2021-11-06T17:58:59Z EPrints https://repository.www.guaguababy.com/images/sitelogo.png https://repository.www.guaguababy.com/ 2021-10-27T10:41:34Z 2021-10-27T10:41:34Z https://repository.www.guaguababy.com/id/eprint/1812 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/1812 2021-10-27T10:41:34Z

本文综述了20年的态度吸引ing pedagogy, and looks forward with a studioful of post-pandemic optimism. It reiterates the importance of drawing in art schools as the most direct and economic means of nurturing our intelligence of seeing. Throughout the period, neoliberal policies directing the UK higher education curricula towards market-oriented criteria of success have eroded the foundation of a visual arts pedagogy: the exploration of the perceptual, and its communication through visual language; educative activities of wider import than market concerns. An articulacy in drawing – visualcy – is fundamental to human culture, let alone preparation for professional practice in the visual arts and design disciplines. A remedial pedagogy is proposed, structured upon the two fundamental theoretical bases of visual perception and visual communication, illustrated with students’ drawings and the author’s efforts to practise what he preaches.

Howard Riley 2021-08-31T13:19:05Z 2021-09-02T15:08:29Z https://repository.www.guaguababy.com/id/eprint/1758 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/1758 2021-08-31T13:19:05Z

创业教育是增长最快的ield of education, but the academic discourses have remained firmly planted in the business and management school literature, and miss insights from other disciplines. This thesis discusses a portfolio of 14 papers that were published during the period 2011 – 2020. These provided insights that would advance teaching, learning and assessment within enterprise and entrepreneurship education (entrepreneurial education), by drawing on experiences and discoveries made from working within design education. The portfolio demonstrates how the researcher’s personal academic and practitioner interests at a local level became of interest to international policy makers and researchers, and maps the progression of scholarly work against insights gained. The papers are all jointly written, and the contributions developed from the almost unique perspective of a business educator who become immersed in design education theory and practice. This positioning enabled the researcher to act as a translator between disciplines, and placed her in a position to clarify alignments between design-led and business-led educational goals. The thesis is a reflexive overview of the theoretical and empirical understandings in the published works, and provides insights and observations that led to a central tenet that entrepreneurial education can be advanced with understandings from the field of design education. The portfolio’s distinct contribution is a new lens through which to view and understand emerging trends in education, specifically when the goal is to develop 21st Century skills that embrace creativity and innovation.

Kathryn Penaluna 101673 2021-08-06T13:04:10Z 2021-08-16T12:35:11Z https://repository.www.guaguababy.com/id/eprint/1748 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/1748 2021-08-06T13:04:10Z

The use of technology and the availability of information has affected how people learn and interact. Virtual learning environments (VLEs) have been used for some time to support learners in higher education to acquire skills and knowledge. This study investigated whether the current strategies supported by VLEs are suitable for learning in an extended online HE environment such as those used during the pandemic. It aimed to understand the impact of the changes forced by Covid-19 on the perceptions of teacher educators based within the HE sector, specifically within the initial teacher education partnership in the University of Wales Trinity Saint David (UWTSD). The study considered teacher educators’ perceptions about the enforced use of technology on their practice and wellbeing. Study findings are based on an analysis of semi-structured interviews using Braun and Clarke’s (2006) thematic analysis, and particpants’ results from the Warwick-Edinburgh Mental Well-being Scale (WEMWBS) (Tennant et al., 2007). These indicate a need for more effective management of online learning environments and greater expertise in digital pedagogy. They also show that the enforced change affected study participants both negatively and positively

Jan Barnes Charlotte Greenway Catherine Morgan 2021-01-28T10:37:46Z 2021-01-28T10:37:46Z https://repository.www.guaguababy.com/id/eprint/1570 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/1570 2021-01-28T10:37:46Z

This thesis investigates the varying occupational stressors and organisational commitment of the contrasting genders at the teaching and administrative positions in the contrasting economies of the UK and Pakistan. Whilst the existing literature is focused on individual cases of personal strain and resources, occupational therapists’ role, social support and organisational commitment of employees, this thesis extends the current knowledge with comparative analysis in the context of gender, faculty and economy. The mixed method used is based on the combination of SEM, ChiSquare and multiple regression informed by the total of 408 survey responses, followed by a qualitative study of 98 interviews. The results confirmed that overall organisational factors cause higher stress while psychological effects are common in the education sectors of both economies. Overall stress, and organisational commitment, is higher in Pakistan despite higher power distance and collectivism. Overall, personal factors cause more stress to females and non-teaching staff, while organisational factors often make males and teaching staff stressed. Furthermore, the physical and behavioural effects are higher amongst males and non-teaching staff, while females and teaching staff have higher psychological symptoms. Nevertheless, the causes and consequences of stress, and job-related preferences differ for gender, faculty, and economy. The statistical tests confirmed non-significant impact of occupational therapists on the affective commitment (AC), normative commitment (NC), and continuance commitment (CC). All other predictors, to some extent, have a significant effect on OC. Furthermore, males exhibit higher AC, while females often report NC and CC. Social support and stress management programmes are effective in sustaining human capital and reducing strain. The qualitative findings supported the statistical outcomes. Based on above results, practical implications are recommended to public universities for reducing stress and improving organisational commitment to sustain human capital.

Adnan ul Haque 2020-12-07T12:27:05Z 2020-12-14T14:42:25Z https://repository.www.guaguababy.com/id/eprint/1533 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/1533 2020-12-07T12:27:05Z

Purpose – This paper aims to propose a unified framework for understanding the development and distribution of value within and from enterprise and entrepreneurship education. In doing so, the authors trace the origins of value creation pedagogy back 100 years and reconnect this lost literature to contemporary thinking as to what constitutes value creation pedagogy. Design/methodology/approach – This conceptual paper identifies specific temporal-specific problems with current thinking in enterprise and entrepreneurship education vis-à-vis who gains the value from value creation pedagogies. To address this identified anomaly, the authors seek to develop a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education. The underlying aim of this approach is to provide clarity around who specifically benefits from value creation pedagogies, how and when. Findings – In developing a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education, the authors have successfully located all major forms of value creation pedagogies in an iterative manner that caters to the authentic development of value for oneself and others. The proposed model assumes that the creation of authentic value for others should be preceded by the development of specific capabilities in the value creators. Practical implications – There are important implications that arise for all enterprise and entrepreneurship educators in the discussions presented here. Most importantly, value creation pedagogies should be fuelled by the ongoing development of purpose, agency and capability via cultivated reflection. Originality/value – This paper broadens the notion of what constitutes value creation pedagogy in enterprise and entrepreneurship education. In doing so, the authors elevate the importance of student creative competency development over value creation.

科林·琼斯 Kathryn Penaluna 101673 Andrew Penaluna 2020-10-26T10:26:43Z 2020-10-26T10:32:57Z https://repository.www.guaguababy.com/id/eprint/1482 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/1482 2020-10-26T10:26:43Z

This paper returns to the question of whether business schools alone can meet the challenges of enhancing creativity and innovation in entrepreneurial education. Policy makers have side-stepped definitional argumentation in order to embrace a more nuanced potential for entrepreneurial competency development, using multidisciplinary practice in learning and assessment that can be found beyond business and management discourse. Insights from other disciplines can be missed as different terminologies and definitions apply. Design education is inherently multidisciplinary and has been instrumental in facilitating significant policy-level changes. To delve more deeply into this phenomenon, the authors illustrate what actually happens in a classroom in which business and design intersect. Neuroscience research into the learning brain informs learning, teaching and assessment related to creativity, visioning and dealing with ambiguity – through the progressive development of flexibility and adaptability. The authors introduce the Crit, a common feature of Art and Design courses, as a tool of assessment, concluding that, before we dig deeper into business and management discourses, sideways glances into design education will continue to offer benefits.

Andrew Penaluna Kathryn Penaluna 2020-04-17T08:20:18Z 2020-04-17T08:20:18Z https://repository.www.guaguababy.com/id/eprint/1309 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/1309 2020-04-17T08:20:18Z

Virtual Learning Environments (VLEs) constitute an important resource for learners in Higher Education (HE), but data on the engagement of learners with VLEs is limited, particularly in the case of part-time, distance learners, and student engagement with VLEs may be lower than anticipated by institutions (Hopkins, 2011). This paper described a case study of a large group of WIWBL part-time, distance learners studying aspects of social care. A quantitative approach is taken to assess engagement with the Moodle VLE based on ‘page views’. 72% of enrolled students viewed one or more of the resources within the VLE ‘course’, and all resources present were viewed. The highest number of page-views was observed for resources such as ‘essential documents’ which are required for mandatory assessment tasks, whilst the lowest number of page-views appeared to be associated with information that students had received via other routes. Patterns of usage associated with demographic and achievement data are discussed. The paper considers reasons for the trends in engagement which may include the relatively high level of tutor contact and workplace support on this module. However, many part-time, distance learners do not have support of this type, and may display study behaviour which is even more strategic in terms of study approaches. The needs of such learners in relation to the effective use of VLEs and other appropriate technology is discussed, and recommendations are made for further study.

Christine Davies Christine.Davies@www.guaguababy.com Lowri Harris l.m.harris@www.guaguababy.com 2020-02-03T10:10:43Z 2020-11-24T13:59:36Z https://repository.www.guaguababy.com/id/eprint/1178 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/1178 2020-02-03T10:10:43Z

The article discusses an unique and innovative project relating to unprovenanced ancient Egyptian objects and how they can have a place in modern culture through the perspective and (re)interpretation by academics (Egyptologists, museum and heritage professionals), students and members of the community. The outlined case-study is situated within a framework of pertinent, contemporary discourse regarding the emotional power of both objects and storytelling, drawing on use of narrative as a means to structure our understanding of the world. The impact of storytelling is used to unlock inherent potential in material culture – the ‘charismatic’ object – in order to forge ‘bonds’ between people and things. The project showcases how museums can reach out to a wider community and encourage their review of objects through storytelling, art and alternative narratives through the ‘Museum of Lies’ as part of an annual pop-up exhibition. This is compared with examples of other storytelling museums across Europe (The Museum of Innocence, Istanbul; Das Lügenmuseum, Radebeul). ‘Lies’ in this instance are understood to be a developmental academic learning tool that inspire the creative imagination and reinforces the (academic) object biography, thereby raising intriguing questions about academic vs emotional truth and the ways in which meaning is negotiated and inevitably influenced by the context in which it is interpreted. This approach is able to influence museological practice (approaches to unprovenanced objects in museums’ collections) and may help to reinvigorate stored collections which otherwise might be in danger to be deaccessioned and disposal precisely due to their perceived lack of storytelling capacity. By questioning ideas of truth, curiosity and the function of museums, this project can also be seen in the current discourse around the ‘museums are not neutral’ movement that aims to challenge the historic notion that the museum is objective and unbiased.

Katharina Zinn k.zinn@www.guaguababy.com 2019-12-16T10:50:13Z 2019-12-16T10:50:13Z https://repository.www.guaguababy.com/id/eprint/1138 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/1138 2019-12-16T10:50:13Z

Given its soft nature and the fact that it’s difficult to make explicit, tacit knowledge is certainly the most critical form of knowledge to deal with. Often referred to as know-how, practical experiences and insights; tacit knowledge is known to have a significant impact on one’s quality of work and professional efficacy. A review of the literature has revealed that many studies address the questions related to the capacity of e-Learning environments to create conditions that are conducive for participants to share, acquire and retain tacit knowledge. Still, there is debate about learners’ ability to gain tacit knowledge in settings that are devoid of face-to-face contact, simply because of the lack of empirical or experimental studies on the subject. Assuming it’s even possible, there is a lack of models and practical guidelines addressing the acquisition of tacit knowledge at the individual level in online education. This study applies adult learning principles, Knowledge Management and e-Learning design best practices to posit a subject-specific e-Learning model based on Knowledge Objects and learning activities led in the spirit of Community of Practice. The model is tested in order to assess learners’ tacit knowledge and influencing factors that impact the acquisition of this knowledge. The business presentation field was chosen to meet the objectives of the research since the mere memorization of facts does not make an effective presenter. Using a control group design, learners’ tacit knowledge of the experimental group (n=231) and control group (n=212) was examined via a validated instrument (TKIBP). Twenty-three learners were closely monitored, and a panel of experts evaluated their performances at three different stages. Learners’ perceptions of the model were also examined on a number of variables like delivery effectiveness and knowledge acquisition. Results showed that a well-prepared e-Learning environment can create a strong potential to support the activities and learning processes necessary for learners to acquire tacit knowledge. The model proposed in this study is a viable approach to facilitate the acquisition of tacit knowledge in e-Learning environments; in a given field. Experience in the field, English as a first language, self-competence, perceived usefulness, self-directed learning and motivation all play a major role in learners’ capacity to acquire tacit knowledge in e-Learning environments. This study unveils evidence-based information for the better implementation of e-Learning. It also gives a conceptual framework for scholars to advance research related to tacit knowledge acquisition in online education.

Annel Ludovic Ketcha Djiffouet 2019-12-12T09:41:49Z 2020-10-12T10:01:44Z https://repository.www.guaguababy.com/id/eprint/1131 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/1131 2019-12-12T09:41:49Z

The youth unemployment is one of the most pressing problems for every economy. For addressing this issue in the Republic of North Macedonia, numerous project initiatives and activities are in the phase of planning and implementation. Part of these is the implemented project: ‘Building capacities for better employability’. Through the project activities, it was proposed to be institutionalized the stakeholder cooperation for matching education curricula according to labour market needs. In order to increase the employability of students and graduates, the main aim which is also the goal of this study, was developing a methodology for closing the gap between the skills of students and graduates and the Labour market needs, by enhancing the entrepreneurial education dominance in high education curricula. Through advanced understanding of the entrepreneurial mind-set, new opportunities in teaching and learning can enhance the University provision. For that purpose, case studies for the best UK practices in employability were developed and a survey for investigating the needs and requirements of the Macedonian high-educational sector was conducted. The research findings comprised rich informative set of recommendations that was a base for developing the methodology for closing the skills gap. The methodology was organised in four main levels with a number of institutions (actors) and activities (measures) related to them. The application of this methodology resulted with an outline of a stakeholder plan that offers insights into other areas of study and research possibilities. The contribution of this study is twofold. It adds on the literature for high-sector education and employability, but also it has practical implications for all stakeholders responsible in coping with the unemployment issue. The proposed methodology assists in monitoring the labour market changes and addressing them with improvements in the university curricula accordingly. It could be a powerful tool in the hands of the stakeholders for better employability of the students/graduates and can facilitate whole process. Overall, it will support the Republic of North Macedonia’s future strategies at Government, University and Faculty level in their strides toward creating more skilful and employable youth.

Radmil Polenakovik Ivana Stankovska Andrew Penaluna Kathryn Penaluna Bojan Jovanovski 2019-12-06T13:40:12Z 2020-10-12T09:59:41Z https://repository.www.guaguababy.com/id/eprint/1130 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/1130 2019-12-06T13:40:12Z

Purpose – This paper addresses the recent development of heutagogy in the domain of enterprise and entrepreneurship education. Responding to recent thinking within our domain of education, this paper discusses the origins of heutagogy, its adoption within enterprise and entrepreneurship education and offers suggestions as to the further development of such thinking in this domain.

科林·琼斯 Kathryn Penaluna Andrew Penaluna 2019-03-11T11:04:06Z 2019-03-21T11:51:16Z https://repository.www.guaguababy.com/id/eprint/981 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/981 2019-03-11T11:04:06Z

This paper explores the writing experiences of a small group of female higher education humanities students, with and without diagnosed dyslexia, enrolled on degree programmes that include a variety of writing tasks including creative, reflective and critical essay writing. Qualitative data was collected via semi-structured interviews and reflective diaries, and thematised using interpretative phenomenological analysis. Findings indicate that the major concern of the dyslexic students was managing the organisation and structure of their essays, associated with strong expressions of anxiety, but none of the students reported significant problems structuring their creative pieces. All the students drew on multisensory imagination to some extent for creative writing, although this was more emphasised by the dyslexic students, and they all found it extremely difficult to work on creative writing and critical writing assignments concurrently. The paper concludes that discipline and genre significantly affected the writing experiences of these students suggesting that specialist writing support for dyslexic students is best provided within the disciplinary context of the writing tasks. This has implications for how literacy support is delivered within HE.

Kate Butler 2018-12-04T09:00:19Z 2018-12-04T09:00:19Z https://repository.www.guaguababy.com/id/eprint/970 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/970 2018-12-04T09:00:19Z

本研究探讨了铅academi的经验cs undertaking externally funded projects within HEIs in the United Kingdom through qualitative analysis of semi-structured interviews. It had been expected that the study would reveal that many HEIs had adopted formal project management practices in order to monitor progress, identify and deal with issues that arose, and embed lessons learned from projects into organisational learning to inform future practice. It was found that this was not the case, and although elements of, or equivalent to, project management best practice were in place for monitoring and reporting on progress, there appeared to be little attention paid to the question of transferring knowledge derived from experience from the project team to the rest of the organisation. The lead academics involved approached their work with diligence and enthusiasm, and found themselves subject to complex social situations and feelings of impostorship, and undertaking a significant amount of Emotional Labour in order to keep their projects on track. Although they learned new information, they had not attempted to capitalise on their experience by reflecting upon it for the future.

Martin Locock 2018-06-21T13:14:54Z 2018-06-21T13:14:54Z https://repository.www.guaguababy.com/id/eprint/913 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/913 2018-06-21T13:14:54Z

质量系统通常依赖于availability of appropriate evidence to permit the development of continuous improvement schemes. Practical service in managing the learning experience has highlighted the rich variety of sources of information available to the HE manager. Time basis has a critical importance in control, and the cycles of evidence collection occurs across the year are of variable value in terms of critique and analysis. The importance of formal mechanisms for quantitative and qualitative data collection are well established, but some of the use of such data is open to question, particularly where statistics are applied for small samples. The informal mechanisms are no less important, and can offer both short cycle opportunities for practical intervention and long-term quality improvements based on professionalism and systematic developments that are often not captured in the formal reporting cycles. The implications of typical problems and the value of the evidence sources within the context of likely use are assessed, with corrective actions indicated. The role of perception, and particularly of the setting and meeting of expectations, and the complexities arising from prior beliefs, is emphasised. Quality evidence is a matter of signposts for investigation; successful improvement of correct interpretation.

Stephen John Rees Stephen Hole Michael Dacey Huw Protheroe 2018-06-11T13:26:03Z 2018-06-18T11:23:03Z https://repository.www.guaguababy.com/id/eprint/912 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/912 2018-06-11T13:26:03Z

本文概述了正在进行的工作the School of Early Years at the University of Wales Trinity Saint David (UWTSD) to engage with Education for Sustainable Development and Global Citizenship (ESGDC). The article provides a context for the ESDGC agenda in Wales and then explores the practical initiatives undertaken by the School of Early Years to develop student awareness and participation in ESDGC discourse. The article makes links to relevant ESDGC and early years’ literature and presents evidence to support the approach taken to engage students with ESDGC, and to support these students to be confident to explore sustainable development concepts with the young children they work with in the future. Amlinella’r erthygl hon y gwaith a wneir gan Ysgol Blynyddoedd Cynnar PCYDDS i ymgysylltu ag Addysg ar gyfer Datblygu Cynaliadwy a Dinasyddiaeth Fyd-eang (ADCDF). Mae’r erthygl yn darparu cyd-destun ar gyfer yr agenda ADCDF yng Nghymru ac wedyn yn archwilio’r mentrau ymarferol yr ymgymerir â nhw gan yr Ysgol Blynyddoedd Cynnar i ddatblygu ymwybyddiaeth myfyrwyr a’u cyfranogiad mewn trafodaethau ar ADCDF. Mae’r erthygl yn cysylltu â llenyddiaeth ADCDF a blynyddoedd cynnar berthnasol ac yn cyflwyno tystiolaeth i gefnogi’r dull a ddefnyddir i ymgysylltu myfyrwyr ag ADCDF, ac sy’n cefnogi’r myfyrwyr hyn i fod yn hyderus i archwilio cysyniadau datblygu cynaliadwy gyda’r plant ifanc y byddant yn gweithio ganddynt yn y dyfodol. Keywords: ESDGC, early years, sustainability, ESD

Glenda Tinney Eileen Merriman 2018-02-02T11:49:55Z 2020-01-17T10:21:49Z https://repository.www.guaguababy.com/id/eprint/840 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/840 2018-02-02T11:49:55Z

This paper will give an insight in the particular problems of dealing with Egyptian artefacts belonging to the Cyfarthfa Castle Museum and Art Galleries, Merthyr Tydfil, Wales (UK) resulting from a cooperative project between the Museum and University of Wales Trinity Saint David, School of Archaeology, History and Anthropology, led by the author. Most of them had once formed the private collection of Harry Hartley Southey (1871-1917), son of a local south Welsh newspaper magnate. Commissioned by the museum to write the Welsh heritage of these objects, the author combines Egyptological methods with heritage approaches to enable the museum to prove its community outreach which secures the funding of the museum. By creating as detailed as possible object biographies from the time of production of the objects in ancient Egypt over the moment of collection in the late 19th and early 20th century AD to modern reception and understanding, the biographies have to focus on the ancient Egyptian life-cycle of these unprovenanced objects as well as the (modern) narrative in which we are embedding them by using archaeological and anthropological theory. Following the contesting meanings and several identities of these ancient Egyptian objects – and several replicas from the late 19th and early 20th centuries AD – the urgency to deal with heritage becomes clear, be it “our” or world heritage, tangible or intangible.

Katharina Zinn 2018-02-01T09:41:10Z 2020-01-22T14:22:52Z https://repository.www.guaguababy.com/id/eprint/859 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/859 2018-02-01T09:41:10Z

This article addresses a question frequently posed in UK universities: Does the PhD model of contributing new knowledge fit art, where there are no definitive answers and the main strength of the research is its ability to question?, answering in the positive by distinguishing between propositional knowledge, and understanding. It distils an aesthetic cognitivist position from which the visual arts are construed as powerful means of deepening our understanding, a source of non-propositional knowledge on a par with, although qualitatively different from, the way that the sciences are construed as the means to propositional knowledge. The distinguishing feature is an attempt to provide a concise overview of the background and structure of the case for the inclusivity of research through visual arts practices at doctoral level in the universities, based upon an aesthetic cognitivist position which I hope will support those charged with advocating proposals in a cross-disciplinary committee context.

Howard Riley 2017-11-30T16:01:07Z 2019-09-03T08:12:59Z https://repository.www.guaguababy.com/id/eprint/807 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/807 2017-11-30T16:01:07Z

最近开车去提高最初的教师教育in Wales identify the need to build professional capital and to develop and sustain research capacity within the sector (Furlong, 2015). However, such capacity, and the integration of research into teacher education remains underdeveloped (Leat et al, 2014; Furlong, 2016). This paper reports on the experiences of three teacher educators who are novice researchers. They engaged in a small-scale close-to-practice research project with primary and secondary schoolteachers, under the guidance of a more experienced research colleague. Using evidence from self-study (Lunenberg and Willemse, 2006) and reflective enquiry (Lyons, 2006) the paper discusses how collaborative engagement in research allowed the participants the opportunity to reclaim a ‘sense of wonder’ (Berry, 1998) about their practice (where we define a sense of wonder as a sense of inquiry into their practice). The paper’s central argument is that whilst a national policy drive has necessitated a change in research culture within initial teacher education, reasons for involvement go beyond a feeling of ‘because we have to’. The participants regarded involvement as key to their professional growth. Time and opportunity to research pedagogical practices in other teacher’s classes opened up space for the participants to ‘wonder’ about their own practices. They also felt that the experience supported a shift towards adopting the identity of ‘researcher’. The paper considers why this is so important in the current climate of educational change in Wales.

Helen Lewis 0000-0003-4329-913X Sian Brooks Gail Parker Diane Thomas 2017-11-23T14:45:01Z 2020-10-12T10:02:49Z https://repository.www.guaguababy.com/id/eprint/802 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/802 2017-11-23T14:45:01Z

有一个广泛的知识prope话题rty rights (IP) ; trademarks, patents, designs and copyright, designed to ensure that innovators are rewarded for their endeavours and to stimulate a competitive market (EPO/OHIM, 2013). The World Intellectual Property Office, observe that IP education should support learners to become IP creators, advocating that ‘their creativity should be developed, and they should be educated to respect the IP rights of others’ (OHIM, 2015, 11). Industries using Intellectual Property Rights intensively account for 1 in 3 jobs in Europe and seventy six per cent of Europeans feel that innovation and intellectual property go hand in hand (OHIM, 2014) and yet, in their UK study of HEI’s, Soetendorp et al (2016, 35) observe that less than a third of students surveyed had received any information about the topic whilst they were in school, college or University and moreover, that only 40% of students consider their current awareness of IP to be enough to support them in their future career (IPAN/IPO/NUS, 2012). Aim This study responds to calls within the entrepreneurship education literature, policy and guidance for students to have an understanding of intellectual property, to protect their own creativity and to avoid infringing the rights of others (QAA, 2012, Bacigalupo et al, 2016). The paper considers the evidence for integrating intellectual property into the entrepreneurial curriculum, addressing two specific questions, if entrepreneurship is seen as applied creativity (Rae, 2007), what are the implications of IP for educators? What approaches can be taken to incorporate IP in the enterprise educators’ toolkit, as an enabling strategy for developing the nexus between creativity and business? Method This is a single case study (Yin, 1994) using multiple sources of evidence to support a holistic investigation (Feagin et al, 1991) into the educational landscape in order to contribute to construct validity (Stake, 1995, Yin, 1994). The study was initiated by drivers and pedagogic approaches that were designed and developed 20 years ago by two educators, within a UK HEI, for raising awareness of Intellectual Property amongst students across all disciplines. Subsequently two of the papers authors have been advising UKIPO in a range of educational approaches and bring these insights to the debate. The evidence comprises; a review of entrepreneurship literature and policy for intellectual property to theoretically underpin the study, which are considered alongside anecdotal and observational contributions (Marshal and Rossman, 1989), from learners, graduates, educators and policy makers. Emphasis is placed on evidence collated within the past 10 years Contribution If IP is a key driver of innovation (Wang and Chang, 2005) and we accept the view that a sense of ownership is a critical factor in entrepreneurial success (Kirby, 2003, Gibb, 1993) a responsibility lies with those taking forward the entrepreneurship agenda to embed of awareness of IP within the curriculum. There are examples of good practice across the HE sector for integrating IP education, many of which are supported by the UK’s Intellectual Property Office (IPO, 2014, 2015) and Enterprise Educators UK (2017). However, the synergies between IP education and the enterprise educator have yet to be fully articulated. The study updates findings and discussions presented to the ISBE Conference in 2007, and then further contribute in terms of: • Evidencing the need for enterprise educators to raise awareness of intellectual property as a feature of their provision • Proposing potential ideas for intellectual property education, including considerations relating to adaption for educators’ own contexts.

Kathryn Penaluna Andrew Penaluna 科林·琼斯 Harry Matlay 2017-09-07T07:50:42Z 2018-02-27T12:15:41Z https://repository.www.guaguababy.com/id/eprint/772 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/772 2017-09-07T07:50:42Z

This paper presents the outcomes of three small studies which explore if students in diverse student groups seek and want academic and social integration. This includes an attempt to identify the facilitating factors and barriers for this process. Factors identified as facilitating integration are small group size, lack of access to compatriots and sufficient staff time and resources to create an intentional process of integration. Barriers to academic and social integration were situations where the majority of domestic students come from one area; large groups of international students from the same country and finally, a lack of resources to actively facilitate integration in a planned, interventional way.

Antje Cockrill 2017-09-07T07:49:44Z 2018-02-27T12:11:06Z https://repository.www.guaguababy.com/id/eprint/771 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/771 2017-09-07T07:49:44Z

This paper presents the outcomes of three small studies which explore if students in diverse student groups seek and want academic and social integration. This includes an attempt to identify the facilitating factors and barriers for this process. Factors identified as facilitating integration are small group size, lack of access to compatriots and sufficient staff time and resources to create an intentional process of integration. Barriers to academic and social integration were situations where the majority of domestic students come from one area; large groups of international students from the same country and finally, a lack of resources to actively facilitate integration in a planned, interventional way.

Antje Cockrill 2017-08-31T12:09:18Z 2017-08-31T12:09:18Z https://repository.www.guaguababy.com/id/eprint/773 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/773 2017-08-31T12:09:18Z

在学术文献和实践,有often a perceived dichotomy between home and international students, with the focus on finding solutions to dealing with differences between those two students groups. This paper aims to explore if this focus on differences between students from diverse cultural backgrounds is helpful, or if instead a broader approach to looking at differences between students generally may be more useful. In this paper, the authors use the concepts of identity perception, self-efficacy as a learner, intelligence perception and learning motivation together with a choice of learning strategies and techniques are to establish student profiles using cluster analysis. The paper explores the differences between these student profiles and the extent to which cultural background impacts on these profiles. Five distinct groups of students are identified. The findings show that whilst some of the groups are dominated by one nationality, all groups are multinational. This implies that cultural specific behaviour amongst students can hide the fact that actual learning strategies, techniques and motivation are very varied between students from one nationality. Rather than thinking in terms of international and British students, identifying students as a type of learner may be more appropriate.

Antje Cockrill Neil Harris 2017-01-25T14:43:04Z 2020-05-15T10:25:59Z https://repository.www.guaguababy.com/id/eprint/714 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/714 2017-01-25T14:43:04Z

在威尔士,放置和教师培训er considerable scrutiny (Estyn, 2012; 2013; 2015). The focus for future development in the sector has largely emphasised systems, models and structures. Within this paper I will suggest why, in my own experience, ensuring high quality professional development opportunities for teacher educators is so important. For the purpose of this paper, I will take the view that teacher educators are ‘all those who actively facilitate the (formal) learning of student teachers and teachers’ (European Commission, 2013: 8). The paper identifies some of the challenges facing teacher educators wishing to undertake professional development, such as practical issues, teacher educators’ professional identity and the perceived value of different types of professional knowledge. It also considers the benefits of teacher educators undertaking research activity, and why these opportunities may contribute to the ‘research-rich’ educational systems that are highlighted as best practice (eg Leat et al, 2014). It aims to indicate why professional development in teacher education must not be the ‘missing link’ in educational reform. This paper puts these challenges and benefits into context through reflection on the experiences I had during my doctoral studies. It therefore takes a retrospective narrative approach – I will provide ‘rememberings, retrospections and constructions’ (Freeman, 1984:4) of my personal experiences of professional development as evidence. Key words: teacher educators, professional development, classroom-based research, professional identity

Helen Lewis 0000-0003-4329-913X 2016-11-28T14:28:10Z 2016-11-28T14:28:10Z https://repository.www.guaguababy.com/id/eprint/706 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/706 2016-11-28T14:28:10Z Christine Davies Lowri Harris 2015-06-11T10:30:19Z 2016-10-06T13:52:17Z https://repository.www.guaguababy.com/id/eprint/490 This item is in the repository with the URL: https://repository.www.guaguababy.com/id/eprint/490 2015-06-11T10:30:19Z Susan M. B. Davies