• Effective personal tutoring in higher education

      Walker, Ben; University of Lincoln (Critical publishing, 2018-10-08)
      This is an important new text for all academic and professional staff within higher education (HE) who have a personal tutoring, student support or advising role. It examines key topics in relation to tutoring including definitions, coaching, core values and skills, boundaries, monitoring students, undertaking group and individual tutorials and the need to measure impact. Throughout, the text encourages reflection and the need to think critically about the role of the personal tutor. A scholarly and practical text, it comprehensively brings together relevant academic literature to inform tutoring practice as well as contextualising the role within the HE policy and quality assurance landscape.
    • Effective Policy Frameworks for the Organisation of Career Guidance Services A Review of the Literature

      Hooley, Tristram; Neary, Siobhan; Morris, Marian; Mackay, Susan; International Centre for Guidance Studies (iCeGS) and SQW (2015)
      This paper focuses on how public policy shapes career guidance and establishes a system within which individuals can access career support. Governments are critical to career guidance primarily as funders of the activity, but also importantly as regulators, coordinators and agents of system change. The paper looks at the evidence base on career guidance and public policy, explore the rationales for public policy involvement in the field, examine different models and systems and explore some key issues that underpin successful system design.
    • El enfoque mosaico, derecho a la participación y la voz de los niños en investigación educativa

      Delgado-Fuentes, Marco Antonio; University of Derby (Universidad CESMAG, 2020-06-11)
      This review article explores and discusses some of the methodological in-novations regarding childhood and education by focusing on the mosaic approach. It is a methodological approach -not constituted as a method yet- which has been mainly developed in English and it is founded on concepts such as those of qualitative research, childhood studies, the rights of the child and particularly, their right to participate in research about themselves and their world. A historical framework is presented to facilitate the understanding of the multidisciplinary origins of this approach. The process of the literature review was made in a database that contained 71 million references, out of which 28 references, which identified the mosaic approach as their method, were selected. The analysis of this approach presents a diverse panorama in its use, although it mainly focuses on preschool and early education. To conclude, a reflection about the use of this approach in the future is made and, particularly in Latin America where the incipient use of the mosaic approach seems to be relevant.
    • Emancipate yourselves from mental slavery: self-actualisation, social justice and the politics of career guidance

      Hooley, Tristram; University of Derby (International Centre for Guidance Studies, University of Derby, 2015-10)
      This paper is an extended text of Tristram Hooley’s inaugural lecture: Emancipate yourselves from mental slavery: self- actualisation, social justice and the politics of career education. The lecture was given on the 17th September 2015 at the University of Derby. The lecture explores the interrelationship between politics, social justice and career guidance. The paper argues that our careers emerge out of social and economic conditions. In unequal societies our position within the economic and social system is central to our chance of having a successful career and realising our potential (self-actualising). The lecture explores the role that career education and guidance can have in supporting individuals to self-actualise and notes that career education and guidance is in itself embedded in social, economic and political relationships. The ideal of the lifelong guidance system is advanced and it is argued that this could be part of a new kind of society. A society in which a lifelong guidance system was realised could be more socially justand would signal a new kind of relationship between paid work, citizenship and leisure. The lecture concludes with a consideration of the role that career education can play in bringing about a new kind of society. The paper proposes a pedagogic framework for a radical career education and guidance. This framework argues that radical career education and guidance should be seeking tohelp us to: (1) explore ourselves and the world where we live, learn and work; (2) examine how our experience connects to broader historical, political and social systems; (3) develop strategies that allow us individually to make the most of our current situation; (4) develop strategies that allow us collectively to make the most of our current situations; and (5) consider how the current situation and structures should be changed.
    • Emerging apprenticeship practitioner roles in England: conceptualising the subaltern educator

      Esmond, Bill; University of Derby (Springer, 2019-10-26)
      TVET educator roles and identities vary internationally, and are subject to repositioning, for example as the relative significance of institutions and the workplace change within national systems. In English apprenticeships, a key position has long been occupied by competence assessors, whose non-teaching role has related uneasily to those of professional educators. Following the introduction of new apprenticeship standards, former assessors are increasingly being allocated training responsibilities, raising issues about the expertise, identities and professional formation both of these emerging practitioners and of vocational educators in general. A qualitative study of assessors who have assumed greater training responsibilities examined these issues through individual and small-group interviews. Participant accounts of diverse and contested practices and environments suggested a need to conceptualise their roles in ways that draw upon but go beyond accounts of professionalism and occupational expertise developed at earlier stages. Drawing on Gramsci, the concept of the subaltern educator is put forward to characterise the complex position of these staff in the current climate of further education, the need for enhanced, rather than diminished, professional formation and wider possibilities for professional enhancement at a time of uncertainty for all vocational educators.
    • The emerging practitioner

      Yates, Ellen; Appleby, Michelle (Routledge, 2014)
      The Student Practitioner in Early Childhood Studies: An essential guide to working with children provides accessible support and guidance for Early Childhood Studies students in higher education who may have little, if any, experience of relating to young children in the Early Years Foundation Stage and Key Stage One.
    • Emotion dysregulation and loneliness as predictors of food addiction

      Tatsi, Eirini; Kamal, Atiya; Turvill, Alistair; Regina, Holler; University of West London; Birmingham City University; Universtiy of Derby; Aston University (SIPISS-FerrariSinibaldi, 2019-01-01)
      Introduction: This study aimed to investigate whether multiple aspects of emotion dysregulation contribute to the etiology of Food Addiction (FA); as well as to provide further evidence and clarity regarding the role of loneliness on the development of addictive behaviour towards food.Methods: A correlational study was employed to assess associations within 162 participants which were recruited via online forums on FA and student population. The Yale Food Addiction Scale (YFAS), Difficulties in Emotion Regulation Scale (DERS), and UCLA Loneliness Scale, and a demographic and personal information questionnaire were all completed online. A Poisson regression analysis was carried out and statistical significance was set at P <0.05.Results: 79% of the sample endorsed a persistent desire or repeated unsuccessful attempts to cut down or control their use of highly processed foods, while 21% met diagnostic criteria for food addiction. Poisson regression analysis demonstrated that the model predicts food addiction (P <0.001). Specifically, food addiction symptom count was positively predicted by difficulty engaging in goal-directed behaviour, impulse control difficulties, lack of emotional awareness and limited access to emotion regulation strategies (P <0.05); DERS total, nonacceptance of emotional responses and lack of emotional clarity were not significant predictors. Loneliness positively predicted food addiction (P =0.002).Discussion and Conclusions: The findings of this research provide further evidence on the etiology of food addiction, as multiple aspects of emotion dysregulation, including difficulty in engaging in goal-directed behaviour, impulsiveness, emotional awareness and limited access to emotion regulation strategies, and loneliness were found to influence the development of an addictive behaviour towards certain types of food. Future research will need to understand possible causality between these factors and insights into the potential role addictive behaviour of food has in overeating phenomena, such as binge-eating.
    • Employability: A review of the literature 2012-2016

      Artess, Jane; Mellors-Bourne, Robin; Hooley, Tristram; University of Derby (Higher Education Academy (HEA), 2017)
      This report, commissioned of the University of Derby, examines 187 pieces of research published between 2012 and 2016. It describes how the subject of employability has been addressed during this period and draws out some of the key implications for higher education providers (HEPs), academics and employability practitioners.
    • Engaging Leaders: The challenge of inspiring collective commitment in universities

      Gentle, Paul; Forman, Dawn; University of Derby (Routledge, 2014)
      Addressing the question of how leadership can work most successfully in universities, Engaging Leaders strengthens the sense of shared professional knowledge and capability amongst leaders in higher education. Presenting a narrative of change which not only spells out why universities need to work differently, this book also takes the reader through clear practical steps which any practising leader can take in order to build a collaborative professional culture which supports and challenges all members of an academic community.
    • Engaging the local community in cultural heritage through a children’s ceramic arts exhibition

      Yates, Ellen; Szenasi, Judith; University of Derby (Peter Lang, 2021)
      This chapter describes a research project which aimed to increase social inclusion and access to the arts and cultural heritage, through a children’s ceramic arts exhibition. The exhibition was curated by an internationally recognised ceramic artist and located in an historic building within an inner city park in Derby, England, behind a culturally historic ceramics factory and museum. The project further aimed to reposition children as artists and heritage makers by valuing their ideas, creativity, identity and agency. Data was collected through interviews and through comments from the exhibition visitor’s book. Findings indicate that barriers exist within the UK education system which limit children’s full participation in the arts and cultural activities. The exhibition encouraged social inclusion and contested the idea of separate spaces for the display of adults and children products, but most significantly, children were repositioned as active agents in the construction of their cultural heritage.
    • Ensuring quality in online career mentoring

      Hooley, Tristram; Neary, Siobhan; Hutchinson, Jo; University of Derby (2015)
      This article explores the issue of quality in online career mentoring. It builds on a previous evaluation of Brightside, an online mentoring system in the UK which is primarily aimed at supporting young people's transitions to further learning. The article notes that participants in Brightside's mentoring programmes reported satisfaction with their experiences, with many stating that it helped them to make decisions and to positively change their learning and career behaviours. However, the article argues that there are challenges in ensuring quality and consistency connected to both the voluntary nature of mentoring and the online mode. The article proposes a 10-point quality framework to support quality assurance, initial training and professional development for online mentors.
    • An evalaution of BookTrust additional needs resources

      Robinson, Deborah; Moore, Nicki; Parker, Gordon; University of Derby (Institute of Education, University of Derby, 2016)
      This report explores reading for pleasure among children with special educational needs through an evaluation of BookTrust's additional needs resources.
    • Evaluating an interprofessional disease state and medication management review model

      Hoti, Kreshnik; Forman, Dawn; Hughes, Jeffery; University of Derby (Taylor and Francis, 2013-11-18)
      There is lack of literature data reporting an incorporation of medication management reviews in students’ interprofessional education (IPE) and practice programs in aged care settings. This pilot study reports how an interprofessional disease state and medication management review program (DSMMR) was established in a residential aged care facility in Perth, Western Australia. Students from the professions of nursing, pharmacy and physiotherapy focused on a wellness check in the areas of cognition, falls and continence while integrating a medication management review. Students’ attitudes were explored using a pre- and post-placement questionnaire. Students indicated positive experience with the IPE DSMMR program which also resulted in their positive attitudinal shift towards IPE and practice. These findings indicated that aged care can be a suitable setting for student interprofessional programs focusing on DSMMR.
    • Evaluating social pedagogy training and development in Lincolnshire

      Moore, Nicki; Dodd, Vanessa; Sahar, Arif; University of Derby (2016)
      This report presents the findings and recommendations from an evaluation of social pedagogy training and implementation in residential homes in Lincolnshire. The social pedagogy training delivered by Jacaranda training in Spring 2015 was completed by 45 members of staff from three care homes in Lincolnshire
    • Evaluating the impact of career management skills module and internship programme within a university business school

      Taylor, Antony Richard; Hooley, Tristram; University of Derby (2014)
      This study evaluates the impact of an intervention on business school graduates’ employability comprising of a curriculum-based career management skills (CMS) module and an industrial placement year. The study uses data from the destinations of leavers of higher education survey to examine the employability of different groups within the cohort (no intervention, CMS module only and CMS module plus structured work experience). It finds that structured work experience has clear, positive effects on the ability of graduates to secure employment in ‘graduate level’ jobs within six months of graduation. Furthermore, participation in the CMS module also has a clear, positive effect upon the ability of participants to secure employment.
    • Evaluation of Careers Yorkshire and the Humber: inspiration activity and good practice guide.

      Artess, Jane; University of Derby (University of Derby, 2016-03)
      The evaluation captures the work of Careers Yorkshire and the Humber in their response to the government's 'inspiration agenda' which aims to support schools, colleges and prisons to inspire career aspiration in young people. Careers Yorkshire and the Humber is a regional provider of the National Careers Service.
    • Evaluation of the Chrysalis Summer School - 2008-2015

      Hooley, Tristram; Dodd, Vanessa; Sahar, Arif; University of Derby (International Centre for Guidance Studies, University of Derby, 2016-07)
      This report presents a mixed-methods Evaluation of the Chrysalis Summer School’s impact drawing on evaluation data from 2008-2015.
    • Evaluation of the Legacy Careers Project

      Dodd, Vanessa; Hooley, Tristram; University of Derby (International Centre for Guidance Studies, University of Derby, 2016-04)
    • Exploring teachers’ and pupils’ behaviour in online and face-to-face instrumental lessons

      King, Andrew; Prior, Helen; Waddington-Jones, Caroline; University of Hull (Taylor and Francis, 2019-01-21)
      The provision of instrumental lessons in certain areas of England can be hampered by the geographical position of some schools that are rural in nature, with teachers needing to travel long distances between schools. Internet-based technologies have been successfully used elsewhere to deliver instrumental lessons. A collaboration between the authors, North Yorkshire Music Action Zone and YouCanPlay allowed the delivery of instrumental lessons using Skype in combination with a Roland VR-3EX, an AV Mixer which offers 3 camera angles and good quality sound. Our aim was to repurpose existing technology to provide instrumental lessons in remote rural communities. The study was conducted in two-phases: a pilot study in North Yorkshire; and a further roll-out of the lessons in four additional areas (Cornwall; Cumbria; Durham/Darlington; and East Riding of Yorkshire). We wished to investigate the technical challenges and pedagogical aspects of the delivery, and also compare digitally-delivered and face-to-face instrumental lessons to explore the differences in behaviour. Data collected included pre- and post-project interviews with teachers, recordings of the teachers’ first and last lessons, and post-project questionnaires from pupils and their parents. Results suggested that there were technical challenges relating to sound, video and connection quality, and the physical environment of the lessons, some of which were alleviated by the Roland VR-3EX. Some concerns expressed by teachers in the initial interviews failed to materialise; others were overcome to some extent. Pupils concentrated well, were motivated to practice, and made good progress. Further analysis of the video data has allowed the comparison of face-to-face and digitally-delivered lessons. All teachers found the digital teaching more challenging than their usual face-to-face teaching; however, all reported that they would undertake similar teaching again. This paper focuses upon the exploring the behaviour of participants observed in the lessons. Digital delivery has the potential to provide greater access to instrumental lessons for children in rural communities.