Search

Public engagement is recognised as having an increasingly important role in the changing landscape of higher education in the United Kingdom (UK), and is promoted as a 'pathway to impact' by many higher education funding bodies. However, there is limited evidence to support the outreach and impact gained by higher education institutes that undertake international public engagement activities. Similarly, little is known about higher education staff and student's experiences of participating in such public engagement activities. This study focusses on a Global Festival of Learning (GFoL) in delivering public engagement on an international stage through an integrated approach involving the fusion of education, research, and professional practice, and the perceived impact on staff and students. This paper proposes an adaptive model for public engagement founded on five strategic public engagement areas that can be transferred to other higher education institutes with an interest in developing their international outreach and impact.

Amidst opportunities for universities to consider international academic staff in supporting internationalisation and innovation in academic practice, there is very little research to provide insights into their attitudes towards institutional approaches and frameworks in place to enable this. This article focuses on this research gap, suggesting that this academic community might enhance the development of internationally-informed and innovative pedagogic practice. The research reported within the article constitutes a preliminary study, set within a UK higher education case study setting. Methods included focus groups and themed in-depth interviews with a sample of 34 international academic staff from over 15 countries. The findings and discussion provide insights into the perspectives and experiences of international academic staff in relation to the Postgraduate Certificate in Teaching and Learning and other institutional practice. Innovative pedagogic practice as enabled by international academic staff is discussed, as are approaches to the internationalisation of the curricula. The findings are relevant to the UK higher education context but also to the global context: academic institutions need to consider whether curriculum and processes are limited and limiting in favour of a narrow cultural lens.

The purpose of this paper is to enrich the current conceptualization of graduate employability and employment through the lens of policy, academia and practice in UK higher education. We examine the UK policy context that is shaping graduate employability and employment debates before enriching this conceptualization through a discussion of key themes in the academic literature. We then undertake a comparative study across a sample of 35 higher education institutions in the UK to identify and discuss key employability practice areas shaping their graduate employability and employment provision. We do so by drawing on institutional employability data that is already available in the public domain. In mapping key themes in the literature against institutional employability practice, we conclude that the employer-university interaction theme in the literature is not sufficiently addressed in UK higher education practice. Drawing on the evidence from our comparative study, we provide a discussion on four directions worthy of further exploration by universities as they shape their institutional responses to the lack of employer-university interaction.

This research project investigated how openness and sharing of knowledge are manifested through scholarly blogging. We aimed to identify the academics' and researchers' motivations for starting a blog; the contribution of blogging to their personal and professional development; and any challenges. Twenty-six participants were recruited. A pre-interview questionnaire was first emailed to the participants to collect background information. An initial unstructured interview was conducted by email, followed by a synchronous semi-structured interview. Textual and visual extracts of blog content were also collected. The datasets were analysed using different techniques. The findings revealed varied reasons for blogging. Some academics/researchers began a blog for its accessibility to self and others. Blogging aided the academics' and researchers' personal and professional development in several ways. Bloggers can quickly reach a wider audience compared to other forms of academic publishing. Among the challenges, there were concerns over validity of online content. Based on previous scholarship models and on our findings, we have derived an empirically grounded framework of blog use in academia and research. The framework describes how characteristics of digital scholarship such as openness and sharing are manifested through blogging. The framework can be used to guide academics and researchers who are interested in taking up blogging as a scholarly practice. (Contains 4 tables and 1 figure.) [This paper was published in the ALT-C 2012 Conference Proceedings.]

Social software is increasingly being used in higher and further education to support teaching and learning processes. These applications provide students with social and cognitive stimulation and also add to the interaction between students and educators. However, in addition to the benefits the introduction of social software into a course environment can also have adverse implications on students, educators and the education institution as a whole, a phenomenon which has received much less attention in the literature. In this study we explore the various implications of introducing social software into a course environment in order to identify the associated benefits, but also the potential drawbacks. We draw on data from 20 social software initiatives in UK-based higher and further education institutions to identify the diverse experiences and concerns of students and educators. The findings are presented in form of a SWOT analysis, which allows us to better understand the otherwise ambiguous implications of social software in terms of its strengths, weaknesses, opportunities and threats. From the analysis we have derived concrete recommendations for the use of social software as a teaching and learning tool.

"Second Life" (SL) is a three-dimensional (3D) virtual world, and educational institutions are adopting SL to support their teaching and learning. Although the question of how 3D learning spaces should be designed to support student learning and engagement has been raised among SL educators and designers, there is hardly any guidance or research in this area. In this article, we report an empirical study in which we have elicited educators', designers' and students' perceptions of learning spaces within SL. Based on this empirical research, we have presented some design considerations for SL educators and designers who are involved in designing learning activities and spaces in SL. We hope that the design guidance and examples described in this article will support educators and designers to design learning spaces that foster students' socialisation, informal learning, collaboration and creativity. (Contains 1 table and 7 figures.)

Purpose: The purpose of this paper is to report on a study into how a three-dimensional (3D) virtual world (Second Life) can facilitate socialisation and team working among students working on a team project at a distance. This models the situation in many commercial sectors where work is increasingly being conducted across time zones and between multiple teams. Collaboration in these geographically distributed teams is virtual rather than through face-to-face interactions. The paper investigates how a virtual world such as Second Life compares to other collaboration tools such as instant messaging or Skype; and the challenges that students experience in becoming acquainted with and working in Second Life. Design/methodology/approach: The paper has employed a qualitative research methodology involving data collection through group interviews, epistolary (email) interviews and semi-structured individual interviews. The data have been analysed by applying the inductive analysis technique. Findings: The analysis is presented through answers to questions which educators may have about the effectiveness of virtual worlds in supporting collaboration in virtual teams. Research limitations/implications: The paper highlights the pedagogical role of 3D virtual worlds in supporting communication, team working and community building. The methodology will be of interest to researchers in the area of virtual worlds as there is little guidance in the literature about how to evaluate student experiences of these environments. Practical implications: The research reported in this paper is timely and significant in view of current business scenarios such as the challenges of a globally distributed work-place, the need to offer training to develop employees' skills of working in distributed environments and to meet changing market needs. Furthermore, the research will support the development of a coordinated response to the Leitch review of skills in the UK, which identified issues of resource-intensive travel, global warming and the need for businesses to be seen as "green" for customer attraction and retention. Originality/value: The paper discusses the role of 3D virtual worlds in supporting student team projects involving students who are geographically dispersed. The sense of visual presence and of place in a 3D world can make socialising in a virtual world, a more "human" experience than in 2D environments such as web sites, e-mail, wikis and blogs, and even phone or video-conferencing. The research reported in this paper could enhance uptake of 3D virtual worlds by organisations facing the challenges of facilitating socialisation and knowledge sharing in a distributed workforce. (Contains 5 figures and 21 notes.)

We report on a study involving Masters-level students who blogged as a part of a distance-learning course at the Open University, UK. We present an empirically-grounded framework that can be used to guide educators when they are considering blogging as part of their courses, and can be used by students' whose courses include blogging activities. In our analysis of semi-structured interviews with students, we identified six factors that influenced their blogging: perceptions of, and need for, an audience; perceptions of, and need for, community; the utility of, and need for comments; presentational style of the blog content; overarching factors related to the technological context; and the pedagogical context of the course. The students' blogging behaviours were varied and depended upon the way in which they addressed each of the six factors. These factors, along with the associated questions in the proposed framework, provide insights about the activity of blogging from a student's perspective. Therefore, the framework can guide the design of blogging activities in courses.

Since the early years of the twenty-first century there has been an increasing interest in using Web 2.0 technologies to support learning in Higher Education. However, previous research suggests that the integration of blogging into courses can be difficult and cites problems with issues such as student compliance. We adopt a learner-centred perspective and explore students' (rather than their educators') understanding of how blogs and blogging can support distance learning in Higher Education. We report on a study of UK Open University (OU) students on an online distance learning Masters course, that has enabled us to determine the issues that are important to these bloggers, and we describe five ways in which they appropriated blogging to suit their individual needs. We discuss the importance of making blogging activities flexible so that students can blog to meet their own needs whilst still attending to the requirements of their course.

BACKGROUND: During the COVID-19 pandemic, the Hillingdon Hospitals NHS Foundation Trust produced trust guidelines for the initial blood investigation of COVID-19 inpatients. However, insufficient education meant inconsistent adherence to this guidance. OBJECTIVE: To examine whether the implementation of a COVID-19 blood request panel improves adherence to local trust guidelines. METHOD: Between March and April 2020, initial blood investigations performed for positive COVID-19 cases were compared to guidelines. Results were presented locally and a COVID-19 panel was added to the electronic system that provided prompts for appropriate investigations. A re-audit between May and June 2020 was conducted to assess adherence post-intervention. RESULTS: 383 patients were identified in the initial audit cohort and a sample of 20 patients were re-audited. Adherence to Full Blood Count, Urea and Electrolytes, C-reactive Protein and Liver Function Tests increased to 100% from 99.7% (p = 0.8), 99.2% (p = 0.69), 98.7% (p = 0.61), and 96.6% (p = 0.4) respectively. Coagulation screen adherence increased to 90% from 72.8% (p = 0.09). Appropriate requesting of D dimers increased to 50% from 19.9% (p = 0.001). Inappropriate troponin requesting decreased to 26.3% from 38.9% (p = 0.23). CONCLUSION: A user-friendly COVID-19 panel of investigations resulted in improved adherence to guidelines. Clear communication and education are essential to help alleviate uncertainty during a pandemic. [ABSTRACT FROM AUTHOR]

Background: Diabetic macular oedema (DMO) is the leading cause of sight impairment in working age populations in developed countries. Current first line treatment for centre-involving DMO involves intravitreal anti-VEGF but treatment response can be variable. In this retrospective, real world, multi-centre cohort study, we aim to identify ocular and systemic characteristics that correlate with anatomical and functional outcomes for treatment-naive DMO patients treated with intravitreal aflibercept. Methods: Retrospective multicentre cohort study of treatment-naive DMO patients initiated on aflibercept at three North West London hospitals between 2016 and 2018. Baseline systemic and ocular factors, best corrected visual acuity (BCVA) and central macular thickness (CMT) at 12 months were determined and statistically analysed. Results: A total of 270 eyes of 221 DMO patients met inclusion criteria. Mean age was 62.8 ± 12.1, mean baseline HbA1c was 67 ± 20 mmol/mol, and mean eGFR was 72 mL/min/1.7m2. Mean number of aflibercept injections at 12 months was 6.2. Better baseline BCVA, lower baseline CMT, and absence of epiretinal membrane (ERM) were associated with better BCVA at 12 months whilst lower baseline CMT and proliferative retinopathy status were associated with lower CMT at 12 months. Conclusion: Our study is the largest real-world dataset examining factors influencing functional and anatomical response to aflibercept in DMO in the UK. Older age, lower baseline BCVA, higher baseline CMT and more severe diabetic retinopathy were associated with poorer visual acuity at 12 months and prioritisation of these patients within a pressured healthcare setting is recommended. [ABSTRACT FROM AUTHOR]

Background: The coronavirus disease (COVID-19) global pandemic has resulted in unprecedented public health measures. This has impacted the UK education sector with many universities halting campus-based teaching and examinations. The aim of this study is to identify the impact of COVID-19 on final year medical students' examinations and placements in the United Kingdom (UK) and how it might impact their confidence and preparedness going into their first year of foundation training. Methods: A 10-item online survey was distributed to final year medical students across 33 UK medical schools. The survey was designed by combining dichotomous, multiple choice and likert response scale questions. Participants were asked about the effect that the COVID-19 global pandemic had on final year medical written exams, electives, assistantships and objective structured clinical examinations (OSCEs). The survey also explored the student's confidence and preparedness going into their first year of training under these new unprecedented circumstances. Results: Four hundred forty students from 32 UK medical schools responded. 38.4% (n = 169) of respondents had their final OSCEs cancelled while 43.0% (n = 189) had already completed their final OSCEs before restrictions. 43.0% (n = 189) of assistantship placements were postponed while 77.3% (n = 340) had electives cancelled. The impact of COVID-19 on OSCEs, written examinations and student assistantships significantly affected students' preparedness (respectively p = 0.025, 0.008, 0.0005). In contrast, when measuring confidence, only changes to student assistantships had a significant effect (p = 0.0005). The majority of students feel that measures taken during this pandemic to amend their curricula was necessary. Respondents also agree that assisting in hospitals during the outbreak would be a valuable learning opportunity. Conclusions: The impact on medical student education has been significant, particularly affecting the transition from student to doctor. This study showed the disruptions to student assistantships had the biggest effect on students' confidence and preparedness. For those willing to assist in hospitals to join the front-line workforce, it is crucial to maintain their wellbeing with safeguards such as proper inductions, support and supervision. [ABSTRACT FROM AUTHOR]

This article is an autoethnographic perspective on innovative management practice in the U.K. business school context. Business schools, in general, have long been criticized for their “formulaic” and “irrelevant” approach to management education. The authors take the position that the alternative model of management education that addresses the criticisms of business schools is the practice-based model, most well articulated by Mintzberg. This practice-based view formed the basis of a new vision for their case study organization (a leading U.K. business school) that they set out to embed in the organization and its space through the use of wall art. Recognizing the role played by art, design, and creativity in management, the authors reflect on their use of wall art as part of an approach to embedding a new business school vision, offering the lessons that can be drawn for further application of this practice within other business school contexts. [ABSTRACT FROM AUTHOR]

At The Open University in the UK, we have conducted empirical qualitative research in Second Life, a virtual world. The first project is in the education domain in which we are investigating the designs of learning spaces in Second Life, while the second project is related to shopping and consumer behavior of users in Second Life. In this paper, we discuss our experiences of conducting empirical research in virtual worlds with a specific focus on the following aspects: ethical norms, real-world and virtual identities, privacy of the participants, communication modalities (voice, text and use of gestures), logistics of conducting user-based studies, and skills and training needs of researchers. Although our experiences are based on conducting empirical research in Second Life, we hope that our experiences and discussions in this paper will also be useful for researchers who aim to conduct research in avatar-based virtual worlds other than Second Life. [ABSTRACT FROM AUTHOR]

The term “social software” covers a range of tools which allow users to interact and share data with other users, primarily via the web. Blogs, wikis, podcasts and social networking websites are some of the tools that are being used in educational, social and business contexts. We have examined the use of social software in the UK further and higher education to collect evidence of the effective use of social software in student learning and engagement. We applied case study methodology involving educators and students from 26 initiatives. In this paper, we focus on the student experience: educational goals of using social software; benefits to the students; and the challenges they experience. Our investigations have shown that social software supports a variety of ways of learning: sharing of resources; collaborative learning; problem-based and inquiry-based learning; and reflective learning. Students gain transferable skills of team working, negotiation, communication and managing digital identities. Although these tools enhance a student's sense of community, the need to share and collaborate brings in additional responsibility and workload, which some students find inflexible and “forced”. Our findings show that students have concerns about usability, privacy and the public nature of social software tools for academic activities. [ABSTRACT FROM AUTHOR]

Software development activities are increasingly being conducted collaboratively across multiple time zones and multiple teams. This creates challenges in building shared values and trust, and in coping with asynchronous collaboration and communication. In response to these trends, tools such as wikis, blogs, web portals and groupware are being integrated in development processes to enhance the productivity and effectiveness of teams. To enable students to meet these challenges, there is a need to use technology in software engineering education to simulate authentic structures of work practices. Use of collaborative and discourse tools will provide students with the experiences of communicating and negotiating with diverse stakeholders with different views and backgrounds. It will also enable the development of transferable skills for working with community tools in the industry. As with most software design and development processes. Requirements Engineering (RE) is increasingly being conducted in distributed environments. Wikis are being used to provide a platform for asynchronous collaboration for participative requirements development. In a post-graduate RE part-time distance-learning course at the Open University in the UK. we have introduced wiki activities in the course to provide students with the opportunity to engage in small-group collaboration to emulate RE practice. In this paper, we discuss the nature of the RE process, the usage of wikis in RE practice, and the challenges of introducing collaborative-work and wikis on the RE course at the Open University and our solutions. We will draw on empirical evidence to discuss effectiveness of wiki in collaborative learning of the RE processes. [ABSTRACT FROM AUTHOR]

To compare key characteristics of interventional radiology (IR) training in the UK with four other English-speaking countries (USA, Canada, Australia and New Zealand) and summarise requirements for training. Main features examined were career pathway and requirements, examinations required, specific competition for IR and the process of applying for training as an international medical graduate. Data were collected from official governing body publications, literature and personal experience. Several differences were highlighted, including length of training (ranging from 6 to 9 years after medical school), length of IR-specific training (ranging from 1 to 3 years) and examinations required (USA and Canada have additional IR-specific examinations). The level of competition is generally high, in all countries. With the demand for IR services set to increase over the next few years, it is crucial that more IR specialists are trained to meet this demand. Awareness of training structures in other countries can highlight opportunity and pitfalls, and help ensure the number of highly trained interventional radiologists in the UK continues to grow. [ABSTRACT FROM AUTHOR]

Objective: To compare rates of necrotising enterocolitis (NEC), late-onset sepsis, and mortality in 5-year epochs before and after implementation of routine daily multistrain probiotics administration in high-risk neonates., Design: Single-centre retrospective observational study over the 10-year period from 1 January 2008 to 31 December 2017., Setting: Level 3 neonatal intensive care unit (NICU) of the Norfolk and Norwich University Hospital, UK., Patients: Preterm neonates at high risk of NEC: admitted to NICU within 3 days of birth at <32 weeks' gestation or at 32-36 weeks' gestation and of birth weight <1500 g., Intervention: Prior to 1 January 2013 probiotics were not used. Thereafter, dual-species Lactobacillus acidophilus and Bifidobacterium bifidum combination probiotics were routinely administered daily to high-risk neonates; from April 2016 triple-species probiotics ( L. acidophilus, B. bifidum, and B. longum subspecies infantis ) were used., Main Outcome Measures: Incidence of NEC (modified Bell's stage 2a or greater), late-onset sepsis, and mortality., Results: Rates of NEC fell from 7.5% (35/469 neonates) in the pre-implementation epoch to 3.1% (16/513 neonates) in the routine probiotics epoch (adjusted sub-hazard ratio=0.44, 95% CI 0.23 to 0.85, p=0.014). The more than halving of NEC rates after probiotics introduction was independent of any measured covariates, including breast milk feeding rates. Cases of late-onset sepsis fell from 106/469 (22.6%) to 59/513 (11.5%) (p<0.0001), and there was no episode of sepsis due to Lactobacillus or Bifidobacterium . All-cause mortality also fell in the routine probiotics epoch, from 67/469 (14.3%) to 47/513 (9.2%), although this was not statistically significant after multivariable adjustment (adjusted sub-hazard ratio=0.74, 95% CI 0.49 to 1.12, p=0.155)., Conclusions: Administration of multispecies Lactobacillus and Bifidobacterium probiotics has been associated with a significantly decreased risk of NEC and late-onset sepsis in our neonatal unit, and no safety issues. Our data are consistent with routine use of Lactobacillus and Bifidobacterium combination probiotics having a beneficial effect on NEC prevention in very preterm neonates., Competing Interests: Competing interests: None declared., (© Author(s) (or their employer(s)) 2020. Re-use permitted under CC BY. Published by BMJ.)