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Background: Policy, research, and people's own experience in the UK consistently highlight the central importance of a home of choice for people with learning disabilities. Yet attention is mainly focused on the development of specialist as opposed to generic housing options for people with learning disabilities. Methods: This article reviews the findings from a major research study looking at the rented housing sector for people with learning disabilities. The study comprised of a review of local authority learning disability strategies; a 'national conversation' with key stakeholders; and thirty-five, qualitative interviews with people with learning disabilities who rent their own homes. Findings: The research found that local learning disability strategies are lacking in information on rented housing for people. A national consultation identified a range of challenges in accessing rented housing for people wishing to do so. Interviews with people with learning disabilities renting their own place confirmed some of these problems but also, crucially, highlighted the success for most who rented their own home. People liked renting and were managing their tenancies well with relatively modest support. Conclusions: The evidence points to the possible benefits of a greater focus on renting for people with learning disabilities.

Background: Students' initial experiences at university often shape their attendance and attainment. For some students, university is a positive experience, whereas others seemingly struggle and have more negative emotions. Unearthing distinctions in first-year students' emotionality may be valuable in understanding their academic engagement and performance. Aims: The study's aim was to identify distinct profiles of students based on their achievement emotions and explore whether these profiles differed in university attendance and attainment. At least three emotional profiles were hypothesized ("positive"; "moderate"; "negative") with a positive profile expected to display the highest attendance and attainment. Sample: Participants were 294 first-year undergraduate students from a university in the United Kingdom (M[subscript age] = 19.33 years; 127 men; 162 women). Methods: Students completed self-report measures of eight achievement emotions for general learning. Attendance and attainment data were collected from official records. Hierarchical cluster analysis was performed to profile students on their achievement emotions. Analysis of covariance explored profile differences in attendance and attainment. Results: Four emotional profiles emerged: "positive"; "moderate"; "negative"; "mixed-valence" (both positive and negative activating emotions). The positive and mixed-valence groups displayed equally high attendance compared to the moderate and negative groups. The positive group obtained higher academic attainment than the mixed-valence and negative emotion groups, but not the moderate group. Conclusions: The findings highlight the diverse emotional experiences of first-year university students and the existence of co-occurring positive and negative activation emotions. This evidence may be of practical worth to educators in understanding variability in students' emotions, attendance and attainment.

The epistemological beliefs of students are an important area for higher education research. This paper firstly reports on a research review concerning the impact of epistemological beliefs on academic outcomes. This review indicates that students' epistemological beliefs are an influence on their engagement with learning and academic success, and that educators should consider them in developing learning experiences. This issue became particularly pertinent in the context of a global pandemic that necessitated an international trend in moving to online distance education, where student disengagement is more likely to occur. However, research into distance education students' epistemological beliefs emerged as an under-researched field. Consequently, an empirical questionnaire study was conducted with data collected from 550 distance education students. A principal component analysis indicated that particular epistemological beliefs were significantly associated with students' enjoyment of studying online. Their beliefs regarding the role of fun in online learning materials and activities are discussed, and the usefulness of considering fun and epistemological beliefs as factors within distance learning in higher education is highlighted. [Note: The page range (213-232) shown on the PDF is incorrect. The correct page range is 213-231.]

Background: Despite the growing interest in knowledge brokering as an approach to mobilising knowledge for societal benefit, research has only recently begun investigating the consequences of knowledge brokers' actions. In particular, while it is known that failure can provide a valuable learning experience for individuals and organisations alike, very few studies have explored failure in knowledge brokering. Aims and objectives: With the aim of informing how knowledge brokers can navigate common professional challenges, this article discusses a spectrum of reasons for failure in the professional practice of knowledge brokering. Methods: Data for this article comes from a developmental evaluation of a network of knowledge brokers, focusing specifically on a set of semi-structured interviews (N = 20). Findings: The overarching themes identified in this study are organised according to the three constructs that knowledge brokers act upon in the i-PARIHS framework: innovation, recipients, and context. Knowledge brokers experienced different types of failure across these constructs, ranging from violations of prescribed practices and processes to exploratory testing. Discussion and conclusions: Failure is not a monolithic outcome, and future research could seek to identify levers for change regarding the failure experiences available to knowledge brokers. Additionally, it will not be enough to learn to fail; research and practice in knowledge brokering must learn to fail "intelligently." Finally, failure cannot remain a private experience. Advancing the field of knowledge brokering will require researchers and practitioners to share when and how their efforts have failed.

Elite schools in the UK are bound to the history of British colonialism. This paper examines the material ties between these schools and the transatlantic slave trade. We combine multiple sources to examine which schools and their alumni accrued substantial economic capital derived from the enslavement of Black people. We find two principal connections: first, in donations and foundations of schools from those who made their fortune in the slave trade; and second, through income of boys attending these schools. Drawing on the Legacies of British Slavery dataset, we show that schools with alumni benefitting from the slave trade include the most prestigious British private schools. Moreover, this paper traces the histories of several secondary schools founded by, or in receipt of, substantial donations from slave-owning families. We argue that extractive, violent forms of colonial capital accumulation have been central to, the formation and maintenance of these elite educational institutions.

An innovative series of dissections of the canine abdomen was created to facilitate social distancing in the dissection room following COVID-19 restrictions imposed in the UK. In groups of six, first-year veterinary students took turns dissecting selected parts of the canine abdomen while maintaining social distancing and documenting their work with video and photographs. Here, students learned about the canine abdominal anatomy by dissecting, recording the dissections of others in their group, and compiling the recorded material into a collaborative electronic media portfolio (Wiki). An online formative multiple-choice test was created to test students' knowledge of the canine abdominal anatomy. The result analysis showed that although students achieved the learning outcomes only by studying the Wiki, they had better performance in the anatomical areas where they learned through the dissection (p < 0.05). Student performance was very similar in the areas in which they were present in the dissection room and participated in recording the dissection compared with the areas that they effectively dissected (p > 0.05). A qualitative thematic analysis was developed to understand students' opinions via their feedback on this dissection approach. Our results showed that student collaboration and the development of practical skills were the most valued aspects of this dissection teaching initiative. Moreover, these results show that developing a group Wiki has a positive impact on student achievement of learning objectives, with a practical hands-on dissection being fundamental for the optimal learning of the canine abdominal anatomy.

This article outlines an exploratory study that investigated students' perceptions of the benefits and disadvantages of lecture recordings delivered as part of an introductory chemistry program in the UK during the COVID-19 lockdown in Spring 2020. Three features of these lecture recordings are considered: 1) the production of a series of mini-lectures rather than 50 minute recordings; 2) the inclusion of quiz questions in the video timeline; and 3) the inclusion of a picture-in-picture talking head showing the instructor alongside a captured screen. Analysis of survey data indicates that a majority of students felt that each of these features had a positive impact on their learning and/or experience, with a significant number expressing a preference for the retention of online lectures after the resumption of on-campus teaching. Qualitative data provides valuable insight regarding the specific aspects of the recorded lectures that were perceived to enhance the student experience, supporting the design of future provision both during and beyond the COVID-19 pandemic. The generalizability of the recommendations is also discussed, along with the limitations of the study.

Many instructors globally reported a lack of engagement in synchronous online sessions during the COVID-19 lockdowns. This article outlines the use of collaborative small group tasks mediated via breakout rooms in Teams during the 2020/21 academic year. The rationale for the activities, which are available for download, is described along with details of the evaluation of their impact. Key findings were that a majority of students reported enjoying the tasks and felt that they improved their learning during online sessions.

A common conclusion drawn from publicly available Higher Education Statistics Agency (HESA) data releases is that Higher Music Education (HME) courses have a predominantly male population. However, HESA data has key issues when examining HME courses: which courses are reported as 'music' courses to HESA; how do universities decide which courses are 'music' courses; how many different topics are contained within the umbrella of 'music' courses? To address questions of gender representation in HME, universities in the UK were approached with Freedom of Information Act requests for the gender demographics of student populations on "music-related" courses. Information was gained on 3456 courses populations between 2014 and 2020, which was categorised by the subject of study. Six core undergraduate topics were identified: generic music degrees (female bias), degrees combining music and technology (male bias), degrees combining music and business (no gender bias), degrees on popular music (male bias), degrees combining music and theatre (female bias) and major conservatoire courses (no gender bias). No area was accurately represented by HESA data, and gender representation varied significantly between areas. These findings have implications for discussions of gender representation in HME across the UK.

This ethnographic study reports on the findings from seven English secondary schools that participated in Project Faraday. The project was funded by the Department for Children, Schools and Families to build innovative learning environments to encourage students into upper secondary inquiry-based STEM. Despite the innovative classrooms, the schools emphasised A-Level university entrance science. Technicians prepared for specific science subjects, although teachers acknowledged the value of inquiry-based pedagogies. UK policies prioritising A-Level assessment were found to be impeding inquiry-based STEM, although wealthy schools had the resources to facilitating both A-Level science and inquiry-based STEM through clubs and co-curricular programs. Our data elicited important general design principles to inform makerspaces for inquiry-based STEM for adult learners. We concluded that initial teacher education programs should provide graduates with pedagogical experiences in makerspaces that enabled them to appraise contemporary school learning environments; and be informed about securing safe, flexible, and durable equipment for students.

Background: During the COVID-19 pandemic, there has been a worldwide increase in the use of digital technology. Many people with learning disabilities have learned new digital skills, taken part in online activities, and kept in touch with family and friends using video calls. However, the experiences of digital participation or nonparticipation for the people with profound and multiple learning disabilities (PMLD) is less understood. Method: Between December 2020 and August 2021, family carers or paid support workers of adults with PMLD completed an online survey around the experiences of the person they care for during the COVID-19 pandemic, including questions on Internet use. We draw on the findings of this UK-wide study to explore the digital participation of the people with PMLD during the pandemic. Findings: Around half of the people with PMLD had Internet access at home. Around half of the participants interacted with others on video calls like Facetime or Zoom and most commonly used the Internet for being with family and friends online and streaming TV and films. In the event of another lockdown, 27.5% of the people supporting someone with PMLD said they would like support with technology to make seeing friends and family easier. For some the people, digital participation during the pandemic was not beneficial enough to want to continue when restrictions eased. For others, the new online experiences had the potential to be developed in their postpandemic lives. Conclusion: Around half of the people surveyed participated in digital activities during COVID-19. Future attention is needed to afford more people opportunities, and respond to access barriers experienced for the people with PMLD and those that support them.

The private higher education (HE) sector in the UK is subject to little oversight or regulation. Consequently, it remains a largely unknown quantity. Yet, the UK government is keen to foster the growth of private providers as a means of stimulating competition across the "entire" HE sector that will purportedly lead to 'a greater choice of more innovative and better quality products and services at lower cost' (DBIS 2016a, 8). We document the landscape of private higher education provision in the UK to assess whether private providers are likely to be able to perform the role envisaged for them by government. We analyse data for 802 private providers in the UK collected from provider's websites and other publicly available sources in 2017. A latent class analysis indicates that the sector can be broken down into four distinctive types of providers: (1) for-profit providers principally offering business/IT courses at sub-degree level (c.50%) (2) or at bachelors or masters level (c.10%), (3) not-for-profit providers offering other kinds of specialist provision at bachelors and masters level (c.27%), and (4) longer-standing for-profit providers including those with their own degree-awarding powers delivering courses mainly at masters level (c.13%). Three of the four provider types offer little in the way of traditional bachelor degree provision, and the most common provider type is subject to virtually no regulatory oversight and highly vulnerable to 'market exit'. These findings cast doubt on the capacity of private HE providers to replace or enhance publicly funded HE provision.

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In order to address urgent workforce considerations and changing demographics, in 2017 the National Health Service in the United Kingdom introduced a new role in healthcare, the Nursing Associate. Education for the new role was delivered by work-based learning in partnership with local universities. This paper reports on a qualitative longitudinal study of a study which explored the experiences of work-based learners enrolled at a university in London. Data was collected in two stages over a six-month period: 17 work-based learners participated in interviews in stage 1 and seven in stage 2. Data was analysed using framework analysis; the framework was derived from a systematic literature review about introducing new roles in healthcare. Results have resonance for work-based learning programmes in healthcare and beyond and included the importance of adequate time for work-based learning; supervision by a skilled clinical educator; stakeholder engagement; a well-defined scope of practice and an appropriate and supportive educational programme. Participants valued the input of experienced qualified staff but appreciated the capacity issues that militated against their progress, as staff were not always able to support them. Participants also identified the necessity to take responsibility for their own learning in clinical practice. University-based learning was valued more highly than learning in practice, suggesting, as has been established elsewhere, that work-based learning opportunities in healthcare can be difficult to identify.

This article discusses six theoretical frameworks of disability which dominate studies of dyslexia: (1) the biomedical, (2) the biopsychosocial, (3) the social model, (4) the critical realist, (5) the post-structuralistic, and (6) the neurodivergent approach. The aim of this paper is to demonstrate how models of disability alter our understandings of dyslexia within research and practice. This paper suggests that the biomedical model has traditionally dominated debates regarding this condition. Yet there has been a recent shift to expand/reject this pathological approach, and to incorporate the social and psychological aspects of dyslexia. The author identifies two distinct ideological frameworks, referred to as the psychomedical and socio-cultural perspectives, which dominate debates in the field. From a psycho-medical perspective, the biomedical and biopsychosocial models are defined and applied to dyslexia. These will be compared with a socio-cultural perspective by outlining: the social model; the social relational model; and the affirmation model. The article will conclude by referring to the recent theoretical occurrence of neuro-diversity. From this standpoint, the previous five models of disability are rejected due to their association with the concept of 'disability', which, from a neurodiversity perspective, constructs dyslexia from a 'deficit' approach. The author aims to clearly define the parameters of these theoretical frameworks to reveal the ideological assumptions that conceptualize dyslexia as a biological, psychological and social phenomenon

Describing events may be challenging for any child, but children who use communication aids may face unique linguistic, pragmatic, and strategic challenges in conveying information with the communication means they have available. This study explores strategies used by young, aided communicators when describing the content of a video unknown to their communication partners. The participants of the study were 48 aided communicators (aged 5;3-15;2) from nine countries and seven language groups and their communication partners (parents, professionals, and peers) who used natural speech. Descriptive and statistical analyses were utilized to investigate the relationships between individual characteristics, linguistic and non-linguistic factors, linguistic strategies, and performance in conveying the content of the video event. Analyses of the 48 videotaped interactions revealed the use of a variety of linguistic elements and multimodal strategies, demonstrating both creativity and challenges. Success in relaying messages was significantly related to age, mode of communication, and individual profiles, such as everyday communication functioning and comprehension of grammar. Measures of receptive vocabulary and non-verbal reasoning were not significantly related to communicative success. The use of shared context and negotiation of meaning of potentially ambiguous utterances demonstrate the shared responsibility of disambiguation and meaning construction in interactions involving aided and naturally speaking communicators.

Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed.

Undergraduate students have been shown to spontaneously form communities of practice and social networks that support their learning and identity development. This study considers the translation of this participatory learning into professional employment following graduation. Thirteen former biological sciences students from a single UK university were interviewed following their successful transition into graduate level scientific employment. A thematic analysis of the interview transcripts revealed that these students did not learn new workplace practices from more experienced peers "de novo," rather they negotiated changes to their existing university practices and hence were able to participate as newcomers to the joint enterprise of their workplace community of practice. Hence, students' capacity for "know how" and "know who" knowledge has important implications for their employability, and this should be encouraged by maximising students' exposure to co-participatory learning both within the university and in collaboration with local community projects.

Purpose: This research explores the standard language ideology in Chinese foreign language education policies. The most substantial in relation to language policy and management in regard to language ideology are beliefs associated with the values on the named language and its varieties (Spolsky, 2009). In the standard language ideology, the standard is treated as being valuable linguistic capital and possessing prestige as well as authority. Mandarin is the most well-accepted standard Chinese, and similarly, UK English or US English is the most popular and Standard English (SE) in China. Design/methodology/approach: The theoretical framework in this research is critical discourse analysis (CDA) and discourse-historical approach (DHA) to guide the data collection and data analysis. This research will review recent and seminal literature obtained from the China National Knowledge Infrastructure (CNKI) on language policy in China in relation to standard language ideology. The literature also investigates Chinese state's English language ideologies using official language education policies (FLEPs). Findings: The results show that standard language ideology is a common mindset found within official state policies in regard to SE. The authors argue that the Chinese trust on the ideology of standard language appears to not be aligned to recent worldwide trends such as globalization and multilingualism. Originality/value: This research can provide insights into future language planning and language policy in China and shows that the future research could do more on language planning in China.

Background: Students often simultaneously deal with shifting support networks, stressful life changes and psychological distress which may affect academic achievement. Methods: 285 students completed the General Health Questionnaire (GHQ-12) to assess depression and the Computerized Life Events Assessment Record (CLEAR), to establish life events and supportive relationships. Module grades were used to measure academic achievement. A general linear model was used with student grade as the dependent variable and life events, depression and supportive relationships as independent variables. Confounding variables included age and sex. Results: A three-way interaction between life events, depression and lack of supportive relationships was found. It indicated the performance of depressed students depended on whether they had supportive relationships and that this interaction also depended on whether they had experienced a life event in the past year. Conclusions: Universities need to provide more support to students with life stress as they transition into university life.

Emerging adulthood is a unique and distinct period demographically, subjectively, and in terms of identity exploration in developed and developing countries. This study aimed to investigate emerging adults' moral thinking and communication competencies, and their differences by socio-demographic factors (i.e., gender, religious affiliation, college major, educational stages), in Taiwan, the USA, and the UK, as well as compare similarities/common trends and diversities between the three groups. We modified and utilized the MTC-II scale, including two dilemma stories relating to an individual and societal moral dilemma, to assess 743 valid sample participants. We found that females in the Taiwan group scored highest on the MTC-II scale across the three samples, whereas religious affiliation differentiated the USA and the UK groups. We also noted differences in scores relating to the two stories and associated moral levels. These findings are interpreted as a foundation for future research and educational practice.

Purpose: The growing awareness of climate change, biodiversity loss and the wider global environmental emergency has led to calls for decisive and immediate action from all sections of society. This paper aims to consider the question of how universities should respond and what role they might best adopt in current circumstances. Design/methodology/approach: This paper presents a conceptual framework, the paradox model, which places sustainability within the contradictory, messy and uncertain terrain that characterises higher education (HE). This is derived from the own experience of leading sustainability within one UK university, as well as the continued engagement with educational theory and philosophy. Findings: This paper identifies two fundamental contradictions or paradoxes facing those seeking to engage in sustainability in HE, namely, how to develop authentic sustainability responses within the context of existing HE structures and processes and how to reconcile the demand for immediate action with the much more gradual processes of education. This paper represents these two paradoxes as intersecting axes on a diagram, which creates four quadrants in which a diverse range of responses can be located. The point where these two axes intersect is particularly significant and provides a place from which to navigate responses both individually, collectively and institutionally. Originality/value: This paper argues that wisdom provides a guiding principle for discerning which type of response might be appropriate in any given context. It may also indicate a route towards institutional change and underpin the vision of the ecological university of the future based on principles of civic responsibility and social justice.

A number of studies have reported the cultural representations in English textbooks in many contexts, especially those in Asia. However, these studies relied on a small data set and the findings suffered severe limitations. To overcome such shortcomings, we self-built a corpus that has 40 volumes/books of over one million words to examine the cultural constellations evident in 10 sets of university English textbooks in China. With such a large corpus of 864 texts, which significantly exceeds the number of texts examined in previous studies, we intended to offset the weakness of manual content analysis in mining big data and thus also reduce subjectivity markedly. We subjected the whole data set to thematic coding through corpus tools. We found that: (1) the dominance of American/British cultures in these texts is prevalent, with the cultures of other Inner-circle countries in the periphery, and the cultures of the Outer-circle and Expanding-circle countries almost entirely neglected; (2) these textbooks showed little interest in local or Chinese cultures. We conclude by positing that the dominance of Anglo-American monocultural representation in English textbooks is problematic in an increasingly multilingual and multicultural world.

Knowledge of seabird distributions plays a key role in seabird conservation and sustainable marine management, underpinning efforts to designate protected areas or assess the impact of human developments. Technological advances in animal tracking devices increasingly allow researchers to acquire information on the movement of birds from specific colonies. Nevertheless, most seabird colonies have not been subject to such tracking and another means must be found to assess their likely foraging distribution. Consequently, foraging range data collated and summarized across other tracking studies has often been used to estimate species‐level foraging distances for use within applied settings. However, generic species‐specific foraging ranges must be used with caution because of the amount of variation in seabird foraging behaviour at both the individual and colony levels. Specifically, although current reviews of seabird foraging ranges provide summary estimates of maximum foraging range, they typically do not assess the extent of among‐colony or among‐individual variation around such estimates. To address this, we conducted a variance component analysis of the maximum distance reached from the breeding colony per foraging trip (foraging range) using multi‐colony tracking datasets to estimate the degree of between‐individual, between‐year and between‐colony variation in foraging range in four UK breeding seabirds (Black‐legged Kittiwake Rissa tridactyla, Common Guillemot Uria aalge, Razorbill Alca torda and European Shag Gulosus aristotelis). We also provide updated estimates of typical foraging ranges for each species and quantify the influence of breeding stage and colony size. Overall, between‐colony variation was typically the largest variance component, explaining 20–30% of the observed variation in foraging range across the four species. Individual‐level variation was also relatively large among Shag. In Kittiwake, Guillemot and Shag, but not Razorbill, average foraging ranges were positively associated with colony size. In addition, Kittiwake and Razorbill travelled further during incubation than during chick‐rearing. More generally, our estimates of mean foraging ranges for each species were subject to a high degree of uncertainty, which should be incorporated into impact assessments carried out using such data. [ABSTRACT FROM AUTHOR]

Contemporary learning and development models have identified parkour-style training as a vehicle for athlete enrichment. However, perceptions of team-sport coaches and their receptiveness to such models of athlete enrichment have not been investigated and remain unclear. To explore how parkour-style training could be integrated into athlete development programs in team sports, we interviewed sport practitioners to explore their preexisting knowledge of parkour and their perceptions on its potential applications. Experienced talent development (n = 10) and strength and conditioning coaches (n = 10) were interviewed using an open-ended, semistructured approach with a two-stage thematic analysis being conducted to identify themes. Three dimensions were identified: coaches' general perceptions of parkour, potential applications of parkour, and feasibility of integrating parkour into athlete development programs. Participant perceptions revealed that: (a) parkour activities were viewed as supplementary activities to enrich sport-specific training routines, including use of obstacle courses and/or tag elements; (b) parkour-style obstacle environments needed to be scalable to allow individual athletes and coaches to manipulate object orientation and tasks using soft play and traditional gym equipment; and (c) the implementation of continued professional development opportunities, athlete-centered approaches to learning designs in sport, and coach-parent forums were recommended to support the integration of parkour-style training.

This article considers some of the key challenges and opportunities for global learning. It is argued that global learning is a confused terrain that is emotionally 'hot' because it impacts on deep-rooted notions of nationality and personal identity. The difficulty of engaging with controversial issues such as power relations, social injustice, migration and global poverty are explored, along with the legacy of colonialism. Recognizing that global learning aims to develop new ways of thinking suggests that progression and assessment may need to be reframed around overarching concepts and the formation of values, rather than measurable outcomes. Intriguingly, this also offers an opportunity to realign the curriculum to better address twenty-first-century needs, particularly with respect to sustainability and the environment.

This paper considers business and enterprise education through the lens of theatre and the creative arts, and identifies new pathways towards an interdisciplinary way of supporting the young innovators of the future, placing higher education as a central catalyst. Following a review of key criticism directed at traditional business and management approaches in the academy, the article problematizes the notion of experiential enterprise education in the curriculum and poses the question as to where and when students are afforded the opportunity to fail. Through an autoethnographic account, the key themes of authenticity, risk and failure, experiential approaches and embeddedness are presented. There is an urgent need for further and higher education institutions to develop a much more holistic and interdisciplinary approach to developing entrepreneurship in their students. These institutions are currently perpetuating pedagogical hypocrisy in that they preach productive failure while practising assessment success. An effective 21st-century approach would champion risk-taking and productive failure, place processes over outputs and acknowledge the important role of the post-course curriculum.

The sudden closure of higher education providers is virtually unknown among publicly funded higher education institutions in the UK, but "market exit" is commonplace among private higher education providers. The UK government is actively championing the expansion of private higher education providers despite a dearth of research on the factors associated with a heightened risk of market exit within this part of the UK higher education sector. We set out to fill this gap in knowledge by utilizing existing data on private higher education providers active in the UK in 2014 supplemented by newly collected data on the status of these providers in 2019. The likelihood of market exit was higher for more recently founded providers, those operating for profit, those specializing in Business or IT or else having no particular specialization, and those located in London--all features that represent areas of greatest competition in the private higher education sector. Further risk factors associated with an increased likelihood of market exit were no external quality assessment, no access to publicly backed tuition fee loans, and the removal of the legal right to recruit international students. This second set of risk factors suggest that it is not just denial of revenue streams that increases the likelihood of market exit but estrangement from an officially regulated higher education system.

The BioMedical Admissions Test (BMAT) has been used to select students for healthcare courses for 15 years. Recently, the candidature has included an increasing number of test takers who did not complete their schooling in the UK. In line with responsibilities to promote widening participation, a revision of the Section 2 Scientific Knowledge and Applications specification was conducted, to support the preparation of candidates from under-represented groups and international candidates. The process was guided by validity frameworks established in language testing research, with a particular focus on consequential validity and washback. Candidate surveys are reported to illustrate the focus on test preparation. Issues identified in the review demonstrate the impact of international test-takers' linguistic backgrounds and differences in teaching approaches, and possible interactions between these are discussed. It is recommended that admissions test developers make use of holistic frameworks of validity from other contexts to systematically interrogate a wide range of validity evidence relating to their tests.

The aim was to investigate the association between experiencing a therapeutic relationship and subsequent authenticity. Forty-six clients completed the Barrett-Lennard Relationship Inventory (B-LRI), Relational Depth Inventory (RDI), a measure of the therapeutic alliance (ARM-5) and the Authenticity Scale (AS) at intervals over 10 therapy sessions. Higher scores on the B-LRI at sessions 3, 5 and 10 were associated with an increase in authenticity over the 10 sessions. These results provide some initial evidence in support of Rogers's (1957) theory that it is the conditions of the therapeutic relationship that lead to greater authenticity.

Education-based interventions traditionally focus on the teacher to better support pupils' motivation. Grounded in self-determination theory, the study investigates the feasibility of a pupil-focused intervention to help pupils become more active in their search for basic psychological need satisfaction (BPNS). Focus groups and a 2-week pupil completed diary-log were administered with 22 UK secondary school pupils from Years 7 and 8 (aged 11-13 years; 45% male, 55% female) and 12 teachers (42% male, 58% female). Despite perceived value from teachers, a written diary-log appeared to be ineffective in engaging pupils. Pupil-focused initiatives may benefit from support sessions to provide guidance on pupils' reflections, should be incorporated into normal school practices with a showcase event, and be designed in an interactive electronic format. The study offers theoretical considerations regarding pupils' intrapsychic experience of motivation, and provides teacher and pupil insights into the practicalities of conducting pupil-focused interventions based upon BPNS.

Attempts to personalise mass higher education systems have received increasing attention as universities compete to attract students. In the United Kingdom (UK), most higher education institutions have a system of personalised supported learning, usually called personal tutoring. Personal tutors are typically academic members of staff who support students to integrate into the university academic community. Institutions assume that a system of personal tutoring enables student satisfaction, progression and attainment -- key performance indicators in competitive higher education landscapes. Personal tutors support their tutees in achieving their personal, academic or professional goals. Systems of personal tutoring are often designed around what role the personal tutor should perform, rather than what purpose the role should serve. This paper uses thematic analysis of students' perceptions of personalised support for university learning, to elucidate improvements to its' design and contributes to theorising effective personalised student support mechanisms. Insights from this analysis showed students could detect design that lacked sincerity, particularly in relation to adequate resourcing. A central contradiction may therefore exist in resourcing personalised support within a mass higher education experience. A design tool using the dimensions to be considered in the approach to creating systems of personalised supported learning is presented and discussed.

There is a paucity of literature which explores students' subjective meanings of inclusion in higher education (HE). Much of the focus is on the social exclusion debate, where HE is seen as a mechanism for the promotion of social equality. There is some research which explores students' experiences, but this mostly involves those students who have acquired a label. Contemporary research in teaching and learning suggests that effective pedagogy should benefit all learners and should not require additional practices for separate groups. Based on this premise, this research seeks to begin an exploration of the meaning of inclusion to students participating in higher education. 251 students from a UK health and social science faculty participated in the research and responded to statements which elicited their subjective meanings of inclusion. Student understandings of inclusion are discussed through the emergent themes of 'the imperative of relationship' and 'flexible practice enables participation' and understood through the lens of socio-cultural theory.

Covid-19 and the subsequent worldwide lockdowns have had a major impact on families and school education. The lockdowns have highlighted and exacerbated the disadvantages experienced by those children who suffer from child poverty. This article focuses on food insecurity and the digital divide, or digital exclusion, and argues that these have emerged as very pressing issues during lockdowns for children suffering from child poverty. The article provides an outline of the response of the Catholic Church and Catholic schools, primarily in the United Kingdom. There have been some concerted efforts to address food insecurity by providing food and food vouchers for children and vulnerable families. It has proved more problematic to address digital exclusion and the article argues that for those children who experience digital exclusion, this can effectively mean exclusion from the religious education, religious life, community and the pastoral and spiritual support that is normally offered by the Catholic school.

Helicopter EMS (HEMS) is a well-established mode of rapid transportation for patients with need for time-sensitive interventions, especially in patients with significant traumatic injuries. Traditionally in the setting of trauma, HEMS is often considered appropriate when used for patients with "severe" injury as defined by Injury Severity Score (ISS) >15. This may be overly conservative, and patients with a lower ISS may benefit from HEMS-associated speed or care quality. Our objective was to perform a meta-analysis of trauma HEMS transports to evaluate for possible mortality benefit in injured cases defined by an ISS score >8, lower than the customary ISS cutoff of >15. A broad search of the literature was performed including PubMed, EMBASE, SCOPUS, Cochrane Central Register of Controlled Trials, and Google Scholar from the years 1970 to 2022. The gray literature and reference lists of included publications were also examined. We included studies with the outcome of mortality in HEMS vs control in trauma transports from scene of injury for patients (adult or pediatric) with ISS > 8. Nine eligible studies were used in the final analysis: six in the primary analysis and three in sensitivity analysis due to patient overlap. All studies reported statistically significant survival benefit in HEMS compared to control group. The minimum survival odds ratio (OR) benefit observed was OR 1.15 (95% CI 1.06–1.25) and maximum was OR 2.04 (95% CI 1.18–3.57). Risk of bias tool (ROBINS-I) application yielded moderate to low risk of bias, mainly due to the observational nature of the studies included. There was a statistically significant survival benefit in patients with ISS > 8 when HEMS was used over traditional ground ambulance transportation, although novel and more inclusive trauma triage criteria may be more appropriate in the future to guide HEMS utilization decision-making. Restricting HEMS to trauma patients with ISS >15 likely misses survival benefit that could be afforded to the subset of trauma patients with serious injury. [ABSTRACT FROM AUTHOR]

Background and Aims: Histopathological diagnosis is the gold standard in many acquired inflammatory, infiltrative and amyloid based peripheral nerve diseases and a sensory nerve biopsy of sural or superficial peroneal nerve is favoured where a biopsy is deemed necessary. The ability to determine nerve pathology by high‐resolution imaging techniques resolving anatomy and imaging characteristics might improve diagnosis and obviate the need for biopsy in some. The sural nerve is anatomically variable and occasionally adjacent vessels can be sent for analysis in error. Knowing the exact position and relationships of the nerve prior to surgery could be clinically useful and thus reliably resolving nerve position has some utility. Methods: 7T images of eight healthy volunteers' (HV) right ankle were acquired in a pilot study using a double‐echo in steady‐state sequence for high‐resolution anatomy images. Magnetic Transfer Ratio images were acquired of the same area. Systematic scoring of the sural, tibial and deep peroneal nerve around the surgical landmark 7 cm from the lateral malleolus was performed (number of fascicles, area in voxels and mm2, diameter and location relative to nearby vessels and muscles). Results: The sural and tibial nerves were visualised in the high‐resolution double‐echo in steady‐state (DESS) image in all HV. The deep peroneal nerve was not always visualised at level of interest. The MTR values were tightly grouped except in the sural nerve where the nerve was not visualised in two HV. The sural nerve location was found to be variable (e.g., lateral or medial to, or crossing behind, or found positioned directly posterior to the saphenous vein). Interpretation: High‐resolution high‐field images have excellent visualisation of the sural nerve and would give surgeons prior knowledge of the position before surgery. Basic imaging characteristics of the sural nerve can be acquired, but more detailed imaging characteristics are not easily evaluable in the very small sural and further developments and specific studies are required for any diagnostic utility at 7T. [ABSTRACT FROM AUTHOR]

Objectives: Individuals from deprived areas are less likely to attend breast screening. Inequalities in the coverage of breast screening are associated with poorer cancer outcomes. Individuals who have a positive first experience are more likely to attend subsequent mammograms. This work evaluates the provision of an additional telephone call to individuals who have never attended breast screening, to establish whether this increases attendance. Setting and Methods: 1423 patients from four general practitioner practices within socially deprived areas of National Health Service Tayside (UK) comprised the study population. In addition to their standard appointment letter, individuals were to receive a call at least 24 h prior to their appointment. The call identified barriers to screening, and offered a supportive, problem-solving approach to overcoming these barriers. Data collected included: age, Scottish Index of Multiple Deprivation, first-time invite or previous non-attender, if contactable, duration of call, number of days prior to appointment, and confirmation appointment letter was received. The primary outcome was attendance at the screening. Results: Contact by phone was made with 678 (47.6%) of the study population. Of those, 483 (71.2%) attended their appointment, 122 (18%) cancelled and 73 (10.8%) did not attend (DNA), versus 344 (46.2%) attending, 34 (4.6%) cancelling and 367 (49.3%) not attending among those who were not able to be contacted. Those who received a call were more likely to attend their appointment and less likely to DNA compared to individuals not receiving the call. Conclusion: The intervention is simple and low cost; results indicate that the additional call may increase attendance and reduce DNA appointments at breast screening. [ABSTRACT FROM AUTHOR]

Introduction: While each of the 44 National Health Service commissioned artificial limb clinics in the United Kingdom record information about their own prosthetic limb users, these are not collated to give a national picture of amputee epidemiology. The requirement to respond to Freedom of Information (FoI) requests within 20 working days offers another way of extracting data from all centres, and this study describes a first attempt to use this method to update national epidemiological data. Methods: Questions were sent to the FoI email addresses of all 44 centres, requesting numbers of adult unilateral below-knee amputees, adult unilateral above or through-knee amputees and child unilateral above or through-knee amputees (all of K2 level mobility), numbers of people consistently using a prosthesis with a single axis myoelectric hand, and access to an occupational therapist with skills to teach someone to use a myoelectric hand. A FoI request was sent to NHS England seeking release of data that they collect every month from all the prosthetic services which they commission in England. Results: All but one of the UK centres responded, the great majority within 31 days. Incomplete results were generally due to centres finding the questions ambiguous and many did not record mobility levels consistently. While 33 centres had access to skilled occupational therapy, only 4 reported more than 10 patients who constantly used a single axis myoelectric hand. Eighteen centres were unable to provide complete data, and the remainder reported a ranges of 5 to 992 below-knee amputees, 7 to 574 adult above-knee amputees and 0 to 137 child above-knee amputees, suggesting different approaches to managing missing mobility level data. Conclusions: Freedom of Information requests are an inexpensive way of gathering data from NHS prosthetic clinics, which can identify age, sex, level of amputation but not activity levels or use of a prosthesis and hence only gives limited demographic information of the amputee cohort. [ABSTRACT FROM AUTHOR]

Background: Auditory reaction time (ART) and visual reaction time (VRT) are critical for patients with stroke, especially during balance training. According to the research, most patients with stroke are fatigued at sub-maximal levels during their stroke rehabilitation. Sub-maximal physical fatigue may affect ART and VRT and impede stroke rehabilitation. Hence, it is important to study the effect of submaximal physical fatigue on ART and VRT. A pilot study on healthy adults paves the way for further research on stroke rehabilitation. The purpose of this research is to find out if submaximal physical fatigue affects ART and VRT in healthy adults. In addition, this study also determines if ART and VRT recover to baseline after 15 min of rest post-fatigue session. Furthermore, the goal is to determine whether sub-maximal physical fatigue has a greater effect on ART or VRT. Methods: A repeated measures within-subject design was used in the study. Eighteen healthy participants (median age 24 years) completed two sessions of a sub-maximal fatigue protocol on a cycle ergometer until they reached a rating of perceived exertion (RPE) of 15 on a scale of 6–20. Two different fatigue sessions were conducted (one to study the effects of fatigue on ART and the other for VRT). ART or VRT was measured on computer software before (PRE), immediately after (POST-0), and 15 min after (POST-15) the sub-maximal physical fatigue protocol. Results: The value of median ART increased significantly from PRE to POST-0 (P = 0.002) and it decreased significantly at POST-15 (P = 0.010). Similarly, the value of mean VRT increased from PRE to POST-0 (P = 0.001) before decreasing significantly at POST-15 (P = 0.001). There was no significant difference between the effects of submaximal fatigue on ART and VRT (P = 0.156). Conclusion: Due to submaximal physical fatigue, ART and VRT were slower, but they returned to baseline after 15 min of rest. Submaximal physical fatigue had an equal impact on ART and VRT. As balance training requires quicker ART and VRT for optimal outcomes, it may be better if the physiotherapists consider a 15-min rest period between the exercise and balance training in patients with stroke. [ABSTRACT FROM AUTHOR]

Background StandingTall uses eHealth to deliver evidence-based balance and functional strength exercises. Clinical trials have demonstrated improved balance, reduced falls and fall-related injuries and high adherence. This study aimed to evaluate the implementation of StandingTall into health services in Australia and the UK. Methods Two hundred and forty-six participants (Australia, n =  184; UK, n =  62) were recruited and encouraged to use StandingTall for 2 h/week for 6-months. A mixed-methods process evaluation assessed uptake and acceptability of StandingTall. Adherence, measured as % of prescribed dose completed, was the primary outcome. Results The study, conducted October 2019 to September 2021 in Australia and November 2020 to April 2022 in the UK, was affected by COVID-19. Participants' mean age was 73 ± 7 years, and 196 (81%) were female. Of 129 implementation partners (e.g. private practice clinicians, community exercise providers, community service agencies) approached, 34% (n =  44) agreed to be implementation partners. Of 41 implementation partners who referred participants, 15 (37%) referred ≥5. Participant uptake was 42% (198/469) with mean adherence over 6 months being 41 ± 39% of the prescribed dose (i.e. 39 ± 41 min/week) of exercise. At 6 months, 120 (76%) participants indicated they liked using StandingTall , 89 (56%) reported their balance improved (moderately to a great deal better) and 125 (80%) rated StandingTall as good to excellent. For ongoing sustainability, health service managers highlighted the need for additional resources. Conclusions StandingTall faced challenges in uptake, adoption and sustainability due to COVID-19 and a lack of ongoing funding. Adherence levels were lower than the effectiveness trial, but were higher than other exercise studies. Acceptance was high, indicating promise for future implementation, provided sufficient resources and support are made available. Trial registration Australian and New Zealand Clinical Trials Registry ACTRN12619001329156. [ABSTRACT FROM AUTHOR]

This paper investigates alcohol consumption within cultures of football fandom through the innovative combination of theories of the carnivalesque and Bourdieu's concepts of habitus, field, and capital. Focus groups (n = 79) were conducted with football supporters in England and Scotland. Semi-structured interviews (n = 15) were also conducted with key organizational stakeholders. Research explored the importance and role of alcohol consumption for supporters when watching or attending matches.. Participants confirmed the cultural significance, perceived normalcy and historical links between football and alcohol consumption. Supporters highlighted the importance of the sociability, friendship, and social capital aspects of alcohol consumption. Participants believed football supporters are perceived differently in comparison with supporters of other sports, arguing that legislation surrounding alcohol consumption at other sports allowed supporters to enhance the carnivalesque by drinking alcohol, whereas football fans were more restricted. Participants agreed the habitus of excessive drinking and violence associated with football supporters led to a bad reputation, however, this view was outdated. Participants also recognized a growing drug culture in football. The findings draw attention to the alcohol-sport relationship and the contested relations, and diverging interests and influences, within the social field of football. [ABSTRACT FROM AUTHOR]

Background: Cemiplimab was licensed in the United Kingdom (UK) in 2019 for the treatment of patients with locally advanced and metastatic CSCC not suitable for curative surgery or radiotherapy (advanced CSCC [aCSCC]). No UK multicenter studies have investigated the real-world experience of cemiplimab post marketing authorization in aCSCC. Methods: This non-interventional retrospective study (10 UK centers) involved data collection from medical records of patients with aCSCC who initiated cemiplimab treatment between 2 July 2019 and 30 November 2020. The study period was a minimum of 12 and a maximum of 36 months post cemiplimab initiation. The primary objective was to describe the real-world clinical effectiveness of cemiplimab (primary outcome: overall response rate [ORR]). Results: Of 105 patients, 70% (n=73/105) were male (median [range] age at index of 78.5 [55.4–93.2] years); most patients (63% [n=50/80]) had an Eastern Cooperative Oncology Group (ECOG) score of 1 and 62% (n=63/102) had metastatic disease. The ORR within 12 months was 42% (95% confidence interval [CI] 32%–51%) and the disease control rate was 62% (n=65/105). The median (95% CI) real-world progression-free survival and overall survival from index was 8.6 (6.0–18.7) and 21.0 (14.7–25.2) months, respectively. The median (range) number of cemiplimab infusions was 11.0 (1.0–44.0). Eighty-seven percent experienced no cemiplimab treatment interruptions; 13% (n=14/105) interrupted treatment due to immune-related adverse reactions (irARs) (47% [n=9/19] of treatment interruption events). Eighty-five percent (n=89/105) of patients had discontinued cemiplimab treatment by the end of the study; where reasons for discontinuation were recorded, 20% (n=17/87) discontinued due to the completion of their 2-year treatment course. Nineteen percent (n=20/105) of patients experienced irARs. Conclusion: Effectiveness and safety data in this study are broadly similar to previous real-world studies of cemiplimab and the EMPOWER-CSCC1 clinical trial; with our cohort representing a broader population (included immunocompromised and transplant patients). Results support the use of cemiplimab for the treatment of aCSCC in a real-world setting. [ABSTRACT FROM AUTHOR]