points of views presented from different angles. This paper also describes current practices of handling Big Data, including considerations of smaller scale data analysis and the use of data visualisation to improve business decisions and prediction of market trends. The paper concludes that alongside any data collection, analysis and visualisation, the ‘researcher’ should be fully aware of the limitations of the data, by considering the data from different perspectives, angles and lenses. Not only will this add the validation and validity of the data, but it will also provide a ‘thinking tool’ by which to explore the data. Arguably providing the ‘human skill’ required in a process apparently destined to be automated by machines and algorithms.

Report
Forensic flavour
Featured March 2010 Institute for Enterprise (CETL)

Databases often receive an uninspired and uninterested response. The curriculum content of a database module generally involves the design of entity-relationship models, SQL programming, application development and advanced database applications such as data warehousing and data mining. These are often taught within the tired and relatively worn case studies of purchase order systems, retail or health care systems. However the current trend for crime scene investigation drama and the frequent stories in the news of personal tragedies involving incorrect data, missing data or data mix-up capture the attention of many. The truth is that crimes require data investigation and expert database witnesses to provide evidence and this requires database knowledge and skill. This project involved the introduction of a ‘forensic flavour’ to the teaching of databases as part of an undergraduate Computing Degree to students. The ‘forensic flavour’ involved introducing investigative and enquiry based learning techniques as well as selecting case studies based around real-life crimes and crime data. The learning objectives remained unchanged for the modules as did the curriculum content. The initial findings are that the students engaged on average 40% better and enjoyed the experience more.

Current teaching

 

  • BSc (Hons) Data Science and AI
  • MSc Data Science
  • BSc (Hons) Computer Science
  • MSc Information and Technology
  • BSc (Hons) Cyber Security
  • BSc (Hons) Cyber Security and Forensics
  • Degree Apprentice: BSc (Hons) Digital and Technology Solutions

 

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Dr Jacqueline Campbell
8083