cometadata/datacite-rtg-text-other-reclassification-records huggingface dataset:
Session 48: Engaging with the community in Liverpool through civic engagement placements
Creators: name: Thomas, Raji
name: Ryan, Noeleen
Publisher: name: Student Experience Proceedings
Year: 2024

description: In this session, we will showcase our approach to building strong relationships with our local community and highlight our community of practice. We will demonstrate how this approach is aligned with the strategic vision of the University-transforming lives and futures by placing students at the heart of everything we do. We will draw attention to the elements that binds our community and University together.


Civic engagement placements were introduced to promote inclusivity and provide valuable student experiences. Through partnerships with organisations in Liverpool, we have built meaningful relationships with our practice partners, fostering empathy and compassion in our future nurses. Experiences such as collaborating with baby hubs, food banks, housing associations and refugee support networks empower our student nurses to communicate with vulnerable populations.


By increasing awareness of support systems, students are developing confidence to social prescribe for their patients. Our seasonal newsletter celebrates the success of our community practice partners and students. When hundreds of businesses closed during the COVID-19 pandemic, charities continued to support people in need.


Civic Engagement placements have become popular with student nurses due to their community focussed nature, providing diverse student experience. The students gain in depth knowledge of social inequalities and the complexities of people’s lives, enhancing their clinical practice. We are equipping our diverse learners with relevant skills and networks which will impact our community for generations.


The allocation of our students to Civic engagement placements, supports our partners to drive positive change within our community. Our student nurses are adopting good practices which create a valuable, more equitable and thriving environment.


Delegates will take away a deeper understanding of how community engagement enriches the educational journey of students which can be experimented by other disciplines in the university. The session will also supply audience an insight of transferrable skills that can be developed through civic engagement placement and have exposure to examples of good practice to supply valuable learning experience for students in community.


Engaging with the community in Liverpool through civic engagement placements PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 47: Lightning talk: Finance training development - finance for non-finance
Creators: name: Murray, Phil
Publisher: name: Student Experience Proceedings
Year: 2024

description: The Finance Dept are currently developing a range of training material to widen understanding of the finance function within HE sector and specifically how finance operates at LJMU.


There is a wide range of training material due to be rolled out in the next few months, but the lightning session will focus on Finance for Non-Finance Training.


Our training programme is aimed at:


• increasing financial literacy, to support decision making

• improving confidence in interpreting financial data

• ensuring everyone can develop finance skills and competencies within their role

• supporting the university strategy, making better use of resources

• improved use of financial data, allowing everyone to better understand the processes, controls and policies in operation



Delegates attending the session will take away information about the Finance Depts. training plans, how to access the training and an understanding of our commitment to make finance accessible to all.


This session supports the key enabler to the University Strategy, Financial Resilience.


Finance training development - finance for non-finance PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 46: Lightning talk: Two minute talks: short vodcasts as a tool for collaboration, cocreation and community learning
Creators: name: Wilshaw, Alex
Publisher: name: Student Experience Proceedings
Year: 2024

description: Two Minute Talks (TMTs) are short talking-head informational videos, or vodcasts, of 2-3 minutes in length, that address specific areas of knowledge. Teacher-led TMTs were introduced as an aid to teach human osteology during the pandemic and cover factual topics such as how to side a humerus. However, they could be applied in any subject area from engineering to law. TMTs prove popular amongst students as the videos are accessible, engaging, and break information into bite-sized chunks in a fun way that makes content more memorable. They mimic the way young people in the ‘Youtube Generation’ interact with information and reflect a world in which the traditional lecture is no longer seen as the best approach to dissemination. Short videos offer a range of advantages. Logistically, they are low-cost and efficient in terms of time investment, reduce the digital divide as they function well on smartphones with low data demands, and can be accessed virtually anywhere. Pedagogically, video has a far lower cognitive load compared to traditional ways of learning, such as textbooks, and can be more accessible to those with learning needs. But TMTs can be so much more than just a didactic tool. They offer a vehicle for collaborative learning and co-creation of materials that any student can engage with. The production of student-led TMTs conveys a range of benefits from extending the learning resources available, developing digital literacy, deeper learner engagement with content, increased diversity of voices and approaches, and even the protégé effect. In addition, if stored collectively, they can be used to develop an open-source community platform for knowledge dissemination, whether as part of a module, programme, or even at the university level and beyond, for those wishing to broaden their horizons and take two minutes to learn something about another subject.


Two minute talks: short vodcasts as a tool for collaboration, cocreation and community learning recording. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 47: Lightning talk: Using social media to increase the community feel
Creators: name: Terbeck, Sylvia
Publisher: name: Student Experience Proceedings
Year: 2024

description: In this brief 5 min talk i will introduce how social media could be used effectively to increase students community feeling. Social media is off course already been used, but i wanted to empathise on the specific type of social media. Apparently "Facebook is for old people", so my students told me; and "Twitter is too much to read". So which platform would be ideal for our new generation of students? Which social media can reach a lot of people? Taking into account the psychology of social media posts, I would like to briefly talk about how to best use these technologies to increase interest and engagement.


Using social media to increase the community feel PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 46: Lightning talk: Collaborative learning in a multilinguistic and cultural space
Creators: name: Royce, Maureen
name: Mason, Amanda
name: Beaumont, Casey
Publisher: name: Student Experience Proceedings
Year: 2024

description: The session will explore the learning from a multicultural, multidisciplinary European project working with Armenian partners to build a shared knowledge base relating to pedagogic design of teaching. In sharing understanding about teaching practice and the governance of achievement within a module framework the session will review the process of achieving engagement with staff in diverse institutions to achieve collaborative goals. Drawing both on the development of international community building and improving practice in diversity the session will encourage thinking about lessons from the project which can have cross discipline application. The session will highlight the pathway to achieving collaboration and diversity in a complex environment and suggest tools to engage fellow teaching staff in preparing for and responding to times of uncertainty and rapid change.


Collaborative learning in a multilinguistic and cultural space PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Programmers manual FlexGripPlus SASS SM 1.0
Creators: name: Condia, Josie Esteban Rodriguez
name: Boyang Du
name: Roascio, Gianluca
name: Sci, Edouard
name: Balaguera, Juan David Guerrero
Publisher: name: Zenodo
Year: 2020
Subjects: SASS, GPGPU, G80, FlexGripPlus, Assembly Language

description: This document describes the op-code of the assembly language SASS of the G80 architecture used in the FlexGripPlus model. Every instruction is compatible with the CUDA Programming environment under the SM_1.0
description: This is a complementary document of one of the tools developed.
Session 45: Making Every Contact Count for mental health at LJMU
Creators: name: Roberts, Christine
name: Keegan, Andy
name: Foster, Scott
Publisher: name: Student Experience Proceedings
Year: 2024

description: In line with the LJMU student experience and wellbeing strategy, Making Every Contact Count (MECC) for mental health sessions will showcase the implementation training for colleagues to enhance their ability to have mental health conversations with each other. As we all have mental health, this training is universally applicable to us all and is not just focused on students but on how we can support each other as colleagues, and stakeholders.


Making Every Contact Count for Mental Health is an initiative written by the Royal Society of Public Health (RSPH)and implemented within the NHS to target the millions of conversations that occur every day within healthcare. With 1 in 4 people experiencing mental health difficulties in their lifetime, this initiative aims to offer prevention through developing skills to have conversations about mental well-being.


Supported by RSPH this initiative has been adapted for use within LJMU to work with colleagues to consider the barriers and fears with having conversations with each other and students regarding mental health. Consisting of 3 modules the aim of the workshop is to explore the concept of well-being and what is mental health. The main objective is to increase the knowledge and skills of colleagues in having a mental health conversation, and finally increase awareness of signposting within LJMU and external providers.


Making Every Contact Count for mental health at LJMU PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 44: Realising a more human city: engaging students with community social infrastructure in Liverpool
Creators: name: Jones, Gerwyn
name: Edwards, Liz
name: Harrison, Grace
Publisher: name: Student Experience Proceedings
Year: 2024

description: Social infrastructure (SI) relates to the spaces and places of public good in our cities which are accessible to everyone. These include libraries, parks, youth clubs, community centres and community businesses. These places are vital for bringing people together, with research showing SI has significant health, cultural, social and economic value (Kelsey and Kenney, 2021; Klinenberg, 2018; Latham and Layton, 2019).


The MA Cities course at LJMUs Screen School introduces students to the concept of SI, the vital role it plays in communities, and the threats and challenges it faces. Enhancing their educational experience, students are taken of field trips to immerse themselves in Liverpool’s spaces & places of SI. Students are then tasked with undertaking applied case study research projects, exploring the role and function of these spaces and organisations in Liverpool communities. Findings from student projects have been used by participating case study organisations to adapt and improve future service delivery and community engagement.


This session will introduce the concept of SI and how it has been used to inspire students to engage with research in real world settings. Liz Edwards will demonstrate this through her own MA and current PhD research, while Grace Harrison, from Kitty’s Launderette, will introduce the work and vital role her community launderette plays in Anfield and how this community business has engaged with LJMUs students.


This paper specifically addresses LJMUs education and student experience and place and partnership strategy themes. Key takeaways include how to design applied student research projects to enhance the student learning experience and engage them with Liverpool’s wider community, helping us to create more human cities.


Realising a more human city: engaging students with community social infrastructure in Liverpool slides.  Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 43: Workshop: Working with survivors of sexual misconduct to improve the LJMU experience
Creators: name: Turnbull, Yvonne
name: Bleasdale, Jo
name: Jones, Alexandria
name: Gaughan, Martha
Publisher: name: Student Experience Proceedings
Year: 2024

description: There is an increasing regulatory focus on harassment and sexual violence on campuses across the UK, with the OfS looking to impose further conditions on universities in the coming year. Student Advice and Wellbeing have developed a professional and supportive service designed to meet the needs of our students - but the student voice is vital in ensuring that we are providing appropriately focused, trauma-informed services.


The session intends to highlight how the provision of support to students who have experienced sexual misconduct and violence can be further developed and improved by using the student voice on a number of different levels. Included in this session will be the JMSU Survivors society, the VP Community and Wellbeing, and colleagues from Student Advice and Wellbeing who specialise in this work. There will be an opportunity to hear of the many initiatives that are underway to ensure that the university and the student body work together on this agenda.


Delegates can expect to come away with increased knowledge of the work that is done to support students within LJMU, how trauma informed practise is delivered operationally and to have an increased understanding of the impact of sexual violence on our university community. The use of the new Report and Support platform will form part of the session and data will be shared around the numbers of disclosures received and resources will be available to assist colleagues awareness.


This area of work enhances the student experience across all areas. Any incident of sexual misconduct or violence can have a significant effect on the ability of a student to continue with their studies. The university must do all it can to reduce the incidence of such events and, when incidents do occur, to provide swift and effective support for those affected.


Working with survivors of sexual misconduct to improve the LJMU experience PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 42: Making personal tutoring work: a focus on nonstandard programmes
Creators: name: Erlam, Jayne
name: Ragonese, Ester
name: Hamadeh, Bassam
name: Marriott-Smith, Georgia
Publisher: name: Student Experience Proceedings
Year: 2024

description: This session will be focused on the role of a personal tutor within non-standard degree programmes within LJMU. This is important, as LJMU’s personal tutoring policy is currently under review. This project will help to influence this policy, with the findings being used to build a personal tutor framework to support students of non-standard programmes, such as the Professional Qualification in Probation, Engineering, Policing and Social Work.


This session will talk through the stages of the project, including the methodology adopted, the findings of the project and what literature exists around the area, including what competing priorities between the university and employers exist in regard to duplication of supervision and support systems.


Attending delegates will leave the session with an understanding of what students believe the role of a personal tutor should be on a non-standard programme and how best they can be supported during their student experience. This session will be of particular use to LJMU programmes such as degree apprenticeship schemes, where there are contractual obligations to a provider. Consequently, the session and content will be of benefit to numerous LJMU programmes and staff members.


The session content addresses the theme of ‘Community’ as the project will allow for a more positive sense of community within non-standard programmes, due to student experience being improved. The content links to two values of LJMU’s strategy: Education and Student Experience and Research and Knowledge Exchange. The session links to student experience beyond the curriculum as it will allow students to benefit in areas of wellbeing and wider support. The session will also showcase how to adapt personal tutor practice. The session links to research and knowledge exchange as it is student-led research and aims to be a knowledge exchange within the university.


Making personal tutoring work: a focus on nonstandard programmes PowerPoint.  Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 41: “Our experience of using weekly assignments with 300 level 4 business students”
Creators: name: Cumiskey, Bob
name: Spruce, Michelle
Publisher: name: Student Experience Proceedings
Year: 2024

description: Our students today are more diverse than ever and increasingly arriving from underrepresented groups from disadvantaged backgrounds, with large numbers being the first in their family to attend university.


Additionally, today’s students often display high levels of anxiety and stress.


The module was redesigned, and our pedagogies and approach changed to meet our students ever changing needs.
The module, Academic Skills and Digital literacy (4001LBSBW), aims to assist the student with a smooth transition into LJMU, foster a sense of belonging and encourage the development of the knowledge, skills and behaviours that will support them whilst at LJMU, as well as in their future careers.


By building a sense of belonging and camaraderie between students during the module, the hope is that it will also reduce the levels of anxiety and stress that some students experience in their first semester at university.


This session will introduce the delegate to the module team’s experience of delivering weekly assignments to 300 Level 4, Business students and their experience of using the following teaching aids to do so:


• IT Suites
• Allowing the students to build friendships, community and belonging
• LinkedIn Learning
• LEGO Serious Play
• Groups and Teams Work
• Decision Making Skills
• Time Management Skills
• How to guides and Video creation
• Wider LJMU services


Feedback on the module has been excellent and we would like to share our experience of facilitating the transition to Higher education which can be a particularly challenging experience for the new student.


Our experience of using weekly assignments with 300 level 4 business students PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
El Manto de Hielo Antártico: estructura interna, dinámica y estabilidad
Creators: name: Angelis, Hernán De
Publisher: name: figshare
Year: 2013
Subjects: subject: Physical Geography
subject: 40602 Glaciology
subject: FOS: Earth and related environmental sciences

description: [ES] El Manto de Hielo Antártico, la cubierta glaciaria del Continente Antártico, es la mayor extensión de hielo actual de nuestro planeta y la mayor reserva de agua potable. En este capítulo se describen sus características glaciológicas principales y la de los elementos que la integran de acuerdo a los estudios y compilaciones más recientes. Se ha puesto énfasis en los aspectos dinámicos de cada uno de los componentes y en sus interrelaciones dentro del manto de hielo en su conjunto. Por último, se presenta el paradigma de la inestabilidad del Manto de Hielo Antártico Occidental y se discute la potencial evolución futura a la luz de los últimos hallazgos en la materia. [EN] The Antarctic Ice Sheet, the ice cover of the Antarctic Continent, is the largest ice body of our planet and the largest freshwater reservoir. In this chapter its main glaciological properties and those of its components are reviewed according to the most recent studies and compilations. The ice dynamical aspects of its components and their interrelations within the ice sheet are emphasized. Finally, the paradigm of the instability of the West Antarctic Ice Sheet is presented and the potential future evolution is discussed in the light of the most recent findings in the subject. Artículo publicado en ''El agua en el norte de la Península Antártica'', Silva Busso, A. (Ed.), Fundación Historia Natural Félix de Azara, Buenos Aires, 2009
Session 40: Students as agents of change: integrating the UN SDGs in Business School curriculum
Creators: name: Skritsovali, Konstantina
name: Davies, Sam
name: Ingall, Amelia
Publisher: name: Student Experience Proceedings
Year: 2024

description: This project reviews, maps and monitors the representation of the UN SDGs in the Business School curriculum. In doing so, it collaborates with students as agents of change to improve teaching and learning experiences. The project challenges the traditional approach of a one-way educational system where tutors have knowledge that can be seamlessly transmitted to students. Instead, students are partners who hold an active role and have a voice in the curriculum design.


The project adopts an action research method to explore the integration of the UN SDGs embedded in the curriculum in a meaningful and inclusive way (Astin and Astin, 2000). Data has been collected with the use of a digital tool that has been designed as a reflexive guide for further integration of SDGs into your curriculum, e.g. assessments, learning outcomes and action-oriented pedagogies.


The project outputs will be used to create a map that exhibits best practices in teaching sustainability and the UN SDGs in business education. Findings will be used as foundations for further reviews in different disciplines and Faculties across the university and, within the sector. Therefore, mapping the UN SDGs in the Business School curriculum is a ‘living lab’ (Rosenberg Daneri et al., 2015) that aligns with the civic agenda of the university and provides benefits for the faculty, the student community, and the wider institution and local communities.


Astin, A.W. & Astin, H.S. (2000) Leadership Reconsidered: Engaging Higher Education in Social Change. Michigan: The Kellogg Foundation.
Rosenberg Daneri, D., Trencher, G. and Petersen, J. (2015), “Students as change agents in a town-wide sustainability transformation: the Oberlin project at Oberlin college”, Current Opinion in Environmental Sustainability, Vol. 16, pp. 14-21.


Students as agents of change: integrating the UN SDGs in Business School curriculum presentation. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 39: Curriculum for wellbeing: year 2, growth, findings and reflections
Creators: name: Bodfield, Kalum
name: Culshaw, Aisling
name: Hadfield, Eleanor
name: Doyle, Andrew
name: Bryde-Evens, Mollie
Publisher: name: Student Experience Proceedings
Year: 2024

description: Last year, the Curriculum for Wellbeing was trialled in one module of the Education Studies and Primary programme in the School of Education with the results presented at the Students at the Heart 2023. The Curriculum for Wellbeing was created as a response to the rising number of student referrals to student advice and wellbeing (SAW) within the university and seeks to embed emotional regulation strategies into modules to increase students’ knowledge of how to adaptively manage their mental health and stress. Responses last year indicated that the approach should continue with benefits largely felt by the students taking part. As a response to this the strategy has been embedded in additional modules across a greater number of programmes including cross-faculty work with the Business school. The findings and reflections from the roll-out of this approach will be presented including both qualitative and quantitative data from questionnaires, focus groups and reflections from the students and lecturers involved in the project. Future directions and limitations will be discussed and concluding comments made.


Curriculum for wellbeing: year 2, growth, findings and reflections PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 38: HR Resourcing team in the community and promoting inclusion
Creators: name: Sproston, Oliver
name: McCarthy, Natalie
name: Kayll, Michelle
Publisher: name: Student Experience Proceedings
Year: 2024

description: For the past 18 months the HR staff resourcing team have been establishing links with local community groups to talk about the roles we recruit to within the university and how to apply for them. We want to expand this outreach work to as many groups as possible and share the benefits of working for us to breakdown some of the preconceived ideas about what working in a university is like and reach as diverse a candidate pool as possible.


In our session we will discuss the work we have done so far to promote LJMU as a welcoming, inclusive and supportive employer in the region and reinforce our commitment to being an active community partner. We will showcase the community contacts made so far – we have engaged with the Job Centre, Transform Lives, the Growth Company, and Mersey Care to name just a few of the organisations in the Liverpool City Region. Our wider engagement has also extended to attending various job fairs and we were the only Liverpool based university to have a recruitment stand at Pride 2023. We have held sessions on application and CV writing for individuals returning to work, survivors of domestic abuse and for new mothers who hope to get into part time work.


We want to share the work we are doing with the wider university, and we would love for all students and employees to be ambassadors for the university as an employer to attract as diverse a candidate pool as possible. The employee attraction strategy is an important part of the People Plan and as a major employer in Liverpool, we want to authentically demonstrate our commitment to the community we work and live in.


HR Resourcing team in the community and promoting inclusion PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Electronic Supplementary Material from Seabird diversity and biomass enhance cross-ecosystem nutrient subsidies
Creators: name: Benkwitt, Cassandra E.
name: Carr, Peter
name: Wilson, Shaun K.
name: Graham, Nicholas A. J.
Publisher: name: The Royal Society
Year: 2022
Subjects: subject: Ecology
subject: FOS: Biological sciences

description: Contains all supplemental figures and tables for Benkwitt et al. "Seabird diversity and biomass enhance cross-ecosystem nutrient subsidies"
Session 36: Shaping futures - collaborative outreach to support the local region
Creators: name: Hornblower, Kevin
name: Dolan, Peter
Publisher: name: Student Experience Proceedings
Year: 2024

description: Shaping Futures is part of the Uni Connect programme funded by the Office for Students. Over the last 7 years LJMU has been a key partner to Shaping Futures. The programme aims to inform and inspire learners and their key stakeholders, supporting them to make informed choices about their future. It works collaboratively with 12 local providers of Higher Education to try to reduce the attainment and progression gaps between the most and least disadvantaged within the Liverpool City Region. It also offers specific support to groups currently underrepresented in HE via its communities of practice. In so doing, it supports all of its partners in addressing risks to equality of opportunity and helps to eliminate gaps in access to higher education.


The session will provide an overview of Shaping Futures’ remit, the scope of its activity across the city region and the vital role LJMU has played in its success to date. Delegates will gain an understanding of the importance of collaborative outreach and what this might look like in the future. They will hear about LJMU’s involvement in the project so far and how it contributes to the university meeting its access aims, including those outlined in its Access and Participation Plan. It will also demonstrate how Shaping Futures evaluates its impact and contributes to the Office for Students stated aim of building an evidence base round ‘what works’ in higher education outreach. In addition, delegates will learn how they could potentially get involved in the future.


The session links to 2 of the aims underpinning LJMUs strategy 2030. It helps meet one of the KPIs for Education and Student Experience – Access and Participation. By working closely with schools and colleges in the local region, the project also demonstrates social impact, a KPI linked to Place and Partnerships


Shaping futures - collaborative outreach to support the local region PowerPoint.  Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Investigation of voltage disturbances in a typical distribution system for a rural area
Creators: name: St John, M. J.
name: Hosseinzadeh, N.
name: Turner, Jon
Publisher: name: Swinburne
Year: 2024

description: The Electricity Distribution and Service Delivery (EDSD) review conducted in Queensland in 2004 recommended that power utilities, such as Ergon Energy Corporation, must provide regular power quality reporting. Ergon Energy has a number of power quality recorders strategically located throughout their distribution network. Currently Ergon Energy does not have a tool that can be used to efficiently analyse the raw data obtained from the power quality meters, which is stored in a database. The main aim of this paper is to develop a software tool that can be used to analyse the data obtained from the power quality recorders. Ergon Energy will be able to use this software to take a proactive approach to power quality rather than having to rely on customer complaints for fixing the power quality problems. A software tool that meets the requirements set by Ergon Energy Network Planning and Investigations has been produced and named DPDA (Discrete Power Disturbance Analysis). This software uses aspects of the research on power quality and combines it in a format that allows for easy analysis and reporting of power quality disturbances. This paper has focused on the analysis of sags and swells and their related causes. Other forms of power quality disturbances are left to the future expansions of this software.
Lebanese Muslims in Australia and social disadvantage
Creators: name: Betts, Katharine
name: Healy, Ernest
Publisher: name: Swinburne
Year: 2024

description: Recent events have focused public attention on people of Muslim Lebanese background (most of whom live in Sydney) and the possibility that they may suffer social disadvantage. Using data from the 2001 Census, this paper finds that Lebanese Muslim households are large and much more likely to be poor than are all households, or than Lebanese Christian households. It also finds that Lebanese Muslim men have low levels of education, relatively high levels of unemployment, and a very high tendency not to be in paid work. The second generation is doing rather better than the first, but it is still not doing very well.
title: Becoming a woman, being born a man – Part 2: Going beyond binary divisions of gender in the making of a women’s global legal history
Creators: name: Coutinho, Luisa
Publisher: name: Fachinformationsdienst für internationale und interdisziplinäre Rechtsforschung
Year: 2021
Subjects: subject: 340

description: What is a woman? How can gender be constructed as a system? To answer these questions, Luisa Stella Coutinho proposes a new approach to legal history, namely a women’s global legal history.
description: Legal History Insights
Session 35: Building an LJMU shared assessment and feedback toolkit: resources and strategies
Creators: name: Turner, Jim
name: Smith, Charlie
name: Malone, Elizabeth
name: Denton, Phil
name: McIlroy, David
Publisher: name: Student Experience Proceedings
Year: 2024

description: Assessment and feedback are essential for improving teaching and learning, yet implementing sustainable, effective practices remains a challenge in higher education. This presentation will outline a university-wide initiative aimed at developing a richer assessment and feedback culture. Grounded in research (Nicol and Macfarlane‐Dick, 2006; Hattie and Timperley, 2007; Winstone and Carless, 2019) as well as practice, a set of guiding principles and practical strategies were co-developed with academics, TLA and Academic Registry. In this workshop we will facilitate discussions to examine, challenge and develop our shared culture of assessment practice.


Our aim is to bring clarity to our assessment and feedback policy and make it more meaningful and alive to the challenges that will emerge over the coming years. This initiative provides a framework for supporting academics in developing, implementing, evaluating and continuously improving assessment and feedback practices to enhance teaching and learning. The presentation will share challenges and lessons from this institution-wide change effort, highlighting effective educational development approaches that empower academics and students.


Assessment and feedback guidance.
References
Hattie, J. and Timperley, H. (2007) ‘The Power of Feedback’, Review of Educational Research, 77(1), pp. 81–112.
Nicol, D.J. and Macfarlane‐Dick, D. (2006) ‘Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice’, Studies in Higher Education, 31(2), pp. 199–218.
Winstone, N. and Carless, D. (2019) Designing Effective Feedback Processes in Higher Education: A Learning-Focused Approach. London: Routledge.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 33: Fostering inclusive and supportive communities of international students on MSc Management programmes though peer mentoring
Creators: name: Mason, Amanda
Publisher: name: Student Experience Proceedings
Year: 2024

description: The challenges facing international students in UK higher education institutions have been well-documented. They can experience culture-shock, loneliness and isolation, financial difficulties, and outright racism, all of which can compound the difficulties of operating in a new academic environment. Peer mentors can play a pivotal role in creating a supportive atmosphere, helping international students integrate into the academic and social fabric of the institution. The mentors themselves can also use the experience for their own professional and personal development.


In an ever-changing international market, we regularly welcome students from more than 20 countries to our MSc Management programmes. To address the diverse needs of these cohorts, we implemented a student mentorship initiative, selecting mentors from students who had completed a year of study at LJMU. As well as providing one-to-one peer support to new students both pre-and post-arrival, the mentors were encouraged to recommend and lead activities and social events during induction and the initial weeks of the semester.


Delivered by students experienced as both mentors and mentees, this presentation provides authentic insider perspectives into the journey of international students transitioning onto MSc Management programmes at LJMU. The student mentors will discuss their roles in supporting peers and reflect on their experiences. They will explore the significance of social events in cultivating a sense of belonging to both the academic programme and the university and reveal ways in which the initiative enhanced their leadership and other transferable skills.


Beyond highlighting positive outcomes, the presentation will provide practical insights and strategies for educators seeking to enhance the academic and experiential journey of international students.


Fostering inclusive and supportive communities of international students on MSc Management programmes though peer mentoring PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 34: The hitchhikers guide to the online timetables
Creators: name: Medlam, Louise
name: Kay, Jenny
name: Raffle, Erika
Publisher: name: Student Experience Proceedings
Year: 2024

description: Accurate and up-to-date timetables are key to the student experience, and staff across the university have an essential role to play in helping the central timetable team maintain the live online timetables. Did you know you can search the University's timetables online by room, module, programme or cohort to view the live data? You can also view the individual timetables for staff or students. Staff can use the online timetables to request amendments and changes - such as cancelling an unneeded room, assigning a new lecturer to a session, or requesting an in-person session is changed to online. This introduction the the online timetables will show you how to access, search and view the online timetables in detail, and you will learn how to request changes. Whether you want to look for a room, check a programme timetable or learn how to support and advise students on using the timetables, come along to find out more about everything in the online timetabling universe.


The hitchhikers guide to the online timetables PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 32: Community, culture and young people: piloting our first work experience programme
Creators: name: Akinsanya, Moni
name: Lynch, Rachael
Publisher: name: Student Experience Proceedings
Year: 2024

description: The Diversity and Inclusion Team recently launched a work experience programme for Year 10s working in collaboration with the Outreach Team and local Liverpool schools. From widening access and creating opportunities for young people today, and planning for our workforce of tomorrow, this scheme is one of many community engagement activities that brings together people from different cultures, backgrounds and walks of life. Join us to explore where we started and what’s next, while hearing first hand from young people and LJMU colleagues about this pilot.


Community, culture and young people: piloting our first work experience programme PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 31: Bringing communities together: The LJMU MA Short Film Festival as an educational, professional, and community-building experience
Creators: name: Papadimitriou, Lydia
name: Jones, Martin
Publisher: name: Student Experience Proceedings
Year: 2024

description: Launched in 2021, the LJMU MA Short Film Festival, in an annual international student film festival organised as part of the MA Film in the context of the academic curriculum. While formally taught and graded, the LJMU MA SFF is also a public-facing event, accessible both ‘in person’ to local communities and online to a global audience. In putting the film festival together, the students engage with different roles: programmers, editors, public relations professionals, social media content creators, Q&A hosts, presenters and more. As an educational experience, this not only gives them insights into various professional skills, but it also highlights the importance of teamwork, and the related responsibilities and rewards. The public-facing nature of the festival, and the fact that it carries the brand name of the University underline the necessity for high quality standards to be maintained in the programme and its delivery to the audience.


Film festivals aim to reach audiences, open-up debate and create positive social impact in the context of a heightened atmosphere of celebration that encourages community-building and the sense of belonging. Reflecting such communal spirit, this presentation will bring together past and current MA students who will share with their tutors/paper convenors and the conference audience their experiences in co-organising the festival and helping reach a wider public, both locally and internationally. It will highlight the importance of bringing experiential and public-facing practices in the classroom as educational tools that enhance community within and beyond it. It will provide insights into how to use the festival as a platform for courageous and innovative thinking, as well as how to use creativity and technology to embrace diversity and inclusion.


Bringing communities together: The LJMU MA Short Film Festival as an educational, professional, and community-building experience PowerPoint.  Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 30: What happens to academic integrity when we allow students to use GenAI for their assessment?
Creators: name: Durowoju, Olatunde
Publisher: name: Student Experience Proceedings
Year: 2024

description: The reluctance of academics to embracing students' use of Generative AI (GAI) in Higher Education (HE) primarily stems from concerns about preserving academic integrity. The advanced capabilities of GAI, particularly its capacity to generate content upon request, challenge the conventional preparatory processes (research and writing) integral to students' assessments. Within the realm of academic integrity, the cornerstone principle of 'ownership of work' demands that students personally engage in research, distinctly clarify contributions made by others, and present their findings in a satisfactory manner. This poses a challenge for institutions that rely on the traditional expectation of students independently producing every aspect of their work to assure the quality of their graduates. However, the essential question remains: does the integration of GAI for assessment purposes entirely compromise the quality that stems from students' independent efforts? To address this query and scrutinize the definition of 'ownership of work' within the framework of academic integrity, we conducted action research. Students were tasked with completing research and writing assignments using prompt engineering with ChatGPT, followed by a debriefing session to explore their experiences and perceptions. This study seeks to shed light on the nuanced relationship between GAI, academic integrity, and the quality of work produced by students in Higher Education.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Session 29: How supported do students with disabilities feel at LJMU?
Creators: name: Chidlow, Stewart
name: Ward, Heather
name: McCabe, Philippa
Publisher: name: Student Experience Proceedings
Year: 2024

description: Recent studies carried out in the UK show that the number of people with mental health conditions is increasing, with approximately 16% of adults suffering from symptoms of depression, and approximately 25% of people aged 17-19 suffering from a mental health disorder (Parliament, House of Commons, 2023). In a similar vein, conditions such as autism and ADHD are becoming better understood, and there is a rise in people who are receiving diagnoses for such conditions or suspect that they may have them, as our knowledge of neurodiverse traits in men and women becomes more complete.


As increasing numbers of students with mental health conditions and disabilities arrive at universities, the onus is on all universities to provide additional services to support students that they may not have traditionally done (e.g., providing in-house counselling services) and on staff to ensure that relevant sources of support are signposted to students so that they know how to access it.


This talk will discuss the findings of a recent project that aimed to determine how well supported students with disabilities feel at LJMU. A questionnaire was designed and disseminated university-wide to ensure that both those who have formally declared a disability to LJMU and those who haven’t could respond and give their views. The results we will present show a significant discrepancy in responses between faculties at LJMU and, in some cases, between students with different disabilities. They indicate that while the overall picture is positive from a university perspective, there is more that needs to be done to support these students to ensure a successful passage through their degree.


How supported do students with disabilities feel at LJMU PowerPoint. Only LJMU staff and students have access to this resource.
description: Student Experience Proceedings, 2024: Students at the Heart Conference
Death: is it fatal?
Creators: name: Morris, Mervyn
Publisher: name: Swinburne
Year: 2024

description: Death is a common occurrence in the world of today and impacts upon families in a variety of ways, depending upon a range of circumstances. This paper examines the impact that a sudden, unexpected death of the founder of a family business had on both the business and the family. The basis for the research is a single case study of a family business operating in regional Victoria. At the time of the death of the family founder (from a fatal motorcycle accident) his adult children had not been prepared to take over the company. The paper examines if the death of the founder proved fatal to the family business.
Informal institutions and entrepreneurship: a local perspective
Creators: name: Florkowski, Sabrina
name: Jogmark, Marina
Publisher: name: Swinburne
Year: 2024

description: This paper takes an institutional approach in explaining entrepreneurial activities and their differences across places. If entrepreneurial activities are socially embedded activities, the importance of informal institutions needs to be considered in research. First, a conceptual framework has been developed. Then, the two most important institutional foundations have been identified and discussed. In a next step, these two institutional foundations have been used as a base to describe three case studies in Sweden. Several conclusions have been derived from the case studies. First, the local institutional foundation will influence the amount of entrepreneurial activity in a place. Second, the presence of a strong institutional foundation will hinder local entrepreneurs to take initiatives which do not fit within the existing rules of the game. Third, a dynamic region is distinguished by a gradual and constant change of the institutional framework. In less dynamic regions, entrepreneurs will build up a parallel group culture which eventually will replace the dominant territorial one.