PEDRIO ANNUAL REPORT 2015

PedRIO

Annual Report

2015

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Contents

About PedRIO ………………………………………………………………………………………………… 2

PedRIO theme group overviews ……………………………………………………………………… 4

Research and collaboration highlights ……………………………………………………………… 8

PedRIO awards 2015 ...................………..………………………………………………………… 12

Selected project updates .........................………………………………………………………… 15

PedRIO 2015 events ………………………………………………………………………………………… 18

Steering Group members ……………………………………………………………………………….. 20

Appendix 1. Pedagogic publications 2015 ……………………………………………….….…… 21

Appendix 2. Pedagogic conference presentations 2015 ……………………….……….… 28

Appendix 3. Main PedRIO workshops, seminars and conferences 2015 ……..…… 41

Appendix 4. PhD students and Early Career Researchers ………………………………… 42

Appendix 5. PedRIO fellows Highlights 2015 ……………………........……………………..... 43

Welcome to the PedRIO Annual Report 2015

PedRIO has just finished its fifth year of activity, promoting and supporting Higher Education research in

Plymouth. The work captured here ably illustrates the breadth of activity, with staff from all University

disciplines researching HE learning and the student experience and collaborating with colleagues nationally

and internationally. This year has seen the completion of several research projects with colleagues from

across the UK, as well as work with academics from Germany, China, the US, New Zealand and Australia.

PedRIO’s work demonstrates not only the breadth and vigour of HE pedagogy research at Plymouth

University. This year has seen more faculty engagement leading to tangible results, such as successful HEA

fellowship applications and NSS improvements. For example, there has been up to a 47% positive increase

in student satisfaction about feedback. I would like to thank everyone who has engaged with us and so

helped us to make a real impact.

PedRIO colleagues are frequently invited to share our findings and good practice at national and

international conferences, demonstrating the momentum in the research process. With the Higher

Education landscape constantly evolving with the proposed new

Teaching Excellence Framework and the recent Green Paper,

‘Fulfilling our Potential: Teaching Excellence, Social Mobility and

Student Choice,’ we recognise that the year ahead will bring about

further opportunities as well as challenges for PedRIO to extend its

work and reach. We are looking forward to embracing these

opportunities, so that we continue to lead the way in pedagogic

research that enhances the quality of the academic and student

experience in Plymouth.

Professor Pauline Kneale

Director of PedRIO, Pro-Vice-Chancellor Teaching and Learning

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About PedRIO

The Pedagogic Research Institute and Observatory (PedRIO) was established in recognition of the

University's many successes in research and development in higher education pedagogy. PedRIO at

Plymouth represents over 400 researchers whose breadth of knowledge and expertise range across all

aspects of higher education (HE) pedagogy and all faculties, providing a platform for interdisciplinary

research. PedRIO aims to impact and influence policy and practice through:

Innovative research into teaching and learning in a range of higher education contexts

Providing a forum for sharing and disseminating inter-disciplinary pedagogic research methods and

findings with impact on policy and practice;

Developing new partnerships and collaborations with external academic organisations and

enterprises, both nationally and internationally.

The research focus of PedRIO is deliberately inclusive, building on areas of current strength and

encouraging the development of new areas. Research takes place in a range of contexts in the UK and with

international partners, including learning in the workplace, in further education colleges, and in online

environments. For the most recent information on pedagogic research calls for funding and conferences

please visit the PedRIO website: www.plymouth.ac.uk/pedrio

2015 in a nutshell

PedRIO members have hosted international visiting scholars, produced more than 90 papers (Appendix 1),

made over 190 conference presentations (Appendix 2), organised or co-organised over 40 events and

support activities, and have been successful in winning new internal and external funding of over £1.25

million (Appendix 5). The PedRIO website has continued to expand to provide a one-stop shop for

pedagogic research and development.

Engagement w ith PedRIO events 2015

23%

17%

15% 8%

15%

5%

16% External participants

Faculty of Arts & Humanities

Faculty of Business

Faculty of Health & HumanSciences

Faculty of Science & Engineering

Plymouth University PeninsulaSchools of Medicine and Dentistry

PU professional staff

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Occasional Papers Series

PedRIO has continued to develop its Occasional Paper series, as well as feeding research findings into

Teaching and Learning Support resources throughout 2015. The following papers, along with issues from

earlier years are now available via the PedRIO website. www.plymouth.ac.uk/pedrio

PedRIO paper 7 - Inclusive Assessment edited by Wendy Miller, Jane Collings and Pauline Kneale

PedRIO paper 8 - Education for Sustainable Development Pedagogy: Criticality, Creativity, and

Collaboration edited by Lynne Wyness

PedRIO paper 9 - Education for Sustainable Development: Towards the Sustainable University edited by

Lynne Wyness

National Teaching Fellow

Professor Debby Cotton, Professor of Higher Education Pedagogy, has been

awarded a National Teaching Fellowship in recognition of her expertise in

the theory and practice of teaching in higher education. Debby is Head of

Educational Development within the Teaching and Learning Support team.

“It is a tremendous honour to become a National Teaching Fellow,”

Professor Cotton said, “and to continue Plymouth University’s fine tradition

in this field. Our students are an inspiration. Some of the stories of how

they’ve succeeded against the odds to secure an Honours degree are

profoundly humbling.” Professor Cotton was formally awarded the

Fellowship at the NTFS Awards dinner in Liverpool Cathedral in October.

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Paul Warwick facilitating discussion at CSF conference, January 2015

PedRIO Theme group overviews

The PedRIO theme groups promote and coordinate leading-edge, cross-disciplinary and multi-

method HE pedagogic research. Here is a brief overview of the groups’ aims and main areas of

activity in 2015.

Sustainability Education Research Group / CSF - Stephen Sterling and Paul Warwick

The group provides curriculum and pedagogic support for sustainability education, assisting and

coordinating cross-institutional research related to education for sustainable development (ESD). Plymouth

can claim to have one of the strongest teams undertaking ESD research in the UK, judged by the number of

academics engaged and by their output. Our joint expertise includes global citizenship; transformative

learning; hidden curriculum; systems thinking; philosophy of ESD; sustainability pedagogy; sustainability

literacy and competency; place-based learning; energy literacy; entrepreneurship and sustainability

education. Given mounting international interest in such issues as food and water security, social

cohesion, biodiversity, and climate change, research on effective pedagogy around the sustainability theme

is highly relevant to the task of enabling graduates to be informed global citizens able to ‘engage positively

with sustainability issues affecting their personal and professional lives’ (Plymouth University Strategy

2020).

CSF hosted the ‘ESD Pedagogy: Criticality, Creativity, and Collaboration’ event in January 2015 to mark the

end of the UN Decade of Education for Sustainable Development (DESD) and the ten year life of CSF to that

point. The conference led to two PedRIO Occasional Papers. Papers and workshops written and led by

members of the research group have also been presented over the course of 2015 at national and

international events, including the European Conference for Educational Research (ECER), Budapest; the

Institute for Ecological Economics, University of Vienna; at the World Environmental Education Congress,

Gothenburg; and the University of Gloucestershire. Stephen Sterling was invited to join the ‘UNESCO-Japan

ESD Prize’ international expert jury as its co-chair, and to join an international panel of 40 experts in a

review of the UN Sustainable

Development Goals and

wrote the commentary on

‘Goal 4: Education’

http://www.icsu.org/publica

tions/reports-and-

reviews/review-of-targets-

for-the-sustainable-

development-goals-the-

science-perspective-2015

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Collaboration for the Advancement of medical Education Research and Assessment (CAMERA) -

Julian Archer

CAMERA brings together the activities of multiprofessional researchers dedicated to the improvement of

healthcare through evidence based education. It seeks to inform assessment in medical and healthcare

curricula across the continuum of education through funded collaborative research that impacts directly on

the international literature, educational theory, practice and policy at Plymouth and both nationally and

internationally.

CAMERA researchers established national and international impact in their regulatory research in 2015.

The group was commissioned by the Medical Board of Australia to develop possible models for medical

revalidation. CAMERA’s director Dr Julian Archer has been invited to join an expert reference group at the

National Clinical Assessment Service, UK – one of only four international academics – following

international keynote invitations including at an invite-only conference for the world’s medical regulators

in Montreal, Canada. CAMERA’s research into patient and public involvement led by Dr Sam Regan de Bere

has established further funding from the Health Foundation to develop a resource for patients about

medical revalidation. Dr Regan de Bere, Chair of the Patient and Public Involvement Education Strategy

(PPIES) Group at Plymouth University, an inter-faculty collaboration for the development of PPI research-

into-education initiatives in health professions education, has also been asked to lead a theory informed

review of patient and public involvement across the curricula of Plymouth University Peninsula Schools of

Medicine and Dentistry (PU PSMD). Dr Tom Gale received funding from the Health Partnership Scheme to

develop a training programme to help the Sierra Leonean Health Service to fight future outbreaks of viral

haemorrhagic fever. The innovative technology-based health training programme is in collaboration with

the Masanga Mentor Ebola Initiative and includes immersive 3D educational technology aimed at

preventing and controlling the spread of Ebola. A digital toolkit designed to provide a virtual classroom, to

be used in the initiative, was shortlisted for the European Union Health Innovation Award. Dr Nicola

Brennan secured substantial funding from the National Institute for Health Research (NIHR) Health Services

& Delivery Research scheme to undertake a realist review with collaborators from the Universities of

Oxford and Exeter looking at interventions to improve antimicrobial prescribing of doctors in training.

The group continued to welcome speakers from around the world including in 2015 the chair of the

General Medical Council (GMC) Professor Terence Stephenson and Sim Mead Director, Policy & Industrial

Relations for the New South Wales Australian Medical Association.

Masters Level Teaching (MLT) - Pauline Kneale and Julie Anderson

The MLT group acts as a hub for events and support sessions for everyone involved in masters level

programmes, modules and the postgraduate student experience. Research activity has included writing

retreat to work on contributions to Masters Level Teaching, Learning and Assessment Issues in Design and

Delivery, Edited by Pauline Kneale. This was published in September 215, with 64 contributors including

nine from Plymouth.

Workshop discussions led by Drs Valerie Huggins, Julie Anderson and Louise Winfield looked at Supporting

Masters students in Health and Education generally, which has led to further research. Future work

includes a workshop with Dr Cath Gristy, who has also been working on a project with teacher researchers

across the South West.

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Critically Inclusive Pedagogies (CIP) - Suanne Gibson

The CIP group provides a forum for debate (in forms of workshops, seminars and reading groups), conducts

collaborative research and coordinates funding bids. Its areas of focus includes: HE pedagogy; inclusive

education discourses; aspirations of critical pedagogy; social critique through pedagogy; subversion and

resistance; and care and ethics.

Highlights in an active year for the CIP network included Professor Penny Burke (Director of the Paulo

Freire Institute-UK ) running a seminar day on ‘Teaching Inclusively: Changing Pedagogical Spaces’.

Members of CIP attended the British Education Studies Association (BERA) conference with students who

were winners of our annual ‘outstanding dissertation award’ presented their research to a very impressed

audience. A day conference brought together international speakers from New Zealand, L.A, and New

Hampshire with Suanne presenting on ‘Exploring culturally responsive pedagogy and shifting inclusive

pedagogy - crossing borders with international voices’. Some of these delegates went on to BERA at

Queen’s University Belfast, where we ran a symposium entitled: ‘Diversity' in Higher Education and

inclusive learning futures. This work stemmed from

Suanne’s HEA funded international scholarship. The

delegates had time to explore the city and take in much of

its rich history and Belfast’s own stories of diversity,

conflict and peace. It felt we had presented our work,

held discussions and made new research contacts in a

very poignant location. CIP members continued to publish

their work during the year and gained a 2015-16

Pedagogic Research Project award to explore: ‘Becoming

Student’- partnerships and voices.

Digital Innovation Group (DIG) - Neil Witt and Anne McDermott

The Digital Innovation group maximizes pedagogic research opportunities, shares best practice/research,

and develops initiatives that respond to institutional/sector policy. Its areas of focus include: digital skills and

practices; risks and identities; online communication (blogs etc.); and professional networks. Neil Witt and

Anne McDermott have been investigating the emerging field of Learning Analytics1 over the past year with

the aid of funding from the HEA’s Strategic Excellence Initiative for Vice Chancellors. This work has facilitated

the University’s inclusion in the JISC Effective Learning Analytics Research and Development project2 leading

to a three day Institutional Readiness Assessment, with over 50 students, academic, professional and

support staff taking part. Other work has included collaborating with a project team drawn from Academic

Support, Technology & Innovation to investigate the use of Digital Badges, particularly in relation to

employability. This has been facilitated by an award from the Plymouth University Teaching Fellowship

Scheme. Neil Witt has made keynote presentations in Warwick, London, Australia and New Zealand and is

once again a contributing editor for the annual New Horizon Report3 (3) which will be publishing its much

respected assessment of technology trends and challenges for learning in February 2016.

1 http://technologyenhancedlearning.net/analytics/

2 https://www.jisc.ac.uk/rd/projects/effective-learning-analytics

3 http://www.nmc.org/nmc-horizon/

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Quantitative Reasoning (QR) - Paul Hewson

The QR group focuses on teaching statistics in higher education, student understanding of statistical

processes, and understanding the role of statistics in problem solving. Its primary purpose is to create a

forum to discuss quantitative reasoning and provide a channel through which to disseminate research and

run workshops and seminars to share best practice/up-skill stakeholders.

The highlight of the year was to host a session by Chris Wild from Auckland University who shared some

experience around the INZight project - a way of using modern technology to let learners gain insights from

data in a more intuitive way.

We also continue to provide editorial support to the international Journal Teaching Statistics, and run a

number of sessions aimed at school teachers and school pupils. This included the annual Maths Teacher's

Conference which had a range of

speakers including Naomi Sani from

the Core Maths support programme.

We also continued our involvement

in Royal Institution masterclasses

where we both run a local series as

well as contributing to summer

schools at the Royal Institution itself,

and provided entertainment for

‘The Astonishing Family Science

Weekend’.

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Research and collaboration highlights

Throughout 2015, members of PedRIO continued to work in collaborative partnership with academics and

researchers both nationally and internally. (See Appendix 5 for more information about PedRIO Fellows’

collaborative activities.)

Employing research methods as a measurement of learning gain in higher education

HEFCE have funded 12 national projects to develop and test a range

of measures of learning gain in order to enhance our understanding

of the outcome and impacts of Higher Education. A team drawn from

Academic Partnerships, PedRIO and School of Government secured

£100,000 to examine learning gain across the University, and its

network of partner colleges, using research methods teaching as a

proxy measure of learning gain.

Although research-based methods of teaching and learning are integrated into all stages of undergraduate

study, it is usual to focus preparation for independent dissertation research with second year students.

Therefore the knowledge, skills and experiences of research that students gain in their second year may

determine their success in level six. Many students studying within HE in FE move from a college to the

university between level five and six, where they apply the research skills developed in the College context

in their dissertation research. This project involves programmes from sciences, humanities, education and

business discipline, in both the university and partner colleges. We are capturing data from students

throughout their level five and six studies to gain insights into their changing knowledge, skills and

experiences of research methods. Students are sharing their experiences of learning about and doing

research through termly reflections. These data will complement information from course documentation

and interviews with academic staff to explore the teaching approaches to research methods.

For details of other Learning Gain Projects see http://www.hefce.ac.uk/lt/lg/projects/

Postgraduate Experience Project (PEP)

There has been a dramatic expansion in postgraduate taught study (PGT) in

the UK in recent years, but this is now faltering especially amongst UK

domiciled students and those undertaking part-time study. The

Postgraduate Experience Project (PEP) was one of 20 projects funded by

HEFCE to evaluate ways of supporting progression into taught postgraduate

education, focusing on students who are under-represented at postgraduate level and in subjects aligned

with the Government’s growth strategies. The 20 projects supported more than 2,800 students and

involved a range of support activities including financial and pastoral support, mentoring and networking,

curricula change, funded studentships, work placements and a variety of bursary and loan schemes. The

PEP project was led by Kingston University with collaborative partners including the Universities of Brighton,

Coventry, Edinburgh, Lincoln, Manchester Metropolitan, Portsmouth, Plymouth, South Wales, Teesside,

and Wolverhampton. Business and industry leaders and higher educational specialists were also involved in

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the project. The project started in January 2014 and reported its main findings at a National Dialogical

Conference at Kingston University on 14 and 15 July 2015.

The PEP project found that the most important skill that postgraduates wanted to develop during their course

was subject knowledge followed by communication skills, getting work experience, and problem solving. The

least important skills were perceived to be business awareness, team working and leadership. The non-

academic issue most frequently reported was a difficult work/life balance with heavy and intense course

workloads often alongside hours of paid work to cover living costs. This meant little free time for other

activities such as a social life or hobbies and other extracurricular activities which led to raised stress levels

impacting on students’ studies and wellbeing. The main concern expressed by students considering a PGT

course is financial and this persists into the course with most students having to rely on family funding or

part-time paid employment. Part-time employment presented conflicts of interest and increased anxiety

when students were faced with class-times clashing with employer expectations and “shifts”.

Recommendations from the study included the need to increase links with employers, to market PGT courses

based on their vocational aspects and to include placements wherever possible. Findings also suggested the

need to provide more social spaces for postgraduate students and organise social activities, especially at the

start of the course, to enable students to build cohort relationships and associated support networks.

Evaluating teaching development in HE: towards impact assessment

This HEA-funded project led by Plymouth University, in

collaboration with Durham University, University Campus Suffolk

and Higher Education Development, Evaluation and Research

(HEDERA), developed a toolkit to support HE staff in evaluating

teaching development. The toolkit was developed and piloted with 12 HE institutions including college-

based, private provider, teaching focused and research focused HE institutions located in England, Scotland

and Wales. The project team worked with Bradford College, Greenwich School of Management,

Manchester Metropolitan University, Nottingham Trent University, South Devon College, University of Bath,

University of Greenwich, and the University of Edinburgh, as well as the National Union of Students.

The completed toolkit can be used to create bespoke CPD evaluations to capture impact through

evaluation before, during and after an activity or event. In essence this follows a five step process:

Analysis of staff and programme development needs in relation to previous feedback, institutional

and departmental priorities;

Establishing learning outcomes for the CPD activity and the aims of the evaluation;

Consider HOW and WHEN to evaluate impact, considering the aims and learning outcomes;

Deliver or facilitate the CPD activity and commence ongoing evaluation. This may be ongoing over

several years;

Disseminate the findings and share the lessons learnt.

The templates are a primary resource that the authors hope others will contribute to, allowing us to

expand and refine the database of questions, and the scope of the templates. These templates are

available at https://www.plymouth.ac.uk/research/institutes/pedagogic/hea-cpd-framework

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REF 2014: HE Pedagogic Research and Impact

This HEA-funded research project examined aspects of HE pedagogic

research in the Research Excellence Framework (REF2014) exercise.

Stemming from a widespread belief that pedagogic research in HE is

undervalued, this project explored issues with colleagues across the

UK involved in the submission to the Education Unit of Assessment 25 (UoA25) and with other stakeholders.

The research sought to explore individuals’ experiences of having their HE pedagogic research assessed for

submission to REF2014, the experience of developing impact case studies, and the effect of the rules for

eligible impact case studies in UoA25. UoA25 covers education at all stages from early years to life-long

learning. Examining the Education submissions to REF2014 found that:

The proportion of HE-related outputs was (at a minimum estimate) 9% of total submissions;

HE outputs were published in a total of 122 journals, with 50% of these published in ten journals;

Of the 106 named research groups, only five explicitly included HE in their title (less than 5%);

The proportion of impact case studies primarily focusing on HE was (at a minimum estimate) 8%.

Thus HE research formed a relatively low proportion of both submitted outputs and impact case studies.

Analysis of interview data offered several competing explanations for this low submission rate. Pedagogic

research may be limited in quantity, or fail to meet the quality threshold, or HE pedagogic research was too

small-scale and localised. HE pedagogic research was in some cases under-valued by those co-ordinating

submissions and/or by university management. Issues noted also included: tension between the need to

share innovations and evaluation with other practitioners, and producing academic outputs; contractual

issues with some researchers on non-academic or teaching-only contracts; and the perceived need to keep

the submission ‘safe’ which may have led to the exclusion of HE pedagogic research outputs which were

felt to fall outside traditional School of Education research in early years and school teaching experience.

Overall, findings suggested that concerns about pedagogic research and REF continue to be raised, and that

the addition of the ‘impact’ element has not alleviated these. With the sector moving towards the use of

more teaching-only contracts, these issues may become exacerbated in the near future. See the project

report at: https://www.plymouth.ac.uk/your-university/teaching-and-learning/pedrio-and-ed-

projects/completed

Diversity in Germany

PedRIO staff have been working with the KomDim Academy

(Kompetenzentwicklung für Diversity Management) in Germany to

assist the development of inclusive teaching, learning and

assessment. KomDiM Academy is a collaboration of all

14 universities in North Rhine-Westphalia, to assist in the

implementation of diversity management. The project aims to: to

plan diverse teaching and learning diversity; prepare for the

implementation of innovations in teaching and learning; and assist

with diversity-related change management processes in the 14 universities.

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Collaboration with the Centre for Recording Achievement (CRA) - Institutional

Development Programme.

A team from across the university, including UPSU, Faculty and

Teaching and Learning Support, have been engaging with the CRA’s

Institutional Development Programme, ‘Supporting student

development, success and satisfaction’. The project ‘the 21st

Century Tutor: a collaborative approach to the development of effective institutional practice’ has involved

on-site and online meetings, alongside JISCmail collaboration. The initiative is in response to recent findings

from the QAA and others that student-faculty contact is the most important factor in student motivation

and involvement. This programme of work has also been used as an opportunity to inform Plymouth

University’s Personal Tutoring Policy review process. A toolkit for the SEDA Professional Development

Award and other resources on tutoring from the CRA, including the toolkit can be found at:

http://www.recordingachievement.ac.uk/higher-education/tutoring/

ESRC Seminar Series ‘Freedom to Learn’

Paul Warwick is a team member for the ‘Freedom to Learn Project’,

which has gained funding for an ESRC Seminar Series on Thinking the ‘yet

to be thought’, an international cross-sector programme exploring

socially just education and inequalities in education. The other UK project

partners are Rachel Brooks, University of Surrey; Will Curtis, University of

Warwick; Michael Fielding, University College London; Martin Haigh,

Oxford Brookes University; Helen Lees, York St John University, and

Diane Reay, University of Cambridge. The series runs from October 2014

until September 2016 and brings together academics, practitioners, teachers, educators, campaigners,

parents and students.

The Freedom to Learn Project incorporates several separate but interlinked pieces of research, and aims to

explore what happens when schools and universities, across a range of countries, make a decision to

operate differently from the norm. They are all concerned with freedom, autonomy and social justice. For

example, projects will investigate whether radical and alternative ways of working have a positive impact

on students, and what potential they may have to reduce social and educational inequality.

The seminar series seeks to challenge distributive rules about ‘knowledge’ by bringing

together academics and practitioners who have expertise in socially just education

systems and who have adopted or researched alternative and radical ways of working

and thinking.

Videos of events and details of those planned for 2016 are available at:

http://www.freedomtolearnproject.com/

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PedRIO awards 2015

Each year PedRIO supports teaching, learning and student experience related research projects initiated by

staff at Plymouth. The successful projects for 2015 spanned all faculties and a wide range of pedagogic

issues. Work on these is ongoing, and preliminary findings for many of these will be reported to the Vice-

Chancellor’s Teaching and Learning Conference in June 2016. Information and links to outputs will be

posted on the PedRIO website in due course.

Broaching badges for learning. Anne McDermott and Neil Witt (Technology and Innovation Support)

Learning related to Technology Enhanced Learning (TEL) is often delivered on demand using a variety of

short, non-accredited methods, for example workshops, videos, online courses, and self-study. The aim of

this project is to investigate the use of Badges as a means of evidencing non-accredited learning for staff

development related to TEL, a potential illustrated by initiatives such as Mozilla’s Open Badge scheme

Becoming Student - partnerships and voices. Developing a 'relationships for academic success and

transformation' model. Suanne Gibson, Ciaran O’Sullivan, Mel Parker, Christie Pritchard, Julz Duffy, Rachel

Fenlon and Andy Grace (Institute of Education, Faculty of Arts and Humanities, Student Gateway)

Plymouth University’s ‘students as partners’ agenda, alongside UK and international policy, aims to build on

student representation practices, drawing on students input as partners in learning as opposed to

disenfranchised recipients of knowledge. This project directly contextualises this policy and will research

undergraduate students’ changing roles and culture as linked to HE reform alongside questions of

academic success, student voice, empowerment and inclusive pedagogies.

What happens to the sustainably educated? A longitudinal study of Plymouth University graduates. Paul

Warwick , Rachel and Jennifer Manning(TLS)

This research project will track a cohort of twenty students who have experienced a ‘maximal’

sustainability education from Plymouth University, in order to monitor their life futures. The aim is to gain

a deeper understanding of the impact of sustainability education work beyond the time-span of studying

here at Plymouth and beyond the more traditional snapshot evaluations of outcomes and student

experience through module and course feedback processes.

Lone parents' experiences of higher education at Plymouth University. Lucy Spowart and Mel Joyner (TLS)

The specific needs of students with parental responsibilities have been largely ignored by widening

participation agendas, despite research evidence suggesting that this group is increasing in number . This

project aims to explore lone parents’ experiences and aspirations of studying at Plymouth University.

Specifically, we seek to uncover issues that relate to transition, induction, study and support.

Examination feedback: an exploration of student and staff expectations, delivery formats and

requirements. Carole Sutton, Joanne Sellick, Julie Parsons, Jonathan Clark, Kim Stevenson, Penelope Childs,

Rebecca Davies, Shabnam Holliday, Ruth Titmuss (Faculty of Business / UPSU)

This project focusses on exploring types of examination feedback. It brings together the key stakeholders of

UPSU, students, academic and educational development staff. The project will run concurrently with work

led by VP Education UPSU in this area. The aim is to consider perceptions, experiences, expectations and

practical considerations of different feedback models.

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The Sea and Me: a collaborative arts/science project exploring marine environmental awareness and communication through photography. Heidi Morstang, Simon Ingram, Lynne Wyness, Oliver Udy and Liz Nicol (Faculty of Arts and Humanities / Faculty of Science and Engineering / TLS) Photography is widespread in communicating sustainability issues yet its pedagogic capacity to encourage sustainable behaviours is largely unrealised. This project will design, deliver, and evaluate an experiential learning project for first year arts and science students. It will involve a series of outdoor learning experiences where student will explore perspectives on human-nature interactions, reflect on relationships with marine environments, and respond creatively using photographs and scientific text.

Defining the elements of competence for enhanced experiential learning in the bioscience laboratory.

Andrew Evenden, Richard Billington, Carole Stoddard (Peninsula Schools of Medicine and Dentistry /

Derriford Hospital)

Experiential learning in the laboratory is central to the education of undergraduate bioscience students.

However, practical classes are resource-intensive in terms of staff time, physical resources and running

costs. This project will use the Delphi technique to obtain an evidence-based matrix of student

competencies in laboratory work. This will both aid curriculum evaluation and form the basis for a future

project on simulation-based laboratory learning.

Hovering on the threshold? Tracking intentional and transitional behaviours at the Writing Café. Christie

Pritchard, Helen Bowstead and Ben Brilot (Learning Support and Wellbeing / Faculty of Science and

Engineering)

The Writing Café at Plymouth University has become a popular space for students to gain learning support

since opening in January 2014. The Writing Café contributes to the demystification of academic writing,

and also provides an opportunity for staff and students to work together in a ‘third space’. This project

aims to undertake an analysis of the threshold that surrounds the space and investigate how any barriers

can be minimised in order to engender engagement with the support available.

The research methods training for the dissertation in contemporary Higher Education. Claire Gray,

Rebecca Turner, Julie Swain, Carole Sutton (Academic Partnerships, Faculty of Business)

The pedagogy of research methods (RM) teaching within universities is underdeveloped, with

undergraduate students regularly expressing negative dispositions to the subject. This project builds upon

previously funded HEA research with the aim to undertake an in-depth analysis on how RM are delivered

within three established subject programmes, Law and Business, Public Services Management and Business

Studies, at partner colleges and the supporting university top up provision.

Implementing and evaluating a method of cooperative inquiry to embed education for sustainable

development (ESD) across all programmes offered by Plymouth Institute of Education (PIoE). Denise

Summers, Valerie Huggins, Roger Cutting, Ciaran O’Sulllivan, Alun Morgan, Paul Warwick (PIoE, Faculty of

Arts and Humanities)

There is evident good practice in embedding ESD within some PIoE programmes and this project aims to

embed elements of ESD in all PIoE programmes utilising a co-operative inquiry approach. In the process it

will also critically evaluate co-operative inquiry as an effective mechanism for the implementation of ESD in

HE. This will draw upon previous experience of a co-operative inquiry that resulted in embedding ESD in

Further Education PGCE/Cert Ed programmes.

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Meta-analysis of cross-disciplinary research into learning in groups: relationships and structures . Janet

Georgeson, Christoforos Mamas, Norman Gabriel, Sofia Chanda-Gool, Fiona Dalton (PIoE, Faculty of Arts

and Humanities / Faculty of Business)

The increasing influence of consumerism and performativity in HE can deepen individualistic attitudes to

learning; now is therefore an appropriate time to explore and develop new ways of thinking about the

relational processes of group learning amongst students. We aim to investigate group work within

Education and Accountancy programmes, benefitting from cross-disciplinary discussions and meta-analysis,

so that group work undertaken by undergraduates can more effectively meets the needs of all.

Internationalising teaching and learning: conceptions, practices and enhancement. Simon Payne, Troy

Heffernan and Debby Cotton (Academic Partnerships / TLS)

A growing body of research challenges HEIs to consider aspects of their international provision, such as the

predominance of Western classroom approaches and the need to facilitate intercultural awareness

amongst students and staff. This project will review literature and best practice internationally in order to

identify examples of good practice, and work across the university to explore current approaches to

internationalisation and to enhance internationalisation of teaching and learning.

More than scaling-up': sustainability contexts, competencies, and consequences - a critical inquiry.

Stephen Sterling, Paul Warwick and Harold Glasser (TLS / West Michigan University)

This research project proposes a pilot exploratory phase to an international critical inquiry, with specific

reference to graduate sustainability competencies. This project is an initial exploratory phase of an

international critical inquiry into the relationship between global challenges and the response of higher

education. It will explore problems and opportunities with regard to advancing identification of and

capacity to teach sustainability competencies through innovation in curriculum policy and practice.

15

Selected project updates

The main work for PedRIO projects awarded in 2014 was accomplished in 2015, with publications in press,

conference presentations, and further work for many of these in the pipeline. See the PedRIO website for

more details on other projects continuing or completed during the year:

https://www.plymouth.ac.uk/your-university/teaching-and-learning/pedrio-and-ed-projects

Making a difference: an interdisciplinary social engagement project - Dr Richard Ayres (PUPSMD)

This project led by PUPSMD encourages medical students to

learn through the act of giving. One of the University’s key aims

is to ensure that graduates have a strong sense of civic duty and

realise that they can make a positive difference in the world. To

this end, community-focused medical education can enhance

students’ learning experience and engagement. This project had

two research questions:

What are the pedagogic values of social engagement activities for healthcare students (what can they learn)?

What can students on such placements contribute (what can they give)?

The aim was to also look at the added value of inter-professional education to social engagement

placements on which a large body of literature exists, and which has support from the World Health

Organisation and other regulatory bodies.

The ‘project is evaluating the involvement of Plymouth University students from 10 healthcare disciplines

in community placements with the Shekinah Mission, Devonport Lifehouse Salvation Army Hostel and

Plymouth Community Homes. In addition students ran a health promotion day in Devonport, one of the

most deprived neighbourhoods in the city. This attracted a wide range of people from the local community

as well as students, generating both media interest and large amounts of data.

Publicity material and local press coverage on the Health Promotion day in Devonport

The project team has presented some early findings at the ‘Bridges’ student-led inter-professional

education conference and at Plymouth’s Methodological Innovations Conference. Further presentations

are planned for major conferences in Medical Education, Nursing Education and Inter-professional

education alongside three papers for peer-reviewed publication.

Website: www.plymouth.ac.uk/peninsula

16

Plymouth University dental researchers and

educators presented their work at the annual Association for Dental Education in Europe

conference held in Szeged, Hungary

Do trainers think their new dental trainees are prepared for practice? Catherine Coelho and Sally Hanks

(Peninsula School of Dentistry)

In the UK, new dental graduates must successfully complete a year as a Dental Foundation Trainee (DF) in

NHS General Dental Practice prior to undertaking any future employment within NHS arrangements. This

project investigated the opinions of the Foundation Trainers on the preparedness of their DFTs for practice.

Online questionnaires were sent to all UK Trainers (n=667) with a response rate of 23%. Opinion was split

as to whether their graduates were prepared (42% agree, 32% disagree), and more trainers reported that

they would employ their trainee (52%). Trainers rated communication as the most important attribute in

being prepared. The project team has disseminated findings internationally at the 2015 international 41st

Association of Dental Education in Europe conference in Hungary and is submitting a paper on the work to

a peer reviewed journal.

Different Languages, Shared Goals? Exploring the Potential for Merged Pedagogies in Enterprise

Education and Sustainability Education Lynne Wyness and Paul Jones (TLS / Faculty of Business)

Lynne Wyness and Paul Jones examined the presence of sustainability in entrepreneurship curricula and

enterprise in sustainability curricula, and explored the pedagogical approaches of both. It entailed an

online survey of 97 educators in Sustainability Education and Enterprise/ Entrepreneurship Education (in

the UK and beyond) and 15 interviews with leading educators in both fields.

The underpinning concepts and key findings of the research project have been well-received in both

Entrepreneurship and Sustainability Educational fields and have sparked a number of stimulating

conversations between educators from each. Creativity holds a central position in the entrepreneurship

curricula, but is an area that has been largely overlooked in sustainability education. From the other

perspective, the attention to systems thinking and critical thinking that forms the cornerstone of

Sustainability Education receives little attention in Entrepreneurship Education. It will be useful to consider

how the pedagogical approaches used in each field might contribute to a wider education for their

students, which will foster the sustainability values and awareness that future entrepreneurs require, and

nurture the creativity and ability to bring about change that future sustainability leaders need.

The research was presented at six conferences during 2015, including the World Environmental Education

Congress (WEEC) in Gothenburg, and the Institute of Small Business and Entrepreneurship (ISBE) in

Glasgow, where it was nominated for Best Paper in Conference in the Enterprise Education category. We

0 20 40 60

Agree

Neither agree nor…

Disagree

Percentage

Agreement with the statement 'my current Foundation Dentist was well prepared for their foundation year'

(n=153)

17

are now seeking ways to continue the conversation between entrepreneurship educators and sustainability

educators and to take this work forward.

Wyness, L., Jones, P., & Klapper, R. (2015) ‘Sustainability: what the entrepreneurship educators think’,

Education + Training, Vol. 57 Iss: 8/9, pp.834 – 852 http://www.emeraldinsight.com/doi/full/10.1108/ET-

03-2015-0019

The Impact of Discontent Emily Beaumont and Sharon Gedye (Faculty of Business / TLS )

The Impact of Discontent Project aimed to establish the ways and extent to which complaints are shaping

higher education practice, and to evaluate if the ways that complaints are used to improve practice can be

made more effective. The study focused on staff experiences and opinion of handling complaints and

appeals. This project has yielded some fascinating findings, particularly around both the positive and

negative ways in which complaints are impacting on staff and on their practice. The study will allow us to

make recommendations about how practice around complaints might be developed including: encouraging

open dialogue – leading to informal resolution; proactive rather than reactive approaches; using trends in

complaints/ appeals to inform staff training; and improved management of student expectations.

Conference papers detailing initial findings were given at the Society for Research in Higher Education

(SRHE) Annual Conference in 2014 and the Plymouth University VC’s teaching and Learning Conference,

2015. Ongoing work is focused on three areas: the experience of staff with Complaints and Appeals

experience; the perceptions of Academic and Student Union Support Staff; and the role of parental

involvement in complaints.

International Perspectives on Sustainable Development in Business and Economics: China and

the UK. Jennie Winter and Debby Cotton (TLS)

In China, rapid economic development has led to significant environmental problems, which will require a

concerted effort to resolve, and may entail a delicate balancing of the environmental and development

imperatives. The increasing Chinese international student population who come to the UK to study

Business and Economics suggests that greater understanding of how sustainability is embedded into HE

would be of interest to scholars in both locations.

This research project is exploring sustainability in the context of Business and Economics disciplines in

Chinese and UK universities. Data collection in China was

carried out in October-November 2015, through interviews

and focus groups with Business and Economics lecturers in

three high profile institutions. Interviews explored

perceptions of sustainability held by Chinese lecturers, as

well as content and pedagogy used to teach sustainable

development. The data are currently being analysed, but

provisional findings indicate the ubiquity of western

theories and models of development in economics

teaching, despite the limitations of such approaches in

both the Chinese and UK context.

18

PedRIO 2015 events

The wide range of events organised and delivered by PedRIO involves interdisciplinary groupings

addressing key pedagogic themes, with increasing numbers of external speakers and participants.

Some highlights from 2015 are illustrated here. (Please see Appendix 3 for further information on

our events in 2015.)

PedRIO annual conference and CRA international seminar, 16-17 April 2015

Plymouth University celebrated teaching, learning and pedagogy in

higher education over two days during which they hosted the Centre

for Recording Achievement’s (CRA) fourth international seminar on

‘Researching and Evaluating Recording Achievement, Personal

Development Planning and e-Portfolio’ and the fourth PedRIO Annual Conference.

Over 120 delegates participated in sessions themed around six key areas and based on research from

across and between disciplines: Education for sustainable development; Medical education; Masters level

teaching; Spaces to think; Digital innovations; and Inclusivity and student engagement

The first keynote from Dr Alison James (Associate Dean Teaching and Learning, London College of Fashion,

University of Arts London) was on ‘Helping students become creative and reflective learners, what do we

know, what do we need to know.’ This explored how the dominance of written and text-based PDPs can

be complemented by creative and three-dimensional approaches. Taking an object and material-based

approach to PDP, informed by theory, can have dual impact; as an effective means of motivating student

engagement with PDP and as a medium for researching that engagement.

These methods are not just for the ‘arty’ or ‘wacky’ types, and have been

adopted effectively across many disciplines and levels of study, inside and

outside the university.

A second keynote from Professor Ron Barnett, UCL Institute of Education,

University College London, on ‘Believing in the

University,’ gave an overview of how the ‘cluster of

reason’ as an underpinning of Western universities

can be seen to have been superseded by the ‘cluster

of utility’, with its concepts of performance, impact,

economic return, and the global economy. He

contended that, in the twenty-first century, large sets of expectations and

responsibilities are going to befall the university, concerned with - for instance -

wellbeing, living with difference, global citizenship, social and civic engagement and

public understanding. This could be described as the ‘cluster of otherness’, and is potentially the basis for a

new way of believing in the university, founded on the idea of feasible utopias, and which could be termed

the ecological university.

19

13th Vice-Chancellor's Teaching and Learning Conference, 26 June 2015

This conference presented papers, interactive workshops, and posters

showcasing the research of leading academics and practitioners in teaching

and learning from across the UK. Professor Ray Land, from Durham

University, gave the keynote address to over 160 delegates, on 'Threshold

Concepts and Troublesome Knowledge: a Transformative Approach to

Learning'. The threshold concept approach to student learning, developed

by Lund and Meyer in 2003, advocates the idea that certain concepts or

practices can act in the manner of a portal, or learning threshold, through

which a changed perspective opens up for the learner. Delegates heard how

conceptual gateways are often the points at which students experience

difficulty and are troublesome as they require a letting go of customary

ways of seeing. This tends to be uncomfortable, and may leave the learner

in a 'stuck place', in which understanding approximates to a kind of

'mimicry' or lack of authenticity. However, without emotional investment,

there will likely be no’

intellectual or formational yield’. This all implies the

value of venturing into anxiety-provoking places and

the need for curriculum design to incorporate these

kinds of experiences for learners.

Breakout sessions throughout the rest of the day,

with PU and external presenters on the theme of the

keynote as well as on: digital literacy, Masters-level

student experience, curriculum development and

innovation in practice, personal tutoring, and the student voice. Abstracts can be found in the events pages

of the PedRIO website.

Education for Sustainability in Higher Education: Achievements and Prospects, 8 January 2015

January 2015 was at the end of the UN Decade of

Education for Sustainable Development (ESD) and the

ten-year anniversary of HEFCE’s influential policy

document 'Sustainable Development in Higher

Education'. Closer to home it marked ten years since

the Centre for Sustainable Futures (CSF) was

established at Plymouth University, with the ambitious

goal to embed sustainability across University policy

and practice, particularly in teaching and learning.

January is named after Janus the Roman god of

gateways, endings and beginnings, so the timing of the

conference was an excellent opportunity to look back to

what had been achieved in sustainability education at

Threshold Concepts may be conceived as passing through a portal or conceptual gateway that opens up new ways of understanding.

Visual minutes of the conference proceedings created by Eleanor Beer

20

Plymouth and beyond. It was also a chance to explore and consider the future prospects and potential for

ESD in higher education.

The event brought together, showcased, and celebrated achievements in sustainability-related teaching

and learning, Continuing Professional Development (CPD), pedagogic research, resource development,

hybrid learning space design, whole institutional change, and critical perspectives on the field of ESD. This

event attracted 120 participants including strong overseas representation, and was commended by many

for its inclusive and engaging non-traditional format.

PedRIO Steering Group members 2015

The PedRIO Steering Group discussed progress towards PedRIO targets, reviewed key achievements during

the year and planned events for 2016 and beyond. There have been a number of changes to the group.

Thanks are expressed to everyone who has helped make the Institute successful and especially with project

proposal and conference abstract reviewing. Particular thanks to Sally Abey, Bob Brown, Tracey Collett,

Ruth Endacott, Jim Griffiths and Gayle Letherby for their contributions over the past years.

.

Pauline Kneale (Chair), Pro-Vice-Chancellor Teaching & Learning, Director of PedRIO

Dafydd Moore, Dean of Faculty of Arts & Humanities, Interim Pro Vice-Chancellor Research

Debby Cotton, Teaching & Learning Support

Gayle Letherby, School of Health Professions

Jocey Quinn, Plymouth Institute of Education

Julian Archer, Peninsula Medical School

Julie Anderson, Plymouth Institute of Education

Karen Gresty, Faculty of Science & Environment

Linda La Velle, Plymouth Institute of Education

Mehmet Mart (PhD student representative), Plymouth Institute of Education

Neil Witt, Academic Support, Technology and Innovation,

Paul Hewson, School of Computing, Electronics & Mathematics

Paul Murray, School of Architecture, Design and Environment

Paul Warwick, Teaching & Learning Support

Robert Brown, School of Architecture, Design and Environment

Rong Huang, School of Tourism & Hospitality

Ruth Endacott, School of Nursing and Midwifery

Sally Abey (PhD student representative), School of Health Professions

Samantha Regan De Bere, Peninsula Medical School

Stephen Sterling, Teaching & Learning Support

Suanne Gibson, Plymouth Institute of Education

Suzanne Nunn, Peninsula Medical School

Tracey Collett, Peninsula Medical School

Tracy Wilson, Partnerships & Community Engagement – Development Office, External Relations

Ulrike Richards, Business Partner, Research and Innovation

21

Appendix 1: Pedagogic publications 2015

Abey, S., Lea, S., Callaghan, L., Shaw, S. and Cotton, D. (2015), Identifying factors which enhance capacity to

engage in clinical education among podiatry practitioners: an action research project. Journal of Foot

and Ankle Research 8(66). Available at: http://www.jfootankleres.com/content/8/1/66

Ali, K. et al. (2015), progress testing in undergraduate dental education: the Peninsula experience and

future opportunities. European Journal of Dental Education. doi: 10.1111/eje.12149

Ali, K. et al. (2015), Transition of New Graduates into Dental Practice: A Qualitative Study. European Journal

of Dental Education. doi: 10.1111/eje.12143

Ali, K et al. (2014) Preparedness of dental graduates for foundation training: a qualitative study. British

Dental Journal 217: 145-49

Ali, K. et al. (2014), Management of Impacted Wisdom Teeth: Teaching of Undergraduate Students in UK

Dental Schools. European Journal of Dental Education 18(3): 135-41

Ali, K. et al. (2014), Use of peer assessment in tooth extraction competency. European Journal of Dental

Education Education 18(1): 44-50

Anderson, J., Huggins, V. and Winfield, L. (2015), Exploring the experience and support needs of part-time

Master’s students. In Kneale, P. (Ed.) Perspectives in Masters Level teaching, learning and student

experience. London: Palgrave

Archer, J., McManus, C., Woolf, K., Monrouxe, L., Illing, J., Bullock, A. et al. (2015), Without proper research

funding, how can medical education be evidence based? British Medical Journal 350: h3445

Archer, J., Regan de Bere, S., Nunn, S., Clark, J. and Corrigan, O. (2015), No one has yet properly articulated

what we are trying to achieve: a discourse analysis of interviews with revalidation policy leaders in the

United Kingdom. Academic Medicine, January, 90 (1): 88–93

Ares Fandiño, L., Trigo, M.M., Fernández Morante, C., Fraga Lago, B., Cebreiro López, B., la Velle, L.M.,

Georgeson, J., Blandon, C. Horrell, J., Dwyer, C. and Tuckwell, G. (2013), Improving Attitudes and

Learning in a Second Language through the increased Use of ICT. IALICT Report on EU Action Comenius

Regio Project 2013-1-ES1-COM13-73529

Beaumont, E. and Gale, K. (2015), Teacher - Student experiences of collaborative writing at Master's level.

In Kneale, P. (Ed) Perspectives on Masters Level Teaching, Learning and Student Experience. London:

Palgrave

Bentley, A. and Sibley, D. (2015), Image conscious. University & College Counselling Journal 4(03): 16-19

Bentley, A. (2015), Hear (and Now). University & College Counselling Journal 3(5): 22-27

Bowstead, H. (2015), telling stories: investigating the challenges to international students’ writing through

personal narrative in Lillis, T., Harrington, K., Lea, M. and Mitchell, S. (eds.) Working With Academic

Literacies: Case Studies Towards Transformative Practice. Perspectives on Writing Series. Fort Collins, CO:

The WAC Clearinghouse and Parlor Press.

22

Brennan, N., Bryce, M., Pearson, M., Wong, G., Cooper ,C. and Archer, J. (2014), Understanding how

appraisal of doctors produces its effects: a realist review protocol. BMJ Open 4(6): e005466

Campbell-Barr, V. and Georgeson, J. (2015), International Perspectives on Early Years Workforce

Development. Critical Publishing. ISBN 9781909682771

Colbert, C.Y., Graham, L., West, C., White, B.A., Arroliga, A.C., Myers, J.D., Ogden, P.E., Archer, J.,

Mohammad, Z.T. and Clark, J. (2014), Teaching metacognitive skills: helping your physician trainees in

the quest to "know what they don't know". The American Journal of Medicine pii: S0002-

9343(14)00972-3. doi: 10.1016/j.amjmed.2014.11.001.

Cotton, D. R.E. (2015), Reading between the lines: sustainability, pedagogy and the hidden curriculum. In

Evolving Experiences. University of Brighton Press

Cotton, D.R.E, Joyner, M., George, R. and Cotton, P. (2015), Understanding the gender and ethnicity gap in

higher education. Innovations in Education and Teaching International. Available at:

http://dx.doi.org/10.1080/14703297.2015.1013145

Cotton, D.R.E., Miller, W., Winter, J., Bailey, I. and Sterling, S. (2015), Knowledge, agency and collective

action as barriers to energy-saving behaviour. Local Environment. Available at:

http://www.tandfonline.com/doi/pdf/10.1080/13549839.2015.1038986

Cotton, D., Miller, W., Winter, J., Bailey, I. and Sterling, S. (2015), Developing students' energy literacy in

higher education. International Journal of Sustainability in Higher Education 16 (4) Available at:

http://www.emeraldinsight.com/doi/full/10.1108/IJSHE-12-2013-0166

Cotton, D., Winter, J., Miller, W. and Muneer, R. (2015), Informal learning on campus: a comparative study

of students’ energy literacy in UK universities. In Wyness, L. (Ed.) Education for Sustainable Development

Pedagogy: Criticality, Creativity, and Collaboration. PedRIO Paper No. 8, Plymouth University. Available

at: https://www1.plymouth.ac.uk/research/pedrio/Pages/PedRIO-Occasional-Papers.aspx

de Rijke, H. (2015), From civil war to Ebola: justice and legal education in Sierra Leone. Plymouth Law and

Criminal Justice Review 7: 60-70.

de Rijke, H. (2015), Innovative teaching methods using film. In Ashford, C. and Guth, J. (Eds.) The Legal

Academic’s Handbook. London: Palgrave Macmillan

Endacott, R., Bogossian, F., Cooper, S., Forbes, H., Kain, V., Young, S. and Porter J. (2015), Leadership and

teamwork in medical emergencies: performance of nursing students and Registered Nurses in simulated

patient scenarios. Journal of Clinical Nursing 24(1): 90-100

Gale, K. Turner, R, and McKenzie, L. (2013), Action research, becoming and the assemblage: a Deleuzian

reconceptualisation of professional practice. Educational Action Research 21(4): 549-564

Gale, K. (2013), Action research and the assemblage: engaging Deleuzian pedagogy and inquiry beyond the

constraints of the individual and the group in education settings. International Review of Qualitative

Research in Education 27(5):667-81. doi: 10.1080/09518398.2013.805447

Gibson, S. (2015) When rights are not enough: What is? Moving towards new pedagogy for inclusive

education within UK universities. International Journal of Inclusive Education 19(8): 875-886

23

Gibson, S. (2015), Students as core: A time for change in the higher education discourse of 'Widening

participation’ and ‘Inclusion’. In Bartlett, S. and Brown, Z. (Eds.) Inclusive Education: perspectives on

pedagogy, policy, and practice. London: Routledge

Gosling, D. and Turner, R., (2015), Responding to contestation in teaching and learning projects in the

Centres for Excellence in Teaching and Learning in the United Kingdom. Studies in Higher Education,

40(9): 1573-1587

Gray, C., Turner, R., Sutton, C., Petersen, C., Stevens, S., Swain, J., Esmond, B., Schofield, C. and Thackeray,

D. (2015), Research methods teaching in vocational environments: developing critical engagement with

knowledge? Journal of Vocational Education & Training 67(3): 274-93. doi:

10.1080/13636820.2015.1050443

Gresty, K., Heffernan, T., Pan. W. and Edwards-Jones, A. (2015), Minimising risks in research-informed

teaching. Higher Education Review 48(1): 40-67

Gröppel-Wegener, A., Raven, L., Bowstead, H., Vigurs, K. and Walton, G. (2015), Exploring ‘academic depth’

in higher education: a collaborative evaluation of a visual method for facilitating information

discernment for HE students from varied disciplines. Innovative Practice in Higher Education 2(2): April.

ISSN: 2044-3315

Haigh, M., Cotton, D. and Hall, T. (2015), Pedagogic Research in Geography Higher Education. London:

Routledge. Available at: http://www.routledge.com/books/details/9781138962088/

Haigh, M., Cotton, D. and Hall, T. (2015), Editorial: Pedagogic research in Geography higher education.

Journal of Geography in Higher Education 39 (3): 1-14

Hancock, J., Roberts, M., Monrouxe, L. and Mattick, K. (2015), Medical student and junior doctors' tolerance

of ambiguity: development of a new scale. Advances in Health Sciences Education 20(1): 113-130

Hewson, P. (2015), Learning statistics at university. In Grove, M., Croft, T., Kyle J. and Lawson, Duncan (Eds.)

Transitions in Undergraduate Mathematics Education. University of Birmingham.

http://www.birmingham.ac.uk/Documents/college-eps/college/stem/additional/Transitions-Flyer.pdf

Hill, M.R., Roberts, M.J., Alderson, M.L. and Gale, T.C.E. (2015), Safety culture and the five steps to safer

surgery: an intervention study. British Journal of Anaesthesia 114(6): 958-962

Hitchen, S. and Williamson, G R. (2015), A stronger voice: action research in mental health services using

carers and people with experience as co-researchers. International Journal of Healthcare Quality

Assurance 28(2):211-22. http://dx.doi.org/10.1108/IJHCQA-10-2014-0101

Hitchen, S., Williamson, G R. and Watkins, M. (2015), Personal budgets for all? Implementing self-directed

support in mental health services. Action Research Journal. doi: 10.1177/1476750314568207

Huang, R (2015), Exploring the myths of critical thinking to Chinese Masters students in the UK during the

induction. In Kneale, P. (Ed.) Perspectives in Masters Level Teaching, Learning and the Student

Experience. London: Palgrave

24

Huggins, V. (2015), Childhood and well-being in the majority world. In Leeson, C. and Parker-Rees, R. (Eds.)

Early Childhood Studies: an introduction to the study of children’s worlds and children’s lives (4th ed.).

London: Sage

Huggins, V. (2015), Reflecting on my Masters experience as a student and teacher. In Kneale, P. (Ed.)

Perspectives in Masters Level Teaching, Learning and the Student Experience. London: Palgrave

Huggins, V. and Siraj-Blatchford, J. (2015). Education for sustainable development through international

partnerships. Early Education, 76

Kneale, P.E.K. (2015), Chapters 1.5, 2, 15, 16 and Editor. Masters Level Teaching, Learning and Assessment:

issues in design and delivery. London: Palgrave, ISBN 9781137399366

La Velle, L. (2015), Masterliness in the Teaching Profession. Abingdon: Routledge. ISBN13 978-1-138-81363-2

Leeson, C. and Huggins, V. (2015), Working with colleagues. In Leeson, C. and Parker-Rees, R. (Eds.), Early

Childhood Studies: an introduction to the study of children’s worlds and children’s lives (4th ed.). London:

Sage

Magne, P. and Miller, W. (2015), Inclusive assessment design and delivery in the disciplines. In Miller, W. et

al. (Eds.), Inclusive Assessment, PedRIO Occasional Paper No. 7, Plymouth University

Mart, M., Alisinanoğlu, F. and Kesicioğlu, O. S. (2015), An investigation of preschool teachers use of school

gardens in Turkey. The Journal of International Social Research 38 (8):721-727

Miller, W., Collings, J. and Kneale, P. (Eds.) (2015), Inclusive Assessment, PedRIO Occasional Paper No. 7,

Plymouth University. Available at: http://www1.plymouth.ac.uk/research/pedrio/Pages/PedRIO-

Occasional-Papers.aspx

Muneer, R., Saxena-Chandhok, T. and Karanth, P. (2015), Virtual reality games in interventions for children:

A pilot study. Disability, CBR and Inclusive Development 26(3): 77-95

Nash, P., Cotton, D.R.E., Gresty, K. and Fuller, M. (2015), Postgraduate Experience Project Report for

Plymouth University (Technical report). Available at:

http://www.researchgate.net/publication/281859647_Postgraduate_Experience_Project_Report_for_P

lymouth_University doi: 10.13140/RG.2.1.3971.3761

Newbery-Jones, C.J. (2015), Trying to do the right thing: experiential learning, e-learning and employability

skills in modern legal education. European Journal of Law and Technology 6(1)

Peterson, A. and Warwick, P. (2015), Global Learning and Education. Oxon: Routledge

Rees, C., Monrouxe, L., Ternan, E. and Endacott, R. (2015,) Workplace abuse narratives from dentistry,

nursing, pharmacy and physiotherapy students: a multi-school qualitative study. European Journal of

Dental Education 19(2): 95-106

Regan de Bere, S., Bryce, M., Archer, J., Nunn, S., Lynn, N. and Roberts, M. (2015), Review of Decision-

Making in the General Medical Council’s Fitness to Practise Procedures, General Medical Council

Richardson J., Grose G., O’Connor A., Bradbury M., Kelsey J. and Doman M. (2015), Nursing students’

attitudes towards sustainability and health care. Nursing Standard 29(42): 36-41

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Richardson J., Grose J., Doman M., Kelsey, J. and Woods, M. (2015), Integrating sustainability education

into nursing using an interdisciplinary approach. Local Economy. doi: 10.1177/0269094215578224

Richardson J., Grose J., Gill JL., Hertel J., Jackson B., Sadeghian H. and Kelsey J. (2014), Effect of climate

change and resource scarcity on health care. Nursing Standard 28(45): 44-49. Available at:

http://rcnpublishing.com/doi/pdfplus/10.7748/ns.28.45.44.e8415

Richardson, S. and McMullan, M. (2015), Research Ethics in the UK: What can Sociology learn from Health?

In Scott-Jones, J. (Ed.) Research Ethics in Practice. London: SAGE. ISBN: 978-1-4462-8757-6

Roberts, M.J., Gale, T.C.E., McGrath, J.S. and Wilson, M.R. (2015), Rising to the challenge: acute stress

appraisals and selection centre performance in applicants to postgraduate specialty training in

anaesthesia. Advances in Health Sciences Education. Available at:

http://link.springer.com/article/10.1007/s10459-015-9629-6#/page-1

Sasaki, H., Archer, J., Yonemoto, N., Mori, R., Nishida, T., Kusuda, S. and Nakayama, T. (2015), Assessing

doctors’ competencies using multisource feedback: validating a Japanese version of the Sheffield Peer

Review Assessment Tool (SPRAT). British Medical Journal, Open 2015;5:e007135.

doi:10.1136/bmjopen-2014-007135

Sayma, M., Hyne, R., Sharma, M., Kyle, L., Abo Khatwa, M., Mackay-Davies. I., Poulios, A. and Khalil,

H.S.(2015), From inpatient notes to outpatient follow-up. Enhancing the Rhinology Service in a tertiary

centre through student led projects. International Journal of Otolaryngology. Available at:

http://www.hindawi.com/journals/ijoto/2015/197823/abs/

Seale, J., Georgeson, J., Christoforos Mamas, C. and Swain, J. (2015), Not the right kind of 'digital capital'?

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education institutions. Computers & Education 82:118-28

Siraj-Blatchford, J. and Huggins, V. (2015), Editorial: Sustainable development in early childhood education

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Sorensen, N. and la Velle, L. (2015), Catching the Sparks: an evaluation of the early development of a novel

Master’s degree in teaching and learning. In Masterliness in the Teaching Profession pp 74-92.

Abingdon: Routledge. ISBN13 978-1-138-81363-2

Spowart, L., Turner, R., Shenton, D. and Kneale, P. (2015), But I’ve been teaching for 20 years…’:

encouraging teaching accreditation for experienced staff working in higher education. International

Journal for Academic Development. doi: 10.1080/1360144X.2015.1081595

Sterling, S. (2015), Commentary on ‘Goal 4: Education’, in ICSU, ISSC (2015): Review of the Sustainable

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http://www.icsu.org/publications/reports-and-reviews/review-of-targets-for-the-sustainable-

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Sterling. S. (2015), Sustainable education – towards a deep learning response to sustainability. In

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Sterling, S. (2015), So far, so good – and so what? ESD and the next decade. In Wyness, L. (Ed.), Education

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Sterling, S., Warwick, P. and Wyness, L. (2015), Understanding approaches to ESD research on teaching and

learning in higher education. In Rieckmann, M. (et al.) Handbook of Higher Education for Sustainable

Development. Abingdon: Routledge

Truebano, M., and Munn, C. (2015), An evaluation of the use of video tutorials as supporting tools for

teaching laboratory skills in Biology. Practice and Evidence of the Scholarship of Teaching and Learning

in Higher Education 10(2): 121-135

Turner, R., Huang, R., Poverjuc, O. and Wyness, L. (2015), What role do teaching mentors play in supporting

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Turner, R., Brown, T., Edwards-Jones, A., Hughes, J., Banks, A., Bardsley, J., Bryan, Y., Gray, C., Isaac, A.,

Mann, J., Mason, M., McKenzie, L., Osborn, J., Rowe, M., Stone, M. and Wilkinson, R. (2015), Narrative

explorations into the professional development of lecturers teaching higher education in English further

education colleges. Professional Development in Education 41(3): 546-562

Waite, S., Rutter, O., Fowle, A. and Edwards-Jones, A. (2015), Diverse aims, challenges and opportunities

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10.1080/03004279.2015.1042987

Walshe, K. and Archer, J. (2015), Medical regulation: more reforms are needed. BMJ 2014: 349: g5744

Warwick, P. (Ed.) (2015), Sustainable Education in Motion: Marking Ten Years of the Centre for Sustainable

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Warwick, P. and Cremin, H. (2015), Developing skills of enquiry. In Gearon, L. (Ed.) Learning to Teach

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Warwick, P. and Warwick, A. (2015), Sustainability education in the early years. Early Education Journal 76:

6-8, Summer

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Criticality, Creativity, and Collaboration, pp. 41-43. PedRIO Occasional Paper 8, Plymouth University

Wilkins, S., Butt, M.M., Kratochvil, D. and Balakrishnan, M.S. (2015), The effects of social identification and

organizational identification on student commitment, achievement and satisfaction in higher education.

Studies in Higher Education. http://dx.doi.org/10.1080/03075079.2015.1034258

Winter, J., Allison, J., Barton, G. and Cotton, D. (2015), Learning development and sustainability: what are

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Winter, J., Chapman, S., and Treasure, K. (2014), Contemporary art as extra-curricular learning: lessons

from a university art gallery. The International Journal of Arts Education 10(1): 29-41

Winter, J., Cotton, D., Grant, V. and Hopkinson, P. (2015), The university as a site for transformation around

sustainability. International Journal of Innovation and Sustainable Development 9(3-4): 303-320

Winter, J., Turner, R., Gedye, S., Nash, P. and Grant, V. (2015), Graduate teaching assistants: responding to

the challenges of internationalisation. The Journal for Academic Development 20 (1): 33-45

Winter, J., Turner, R., Gedye, S., Grant, V. and Nash, P. (2014) Ethnicity and equality in Higher Education:

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Xiao, J. and Wilkins, S. (2015), The effects of lecturer commitment on student perceptions of teaching

quality and student satisfaction in Chinese higher education. Journal of Higher Education Policy and

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Zaric, S. and Belfield, L. A. (2015), Objective Structured Clinical Examination (OSCE) with immediate

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28

Appendix 2: Pedagogic conference presentations 2015

Ali, K. Perceptions of Stakeholders about a Newly Established Dental School with an Enquiry-based

Curriculum: A Qualitative Study. International Association of Dental Research / American Association of

Dental Research, General Meeting, Boston, USA, 14 March

Ali, K., Tredwin. C., Kay, E., Slade, A. and Chatterjee, A. Development of a Scale to Measure Preparedness of

New Dental Graduates: Results of a Pilot Study. 41st Association For Dental Education in Europe (ADEE)

Meeting Szeged, Hungary, 27 – 30 August

Ali, K. Invited keynote speaker: Development of a Contemporary and Evidence-based Curriculum at a

Dental School in the United Kingdom. International Association of Dental Research / Pakistan

Association of Dental Research, 2nd Annual Meeting, Lahore, Pakistan, 4 September

Ali, K. Transition of New Graduates into Dental Foundation Training. Invited Speaker 2015-16 Dental

Foundation Trainee / Trainer Induction Day: London Dental Education and Training, Imperial College,

London, UK, 11 September

Allison, J. Critical thinking HE: achievements and prospects. Education for Sustainability in Higher Education:

Achievements and Prospects, Plymouth University, 8th January.

Basavapatna Kumaraswamy, S. and de Wilde, P. Simulation in education: application in Architectural

Technology design projects, 14th International IBPSA Conference, Hyderabad, India, December 7-9

Beaumont, E. and Gale, K. Engaging with collaborative writing practices in the facilitation of Master's level

learning, teaching and assessment. Fourth Annual PedRIO Conference 2015, Plymouth University, UK,

17 April

Beaumont, E. and Gedye, S. Employability and the role of active and experiential learning in the social

sciences. HEA Enhancement Event- Developing Disciplinary Communities, Weetwood Hall, Leeds, UK, 21

May

Beaumont, E., Stevenson, S. and Almond, J. Plymouth Entrepreneurial Alumni Support Initiative (PEASI) -

Building and supporting relationships between entrepreneurial alumni and students. International

Entrepreneurship Educators Conference (IEEC) Anglia Ruskin University, Cambridge, UK, 9-11 September

Bentley, A. Sustaining the self through healing the social. Community initiatives to increase compassion for

self and others through everyday encounters. Education for Sustainability in Higher Education –

Achievements and Prospects Conference, CSF/PedRIO, Plymouth University, UK, 8 January

Bentley, A., Baker, L. and Johns, N. How can Personal Tutors and other Staff support Care Leaver students

to achieve? Fourth Annual PedRIO Conference 2015, Plymouth University, UK, 17 April

Black, A and Gibson, S. Participatory methods – inclusive research: pitfalls and promise. Quality in

Qualitative Research and Enduring Problematics Symposium, Bath University, UK, 27 January

Bowstead, H. Developing a critical stance through assessed group work. Education for Sustainability in

Higher Education – Achievements and Prospects Conference, CSF/PedRIO, Plymouth University, UK, 8

January

29

Bowstead, H. (2015) Giving voice to global perspectives on sustainability in the EAP classroom. NFEAP

Conference 2015: The international classroom . Oslo and Akershus University College of Applied

Sciences (Høgskolen i Oslo og Akershus), 11-12 June

Bowstead, H. It looks like my gran’s house – an exploration of ‘thing power’. Summer Institute in

Qualitative Research, Manchester Metropolitan University, UK, 6 – 10 July

Bowstead, H. and Purnell, E. Getting Students to Talk Back. ePortfolio Based Learning and the Potential for

Dialogic Feedback. . Researching and Evaluating Recording Achievement, Personal Development

Planning and e-Portfolio, Centre for Recording Achievement 4th International Conference, Plymouth

University, UK,16 April

Bryce, M., Archer, J., Regan de Bere, S., Cameron, N., Laugharne, K., Walshe, K. and Wright, R. UMbRELLA:

Evaluating the regulatory impacts of medical revalidation. Professional Standards Authority conference,

‘Assessing the impact of regulation’, Cumberland Lodge, Windsor, UK, March

Bryce, M., Regan de Bere, S., Archer, J., Nunn, S., Lynn, N. and Roberts, M. Review of decision-making in

the General Medical Council’s Fitness to Practise procedures. Professional Standards Authority

conference, ‘Assessing the impact of regulation’, Cumberland Lodge, Windsor, UK, March

Carey, M. and Kelsey, J. 'Real-time' scenario based simulation for transition to professional practice. 6th

International Clinical Skills Conference, Prato, Italy, 17-20 May

Chatterjee, A., Gale, T., Mardel, S., Mellor, N., Allan, R. Remote Agile Development facilitating Distributed

Simulation (RADDS) for rapid Infection Prevention & Control: EBOLA case study. Association for Medical

Education in Europe Conference, Glasgow, UK, 5-6 September

Coelho, C. Student led plenaries. PUPSMD Education Conference, Plymouth, UK, 29 April

Coelho, C. A critical appraisal of the literature on communication skills training in dentistry. Association

Dental Education in Europe 41st Annual Conference: Communication and Interaction in Dentistry,

Szeged, Hungary, 26-29 August

Coelho, C. A qualitative study to explore the issues for patients when giving feedback on the

communication skills of dental students. British Society for Oral and Dental Research national

conference, Cardiff, UK, 14-16 September

Coelho, C., Hanks, S. and Schoenborn, P. What do dental trainers think of the preparedness for practice of

dental graduates? Fourth Annual PedRIO Conference 2015, Plymouth University, UK, 17 April

Collett, T., Forrest, S., Harden, J., Kelly, M., Macbride – Stewart, S., Sbaiti, M. and Stevenson, F. Developing

a core curriculum for sociology in UK undergraduate medical education. Association for Medical

Education Europe (AMEE): International Conference of Medical Education, 4-9 September

Cotton, D. Invited Workshop: An introduction to writing for publication. Researching and Evaluating

Recording Achievement, Personal Development Planning and e-Portfolio, Centre for Recording

Achievement 4th International Conference, Plymouth University, UK, 16 April

30

Cotton, D. Researching Sustainability in Higher Education. In Symposium on Diversity and quality in ESE

research with Sund, P., Rieckmann, M., Nikel, J., Östman, L., Lysgaard,J.A., Lotz-Sisitka, H., Reid, A. and

Wals, A. World Environmental Education Congress (WEEC), Gothenburg, Sweden, 29 June – 2 July

Cotton, D. Keynote: Building Capacity and Influence in Pedagogic Research: The Plymouth Pedagogic

Research Institute and Observatory (PedRIO). Kingston Educational Research Network Conference,

Kingston University, UK, 14 July

Cotton, D. Invited presentation: Supporting and Developing Pedagogic Research in Higher Education:

Weaving a path through the REF and TEF, Anglia Ruskin University, Cambridge, UK, 13 October

Cotton, D. Invited Presentation: Pedagogic Research and the REF: Pitfalls and possibility, University of Kent,

Canterbury, UK, 23 November

Cotton, D., Gresty, K., Fuller M. and Nash, P. The PEP Project: Exploring the expectations, barriers and

experiences of PGT students. Plymouth University Vice-Chancellor’s Teaching and Learning Conference,

Plymouth University, UK, 26 June

Cotton, D., Kneale, P.E. and Miller, W. Invited presentation: REF outcomes and impact case studies:

implications for institutions and centres, HEA Network for Pedagogical Research, London, UK, 4 June

Cotton, D., Rieckmann, M., Wals. A., Barth, M., Shepherd, K. and Winter, J. The role of higher education in

the transition to a sustainable future: Implications for teaching and learning. European Conference on

Educational Research (ECER) 2015, Education and Transition - Contributions from Educational Research,

Corvinus University of Budapest , Hungary, 7 - 11 September

Cotton, D. and Winter, J. “But I treat all students the same!” Raising awareness of unconscious bias in

teaching and learning. SEDA Spring Conference, Manchester, UK, 14-15 May

Cotton, D. and Winter, J. Invited presentation - Small Steps to Sustainability: Teaching and Learning in

Higher Education, China Agricultural University, Beijing, China, October

Cotton, D. and Winter, J. Invited presentation- Small Steps to Sustainability: Teaching and Learning in

Higher Education, Fudan University, Shanghai, China, November

Cotton, D. and Winter, J. Invited presentation - Small Steps to Sustainability: Teaching and Learning in

Higher Education, Zhejiang University, Hangzhou, China, November

Cotton, D., Winter, J. and Miller, W. Informal learning on campus: A comparative study of students' energy

literacy in UK universities. Education for Sustainability in Higher Education – Achievements and

Prospects Conference, CSF/PedRIO, Plymouth University, UK, 8 January

de Rijke, H. ‘“That’s entertainment, folks!” Legal education for the masses. Association of Law Teachers

50th Annual Conference, Cardiff, UK, March

de Rijke, H. Plymouth's Historic Fortresses, Plymouth Past: Sustainable Future, ESRC Festival of Social

Science 2015: Social Sciences Shaping a Sustainable World, Plymouth City Museum and Library, UK, 14

November

31

do Paço, A., Shiel, C., Cotton, D. and Labrador, T. Does gender really matter when we are talking about

energy saving attitudes and behaviours? 14th International Congress of IAPNM, Vitoria, Brazil, 24-27

June

Edwards-Jones, A. Learning from the Natural Connections Demonstration Project Case Studies. Natural

Connections Key Findings Conference, Plymouth University, UK, 12 November.

Endacott, R. and Gale, T. Use of video analysis to evaluate the effectiveness of debriefing for IPS with

medical and nursing students. 6th International Clinical Skills Conference, Prato, Italy, 17-20 May

Firth, N. and Newbery-Jones, C,J. Digital Assessment for the YouTube Generation: Reflective Practice in 21st

Century Legal Education. ALT 50 Years of Assessment in Legal Education, IALS, London, UK, 29 January

Gale, T. and Endacott, R. Transforming Undergraduate Learning through InterProfessional Simulation – the

TULIPS study. General Medical Council workshop, London, UK, 16 March

Gale, T., Mellor, N., Allan, R., Luke, D., Meadows, J., Eaton, G., Roberts, M., Mardel, S. and Chatterjee, A.

Virtual learning and distributed simulation to transform pedagogy applied to infection control training in

West Africa. Humanitarian Technology: Science, Systems and Global Impact 2015, Boston, USA, 12-14

May

Gale, T., Mellor, N. and Chatterjee, A. Masanga. MENTOR Ebola Initiative – transforming awareness and

capacity for infection control in West Africa, through immersive learning & distributed simulation

[Webinar]. The Society for Simulation in Healthcare Webinars, April

Gedye, S. Doing pedagogic research as a geographer. The GEES Network Annual Meeting, University of

Exeter, UK, 1 September

Georgeson, J., Blandon, C. and la Velle, L. Teachers’ use of i-Pads in Modern Foreign Language lessons: a

comparative international enquiry. European Conference on Educational Research (ECER) 2015:

Education and Transition - Contributions from Educational Research, Corvinus University of Budapest ,

Hungary, 7 - 11 September

Georgeson, J., la Velle, L., Blandon, C. Learning a Modern Foreign Language: effort, gender and motivation.

British Educational Research Association (BERA) 2015 Conference, Queen’s University, Belfast, UK, 15 –

17 September

Gibson, S. Exploring and engaging with the failings of Inclusion in Higher Education. Is a post-rights

inclusive future possible?’ British Educational Studies Association, Cardiff Met University, UK, 25-26 June

Gibson, S. Keynote: Divided and dividing discourses: conflicts with and for inclusion. getting down and dirty,

PEDRIO International Seminar- Exploring culturally responsive pedagogy and shifting inclusive pedagogy

- crossing borders with international voices, Plymouth University, UK, 10 September

Gibson, S. Possibilities of and questions for a ‘post-rights' inclusive pedagogy in H.E, Symposium paper,

British Educational Research Association, Queens University Belfast, UK, 15 – 17 September

Gibson, S., Walker, J.,Wallwork, C. and Witcombe, J. Plymouth University Student voices: Education Studies

final year dissertation award - research projects. British Educational Studies Association, Cardiff Met

University, UK, 25-26 June

32

Gibson, S., Baskerville, D., Berry, A., Clarke, M. and Norris, K. ‘Diversity' in Higher Education and inclusive

learning futures, Symposium paper, British Educational Research Association, Queens University, Belfast,

UK 15-17 September

Gilbert, K., Neve, H., Lloyd, H. and Bull, S. Concept Mapping in PBL:A simple add-on? 13th Vice-Chancellor’s

Teaching and Learning Conference, Plymouth University, UK, 26 June

Glegg, G., Shellock, R. and Purnell, E. Formative Moodle Assessments: A method to engage students in

Marine Chemistry? 13th Vice-Chancellor’s Teaching and Learning Conference, Plymouth University, UK,

26 June

Gray, C., Sutton, C., Turner, R., and Swain, J. Situating Research Methods Teaching Across Diverse

Educational Environments. European Conference on Educational Research (ECER) 2015: Education and

Transition - Contributions from Educational Research, Corvinus University of Budapest , Hungary, 7 - 11

September

Grose, J. Health and sustainability scenario-based skills workshop. 6th International Clinical Skills

Conference, Prato, Italy, 17-20 May

Gresty, K., Fuller. M., Cotton, D. and Nash, P. Enhancing the postgraduate taught student experience. 13th

Vice-Chancellor’s Teaching and Learning Conference, Plymouth University, UK, 26 June

Hambridge, K. Endacott, R. and Nichols, A. The extent, type and impact of sharps injuries in the pre-

registration nursing student population: a systematic review. 6th International Clinical Skills Conference,

Prato, Italy, 17-20 May

Hamlyn, V. and Lowther, J, Energy use and Fisheries, In Plymouth Past: Sustainable Future, ESRC Festival of

Social Science 2015: Social Sciences Shaping a Sustainable World, Plymouth City Museum and Library,

14 November

Hanks, S. Restoring the Human: perception of dental students to a medical humanities teaching unit within

their undergraduate curriculum. Association Dental Education in Europe 41st Annual Conference:

Communication and Interaction in Dentistry, Szeged, Hungary, 26-29 August

Hanks, S., Coelho, C., Schoenborn, P. and Coster, R. Dental Foundation Trainer (DFT) perception of the

“Preparedness for Practice” of new dental graduates. Association Dental Education in Europe 41st

Annual Conference: Communication and Interaction in Dentistry, Szeged, Hungary, 26-29 August

Harden, J. and Collett T. Teaching Sociology in Medical Education, Invited Webinar for Association for

Medical Education Europe (AMEE, MedEdWorld).

Hart, R. and Chatterjee, A. QuizIt – crowdsourcing personalised formative assessments. Association for

Learning Technology annual conference: Shaping the Future of Learning Together, Manchester, UK, 8-10

September

Heffernan, T.W. 2015 Worldwide Trends in TNE, Universities UK Conference on Transnational Education,

Woburn House, London, UK, 7 October

33

Henderson, T., Endacott, R., Marsden, J. and Black, S. A retrospective review of Paramedic completed

patient clinical records to identify types of incident attended and skills used prehospitally. 6th

International Clinical Skills Conference, Prato, Italy, 17-20 May

Hill, J., Walkington, H. and Kneale. P.E. Developing graduate attributes through participation in the British

Conference of Undergraduate Research, Society for Research in Higher Education (SRHE) Annual

Conference, Newport, UK, 9-11 December

Hilsdon, J. Write, review and publish with us! – A workshop with the JLDHE editors. Association of Learning

Development in Higher Education (ALDHE): The Learning Development Conference. Southampton

Solent University, Southampton, UK, 30 March – 1 April

Hilsdon, J. Keynote: Assessing the Impact of the Work of Learning Specialists. The Learning Specialists

Association of Canada, Guelph, Ontario, Canada, 11 May

Hilsdon, J. and Mayer, M. An exploration of the potential of learning development to demystify student

learning. Celebrate Learning event, Bournemouth University, UK, 28 May

Hilton, D. Crossing Lines; exploring 360 degree moving image. British Council’s UK Creator Graduate Show,

Beijing, China, 30-31 October

Huang, R., Stenhouse and Li, J. H. Peer-Assisted Learning (PAL) for Master’s students: a good solution?

International Conference of Teaching, Education and Learning, Singapore, 14-15 June

Huang, R., Stenhouse and Li, J. H. Peer-Assisted Learning (PAL) for Master’s students: a good solution? 13th

Vice-Chancellor’s Teaching and Learning Conference, Plymouth University, UK, 26 June

Hudson Smith, M. Student Perceptions of a new Digital Learning Environment. Fourth Annual PedRIO

Conference 2015, Plymouth University, UK, 17 April

Huggins, V. Education for Sustainability in Majority World contexts. Education for Sustainability in Higher

Education – Achievements and Prospects Conference, CSF/PedRIO, Plymouth University. UK, 8 January

Huggins, V. and Siraj-Blatchford, J. Preparing student teachers to promote Education for Sustainable

Development with young children. Education for Sustainability in Higher Education – Achievements and

Prospects Conference, CSF/PedRIO, Plymouth University. UK, 8 January

Huggins, V. Developing Zero Grade education in partnership with an Ethiopian community: a knowledge

exchange. Institute for Global Education Diplomacy, Washington DC, USA, 5-8 March

Huggins, V. Doctoral studies and transformation: Panel participant. PGR Conference, Plymouth University,

UK, 21 June

Huggins, V. Promoting Early Childhood Education for Sustainable Development in an Ethiopian context.

OMEP International Conference, Washington DC, USA, 29 July – 1 August

Huggins, V. Developing Zero Grade education in partnership with an Ethiopian community: a knowledge

exchange project in Nekemte, Ethiopia. 19th International Conference of Ethiopian Studies: Ethiopia -

Diversity and Interconnections through Space and Time, University of Warsaw, Poland, 24-28 August

34

Huggins, V. Promoting Early Childhood Education for Sustainability in an Early Childhood Initial Teacher

Education programme in England. European Early Childhood Education Research Association (EECERA),

Barcelona, Spain, 7-10 September

Huggins, V. Promoting Early Childhood Education for Sustainability (ECEfS) in outdoor learning spaces in a

Majority World context. EECERA, Barcelona, Spain, 7-10 September

Huggins, V. Keynote invitation: Early Childhood Education for Sustainability: ethical approaches to working

in partnership. European Green Capital Conference, Redcliffe Children’s Centre, Bristol, UK, 22

September

Jones, P. and Wyness, L. Sustainability: an entrepreneurship educator’s perspective. British Academy of

Management (BAM) Conference, University of Portsmouth, UK, 8-10 September, Paper Number: 751

ISBN: 978-0-9549608-8-9.

Jones, P., Wyness, L. and Klapper, R. Entrepreneurship Education and Environmental Sustainability: it’s not

our problem? Institute for Small Business and Entrepreneurship (ISBE), Glasgow, Scotland,11-12

November

Kemp, S., Cotton, D. and Longhurst, J. Experiences of the development and use of a national quality

enhancement guidance document on Education for Sustainable Development – lessons learnt from

three UK universities. World Environmental Education Congress (WEEC), Gothenburg, Sweden, 29 June

– 2 July

Khalil, H.S., Cooper, N., Poulios, A., Gale, T., Copplestone, A. and Nunez, D. The effectiveness of the use of

virtualpatients for medical students. Canadian Medical Education Conference, Vancouver, Canada, 25-

28 April

Kneale, P.E. Invited Keynote: Inclusive Assessment in Practice. Festival of Learning, Kingston University, UK,

12 January

Kneale, P.E. Embedding flexibility into curriculum assessment. The Future of Higher Education Curriculum

2015, London, UK, 12 March

Kneale, P.E. Invited Keynote: Preparing our students for a world we cannot imagine with technology not

yet invented. Association of National Teaching Fellows 10th Anniversary Conference, Birmingham, UK,

30-31 March

Kneale, P.E. Invited Workshop: Professional Development for HE Geographers. Royal Geographical Society,

London, UK, 8 May

Kneale, P.E., Edwards-Jones, A., Hill, J. and Walkington, H. Using the Researcher Development Framework

(RDF) to map student skills gained from transformative undergraduate research conference experience.

Researching and Evaluating Recording Achievement, Personal Development Planning and e-Portfolio,

Centre for Recording Achievement 4th International Conference, Plymouth University, UK, 16 April

Lambe, P., Greatrix, R., Dowell, J., Milburn, K. and Bristow, D. Candidate opinions about the UK Clinical

Aptitude Test. Australian Student Selection for the Health Professions Conference, Melbourne, Australia,

8-10 April

35

Lowes, R. Engaging multicultural learners using an on-line environment. Languages in the Globalised World,

Leeds Beckett University, Lees, UK, 27 May

Lowes, R. Feed-forward: using DLE resources to scaffold guided autonomous learning. Solstice conference,

Edgehill University, Ormskirk, UK, 4 June

Lowes, R. Feed-forward to scaffold guided autonomous learning. Ax-Innof 2015, Nottingham University,

UK, June

Lowes, R. Developing Professional Competences through Multicultural Group-work. Languages and

Employability, Regents University, London, UK, 5 June

Lowes, R. and Dowland, P. Making it easier to be effective personal tutors. 13th Vice-Chancellor’s Teaching

and Learning Conference, Plymouth University, UK, 26 June

Lowes, R., Purnell, E. and Bowstead, H. Exploring dialogic feedback opportunities in the digital learning

environment. 13th Vice-Chancellor’s Teaching and Learning Conference, Plymouth University, UK, 26

June

McMullan, M. Immersive Interprofessional Education. 13th Vice-Chancellor’s Teaching and Learning

Conference, Plymouth University, UK, 26 June

Magne, P. Creating an international curriculum: why and how? PICASA conference, Roehampton University,

UK, 13 February

Magne, P. Embedding International Aspects into Curriculum Design and Delivery. The Future of the Higher

Education Curriculum 2015, Royal College of Surgeons, London, 12 March

Magne, P. Developing an international curriculum: why and how? SEDA Spring Teaching Learning and

Assessment Conference 2015: Internationalising the Curriculum: What does this mean? How can we

achieve it? Manchester, UK, 14-15 May

Magne, P. Integrating internationalisation into curriculum design. Internationalising the UK Higher

Education Sector Conference, Inside Government, Cavendish Conference Centre, London, UK, 21

October

Magne, P. Enhancing international curriculum design. Optimising Higher Education Curriculum Design

Conference, Understanding Modern Government, London, UK, 10 November

Martindale, L. and Neve, H. Threshold concepts and troublesome knowledge: offering new insights into

learning through medical and nursing education research. Dundee Health Professions Education

Research Seminar and Workshop, Dundee, UK, 1 May

McDermott, A.P. and Witt, N.A.J. Putting the pedagogy into technology: Peer review for the digital age.

Fourth Annual PedRIO Conference 2015, Plymouth University, UK, 17 April

Miller, W., Winter, J., Muneer, R. and Cotton, D. From individual to institution and back again: feedback

loops in energy literacy amongst UK university students. ‘Learning From the Sharp End’: Implications for

Sustainability in Higher Education, International Symposium, Bristol, UK, 6-9 September

36

Muneer, R., Gedye, S., Beaumont, E. and Cotton, D. Student Complaints: Staff experiences and their

potential implications. 13th Vice-Chancellor’s Teaching and Learning Conference, Plymouth University,

Plymouth, UK, 26 June

Neve H. Threshold concepts in medical education. Medical Education Research Seminar and Workshop

series, Institute of Medical Education, Cardiff University, UK, 28 April

Neve, H. and Collett, T. “Just knowing it existed was almost enough”: revealing the hidden curriculum to

students. Fourth Annual PedRIO Conference 2015, Plymouth University, UK, 17 April

Neve, H. and Hanks, S. Training for competence or capability: what is the difference, why does it matter

and is capability a threshold concept? 13th Vice-Chancellor’s Teaching and Learning Conference,

Plymouth University, UK, 26 June

Neve, H. and Perrett, R. Small Group Learning, Association of University Teachers of Psychiatry, Plymouth

University, UK, 10 July

Newbery, R., Lean, J. and Moizer, J. Entrepreneurial Identity Formation and the Initial Enterprise Education

Intervention. Academy of Management 2015 Annual Meeting, Vancouver, Canada, 7-11 August

Newbery-Jones, C,J. Answering the Call of Duty: Justice in Video Games In Plymouth Past: Sustainable

Future, ESRC Festival of Social Science 2015: Social Sciences Shaping a Sustainable World, Plymouth City

Museum and Library, UK, 14 November

Nunn, S., Regan de Bere, S. and Archer, J. Revalidation: The McDonaldization of appraisal? Professional

Standards Authority conference, ‘Assessing the impact of regulation’, Cumberland Lodge, Windsor, UK,

13 March

Osborn, J., Kneale, P.E., Turner, R. and Bacon. A. An alternative approach to exploring the student

experience using psychological contracts. Society for Research in Higher Education (SRHE) Annual

Conference, Newport UK, 9-11 December

Ovenden-Hope, T. and la Velle, L. Translational Research in Education for Knowledge Mobilisation: A study

of use and teacher perception in primary schools in England, UK. European Conference on Educational

Research (ECER) 2015: Education and Transition - Contributions from Educational Research, Corvinus

University of Budapest , Hungary, 7-11 September

Ovenden-Hope, T. and la Velle, L. Further and Higher Educations Research Collaboration: translational

research for a knowledge mobilisation intervention for teacher CPD. British Educational Research

Association (BERA) 2015 Conference, Queen’s University, Belfast, UK, 15 – 17 September

Ovenden-Hope, T. and la Velle, L. Translational Research in Education for Knowledge Mobilisation: A study

of the use and teacher perception of a MESH Guide for primary literacy planning. British Educational

Research Association (BERA) 2015 Conference, Queen’s University, Belfast, UK, 15 – 17 September

Pritchard, C. and Bowstead, H. It looks like my gran’s house: an exploration of thing power. Education for

Sustainability in Higher Education – Achievements and Prospects Conference, CSF/PedRIO, Plymouth

University, UK, 8 January

37

Pritchard, C. and Bowstead, H. The Writing Café Part 2: It looks like my gran’s house. Association of

Learning Development in Higher Education (ALDHE): The Learning Development Conference,

Southampton Solent University, Southampton, UK, 30 March–1 April

Pritchard, C. and Allison, J. Reflections on co-designing and delivering the first module of the CEP:

Interactive learning in lecture theatres. 13th Vice-Chancellor’s Teaching and Learning Conference,

Plymouth University, UK, 26 June

Purnell, E and Bowstead, H. Will Students Talk Back? Exploring Dialogic Feedback Opportunities in the

Digital Learning Environment. 13th Vice-Chancellor’s Teaching and Learning Conference, Plymouth

University, UK, 26 June

Purnell, E. and Deamer, I. Working Together: Collaboration and Group Work for Employability External

Consultancy Projects. AAEEBL Annual Conference, Hynes Conference Centre, Boston, USA, 27-30 July

Purnell, E., Lowes, R. and Bowstead, H. Should Students Talk Back? Exploring Dialogic Feedback

Opportunities in ePortfolio Based Learning. AAEEBL Annual Conference, Hynes Conference Centre,

Boston, USA, 27-30 July

Purnell, E. and Lowes, R. Why can’t I just email you instead? The challenges of engaging students in online

feedback within a Digital Learning Environment. SOLSTICE Conference, Edge Hill University, Ormskirk,

UK, 4 June

Purnell, E and Metcalfe, D. Embedding PebblePad in the Curriculum. Scaffolding eportfolio activities as

frameworks to support learning.13th Vice-Chancellor’s Teaching and Learning Conference, Plymouth

University, UK, 26 June

Purnell, E and Metcalfe, D. Embedding ePortfolio in the Curriculum; Scaffolding the Learning and

Supporting the Learner. AAEEBL Annual Conference, Hynes Conference Centre, Boston, USA, 27-30 July

Purnell, E., Vickerstaff, R. and Nicoll, I. Engaging Staff and Students. Planning the Journey and Evaluating

the Distance; From Implementation to Scaling and Sustaining ePortfolio Practice. AAEEBL Annual

Conference, Hynes Conference Centre, Boston, USA, 27-30 July

Regan de Bere, S. and Nunn, S. Invited presentation: PU PPI Partnerships; A Sustainable Approach to

Patient and Public Involvement. Health Services Research Network Annual Conference, Queens

University Belfast, Northern Ireland, 16-17 April

Regan de Bere, S. and Nunn, S. Invited presentation and Workshop: Understanding the causes of

Differential Attainment. General Medical Council Annual Conference. London, UK, 19 March

Regan de Bere, S. and Nunn, S. Invited presentation: What is known about Differential Attainment? General

Medical Council Expert Research Panel Symposium, London, UK, March

Schoenborn, P., Miller, M., Sheret, K. and Hutchings, S. Untapped Knowledge: Insights from Non-Medical

Helpers. European Conference on Educational Research (ECER) 2015: Education and Transition -

Contributions from Educational Research, Corvinus University of Budapest , Hungary, 7-11 September

Schoenborn, P. and Miller, W. High anxieties: listening to student voices through their enablers. 13th Vice-

Chancellor’s Teaching and Learning Conference, Plymouth University, UK, 26 June

38

Schoenborn, P. and Miller, W. Learning from Non-Medical Helpers (NMHs) to develop inclusive practice

guides. Developing Staff Diversity Competence, Equality Challenge Unit / Higher Education Academy

conference, Edinburgh, UK, 23 April

Schofield, C. Changing views of research activity in college-based higher education. Society for Research in

Higher Education (SRHE) Annual Conference, Newport, UK, 9-11 December

Schofield, C. Integrating research meaningfully into the student learning experience. Association of Colleges

(AoC) College HE Research and Scholarship Conference, Bloomsbury, London, UK, 24 June

Schofield, C., McKenzie, L. and Turner, R. Impact of research funding on the experience and status of

college-based higher education lecturers. Society for Research in Higher Education (SRHE) Annual

Conference, Newport, UK, 9–11 December

Schofield, C. Body Confident Fix. ITV West Country News, [WWW] URL:

http://www.fixers.org.uk/news/11167-11226/body-confident-fix-on-itv.php, 6 February

Shepherd, A. Curriculum Development: Innovation in Practice - Introducing the 3Rs: RESEARCH, REFLECT

and REFERENCING. 13th Vice-Chancellor's Teaching and Learning Conference, Plymouth University, UK,

26 June

Shiel, C., Cotton, D. and do Paço, C. Education for sustainable development and campus greening: the

impact on students’ energy saving attitudes and behaviours. International Institute of Social and

Economic Sciences 17th International Academic Conference, Vienna, Austria, 21-24 June

Spowart, L., Turner, R., Winter, J., Muneer, R. and Kneale, P.E. Evaluating teaching-related CPD in the UK:

Time to take stock. Society for Research in Higher Education (SRHE) Annual Conference, Newport, UK, 9-

11 December

Sterling, S. Keynote: So far, so good, and so what? ESD and the next decade. Education for Sustainability in

Higher Education – Achievements and Prospects Conference, CSF/PedRIO, Plymouth University, UK, 8

January

Sterling, S. ESD research and organisational change. Webinar to University of Saskatchewan, Saskatoon,

Canada, 11 February

Sterling, S. Student initiatives at Plymouth University, Raising the Stakes in the Student Experience with

Education for Sustainability. Day Conference, University of Gloucestershire, UK, 10 June

Sterling, S. Jumping into the age of relation - and why ‘ESD’ isn’t enough. World Environmental Education

Congress (WEEC), Gothenburg, Sweden, 28 June

Sterling, S. Higher education and the potential of universities in sustainable change. Vienna University of

Economics and Business, Vienna, Austria, October

Sterling, S. and Warwick, S. Ten years of sustainability at Plymouth University seminar. World

Environmental Education Congress (WEEC), Gothenburg, Sweden, 29 June

Stevens, S., Bentley, A., Swain, J., Anderson, G. and Sibley, D. Learning by doing: the reciprocal relationship

of students as participators in research. Fourth Annual PedRIO Conference 2015, Plymouth University,

UK, 17 April

39

Stevenson, K. Keynote: Publishing in Academic Journals. Plymouth UK Postgraduate Doctorial Colloquium,

Plymouth, UK, 4 May

Treasure, K., Winter, J. and Chapman, S. Teaching and learning in the Peninsula Arts Gallery. Fourth Annual

PedRIO Conference 2015, Plymouth University, UK, 17 April

Treasure, K., Winter, J. and Searls, C. Exploring the experiences of arts practitioners engaging with

Educational Development programmes. 13th Vice-Chancellor’s Teaching and Learning Conference,

Plymouth University, UK, 26 June

Tredinnick-Rowe, J. In Search of Thure von Uexküll: Psychosomatician? Biosemiotician? or Clinical Educator?

The Semiotic Society of America 40th Annual Meeting, Pittsburgh, USA, 1 October

Tredinnick-Rowe, J. Medical Semiotics and Clinical Education. Medical Humanities Seminar Series,

Roehampton University, London, UK, 20 October

Turner, R., Cotton, D., Child, S., Stevens, S. and Kneale, P.E. Thrown in at the deep end? Immersive learning

and first year induction. Fourth Annual PedRIO Conference 2015, Plymouth University, UK, 17 April

Turner, R., Cotton, D., Hurth, V., Kelsey, J., Chick, A., Nash, P. and Kneale, P.E. Interactive pedagogies in the

undergraduate curriculum: Some early CEP experiences. 13th Vice-Chancellor’s Teaching and Learning

Conference, Plymouth University, UK, 26 June

Turner, R., Cotton, D., Child, S., Stevens, S., Nash, P. and Kneale, P.E. Changing curriculum to prepare first

year students for university-level study- reflecting on the experiences of academics. Paper presented as

part of a themed symposium ‘Teachers Innovating in Higher Education Curricular’ given at European

Conference on Educational Research (ECER) 2015: Education and Transition - Contributions from

Educational Research, Corvinus University of Budapest , Hungary, 7-11 September

Turner, R., Cotton, D., Child, S., Stevens, S., Nash, P. and Kneale, P.E. Evaluating a cross-institutional change

in the induction of first year students. Paper presented as part of a themed symposium ‘Evaluating as a

basis for policy and practice in higher education’. European Conference on Educational Research (ECER)

2015: Education and Transition - Contributions from Educational Research, Corvinus University of

Budapest , Hungary, 7 - 11 September

Turner, R., Winter, J., Spowart, L., Muneer, R. and Kneale, P.E. Never the twain shall meet? Student

involvement in staff CPD. SEDA Annual Conference 2015, St David’s Hotel and Spa, Cardiff, UK, 19-20

November

Vickerstaff, R. Revolutionising Engineering through Teaching Technology Enhanced Learning Incorporating

Tablet Technology and Digital Learning. 13th Vice-Chancellor’s Teaching and Learning Conference,

Plymouth University, UK, 26 June

Vickerstaff, R. Understanding the student experience of video debriefing following simulation: a case study

in paramedic practice. 13th Vice-Chancellor’s Teaching and Learning Conference, Plymouth University,

UK, 26 June

Vickerstaff, R. When stakeholders unite: Engineering students and industry feedback in developing a rich

technical and socially responsible 21st Century Engineer through Technology Enhanced Learning

40

assessment methods and techniques. Association for Learning Technology annual conference: Shaping

the Future of Learning Together, Manchester, UK, 8-10 September

Walkington, H., Hill, J. and Kneale, P.E. Reciprocal elucidation: a student-led pedagogy in multidisciplinary

undergraduate, Society for Research in Higher Education (SRHE) Annual Conference, Newport, UK, 9-11

December

Warwick, P. Lessons learnt from a participatory education for sustainable development initiative.

Education for Sustainability in Higher Education – Achievements and Prospects Conference, CSF/PedRIO,

Plymouth University, UK, 8 January

Warwick, P. Lesson Study – researching students experiences of sustainability education. Fourth Annual

PedRIO Conference 2015, Plymouth University, UK, 17 April

Warwick, P. Towards a pedagogy of hope – lessons learnt from an educational innovation seeking to

integrate student voice, critical literacy, and service learning. World Environmental Education Congress

(WEEC), Gothenburg, Sweden, 29 June – 2 July

Warwick, P. Global Learning and Education – learning from pioneers and innovators. Teacher Education for

Equity and Sustainability Network Eighth Annual Conference, Liverpool Hope University, UK, 9 July

Warwick, P. and Haynes, J. Dialogic learning spaces. ESRC Freedom to Learn Seminar Series, Oxford, UK, 12

March

Warwick, P. and Manning, R. Future Leaders – Students experiences of making a difference through an

innovative sustainability education programme, ‘Learning From the Sharp End’: Implications for

Sustainability in Higher Education. International Symposium, Bristol, UK, 6-9 September

Warwick, P and Peterson A. Global Learning. Cracking Earth 4th ISSR Annual Conference. Plymouth

University, UK, 29 April

Winter, J., Cotton, D., Miller, W. and Muneer, R. Informal learning on campus: A comparative study of

students’ energy literacy in UK universities. World Environmental Education Congress (WEEC),

Gothenburg, Sweden, 29 June – 2 July

Winter, J., Chapman, S. and Treasure, K. Learning beyond traditional disciplinary contexts: using a

contemporary art gallery to enhance subject based learning. The 10th International Annual Conference

of the Arts in Society, London, UK, 22-25 July

Winter, J. The role of higher education in the transition to a sustainable future: Implications for teaching

and learning. Sustainability pedagogies and transformation in HE. European Conference on Educational

Research (ECER) 2015: Education and Transition - Contributions from Educational Research, Corvinus

University of Budapest , Hungary, 7 - 11 September

Winter, J., Chapman, S. and Treasure, K. Using a university arts gallery to enhance the student learning

experience. SEDA annual conference. Cardiff, UK, 19-20 November

Witt, N.A.J. Enhancing the Student Experience Through Technology, Student Experience in a new age:

Employability and Technology. Leadership Foundation for Higher Education, London, UK, 18 March

Witt, N.A.J. TEL at Plymouth University. Heads of eLearning Forum, Birmingham, UK, 3 June.

41

Witt, N.A.J. Does digital technology enhance the student experience? Solihull College HE Conference,

Warwick, UK, 22 June

Witt, N.A.J. Developments in the Digital Learning Environment and Technology Enhanced Learning. 13th

Vice-Chancellor’s Teaching and Learning Conference, Plymouth University, UK, 26 June

Witt, N.A.J. Developing Mobile Services for Plymouth University, Keynote for the Ex-Libris Australia and

New Zealand HE Tour, Dunedin, Wellington, Auckland, New Zealand, and Melbourne, Sydney, Brisbane,

Adelaide, Perth, Australia, 29 September – 13 October

Witt, N.A.J., Chatterjee, A., Button, J. and Frankum, R. Using Agile to deliver a new Digital Learning

Environment: Lessons Learned. Association for Learning Technology annual conference: Shaping the

Future of Learning Together, Manchester, UK, 8-10 September

Witt, N.A.J. and Hollister, A.O. Harmonious Developments in Learning Technologies; how to align IT and LT

cultures. Association for Learning Technology annual conference: Shaping the Future of Learning

Together, Manchester, UK, 8-10 September

Witt, N.A.J and McDermott, A.P. The 2020 digital learner: A qualitative change? Fourth Annual PedRIO

Conference 2015, Plymouth University, UK, 17 April

Witt, N.A.J. and McDermott, A.P. Student attitudes to Technology: the potential future impact to the HE

sector. 13th Vice-Chancellor’s Teaching and Learning Conference, Plymouth University, UK, 26 June

Witton, R., Potterton, R. and Smith, W. Smiles all around. A peer-led dental ambassador training

programme for adults with learning disability. Association for Dental Education in Europe Conference,

University of Szeged, Hungary, 26-29 August

Wyness, L. Talking of citizenship… Lessons from an intergenerational social learning project to promote

active citizenship in a sustainable community. World Environmental Education Congress (WEEC),

Gothenburg, Sweden, 29 June – 2 July

Wyness, L. and Jones, P. Starting a new conversation between Enterprise Education and Sustainability

Education. Education for Sustainability in Higher Education – Achievements and Prospects Conference,

CSF/PedRIO, Plymouth University, UK, 8 January

Wyness, L. and Jones, P. Learning from the other: starting a conversation between Enterprise Education

and Sustainability Education. Fourth Annual PedRIO Conference 2015, Plymouth University, UK, 17 April

Wyness, L. and Jones, P. Different Languages, Shared Goals? Exploring the Potential for Merged Pedagogies

in Enterprise Education and Sustainability Education. World Environmental Education Congress (WEEC),

Gothenburg, Sweden, 29 June – 2 July 2015

Wyness, L. and Jones, P. Different Languages, Shared Goals? Starting a conversation between Enterprise

Education and Sustainability Education. European Conference on Educational Research (ECER) 2015:

Education and Transition - Contributions from Educational Research, Corvinus University of Budapest,

Hungary, 7 - 11 September

42

Appendix 3: Main PedRIO workshops, seminars and conferences 2015

8 January Conference - Education for Sustainability in Higher Education: achievements and prospects

14 January Theme Group seminar - Quantitative Reasoning: Bootstrapping

4 February The Flipped Classroom

11 February Personal Tutoring

24 February Unconscious Bias in Teaching and Learning

3 March Occasional Seminar series: A chair in ten years - Pauline Kneale

4 March Inclusive Examinations

11 March Culturally Inclusive Pedagogy/Institute of Education - Teaching inclusively: changing

pedagogical spaces

11 March Being an Associate Lecturer

7 March The Two Hour Interactive Classroom

16-17 April Conference - Centre for Recording Achievement annual conference – researching and

Evaluating Recording Achievement, Personal Development Planning and e-Portfolio

17 April Conference: Fourth PedRIO Annual Conference

26 April CSF innovation pedagogy cafe series: Sustainability education through community

engagement – Roz Birch and Alun Morgan

7 May National Teaching Fellowship (NTF) guidance - Priska Schoenborn

8 May Occasional Seminar series: Voice Workshop - Wendy Nieper

13 May CSF innovation pedagogy café series with Students from School of Architecture, Design &

Environment

18 May Delivering intensive immersive modules

26 May Problem Based Learning (PBL)

3rd June Plymouth Plus Forum

10th June Doing better at personal tutoring

16th June Associate Lecturer workshop

18th June National Teaching Fellowship (NTF) guidance

24th June Flipped Classroom

26th June VC's 13th Annual Teaching and Learning Conference - Creating an excellent learning

experience

1st July Engaging Students in Feedback

6th July Delivering Intensive Immersive Modules

7th July The Two Hour Interactive Classroom

10th September Culturally Inclusive Pedagogy - Exploring culturally responsive pedagogy and shifting

inclusive pedagogy - crossing borders with international voices

7th October Problem Based Learning (PBL)

12th October Writing and Publishing 3* papers in pedagogic research

3rd November A chair in ten years

4th November Changing Attitudes to Assessment and Feedback

13th November Facilitating Small Group Teaching and Learning

19th November Group Work

3rd December Unconscious Bias

3rd December Conference: Methodological Innovations Conference with the Institute of Health and

Community

10th December Facilitating Inclusive Teaching and Learning

43

14th December The Two Hour Interactive Classroom

16th December CSF Innovation in Pedagogy Café: Sustainability Education and the new Plymouth University

Compass

Appendix 4: PhD Students and Early Career Researchers 2015

PhD Students

Cathy Schofield Truro College

Derek Dodd Institute of Education, Faculty of Arts and Humanities

Sally Hanks PU Peninsula Schools of Medicine and Dentistry

Heather Knight Institute of Education, Faculty of Arts and Humanities

Mehmet Mart Institute of Education, Faculty of Arts and Humanities

Julie Osborne City of Bristol College

Early Career Researchers

Andrew Edwards-Jones Chloe Harvey David Morrison Emily Danvers

Jane Collings Patricia Nash Reema Muneer Sebastian Stevens

Wendy Miller

Appendix 5: PedRIO Fellows Highlights 2015

Kamran Ali - Awarded 40th Anniversary Scholarship for Research in Dental Education by the Association of

Dental Education in Europe (ADEE). Involved in a multi-centre research involving Dental Schools in Wales,

Ireland, Switzerland and England (WISE Group) to compare the learning approaches, learning styles and

attitudes to communication skills of undergraduate dental students. This research is a longitudinal study

and is in its fifth and final year now. Initial results previously presented as “Comparison of Approaches to

Learning Amongst First Year Students at Three Dental Schools in the UK”, 36th ADEE Meeting Amsterdam,

The Netherlands, August 25-28, 2010

Julian Archer - is working with the Universities of York and Manchester to explore the organisational

impact of medical revalidation and with Universities of Manchester, UCL, NHS Education for Scotland and

Health Improvement Scotland, Wales Deanery and the Belfast Acute and Social Care Trust to explore the

regulatory impact of medical revalidation. Also working with the National Clinical Assessment Service

(NCAS) to establish better remediation packages for failing doctors, dentists and pharmacists with a related

evaluative research programme.

Julian Archer, Lee Combes and Martin Roberts Commissioned work from the Royal College of Psychiatrists

– Analysis of all WBA data for 2014 and WBAs 3 point pilot study. £13,800

44

Julian Archer and Sam Regan de Bere - Australian Health Practitioner Regulation Agency (AHPRA) Request

to shape the future of medical revalidation in Australia. Funding awarded for - Revalidation: the evidence

for revalidation and options for revalidation in the Australian context. AUD $99,714

Julian Archer, Marie Bryce, Timothy O’Brien, Martin Roberts and Daniel Zahra - General Dental Council -

Analysis of General Dental Council Fitness to Practise complaints data. £19,663.

Emily Beaumont - Enterprise Educators UK Research Project Fund: Exploring the Missing Perspective –

Using the student perspective to measure the impact of enterprise education. £3967

Anne Bentley - UK Council for International Student Affairs Research Grant for - Reaching out to enhance

the wellbeing of international students. Are university counselling and wellbeing services accessible and

inclusive? £5000. Also supported students as part of an ELC 307 student consultancy project. The students

produced a report into perceptions of the Student Counselling Service by Non-European students in June

2015.

Nicola Brennan - working collaboratively with the University of Exeter and University of Oxford on a realist

review to improve antimicrobial prescribing of doctors in training. In addition working with the University

of Exeter on a realist review of appraisal of doctors.

Rosie Brennan - Consultant to ESRC funded project: "Explaining geographic disparities in asylum appeal

success rates at different hearing centres around the UK". Project Lead: Exeter University Dr Nick Gill.

Publications anticipated before end 2015 in Refugee Law Initiative working paper series and Social & Legal

studies.

Marie Bryce - Lead research fellow on the UMbRELLA study, a UK-wide collaboration evaluating the

regulatory impact of medical revalidation.

Arunangsu Chatterjee - Strategic partnership development with Torbay Horizon Center to advance

simulation based research and immersive learning. Organised and co-chaired the Assessment and

Technology Conference in Plymouth. External Advisor for EU FP 7 learning layers project

Arunangsu Chatterjee and Thomas Gale - Msanga Mentor Ebola Initiative. January 2015. Game enhanced

distributed simulation for healthcare worker training in West Africa. £64,000

Arunangsu Chatterjee and Julian Archer - Division of Education and Scholarship, Medical School, July 2015.

Cognitive analysis of students’ Digital Learning Environment use: A human computer interaction study to

enhance online modelling of spiral curricula. Award £8,500

Penny Childs, Hugo de Rijke and Nigel Firth - ‘The gap between law student career aspirations and

employment opportunities’ in 48(1) The Law Teacher: International Journal of Legal Education 51-68.

Article featured in February 2015 as one of Routledge's 'Social Sciences Most Read' and as one of the top

three most downloaded articles in the Law Teacher.

Tracey Collett - As lead of the UK sociology steering group for the behavioural and social sciences teaching

in medical education network (BESST), involved in an ongoing collaboration to promote dialogue and best

practice with regards to social sciences teaching and medical education. Following publication of the core

curriculum, which has been endorsed by a wide range of stakeholders (patient groups, sociology teachers

and medical educators and clinicians), editing a special edition of MedEdWorld publish and an AMEE guide

on sociology teaching in medical education.

45

Debby Cotton - National Teaching Fellowship £10,000. PhD external examining at RMIT Australia and

working on collaborative project with Jennie Winter and Professor Zhen Zhang from Fudan University,

China on Sustainability in Economics and Finance disciplines. Working with Chris Shiel from Bournemouth

University and Arminda Paco from University of Beira Interior, Portugal on energy literacy.

Debby Cotton and Tricia Nash - Investigating the experience of care leavers at Plymouth University: Staff

perspectives. £7500

Hugo de Rijke - (2014-16) Legal education project in Sierra Leone, jointly funded by Association of Law

Teachers and DFID Access to Justice and Security Programme. 'Training the trainers' and enhancing student

competency at law schools. Award £8,000 to date. Submitted proposal as principal investigator for

BA/DFID anti-corruption project, in collaboration with co-investigators Adam Goguen (University of Makeni,

Sierra Leone) and Professor Stephanie Decker (Aston University), 25 June 2015.

Andy Edwards-Jones - As Plymouth University representative on the British Conference of Undergraduate

Research (BCUR), contributed to discussions on the future direction of BCUR as an organisation, as well as

liaising with Schools and Faculties while coordinating undergraduate research dissemination opportunities

at the 2015 Posters in Parliament and BCUR 2015 events. Worked with Professor Pauline Kneale, Dr Helen

Walkington (Oxford Brookes) and Dr Jennifer Hill (West of England) on dissemination of research on

student perceptions of undergraduate research conference experiences. Worked with Dr Rowena Passy

and Dr Tanya Ovenden-Hope (Cornwall College Group) on longitudinal research of Coastal Academy staff

and students’ experiences of transition of a school to Academy status. Working with Professor Brahm

Norwich (Graduate School of Education, College of Social Sciences and International Studies, University of

Exeter) on a pilot study of the application of Lesson Study method to teaching Mathematics to children

with moderate learning difficulties.

Ruth Endacott, G Adams, M Sully, K Churchill, J Gidman, M H Arti, P McDonagh, B Kent and J Latour -

Health Education SouthWest - Managing hydration risk: an education initiative for healthcare professionals,

patients and carers. £44,325

Mick Fuller, Debby Cotton and Karen Gresty - HEFCE-funded Postgraduate Experience Project (PEP), led

by Kingston University. Plymouth University element of funding £250,000

Suanne Gibson - Collaboration with colleagues on International Seminar: Exploring culturally responsive

pedagogy and shifting inclusive pedagogy – crossing borders with international voices, which took place at

Plymouth University.

Kerry Gilbert - Worked with Pippa Trimble (Law), to develop an interprofessional learning PBL Case Unit for

both Medical and Law students to explore medical ethics as dealt with in medicine and as viewed by the

law. Worked with Hilary Neve (PU PSMD) and representatives from: Law, Learning Skills, Teaching and

Learning, Marine Sciences, Maths, Physiotherapy and others, leading a Pan-University Interest Group on

Problem-Based Learning. Worked with Widening Access to Medicine alongside medical students in local

Primary Schools in the Teddy Bear Hospital and familiarization with medicine scheme.

Kerry Gilbert and Hilary Neve (PUPSMD) worked with Priska Schoenborn (Teaching and Learning Support)

and Joseph Allison (Learning Development) to design and implement a workshop: Facilitating Small Group

Teaching and Learning

46

Kerry Gilbert and Louise Alldridge (PUPSMD) worked with Careers representatives from local secondary

schools to introduce a Widening Participation Peer-Assistance Scheme for students interested in applying

to medical school and with the Junior Skills for Life Scheme organized by Plymouth City Council in a

workshop aimed at improving Y6 students understanding of basic life support skills.

Karen Gresty - Member of the Centre for Recording Achievement (CRA), 15th Annual Residential Seminar

Planning Committee: Sheffield Event December 3-4th, 2015. CRA Institutional academic lead for the Higher

Education Achievement Report (HEAR), first implemented at Plymouth July 2015. Collaborated with

Andrew Edwards-Jones and Troy Heffernan and Dr Wei Pan (Hong Kong University) on risk in research-

informed teaching.

Tristan Henderson, Ruth Endacott, Jonathan Marsden and S Black - College of Paramedics – Research

Grant - The skills-maintenance, competence paradigm within contemporary paramedic practice. £1000

John Hilsdon - Continues to be an editor and chair of the editorial board of the Journal of Learning

Development in Higher Education http://www.aldinhe.ac.uk/ojs/index.php?journal=jldhe Steering group

member of the Association for Learning Development in Higher Education.

Valerie Huggins - With OMEP ‘Examples of good practice in promoting Education for Sustainable

Development in Ethiopia’: OMEP ERS-SDEC workshop at College of Education, EWHA Woman’s University,

Seoul, South Korea, 12-13th January 2015. With Nekemte College of Teacher Education, Exeter Ethiopia

Link and Affinity. Developing pre-primary education in sub-Saharan contexts: a collaborative project with

Nekemte College of Teacher Education, Ethiopia. ICCI/Affinity £1000; Exeter-Ethiopia Link £2000.

With Plymouth Ghana Link, scoping visit to Sekondi-Takoradi July 2015. Faculty of Arts and Humanities

International Development Fund - £1,400. With Natural Connections: ‘Outdoor Learning Champions in

SW England’ - £1500. Torbay Action Research in Early Years: Developing Outdoor Learning. £3000

Karen Johnstone, Poorna Gunasekera, Paul Lambe and David Bristow - PUPSMD Education Award for the

study 'Factors affecting attainment of international medical students in PU PSMD'. £3000

Hisham Khalil - Awarded an Innovation Fund by Health Education South West for development of a

communication skills App

Pauline Kneale - Member of HEFCE, Quality, Accountability and Regulation Strategic Advisory Committee.

Working with contributors to edit ‘Masters Level Teaching, Learning and Assessment: issues in design and

delivery’. Working with Helen Walkington (Oxford Brookes), Jennifer Hill (West of England) and Andy

Edwards Jones on dissemination of research on student perceptions of undergraduate research conference

experiences.

Pauline Kneale, Debby Cotton and Wendy Miller - Higher Education Academy project: REF2014, HE

Pedagogic Research and Impact. £30,000

Pauline Kneale, Jennie Winter, Rebecca Turner and Lucy Spowart Higher Education Academy project -

Evaluating teaching development in Higher Education: towards impact assessment. £100,000

Pauline Kneale, Neil Witt, David Coslett and Anne McDermott Higher Education Academy Vice

Chancellor’s and Principal’s Strategic Excellence Initiative Award: Effective Learner Analytics: a senior

leadership – staff - student informed approach. £25,000

Paul Lambe - Appointed as board member of the Medical School Council Selection Alliance.

47

Linda la Velle - Erasmus + project PhenoloGIT (lead partner, four countries) f €258,930. Erasmus + project

Robo21stC (UK partner, five countries) £39,868

Hilary Neve - Co-leading an International Threshold Concepts in Health group, first meeting January 2015.

Collaboration between Medical School (Hilary Neve) and Dental School (Sally Hanks) on the design and

assessment of reflective writing in both Schools

Hilary Neve and Kerry Gilbert - PU PSMD Division of Education and Scholarship Award. - Exploring

Threshold Concepts in Problem Based Learning. £3922.90

Sam Regan de Bere Vice-President of the Association for Medical Humanities and Medical Education

Advisor to Arts Health South West. Collaborations in 2015 with: the Academy of Royal Medical Colleges UK

to explore the training opportunities for PPI in the Royal Colleges; NHS England to explore and evaluate

training programmes for PPI in medical regulation; the Health Foundation to establish a research-based

guide for PPI for health care employers and patients; GMC and Department of Health Patient

Representatives, as facilitator of the National PPI Forum (UK). Academic consultant to the Schwartz Centre

rounds at Derriford Hospital, Plymouth. Working with: Dr Richard Ayres (Cumberland Centre Academic

Healthcare Centre) and Dr Lynsey Withers (Devonport Lifehouse Salvation Army) to evaluate the impact of

PPI in social engagement education involving patients, health care professions and communities;

Universities of Manchester, UCL, NHS Education for Scotland and Health Improvement Scotland, Wales

Deanery and the Belfast Acute and Social Care Trust to explore the role of patients and the public in the

regulatory impact of medical revalidation; Professor Jones, Dr Kim Young and the Patients Association to

establish patient and public collaborative research and related curriculum development across faculties of

PUPSMD and Health. Chair of the Patient and Public Involvement Education Strategy (PPIES) Group at

Plymouth University, an inter-faculty collaboration for the development of PPI research-into-education

initiatives in health professions education

Sam Regan de Bere, Suzanne Nunn and Rebecca Pitt - Award from Health Foundation UK for a guide to PPI

for health professions employers. £30,000.

Sam Regan de Bere, Suzanne Nunn and Mona Nasser - Award from the General Medical Council for

Factors Affecting Differential Attainment in the UK: a systematic review. £39,500

Lucy Spowart - Plymouth University representative for the International student employability and industry

benchmarking project and Global Think Tank Summit, Tasmania 23-25 November, 2015

Stephen Sterling - Continued to work with UNESCO and appointed Vice-Chair of International Panel for

UNESCO-Japan ESD Prize. https://en.unesco.org/prize-esd. Invited by the International Council for Science

(ICSU) to join an international panel of 40 experts to work on a critical review of the UN Sustainable

Development Goals. Wrote the commentary on ‘Goal 4: Education’

http://www.icsu.org/publications/reports-and-reviews/review-of-targets-for-the-sustainable-

development-goals-the-science-perspective-2015. Initial collaborations with Sustainability in Education

Policy Network (SEPN), University of Saskatchewan, Canada. Advisor to School of Nursing and Midwifery

NurSUS project, funded by EU Erasmus+.

Mark Stone, Claire Gray, Rebecca Turner, Anne McDermott, Carole Sutton, Julie Swain and Pauline

Kneale - Higher Education Funding Council for England (HEFCE) funded project – Piloting and evaluating

measures of learning gain in higher education. £100,000

48

Rebecca Turner - Elected member of the SEDA Executive, and member of the SEDA Papers Committee.

Developed and delivering an online course ‘supporting higher education in college settings’ on behalf of

SEDA. Collaborations in 2015 with Dr Rong Huang, School of Tourism and Hospitality, International

Students employability, Dr Claire Gray (Academic Partnerships), Carole Sutton (School of Government),

Julie Swain and Mark Stone (Academic Partnership), Research methods teaching in HE in FE, Dr Liz

McKenzie and Dr Ken Gale (PIE), Reflective practice and CPD in HE in FE.

Paul Warwick - ESRC Seminar Series ‘Freedom to Learn’ an international cross-sector seminar series

exploring socially just education and inequalities in education, a partnership with 7 other HEIs. £25,519.

PU PedRIO project funding: What happens to the sustainably educated? A longitudinal study of Plymouth

University graduates. £9,333. Advisor to the Sustain European Sustainability Education Project. Regional

Centre for Sustainability Education (RCE) Severn Steering Group Member. Advisor to School of Nursing and

Midwifery NurSUS project, funded by EU Erasmus+.

Neil Witt and the Academic Support, Technology and Innovation (ASTI) team Runner up in ALT Learning

Technologist of the Year award. Winner of ALT Learning Technologist of the Year Community Choice award

G. Wong, Nicola Brennan, Karen Mattick, M. Pearson. and S. Briscoe - National Institute for Health

Research Health Services and Delivery Research NIHR HS&DR - Interventions to improve antimicrobial

prescribing of doctors in training: A realist review. £187,540.80.

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