Saturday 7 December 2013

Open call call for papers for ELEHE

The latest edition of the journal Enhancing the Learner Experience in Higher Education (ELEHE) is out . So now we are looking for papers for the next or following issues.

What is ELEHE?
 ELEHE is an open-access (with no page fees!), interdisciplinary, international, peer-reviewed online journal  published twice yearly, enthusiastically addressing the challenge of enhancing learning in Higher Education. Papers are welcome which embrace the student voice to help improve the learner experience in ways which have been shown to impact positively on students. As well as learner experience in the teaching environment it also includes all aspects (including students and student voice within public engagement activities) that improve the learner’s experience in Higher Education.
The journal is interdisciplinary in scope. It welcomes a diverse range of articles, drawing on a variety of critical, comparative and reflective approaches responding to key agendas in Higher Education. Committed to evidence-informed practice, it will also encourage the setting of new agendas where the student experience can be enhanced.

When does my paper need to be submitted by?
We run an open call and are happy receive papers through out the year. 

How is the paper reviewed?
At least two referees will review the paper.


What type of papers can I submit?
The journal welcomes:
  • research articles (3000-6000 words);
  • critical case studies (3000-4000 words);
  • short reports (up to 2000 words)
  • 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

What is it going to cost me to publish?
It is currently a free, open access, peer-reviewed journal. There are no page charges, etc. The University of Northampton supports the journal, including infrastructure, paying for DOIs, etc.

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://www.northampton.ac.uk/elehe

Wednesday 4 December 2013

Book review: A Very Short, Fairly Interesting and Reasonably Cheap Book about Qualitative Research (Silverman, 2013)

Book review: A Very Short, Fairly Interesting and Reasonably Cheap Book about Qualitative Research (Silverman, 2013)

Wayne Clark

Abstract


Book review: A Very Short, Fairly Interesting and Reasonably Cheap Book about Qualitative Research (Silverman, 2013)

Full Text:

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References


Association of Managers of Student Services in Higher Education (2011) Value and Impact Toolkit: Assessing the Value and Impact of Services that Support Students. London: AMOSSHE.
Silverman, D. (2010) Doing Qualitative Research: A Practical Handbook. Third edition. London: Sage.
Silverman, D. (2011) Qualitative Research. Third edition. London: Sage.
Silverman, D. (2012) Interpreting Qualitative Data. Fourth edition. London: Sage.
Silverman, D. (2013) A Very Short, Fairly Interesting and Reasonably Cheap Book about Qualitative Research. London: Sage.


DOI: http://dx.doi.org/10.14234/elehe.v5i1.59


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

Capturing Distance (Online) Learner Experience

Out of Sight, Out of Mind: Capturing the Distance (Online) Learner Experience

Rachel Fitzgerald, Paul Corazzo

Abstract


This work in progress paper presents the findings of a small scale study conducted to gain insight into the ‘distance learner’ experience at a higher education institution. The study was undertaken in support of a wider project to improve and enhance online learning. Primary research was undertaken by an undergraduate student who conducted virtual focus groups with currently enrolled students using face to face video technology. This report documents the method and limitations of undertaking the research and summarises participants’ thoughts. Initial outcomes from the study suggest that students are generally content with learning and teaching online, but experience frustration with aspects of administration and course material signposting. Participants make a number of recommendations for overall improvement and this report concludes with plans for going forward and embedding their ideas into the wider project and developing opportunities for further student input to their learning.

Keywords


Online learning; distance learning; student experience; online focus groups; student voice.

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References


Alkema, A., McDonald, H. and Ryan, R. (2013) Student Voice in Tertiary Education Settings: Quality Systems in Practice. New Zealand: Heathrose Research. Available online: http://akoaotearoa.ac.nz/projects/student-voice-effective-representation-and-quality (accessed 19/11/13).
Bokor, J. (2012) University of the Future: A thousand year old industry on the cusp of profound change. Australia: Ernst & Young Higher Education Report. Available online: http://www.ey.com/Publication/vwLUAssets/University_of_the_future/$FILE/University_of_the_future_2012.pdf (accessed 19/11/13).
Chen, K. and Jang, S. (2010) ‘Motivation in online learning: Testing a model of self-determination theory’. Computers in Human Behavior, 26 (4): 741–752. http://dx.doi.org/10.1016/j.chb.2010.01.011
Diaz, D. and Cartnel, R. (1999) ‘Students' Learning Styles in Two Classes: Online Distance Learning and Equivalent On-Campus’. College Teaching, 47 (4): 130-135. http://dx.doi.org/10.1080/87567559909595802
Evidence Base (2011) Focus Groups. eValued: An evaluation toolkit for e-library developments. Available online: http://www.evalued.bcu.ac.uk/tutorial/4b.htm (accessed 19/11/13).
Halcomb, E. J., Gholizadeh, L., DiGiacomo, M., Phillips, J. and Davidson, P. M. (2007) ‘Literature review: considerations in undertaking focus group research with culturally and linguistically diverse groups’. Journal of Clinical Nursing, 16 (6): 1000–1011. http://dx.doi.org/10.1111/j.1365-2702.2006.01760.x
Hartnett, M., St. George, A. and Dron, J. (2011) ‘Examining motivation in online distance learning environments: Complex, multifaceted, and situation-dependent’. The International Review of Research in Open and Distance Learning, 12 (6): 20-37.
Inman, E., Kerwin, M. And Mayes, L. (1999) ‘Instructor and student attitudes toward distance learning’. Community College Journal of Research and Practice, 23 (6): 581-591. http://dx.doi.org/10.1080/106689299264594
Lee, S. J., Srinivasan, S., Trail, T., Lewis, D. and Lopez, S. (2011) ‘Examining the relationship among student perception of support, course satisfaction, and learning outcomes in online learning’. The Internet and Higher Education; 14 (3): 158-163. http://dx.doi.org/10.1016/j.iheduc.2011.04.001
Paechter, M., Maier, B. and Macher, D. (2010) ‘Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction’. Computers & Education, 54 (1): 222–229.http://dx.doi.org/10.1016/j.compedu.2009.08.005
Page, L. (2013) Lectures in your living room: Meet the online learners who fit study around their lives. The Guardian Online (12th November 2013). Available online: http://www.theguardian.com/education/2013/nov/12/online-learning-students-benefits (accessed 12/11/13)
Samarawickrema, G. and Stacey, E. (2007) ‘Adopting web-based learning and teaching: A case study in higher education’. Distance Education, 28 (3): 313–333. http://dx.doi.org/10.1080/01587910701611344


DOI: http://dx.doi.org/10.14234/elehe.v5i1.76

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

Doctoral Training Partnerships: review of postgraduate researcher experience

Doctoral Training Partnerships: a work-in-progress review of the postgraduate researcher experience

Rebekah Smith McGloin

Abstract


Recent changes in research council policy and postgraduate funding have seen the beginnings of a fundamental reconfiguration in how some PhD students are recruited and trained. This report is a work-in-progress review of early student evaluation data from a single doctoral training partnership (DTP) within this new doctoral training landscape. It gives a broad overview of historical and contemporary challenges in researcher development before summarising the results of evaluation data from the first year of the BBSRC DTP. It goes on to discuss how these preliminary findings might be followed up and what they might hint at in terms of the model’s potential to influence researcher development in the future.

Keywords


Researcher development; Student experience; Doctoral training

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References


Bennett, P. and Turner, G. (2013) PRES 2013: Results from the Postgraduate Research Experience Survey. York: HEA. Available online: http://www.heacademy.ac.uk/assets/documents/postgraduate/PRES_2013_UK_report.pdf (accessed 15 November 2013).
CIHE (2010) Talent Fishing: What businesses want from postgraduates. London: CIHE. Available online: http://www.cihe.co.uk/talent-fishing-what-businesses-want-from-postgraduates (accessed 15 November 2013).
Edstrom, K. (2008) ‘Doing course evaluation as if learning matters most’. Higher Education Research and Development, 27 (2): 95–106. http://dx.doi.org/10.1080/07294360701805234
Gibney, E. (2013) ‘PhD System Risks Leaving Overseas Students out in the Cold’. Times Higher Education, 18 April 2013. Available online: http://www.timeshighereducation.co.uk/news/phd-system-risks-leaving-overseas-students-in-the-cold/2003277.article (accessed 15 November 2013).
HM Treasury (2002) SET for success: the supply of people with science, technology, engineering and mathematics skills. The report of Sir Gareth Roberts’ Review. London: HMT. Available online: http://webarchive.nationalarchives.gov.uk/+/http:/www.hm-treasury.gov.uk/d/robertsreview_introch1.pdf (accessed 15 November 2013).
Park, C. (2007) Redefining the Doctorate. York: The Higher Education Academy. Available online: http://www.heacademy.ac.uk/assets/documents/research/redefining_the_doctorate.pdf (accessed 15 November 2013).
QAA (2004) Code of practice for the assurance of academic quality and standards in higher education. Section 1: Postgraduate research programmes. Gloucester: QAA. Available online: http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Code-of-practice-section-1.aspx (accessed 15 November 2013).
RCUK (2001) Joint Statement of the UK Research Councils' Training Requirements for Research Students. London: RCUK. Available online:
http://www.vitae.ac.uk/CMS/files/upload/RCUK-Joint-Skills-Statement-2001.pdf (accessed 15 November 2013).
RCUK (2005) Summary of Research Organisation Reporting on Career Development and Skills (Roberts) Payments 2005. London: RCUK. Available online: http://www.vitae.ac.uk/CMS/files/RCUK-Roberts-reporting-summary-2005.pdf (accessed 15 November 2013).
RCUK (2006) Career Development and Transferable Skills Training Payments: Summary of November 2006 Reporting. London: RCUK. Available online: http://www.vitae.ac.uk/CMS/files/RCUK-Roberts-reporting-summary-2006.pdf (accessed 15 November 2013).
RCUK (2007) Career Development and Transferable Skills Training Payments: Summary of 2007 Reporting. London: RCUK. Available online: http://www.vitae.ac.uk/CMS/files/RCUK-Roberts-reporting-summary-2007.pdf (accessed 15 November 2013).
RCUK (2008) Career Development and Transferable Skills Training Payments: Summary of 2008 Reporting. London: RCUK. Available online: http://www.vitae.ac.uk/CMS/files/upload/policy_forum_summary_of_2008_robert_%20reporting_jan2009.pdf (accessed 15 November 2013).
RCUK (2010) Review of progress in implementing the recommendations of Sir Gareth Roberts, regarding employability and career development of PhD students and research staff. London: RCUK. Available online: http://www.rcuk.ac.uk/documents/researchcareers/IndependentReviewHodge.pdf (accessed 15 November 2013).
Zabaleta, F. (2007) ‘The use and misuse of student evaluations of teaching’. Teaching in Higher Education, 12 (1):.55–76. http://dx.doi.org/10.1080/13562510601102131


DOI: http://dx.doi.org/10.14234/elehe.v5i1.70

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

Being there: strategies for incorporating the student voice into the learning experience of a large first-year marketing course in a New Zealand university

Being there: strategies for incorporating the student voice into the learning experience of a large first-year marketing course in a New Zealand university

Mary FitzPatrick, Janet Davey, Dorothy Spiller

Abstract


Higher education (HE) researchers and practitioners comment regularly on the difficulties of encouraging students to be fully present in the large-class learning experience. Educators who want to honour and promote the student voice need to design teaching and learning spaces that help students make emotional and cognitive connections with course learning, enabling them to be partners in directing the learning and to assume the role of co-inquirers. This paper describes a case study in a first-year marketing course in a New Zealand university in which a student tutor’s photo-narrative was designed to achieve these goals. Students’ evaluations indicated that the strategy promoted personal engagement and increased ownership of the learning. Photo-narrative storytelling offers HE practitioners an effective means to connect theoretical content to students’ own lives, and enhance student ownership of the learning. Inviting students to create their own photo-narratives could create a learning experience that approximates more closely to a learning partnership.

Keywords


student ownership; tutors; storytelling

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References


Baxter Magolda, M. (1996) ‘Epistemological development in graduate and professional education’. Review of Higher Education. 19 (3): 283-304.
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Das, K. (2012) ‘Using participatory photo novels to teach marketing’. Journal of Marketing Education. 34 (1): 82-95.http://dx.doi.org/10.1177/0273475311430812
FitzPatrick, M., Davey, J. and van Oostrom, M. (2010) ‘Getting personal with marketing research: A first year teaching innovation’. International Journal of the First Year in Higher Education. 1 (1): 84-90.
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Volkert, A. (2012) ‘An action research project to explore the effect of an established pre-assessment intervention with undergraduate occupational therapy students’. Enhancing the Learner Experience in Higher Education. 4 (1): 32-43.
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DOI: http://dx.doi.org/10.14234/elehe.v5i1.74

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

student voice to enhance the teaching of undergraduate courses with high failure rates

Using the student voice to enhance the teaching of undergraduate courses with high failure rates

Erik Blair

Abstract


Whilst it is likely that some students will fail a course, it is important for universities to determine whether such failure is a personal outcome or whether there are aspects of the course that could be more conducive to student learning. In adopting a student-centred approach, this research analysed data drawn from student evaluation questionnaires (SEQs) in order to establish how students thought the teaching of undergraduate courses with high failure rates could be improved. Many higher education institutions use SEQs as tools for gathering data on the teaching and learning experience, but the emphasis here is on how such data can be used. Content analysis was used to map the SEQs of students enrolled on 19 courses with high failure rates against a baseline developed from the SEQs of students enrolled on 19 courses with low failure rates. This paper examines these responses and makes five recommendations specifically aimed at improving undergraduate courses with high failure rates.

Keywords


student evaluation questionnaires; student voice; failure rates

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References


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DOI: http://dx.doi.org/10.14234/elehe.v5i1.62 The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Evaluating a careers award in higher education

‘During the course of the programme my attention shifted and deepened – I was more interested in developing myself as a person’: Evaluating a careers award in higher education

Wayne Clark

Abstract


In the past few years, there has been a proliferation of employability and skills awards across higher education in the United Kingdom (AGCAS, 2011). These schemes have generally been developed by careers services in response to national policy agendas on improving graduate ‘success’ and enhancing graduate employability. Thus far, evaluation of employability awards has been largely restricted to measuring quantifiable employment outcomes. This article extends existing understandings of the impact of such schemes with reference to small-scale evaluation research undertaken with students on a pilot award at University of Westminster. Drawing upon qualitative data, the programme is evaluated in relation to soft outcomes (Dewson et al., 2000) including student motivations, student belonging and active learning styles, with particular reference to the experiences of non-traditional, or non A-level, entrants to higher education.

Keywords


Skills; employability; careers

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References


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DOI: http://dx.doi.org/10.14234/elehe.v5i1.60The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Vol 5 Editorial

Editorial

Rachel Maunder, Simon Sneddon, Scott Turner, Anna Crouch
DOI: http://dx.doi.org/10.14234/elehe.v5i1.84

We would like to welcome readers to this edition of Enhancing the Learner Experience in Higher Education (ELEHE), and would like to thank all our authors and reviewers for their valuable contributions to the issue. The heart of this journal is the students’ voice and learning experience, and how practitioners internationally are informed by these. The papers included in this edition reflect this agenda well, and demonstrate a sustained commitment to enhancing the experience of learners in higher education.
Again, we are pleased that we have been able to draw on and publish inter-disciplinary research, critical case studies, and works in progress related to current debates all of which have an emphasis on improving students’ experiences, and valuing studentsvoices.
We are also pleased to announce that the University of Northampton, which publishes ELEHE, has registered with CrossRef to allow us to allocate Digital Object Identifiers (DOIs) to published articles. Each ELEHE article now has a DOI and through this we hope to increase the reach and impact of the papers. We are extremely grateful to Miggie Pickton and Wes Homard- Roy for all of their work on this. For more information read Miggie’s Blog here and the ELEHE blog here.
This edition of the journal contains an eclectic selection of papers, examining a range of educational issues including employability, doctoral training, online learning, storytelling and academic failure.
Firstly, Clark’s study (p.3) reports on students undertaking an employability and skills award. He highlights the value of using qualitative techniques to aid our understanding of ’subjectivities’ in the student experience, which contrast to the predominant emphasis on quantifiable outcomes(p.16) underpinning measures of graduate employability. Challenging conventional approaches to studying an issue is also highlighted in Blair’s paper about reducing high failure rates (p.21). He triggers debate into the way in which research in this field has traditionally been a focus on the positive(p.21) by exploring factors contributing to student success, rather than seeking to understand reasons for failure. On first glance, Blair’s paper could be seen as being a how toguide, and indeed it does make five useful recommendations for improving undergraduate courses with high failure rates. The inclusion of the student voice into this debate is crucial, and FitzPatrick et al. (p.38) draw on student feedback in order to evaluate the innovative use of photo-narrative storytelling in a large lecture class as a means of building connections between theory and the real-world(p.41). Smith McGloin (p.49) also draws on the student voice in her work in progress piece looking at the experience of postgraduate research students in a doctoral training partnership. In addition, and Fitzgerald and Corazzo (p.58) report on feedback from students participating in online focus groups in order to study the experience of distance learners.

Finally, Clarke (p.65) has reviewed Silverman’s Very short, fairly interesting and reasonably cheap bookabout quantitative research, and hails it to be a refreshing and valuable contribution(p.66) to the literature because of its concern with stimulating reflection and debate rather than providing a traditional ‘how to’ approach’ (p.66). This drive for reflection and debate underpins the ELEHE ethos, and the type of research which we are keen to promote.
One emerging theme arising from the papers is the issue of relevance, and the need for learning to be authentic for students. In the paper by FitzPatrick et al. exploring the benefits of storytelling using photo narrative, the feedback from students highlighted how the class activity enabled them to translate abstract theoretical concepts into the real world and make valuable theory-practice links which were related directly to their own knowledge and experience. The value of providing examples to learners is also discussed by Clark in his review of the Silverman book. In this text on qualitative research, case illustrations are used extensively to demonstrate the application of qualitative research practices - which Clark sees as a real strength of the resource. Similarly, in Smith McGloin’s paper on experiences of doctoral training, doctoral students report how the training they receive needs to be relevant to their needs and pitched appropriately - with lower feedback ratings for ‘generic’ training which was not perceived to be appropriately tailored for them. Fitzgerald and Corazzos study into the experience of distance learning highlighted the need for data collection tools (in this case, online focus groups) to be tailored to the needs of the group, taking into account factors such as time difference and technical issues. On courses with high failure rates, Blair recommends integrating more practical work to facilitate the application of knowledge to other situations. Additionally, Clark discusses employability awards designed to prepare students for the workplace, where student feedback emphasised the importance of careers activities being designed to fit around their lives, and the need for personalisation to their needs and aspirations. Such examples emphasise the importance of learning activities being useful, relevant, and practical, and designed with specific learner needs in mind.
We hope our readers enjoy this edition, and that it stimulates meaningful pedagogical reflection. Ongoing contributions to the journal are welcome at all times. We rely on author submissions for the continued development and success of the journal, so do please contact us if you have ideas for papers, or have a contribution that you would like to be considered for publication. 

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DOI: http://dx.doi.org/10.14234/elehe.v5i1.84


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