bluuebunny/crossref_metadata_2025 huggingface dataset:
A Point Mutation in IKAROS ZF1 Causes a B Cell Deficiency in Mice
Authors: Boast Brigette , Miosge Lisa A. , Kuehn Hye Sun , Cho Vicky , Athanasopoulos Vicki , McNamara Hayley A. , Sontani Yovina , Mei Yan , Howard Debbie , Sutton Henry J. , Omari Sofia A. , Yu Zhijia , Nasreen Mariam , Andrews T. Daniel , Cockburn Ian A. , Goodnow Christopher C. , Rosenzweig Sergio D. , Enders Anselm
Published: March 2021

IKZF1 (IKAROS) is essential for normal lymphopoiesis in both humans and mice. Previous Ikzf1 mouse models have demonstrated the dual role for IKZF1 in both B and T cell development and have indicated differential requirements of each zinc finger. Furthermore, mutations in IKZF1 are known to cause common variable immunodeficiency in patients characterized by a loss of B cells and reduced Ab production. Through N-ethyl-N-nitrosourea mutagenesis, we have discovered a novel Ikzf1 mutant mouse with a missense mutation (L132P) in zinc finger 1 (ZF1) located in the DNA binding domain. Unlike other previously reported murine Ikzf1 mutations, this L132P point mutation (Ikzf1L132P) conserves overall protein expression and has a B cell–specific phenotype with no effect on T cell development, indicating that ZF1 is not required for T cells. Mice have reduced Ab responses to immunization and show a progressive loss of serum Igs compared with wild-type littermates. IKZF1L132P overexpressed in NIH3T3 or HEK293T cells failed to localize to pericentromeric heterochromatin and bind target DNA sequences. Coexpression of wild-type and mutant IKZF1, however, allows for localization to pericentromeric heterochromatin and binding to DNA indicating a haploinsufficient mechanism of action for IKZF1L132P. Furthermore, Ikzf1+/L132P mice have late onset defective Ig production, similar to what is observed in common variable immunodeficiency patients. RNA sequencing revealed a total loss of Hsf1 expression in follicular B cells, suggesting a possible functional link for the humoral immune response defects observed in Ikzf1L132P/L132P mice.
The Road Less Traveled: A Review of Anfara and Mertz’s Theoretical Frameworks in Qualitative Research
Authors: Lacey Candace
Published: March 2021

Editors Anfara and Mertz travel a new road with their tidy little book, Theoretical Frameworks in Qualitative Research. This tightly edited book begins by providing an up-close look at the process of taking a book from the germination of an idea to the delivery of the final product. As noted in the introduction, "To understand a theory is to travel into someone else’s mind." Most of the book clears the path toward that journey by presenting a sampler of chapters focusing on the use of theoretical frameworks in actual qualitative research studies. Finally, the editors bring the book full circle by summarizing the various roles theoretical frameworks played in the preceding chapters. This book provides a common basis for quantitative and qualitative researchers to continue the discussion about the role of theory in qualitative research.
Ethnographers at Microsoft: A Review of Human-Computer Interaction: Development Process
Authors: Chenail Ronald
Published: March 2021

Qualitative researchers and those with qualitative inquiry skills are finding tremendous employment opportunities in the world of technology design and development. Because of their abilities to observe and understand the experiences of end users in human-computer interactions, these researchers are helping companies using Contextual Design to create the next generation of products with the users clearly in mind. In Human-Computer Interaction: Development Process, the new edited book by Andrew Sears and Julie Jacko, the authors describe an array of models and methods incorporating qualitative research concepts and procedures that are being used in technology today and can have great potential tomorrow for qualitative researchers working in fields and settings outside of business and technology.
How I Learned to Conduct Focus Groups
Authors: Del Rio-Roberts Maribel
Published: March 2021

The use of focus groups may provide researchers with important insights into research questions via participant discussion and interaction. As a human services practitioner and researcher, I became interested in learning how to conduct focus groups in order to apply these steps to my research and gain valuable insights about the human experience that the focus group interaction aims to bring to light. In this review, I will highlight the steps that I took to learn to conduct focus group research and through my experience I hope that readers gain familiarity and clarity into this unique qualitative research approach.
Entering into a "Community" of Experience and Meaning: A Review of Interviewing for Education and Social Science Research: The Gateway Approach by Carolyn Lunsford Mears
Authors: Cooper Robin
Published: March 2021

In Interviewing for Education and Social Science Research: The Gateway Approach, Carolyn Lunsford Mears outlines an approach to in-depth interviewing in qualitative research that draws upon educational criticism, oral history, and poetic display. Mears describes this narrator centered approach as including the development of an insider’s perspective and the use of excerpted narratives. She also provides useful guides and examples in the appendices to the book, making the text especially helpful to the novice qualitative researcher.
Online Interviewing: It’s Not as Simple as Point and Click
Authors: Cooper Robin
Published: March 2021

In Online Interviewing, Nalita James and Hugh Busher offer a thoughtful discussion of epistemological, methodological, and ethical considerations related to qualitative research in the online environment. They describe several forms of online interviews, as well as benefits and challenges associated with this form of research. The authors include practical tips for online researchers and examples from studies that employed online research methods.
Forty Years in the Making: Harry Wolcott Shares his Expertise in Writing Up Qualitative Research
Authors: Bowler Gary
Published: March 2021

Harry Wolcott’s major focus in the third edition of Writing Up Qualitative Research is on writing what has come to be known as qualitative or descriptive or naturalistic research. To this end Wolcott draws upon the experiences from his life in the field of qualitative inquiry from over the past 40 years to offer suggestions on every aspect of the writing process from the beginning to end of a qualitative research project. Wolcott discusses how to jump start the writing process by providing guidance ranging from when and how to begin, how to keep the writing process going, what to do by way of tightening up a manuscript, and how to prepare an article or book for publication.
MAHMUDHOJA BEHBUDI: "THE FEE IS TAKEN, NOT GIVEN ...!"
Authors: Nishonova Gulnora
Published: March 2021

This thesis analyzes the great need for governance and laws inthe interests of the local people in the early twentieth century, a series of speechesof Mahmudhoja Behbudi in the "Mirror" against the "Regulations on themanagement of the Turkestan region" developed by the colonialists.
"THE ESTABLISHMENT AND DEVELOPMENT OF JADID NEW METHOD SCHOOLS IN FERGHANA VALLEY"
Authors: Xalikova Iroda
Published: March 2021

В статье рассматривается роль джадидов в формированиисовременной образовательной системы в Средней Азии,в частности вФерганской долине.Анализируются этапы возникновения и распространенияидей джадидизма в регионе. Изучен весомый вклад джадидов в развитиисистемы образования в регионе.
DRAWING ON THE PORTRAIT OF THE FATHER OF THE GREAT IMAGE JADIDS MAHMOODHJA BEHBUDI
Authors: Miralimov Shavkat
Published: March 2021

Мақолада ўзбек халқининг содиқ фарзанди, Туркистонжадидчилик ҳаракатининг отаси, қонусий билимли олим, буюкмаърифатпарвар, мутаффакир, миллатнинг мустақиллик учун курашидажонини қурбон қилган аллома Маҳмудхўжа Беҳбудийнинг ҳаёт йўли васерқирра фаолияти ҳақида ҳикоя қилинади.Инсон ақл заковатининг дахоси, буюк ислоҳотчи МаҳмудхўжаБеҳбудийнинг ҳаёти ниҳоятда машаққатли, зиддиятларга тўла мураккаб кечган.Ва у ҳозирги даврда ёшлар тарбиясида ибратли сабоқ ҳисобланади.
The Announcement of Sharia Bank’s Conditional Merger Agreement. How Investor Reacted?
Authors: Syamsuddin Syamsuddin , Pratama Versiandika Yudha
Published: March 2021

This study aims to determine there is a difference in average abnormal return of BRI Syariah before and after the signing of the Conditional Merger Agreement (CMA), which is on October 12th, 2020. This research used event study for method and the data in this study are secondary data in the form of stock price data of BRI Syariah. The event window in this study for 11 (eleven) working days which is 5 (five) days before the event, 1 (one) day when the event occurs and 5 (five) days after the signing of the Conditional Merger Agreement (CMA) BUMN sharia bank. Meanwhile, the estimated period is set for 120 exchange days, namely at t-125 to t-6. Test conducted by paired sample t-test. The results of the paired sample t-test showed that there is no significant difference between the average abnormal return of BRI Syariah shares before and after the signing of the Conditional Merger Agreement. It can be concluded that neither the market nor investors reacted to the signing of the Conditional Merger Agreement (CMA) that occurred at BRI Syariah Bank.
Less is more in physics: a small-scale Writing in the Disciplines (WiD) intervention
Authors: Narduzzo Alessandro , Day Trevor
Published: March 2021

This article reports on a Writing in the Disciplines (WiD) intervention for first year undergraduate physics (and joint Honours) students. A short (200-250 word) assignment was designed to maximise studentsÃ¢â¬â¢ learning of specific scientific writing practices, including writing with appropriate clarity and academic style for a target audience, incorporating mathematical expressions in text, creating diagrams and referring to them in text, and appropriately using citing and referencing. Peer marking was employed to offer students formative feedback before they completed the assignment. The success of the assignment as a vehicle for student learning was evaluated by reviewing the studentsÃ¢â¬â¢ submissions and marks awarded, and through ten studentsÃ¢â¬â¢ reported focus group responses to the experience of carrying out the assignment, their reaction to peer marking, and their responses to the assessorÃ¢â¬â¢s written and verbal feedback. The effectiveness of the assignmentÃ¢â¬â¢s content and process, and the peer marking, are briefly discussed, and suggestions made as to how to improve this or similar assignments in future years.
An assignment based on data driven journalism: a case study
Authors: Simonite Vanessa
Published: March 2021

In a module designed to develop skills in presenting and evaluating statistics, students of mathematics and statistics were given an assignment asking them to research and write a piece of data driven journalism. Data driven journalism is a new phenomenon which has expanded rapidly due to the growth in open data, new visualisation tools and online reporting in newspapers, periodicals and blogs. The assignment provided students with a writing assignment that was individual, small-scale, research-based and embedded within their discipline. The students were asked to formulate a research question that could be investigated using survey data available from an electronic data archive. The result of the investigation was to be written up as a piece of data driven journalism for online publication, including a data visualisation. In addition to using discipline-based skills and written communication, the assignment required students to use research skills and digital literacy. An assignment set in the context of writing for the public extends studentsÃ¢â¬â¢ writing experience beyond the domains of discipline-based professional reports and academic writing. Data driven journalism provides opportunities to develop studentsÃ¢â¬â¢ writing alongside other skills for employment and can be used to design assessments for a wide range of disciplines.
Processes and tasks in collaborative writing in engineering: research-informed views and pedagogical applications
Authors: Gimenez Julio
Published: March 2021

Writing plays a central role in the activities that engineers carry out both in academia and industry. Different from other disciplines, in engineering a considerable amount of writing takes place as collaboration between a group of individuals. Despite this recognition, research in collaborative writing (CW) in engineering is rather scant and the available studies are mostly theoretical in nature, with very little empirical evidence. This article reports on an empirical study that examined CW in four schools at a faculty of engineering at a university in the UK. It specifically looks at the processes and the tasks in which engineering students and professionals get involved when writing collaboratively. Based on the findings of the study, the article suggests a number of research-informed pedagogical practices for developing CW in engineering.
Who wants to be able to do references properly and be unemployed? STEM student writing and employer needs
Authors: Appleby Yvon , Roberts Sian , Barnes Lynn , Qualter Pam , Tariq Vicki
Published: March 2021

The issue of graduate writing is one that has attracted much focus and debate in higher education, particularly around maintaining Ã¢â¬Ëacademic standardsÃ¢â¬â¢ at a time of expansion in this sector. The need to develop academic skills, including writing, for higher education study has increasingly been linked to the skills that graduates need to gain employment (Davies et al., 2006). This raises the question of whether the type and purpose of writing within university programmes is different to, and possibly in tension with, writing required for employment after university. This is a point raised by recent research (Day, 2011) which shows that students studying STEM (Science, Technology, Engineering, and Maths) subjects are more confident with oral rather than writing skills. The material discussed in this article is part of a two-year mixed method study looking at literacies, including writing, which undergraduate students develop at university, and the relationship of these literacies to employability. This article focuses on six first-year STEM students studying Forensic Science and Computing Science within the larger study. The qualitative data, gathered through repeat interviews, is discussed in relation to a small sample of employers and alumni working in science-based industries describing writing for transition into work and for on-going employment. The project therefore provides a useful student insight into writing, comparing this with employer expectations and the experience of alumni who have made the transition into work. What emerges from our study is the need to see writing at university as part of a wider communicative repertoire supported by a social and cultural approach to situated writing. This approach is more than simply skills based and is one that encourages and develops social as well as academic learning. We argue that such an approach, added to by technical skills support, enables greater engagement and success with learning in addition to enhancing employability.
Peer tutoring in physics: the attitudes to, and experiences of, student-tutors
Authors: Sneddon Peter Howard
Published: March 2021

In the School of Physics and Astronomy at the University of Glasgow a wide variety of teaching and learning methods are employed in our undergraduate degree courses.ÃÂ  Included in this are a series of peer-led tutorials, known as the Ã¢â¬ÅPeer to PeerÃ¢â¬Â tutorial scheme. This sees Honours level students in the third, fourth or fifth years of their degrees assisting students in years one and two.ÃÂ  The senior students act as tutors, assisting the level one and two students with questions from their coursework and life as students in the subject. This paper details the Peer to Peer scheme, providing a clear description of a model that could be applied to any discipline.ÃÂ  It then reports on an in-depth study of the attitudes and experiences of the student-tutors involved. Student-tutors reported a positive experience of the tutorials. They had taken part in the scheme to improve their own skills and to assist both younger students and the School.ÃÂ  Their reflections on the tutorials showed that these goals were met.ÃÂ  The scheme, whilst not perfect, did contribute to the learning of the students, whilst improving the skills base of the student-tutors.
Using social media to enhance the peer mentoring experience at the University of Southampton
Authors: Quince Eleanor , Medland Charlotte
Published: March 2021

This case study explains how social media was used in the pilot year of a student-led peer mentoring initiative. The University of Southampton, faculty of Humanities, peer mentoring scheme was launched in September 2014 with a cohort of 750 undergraduate students across seven subject areas. The scheme is part of the wider, student-led, careers activity across all year groups within the faculty, otherwise known as the Ã¢â¬Ëmission employableÃ¢â¬â¢ project. Social media, including Facebook and Twitter, was used to engage mentors and mentees and to communicate with students throughout the scheme. Facebook groups were introduced to help maintain contact, initially between the student peer mentoring coordinator and the student mentors, then between the mentors and their mentees. The familiarity of Facebook was a deciding factor in the selection of appropriate media for use within the scheme. At the mid- and end- point evaluation reviews, mentors praised the inclusion of social media platforms and asked that greater use be made of them in future. The case study concludes that social media led to an increase in student engagement and an enhanced student experience within the faculty.
The use of a peer assisted learning scheme within a mathematics degree
Authors: Cornock Claire
Published: March 2021

The peer assisted learning (PAL) scheme in the mathematics degree at Sheffield Hallam University consists of final year PAL leaders guiding groups of first year students through an assessment task. Evaluation of the scheme in 2014-15 took place through a number of methods, including questionnaires, reflective log book comments and group contribution sheets. The scheme was found to help to ease the transition into university, help develop a mathematics community through the creation of support groups, and encourage inter-year interactions, developing skills, and increasing confidence of all involved. Engagement and enjoyment was very high and success extended far beyond the duration of the scheme. Despite the overall success, improvements will be made following on from comments and suggestions made by students.
The DIP-approach: student-staff partnerships as a vital tool for learning developers and educators to develop academic [and digital] literacies
Authors: Patel Alexandra J F , Van Der Enden Mark , Deepwell Frances , Cox Bethany , Clarke Patsy , Marsten Phil , Rooney Stephen
Published: March 2021

Student-staff partnerships can be used to support the development of contextualised digital learning and teaching practices. This can be done by shifting the focus from IT skills to addressing a priority in learning and teaching using a digital approach that is appropriate for that discipline. The development of a formal ‘Digital Innovation Partnership’ (DIP) scheme at the University of Leicester brings students’ digital confidence, perspectives and motivation to enhance learning and teaching. It also recognises the valuable contribution and expertise of student and staff participants. This draws on the academic literacies work of Lea and Street (1998; 2006) and digital literacies work of Sharpe and Beetham (2010) to appreciate that staff and students are developing social practices that are situated within a discipline and intertwined with social, cultural and political factors, power and identity.The reasons for the success of the scheme are explored here, with recommendations for how the model can be applied more generally to educational design to support students’ academic literacies development.
Undergraduate students' perceptions the role and utility of written assessment feedback
Authors: Bailey Richard Anthony
Published: March 2021

Student dissatisfaction in higher education with written feedback on their assessed work is a topical issue given the publicised findings of the National Student Survey. This paper presents excerpts from interviews with students about their experience with written feedback together with analytical and interpretive commentary. The context of the research was a post-92 university with a wide range of higher education provision and a commitment to widening participation and student retention. The paper begins with an overview of feedback studies in higher education and a summary of current agenda. The data and analysis are presented in three sections. A final discussion section outlines some salient findings from the research.
Extended Science: a powerful tool in widening participation
Authors: Harwood David John
Published: March 2021

Year zero courses, as part of extended degree programmes, offer a robust and efficacious means of increasing participation in science and other areas of the university curriculum where graduate shortages have been identified, STEM subjects for example. This 23-year longitudinal study investigates the efficacy of this approach at one university and identifies the features which contribute to its success and may be transferable to other institutions and models. Quantitative and qualitative data are analysed and discussed. A particular feature of this approach is success in attracting, retaining and graduating mature returners as well as those with no prior familial history of participation in higher education. The critical importance of establishing a higher education learning culture also emerges.
Book review: Emerging strategies for supporting student learning by Barbara Allan
Authors: Beeson Helena
Published: March 2021

Changing times in terms of fees, student expectations, 'millennials' etc. all demonstrate the need for the shift in thinking that creates the call for this book. The title reflects a very practical, hands-on approach and the book delivers exactly what it says on the cover. This is achieved through case studies and tried and tested methods from a number of international institutions. Specific approaches to teaching and learning are discussed and evaluated from the perspective of librarians and associated tutor roles, although it would be applicable to anyone teaching in HE or even FE.
Supporting student transition to higher education feedback: an evaluation of an online feedback training approach
Authors: Hast Michael
Published: March 2021

Recent research has indicated higher education students from the current net generation increasingly prefer to access their assignment feedback online rather than in hard copy, allowing universities to harness technological approaches towards a more up-to-date student experience. However, this prior research has also highlighted lack of training for students on how to access and make use of online feedback. The present study therefore evaluates a novel training approach embedded within an undergraduate teaching programme. Students completed a survey on the training approach. A sub-set and an additional comparison group took part in focus groups. The findings indicate a clear need for such specific training, that it can reduce depersonalisation in an age where universities are becoming increasingly digital, and that the transition into higher education can be supported through appropriate realignment of student instruction. More research is required to address the extent of the training's impact on feedback engagement, but the outcomes should contribute to a refining of current approaches to introducing undergraduate students to working with feedback, which should ultimately enhance the overall higher education student experience.
Book review: Teaching Excellence in Higher Education: Challenges, Changes and the Teaching Excellence Framework by Amanda French and Matt O'Leary
Authors: Patel Alexandra Judith Frances
Published: March 2021

The Teaching Excellence Framework (TEF) aims to recognise and reward excellence in teaching and learning, and help inform prospective students' choices for higher education (Higher Education Funding Council for England, 2017). Developed by the Department of Education in England and first trialled in 2016, the TEF claims to be a voluntary scheme that recognises excellent teaching and helps students choose where to study through awarding institutions a gold, silver or bronze status. From 2018-19, universities with a TEF award will be allowed to increase their tuition fees in line with inflation. The TEF has, however, been met with some concern. This debate is critical in shaping how we think of teaching and learning, the ways in which we seek to develop educational practice and, as learning developers, should be something we engage with, as Amanda French points out in Chapter 2 of this book: The TEF, one can argue therefore, should be regarded as much more than a tool for measuring teaching excellence; it has the potential to become the key vehicle for changing the face of the HE sector in Britain (pp.11-12).
The LEAP (Learning Excellence Achievement Pathway) framework: A model for student learning development in higher education
Authors: McIntosh Emily , Barden Mary
Published: March 2021

This article explores the development of the LEAP (Learning Excellence Achievement Pathway) framework at the University of Bolton, UK. It describes the nature of the project and focuses on the methodology involved in conducting an institution-wide audit of student learning development (LD) provision and producing a visual framework to stimulate a culture of LD within the organisation. Whilst most UK universities offer a student LD programme at undergraduate level, little work has been undertaken to develop and define a visual framework which underpins these programmes and assists students to conceptualise their progress. This paper explores the context for creating an LD framework and outlines how LD provision is mapped to align curricular LD opportunities with co-curricular student engagement initiatives. The article then considers the implementation of the LEAP framework. A mixed-methods evaluation activity was conducted, involving both staff and students, using a variety of data. Evaluation methods were used to assess the impact of the framework on student LD, revealing a number of positive changes to their LD behaviour and habits, their assessment of LD, the accessibility of help and support and their awareness of the context in which LD takes place. Finally, we identify future developments to the framework to embed it further within the institution.
A Participatory Action Research study on the impact of Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) by international PhD students
Authors: Hayes Catherine , Fulton John Anthony
Published: March 2021

Using a Participatory Action Research (PAR) approach, this evaluative research study gives an insight into the implementation of a pilot study of a newly implemented Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) Programme. The focus of the study involved six postgraduate PhD students delivering a PASS/SI scheme to cohorts of MSc Public Health, MSc Nursing and MSc Psychosis and Complex Mental Health Interventions students, all undertaking their final dissertations.The study was used to illuminate the degree to which PASS and SI were perceived to impact on the overall student experience as part of a quality enhancement initiative. Findings of the study revealed that the programme had positively impacted on both PASS/SI leaders and participants of the scheme, who reported increased confidence and an increased sense of social inclusion and belonging to the institution respectively. Being facilitated by students who had experienced the same academic pathway was perceived to have widened networking opportunities and to have positively impacted on the capacity of the participants and leaders to build relationships and prepare skills of direct relevance to the requirements of an employer such as teamwork and initiative.
Textography as a needs analysis and research tool for English for Academic Purposes and learning development practitioners
Authors: Sizer Jennifer
Published: March 2021

The purpose of this paper to introduce textography as a useful method for English for academic purposes (EAP) and learning development (LD) practitioners to fill gaps in subject-specific knowledge and understanding. Textography is a research method that may be new to many practitioners. Textography combines textual analysis, usually associated with EAP, and ethnographic methods, often associated with LD, to investigate contexts, texts and practices. EAP and LD practitioners can use textography with accessible texts as initial needs analysis before reviewing literature or as a more in-depth, long-term research tool.
Using Turnitin as a formative writing tool.
Authors: Cohen Judy
Published: March 2021

Turnitin plagiarism detection software became available to all staff at the University of Kent the beginning of the 2006/7 academic year. In response to this, UELT prepared guidelines for staff on how to use Turnitin formatively rather than as a plagiarism policing agent. In addition, extensive web resources on avoiding plagiarism were made available to staff and students. It was anticipated that the guidelines and web resources coupled with tutor support in class would facilitate student understandings of plagiarism, referencing and the development of writing skills. Turnitin was specifically trialled in two classes of students, with interviews of staff and students on their experience of Turnitin and how it influenced their academic writing. Staff concluded that Turnitin and specific in-class support significantly deterred plagiarism while students supported the use of Turnitin and felt that it helped them understand the actual process of integrating references into their own work.
'Very urgent, very difficult and quite possible': changing students' attitudes to notemaking by encouraging user generated content
Authors: Burns Tom , Sinfield Sandra Frances , Holley Debbie , Hoskins Kate
Published: March 2021

This paper explores the role that notemaking strategies can play as part of an emancipatory pedagogy designed to empower students. We will argue that being taught active notemaking is fundamental in enabling students to use information with confidence and thus that notemaking allows students to gain a voice (Bowl, 2005; Burns et al., 2006) within their own education. Rather than taking a psychological approach to notemaking, we suggest that notemaking allows students to take ownership of ideas and concepts in powerful ways (Gibbs, 1994 cited Burns and Sinfield, 2004), ways that reinforce understanding and build knowledge. These processes and practices can essentially help students to learn what they want to learn - and, pragmatically, to write essays that are adequately researched and correctly referenced (Burns and Sinfield, 2004). The final focus will be on the collaborative development of NoteMaker, a Reusable Learning Object (RLO) designed for use across the university and across the sector.
That's writing talk: An insight into the Academic Writing Readers Group
Authors: Bell Rebecca
Published: March 2021

Despite being comprised of 'academic communities' Higher Education often provides academics from different disciplines with few opportunities to discuss common practices or concerns.. Some issues, such as student writing, are so widespread, that there is however a need for staff to have the opportunity to work collaboratively. A focused community or network provides staff with the opportunity to share good practice and develop new ideas. Such a group has been established at Nottingham Trent University to explore the issue of student writing. This article examines the 'Academic Writing Readers Group' and discusses the challenges and benefits of using a community of practice approach to the issue of student writing.
Engaging students in and with good academic work
Authors: Baume David
Published: March 2021

AbstractÃÂ It is proposed that efforts to enhance student engagement should focus attention on student engagement with good academic/professional/vocational work; hereafter, for simplicity, Ã¢â¬Ëgood workÃ¢â¬â¢. Three main reasons are advanced for this proposition. First: engaging with good work can provide a strong and clear motivation and goal for students who want to become competent or expert in a discipline, profession or vocation. Ã¢â¬ËEngaging withÃ¢â¬â¢ here carries two hugely overlapping meanings; consuming (which includes, but is not limited to, reading, observing, critiquing, exploring, discussing and analyzing) and producing. Second: any programme, any module, any suggested student learning activity, any proposed teaching method, can be tested by answering the question Ã¢â¬ËWill it clearly and directly help the student to engage with, to consume and/or produce, good work?Ã¢â¬â¢ And third: in engaging with good work, the student is always clear about the point and purpose of what they are doing Ã¢â¬â to identify the qualities of good work, to critique work against these qualities, and to produce good work. ÃÂ
"The confidence to do things that I know nothing about" - Skills development through extra-curricular inquiry activity
Authors: Wood Jamie Peter , Little Sabine , Goldring Louise , Jenkins Laura
Published: March 2021

This paper presents the findings of a survey given to students engaging in educational enhancement activities in inquiry/enquiry-based learning at two Centres for Excellence in Teaching and Learning (CETL). The students involved were asked to comment on the skills they felt that they had developed as part of their roles as 'interns' and 'ambassadors'. These comments were analysed inductively and several strong themes emerged. Students valued the opportunity to engage in such activities, which they felt developed a wide range of transferable skills and impacted positively upon their academic work and their prospects for future employment. While there is a considerable amount of literature on Higher Education and skills development, a growing body of work on how curricular IBL impacts upon students' capabilities, and a plethora of studies on how paid and unpaid extra-curricular activities impact upon students' educational achievement, few studies have sought to relate these areas of research.
Simulating practice to enhance learning for 14-16 year old Health and Social Care students
Authors: Murrell Karen Anne
Published: March 2021

This paper will present an evaluation of the use of simulated practice in the education of 14-15 year old students who are interested in pursuing a career in health care.Currently there is much emphasis on the recruitment and retention of the best available candidates into the health and social professions.  However, ensuring that prospective students have a full understanding of the professional and educational requirements of their chosen career is an ongoing challenge.  Using simulation in healthcare education provides an opportunity to practise skills and consider professional issues in a risk-free learning environment that closely resembles the realities of practice.A simulated practice session was developed and piloted with a group of  students who were undertaking the first year of the Diploma in  Health and Social Care.  The simulation session entitled 'Edith's rights' addressed many aspects of practice that were integral to the curriculum.  This included: infection control; health and safety in clinical setting; privacy and dignity; nutritional assessment; physical care needs and communication skills.  Students confidence and perception of ability to apply theory to practice related to practice were assessed prior to and after the simulation session. Data was also collected following the simulation session about the quality of the learning experience. Analysis of the data demonstrated that simulation can support preparation for practice and assist in the application of theory to practice.  Students reported that using simulation in this way had given them a clearer idea of the professional role and educational challenges of the career that they were about to embark on.  These findings will have implications for health and social care educators who are considering or using simulation to prepare students for entering a health care career.
Students as partners in blending learning
Authors: Brett Paul Alan , Cousin Glynis
Published: March 2021

In this paper we argue for university pedagogies to be in tune with the ways in which the present generation of students are constituted as learners through their engagement with technologies. We propose that the technical expertise and the novel modes of being which are characteristic of this generation offer radical pedagogic possibilities for growing learner engagement. In making this proposal, we suggest a reconfiguration of curriculum design in order to foreground students' expertise with technology, particularly Web 2.0. We propose that these capabilities be deployed in partnership with academics. The paper maps out the conceptual terrain and reports on the first cycle of action research projects which have been designed to trial the reconfiguration we suggest. Early findings indicate seven particular and differential ways in which students have profited from this reconfiguration, most notably through the use of peer led Facebook groups as a hub and a means of peer support.
Investigation of the relevance of the notion of a threshold concept within generic learning development work
Authors: Edwards Carol
Published: March 2021

Since the term 'threshold concept' was applied within economics (Meyer and Land, 2003), its relevance has been demonstrated within disciplines ranging from biology (Taylor, 2006); to communication, culture, and media (Cousin, 2006); accounting (Lucas and Mladenovic, 2006); and philosophy (Booth, 2006). Grasping a threshold concept has been described as 'opening up a new and previously inaccessible way of thinking about something' and gaining 'a transformed internal view of subject matter, subject landscape, or even world view' (Meyer and Land, 20061, p.3).In previous issues of this journal, Rust (2009) and Cousin (2010) have proposed that, by highlighting the relevance of threshold concepts within the course content of academic disciplines, we can support learning development work by academics within their departments. Cousin (2010) suggests that our acknowledgement of this particular contribution that academics can make to learning development work, may pave the way for more collaborative relationships between learning developers and academics. If threshold concepts are of such widespread relevance, and can be such powerful learning tools, it would be a shame if their potential were to be explored solely within academic disciplines. This article therefore swivels the spotlight back onto the field of generic learning development, and investigates the relevance of the notion of a threshold concept to study skills development across, rather than solely within, the academic disciplines.
TMI - Too Much Information: Creating Employability Skills Resources - enabling students to develop an effective interface with a client
Authors: Hill Anne , Spencer Simon , Bartholomew Nicola
Published: March 2021

Employers from a range of disciplines have commented on the problem of weaning graduates from the behaviours instilled in them by the typical assessment process. When asked to give advice, information is usually correct but too often goes beyond what is needed by the client, thus giving the client TMI - too much information. As part of a project examining a range of employability skills a resource has been created to address this particular issue, which comprises audiovisual files illustrating four different contexts (housing, health, IT and education) with accompanying teaching notes.  Students are encouraged to put themselves in the place of the client and recognise the difference between being told the 'textbook' response and receiving relevant advice.  This paper examines the creation of the resources and evaluates the perceived value of their use in the classroom.
Promoting Learning Development as an Academic Discipline
Authors: Samuels Peter
Published: March 2021

Over the past 10 years, Learning Development has become an established practice in many UK universities. Whilst this practice is generally understood and valued by students, its associated epistemology and community of practice is generally not perceived as an academic discipline in its own right by other academics, managers or policy makers. Recently, there has been a move within the Learning Development community to address the challenge of enabling it to discover its Ã¢â¬Ëvoice' as a discipline within the conversation of disciplines. In addition, the current economic climate makes it desirable for the Learning Development community to organise and promote itself as a research-informed discipline so that its professional practice will not be over-embedded or absorbed within faculties to the detriment of students.Firstly, we consider the current level of maturity of the practice of Learning Development in the UK. Secondly, we explore ways in which the Learning Development community might move forward by considering three case studies of disciplinarity: two external to Learning Development, namely Communications Theory and Educational Development; and one internal to it, namely Mathematics Support. Thirdly, with reference to data provided at a workshop on this subject, we apply relevant approaches identified in these case studies to Learning Development. Finally, Learning Development's progress towards the status of a discipline is discussed in comparison with the other case studies.
A developmental evaluation of the role of faculty-based Student Support Coordinator
Authors: Sharpe Rhona , Deepwell Frances , Clarke Patsy
Published: March 2021

This paper evaluates the role of the faculty based student support coordinator (SSC) over the first two years of their roll out across all faculties in a UK university. The intention was that SSCs would provide a one-stop shop for students, handling enquiries on a broad range of issues, answering them where they can, offering support, and acting as a referral service. The benefits to students should be an accessible and responsive source of faculty based advice and information. One of the challenges of implementing this new system was expected to be ensuring that all those involved understand their roles and help students to make use of them appropriately. Data were collected as part of a wide-ranging evaluation, both from the SSCs themselves and staff they worked alongside via interview and attendance at meetings. Data were also collected from students via interviews and surveys. This paper uses these data to ask how the SSC role is working in practice, what are the realities and tensions of the role and what has been the impact to students? The evaluation was commissioned by the main university teaching and learning committee and its results have had a tangible impact. It clarified and protected the role of the SSCs and uncovered aspects of their role that had not been foreseen. The feedback from students showed an increasing awareness of the service offered by SSCs over time and a high level of satisfaction.
Variation in students' experience of learning in an accelerated, residential, study abroad setting in comparison to their traditional HE experience
Authors: MacKenzie Jane , Pritchard Jane
Published: March 2021

This study explores the variation in students' learning experiences of studying accelerated, residential courses during a four week study abroad option at an international study centre in the UK compared with their experiences of learning at their home institution. In focussing on qualitative aspects of students' learning experiences in these settings, this study fills a gap in the accelerated course literatureAnalysis of a series of semi-structured interviews with students during their studies during the four week option revealed four distinctively different but related ways they described their experiences of the accelerated courses compared with their home university learning experiences. These were: student sees the opportunity to learn; student feels safe; student takes learning risks; and student reconsiders learning. In traditional university settings there may be little variation in the forms and modes of teaching, learning and assessment in the student experience. One of the outcomes of this study is to suggest that in traditional university settings there is a place to explore increased opportunities for students to learn in different ways e.g. project and enquiry-based courses, innovative assessment using technology, group assessment as well as service learning courses, study abroad or work placement opportunities and field-work across the disciplines. We believe that reviewing the academic year around different learning formats and duration of courses offers students (and teachers) opportunities to become increasingly aware of their own development and their own learning (and teaching).
Engaging imagination: helping students become creative and reflective learners, by Alison James and Stephen D. Brookfield
Authors: Buckley Carina
Published: March 2021

Thinking outside the book: a point of departure for reflecting on learningA Book Review of James, A. and Brookfield, S.D. (2014) Engaging imagination: helping students become creative and reflective learners. San Francisco: Jossey-Bass.
Assessments and the self: Academic practice and character attributes
Authors: Hanscomb Stuart
Published: March 2021

A case is made for the there being an important, but so far largely overlooked,relationship between a studentÃ¢â¬â¢s academic practices and outputs and character attributes such as open-mindedness, enthusiasm and perseverance. Even though there are very good reasons for believing this relationship exists, a need is identified for further research of a qualitative kind for generating awareness in students, teachers and academic support staff of its complex and significantly idiographic nature. Since any generalised, formalised or non-student-led application of these insights to teaching practice is inappropriate, such research, generating detailed case studies, would also serve as an appropriate means of inspiring this kind of reflection Ã¢â¬â either directly in the student, or indirectly via increased teacher and learning development staff sensitivity to possibilities of these kinds of dialoguesoccurring. A brief example from my own teaching and research indicates the formand content of this research.
Current state of development of Kazakhstan’s oil and gas industry
Authors:   University of International Business, Kazakhstan, Muhammedov A. U. , Tasmaganbetov A. В. ,   K. Zhubanov Aktobe Regional State University, Aktobe, Kazakhstan
Published: March 2021

The article describes the current state of the domestic oil and gas industry. The volume of crude oil and natural gas production in the oil and gas industry is analyzed. The analysis of the gross output of natural gas and oil production, including gas condensate by region, is given and carried out. The number of employees in the main activity is given. The average monthly salary of employees in the main activity of the industry is determined.