• Curriculum renewal in interprofessional education in health: establishing leadership and capacity

      Forman, Dawn; Dunston, Roger; Thistlethwaite, Jill; Moran, Monica Catherine; Steketee, Carole; University of Derby (Office for Learning and Teaching Australia, 2016)
      The Curriculum Renewal for Interprofessional Education in Health: ‘Establishing Leadership and Capacity’ (ELC) project builds from a number of Australian and global studies and reports that address a range of critical issues associated with the development of interprofessional education (IPE) and interprofessional practice (IPP) within Australia and globally2.
    • The curriculum: Anyone can teach a dog to whistle

      Shelton, Fiona; University of Derby (Routledge, 2015)
    • Customer satisfaction with career guidance: a literature review

      Hooley, Tristram; Neary, Siobhan; Morris, Marian; Mackay, Susan; SQW; International Centre for Guidance Studies (iCeGS) (2016-03)
      This paper reports on the findings from a review of the literature relating to customer satisfaction with career guidance services. The review finds that reported levels of satisfaction with career guidance are typically high (ranging between 70-89%). However, it also reveals that there are challenges in measuring customer satisfaction in a consistent way and questions around the extent to which customer satisfaction correlates with other desirable outcomes of career guidance, such as career management skills and progression to further learning and work. The review sets out a model of factors that influence customer satisfaction which includes the individual and their expectations, the context in which the service is delivered, how the service is delivered and how the interaction is followed up. At present, there is little hard evidence suggesting a clear link between customer satisfaction and the other two outcomes that the National Careers Service is interested in (career management skills and progression).
    • D.I.Y: Hydrophonics.

      Locke, Caroline; University of Derby; University of Chichester (University of Chichester, 2015)
      D.I.Y Too is a new book about “do it yourself” performance, with contributions made by over 30 arts practitioners and collectives. It's a sequel of sorts - or rather; a continuation - to a recent text that platformed a growing community of voices in theatre, art, dance and performance making. Its aim is to articulate and contextualise an ethos and practice within contemporary art called "DIY" theatre and performance. This book is a text that provokes, prescribes, instructs, argues, plays, advises, promotes and describes. Its emphasis is on how theatre makers can encourage and evolve performance making by sharing their theories and practices, to help empower more artists to engage with this way of working. Critically (or theoretically) this book addresses a wide range of perspectives on "DIY" theatre and performance and identifies key axioms and dichotomies between ethos and style. Contributors: Accidental Collective: Pippa Bailey: Simon Bowes: Daniel Bye: Karen Christopher: Helen Cole: Dirty Market: Fictional Dogshelf: Emma Frankland and Keir Cooper: Gob Squad: Donald Hutera: Mamoru Iriguchi: Dan Koop: Lila Dance: Caroline Locke: LOW PROFILE: Rachel Mars: Harun Morrison: Hannah Nicklin: Joseph O'Farrell (JOF): Paper Cinema: Patternfight: Plastic Castles: Sh!t Theatre: Sleeping Trees: Sleepwalk Collective: Tassos Stevens: Shamira Turner, Little Bulb: Uninvited Guests: Hannah Jane Walker: Melanie Wilson: Greg Wohead: Caroline Wright and Helen Paris.
    • The Dangerous Rise of Therapeutic Education

      Hayes, Dennis; Ecclestone, Kathryn; University of Derby; University of Sheffield (Routledge Education Classic Editions, 2019-02-07)
      The Dangerous Rise of Therapeutic Education confronts the silent ascendancy of a therapeutic ethos across the educational system and into the workplace. Controversial and compelling, Kathryn Ecclestone and Dennis Hayes’ classic text uses a wealth of examples across the education system, from primary schools to university and the workplace, to show how therapeutic education is turning children, young people and adults into anxious and self-preoccupied individuals rather than aspiring, optimistic and resilient learners who want to know everything about the world. Remaining extremely topical, the chapters illuminate the powerful effects of therapeutic education, including: How therapeutic learning is taking shape, now and in the future How therapeutic ideas from popular culture have come to govern social thought and policies How the fostering of dependence and compulsory participation in therapeutic activities that encourage the disclosing of emotions, can undermine parents’ and teachers’ confidence and authority How therapeutic forms of teacher training undermine faith in the pursuit of knowledge How political initiatives in emotional literacy, emotional wellbeing and ‘positive mental health’ propagate a diminished view of human potential throughout the education system and the workplace. The Dangerous Rise of Therapeutic Education is an eye-opening read for every teacher and leader across the field of education, and every parent and student, who is passionate about the power of knowledge to transform people’s lives. It is a call for a debate about the growing impact of therapeutic education and what it means for learning now and in the future.
    • Dealing with the ever changing policy landscape: Learning from international practice

      Hooley, Tristram; University of Derby (Career Development Association of New Zealand, 2016)
    • Death, landscape and memorialisation in Victorian urban society: Nottingham's General Cemetery (1837) and Church Cemetery (1856)

      Elliott, Paul; University of Derby (The Thoroton Society, 2021-05-13)
      This article argues that through their buildings, landscaping, planting, monuments and management, Nottingham’s Victorian garden cemeteries functioned as heterotopias and heterochronias enabling visitors to traverse the globe, serving as portals to remote places and linking past with present and future and the living and dead. By the 1820s, the town faced problems associated with a high population density, crowded churchyards and poor public health, exacerbated by space restrictions caused by burgess rights to surrounding common lands. From the 1830s campaigners called for a comprehensive enclosure act with associated public green spaces intended to compensate the burgesses for loss of rights of common. As the first specially-designed public green space established under the reformed corporation, the General Cemetery (1837) played a crucial role in winning support for the Nottingham Enclosure Act (1845). This enabled the creation of the Nottingham Arboretum (1852) and other interconnected public parks and walks, providing additional space for the General Cemetery and land for a new Anglican Church Cemetery (1856). Landscaped and planted like a country-house garden with some (but not universal) interdenominational support, the General Cemetery provided a model for the public parks laid out after the 1845 act. It was also seen as an arboretum because of its extensive tree collection, which pre-dated the arboretums in Derby (1840) and Nottingham (1852). The Church Cemetery too, with its commanding location, landscaping, planting, antiquities and rich historical associations, likewise effectively served as another public park. Although quickly joined by other urban and suburban cemeteries in the Nottingham vicinity, the two Victorian garden cemeteries served the needs of a modern industrial population whilst invoking memories of communities long gone. Like the botanical gardens, arboretums, art galleries, museums and libraries, the two cemeteries were intended to further the objectives of middle-class rational recreationists as well as to serve moral and religious purposes and foster urban identity, even if, like them, they remained institutions divided by class and religion.
    • Deep Space

      Crossley, John; University of Derby (Sound on Sound Ltd., 2015)
      For this ambitious project, John Crossley had a full live band play through a 16-speaker system, to create an immersive performance inspired by the Rosetta spacecraft’s journey through the solar system.
    • A defining moment in personal tutoring: reflections on personal tutoring definitions and their implications

      Walker, Ben; University of Lincoln (University of Lincoln, 2018)
      Despite personal tutoring being a highly important area, it has a contested nature. One contention concerns its definition: in simple terms, what personal tutoring is and, by extension, what effective personal tutoring is. A book on personal tutoring (Stork and Walker, 2015) I co-authored entitled Becoming an Outstanding Personal Tutor - which aims to define the role of the personal tutor in further education as well as explain and demonstrate how to carry out the role effectively) - raises a number of questions to be explored further. These have been brought into sharper focus by both my journey from further to higher education and as a result of my ‘practical’ role as a manager of personal tutoring. The most urgent of these questions are centred on the theme of definition. What alternative definitions are out there? Are single definitions sufficient for the complexity of tutoring? When it comes to personal tutoring, what constitutes a definition anyway? The urgency stems from the increased importance placed on personal tutoring resulting from contextual developments and as shown from the findings of key research reports on the retention and success of students. Similarly, if there is a broad consensus that personal tutoring is vital, then further debate around what it stands for, and should stand for, in terms of good practice, needs to take place. Informed by critical pedagogy, this article will consider these questions of definition and the potential implications for organisations, those undertaking the role and students.
    • Defining the female artist: Marion Adnams and surrealism

      Forde, Teresa; University of Derby (07/03/2018)
      Marion Adnams’ work can be placed into different periods and subject matter and curating her work involves making decisions about such criteria. But to what extent are wider grouping useful in defining an artist’s work and does placing Marion Adnams in the context of Surrealism offer any insights into her practice? The relationship of women artists to Surrealism and the female/male dichotomies within the movement will be considered in relation to the ways in which they resonate with motifs and themes within Marion Adnams’ own work. French Surrealism was largely envisaged as a collective movement, encapsulated in its British counterpart in the work of artists such as Nash and Agar, in painting, found objects and poetry, which may provide an understanding of Marion’s individual yet surrealist approach to her work.
    • Deformed Electronic Dance Music

      Vandemast-Bell, Paul; University of Derby (2016)
      This performance investigates the ways in which improvisation and digital repetition can be brought together to produce what I have termed ‘Deformed EDM (Electronic Dance Music)’. Digital repetition is generally employed in EDM performance to create fluid transitions between predetermined loops synchronised to a global tempo. I am interested in what lies beyond the boundaries of conventional 4/4, loop-based EDM performance and new modes of live interaction beyond the norm. In the performance I explore the tension between musician/machine and control/unpredictability. The performance is made possible by nativeKONTROL’s Clyphx MIDI Remote Scripts for Ableton Live and a custom Ableton Push Controller mapping, which allows the user to extend and rework the relationship between musician and machine. In extending the creative possibilities of commercial devices beyond what they offer 'out of the box', novel forms of interaction can be uncovered and new musical terrain observed. Original electronic source material is reimagined through real-time loop manipulation to create synchronous/asynchronous rhythms and textures, evolved with effects and dynamic processors.
    • Delivering drama: drama in education practitioner Ava Hunt on what it's like to work in a war-torn region

      Hunt, Ava (Arts Industry, 2008-10-24)
      An account of the challenges of introducing drama skills to English teachers in Sri Lanka, against complex social issues of a war torn country.
    • The democratic development potential of a cultural ecosystem approach

      Barker, Victoria; University of Derby (University of Warwick, 2020-01-20)
      Culture is increasingly being deployed as a tool to deliver development policy, with ‘development’ seen as a process rather than as an outcome, in the same way that culture can be seen (and has a long history of such) as a “noun of process” (Williams 1976: 87). This has been usefully summed up by Duxbury, Kangas & De Beukelaer referencing Sen (1999) as the underlying idea that “development should not be considered as a finality (generally expressed in a monetary value derived from work) but the extent to which people are able to participate in political, social and economic life” (2017: 216). Development policy encompasses a broad range of focus from the industrial and economic to sustainable and human development agendas. Cultural policy itself is now predominantly framed within a model of economic growth, which limits opportunities to discuss more inclusive, accessible and participatory aspects that form this paper’s approach to democratic development. The following discussion explores the potential for cultural policy activity to develop inclusive and rich relationships from local to international scales, and to broaden the discussion of growth beyond the economic, through the device of the cultural ecosystem.
    • DerbyVoice

      McMahon, Daithí; Jones, Rhiannon; University of Derby (2021-07-19)
      DerbyVoice is a research project led by University of Derby academics Dr Rhiannon Jones and Dr Daithí McMahon that engaged 300 young people from areas of deprivation in Derby and at risk of exclusion from education to create a public art installation. From July 16-19, 2021, the project exhibited for four days on the grounds of Derby Cathedral and attracted 80-110 visitors each day. The artistic and dialogic methodology used the Social Higher Education Depot (S.H.E.D) to create a co-designed site-specific installation in a prominent city centre location to offer a platform for artistic expression and act as an instigator for change to enable and empower young people in the city. The physical installation was designed by University of Derby students, in consultation with the research leads for the DerbyVoice project and responded to the theme of youth voice. As well as featuring the work of several community development partners from the city, the researchers commissioned seven young Derby artists to create bespoke work through their medium (music, illustration, fine art, photography, videography, graphic design and urban art) with the objective of offering a springboard for their burgeoning artistic careers. DerbyVoice provides young people with opportunities to share their contemplations and reflections on their city and their current concerns – Black Lives Matter (BLM), education reform, employment and personal and mental well-being - issues exacerbated by the COVID-19 pandemic. The research has identified key barriers including the lack of cultural integration outside of school and the positive impact of financial and family support on young artists. The aim of this project is to enhance well-being, widen access to the arts and increase cultural opportunities for young people in Derby. The researchers also aim to instigate a shift in thinking about formal education and redefine the way young people’s voices are understood and can influence policy and act as a call for social, cultural and political change. The research highlights the benefits of artistic installations as cultural and consultation spaces for stakeholders, the public and policy-makers to engage directly with urban youth, through creative place-making. The research actively contributes to the cultural offer in Derby and highlights the benefits of socially-engaged art with the aspiration that it could instigate similar projects in the future.
    • Designing a new documentary landscape: A renegotiation of documentary voice through animated collage

      Bosward, Marc; Bevan, Greg; University of Derby; University of Aberystwyth (Intellect, 2013-12)
      Documentaries represent issues and aspects of the socio-historical world. They do so through a selection and combination of audio and visual components. Inevitably, this practice makes intrinsic claims about documentary’s ability to represent the world both accurately and reliably. Facts, information, balance and reliability are the bedrock of documentary vocabulary. Comparatively few practitioners have genuinely interrogated the veracity of their craft; authenticity, evidence and objectivity remain central to the language of their practice. As the result of a mediated process, a documentary film is, at best, a crafted version of reality and its conventions are designed and developed to convince audiences of the authenticity of their particular representation of the world. Documentary’s traditional journalistic and pseudo-scientific status has hampered its development as a discursive art form capable of exploring a much broader sphere of human experience. Using a selection of still images, this article aims to contextualize, reflect on and illuminate the short, animated documentary Fforest (2009) by G. Bevan and M. Bosward. Drawing on the practice and principles of collage, the film seeks to expand the language of documentary production by deliberately undermining traditional approaches to knowledge, authority and fact. It explores potential new terrain for documentary by generating a non-realist, visual aesthetic that is not bound to traditional discourses of ‘sobriety’, whilst reaffirming the documentary as a composition which must be designed and assembled, in which authorial voice must be constructed rather than simply stated, and in which meaning is not necessarily explicit.
    • Destroying creativity

      Lennox, Peter; Wilson, Chris; Brown, Michael; University of Derby (23/06/2016)
    • Developing a new generation of careers leaders: An evaluation of the Teach First Careers and Employability Initiative

      Hooley, Tristram; Dodd, Vanessa; Shepherd, Claire; University of Derby (International Centre for Guidance Studies, University of Derby, 2016)
    • Developing a new generation of careers leaders: Executive summary

      Hooley, Tristram; Dodd, Vanessa; Shepherd, Claire; University of Derby (International Centre for Guidance Studies, University of Derby, 2016)
    • Developing an identity as an EdD leader: A reflexive narrative account.

      Tupling, Claire; Outhwaite, Deborah Emily; University of Derby; University of Warwick (Sage, 2017-11-22)
      This article considers the challenges encountered by a recently appointed assistant programme leader in establishing an identity as a leader of an EdD programme. In discussing literature on the development of the EdD, the article recognizes an existing concern with student identity but highlights a need to consider the development of the EdD leader’s identity as a leader. Employing a reflexive narrative, the article emphasizes the centrality of the leader’s disabled identity in considering the role of assistant programme leader and thus becoming a leader. The EdD is identified as a social space where colleagues are often engaged in their professional learning with the EdD leadership team providing support. This article tracks some of the commonplace behaviours around such learning in a post-1992 institution, and discusses the implications for EdD leadership and management teams when trying to consider and implement changes to established organizational cultures.