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LJMU has a proud history of high quality research and knowledge exchange with a significant body of world-leading research, as evidenced in the recent REF2021 results. This work continues to be generated by academic staff, research staff and postgraduate research students. When we reflect on the impact of our research and knowledge exchange activity we often think in "REF terms" of who and what have we influenced and changed outside of the university. Our REF2021 impact case studies were replete with examples of public and private recipients of our work who helped mediate change in health, education, policy, well-being as well as industry and economic change. This supports key strategic actions for LJMU around Place and Partnership, enshrined in the LJMU Strategy 2030. This session "Research Informed Teaching at LJMU" turns the impact lens inwards to the university and asks what change and improvement has been made to our curricula and student experience on the back of our research and knowledge exchange work. This is now a core focus of the Research and Knowledge Exchange activity within the LJMU Strategy 2030 and is developed in the LJMU RKE Plan 2030. Also it seeks to elevate the role of our postgraduate students, something of a "hidden-minority" in an institution with "students at the heart". what was their experience of the knowledge development process and how can they and their novel work inspire taught students and change their experiences and opportunities. We have been collecting a range of "case studies" related to research informed teaching from around the faculties and we have asked the staff to identify the research work and research students whose new knowledge and stories they have weaved into curriculum content and development. We have asked these case studies to identify new lectures, modules and sometime whole programmes that have been borne out of our research and knowledge exchange and asked the staff to reflect on what this did for student experience, an enhanced knowledge or skill training and how this might play into greater or broader employment/career opportunities. From the first round of Faculty Research Informed Teaching Case studies we present exemplars from across all 5 Faculties in a lightning talk format for celebration, learning and on-going development of a rich research informed teaching culture across LJMU. Keith George, PowerPoint. Only LJMU staff and students have access to this resource. Craig Hammond, PowerPoint. Only LJMU staff and students have access to this resource. David Oxborough, PowerPoint. Only LJMU staff and students have access to this resource. Zara Quigg, PowerPoint. Only LJMU staff and students have access to this resource. Karl Jones, PowerPoint. Only LJMU staff and students have access to this resource., Student Experience Proceedings, 2023: Students at the Heart Conference

This is the editorial article for the PRISM General Issue: Volume 5, Issue 1 (2023), PRISM: Casting New Light on Learning, Theory and Practice, Vol. 5 No. 1 (2023): General Issue

This paper outlines the pedagogical approaches taken on a University Access course, teaching predominantly mature students on a 12-week ‘inclusion in education’ module. The methods aimed to validate and develop literacy and academic skills for students undertaking undergraduate courses. Practice on the programme of study, replicated over three years, is informed by transformative learning theories. We outline how our developing praxis situates students’ self-concepts in confronting past biographical experiences of education and empowers them to improved literacy and purpose. We further propose that such andragogical approaches to teaching and learning can potentially serve as a model for improved literacy practices in post-compulsory education in England – a curriculum and qualification regime in radical need of overhaul and replacement., PRISM: Casting New Light on Learning, Theory and Practice, Early View

The thesis sketches-out three main and general philosophical, analytical and utopian-strategic areas: Initially, the project begins with a cumulative overview (i.e. drawing upon a collection of authors and publications) of the Marxist philosopher of hope and utopia Ernst Bloch, and, the Blochian philosophical framework. I focus upon, and, analyse several specific philosophical areas within the Blochian framework, notably, those of the chaos of the trace, and Bloch’s unifying (unfolding, trans-historical) category of Hope and Utopia. In order to navigate this difficult philosophical terrain, the thesis proposes several conceptual and neologistic “inventions” – associated with chaos and complexity – so as to invoke a potentially useful (neo)-Blochian philosophical vocabulary. The project then applies Bloch and the Blochian utopian framework to the specific area of popular film/cinema (and, within this, the portrayal of “beautiful monsters”). The neo-Blochian concepts are then applied to utopian cinematic metaphors, images and themes concerning “beautiful monsters”; in exploration of this, I embark upon several contra-punctive Blochian (and, neo-Blochian) analyses of a selection of popular films