Professor Susan Smith

This research study is concerned with employers’ perspectives on graduate employability in playwork, and seeks to identify the skills, knowledge and attitudes which employers require of their prospective playwork, graduate employees. Sixteen employers were interviewed in total. All were based in England, and collectively represented ten different types of provision, which ranged from those directly offering play opportunities for children through to organisations providing support and development services. Specialist employers were also included from a prison play organisation, a hospital, a school and a social care provider. Transcripts were typed up and, using thematic analysis, a framework describing the knowledge, skills and attitudes was developed. It was acknowledged that some employers did not fully appreciate the level of learning required by undergraduates as they near achievement of their degree, and also that some responses identified attributes that could not be taught, or necessarily learnt, as a result of higher education. Nevertheless, a coherent and comprehensive description of employability for the playwork graduate, from employers’ perspectives, has been reached.

Introduction Traditional assumptions about professional roles in the National Health Service are being challenged (Allen, 2000). The NHS Plan (2000) has increased the drive for change ‘where the old hierarchal ways of working are giving way to more flexible team working between different clinical professionals’. Current professional groupings may not be sustainable in their current form and new groups and ways of working may have to emerge to meet user-led needs. This qualitative study, driven by the need to recognise the users’ per- spectives, captured current practice within a community rehabilitation setting to investigate areas of role difference, skill sharing and commonality between community occupational therapy and physiotherapy staff. Method Focus groups with users (n = 4), clinicians (n = 11) and rehabilitation service managers (n = 9) were undertaken in two community trusts. 1:1 interviews were also undertaken. Discussions were taped, transcribed and analysed using thematic content analysis. Results 1. Professional tribalism exists and hampers effective team working. 2. Service users are frequently unable to identify the differences between the two professional groups. 3. Skill sharing, the sharing of common terminology and the blurring of professional boundaries occur on a daily basis. 4. Clinicians and managers felt the underpinning philosophy taught separately to each profession at pre- registration level was the key factor that differentiated between the two professions. 5. Increased shared learning and joint modules between the professions at as early a stage in pre-registration training as possible was regarded as beneficial.

This workshop explores the learning experience of commuting BME students and how participants can change practice, even in a small way, in their own universities. The research underpinning this workshop focussed on the commuting BME students and extended the scope of earlier research which explored wider issues relating to the BME student attainment gap where BME students consistently get fewer good degrees than non BME students. (Smith, 2017). More and more of all our University students are living in the parental or family home rather than in halls or private rented accommodation. This may be one of the contributing factors influencing student learning experiences. Research has shown that much more must be done “to deepen commuter students’ involvement in learning (Jacoby, 2000 & 2004). Indeed, a recent report (Thomas & Jones, 2017) calls for a deeper understanding of the barriers to engagement faced by all commuting students. Interestingly the rate of living in the parental home is even greater for BME students -55% of our female BME students live at home compared to 19% of female, non BME students and 42% of the male BME students live at home compared to 17% of male non BME students. At Leeds Beckett we are above the national average for this. This workshop focusses on the BME student experience, exploring the findings of staff and student focus groups and how living at home impacted on the students’ engagement with learning in a range of ways. The ways students, staff and the University are jointly working in partnership to address the emergent findings through improving inclusive curricular design and wider infrastructural and cultural change will be described and then used as trigger questions for small group discussion. This will encourage participants to discuss their own university’s practice and how they engage students in the academic and cultural capital that being “on campus” can provide. It will explore how greater engagement might enhance all students’ sense of belonging. The workshop ends with a postcard activity where participants (be they students and staff) commit to “change one thing” in their own workplace to address the challenge of students living at home engaging beyond the classroom. References: Jacoby, B (2000). Why involve commuter students in learning? In M. Kramer (Series Ed.), & B. Jacoby (Vol. Ed.), New Directions for Higher Education, 109. Involving commuter students in learning (pp. 3-13). San Francisco: Jossey-Bass. Jacoby, B., & Garland, J. (2004). Strategies for enhancing commuter student success. Journal of College Student Retention, 6(1), 61–79. Smith, S. (2017) Exploring the Black and Minority Ethnic (BME) Student Attainment Gap: What Did It Tell Us? Actions to Address Home BME Undergraduate Students’ Degree Attainment. Journal of Perspectives in Applied Academic Practice. 5, 1 Thomas, L and Jones, R. (2017) Student engagement in the context of commuter students. Summary Report. TSEP. London

The growing diversity of doctoral programmes within a globalised higher education environment contributes to knowledge and enhances innovation (Halse and Malfoy, 2010; Lee, 2011). This presentation focuses on exploring the ways that academic supervisors of new PhD by Published Work (PhD by PW) routes in 2 UK Universities have modified and transformed their existing supervisory practice skills and behaviour in response to the role demands. At Leeds Beckett University (LBU) a PhD by PW route has been established. The aim is to i) develop a culture of research informed teaching, ii) catalyse research into learning and teaching pedagogy, iii) foster the scholarship of teaching and learning (SoTL) and iv) generate more publishable outputs. Supporting the candidates (usually internal academic staff) to reach an appropriate standard for publication in the public domain and for writing the synthesis to the PhD threshold standard is vitally important (O’Sullivan and Cleary, 2014; Smith, 2015) and is the responsibility of the academic supervisor. A broadly interpretive approach was adopted for this project with a focus on qualitative inquiry (Cresswell, 2007). Focus groups of existing PhD by PW candidates (n=8) and an online survey of 20 UK and international candidates and PhD by PW supervisors concentrated on exploring their lived experiences. A thematic content analysis (Willig, 2003) of the qualitative data was undertaken. Findings about the supervisory role for the PhD by PW route revealed an approach which is more collegial and less hierarchical than traditional supervisory relationships. The findings also revealed issues about i) supervisory role clarity, ii) supporting PhD by PW students in strengthening the coherence, originality and impact of their collated work iii) the scholarliness and number of publications. This presentation focuses specifically on how LBU used the findings to devise a development programme (now used at other Universities) to support new communities of PhD by PW supervisors to enable them to adapt their routine practice. It explores the key themes and content of the supervisors’ development programme citing examples of how supervisors perceived their changing role and practice. References Cresswell, J. (2007) Qualitative inquiry and research design: Choosing among five approaches, 2nd edition, Thousand Oaks, CA, Sage. Halse, C. and Malfoy, J. (2010) Retheorizing doctoral supervision as professional work. Studies in Higher Education, 35, 79-92. Lee, A. (2011) Professional Practice and doctoral education: Becoming a researcher. In L. Scanlon (Ed), “Becoming” a professional: An interdisciplinary analysis of professional learning (lifelong learning). Book series, Volume 16) pp 153-169. London: Springer O’Sullivan, I. and Cleary, L. (2014) Peer tutoring in academic writing: The infectious nature of engagement. Journal of Academic Writing, 4 (1): 52-65. Smith, S.V. (2015) PhD by Published Work: A Practical Guide for Success. Palgrave, London. Willig, C. (2003). Discourse analysis. In J. A. Smith (Ed.), Qualitative psychology: A practical guide to research methods (pp. 159-183). London: Sage.

The “scholarship of teaching” (SoTL) and “the practice of scholarly teaching”, although closely related, are activities which differ in intention and outcome. The purpose of scholarly teaching is to affect the activity of teaching and the resulting learning, while the scholarship of teaching results in a formal, peer-reviewed communication in appropriate media, which then becomes part of the body of knowledge of teaching and learning in higher education (Richlin & Cox, 2004, p.127). Although all staff should endeavour to pursue scholarly teaching, not all will engage in the scholarship of teaching. One of the essential differences between the two is the degree of interest in the wider implications and impact of the results from the outputs from formal peer reviewed outputs. (Smith, 2001). This presentation outlines approaches (led by the Centre for Learning and Teaching [CLT]) which specifically support the development of the scholarship of teaching at LBU. These will be outlined in the context of understanding that the evidence and evaluation of the SoTL needs to be preceded by an active commitment to being a scholarly teacher. Activities such as, i) a staff writing retreat to develop peer-reviewed publications, ii) a module for new academic staff focused on research into pedagogy, iii) mentoring colleagues via a new Research Centre which has the pedagogy of Higher Education as a core stream, iv) special edition journals for new writers, v) institutional memberships of organisations such as the Staff and Educational Developers Association (SEDA), and the Higher Education Academy (HEA), vi) encouraging staff to do PhD by Publication, vii) CLT funding for conferences focusing on pedagogy to promote the scholarship of teaching and, as part of this, the wider dissemination and evaluation of teaching practice. This is underpinned by an infrastructure which supports developing critically reflective scholarly teachers from an early stage such as, i) our thriving HEA Fellowships scheme which requires staff to reflect on their teaching portfolio, ii) a “grow your own" National Teaching Fellow scheme, iii) Curriculum and Digital Innovation project funding, and iv) peer observation of teaching v) a staff development workshops, learning and teaching fora and an annual conference. References: Richlin, L. (2001). Scholarly teaching and the scholarship of teaching. New Directions for Teaching and Learning, 86, 57-67. Richlin, L., & Cox., M. (2004). Developing scholarly teaching and the scholarship of teaching through faculty learning communities. New Directions for Teaching and Learning, 97, 127,135. Smith, R. (2001). Expertise and the scholarship of teaching. New Directions for Teaching and Learning, 86, 59-77.

This paper explores work in progress on six key actions derived from a project exploring Black and Minority Ethnic (BME) student degree attainment at Leeds Beckett University (LBU). In 2014-15, in common with the wider national picture in higher education, at LBU, there was a significant disparity between the percentage achievement of good degrees (Firsts and 2:1 classification) between the white students (64%, who comprise 84% of the total institutional student population) and the BME students (49%, who comprise 16% of the total institutional student population). This attainment gap existed across all the degree programmes after controlling for UCAS tariff points on entry. Indeed, it has been indicated in the literature that the degree attainment gap is strongly related to the experience of teaching and learning at a university (Stephenson, 2012; Office for Fair Access [OFFA], 2015.) This context provided the opportunity to examine the particular nature of the BME student experience with a view to using this information to develop local University strategy and actions in relation to identified priority areas. This research used a mixed methods approach of i) documentary analysis of course documentation wording to explore the visibility of inclusive curricular issues and ii) focus groups and interviews to explore staff and student views on BME student experience and achievement. This paper presents findings from student and staff focus groups and documentary evidence from course documents of the five courses in our University which had the highest numbers of enrolled BME students. The findings focused on the BME students’ low confidence, their classroom and placement experience, curricular content, reading lists and delivery. Discussion of these findings by staff and students generated six priorities for short term action. Progress on these actions and proposed future developments are outlined.

Selection interviews and the use of grade achievement via a points system continue to be used as the fundamental criteria for admission to most pre-registration physiotherapy courses in the United Kingdom. This traditional process has not always been shown to be effective in terms of student attrition rates and resources. Important policy drivers such as widening participation in higher education do not sit well with the many problematic issues that are emerging from the interviewing process, such as inadvertent bias and the potential for disadvantaging the very applicants (for example, those from minority ethnic groups), which the profession as a whole may wish to encourage. Many educators are questioning this process and recognise that the existing system is problematic and not conducive to promoting widening access and equal opportunity policies. This paper describes the changes in this traditional selection process undertaken by the BSc(Hons) Physiotherapy course team at Leeds Metropolitan University. The pre-1999 admissions process is described. The authors then outline the new process, which mainly involved the changing of two key issues: ■ Elimination of interviewing as a means of selecting prospective undergraduate students. ■ Development of an objective random selection process which would represent more accurately the diverse eligible applicant pool and be more representative of the population as a whole. This paper surveys a wide range of literature that explores the challenges of meaningful selection for health-related courses. A rationale for the case for change is offered. Data are presented as an interim audit, comparing student progression, achievement and outcome from the new non-interviewing process with the old system. There is an increase in the number of mature applicants, which may be a fairer reflection of the applicant pool. Applicants are also being selected with a greater range of entry qualifications. Further work needs to be undertaken on resources for staff. Confounding factors are discussed. The wider implications of equal opportunities for all those interested in a career in physiotherapy and the diverse nature of the total applicant pool are considered in relation to the new process and the needs of the profession.

PURPOSE: The UK Department of Health has made clear statements about the need to involve the users of health services, and their carers, in the development and evaluation of NHS services. However the methodology to support such involvement is in its infancy. This paper draws on published literature and the experience of the authors in this area. It provides a critique of the current position and offers a model for the constructive and positive involvement of service users and carers in health services. RELEVANCE: Physiotherapists, along with other members of rehabilitation teams, have been described in the disability literature as 'part of the problem, not part of the solution' to the issues faced by disabled people in accessing and using appropriate services. One of the longstanding criticisms of health services is that they are designed for the benefit of the people who work in them, not for the people who use them. In order to move on from this perspective a true partnership approach needs to be developed. DESCRIPTION: Three projects which had service users involved will be described, along with a critique of the approaches used. Wheelchair services in North Derbyshire, UK, were set up in accordance with a model produced jointly by therapists and wheelchair users; a project to reduce the incidence of pressure sores within a defined geographical area (North Derbyshire, UK) was designed, run and evaluated jointly with service users; and a research project examining the overlap of occupational therapy and physiotherapy had service user involvement (West Yorkshire, UK). OBSERVATIONS: The degree to which service users were successfully involved in these projects varied and reasons for this are suggested in this paper; barriers to service user and carer involvement are identified and related to the literature; the theoretical frameworks from which therapists and service users approach the development of services is discussed and a model identified to allow a common approach to be developed. CONCLUSION: It is essential that physiotherapy services, along with other health care services, are able to involve service users meaningfully in the development and evaluation of the services they provide. As more and more services set up arrangements to allow for service users and carers to be involved it is essential that a knowledge base is built up to support this work. This paper contributes to this knowledge base. Future work will be needed to evaluate the impact involving service users and carers has on service delivery. It is recommended in this paper that such evaluation of outcome is an integral part of service delivery.

Selection interviews and the use of grade achievement via a points system continue to be used as the fundamental criteria for admission to most pre-registration physiotherapy courses in the United Kingdom. This traditional process has not always been shown to be effective in terms of student attrition rates and resources. Important policy drivers such as widening participation in higher education do not sit well with the many problematic issues that are emerging from the interviewing process, such as inadvertent bias and the potential for disadvantaging the very applicants (for example, those from minority ethnic groups), which the profession as a whole may wish to encourage. Many educators are questioning this process and recognise that the existing system is problematic and not conducive to promoting widening access and equal opportunity policies. This paper describes the changes in this traditional selection process undertaken by the BSc(Hons) Physiotherapy course team at Leeds Metropolitan University. The pre-1999 admissions process is described. The authors then outline the new process, which mainly involved the changing of two key issues: Elimination of interviewing as a means of selecting prospective undergraduate students. Development of an objective random selection process which would represent more accurately the diverse eligible applicant pool and be more representative of the population as a whole. This paper surveys a wide range of literature that explores the challenges of meaningful selection for health-related courses. A rationale for the case for change is offered. Data are presented as an interim audit, comparing student progression, achievement and outcome from the new non-interviewing process with the old system. There is an increase in the number of mature applicants, which may be a fairer reflection of the applicant pool. Applicants are also being selected with a greater range of entry qualifications. Further work needs to be undertaken on resources for staff. Confounding factors are discussed. The wider implications of equal opportunities for all those interested in a career in physiotherapy and the diverse nature of the total applicant pool are considered in relation to the new process and the needs of the profession.

The reasons for the black and minority ethnic (BME) student degree attainment gap are complex and multifactorial. However, it appears that increasing numbers of all students are commuting to campus from the parental and family home and this is now disproportionately represented by BME students at one large post-92 university. This paper outlines findings from a small, qualitative, local study of commuting BME undergraduates and explores how their issues and needs have been addressed through a range of cultural, infrastructural and curricular interventions. The main issue of concern which supports the recent report (Thomas and Jones, 2017) is that many commuting BME students will prioritise academic engagement but are unaware of the wider social and cultural capital that can be gained from participating in extracurricular activities. It is clear that some issues faced by BME commuting students are identical to those faced by all commuting students (stress, impractical timetabling and assessment deadlines, “invisibility”).The fundamental issue is that BME students (commuting and non-commuting) are already often coping with a less-adequate student learning experience, poorer degree attainment (Richardson, 2008a & b, Newbold et al, 2011) and reduced employability (Guardian, 2016) and this may be compounded for those disproportionately high numbers of BME students who also commute. University action must be situated within a broader framework of inclusive academic practice, drawing on a “holistic engagement vision” (Pickford, 2016, p.31) of infrastructural support and partnership working between students and staff.

Summative assessments tend to be viewed as high stakes episodes by students, directly exposing their capabilities as learners. As such, receiving feedback is likely to evoke a variety of emotions that may interact with cognitive engagement and hence the ability to learn. Our research investigated the emotions experienced by undergraduate students in relation to assessment feedback, exploring if these emotions informed their learning attitudes and behaviours. Respondents were drawn from different years of study and subject/major. A qualitative approach was adopted, using small group semi-structured interviews and reflective diaries. Data were analysed thematically and they revealed that receiving feedback was inherently emotional for students, permeating their wider learning experience positively and negatively. Many students struggled to receive and act upon negative feedback, especially in early years, when it was often taken personally and linked to a sense of failure. Negative emotional responses tended to reduce students’ motivation, self-confidence, and self-esteem. Some students, especially in later years of study, demonstrated resilience and engagement in response to negative feedback. By contrast, positive feedback evoked intense but fleeting emotions. Positive feedback made students feel cared about, validating their self-worth and increasing their confidence, but it was not always motivational. The paper concludes with recommendations for instructors, highlighting a need to communicate feedback carefully and to develop student and staff feedback literacies.

More researchers and academics than ever are now choosing to collate their accumulated published work into a PhD. Universities offer a range of pathways to achieving a PhD by Published Work but there is little guidance available for potential or existing students. This much-needed book provides a practical and comprehensive guide to all aspects of the award. Informed by surveys of academic staff from around the world, the text provides an honest assessment of the pros and cons of various routes and helps you to select a pathway that's right for you. It demystifies key processes and aspects of the award, such as navigating regulations, writing a synthesis and preparing for a vice voce examination. In addition, the book provides a wealth of guidance on how to maximise the impact of your publication outputs and improve your success rate with journals. Each chapter is enriched with activities, questions and advice from those who have successfully completed the award to help you get the most out of your doctoral experience.

The use of precariously employed educators is increasing in the global higher education (HE) sector, with many struggling to gain long-term employment and experiencing emotional burden. Scholars report that unpredictable job security, ambiguous career progression, and inadequate remuneration can detrimentally impact precarious educators. This scoping review aimed to uncover and synthesize the literature related to emotional burdens for precariously employed educators in HE. A systematic search across five databases was conducted, and 38 studies published between 2012 and 2023 were included. Analysis revealed four main categories of emotional burden: (1) exclusion or disconnection, (2) feeling undervalued, (3) stress and (4) anxiety. These were mapped to themes of job satisfaction, personal health and wellbeing, career progression, and the work environment. We conclude that precarious educators bear complex emotional burdens. The implications of these could be critically explored and considered by educators, administrators, researchers, and policymakers to work towards more inclusive and equitable academic environments.

This paper defines and discusses ethnography with reference to a qualitative study of hospital-based physiotherapy assistants undertaken by a physiotherapist. The paper identifies the place of an ethnographic approach within qualitative research. The research process is described by focusing particularly on the emergent research questions, access, and the specific pitfalls of observation and interviewing in ethnographic fieldwork. Fieldnotes compilation is discussed and the use of a reflective diary as a useful aid to ethnographic fieldwork is specifically explored.

Our central university teaching and learning department (CLT) links School members to other colleagues to enhance connections for practice sharing, new scholarly work and pedagogic project activity. Using Pickford’s original work (Pickford, 2016 & 2018) on a university model for teaching excellence, the scholarship of teaching and learning, student engagement and communities of practice these connections take a range of forms loosely based around the thinking about academic communities of practice (Lave, 2004). These interrelated links and specific, active and collegiate connections will be identified, categorised and graphically demonstrated on this poster. This model (finalised in 2022) has underpinned an improvement in our university’s student continuation, completion and success rates as enacted by academic and professional service faculty colleagues. Fundamental to this structure are i) strong links between CLT Associates (colleagues with a strong track record in teaching) into the central CLT, ii) our, growing active Developing Excellent Academic Practice Community (DEAP) which has a pan institutional reach and engages all academic and professional service staff iii) our new Centre for Research and Scholarship in Higher Education (CRSTHE) which links colleagues with similar scholarly research interests through workshops, events, seminars and working group project focused networks. This has resulted in a vibrant collegiate learning culture, a greater understanding of SoTL from active staff colleagues and in a range of varied academic outputs from members of our DEAP community (Smith, 2023; Cooke et al, 2024).

Summary of Session: The session will outline the process and rationale that our University academic working group used to update and modernise a Taxonomy of Assessment Domains and showcase our interactive tool for students and staff. Format: Short discussion paper (25 minutes) Session Learning Outcomes By the end of this session, delegates will be able to: 1.Understand how an institution- specific Taxonomy of Assessment Domains can be used to support curriculum design, outcomes based assessment, a wider context of valid assessment practice and standards (QAA, 2013; QAA, 2014) and enhance the capability of staff to specifically embed three core graduate attributes (GAs) in undergraduate (UG) courses. 2. Share and explore our rationale and process for updating our original Taxonomy and recognise how the new Taxonomy can specifically support the writing of levelled learning outcomes, assessment design and the building and assessment of GAs through the UG courses 3. Have the opportunity to i) explore the tool in its varied forms to address different learning needs (printed grid handout / interactive web based, accessible versions for students and staff and ii) access the different resources linked to each of the domains at each academic level. (The resource collation is still work in progress). 4. Consider if i) this development might be a useful innovation at their own University ii) seek advice and share practice about the practicalities of the collaborative, reflective process we used to support all disciplines and subject areas *Participants are requested to bring a mobile device to this session so they can try out the Taxonomy tool individually Session Outline (no more than 300 words) Outcomes based assessment is core to curricular design and Taxonomies of Assessment Domains based on Blooms (1956) work have helped staff design curricula effectively for many years. A survey of staff at Leeds Beckett found that using our Taxonomy i) supports them in developing skills for critical analysis and deep learning with their students ii) clarifies assessment for external examiners . iii) enhances the consistency of module objectives and levelled learning outcomes and makes apparent the precise words required to describe activities which support the design of assessment. iv) facilitates the grading of assessments. Bloom’s Taxonomy (1956) identified six developing levels within the cognitive domain and was designed to be a classification of student behaviours which represent the intended learning outcomes of the educational process i.e. outcomes based assessment (Heywood, 2000). Over the years it has been adapted by others Biggs and Collis (1982); Anderson et al, (2001); Heer, (2012) and Churches, (2008). A review of all our courses necessitated a more systematic, aligned approach to course design. The adoption of three summatively assessed GAs (digital literacy, having a global outlook and being enterprising) meant that GA related wording had to be explicitly integrated into outcomes at every level. A working group was formed to update our own version of the Taxonomy of Assessment Domains which had been used at the University for 30 years. Its language was regarded as outdated, it was only patchily used by staff and many couldn’t always see its value and meaning. The session will explore the process used to inform, design and implement the updated taxonomy and will specifically address some of the challenges encountered in our evaluation and its dissemination through different media. Issues around inclusivity, staff development and the need to be contextually sensitive to suit all disciplines will be addressed. (299 words) Session Activities and Approximate Timings Please provide an indication of how the session will be structured and how activities and discussion will be facilitated. For discussion papers please include a few indicative questions which will focus the discussion element. Stage 1: Outline of the rationale, research to date, examples of other Taxonomies which informed our rationale for the project – approx. 3 mins Stage 2: Outline of the rationale for timeline, focus on collaboration, selection of working group members, generation of ground rules, challenges and consideration of contextually sensitive issues /language so all disciplines could find the new Taxonomy of value, iterative approach to evaluation and feedback on model – approx. 4 mins (Time for questions/clarification) -approx. 2 minutes Stage 3: Outline of key changes to new Taxonomy specifically focussing on domain titles, design level appropriate language, peer review for plain English and GA supporting text - approx. 4 mins Participants will be given individual copies of the new Taxonomy and GA grid and will be able to follow the changes and ask questions simultaneously. Stage 4: Demonstration of the interactive tool on main screen –approx. 2 mins. Participants can also access this on their mobile devices if they wish and explore different sections of it based on their needs/interest. Stage 5: Discussion: Participants will be asked to think and discuss the following questions: Do they have a similar Taxonomy in their own institution? Are they happy with it? What do they use it for/is it visible to staff? There will then be an opportunity to give feedback verbally or later by email on our work in progress– approx. 8-10 mins. References Anderson, L. Krathwohl, D. Airasuan, P. Cruickshank, K. Mayer, R. Pintrick, P. Raths, J. & Wittrock, M. (2001) A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. NY, Longman. Biggs, J.B. and Collis K.F. (1982) Evaluating the Quality of Learning: The Solo Taxonomy, Structure of Observed Learning Outcomes, London, Academic Press. Bloom, B.S. 1956. Taxonomy of educational objectives. Handbook I: The cognitive domain. New York, NY: David McKay. Churches, A (2008) Bloom’s Digital taxonomy. http://edorigami.wikispaces.com Heer, R. (2012) A model of learning objectives. Centre for Excellence in Learning and Teaching. Iowa State University Heywood, J. (2000) Assessment in Higher Education. London and Philadelphia. Jessica Kingsley Publishing. QAA (2013) The Quality code Chapter B6 Assessment of Students and the Recognition of Prior Learning. QAA (2014) UK Quality Code for Higher Education. Part A. Setting and QAA (2014) UK Quality Code for Higher Education. Part A. Setting and Maintaining Academic Standards. The Framework for HE Qualifications of UK Degree Awarding Bodies.

Understanding the emotions experienced by higher education instructors related to assessment feedback, how instructors understand student emotions, and how instructors might manage these emotions positively, can help to secure the educational benefits of feedback. In this research, we aimed to explore the emotional responses that instructors experienced through the giving and receiving of assessment feedback. We undertook qualitative data collection, carrying out individual semi-structured interviews with instructors from three universities who had administered a dialogic feed-forward intervention on one of their teaching units. The full interview transcripts were analysed inductively using thematic analysis. Five main themes emerged from the interview data: 1. Summative written feedback aroused largely negative emotions in instructors because they felt distanced from their students; 2. Instructors experienced a broad range of emotions related to dialogic feed-forward encounters, emerging from their proximity to students; 3. Dialogic feed-forward, as an affective encounter, was emotionally challenging for instructors; 4. Dialogic feed-forward built strong learning relationships between students and instructors, strengthening students’ sense of belonging; 5. Dialogic feed-forward was transformational for instructors as educators. We consider the implications of our findings for instructors and wider assessment and feedback practices, including emotional labour, promotional reward, and instructor professional development.

The growing diversity of doctoral programmes within a globalised higher education environment contributes to knowledge and enhances innovation and creativity. (Halse and Malfoy, 2010; Lee, 2011). Diversity in doctoral education is part of wider changes in higher education across the globe that has moved from an elite system with few participants to a mass system, “massification” (Sankey and St. Hill, 2009). Indeed, more teachers who work in Higher Education both in the UK and internationally are being required to have a PhD and there has been a subsequent expansion in enrolments. (Watts, 2012, p.1101). In parts of Europe, Scandinavia, South Africa and New Zealand this is a popular route, but in the UK the numbers are still relatively small. Many staff who have worked without a PhD in Universities in the UK for many years are now being encouraged to enrol for a PhD by published works. This PhD by publication /by existing published works award allows academic staff who have published regularly in the public domain to use their peer reviewed writing for a PhD award. This approach encourages staff to write new work around a coherent theme or review existing work (often written over many years) which may have been written in a particular subject or around a specific theme. In addition, candidates have to write a “reflective piece” or a “synthesis” of usually about 10000-15000 words which captures the originality, coherence, connectivity and their contribution to knowledge in their subject area. It is the synthesis that is examined in a viva with a panel of internal and external examiners. Focus groups of existing internal candidates (n=8)and an e mail survey of 20 UK and international candidates for this route adopted a qualitative approach and concentrated on a range of issues which explored candidates’ experiences and challenges in undertaking this route both retrospectively or ab initio. Thematic content analysis of the transcripts and surveys generated some key emergent issues which explored experiences and consistency of practice. These related specifically to how candidates can enhance the creativity and originality of their synthesis and develop connectivity in their published work. The findings also reveal how the candidates can best be supported in their paper writing and synthesis writing. This poster outlines their suggestions to i) enhance creative thinking and theme generation for synthesis writing ii) enhance the originality of their synthesis by drawing out particular elements from their published work iii) maximise the opportunity for using support networks (specifically writing groups) to share ideas, enhance their inquiry skills, and problem solve around theoretical and practical ideas for exciting and excellent academic writing and the subsequent demonstration of this in the viva. Participants reflected on how they could then enhance problem solving, inquiry and passion for their subject in their teaching and research practice with their students and how this, in turn, impacted on their future teaching, their own learning and scholarly activity and how best they could be supported to ensure they successfully achieve the award. References: Halse,C. and Malfoy,J. (2010) Retheorizing doctoral supervision as professional work. Studies in Higher Education, 35, 79-92. Lee, A. (2011) Professional Practice and doctoral education: Becoming a researcher. In L. Scanlon (Ed), “Becoming” a professional: An interdisciplinary analysis of professional learning (lifelong learning. Book series, Volume 16) pp 153-169. London: Springer Sankey, M. and St. Hill, R. (2009) The ethics of designing for multimodality: Empowering non-traditional learners. In U. Demiray and R. C. Sharma (Eds) Ethical practices and Implications in Distance Learning (pp.125-154).Hershey: Information Science Reference. Watts, J.H. (2012) To publish or not to publish before submission? Considerations for Doctoral Students and Supervisors,Creative Education, 3, 1101-1107.

This presentation focusses on the story of how students and staff worked together to improve BME students’ degree attainment. Elements of the BME undergraduate students’ experience were narrated via focus groups. The presentation will be a structured “illustrated tale” highlighting six interventions implemented to support BME students more effectively to achieve more 2:1 and 1st class good degrees. Changes in progression and achievement rate will be monitored longitudinally over the next 3 years but reflections on emergent findings will be reviewed innovatively in terms of the realities of the “happy ending.” The interventions are wide-ranging and attempt to solve some of the challenges described by the students. They focus on i) the development of one- stop, inclusive assessment guidance, ii) an exploration of “white curricula”, iii) enhancing their student voice, iv) staff development about unconscious bias and v) strategic initiatives and collaborative curricular projects in the Faculties.

This poster focusses on the process, initial findings and actions from Leeds Beckett University’s Deep Dive project (completed in July 2016) and explored BME (Black Minority Ethnic) students’ stories of their learning experience at the University and how this is impacting on their learning, degree attainment and achievement level. The poster outlines elements of the BME undergraduate students’ experience narrated in focus groups. It specifically highlights six interventions the University is making to support BME students more effectively to achieve more 2:1 and 1st class good degrees. Changes in progression and achievement rate will be monitored longitudinally over the next 3 years. The interventions are wide-ranging and focus on i) the development of inclusive assessment guidance, ii) an exploration of “white curricula”, iii) enhancing the student voice, iv) staff development about unconscious bias and v) more joined-up, strategic initiatives and collaborative curricular projects in the Faculties.

Understanding the emotions experienced by higher education instructors related to assessment feedback, how instructors understand student emotions, and how instructors might manage these emotions positively, can help to secure the educational benefits of feedback. In this research, we aimed to explore the emotional responses that instructors experienced through the giving and receiving of assessment feedback. We undertook qualitative data collection, carrying out individual semi-structured interviews with instructors from three universities who had administered a dialogic feed-forward intervention on one of their teaching units. The full interview transcripts were analysed inductively using thematic analysis. Five main themes emerged from the interview data: 1. Summative written feedback aroused largely negative emotions in instructors because they felt distanced from their students; 2. Instructors experienced a broad range of emotions related to dialogic feed-forward emerging from their proximity to students; 3. Dialogic feed-forward, as an affective encounter, was emotionally challenging for instructors; 4. Dialogic feed-forward built strong learning relationships between students and instructors, strengthening students’ sense of belonging; 5. Dialogic feed-forward was transformational for instructors as educators. We consider the implications of our findings for instructor and wider assessment and feedback practices, including emotional labour, promotional reward, and instructor professional development.

This presentation will share our efforts to investigate how metacognition might enhance the transfer of learning from one context to another. This topic is of relevance because the ability to transfer one’s learning to new situations lies at the heart of lifelong learning and the employability of university graduates. Our exploratory study investigated whether students (N=118) and instructors (N=74) from five institutions reported similar or different perceptions and behaviors related to transfer and metacognition. Our survey data indicate that many instructors and a majority of students do not have a clear understanding of what learning transfer entails, and that there are many mismatches between instructor and student perceptions, attitudes, and behaviors regarding learning transfer. Significant correlations between thinking about transfer and and thinking about learning processes and the likelihood to use awareness to guide practice support further inquiry into the use of metacognitive practices to support learning transfer.

This chapter explores the Retrospective PhD by Publication student supervision experience and supervisory practice through Brookfield’s four lenses (Brookfield, Becoming a critically reflective teacher. Jossey-Bass, San Francisco, 1995). This reflective model, useful in Higher Education settings, (the autobiographical, the students’ view, the colleagues’ view and the theoretical view) explores consideration of an issue or situation from different vantage points. This chapter will utilise the reflective model and its associated vantage points to highlight key areas which need specific attention when undertaking a Retrospective PhD by Publication. For completeness, literature which represents Brookfield’s (op. cit.) fourth theoretical lens is threaded through to enhance understanding and reflection. This approach will help create a holistic perspective of the issues and offer some key recommendations for focussed supervisory practice.

In the summer of 2020, academic and professional service managers at Leeds Beckett University (LBU), were mindful that the upcoming academic year was going to be challenging in terms of teaching and tailored support delivery, as a result of the uncertainty created by COVID-19. We knew that many of our incoming students had experienced disruption in their learning at school or college, and we wanted to support and maximise their potential for success at university in these uncertain times. Through previous work relating to the need to support student transitions, we already understood the importance of pre-arrival academic experience data in helping to create a seamless bridging of the gap between secondary and tertiary education. We knew it would become even more critical in Autumn 2020, due to the impact of the pandemic on student learning in schools and colleges. We were aware that the prior learning experience and challenges of our diverse incoming student body would need to shape our response, strategy, and policy in 2020/21 and beyond. As a result, we decided to pilot a pre-arrival academic questionnaire across a small number of courses that included questions on the impact of COVID-19 on our incoming students’ prior learning. It offers broad headline findings from the data on two key questions: How can we understand incoming students’ levels of anxiety after studying at school or college in lockdown? Are students experienced in learning digitally at school or college before they come to university, and did COVID-19 affect this? This case study explores our institutional response to COVID-19 and how we used the PAQ to inform our action

Our undergraduate curriculum at Leeds Beckett University was reviewed three years ago. One of the review’s main tranches of work was to embed three graduate attributes (GAs) in every undergraduate course. This vignette explores the activities initiated by the Centre for Learning and Teaching with all staff and students both within their courses and at University level to make this happen.

The ability to transfer learning to new situations lies at the heart of lifelong learning and the employability of university graduates. Because students are often unaware of the importance of learning transfer and staff do not always explicitly articulate this expectation, this article explores the idea that metacognition (intentional awareness and the use of that awareness) might enhance the development of learning transfer. Our exploratory study includes results from a survey of 74 staff and 118 students from five institutions in Australia, Belgium, UK, and USA. Our data indicate that many staff and a majority of students do not have a clear understanding of what learning transfer entails, and that there are many mismatches between staff and student perceptions, attitudes, and behaviors regarding learning transfer. This helps explain why learning transfer does not occur as often as it could. We found significant positive correlations between thinking about transfer and thinking about learning processes and the likelihood to use awareness to guide practice. These support the idea that metacognition might enhance learning transfer. We offer suggestions for future scholarship of teaching and learning.

TUTOR EXPERIENCES OF DEVELOPING AN INTERPROFESSIONAL LEARNING (IPL) PROGRAMME IN HIGHER EDUCATION (HE):RECOGNISING A PARALLEL PROCESS IN TUTORS AND STUDENTS. Smith S1, Kate K1; 1Leeds Metropolitan University,Leeds,UK. 2Leeds Metropolitan University,Leeds, UK PURPOSE: This exploratory study aimed to investigate the interprofessional experiences of tutors at Leeds Metropolitan University working together to develop a new IPL programme for pre-registration health and social care students.This new IPL programme is assessed and integrated into the health and social care curricula RELEVANCE: A major drive in the UK and internationally to educate physiotherapists and other health and social care profesisonals together aims to prepare students for the reality of being effective team workers in practice. Previous research has recognised the importance of preparing tutors for interprofessional education (IPE) and described how tutors of IPL can be effective role models for their students. PARTICIPANTS: 12 Faculty of Health tutors, working in the IPL programme, were invited to volunteer for this study. Tutors were from the pre-registration physiotherapy, nursing, occupational therapy, speech therapy, dietetics and social work programmes. METHODS: A qualitative approach utilised individual semi structured taped interviews to explore the tutors’ experiences of working together to plan the new programme. Both researchers carried out the interviews. ANALYSIS: Transcribed interviews underwent a thematic content analysis.Categories and themes were developed using the phrase as the unit of analysis. Member checking of the transcripts was used to check for accuracy RESULTS: Four key themes were identified: Communication issues (bilingualism), professionally tribalistic behaviour, workplace geography and critical reflection. Participants described difficulties understanding other tutors’ profession-specific language and difficulties relinquishing “power” by having to “give up” their profession specific module content to the IPL programme. Participants also addressed difficulties in working interprofessionally when staff were located in different buildings. Tutors discussed how reflecting informally on their own IP practice helped them understand the parallel process they needed to engender in the students. Participants mentioned the lack of reflective frameworks on which to structure their own critical reflection. Tutors recognised the negotiation and bargaining that occurs in thier IPL planning meetings reflected the reality of IP working which students will have to face in future practice. CONCLUSIONS: The new programme encourages tutors to view IPL not as an “add on” but as part of their core work.Tutors recognised that skills they used in IP meetings were the very skills they needed to facilitate in their students. Tutors were encouraged to challenge other tutors who use profession specific jargon and encourage development of a shared plain language.If tutors can understand and internalise the challenges of working interprofessionally they are in an optimal position themselves to support students and be effective role models. Current and future work concentrates on i) Generating a tutor training pack founded on this study’s findings ii) Developing a new model of critical reflection that provides a framework for students and tutors to reflect on their IP experiences. There was recognition that the small sample limits the generalisbility of findings. Issues of bias because the interviewers were not independent were reflected upon. IMPLICATIONS: Pre registration physiotherapists need to be prepared for the realities of practice both at home and abroad. Effective physiotherapy practice is not just uniprofessional practice. Multiprofessional tutors with insight into the challenges of IP working can catalyse this process in all their students

This is a training pack on multi professional work for dissemination within local authorities. It includes impact case studies, interviews with staff and a DVD.

Reflective practice is accepted as being a key component of professional education and practice in health and social care. However an emphasis on self reflection frequently fails to broaden the lens to take into account wider issues of power and inequality, to move beyond technical rationalism and remains at the individual level rather than being embedded within relational notions of dialogue both within teams and across professions. This paper will challenge traditional uniprofessional models of reflection through the development of an approach to interprofessional learning informed by models of critical practice that seek to critique and transcend traditional professional boundaries. Attention will also be paid to the central importance of service users as the essential focus of collaborative team working. The implications of embedding critical reflection as a key component of an integrated strategy for interprofessional learning will be discussed with reference to the development of a new interprofessional learning strategy for pre registration students within which reflective practice is introduced as both a discrete unit and a continuing theme throughout the curriculum. The paper will conclude that a model of critical and reflective practice will enable future practitioners to respond to the transformation of previously compartmentalised ways of thinking and working and the challenge of new ways of working.

Background/Aims: Despite its prevalence, there is limited research into why patient outcomes for plantar fasciitis are poor. To elicit possible reasons for this, this study aimed to compare the perceptions of physiotherapists and podiatrists in plantar fasciitis management and their role in treating it. Methods: Self-administered questionnaires were emailed to physiotherapists and podiatrists to investigate their perceptions of plantar fasciitis management and their roles in treating the condition. Data from the questionnaires were analysed using frequencies and chi-squared tests to detect differences in responses between physiotherapists and podiatrists. Results: The questionnaire was completed by 230 physiotherapists and 227 podiatrists. The results indicated that, on the whole, physiotherapists and podiatrists have different perceptions of: the most effective treatments for plantar fasciitis; factors contributing to poor patient outcomes; and their roles. However, some areas of agreement were indicated: calf-stretching was deemed the most effective treatment; customised foot orthoses was identified as being the specialist role of podiatrists; and delayed referrals from doctors was highlighted as one of the main factors reducing patient outcomes for this condition. No consensus was reached on the specialist role of physiotherapists in the management of plantar fasciitis. Conclusions: The findings show that physiotherapists and podiatrists generally have different perceptions on how plantar fasciitis should be managed. It is suggested that more research into treatment effectiveness would help standardise clinical decision-making in health care teams and improve patient outcomes.

This poster presentation will address the conference theme of exploring how the scholarship of teaching and learning can contribute to transforming patterns of learning in students. The poster shares the process and findings of a research project (initiated via the 2015 ISSoTL International Collaborative Writing Group) investigating how metacognition might enhance the transfer of learning from one context to another. ‘Learning transfer’ refers to the ability to take what is learned in one context and apply it effectively in another. This topic is of importance because the ability to transfer one’s learning and be flexible to new situations lies at the heart of lifelong learning (Cronon,1998) and the employability of university graduates (Muhamed, 2012). Because students are often unaware of the importance of learning transfer, and staff do not always explicitly articulate this expectation (Lightner, Benander, & Kramer, 2008), this work explores the idea that metacognition might enhance the development of learning transfer and, as such, catalyse new ways of learning with students in a range of learning environments. We define ‘metacognition’ as the intertwining of awareness (i.e., self-monitoring) and use of that awareness (i.e., self-regulation) around a process (e.g., writing, studying, learning transfer). Our exploratory study investigated whether students (N=118) and instructors (N=74) from five universities across the USA, Australia, the UK and Europe reported similar or different perceptions and behaviours relating to transfer and metacognition. Our survey data, some of which is illustrated in the poster, indicate that many instructors and a majority of students do not have a clear understanding of what learning transfer entails, and that there are many mismatches between instructor and student perceptions, attitudes, and behaviours regarding learning transfer. Significant correlations between thinking about transfer and thinking about learning processes and the likelihood to use awareness to guide practice support further inquiry into the use of metacognitive practices to support learning transfer. References Cronon, W. (1998). "Only connect..." The goals of a liberal education. The American Scholar, 6(4) ,73 81. Lightner, R., Benander, R., & Kramer, E. (2008). Faculty and student attitudes about transfer of learning. Insight: A Journal of Scholarly Teaching, 3, 58-66. Muhamad, S. (2012). Graduate employability and transferable skills: A review. Advances in Natural and Applied Sciences, 6(6), 882-885.

This workshop will explore research undertaken at Leeds Beckett University exploring the learning experience of BME students on five courses which have the largest BME student numbers. This project was catalysed by the need to address the national student attainment gap where BME students are consistently getting fewer good degrees than non BME students. The reasons for this are complex and multifactorial. More and more of all our University students are living at home rather than in halls or private rented accommodation. This may be one of the contributing factors influencing student learning experiences. Research has shown that much more must be done “to deepen commuter students’ involvement in learning (Jacoby, 2000). The rate of living in the parental home is even greater for BME students -55% of our female BME students live at home compared to 19% of female non BME students and 42% of the male BME students live at home compared to 17% of male non BME students. This workshop focusses on the BME students, exploring the findings of staff and student focus groups and how living at home impacted on their learning in a range of ways. We will outline some of the underpinning literature which informed our institutional action planning and explore ways we are jointly addressing the findings with students through inclusive curricular design. This workshop will encourage participants to share their own practice focussed on induction, retention and independent and collaborative learning and enhancing all students’ sense of belonging. It will end with a postcard activity where participants (be they students and staff) commit to “change one thing” in their own workplace to address the challenge of students living at home engaging beyond the classroom.

This long blog aticle summarises findings from the initial stages of our covid -19 qualitative research study on how our small team of educators is coping with the transition to home working

This was the presentation for my inaugural lecture given as part of the Developing Excellent Academic practice conference in June 2019

The reasons for the Black, Asian and Minority Ethnic (BAME) poorer learning experience, the degree attainment gap and their reduced employability are complex and multifactorial (Richardson 2008 ; Allen, (2016); Newbold et al, (2011). This poster will share how we have used staff colleague ideas for developing a more inclusive learning culture by asking them to propose creative ideas for improving transition into university for commuting BAME students. I reflect on the facilitation of meaningful learning that allow staff to pivot between the borders of their own professional practice and identify with students’ real-life issues and aim to demonstrate how best practice is not ad hoc, but programmatically designed and implemented in partnership with students.

I have observed that while many colleagues who are supervisors are clear about the requirements and the role for supervising a student via a traditional PhD route, they admit they are working in the dark with their students on the PW route and have a poor understanding of the process and the different supervisory skills required. Contributing to this confusion is the lack of consistent training available in universities to support building the skills and knowledge for the supervisors of this PW route. As a result, potential candidates are put off, existing candidates are confused and procedural muddle occurs. In fact, I argue that ‘supervising’ is the wrong word (maybe ‘facilitator’ or ‘mentor’ or even ‘PhD life/ research coach’ would work better!). After all, unlike the traditional, typical PhD supervisor the PW supervisor is not ‘keeping an eye on’ their students to check they are safe and competent researchers before they are let loose on the wider community – many PW students are already established, well published researchers in their own right and have all been safely ‘on the loose’ for years. PhD by PW supervisors do not, unlike the traditional PhD route supervisor, need to ensure their students are producing quality research or ensure their methodology is sound – this has already been done and dusted by the peer reviewers for the journals where the work is submitted. It should also be ironed out early at the Confirmation of Registration stage (and very often this is not the case). From my experience, the supervisory skills required by someone who has a PW candidate should focus on something slightly different:

The Doctor of Philosophy (PhD) by Published Work (PhD by PW) is gaining impetus as a format of doctoral output both nationally and abroad (Smith, 2015). Indeed, doing a PhD by PW makes perfect sense, particularly for many staff who have come into Higher Education to teach from other professions where “having a doctorate” has not traditionally been part of their professional culture, e.g. in nursing, social work, law or teaching. Frick (2019) is also optimistic about its popularity and expansion, and has recently explored whether this PhD route can act as a real panacea to the ills of high traditional doctoral dropout rates and slow doctoral completions. The PhD by PW is a great route for people who might have atypical career pathways into academia; or who have struggled with the financial and work/life juggling act of committing to the traditional PhD, including many NTFs. It is an inclusive route, enabling candidates to build incrementally on existing achievements – thus benefitting and giving opportunities to those who have taken a career break or for those with caring responsibilities (Lee, 2010; Smith, 2015).

The reasons for the Black, Asian and Minority Ethnic (BAME) poorer learning experience, the degree attainment gap and their reduced employability are complex and multifactorial (Richardson 2008 a & b; Allen, (2016);Newbold et al, (2011). This inequality that may be compounded in the case of those disproportionately high numbers of BAME students who also commute to the LBU campus (Thomas & Jone (2017). This poster outlines findings from a qualitative project at Leeds Beckett University (LBU) focusing on commuting BAME undergraduates and explores how their needs have been addressed through a range of cultural, infrastructural and curricular interventions generated from ideas from the students themselves. It explores the key issues addressed by the university in partnership with the group of commuting BAME students.

The PhD by Published Work (PW) route is well established in the UK but the traditional PhD route still predominates. The PhD by PW retrospective route, where a series of peer reviewed academic papers or artefacts are produced around a coherent theme over many years and then collated and submitted with a synthesis (or equivalent) and usually defended by oral examination, is becoming an increasingly popular alternative route for gaining a doctorate. The award provides researchers who have already published but not obtained a PhD award an alternative route to a PhD. It allows them to demonstrate, through the medium of their publications, that they have already undertaken doctoral level research and have the appropriate skills for that level. Supervisors are essential for the emotional and academic support for students undertaking these PhD by PW retrospective routes as they write their final narrative synthesis and prepare for their oral examination (if required). This paper concentrates on issues solely relating to supervising this PhD by PW retrospective route where supervision mainly occurs during the final synthesis writing stage (usually no more than two years in the UK) after sufficient eligible outputs are produced. The need to build the capacity for high-quality supervision for this new route at Leeds Beckett University (LBU) catalysed a small qualitative project which explored the role of the PhD by PW supervisor and how it differed from the supervision of a student on the traditional PhD route. Aspects of practice, the challenges, rewards, and nature of the role were explored through surveys and a focus group. Nineteen supervisor and student participants completed the surveys (i.e. eleven supervisors/eight PhD by PW students) and six additional PhD by PW students (who had not done the survey) participated in a follow up focus group to explore some of the issues raised from the survey findings. Identification of staff development needs for supervisors of this retrospective PW route are recommended and should focus on regulatory and process clarity and how to address the challenges of this route’s supervisory practice especially with collation of outputs, support in clarifying coherence, originality and contribution to the knowledge base, synthesis writing and emotional support for the students. Emotional and practical support suggestions for effective PhD by PW route supervision are suggested.

This poster describes an innovative collaborative project between two Centres of Excellence for Teaching and Learning. The Institute for Enterprise based at Leeds Metropolitan University used the process and model devised by the ALPS CETL for their communication, ethical practice and teamworking competency maps to devise their own map which illustrated enterprise skills. The process used to develop the map is detailed along with its uses for students and staff. Tips for the project’s process and pedagogy are outlined. The completed work and mapping is evidence of successful interprofessional and cross CETL working.

There is no set formula to guide researchers in writing up qualitative research projects. Much writing up of any research tends to eliminate the self-analysis of the researcher. This article analyses the author's position in relation to the qualitative research process.

Reflexive research is defined as a method that fully embraces and exploits the subjectivity of the researcher. Increasing reflexivity of research can increase the credibility and trustworthiness of qualitative data. In this article, examples from a qualitative study are used to illustrate how much of the reflexive self-analysis undertaken as part of the original design was lost in the study's formal scientific write-up.

The reasons why writers are reluctant to write about the ‘self’ in published journals are explored. Two different approaches to qualitative writing up are discussed: the ‘realist’ and the ‘confessional’ approaches. The confessional approaches that were lost in the design and process of this study are described, taking power relationships as a theme for the examples cited. The need for both confessional and realist tales in the writing up of qualitative research is considered in relation to participant visibility and service user empowerment.

This paper outlines an innovative curricular development at Leeds Metropolitan University. Two new programmes the MSc occupational therapy (OT) and MSc physiotherapy (PT) (preregistration) which have a strong element of shared learning in their curricula are running for their first year post approval. Medical humanities (MH) is frequently used as method of education with preregistration OT students and medical students (Hurwirz, 2003) but is much less commonly used in PT preregistration education. The OT and PT students jointly took part in a week of MH involving workshops, discussion and a ‘performance’ of work in progress. The week focused on the use of literature and the arts as a channel for exploration and discussion of human issues that are pertinent to health professionals. The aim was to help foster empathy, compassion and skills which the students would need to use on an everyday basis when dealing with a wide spectrum of service users and colleagues at the University and on practice placement. The paper is sectioned chronologically. There is a review of the background literature and rationale for the development of MH in PT and OT cirricula. The external specialist tutors, the course leaders and the OT and PT students’ views and input are outlined. The MH week was evaluated through written evaluation forms, a student focus group, email comments from students to course leaders and a staff debriefing. Learning points for staff and students are addressed. Recommendations relating to the format, content and development ideas for implementation of MH education for future cohorts are proposed.

This research report provides an overview of the main findings from the student focus groups at the beginning and end of a module, undertaken on 50 first-year students on a BSc (Hons) Physiotherapy course. One of the module's learning outcomes was to ensure the development of team working skills. This module and this research project echoed the aims of the Department of Health's Meeting the Challenge, reflecting the government's commitment to modernizing education for allied health professionals. An understanding of the roles of other health workers and developing team working skills is integral to educational culture in terms of preparing physiotherapy students to be effective practitioners who can work well with others.

Students discussed their experiences, challenges and coping strategies used while working together in a small group (n=5) on a group assessment of a case study. Qualitative data were supplemented by the Team Reflexivity Questionnaire and consideration of the principles underpinning Belbin's work on team roles. The main findings focussed on group members' poor assertiveness and listening skills. This in turn led to difficulties in planning, negotiating for a leader and delegating and organizing work. Discussion of the implications of these findings on educational practice is undertaken, looking particularly at the development of assertiveness skills early in the undergraduate course, observational monitoring of ‘early’ group interactions and allowing time for new groups to socialize before allocating the formal assessment task. Recommendations for tutor practice are made.

Physiotherapists and podiatrists are working closer together in musculoskeletal services than ever before. This study aimed to look at the role of each profession within the musculoskeletal team, issues of role overlap and professional boundaries and the effects of working together has had on their practice. Their opinion was also sought on the future of both their role and the musculoskeletal team. The study was a qualitative design using a hermeneutic approach. There were four participants, two from each profession, who work closely with the other profession. Data was collected through semi-structured interviews and a focus group. The findings from the study were wide ranging. All participants enjoyed working together and felt this had improved patient care. They value a team approach based on equal status and appreciation of skills between the professions. Blurred boundaries and areas of role overlap exist between the professions. Government initiatives are treated with mistrust and are seen as attempts to undermine the professions’ current role and status. Consequently there is a resistance to change of role. Conflict with the medical profession and the Allied Health Professions was uncovered. Interprofessional education was initially seen as having little value, but the participants did agree that it could be beneficial for producing effective team workers. Further research is needed in this area as this is a small study and the findings may not be representative of a larger population.

Assessment feedback should be an integral part of learning in higher education, but students can find this process emotionally and cognitively challenging. Instructors need to consider how to manage students’ responses to feedback so that students feel capable of improving their work and maintaining their wellbeing. In this paper, we examine the role of instructor-student relational feed-forward, enacted as a dialogue relating to ongoing assessment, in dissipating student anxiety, enabling productive learning attitudes and behaviours, and supporting wellbeing. We undertook qualitative data collection within two undergraduate teaching units that were adopting a relational feed-forward intervention over the 2019–2020 academic year. Student responses were elicited via small group, semi-structured interviews and personal reflective diaries, and were analysed inductively using thematic analysis. The results demonstrate that relational feed-forward promotes many elements of student feedback literacy, such as appreciating the purpose and value of feedback, judging work against a rubric, exercising volition and agency to act, and managing affect. Students were keen for instructors to help them manage their emotions related to assessment, believing this would promote their wellbeing. We conclude by exploring academic strategies and pedagogies that position relational instructor feed-forward as an act of care, and we summarize the key characteristics of emotionally resonant relational feed-forward meetings.KEYWORDSassessment feedback, relational feed-forward, thematic analysis, emotional resonance, wellbeingINTRODUCTIONThe number of undergraduate students in higher education experiencing psychological distress appears to be rising across the globe (Auerbach et al. 2018; Carter et al. 2017; Ferguson 2017). Academic pressure contributes to this distress, particularly associated with university assessments (Barnett 2007). Feedback on assessments should be an integral part of learning in higher education (Hattie and Timperley 2007), but students can find this process challenging (Carless and Boud 2018). Part of the difficulty for students is that their emotional responses can play a significant role in determining how they receive and act on feedback (Pitt and Norton 2017; Ryan and Henderson 2018; Small and Attree 2016). Negative emotions, such as stress and anxiety, can reduce

This research report provides an overview of the main findings from the student focus groups at the beginning and end of a module, undertaken on 50 first-year students on a BSc (Hons) Physiotherapy course. One of the module’s learning outcomes was to ensure the development of team working skills. This module and this research project echoed the aims of the Department of Health’s Meeting the Challenge, reflecting the government’s commitment to modernizing education for allied health professionals. An understanding of the roles of other health workers and developing team working skills is integral to educational culture in terms of preparing physiotherapy students to be effective practitioners who can work well with others. Students discussed their experiences, challenges and coping strategies used while working together in a small group (n=5) on a group assessment of a case study. Qualitative data were supplemented by the Team Reflexivity Questionnaire and consideration of the principles underpinning Belbin’s work on team roles. The main findings focussed on group members’ poor assertiveness and listening skills. This in turn led to difficulties in planning, negotiating for a leader and delegating and organizing work. Discussion of the implications of these findings on educational practice is undertaken, looking particularly at the development of assertiveness skills early in the undergraduate course, observational monitoring of ‘early’ group interactions and allowing time for new groups to socialize before allocating the formal assessment task. Recommendations for tutor practice are made. Key words: team working, group skills, interprofessional education, physiotherapy, reflexivity Smith S (2005) Encouraging the development of team working skills in physiotherapy students. Int J Ther Rehabil 12(10): 454–61

We examine the role of instructor-student relational feed-forward, enacted as a dialogue relating to ongoing assessment, in dissipating student anxiety, enabling productive learning behaviours, and supporting wellbeing. We undertook qualitative data collection within two undergraduate teaching units that were adopting a relational feed-forward intervention over the 2019-2020 academic year. Student responses were elicited via small group semi-structured interviews and personal reflective diaries, analysed using thematic analysis. The results demonstrate that relational feed-forward promotes many elements of student feedback literacy, such as appreciating the purpose and value of feedback, exercising volition and agency to act, and managing affect. Students were keen for instructors to help them manage their emotions related to assessment, believing this would promote their wellbeing. We conclude by summarising key characteristics of emotionally resonant relational feed-forward, and offer ideas to scale relational feed-forward to larger class sizes. Keywords: assessment feedback, relational feed-forward, thematic analysis, emotional resonance, wellbeing.

There is no set formula to guide researchers in writing up qualitative research projects. Much writing up of any research tends to eliminate the self-analysis of the researcher. This article analyses the author’s position in relation to the qualitative research process. Reflexive research is defined as a method that fully embraces and exploits the subjectivity of the researcher. Increasing reflexivity of research can increase the credibility and trustworthiness of qualitative data. In this article, examples from a qualitative study are used to illustrate how much of the reflexive self-analysis undertaken as part of the original design was lost in the study’s formal scientific write-up. The reasons why writers are reluctant to write about the ‘self’ in published journals are explored. Two different approaches to qualitative writing up are discussed: the ‘realist’ and the ‘confessional’ approaches. The confessional approaches that were lost in the design and process of this study are described, taking power relationships as a theme for the examples cited. The need for both confessional and realist tales in the writing up of qualitative research is considered in relation to participant visibility and service user empowerment. Key words: reflexivity, qualitative research, writing up, realist tale, confessional tale Smith S (2006) Encouraging the use of reflexivity in the writing up of qualitative research. Int J Ther Rehabil 13(5): 209–15

This week, we have featured a series of blogs from Professor Susan Smith, Associate Director, Centre for Learning and Teaching, at Leeds Beckett University. Susan first shared her findings and reflections on educating in a lockdown back in May; in this final instalment, she reflects on how, while we are still in a state of 'unknowing', we are developing a better sense of our future and our new priorities. You can find Monday’s introductory blog here, Tuesday’s instalment on lockdown working as a ‘messy business but getting tidier’ here, Wednesday’s blog about coping better here, and yesterday's blog about finding new skills here.

This qualitative study investigated current occupational therapy and physiotherapy practice in a community rehabilitation setting to elicit areas of role difference, skill sharing and commonality within the two professions. The study was carried out with service users (n = 4), occupational therapy and physiotherapy clinicians (n = 11) and therapy service managers (n = 9) to try and explore as many different opinions and experiences as possible. Focus groups were used to gather the data.The findings from this study were broad ranging. Service users were frequently unable to identify the difference between occupational therapists and physiotherapists. Skill sharing and the blurring of professional boundaries between occupational therapists and physiotherapists occured on a daily basis. Interdisciplinary team working was regarded as essential for an effective needs-led service by all the participants of the study. However, despite this, it appeared that professional tribalism existed between the two professional groups, which hampered effective team working at times. There was a general feeling that increasing interprofessional education at as early a stage in undergraduate training as possible was vital and would help increase awareness of other professional roles and prepare therapists for the reality of working life. Key words: occupational therapy, physiotherapy, role boundaries, interdisciplinary, qualitative study Smith S, Roberts P (2005) An investigation of occupational therapy and physiotherapy roles in a community setting. Int J Ther Rehabil 12(1): 21–9

We explore the emotional responses that instructors experience through the giving and receiving of assessment feedback. We undertook qualitative data collection, carrying out individual semi-structured interviews with instructors from three universities who had administered a dialogic feed-forward intervention on one of their teaching units. Interview transcripts were analysed inductively using thematic analysis and five themes emerged: 1. Summative written feedback aroused largely negative emotions in instructors because they felt distanced from their students; 2. Instructors experienced a broad range of emotions related to dialogic feed-forward emerging from their proximity to students; 3. Dialogic feed-forward, as an affective encounter, was emotionally challenging for instructors; 4. Dialogic feed-forward built strong learning relationships between students and instructors, strengthening students’ sense of belonging; 5. Dialogic feed-forward was transformational for instructors. We consider the implications of our findings for instructor and wider assessment and feedback practices, including emotional labour, promotional reward, and instructor professional development.

Traditional assumptions about professional roles and structure in the modernising National Health Service are being challenged. The changing nature of healthcare, the increase in the older population, and staffing implications are all key issues affecting the future of occupational therapy and physiotherapy as future separate professions. These complex changes are potentially threatening for these professions as they currently exist. It will, therefore, be necessary to find solutions to these issues if the healthcare labour force is to be responsive to meet the challenges ahead in the changing NHS. Role overlap, role confusion, fragmentation of therapy services, shared learning and a melding of the core skills and philosophies of occupational therapy and physiotherapy are the drivers for change and modernisation discussed in this paper. The paper offers the suggestion that occupational therapy and physiotherapy undergraduate education programmes should be combined. It also recommends that a creative, independent and comprehensive review of future workforce planning should be undertaken and states that the real way forward is towards the creation of highly skilled rehabilitation therapists who would be truly responsive to the needs of service users.

The author provides a reflective account of the aspects of the ethnographic research process on the self of the researcher and the physiotherapy assistants studied. It addresses how the researcher, as the sole instrument of data collection, can influence the data through an exploration of some of the problems encountered during the observation and interviewing phases of a project. It particularly focuses on issues relating to the therapeutic use of self, role strain and confidentiality. Physiotherapists are urged to develop a reflective approach when undertaking ethnographic research.

This paper defines and discusses ethnography with reference to a qualitative study of hospital-based physiotherapy assistants undertaken by a physiotherapist. The paper identifies the place of an ethnographic approach within qualitative research. The research process is described by focusing particularly on the emergent research questions, access, and the specific pitfalls of observation and interviewing in ethno­ graphic fieldwork. Fieldnotes compilation is discussed and the use of a reflective diary as a useful aid to ethnographic fieldwork is specifically explored.

The ability to transfer learning to new situations lies at the heart of lifelong learning and the employability of university graduates. This project explores the idea that metacognition might enhance the development of learning transfer. Learning transfer: The ability to take what is learned in one context and apply it effectively in another context. Metacognition: The intertwining of awareness (i.e., self-monitoring) and use of that awareness (i.e., self-regulation) to advance a process (e.g., writing, studying, driving, cooking).

This paper outlines an innovative curricular development at Leeds Metropolitan University. Two new programmes the MSc occupational therapy (OT) and MSc physiotherapy (PT) (preregistration) which have a strong element of shared learning in their curricula are running for their first year post approval. Medical humanities (MH) is frequently used as method of education with preregistration OT students and medical students (Hurwirz, 2003) but is much less commonly used in PT preregistration education. The OT and PT students jointly took part in a week of MH involving workshops, discussion and a ‘performance’ of work in progress. The week focused on the use of literature and the arts as a channel for exploration and discussion of human issues that are pertinent to health professionals. The aim was to help foster empathy, compassion and skills which the students would need to use on an everyday basis when dealing with a wide spectrum of service users and colleagues at the University and on practice placement. The paper is sectioned chronologically. There is a review of the background literature and rationale for the development of MH in PT and OT cirricula. The external specialist tutors, the course leaders and the OT and PT students’ views and input are outlined. The MH week was evaluated through written evaluation forms, a student focus group, email comments from students to course leaders and a staff debriefing. Learning points for staff and students are addressed. Recommendations relating to the format, content and development ideas for implementation of MH education for future cohorts are proposed. Key words: Physiotherapy, occupational therapy, medical humanities, education Smith S, Molineux M, Rowe N, Larkinson L (2006) Integrating medical humanities into physiotherapy and occupational therapy education. Int J Ther Rehabil 13(9): 421–27

This presentation will outline the process, initial findings and actions from the current Deep Dive project which is exploring home BME undergraduate students’ attainment and how the University can support them more effectively to get more 2:1 and 1st class degrees. Despite numbers of BME students being relatively small at LBU (12%), there is a clear attainment gap. BME students across the sector are more likely than their white peers to get a Third or 2:2. (Broeche and Nicholls, 2007; Richardson, 2008). At LBU, 49.8% BME students get good degrees compared to 64.5% of white students. Nationally 73% of white students get 1st and 2:1s but 58.5% of BME students nationally get 1sts and 2:1s. Our University is below average for attainment for white and BME students both in our own University and compared to the sector and the gap in white and BME attainment remains significant. A broadly interpretive approach was adopted for this project. Detailed analysis of quantitative data relating to 5 large UG courses, analysis of course documentation and of qualitative data from staff and student focus groups was undertaken. Six actions (listed below) were identified from the emergent findings and will be discussed. These are part of a more inclusive approach to practice catalysed by our Race Equality Charter Mark Action Plan and a parallel Deep Dive project about supporting disabled students. a) the identification of two Inclusivity Champions per School and Service b) establishing a pan-University group to address inclusive assessment practice; c) establishing a work group exploring BME student uptake of placement opportunities; d) “unconscious bias” training for all staff e) establishing a project to review “white curricula” which would mirror the existing NUS campaign “Why is my curriculum white? f) working with the SU to encourage more BME students to stand as student course representatives. Word count (excluding references) 300 References Broecke, S., & Nicholls, T. (2007). Ethnicity and degree attainment. Research report RW92 Department for Education and Skills (DFES) Available on line at: www.dfes.gov.uk/research/ Richardson, J. T. E. (2008). The attainment of ethnic minority students in UK higher education. Studies in Higher Education, 33(1), 33-48.

Pre registration health and social care students undertake IPL to optimise their interprofessional working skills in preparation for the reality of their future professional practice (Department of Health 2000). The importance of preparing students’ tutors for interprofessional education (IPE) has also been identified (Barr, 2002) as well as the value of using the "IPL team as a way of role modelling" (Cooper, 2004). Additionally tutors’ experiences of IPL can be used as a resource to support student learning (Page and Meerabeau 2004). Nine academic tutors were interviewed in this qualitative study which explored their experiences of planning and implementing a new IPL programme. Tutors described difficulties in relinquishing power, tribalistic behaviour, ineffective communication and geographical constraints during the planning process which hampered their own IPL teamwork. A ‘parallel process’ is identified indicating how tutor experiences in surmounting these issues mirror many of the same skills that the tutors aim to develop in supporting student learners during the IPL programme. Findings are interpreted alongside discussion of the ‘parallel process’ and practical strategies for responding to the challenges of IPL are identified. The value of tutor reflection is discussed in relation to tutors being able to optimally position themselves to support student learners and be effective role models for diverse groups of students undertaking IPL programmes.

https://www.leedsbeckett.ac.uk/publications/files/Inspiring_Enterprise_LoRes.pdf

Curricular change and development has been central to our institution, Leeds Beckett University, in the last few years. A full scale review of both undergraduate and postgraduate curricula and the programme design was undertaken with the development of embedded graduate attributes, more focussed summative assessment, an emphasis on student engagement, new course design principles and parallel policy development on academic integrity. This issue of JPAAP hopes to explore some of the projects, challenges and innovations undertaken as part of this journey in the last three years. This special edition builds on the enthusiasm of a community of our Leeds Beckett academic staff who have helped support our understanding of “where we are at” in developing our curricula to enhance our students learning experience and make them really employable graduates. The writers who have contributed to this journal have, as part of their reflection on their own research and projects linked to our curriculum, tried to capture the latest innovation in theory and practice. They have taken a pragmatic approach to “writing up” their work in a style which is not intended to be prescriptive but instead is designed to offer suggestions for practice and clarify the practical implications of new ideas. The papers aim to open a dialogue with others who may be interested in undertaking similar work which may be done to, say, build the visibility of graduate attributes, improve employability, augment student engagement and understand course design better. In this issue we have a number of case studies which illustrate the embedding of our three graduate attributes (enterprise, digital literacy and having a global outlook). These papers take a range of approaches to detail the work undertaken. Cooke explores a systematic approach to embedding information literacy into first year curricula. She explains how the project was initiated after flaws in students’ information literacy skills were identified. Information literacy (part of our broader digital literacy attribute) has been defined as the ability to gather, use, manage and synthesise information. (SCONUL, 2011, p.3 ). Fitzgerald’s case study also explores the systematic embedding of enterprise skills as part of an innovative Biosciences module where students have to devise a biotechnology project or set up a social enterprise. Thomson’s original phenomenographic research on how staff “see” an e-learning framework forms the foundation of our work on embedding digital literacy and explores how the perception of e-learning initiatives can vary in the viewpoints from different stakeholders. In another institution-wide paper, Jameson presents an overview of our institutional strategy and policy about academic integrity. She reflects on the massive changes which have taken place at Leeds Beckett in the way we regard and deal with academic integrity revealing the effort and resources which have contributed to our consistent and systematic approach. Within the collection of articles in this special issue there are three contributions which focus on the course, and curricular design in particular. Garbutt’s course- based case study explores whether blending academic curricula and qualifications with professional body curricula and qualifications might be a possible way to achieve cost effective curricular change and open up a more vocational route for a degree. Simpson’s case study considers how a range of authentic learning techniques i.e. “learning by doing” were used in the Leeds Beckett MBA programme and had a positive impact on pass rates and student satisfaction. Green et al explore our course design principles and, picking five of them, show how they were used in the development of the Sport Marketing programme at Leeds Beckett and how the authors used them to influence curricular changes at Assuit university in Egypt where we were asked to work collaboratively with academic staff there to advise on their course design. It is a clear exploration of the challenges of partnership and collaborative working. Smith & Sellers and Pickford explore different models which provide a framework for practical tools which can be used in curricular design and its implementation. In Smith and Sellers paper they explore how the institutional taxonomy of assessment domains was updated and showcase the taxonomy as a useful tool for course design. It has been particularly useful in highlighting to staff the best ways of writing accurate levelled learning outcomes. Pickford provides a truly original a multidimensional model for student engagement. The template included in the paper provides a framework for designing and delivering the curriculum taking into account the academic, emotional and transactional dimensions of engaging students. This provides a practical tool for course teams. Consideration of the global outlook graduate attribute is considered in Killick’s insightful reflective piece on the role of hidden curricula. He makes stimulating links between University, course design and the classroom to show how different “hidden” issues could (and do!) contribute strongly to shaping students experience of internationalism and their “global self.” It is good to see such a broad selection of innovative and subject driven contributions which explore both student and staff perspectives about curriculum design and recognise that it is fundamental to a great learning experience. It is hoped that this selection of papers might provide the opportunity for further discussion amongst the JPAAP readers and offer some suggestions for practical change in the area of curriculum design and change. References SCONUL (2011), The SCONUL Seven Pillars of information Literacy: Core model for Higher education. Page 3. http://www.sconul.ac.uk/sites/default/files/documents/coremodel.pdf

Gibbs’ (1988) reflective cycle is used as a framework to explore the institutional experience of embedding new graduate attributes (GAs) as part of a major refocus of all the undergraduate courses at Leeds Beckett University. One of the key components of this curricular refocus was the initial conceptualisation and embedding of three new Graduate Attributes (GAs). The University’s three GAs are (i) having a global outlook (ii) being enterprising and (iii) being digitally literate and this paper focuses on the seven main interventions which were used to embed and foster their delivery in the refocused curriculum. The GAs run through each level of every UG course and prepare students for work and life through a variety of embedded intra-curricular module based, credit bearing activities. This reflective paper concentrates on the intra-module core curricular activity manifested by the GAs embedded in course and module learning outcomes and not students’ extracurricular activity even though this can be regarded as strengthening skills for life and the workplace (Bowden et al, 2000). A combination of personal and colleagues’ reflections, evidence from surveys and analysis of actions are highlighted using Gibbs’ (1988) cycle as a framework to explore the process in a systematic way and assist in the illustration and analysis of some of our key interventions. This reflective account considers our successes (resources and building the digital literacy GA) and some of the surprising benefits (communities of practice) of this initiative. The paper also uses Hounsell’s (2011) and Barrie’s (2006) frameworks to deconstruct the curriculum change experience and offers structured reflection on some of the lessons learnt from the challenges, e.g. tight time scales, staff ownership, and constructive alignment (Biggs, 1996). Key future actions are noted; specifically the engagement of staff and students to address application/tailoring to disciplines and their specific course design issues.

Title: Writing for publication: Interventions to support i) academic writing and ii) staff writing for a PhD by Published Work This workshop links to Theme 4: What forms of engagement recognise and contribute to high quality scholarship? This workshop explores engagement methods that the Centre for Learning and Teaching at Leeds Beckett University uses to foster collaboration for our academic writers and to support those academic staff doing a PhD by published work. Increasing numbers of staff are registering for a PhD by published work in the UK and internationally and writing for publication can be stressful, isolating and demanding (Smith and Deane, 2014). Supporting their needs to reach an appropriate standard for publication in the public domain and for the PhD threshold standard is important (O’Sullivan and Cleary, 2014) and can be achieved through writing groups where mutual engagement and a sense of joint identity are fostered through a community of practice. (Wenger, 1998). In addition, staff undertaking a PhD by published work award or, indeed, just writing up their scholarship for peer reviewed journals need to show the “triple whammy”: coherence, contribution to the field and originality in their work and final synthesis/reflective summary. This workshop is structured in two parts and is suitable for all academic writers, but particularly those looking to submit for a PhD by published work. Part 1 involves the sharing of key methods used in Leeds such as a) writing groups, b) draft sharing to elicit real strength in originality, coherence and contribution c) supervisor networks and d) the production of a themed edition journal will be outlined. Participants will then share practice in small groups about i) whether these strategies have been useful for them ii) the value of their own different institutional interventions to support scholarly writing and outputs. Part 2 will encourage staff to look at “the triple whammy” of their work and discuss these using some key questions (Smith, 2015) in pairs using the non- threatening, supportive feedback model for writing support (Ryan and Zimerelli, 2006). The learning goals: Participants will be encouraged to review their own practice to explore i) if any of these methods (a)-(d) have helped them ii) if they have any other collaborative interventions in their own institutions to enhance high quality scholarship iii) their own publications and consider, how they can strengthen their PhD by published work synthesis/reflective summary to elucidate its unique “triple whammy”. Outcomes: By the end of the workshop participants will have i) a greater awareness of practical support strategies to improve local academic engagement in writing support ii) used a series of tools generated from surveys, interviews and focus groups, (Smith, 2015),to strengthen the “triple whammy” of their own scholarly outputs. iii) the opportunity to contribute to a paper for the ISSOTL journal about supporting scholarly writing. I am a National Teaching Fellow (UK), Principal Fellow of the Higher Education Academy, researcher and author experienced in delivering conference workshops. I have recently written a book on PhD by Published Work based on qualitative research with writers, supervisors and researchers. *Participants should bring a list (or full text) of their current and emergent peer reviewed publications to the workshop. References O’Sullivan, I. and Cleary, L. (2014) ‘Peer-tutoring in academic writing: The infectious nature of engagement’, Journal of Academic Writing, 4(1): 52–65. Ryan, L. and Zimmerelli, L. (2006) The Bedford Guide for Writing Tutors (4th edn) (Boston, Bedford: St Martin’s Press). Smith, M. and Deane, M. (2014) ‘Supporting the neophyte writer: The importance of scaffolding the process’, Journal of Academic Writing, 4(1): 40–51. Smith, S (2015) How to do a PhD by Published Work. Palgrave Macmillan. In press. To be published April 2015. Wenger, E. (1998) Communities of Practice (Cambridge: Cambridge University Press).

Title: Writing for publication: Interventions to support i) academic writing and ii) staff writing for a PhD by Published Work Academic staff already in post at Leeds Beckett University are under increased pressure to have a PhD. This work explores engagement methods that the Centre for Learning and Teaching at Leeds Beckett University uses to foster collaboration for our academic writers and to support those academic staff doing a PhD by published work. This work has resulted in a burgeoning writing group, a strengthening of the teaching and learning culture and scholarship, improved staff relationships and sharing of practice across the disciplines. Increasing numbers of staff are registering for a PhD by published work in the UK and internationally and writing for publication can be stressful, isolating and demanding (Smith and Deane, 2014). Supporting their needs to reach an appropriate standard for publication in the public domain and for the PhD threshold standard is important (O’Sullivan and Cleary, 2014) and can be achieved through writing groups where mutual engagement and a sense of joint identity are fostered through a community of practice. (Wenger, 1998). In addition, staff undertaking a PhD by published work award or, indeed, just writing up their scholarship for peer reviewed journals need to show the “triple whammy”: coherence, contribution to the field and originality in their publications and final synthesis summary (Smith, 2015). Our experience might usefully be shared with other academic writers, educational developers and researchers. Discussion of the sharing of key methods used in Leeds such as a) the writing group, b) draft sharing of papers/outputs to elicit strength in originality, coherence and contribution to exisiting knowledge using a supportive feedback model for writing support (Ryan and Zimmerelli, 2006). c) supervisor networks and d) the production of a themed edition journal will be outlined.

This paper discusses how the development of the ALPS common competency maps for communication, teamwork and ethical practice has led to the adoption of this process by other Faculties and how associated interprofessional assessment and e portfolios have been accepted by practice educators and institutions

This presentation outlines the background, context and transferability of a competency mapping tool originally developed in health but suitable for enterprise

This paper presents the outcomes of a small research project that sought to explore the value of a Staff Associate Scheme linked to the Centre for Learning and Teaching (CLT) in a post-92 university. The Associates are a group of academic and professional service staff seconded from their Schools and services for one day a week, usually for a year, to work collaboratively with the core full time Centre for Learning and Teaching team on projects of interest which relate to learning development and align with the strategic aims of the university’s Education Plan. This paper reflects on the findings from narratives provided from autoethnographic Associate reflective diaries and survey responses that sought to explore the participants’ practice experiences, learning journeys, and perceptions of the value of their membership of the Associate Scheme. The discussion is widened by the consideration of findings from the participants, which contributed to the iterative development and enhancement of the Scheme. Findings showed a positive impact of the Scheme on the Associate participants and their practice. They viewed the scheme as beneficial to their collaborative skills, the building of unusual synergies, and in the supporting of innovation and impact as cross-university learning developers. The paper concludes by drawing together themes from the research, lessons learnt, transferability of findings to other universities, and consideration of the requirements for a successful future Scheme.

Digital literacy (DL) as a graduate attribute is being embedded in all undergraduate courses as part of Leeds Metropolitan University’s current curriculum refocus activity with the aim that our graduates will be better prepared for more employable (CBI,2009) as a result of embedded DL skills in every course via the learning outcomes and learning activities. This wholesale change is being coordinated by the University’s Digital Literacy Implementation group. This staff and student group works collaboratively with Faculties to share and support evidence based practice via hubs of learning technologists, academic staff and students. This presentation will be delivered in the form of an e book designed using the innovative free ibooks authoring tool. Each book chapter represents a stage in our project’s work in progress. Key issues addressed through the e book contents will be: broadening of information literacy into a digital setting, the evidence linking DL to improving student experience, life skills and employability, resources, and how we managed our change process. Filmed student and staff interviews, images and text will be embedded in the eBook to illuminate work in progress. Showcasing sections of the book in parallel with a verbal account from one team member’s experience of how their own novice DL skills developed will form the content of the presentation. Participants will learn that designing e books is a fun way of not only developing new DL skills themselves but that the learnt skills can be extrapolated to encourage students to develop DL skills in any subject area. This presentation demonstrates an innovative, useful tool for learning, building staff and students’ skills and reflection. Our free e book will be downloadable at the presentation. References CBI and Universities UK (2009). Future Fit: preparing graduates for the world of work. London, CBI.

The ALPS CETL and the Institute for Enterprise CETL at Leeds Metropolitan University are working collaboratively to develop the use of the ALPS CETL Common Competency Maps

Leeds Beckett University is embarking on a new cycle of Periodic Review after our wholesale curriculum review in 2012. Reviewing our current academic activity in relation to our curricular practice showed that work still needed to be done in several key areas. For example, improving the writing of levelled intended learning outcomes (ILOs), integrating our graduate attributes (GAs) - Enterprise, Having a Global Outlook and Digital Literacy - more fully into course and module outcomes and ensuring staff understand the nature and scope of the different assessment domains which enhance opportunities for full student learning from our programmes. To address these issues, a short life working group (SLWG) focussed on modernising our existing taxonomy of assessment domains (Link 1) which had been well-used by our staff for at least 20 years. This paper focuses on i) consideration of the benefits of the existing taxonomy ii) the broader context and reasons for modifying our existing taxonomy of assessment domains, iii) the approach, process and activity of the SLWG), iv) planned future work streams to build on our work in progress. Keywords: Taxonomy of Assessment Domains, Graduate Attributes, Learning Outcomes

In the summer of 2020, academic and professional service managers at Leeds Beckett University (LBU), were mindful that the upcoming academic year was going to be challenging in terms of teaching and tailored support delivery, due to the grave uncertainty created by Covid-19. We knew that many of our incoming students had experienced disruption in their learning at school or college, and we wanted to support and maximise their potential for success at university in these uncertain times. The prospect of future lockdowns and even more online learning were the only certainties, as students were still, quite rightly, not encouraged to come onto the physical campus. At Leeds Beckett University (LBU), we believe that the way a student studies (their learning pathway) is as important as what they study. Our strategic focus is on ensuring each student’s learning pathway is supported through a high-quality curriculum, learning activities, and learning environment. Pickford’s (2018) Blueprint for Teaching Excellence frames LBU’s approach to inclusively supporting and empowering students to succeed. This innovative, research-informed, and practical model holistically integrates the factors that underpin strategic approaches to maximising a student’s success. The model identifies six transition-related areas upon which course teams need to focus – students’ practical and course orientation, personal and social integration, and academic and disciplinary preparation. Institutionally, we have focused our L&T research on developing expertise in these six areas and have developed resources aligned with these six requirements. It was in the context of this robust research- informed approach to supporting new students to transition into higher education that we approached the challenges of students beginning their studies with us in 2020. We were conscious that we needed a greater, more precise, understanding of the prior learning experiences of our incoming students, especially those school or college students in study in 2019/20 who were affected by the March 2020 lockdown. Through previous work relating to the need to support student transitions, presented at our LBU annual Learning & Teaching Conference in June 2020 by Dr.Michelle Morgan, we already understood the importance of this pre- arrival data in helping to create a seamless bridging of the gap between secondary and tertiary education. We knew it would become even more critical in Autumn 2020, due to the impact of the pandemic on student learning in schools and colleges. We were aware that the prior learning experience and challenges of our diverse incoming student body would need to shape our response, strategy, and policy in 2020/21 and beyond. As a result, we decided to pilot a pre-arrival academic questionnaire across a small number of courses that included questions on the impact of Covid-19 on our incoming students’ prior learning (Morgan, 2020b).This short piece offers broad headline findings from the data on two key questions: (1) How can we understand incoming students’ levels of anxiety after studying at school or college in lockdown? (2) Are students experienced in learning digitally at school or college before they come to university, and did Covid19 affect this? We will outline the use of Morgan’s (2020b) pre-arrival questionnaire, how the courses and university responded to the findings, and our ongoing approach. We specifically highlight some of the differences between the A-Level and BTEC/Level 3 respondents. At LBU we have a large intake of BTEC/Level 3 students and are aware that their prior learning experience and background may be different to that of traditional ‘A’-Level entry students (e.g. Kelly, 2017), and that their retention, progression and attainment levels are significantly lower. In addition, their resilience and continuation appear to be dependent on the support provided to them by their institution (e.g. Pokorny et al., 2016; Kelly, 2017).

In this article, we reflect upon the use of duoethnography as a mechanism to explore and understand teaching practice, and as a tool for use within classroom contexts. Duoethnography is a research methodology used in the form of paired dialogue to prompt reflexivity, critical reflection and inquiry to generate data on a shared cultural context about which the two participants may have different views and experiences (Norris & Sawyer, 2012) Initiated by the Centre for Learning and Teaching at Leeds Beckett University, we used duoethnography in a project to generate insights from our four Visiting Professors, through the exploration of tensions and agreements in their conversations. In paired conversations, we explored their narrative ideas about the core nature of teaching in higher education. The Visiting Professors used their duoethnographic conversations to focus on three key themes – student agency, belonging and challenge, which are at the forefront of current higher education policy and pedagogic, scholarly debate. We discuss these in relation to existing evidence and the future of course design. Our work makes a significant contribution to the scant scholarship on Visiting Professors in higher education with broader implications for academic development and practice also outlined.

Curriculum design has received considerable critical attention in the Global North and much research has been published around the key principles of good curriculum design (Meyer & Land, 2003; Gibbs, 2010; Baume, 2009). However, much of the research has focused on the application of those principles to British Higher Education. To date, there has been little discussion around the appropriateness, and relevance of applying the principles to countries in the Middle East and North Africa and in particular, the Egyptian Higher Education system. This paper reviews research about curriculum design and how this informed the development of the course design principles at Leeds Beckett University (LBU). It explores, as a case study, how these principles have been embedded within the Sport Marketing undergraduate (UG) degree course at LBU and then specifically focusses on the challenges of using five principles as a framework for curricular change at Assiut University in Egypt to enhance their specialist provision. LBU were invited to assist the Faculty of Physical Education at Assiut University to develop the first Sport Marketing degree programme as part of the International Inspirations sport legacy programme from London 2012, delivered by the British Council (British Council, 2014). This case study of this project reflects on the challenges of developing a curriculum within the confines of existing institutional regulations and national frameworks as well as the challenges of a cross-cultural shared understanding and cooperation. It will be of relevance to academics who are designing new programmes or who are considering how existing programmes can be adapted to meet the needs of other international institutions.

Employability is not just about focusing on building the students’ workplace experience but about developing their social and cultural capital through learning. In higher education, the selected pedagogies are central to that development (Pegg, 2012). Thoughtful curricular design which maximises student engagement and adopts pedagogies for career and employability learning can help to prepare students for the reality of the workplace. These pedagogies with social connection at their heart can enhance student wellbeing and their perceived sense of belonging to their course and wider world. This can thus build more confident, reflective and collaborative graduates who should ultimately be more employable (Rowe et al, 2023). This paper uses a qualitative approach to outline four course-based case study examples of pedagogies that strengthen the behaviours and skills that enhance students’ employability. The curricular and pedagogic practices of each are examined, and significant themes from each are then synthesised. Together they demonstrate how thoughtful course design and inclusive, integrated, contextualised pedagogic approaches support the development of students’ employability learning and graduate skills (Healy, 2023). The common themes from the case studies focused on self-directed, student-centred, authentic learning which encouraged students to i) work with industry and communities to build early professional networks, ii) engage in connected learning where the curriculum and its supporting activities and pedagogy facilitate collaborative learning, iii) develop confidence, a sense of belonging and professional identities through using these inclusive, collaborative learning approaches. In addition, six practical pedagogic principles are identified for course teams to utilise. These include i) focus on inclusive practice, ii) building students’ professional identity, iii) developing students’ belonging, iv) deep critical thinking v) the demystification of the workplace through the activities selected vi) students leading their own learning. This paper integrates a series of reflective questions (mapped to each principle) for educational developers to consider as they design future learning activities which foster graduate skills during career and employability learning.

Inclusivity is fundamental to higher education, its course design, its assessment and its delivery. The principles of inclusivity offer all students the opportunities to achieve to the best of their ability. The purpose of this case-study based paper is to outline the context, process and development and initial evaluation of a newly generated tool designed for academic colleagues. The Inclusive Course Design Tool (ICDT) offers a series of reflective questions and supporting guidance rooted in theory and research on inclusion, pedagogy, multiculturalism, universal design for learning and implicit and unconscious bias. This first version of the Tool encourages course teams to reflect on and interrogate the nature of inclusive academic practice in their courses, in their course curricula, their classrooms (virtual or physical) and their approaches to student learning and support. The contextualised rationale for the Tool, its design, the consultation process, its early evaluation and future considerations as an institutional tool are explored. Its use to try to reduce the Black, Asian and minority ethnic (BAME) student attainment gap and enhance success and graduate outcomes, and enhance academic practice and reflection are specifically explored.

This paper outlines ongoing work undertaken by a university educational development team to strengthen and share colleagues’ academic practice in relation to inclusive learning and teaching activities interventions. The paper outlines our institutional “Fora” structure (coordinated by The Centre for Learning and Teaching) and, taking one of the three Forum events as a modelled example, shows how consideration of the research literature informed colleagues’ discussion and catalysed the sharing of written and oral best practice through participatory action research (PAR) to ultimately build a resource guide. This paper specifically focuses on exploring the different approaches that colleagues adopted to build their students’ “sense of belonging” (both for the face to face and online experiences). A student’s perceived strong sense of belonging to their university can be a core factor in enhancing student satisfaction, engagement and retention (Pickford, 2016; Thomas, 2014). Critique and consideration of Ahn & Davis’ s (2019) four domains of belonging formed the starting point for the discussion. Digital tools and pedagogic approaches sourced from colleagues who have found them valuable in developing student engagement and belonging during the Covid-19 crisis are also explored.