• Academic freedom means free speech and no "buts"

      Hayes, Dennis; Academics For Academic Freedom (The Free Society, 2008)
      In this short paper Dennis Hayes argues that academics have a responsibility to challenge conventional wisdom.
    • After Brexit, snowflake professors need to grow up

      Hayes, Dennis; University of Derby (spiked Ltd., 2016-12-12)
      'Stupid', 'racist' and 'uneducated' – many academics think that these three wordscharacterise the 17.4 million people who voted for Brexit. They are upset by the referendum and universities are so concerned with staff wellbeing that they are offering academics Brexit therapy!
    • Agency in the darkness: ‘fear of the unknown’, learning disability and teacher education for inclusion

      Robinson, Deborah; Goodey, Chris; University of Derby; University of Leicester; Institute of Education, University of Derby, Derby, UK; Centre for Medical Humanities, University of Leicester, Leicester, UK (Taylor and Francis, 2017-09-04)
      This paper proposes inclusion phobia as a sharper and more operative definition of the ‘fear of the unknown’ often cited as an explanation for resistance to inclusive education. Using ‘severe and profound learning disability’ as the paradigm case, we situate the phobia surrounding this label in its social and historical context. Our hypothesis is that resistance to inclusion for this group is not rational but amounts to a thought disorder in a psychiatric sense. Using qualitative case studies of pre-service teachers on practicum and head teachers engaged in decisions about admissions, we demonstrate the workings and impact of inclusion phobia. We illustrate its trajectory from a general social dysfunction, to the systems that channel it to the individuals caught up in it. Our aim is to expose inclusion phobia so that, teacher educators, teachers and pre-service teachers might, in knowing it, find new ways to remedy it. In doing so, long standing resistance to inclusive education is made more tractable. We conclude with our own proposals for an anti-phobic curriculum for teacher education.
    • Assessing the inclusivity of three mainstream secondary schools in England: challenges and dilemmas

      Dimitrellou, Eleni; Hurry, Jane; Male, Dawn; University of Derby; Institute of Education, University of Derby, Derby, UK; Department of Psychology and Human Development, Institute of Education, University of London, London, UK; Department of Psychology and Human Development, Institute of Education, University of London, London, UK (Taylor & Francis, 2018-08-21)
      The notion of inclusion has gained momentum worldwide, with most countries around the world embracing inclusive policies in their educational systems. However, there is still an ongoing debate as to what is inclusion and hence, the consequent challenge of coming up with an agreed definition, which could then be used to plan for and subsequently, evaluate, inclusion. This study adds to our understanding of inclusion by contrasting objective (i.e. School Census Statistics) and subjective (i.e. self- report questionnaire) measures of inclusivity in three mainstream secondary schools in England and by comparing the perceptions of school inclusivity of different groups of educational practitioners and pupils. The results of this study indicate that inclusion is a ‘slippery’ construct as the perception of inclusion of educational practitioners was found to be affected by their role at school while pupil perception on this matter depended upon their SEND category. However, despite these subjective differences in the way inclusion is perceived, there was also substantial agreement across the different categories of participants with regard to the relative ranking of inclusivity across the three schools suggesting that coming up with overarching themes on what is inclusion is achievable. The article ends with explaining the benefits of reaching an agreed definition at a national level.
    • Attributes of effective interprofessional placement facilitation

      Nicol, Paul; Forman, Dawn; Universty of Derby (Canadian Institute for Studies in Publishing Press, 2014-10)
      Background: The quality of facilitation is an important influence on the efficacy of interprofessional education (IPE) delivery. The research objective was to increase understanding of the attributes of effective facilitation of students during external IPE placements in primary care situations. Methods and Findings: A thematic analysis of the experiences of academics, students, and placement-site staff at three placement sites was employed to explore participants’ perceptions of the attributes of effective IPE facilitators. These attributes included experience in an interprofessional context, together with an understanding of the specific clinical and assessment requirements of different disciplines. Facilitators also needed empathy with respect to the requirements of the external IPE placement sites and the ability to liaise between student and site needs. Conclusions: Models of IPE placement facilitation were most effective when, while following general principles, facilitators tailored them specifically for the individual situations of the placement sites and the learning requirements of particular groups of students. The most rewarding IPE learning experiences occurred when IPE facilitators provided sufficient clinical opportunities for students to work collaboratively with individual clients, provided the students perceived that their participation was relevant to their own discipline.
    • Attributes of effective interprofessional placement facilitation

      Nicol, Paul; Forman, Dawn; University of Derby (Canadian Institute for Studies in Publishing Press, 2014-10)
      Background: The quality of facilitation is an important influence on the efficacy of interprofessional education (IPE) delivery. The research objective was to increase understanding of the attributes of effective facilitation of students during external IPE placements in primary care situations. Methods and Findings: A thematic analysis of the experiences of academics, students, and placement-site staff at three placement sites was employed to explore participants’ perceptions of the attributes of effective IPE facilitators. These attributes included experience in an interprofessional context, together with an understanding of the specific clinical and assessment requirements of different disciplines. Facilitators also needed empathy with respect to the requirements of the external IPE placement sites and the ability to liaise between student and site needs. Conclusions: Models of IPE placement facilitation were most effective when, while following general principles, facilitators tailored them specifically for the individual situations of the placement sites and the learning requirements of particular groups of students. The most rewarding IPE learning experiences occurred when IPE facilitators provided sufficient clinical opportunities for students to work collaboratively with individual clients, provided the students perceived that their participation was relevant to their own discipline.
    • Behaviour in schools – is it as bad as they say – or is it worse?

      Davey, Ang; University of Derby (2016-08)
      This chapter will explore a range of sources that inform the government, the public and schools; what constitutes inappropriate behaviour in schools and the range, and scale of, the perceived problem around poor behaviour in schools. The chapter charts 35 years of insights into the nature of behaviour in schools from the Elton Report (1989) to the Ofsted Report (2014), and considers whether the problem of inappropriate behaviour has changed for the better or worse – or indeed not changed at all. The chapter considers why the issue is deemed important, again by drawing on a range of government and academic reports. Finally, Haydn (2014) adds the learner voice to the discussion.
    • Beyond comparative institutional analysis: a workplace turn in English TVET

      Esmond, Bill; University of Derby (Vocational Education and Training Network (VETNET), 2018-09-04)
      Vocational education analyses often compare national patterns seen to favour industry-based training, state schooling or personal investment in skills acquisition: these are increasingly offered as ‘templates’ to new and established industrial economies. Institutionalist scholarship has correspondingly foregrounded skill formation as key to national policy differences; in particular historical institutionalism has focused on the role of labour market and state actors in negotiating and contesting arrangements for skill formation. Whilst paying relatively little direct attention to educational practice, these approaches provide theoretical tools to understand policy differences and to identify possibilities, limitations and strategies for change. This paper draws on their application in England, where apprenticeship and technical education reforms are periodically represented as relocating skills formation to the point of production on the model of collectivist systems: case study data is examined for evidence of institutional change strategies within emerging educational practices. Whilst the absence of engaged labour market actors renders the adoption of a substantially different model improbable, contestation over knowledge, control and educational roles is nevertheless evident, indicating the deployment of strategies for significant change. Their outcomes will determine the availability of transitions, with a layering of selective opportunities threatening to diminish the opportunities available to others.
    • Beyond McDonaldization: visions of higher education

      Hayes, Dennis; University of Derby (Routledge, 2017)
      Beyond McDonaldization provides new concepts of higher education for the twenty-first century in a unique manner, challenging much that is written in mainstream texts. This book undertakes a reassessment of the growth of McDonaldization in higher education by exploring how the application of Ritzer’s four features efficiency, predictability, calculability and control has become commonplace. This wide-ranging text discusses arguments surrounding the industrialisation of higher education, with case studies and contributions from a wide range of international authors. Written in an accessible style, Beyond McDonaldization examines questions such as: •Can we regain academic freedom whilst challenging the McDonaldization of thought and ideas? •Is a McDonaldization of every aspect of academic life inevitable? •Will the new focus on student experience damage young people? •Why is a McDonaldized education living on borrowed time? •Is it possible to recreate the university of the past or must we start anew? •Does this industrialisation meet the educational needs of developing economies? This book brings international discussions on the changing world of higher education and the theory of McDonaldization together, seeking to provide a positive future vision of higher education. Analysing and situating the discussion of higher education within a wider social, political and cultural context, this ground-breaking text will have a popular appeal with students, academics and educationalists.
    • Beyond the therapeutic university

      Hayes, Dennis; University of Derby (Routledge, 2017-04)
      Dennis Hayes, who coined the term 'therapeutic university’, sets out the conditions for its demise and argues for the 'Socratic University'.
    • Book Review: Academic Freedom in an Age of Conformity: confronting the fear of knowledge, by Joanna Williams

      Hayes, Dennis; University of Derby (Taylor and Francis, 2017-04-04)
      Book Review
    • Can’t spell, can’t teach? An exploration of stakeholder attitudes towards those with dyslexia, training to be primary classroom teachers

      Charles, Sarah; University of Derby (2017-05-12)
      Aim: This paper seeks to investigate whether the dominance of a standards drive approach to ITE, and the teaching profession, has perpetuated attitudinal barriers to the recruitment and employment of students with dyslexia. Stakeholder understanding of the term dyslexia; perceived strengths/challenges those with dyslexia bring to the profession; what constitutes as reasonable adjustments and employability prospects, based on disclosure, are explored. Content: The presentation will disseminate and discuss key findings related to ITE stakeholder attitudes towards those with dyslexia, training to be primary teachers on ITE programmes. Findings suggest that there remains uncertainty and confusion about dyslexia, its associated characteristics/causes. Many stakeholders perceive dyslexia negatively, couched in deficits rather than difference. This research found strengths such as empathy, inclusive practice and ease of identification of children with dyslexia are attributed to those training to teach with dyslexia. Stakeholder concerns, of those entering the profession, with dyslexia, are identified as being– ability to cope with the demands of the profession; the inability to teach particular age groups/subjects; the level of support needed to ensure success and retention following qualification. This latter concern constitutes a key finding of this research, as the level of support afforded by universities is perceived as being unrealistic in the workplace. The notion of what constitutes ‘reasonable adjustments’ is questioned by many ITE stakeholders. A number of ‘reasonable adjustments’ are perceived by stakeholders as being unreasonable within the teaching profession due to the professional roles, responsibilities and requirements of being a teaching professional. Furthermore, uncertainty exists as to how schools can actually support those with dyslexia, in light of professional standards. A significant majority of stakeholders demonstrated a negative attitude towards the notion of people with dyslexia entering the teaching profession, believing that parents should be concerned if their child is being taught by someone with dyslexia. Both of these findings could have serious implications on the future disclosure of those with dyslexia. This research has found that a fear of stigmatisation and potential discrimination, which deter those with dyslexia from disclosing on course and job applications are justified and real. This research concludes that employability chances are lessened upon disclosure of dyslexia. This presentation will seek to engage the audience to consider their own understanding of dyslexia; their institutional policies regarding disclosure, support and training in light of equality legislation and, ultimately, their own attitudes towards the suitability of those with dyslexia studying on, ITE programmes. Thinking deeply about teacher education: This is a thought provoking presentation which encourages the audience to think carefully about those with dyslexia on ITE programmes, and the potential professional, legal, ethical and moral tensions due to concerns that; “The drive for high literacy standards will be compromised if teachers with ‘weaker’ literacy standards are employed” (Riddick, 2003, p.390). The country/ies to which the presentation relates: This presentation has scope and relevance to all countries where there is incidence of dyslexia and where students are required to meet professional standards to enter the teaching profession.
    • Care of the person with dementia : interprofessional practice and education

      Forman, Dawn; Pond, Dimity; University of Derby; Newcastle University Australia (Cambridge University Press, 2015-11)
      Care of the Person with Dementia responds to the urgent need for health practitioners to take an innovative approach to the challenge of dementia. The first Australian text of its kind, it combines evidence-based resources with interprofessional education and practice, exploring the ethical, social and environmental repercussions of dementia to provide a comprehensive overview of dementia care in an Australian context. The text is structured around a model of interprofessional education and practice (IPE) tailored to dementia care. This model incorporates the context of care, an important element missing from other recognised models of IPE. Throughout the book, principles of IPE are explained within the context of dementia, drawing on exemplars from a body of current, well-researched and evaluated dementia practice. Written by experienced academics, and providing national and international perspectives, this is a unique and crucial resource to develop collaborative skills and professional knowledge in the management of dementia.
    • Career development training, certification, supervision and professionalization: case examples from four countries.

      Neault, Roberta; Artess, Jane; Tien, Hsiu-Lan Shelley; Hopkins, Sareena; Arulmani, Gideon; University of Derby (Indian Association of Career and Livelihood Planning (IACLP), 2016-12)
      The career development sector is professionalizing internationally, through training, certifications, and an abundance of opportunities to learn from colleagues at conferences and international symposia. However, there are significant differences in how the profession is developing in different parts of the world; the notion of “career” is recognized as culturebound and, perhaps, inconceivable to many individuals. In this paper, career development educators from four countries in Asia, North America, and Europe share case examples of the career development sector’s evolution in their regions. Together, they represent institutions and training programs from the public and private sectors, in both formal and informal settings. Several of the authors have been influential in introducing and customizing career development practitioner competency frameworks and training for practitioners from diverse backgrounds to meet certification requirements. Together they examine how professionalizing the delivery of career development services has emerged in their regions, the variety of training opportunities available along a continuum from preparation for practice to reflection of practice, the diversity of standards and certifications in the career development sector, and the early stages of addressing the need for training and equipping supervisors and leaders. The authors advocate a “both/and” approach to professionalization, grounded in local research that surfaces felt needs and then customizing training, resources, and standards that incorporate relevant elements from international sources
    • Career guidance for social justice

      Hooley, Tristram; Sultana, Ronald G.; University of Derby (National Institute for Career Education and Counselling (NICEC) and CDI, 2016-04)
      This editorial sets the context for issue 36 of the NICEC journal which is focused on social justice and career guidance. The editorial explores the key themes of the issue highlighting the social justice tradition within the career guidance field and making the case for a strong focus on social justice. However the editorial also highlights the tensions that exist between career guidance’s orientation to the individual and understandings of social justice which are more socially orientated. The editorial concludes by arguing that if career guidance is to formulate a meaningful response to social injustice it needs to draw on diverse theoretical traditions and stimulate new forms of practice.
    • Career guidance in communities

      Hooley, Tristram; University of Derby (Taylor and Francis, 2014)
      Career guidance in communities, by Rie Thomsen, Aarhus, Denmark, Aarhus University Press, 2012, 256 pp., £34.78 (paperback), ISBN 9788771240122 Reviewed by Tristram Hooley, Reader in Career Development, University of Derby, UK. Email: T.Hooley@derby.ac.uk
    • Challenges to implementing a new technology in Teacher Education. Phase One: ‘meaningful’ digital reflections.

      Byrd, Jo; University of Derby (University of Cumbria, 2017)
      This paper describes the challenges of introducing a digital tool to trainee teachers. A group of nineteen undergraduate students studying primary education and in their third year of a four year course was introduced to PebblePad5. PebblePad is an online tool which is not new in the world of ITE. However, the latest version has more useful features and is less ‘clunky’ than older versions. The students each had their own private account where eventually they would be expected to store all of their placement files, add multi-modal content and then choose to share some or all of this content publically or by personal invitation via email. One of the benefits for us as an ITE provider is that we can view our students’ files electronically and comment on them without necessarily making the one/two hour round trip to the placement school. Although students used some technology, this research shows that students need more training in using technology competently in the workplace setting. Phase One of the project was to encourage the students to write their reflections on placement digitally. It was hoped that the students would be enthusiastic about using PebblePad and I would see an improvement in the levels of engagement with the reflective process and thus, the quality of teaching and learning as a result of this. Data obtained from questionnaires and a focus group indicate that PebblePad was viewed as a useful tool, but training issues and time constraints of the project meant it was not as successful for this cohort as was hoped. This paper discusses the issues that arose and the plan to overcome these barriers in the next phase of the implementation of PebblePad.
    • Changing employer practices in graduate recruitment: implications for career development

      Hirsh, Wendy; Pollard, Emma; Artess, Jane; HECSU (National Institute for Career Education and Counselling (NICEC), 2015-10)
      A major study of the changing graduate recruitment practices of UK employers, was conducted during 2014 by the Institute for Employment Studies (IES) and the Higher Education Careers Services Unit (HECSU) for the Department for Business, Innovation and Skills (BIS). It involved in-depth interviews with 76 employers (diverse by size and sector) and 30 'stakeholders' in graduate employment, including university careers services. The qualitative data were complemented by analysis of existing quantitative data on graduate employment and a wide ranging literature review. This article reports on selected findings relevant to career development professionals, including: the challenges for employers of attracting appropriate applicants; employers' generic skill needs and views on employability; the changing reasons and criteria for targeting specific higher education (HE) institutions; and employers' increasingly strategic use of work experience in graduate recruitment.
    • Cognitive development

      Johnston, Jane; Oates, Ruby; University of Derby (Routledge, 2018-02-16)
    • Competencies and frameworks in interprofessional education: A comparative analysis

      Thistlethwaite, Jill; Forman, Dawn; Matthews, Lynda; Rogers, Gary; Steketee, Carole; Yassine, Tagrid; University of Derby (Wolters Kluwer, 2014-06)
      Health professionals need preparation and support to work in collaborative practice teams, a requirement brought about by an aging population and increases in chronic and complex diseases. Therefore, health professions education has seen the introduction of interprofessional education (IPE) competency frameworks to provide a common lens through which disciplines can understand, describe, and implement team-based practices. Whilst an admirable aim, often this has resulted in more confusion with the introduction of varying definitions about similar constructs, particularly in relation to what IPE actually means.The authors explore the nature of the terms competency and framework, while critically appraising the concept of competency frameworks and competency-based education. They distinguish between competencies for health professions that are profession specific, those that are generic, and those that may be achieved only through IPE. Four IPE frameworks are compared to consider their similarities and differences, which ultimately influence how IPE is implemented. They are the Interprofessional Capability Framework (United Kingdom), the National Interprofessional Competency Framework (Canada), the Core Competencies for Interprofessional Collaborative Practice (United States), and the Curtin University Interprofessional Capability Framework (Australia).The authors highlight the need for further discussion about establishing a common language, strengthening ways in which academic environments work with practice environments, and improving the assessment of interprofessional competencies and teamwork, including the development of assessment tools for collaborative practice. They also argue that for IPE frameworks to be genuinely useful, they need to augment existing curricula by emphasizing outcomes that might be attained only through interprofessional activity