• Are training and education mutually exclusive?

      Lane, Kit; Lewis, Simon P.; University of Derby (2015)
      Stage’ at the PLASA London show, October 2015. Our talk was in response to a view held widely in the live event industry that degree level programs do not adequately prepare students for the industry. We outlined the approaches to real-world learning that we have applied over the years in the Sound, Light and Live Event Technology degree and the Technical Theatre Degree and described the Learning Theatre. We presented a number of case studies of high profile graduate destinations.
    • Bonfire of the inanities

      Lennox, Peter; University of Derby (30/09/2010)
      Times are hard and cuts have to be made, so let’s start by putting an end to verbosity and all those mind-bogglingly long assignments, research papers and reports,writes Peter Lennox, succinctly
    • Engaging in pedagogic and artistic practice in a learning theatre

      Daly, Darren; Barth, Caroline; Shelton, Fiona; University of Derby (2015)
      This is a case study of the Learning Theatre, identifying some of the challenges and successes of its collaborative HE projects.The presentation was part of a conference investigating partnerships between HEIs and Professional Theatres. It gives an overview of some of the learning initiatives that the theatre operates and the concept of the Learning Theatre and then focusses on a case study of the ‘Company Aside’ initiative within this context. The research is focussed on student experience throughout the process and identifies key considerations for the development of the scheme and the partnership.
    • Exploring real world learning through Company Aside

      Daly, Darren; Barth, Caroline; Shelton, Fiona; University of Derby (2014)
      This is a case study of the ‘Company Aside’ initiative at Derby Theatre focussed on its efficacy as a learning model. The presentation was part of The University of Derby’s Learning, Teaching and Assessment conference on Pedagogies for The Future. It is an evaluative case study of the ‘Company Aside’ initiative as a learning model. The research was drawn from focus group discussions and questionnaires with students and professionals engaged on the programme, identifying key challenges, successes and considerations for further development.
    • Higher Education Academy Fellowship

      Lennox, Peter; University of Derby (2014)
      Having a lifelong interest in knowledge and learning, I view the claims and practices of education and higher education practices with active and interested skepticism, which comes out of a profound optimism – that what we have now is not the best we could have. Higher education should always be in the best interests of the individual being educated, tempered by the interests of society at large; above all, education should do no harm. It seems to me that this “bottom up” approach, whereby improving the thinking abilities of individuals improves the behavior of whole societies is the primary reason for the expensive activity of education. Economic research indicates correlations between education and state prosperity (Berger and Fisher 2013) though benefits of increased productivity may not necessarily be equally distributed. Furthermore, the causal mechanisms at play are not finely elucidated.
    • How to develop creative capacity for the fourth industrial revolution: Creativity and employability in higher education

      Wilson, Chris; Lennox, Peter; Brown, Michael; Hughes, Gareth; University of Derby (Knowledge, Innovation & Enterprise, 15/10/2017)
      With changing patterns of accountability in higher education, universities are becoming increasingly focused on performing well against a growing number of metrics. Many used as proxy measures to indicate value of educational experience, amongst the most common and perhaps most notable are those relating to graduate career destinations. Universities have never been more focused on ensuring that graduates are ‘employable’. In the midst of the fourth industrial revolution, numerous studies highlight the potential significance and value of creativity, problem-solving and critical thinking, for successful navigation of the complexities of the future. Consequently, these capacities are becoming more significant in determining graduate career development and educational strategy in higher education. This chapter presents a synthesis of related fields of research to construct an outline framework for the development of organizational creativity and creative graduates concluding that there are aspects of current pedagogical practice capable of worthwhile reform.