Enhancing the Learner Experience in Higher Education: May 2012

Monday 21 May 2012

Guidelines for book reviews

We are keen to encourage new or experienced writers to submit to the journal and contribute to the growing knowledge community in relation to enhancing the learner experience in higher education. To help authors develop papers ready for submission, detailed guidance for the various article types accepted by the journal are provided below.

The journal is committed to publishing high quality research-informed articles. Therefore, in developing manuscripts, authors should:

• Explain differences in results that contradict other published results
• Ensure that new, innovative techniques for presenting information contain adequate comparison to currently-accepted approaches for presenting the same information

Here are some examples of content that should be avoided in manuscripts being submitted

• Subject matter outside of the scope of the Journal (refer to journal focus and scope)
• Significant technical content without substantive pedagogic information
• No insights provided as to how the derivations enhance classroom learning or apply to classroom learning
• Limited evidence of taking the student voice into account.
• Detailed written descriptions but insufficient supporting figures, tables, graphs, pictures, or diagrams

If authors are ensure whether or not their papers are appropriate for the journal, they are welcome to contact the journal for guidance.

Guidelines for book reviews

The Book Review Section is made possible because of the willingness of professionals to review books. We have a continual need for those interested in providing an occasional book review. If you would be willing to review a book for publication in the Book Review section of ELEHE, please contact the Book Review Editor, Dr Simon Sneddon.
A book review may cover only one book or monograph or several works. Its length should be between 500 and 1000 words. It should give readers an engaging, informative, and critical discussion of the work.

Try to avoid simply quoting from the publisher’s blurb, without comment, or merely listing the titles of chapters, unless this is the best way to describe the content succinctly. Your review should offer more than can be found by a reader stumbling across the book in a bookshop, or advertised on a website. Sometimes, two or more books on the same topic can be reviewed together; in general, comparisons of new books with the existing literature can be most helpful.

We want book reviews published in ELEHE to read well, to be authoritative, and to be useful. If you refer to other published work, give precise details in the conventional manner, listing such References at the end of your review.

The most important point in developing a book review is to address the Journal’s readership: international and interdisciplinary. Language should, therefore, be direct and unnecessary jargon and technical terms avoided. The review should consider:
• The intended audience for the book and who would find it useful;
• The background of the author;
• The main ideas and major objectives of the book and how effectively these are accomplished;
• The soundness of methods and information sources used;
• The context or impetus for the book - review research or policy, etc.;
• A comparison with other works on this subject;
• Constructive comments about the strength and weaknesses of the book;
• For edited books: dominant themes with reference to specific chapters as appropriate; and implications of the book for research, policy, practice, or theory.

Manuscript preparation for book reviews

The title of the book(s) reviewed should be typed in Times New Roman (boldface 14pt) and left-justified. The reviewer’s name should be typed in Times New Roman (italics 12pt) and also left-justified. The reviewer should supply a short (25-word) biography for inclusion in the Author section (footer of page 1). The reviewer’s email address should be supplied.

Manuscripts must be typed single spaced using 12 point characters. Only Times, Times Roman, Times New Roman and Symbol fonts are accepted for the text. Section and subsection titles should be typed in Arial or Helvetica fonts using 11 and 10 point characters, respectively. Paragraph spacing for these should be 12pt above and 8pt below the heading.

The text should be left-justified on an A4 page (21 cm x 29.7 cm); the left margin should be 4.5 cm and the right margin should be 2.5 cm. Paragraphs are separated by 6 points and with no indentation. The text of the papers should be written in one column.

Quotations
Quotations of 20 words or less should be incorporated in the text with quotation marks. Longer quotations should be put in a new paragraph without quotation marks and using the Roman script in italics. All quotations should be attributed with Harvard referencing, for example, (Smith, 2000, 12). In longer quotations they should follow on a separate line, right-justified (see examples).

Conclusion
All authors are encouraged to conclude their paper with a section describing the practical applications of the book, i.e., answering the “so what?” question. What effect should the book have on the HE practitioner or the research community? Is there anything the community should be doing differently as a result of the book?

References
Please use Harvard-style references, inserting the name and year in the text thus (Cook and Davies, 2012). The list of references should be ordered alphabetically according to the first author surname. If there is no author, order alphabetically by title.

Submission Preparation Checklist

As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.

The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
When available, the URLs to access references online are provided, including those for open access versions of the reference. The URLs are ready to click.
The text is single-spaced; uses a 12-point font; employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.
The text adheres to the stylistic and bibliographic requirements outlined in the author guidelines.
If submitting to a peer-reviewed section of the journal, the instructions in Ensuring a blind peer review have been followed.
The submission is a Word document.
There is clear articulation of how the article incoporates the student voice

Privacy Statement

The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Guidelines for critical case studies

We are keen to encourage new or experienced writers to submit to the journal and contribute to the growing knowledge community in relation to enhancing the learner experience in higher education. To help authors develop papers ready for submission, detailed guidance for the various article types accepted by the journal are provided below.

The journal is committed to publishing high quality research-informed articles. Therefore, in developing manuscripts, authors should:

• Explain differences in results that contradict other published results
• Ensure that new, innovative techniques for presenting information contain adequate comparison to currently-accepted approaches for presenting the same information

Here are some examples of content that should be avoided in manuscripts being submitted

• Subject matter outside of the scope of the Journal (refer to journal focus and scope)
• Significant technical content without substantive pedagogic information
• No insights provided as to how the derivations enhance classroom learning or apply to classroom learning
• Limited evidence of taking the student voice into account.
• Detailed written descriptions but insufficient supporting figures, tables, graphs, pictures, or diagrams

If authors are ensure whether or not their papers are appropriate for the journal, they are welcome to contact the journal for guidance.

Guidelines for critical case studies

We welcome 3-4000 word critical case studies of institutional practice out of which original conceptualisations of enhancing the student experience can be considered (the 'what' questions). Examples of topics might include: Widening access; international students; globalisation; service users group (please note that these are only examples)

Papers submitted under this section should include an abstract of 100-150 words.

Critical Case study content should include the following points:
• An introduction and the aim and background of the case which should include identification of the problem, situation or the case studied and how the information was gathered
• A discussion of the strengths, and factors that contributed to its success
• A consideration of the weaknesses of the case, and factors that contributed to a failure
• Consideration of the external threats and opportunities and how they compare with the factors that contribute to success or failure
• A description of the key issues that emerge from the analysis
• A summary of conclusions and their implications for practice, along with recommendations emerging from the work

Manuscript preparation for critical case studies

The title of the critical case study should be typed in Times New Roman (boldface 14pt) and left-justified. The author’s name should be typed in Times New Roman (italics 12pt) and also left-justified. The author should supply a short (25-word) biography for inclusion in the Author section (footer of page 1). The principal author’s email address should be supplied. A 100-150 word abstract is required.

Manuscripts must be typed single spaced using 12 point characters. Only Times, Times Roman, Times New Roman and Symbol fonts are accepted for the text. Section and subsection titles should be typed in Arial or Helvetica fonts using 11 and 10 point characters, respectively. Paragraph spacing for these should be 12pt above and 8pt below the heading.

The text should be left-justified on an A4 page (21 cm x 29.7 cm); the left margin should be 4.5 cm and the right margin should be 2.5 cm. Paragraphs are separated by 6 points and with no indentation. The text of the papers should be written in one column.

Figures and tables
Figures and tables should be used sparingly, as appropriate. If used, they should be left-justified, numbered consecutively throughout the text, and each should have a caption underneath it. Care should be taken that the lettering is not too small. All figures and tables should be included in the electronic versions of the full paper. Figures and tables should be boxed.

Quotations
Quotations of 20 words or less should be incorporated in the text with quotation marks. Longer quotations should be put in a new paragraph without quotation marks and using the Roman script in italics. All quotations should be attributed with Harvard referencing, for example, (Smith, 2000, 12). In longer quotations they should follow on a separate line, right-justified (see examples).

Conclusion
All authors are encouraged to conclude their paper with a section describing the practical applications of the findings from their critical case study i.e., answering the “so what?” question. What effect should your work have on the HE practitioner or the research community? Is there anything the HE practitioner or community should be doing differently as a result of your Case study? Have you identified areas for future research? If so, please state them here.

References
Please use Harvard-style references, inserting the name and year in the text thus (Cook and Davies, 2012). The list of references should be ordered alphabetically according to the first author surname. If there is no author, order alphabetically by title.

As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.

The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).

When available, the URLs to access references online are provided, including those for open access versions of the reference. The URLs are ready to click.

The text is single-spaced; uses a 12-point font; employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.

The text adheres to the stylistic and bibliographic requirements outlined in the author guidelines.

If submitting to a peer-reviewed section of the journal, the instructions in Ensuring a blind peer review have been followed.

The submission is a Word document.

There is clear articulation of how the article incoporates the student voice

Privacy Statement

The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Guidelines for short reports

We are keen to encourage new or experienced writers to submit to the journal and contribute to the growing knowledge community in relation to enhancing the learner experience in higher education. To help authors develop papers ready for submission, detailed guidance for the various article types accepted by the journal are provided below.

Guidelines for short reports

Contributions of up to 2000 words which describe work in progress or a smaller piece of innovative work where a regular length paper would not be appropriate. The papers will therefore usually have a more practical or experimental focus. The work will still be refereed, but as work is usually earlier in the research process this should be reflected in the reviewers comments. The papers will normally include the following:

• An Abstract of 50-100 words outlining the aim, method, findings and conclusion of the study
• A short introduction, only including most relevant literature in the area which provides a basis for identifying the issue to be studied, and leads to a statement of research aims and questions
• A description of methods employed, including explanation of how the student voice was incorporated into the work and a short presentation of results obtained focusing on the student voice.
• Discussion of findings with a focus on implications for the enhancement of learner experiences. For work in progress, authors should indicate where the work will go next and what is still left to achieve.
• A summary of conclusions and their implications for practice, along with recommendations emerging from the work

As the focus of ELEHE is on research engaging with the student voice in HE, though the work being reported is often early work, indicative impact on the student learning experience should be shown.

Manuscript preparation for short reports

The title of the paper should be typed in Times New Roman (boldface 14pt) and is left-justified. The author’s name should be typed in Times New Roman (italics 12pt) and also left-justified. Authors should each supply 25-word biographies for inclusion in the Author section (footer of page 1). The principal author’s email address should be supplied. A 50-100 word abstract is required.

Manuscripts must be typed single spaced using 12 point characters. Only Times, Times Roman, Times New Roman and Symbol fonts are accepted for the text. Section and subsection titles should be typed in Arial or Helvetica fonts using 11 and 10 point characters, respectively. Paragraph spacing for these should be 12pt above and 8pt below the heading.

The text should be left-justified on an A4 page (21 cm x 29.7 cm); the left margin should be 4.5 cm and the right margin should be 2.5 cm. Paragraphs are separated by 6 points and with no indentation. The text of the papers should be written in one column.

The maximum length of a refereed short paper or article is 2000 words (including References) longer papers should be submitted as research articles.

Figures and tables
Figures and tables should be used sparingly, as appropriate, normally no more than two. If used, they should be left-justified, numbered consecutively throughout the text, and each should have a caption underneath it. Care should be taken that the lettering is not too small. All figures and tables should be included in the electronic versions of the full paper. Figures and tables should be boxed.

Quotations
Quotations of 20 words or less should be incorporated in the text with quotation marks. Longer quotations should be put in a new paragraph without quotation marks and using the Roman script in italics. All quotations should be attributed with Harvard referencing, for example, (Smith, 2000, 12). In longer quotations they should follow on a separate line, right-justified (see examples).

Conclusion
All authors are encouraged to conclude their paper with a section appropriate to the paper’s length describing the practical applications of their research, i.e., answering the “so what?” question. What effect should/could your work have on the HE practitioner? Is there anything the community should be doing differently as a result of your research? Have you identified areas for future research? If so, please state them here.

References
Please use Harvard-style references, inserting the name and year in the text thus (Cook and Davies, 1997). The list of references should be ordered alphabetically according to the first author surname. If there is no author, order alphabetically by title.

As part of the submission process, authors are required to check off their submission's compliance with all of the following items, and submissions may be returned to authors that do not adhere to these guidelines.

The submission has not been previously published, nor is it before another journal for consideration (or an explanation has been provided in Comments to the Editor).
When available, the URLs to access references online are provided, including those for open access versions of the reference. The URLs are ready to click.
The text is single-spaced; uses a 12-point font; employs italics, rather than underlining (except with URL addresses); and all illustrations, figures, and tables are placed within the text at the appropriate points, rather than at the end.
The text adheres to the stylistic and bibliographic requirements outlined in the author guidelines.
If submitting to a peer-reviewed section of the journal, the instructions in Ensuring a blind peer review have been followed.
The submission is a Word document.
There is clear articulation of how the article incoporates the student voice

Privacy Statement

The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Guidelines for research articles

We are keen to encourage new or experienced writers to submit to the journal and contribute to the growing knowledge community in relation to enhancing the learner experience in higher education. To help authors develop papers ready for submission, detailed guidance for the various article types accepted by the journal are provided below.

Guidelines for research articles

Articles reporting original pedagogic research focussed on enhancing the learner experience are welcomed. The focus should be on 'why' the learner experience needs to be improved in that particular aspect/area and 'how' this might be addressed. The research needs to have incorporated the student voice in a meaningful way, and be underpinned by educational literature in the field. Empirical research papers should normally be between 3000 and 6000 words (including References) and include the following points:

• An Abstract of 100-150 words outlining the aim, method, findings and conclusion of the study
• An introduction reviewing relevant literature in the area which proivides a basis for identifying the issue to be studied, and leads to a statement of research aims and questions
• A detailed description of methods employed, including explanation of how the student voice was incorporated into the work
• Presentation of results obtained, including a description of analytical tools and processes employed
• Discussion of findings with a focus on their contribution to pedagogic literature, and implications for the enhancement of learner experiences
• A summary of conclusions and their implications for practice, along with recommendations emerging from the work

As the focus of ELEHE is on research engaging with the student voice in HE, we encourage authors to report their research methods in full. If your methods are unusual, please report both successes and difficulties so that other researchers can learn from your experience.

Manuscript preparation for research articles

The title of the paper should be typed in Times New Roman (boldface 14pt) and is left-justified. The author’s name should be typed in Times New Roman (italics 12pt) and also left-justified. Authors should each supply 25-word biographies for inclusion in the Author section (footer of page 1). The principal author’s email address should be supplied. A 100-150 word abstract is required.

Manuscripts must be typed single spaced using 12 point characters. Only Times, Times Roman, Times New Roman and Symbol fonts are accepted for the text. Section and subsection titles should be typed in Arial or Helvetica fonts using 11 and 10 point characters, respectively. Paragraph spacing for these should be 12pt above and 8pt below the heading.

The text should be left-justified on an A4 page (21 cm x 29.7 cm); the left margin should be 4.5 cm and the right margin should be 2.5 cm. Paragraphs are separated by 6 points and with no indentation. The text of the papers should be written in one column.

The maximum length of a refereed paper or article is 6,000 words (including References) although this may be negotiated with the Editor.

Figures and tables
Figures and tables should beused sparingly, as appropriate. If used, they should be left-justified, numbered consecutively throughout the text, and each should have a caption underneath it. Care should be taken that the lettering is not too small. All figures and tables should be included in the electronic versions of the full paper. Figures and tables should be boxed.

Quotations
Quotations of 20 words or less should be incorporated in the text with quotation marks. Longer quotations should be put in a new paragraph without quotation marks and using the Roman script in italics. All quotations should be attributed with Harvard referencing, for example, (Smith, 2000, 12). In longer quotations they should follow on a separate line, right-justified (see examples).

Conclusion
All authors are encouraged to conclude their paper with a section describing the practical applications of their research, i.e., answering the “so what?” question. What effect should your work have on the HE practitioner or the research community? Is there anything the community should be doing differently as a result of your research? Have you identified areas for future research? If so, please state them here.

References
Please use Harvard-style references, inserting the name and year in the text thus (Cook and Davies, 1997). The list of references should be ordered alphabetically according to the first author surname. If there is no author, order alphabetically by title.

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Thursday 3 May 2012

Improving the provision of pre-arrival information and support to international students via the use of online resources

Shelley Webster

Abstract
Rapid growth in international students studying in the UK has resulted in focus being placed upon the international student experience at all stages of the academic cycle. Particularly relevant is the pre-arrival stage, where the increased number of students from different countries means it is hard to provide comprehensive pre-arrival support to all new students. Traditional in-country pre-departure briefings are no longer financially or logistically viable and do not provide adequate support to all. This project aimed to develop a new approach to pre-arrival support, in the form of an ‘online pre-departure briefing’. This would utilise both social and multi-media resources and could be adapted to work in other institutions. Measures were identified for gauging the success of the project, including data analysis, student feedback and student participation and the data was used to identify areas of strength and weakness and make recommendations for further improvements to either the current or adapted models.

link: http://journals.northampton.ac.uk/index.php/elehe/article/view/31

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Online support in study skills for international students at UCLAN

Paul James Reid

Abstract

This article highlights the issue of study skills support for international students within the context of an MSc course at the University of Central Lancashire, Preston, UK (UCLAN). It provides an overview of key aspects of international students’ study experiences, and analyses UCLAN’s, and other Universities’ attempts to accommodate the needs of students in this respect. It is a reflective piece of work which reports on the authors’ involvement in an internationally oriented study skills programme, and aims to present an empathic approach to students’ experiences of study in a new country.
A course-specific online study skills package is posited as a useful way of enhancing the academic success of international students prior to commencement of study in the UK. The article describes a piece of ‘action oriented research’ (Small 1995) which will assess the efficacy of such a package with respect to the MSc Applied Public Health at UCLAN

link: http://journals.northampton.ac.uk/index.php/elehe/article/view/27/30

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Assessment and International Students – black African Social Work students

Angie Bartoli

Abstract

This evaluative study focuses on the perceptions of black African (international and home) students on an under-graduate social work programme. In particular this paper will consider the more traditional assessment of examinations, where the students perceived that their grades were higher due to a familiarity with the assessment strategy. In contrast, they referred to the bewildering ‘other world’ of less familiar assessment processes which demanded a deeper level of critical thinking skills for example in assignments. This evaluation aims to consider whether the African students’ perceptions that their academic grades fared better dependent on the assessment process is in fact a reality compared to other less familiar ones.

link PDF

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Voices from the chat rooms: research into the experiences of Chinese students participating in transnational education programmes as reported on internet social networks

Dave Burnapp, Wei Zhao

Abstract

This paper reports on research using postings on websites and online discussion boards to explore the experiences of Chinese students participating in transnational education programmes. It develops the concept of Virtual Third Spaces and establishes themes for future research which will use primary data collection methods. The themes identified relate to: differences in the theories of education; differences in the study methods; issues relating to choice, change, and personal development; quality of the courses and colleges providing the courses; and recognition of qualifications. Issues relating to the use of English as the medium of instruction permeate all these other themes.

Full Text: PDF

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Boundaries, Processes and Participation: Integrating peer support through a buddy scheme

Roanna Alexandra Pain

Abstract

Buddying and mentoring schemes are playing an increasingly vital role in student support and integration, especially in the context of a global shift in internationalisation rationale. In this project, one cycle of improvements to a buddy scheme for exchange students was completed in accordance with three principles: ongoing orientation, the internationalisation of “home” students and staff/student liaison. Theory and student feedback were applied to professional practice, with a focus on student participation. Suggested future evaluation includes quantitative measures such as levels of participation, as well as qualitative data from surveys and focus groups. Reflective practice and the practical implementation of the three principles have contributed to the process of personal and institutional internationalisation.

Full Text: PDF

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Internationalisation in the UK HEI sector: a case study of the development of a collaborative Masters programme between the University of Northampton and the University of Madras

Terry Louis Tudor

Abstract

This manuscript examines, critically, key success factors for the development and implementation of internationalisation within Higher Educational Institutions (HEIs), in the UK. This evaluation was undertaken using the development of a collaborative Masters in Environmental Management between the University of Northampton and the University of Madras, in India, as a case study. Using the concepts of internationalisation as a theoretical construct, the article examines, critically, the main challenges faced by the University of Northampton in the development and operation of the collaborative programme including overcoming cultural norms and bureaucracy and concludes by discussing key personal and professional lessons learnt.

Full Text: PDF

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Problem solving and creativity in Engineering: turning novices into professionals

Jonathan Adams, Stefan Kaczmarczyk, Philip Picton, Peter Demian

Abstract

Recent UK and European benchmarks for both undergraduate and professional engineers highlight the importance of problem solving skills. They additionally identify creativity as an important capacity alongside problem solving for both novices and professionals. But, how can we develop and encourage these important skills in undergraduate engineers?

For many years researchers have explored how the differences between novices and experts might show educators techniques for improving the problem solving abilities of their students. Whilst it is often appreciated that knowledge and experience have a large influence on problem solving ability, it is not feasible to develop these fully in a three or four year degree course. There are, however, a number of other capacities relating to problem solving process skills that can be usefully developed, such as strategy, attitude and motivation.

A number of semi-structured interviews have been undertaken with engineering undergraduates at The University of Northampton, Loughborough University and Birmingham University in order to explore these issues. Analysis has been in the form of a phenomenographic study. The interviews extend their questioning and comparison beyond problem solving skills into creative thinking.

This paper provides a brief summary of previous published research alongside interesting findings from the interviews. Early findings have been used to inform an action research project to develop a problem-based learning (PBL) module to improve creative problem solving skills in undergraduate engineers. Emerging themes that have been identified include: identification of problem solving processes in the case of professionals as opposed to simply identifying skills required in the case of students, confusion with the concept of ‘creativity’ in the context of engineering; issues with motivation and ownership with regard to academic problems and significance being placed on real life activities involving groupwork as an effective way of teaching and learning creative problem solving.

Full Text: PDF

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

The value of work placements

George Brown, Yussuf Ahmed

Abstract

This paper reports a study of the impact of work placements on transferable skills. The study was conducted in three engineering departments at Loughborough University. A pre-test intervention post-test model with a control group was used to sample the views of students before and after placements and of students who did not go on placements. These were triangulated with the views of their line managers in industry and their industrial tutors.

The findings indicated that there was strong agreement between students, tutors and line managers on the value of work placements for transferable skills; that students developed their transferable skills on work placements and which transferable skills were developed most effectively on work placements. The consensus of line managers and the DIS (Diploma in Industrial Studies) tutors is that there is no satisfactory alternative to work placements for developing transferable skills. There were mixed views on whether work placements enhanced degree results. In fact, students who did go on placements did obtain better degree grades.

These results demonstrate the value of work placements for the personal and professional development of students. But some caution is necessary in generalising the results to other courses. Work placements differ in structure, content and duration, the evidence on the transferability of transferable skills is not clear cut and impact in this field is more a matter of judgment than measurement.

Full Text: PDF

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Teaching French to a non-sighted undergraduate: enhancing everyone’s learning

Geraldine Enjelvin

Abstract

In September 2006, during induction week, the French language tutors at the University of Northampton discovered that, John (not his real name), a registered blind student, had enrolled on their post A-level course. Although they had attended a session on accessible documents, the tutors concerned had no previous experience of teaching a non-sighted student. As expressed by Dickinson in 2005, it is ‘one thing to go on training about disabilities, [it is another] to have a blind student’ (836). This article therefore sets out to illustrate how the French tutors concerned adjusted their (online as well as offline) practices with a view to (1) creating a supportive, enabling, and inclusive teaching/learning (T/L) environment and (2) fostering independent learning (during, and outside of, lessons). Last but not least, this paper also offers suggestions for future, anticipatory adjustments to teaching strategies and (T/L as well as assessment) offline/online materials in line with the lessons learnt from the 2006-2008 academic years.

Full Text: PDF

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Learning from African students

Angie Bartoli, Sue Kennedy, Tedam Prospera

Abstract

In response to the growing numbers of African students on the social work qualifying programme at the University of Northampton, three senior lecturers undertook a small-scale study in 2008 to evaluate African students’ particular learning experiences. This trend of increasing student numbers reflects the national picture as indicated by the General Social Care Council (GSCC, 2009). The African student experience is different and therefore different strategies are needed to ensure that learning and subsequent employability are maximised. The research identified two significant outcomes. The first was the need for a peer support group, which was set up in September 2008. The group named itself PADARE, a Zimbabwean term which means: meeting place. The second was the need for a qualified social worker as a mentor to support the students’ transition from academic learning into work-based learning and practice. This paper will focus mainly on the rationale and potential of these two initiatives from both an educator’s perspective and that of the students themselves drawing on relevant contemporary literature in the areas of Mentoring and Peer support groups.

Full Text: PDF

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Enhancing professional self-esteem: learners’ journeys on a distance-learning Doctorate in Education (EdD)

John Butcher, Sandy Sieminski

Abstract

This article explores the motivations, experiences and perceived outcomes for Doctorate in Education (EdD) students in their journey through a relatively new form of doctoral education at a distance. The research draws on a range of individual EdD participant voices, both student and graduate, and is timely in focusing on an example of an under-researched but increasingly common phenomenon of part-time distance learning professional doctorates. The aims of the research were: to understand what motivated students to register for an EdD; to explore the factors which successfully sustained them on their journey; to identify common outcomes on completion. The researchers developed a case study of the student EdD journey in its distinctive professional context(s). Data was collected in a number of linked stages including postal surveys, semi-structured interviews, and students’ reflective evaluations at different points. Key themes related to professional postgraduate learner transitions emerge from the data, which contrast with previous work on the traditional PhD and relate to: the deliberate choice by students of a part-time distance learning route; a broader and better-informed understanding of professional outcomes on a professionally-oriented doctorate; the value of flexible support systems for EdD students working in demanding educational roles.

Keywords

professional doctorates, distance-learning doctorates, professional self-esteem

Full Text: PDF

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Wednesday 2 May 2012

Call for papers

Enhancing the Learner Experience in Higher Education (ELEHE): Call for papers!

ELEHE is an open-access international peer-reviewed online journal published by The University of Northampton: http://journals.northampton.ac.uk/index.php/elehe/index

Re-launching with a new Editorial Team, we are inviting authors to submit articles for publication in the forthcoming Autumn 2012 edition of the journal.

The theme for this edition is “Creative strategies for enhancing the learner experience”. We welcome papers which embrace this theme in flexible ways, incorporating interesting and innovative techniques which have been shown to impact positively on students. In line with the aims and scope of the journal, we seek articles which actively incorporate the student voice.

The journal welcomes research articles (3-6000 words); critical case studies (3-4000 words); short reports (up to 2000 words) and book reviews (up to 1000 words).

Details of the journal focus and scope, along with author guidelines can be found at http://journals.northampton.ac.uk/index.php/elehe/about

Deadline for submissions for the next edition is Friday 29^th June 2012

If you want to discuss ideas about possible articles, or want guidance on preparing your submission, please contact the Editors

Dr Rachel Maunder (Chair of Editorial Team) Rachel.Maunder@northampton.ac.uk

Dr Simon Sneddon (Editor; and Book Reviews Editor) Simon.Sneddon@northampton.ac.uk

Anna Crouch (Editor) Anna.Crouch@northampton.ac.uk

Dr Scott Turner (Editor) Scott.Turner@northampton.ac.uk

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Experiences of non-dyslexic and dyslexic nursing and midwifery students: how best can their needs be met by Personal Academic Tutor support?

Anna Crouch

DOI: http://dx.doi.org/10.14234/elehe.v2i1.15

Abstract

The Nursing and Midwifery Council (2008a; 2008b) not only requires employers to support non-dyslexic students but also requires evidence of how disabled ‘students would be supported both in clinical practice and in the academic environment to help facilitate safe and effective practice sufficient for future registration’ (NMC 2004,p12). Limited research on personal tutor support in nursing and midwifery led to the need for a qualitative study which explored the experiences and needs of 15 non-dyslexic and 7 dyslexic nursing and midwifery students, in relation to personal academic tutor support.

Data was collected by one-to one face to face tape recorded interviews which were then transcribed using semi-structured questions. Analysis of the data by constant comparative method (Glaser & Strauss 1999) assisted by the computer software Nvivo8 were used to analyse data. Themes generated suggest that many of the dyslexic and non-dyslexic students in this study view their experience of their personal tutor as ‘supportive’ but Professional needs for both dyslexic and non-dyslexic students and their perception of how tutors could help seem to vary.

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The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

‘Years after the course’: dialogues with mid-career practitioners about the resilience of professional learning from a higher education CPD programme

‘Years after the course’: dialogues with mid-career practitioners about the resilience of professional learning from a higher education CPD programme

DOI: http://dx.doi.org/10.14234/elehe.v2i1.16

Joy Northcott

Abstract

This article discusses a small-scale qualitative research study which examined the mid-career reflections of English as a Foreign Language (EFL) teachers about their earlier training on the post-graduate in-service Diploma in English Language Teaching to Adults (DELTA) programme. Participants offered observations on their experience which varied from extremely positive to highly critical, but most were able to testify to at least some continuing value of their earlier professional training. Some continued to make extensive use of techniques originally learned on the DELTA, decades later, whereas others were less convinced about the long-term value of their training experience. In this article four key factors are identified which appear to be associated with greater resilience of learning: the kind of motivation which participants brought to the course; the capacity of students and tutors to generate a “community of learning”; the course as a fully integrated learning experience; and post-course consolidation.

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The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index