Journal of Perspectives in Applied Academic Practice
Journal Ethos The Journal of Perspectives in Applied Academic Practice is an open access publication, including open peer review, which aims to provide a supportive publishing outlet to allow established and particularly new authors to contribute to the scholarly discourse of academic practice (both generally and in their discipline area). This can be acheived through the publication of papers that are theory-based and supported by evidence, as well as through the publication of Opinion Pieces and ‘On the Horizon’ papers on emerging work. The Submissions and Author Guidelines provide further guidance on the thematic areas covered by the journal, and the format for submissions to the journal. In relation to the general ethos of the Journal of Perspectives in Applied Academic Practice, the journal exists not only for the publication of papers within our thematic scope but also as a collegiate and developmental platform for new authors, those new to journal reviewing, and for scholars who are seeking to gain experience in journal editing and publishing. This developmental ethos manifests itself in a range of activities and opportunities that currently include the following: Direct support for authors who are seeking to publish their first paper in one or more of the thematic areas of the journal, through assigning ‘critical friends’ from within the editorial team who will be happy to advise on the development of initial ideas for the formats of paper we publish. Prospective authors should consult the Submissions and Author Guidelines. Peer support for those new to reviewing The Journal of Perspectives in Applied Academic Practice welcomes academics with experience in the thematic areas of the journal, but who are new to the journal submission reviewing process, to become involved as reviewers for the journal. This will include an opportunity to work for an initial period of reviewing with a colleague who is already experienced as a reviewer. Editorial internships The journal will soon be offering editorial internships, normally two a year, for academics who are experienced in the thematic areas of the journal, have some publications of their own and experience as a reviewer, and who wish to develop knowledge and experience on the editorial side of journal publishing. Further information on our first round of editorial internships will be forthcoming. Special issues The Journal of Perspectives in Applied Academic Practice welcomes the opportunity to work alongside colleagues in the field to develop Special Issues of the journal dedicated to particular themes or emerging areas of work. Having a good idea for a special issue, and being willing to take on Guest Editor responsibilities for the special issue (with support provided from the regular Editorial Team for the journal), is much more important than prior editing experience.
Authors who publish with this journal agree to the following terms: Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access). Journal of Perspectives in Applied Academic Practice has made best effort to ensure accuracy of the contents of this journal, however makes no claims to the authenticity and completeness of the articles published. Authors are responsible for ensuring copyright clearance for any images, tables etc which are supplied from an outside source. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Copyright (c) 2026 http://creativecommons.org/licenses/by-nc-sa/4.0
Beyond recommendations: The emotional and relational foundations of inclusion
Inclusion has become a defining concept in higher education (HE), shaping pedagogical discourse and institutional strategy. Within English for Academic Purposes (EAP), however, inclusive practice is often approached procedurally rather than experientially. While a growing body of evidence-based research provides comprehensive recommendations for inclusive teaching across classroom, programme, and institutional levels, their successful implementation depends on two interdependent and frequently overlooked dimensions: emotionality and relationality. This opinion essay argues that inclusion in EAP cannot be achieved solely through structural reforms or policy commitments; it must be emotionally and relationally grounded. Emotionality recognises the affective realities of teaching and learning, while relationality concerns the human connections that sustain inclusion as a lived experience. These dimensions transform inclusion from a policy to a practice, from a framework to a feeling. Only when educators and institutions attend to the emotional and relational foundations of their work can inclusion move beyond rhetoric to become an embodied commitment to belonging and equity in higher education.
Copyright (c) 2026 Angelos Bakogiannis; Evie Papavasiliou http://creativecommons.org/licenses/by-nc-sa/4.0
ANCORing Generative AI within the Computing Curriculum
Generative AI and Large Language Models have become ubiquitous across education and within higher education institutions. Emerging challenges include potential over-reliance on Generative AI, risks to academic integrity, and inequitable access: there is an urgent need for students to develop ethical, self-regulated and grounded learning practices in its use. This paper presents insights distilled from a survey of 14 computer science educators in the UK, and identifies the overarching importance of teaching responsibility and ethical implications of the use of AI to students. The ANCOR framework is presented as a method for teaching responsible Generative AI use, integrating ethical reasoning, real-world examples, and curriculum-wide approaches. It offers a novel contribution by providing both actionable teaching techniques and a conceptual approach for embedding ethical and responsible use of Generative AI tools across computing curricula, including guidance on ethics integration, contextualising relevant policies, developing ethical decision-making skills, addressing anthropomorphism, and using illustrative real-world cases.
Copyright (c) 2026 Mark Zarb, Martin Goodfellow http://creativecommons.org/licenses/by-nc-sa/4.0
Near-Peer Led Simulation in Paediatric Nursing Education: Pedagogical Promise and Performative Pressures
Near-peer led simulation (NPLS) is gaining attention as a way to enhance experiential learning in pre-registration nursing programmes, particularly in areas where placement capacity is constrained and emotional preparedness is essential. Paediatric nursing education faces persistent pressures relating to clinical exposure, rising patient acuity, and the relational and affective complexity of children’s care. At the same time, higher education institutions operate within audit-driven environments where teaching is increasingly shaped by recruitment, satisfaction and employability metrics. These pressures create a tension between supporting emotionally grounded, psychologically safe learning and meeting regulatory and institutional performance demands. This paper explores these tensions by examining the opportunities and challenges of NPLS through Stephen Ball’s concepts of performativity and neoliberalism “out there/in here.” Drawing on the existing literature, the paper outlines the reported benefits of NPLS, including increased confidence, stronger reflective practice, and a more approachable learning climate. It also highlights recurring challenges such as variable facilitator preparation, emotional labour, psychological safety, and the need for clear role boundaries. The analysis then considers how these pedagogical benefits and risks are shaped by the wider higher education environment, where what is most valued is often what can be easily measured. Using Ball’s framework, the paper argues that while NPLS has significant pedagogical promise, its sustainability depends on how institutions recognise and resource the relational, emotional and supervisory labour it demands. In many workload and quality systems, this labour remains largely invisible. The conclusion identifies two areas for future inquiry: first, empirical research that examines how universities negotiate the competing demands of emotional, critical and performative priorities when implementing NPLS, and second, a small design-focused pilot that tests whether NPLS can be supported in ways that protect psychological safety while meeting institutional requirements. Together, these directions offer a balanced way to develop NPLS as both a pedagogically valuable and institutionally viable approach within contemporary higher education.
Copyright (c) 2026 Lisa Harvey, David Crighton http://creativecommons.org/licenses/by-nc-sa/4.0
Professional development in a tertiary model – addressing the disconnect between further and higher education
As governments internationally begin to move towards a ‘tertiary’ model of post-compulsory education with greater collaboration between – and alignment of – further (FE) and higher education (HE), there is a need to address the misalignment of professional development for learning and teaching across the tertiary sector. This paper argues that the schools-based regulatory model prevalent in the college sector across the UK is disconnected from a vision of tertiary provision and that there should be greater alignment and recognition of learning and teaching qualifications across colleges and universities.
Copyright (c) 2026 Derek J. Robertson http://creativecommons.org/licenses/by-nc-sa/4.0
Fear of looking bad: Othering of students requiring a reasonable adjustment within professional practice placements
The research project was a cross disciplinary multi-methods research study to explore the effectiveness of reasonable adjustments in professional practice placements in one British university. The aim of the research was to understand the lived experience of procedural and practical use of reasonable adjustments on practice placement. The objective was to enable the facilitation of recommendations to enhance student outcomes including continuation and degree classification. Thirty-four undergraduate and postgraduate students completed questionnaires and n=9 students attended n=2 focus groups. The research participants were students undertaking professional degrees in occupational therapy, social work, childhood studies, biomedical science, sport and exercise therapy, dietetics, nursing, education and therapeutic counselling who had a diagnosis or self-disclosure of mental health, physical health, physical disability or neurodivergence. The data were subjected to a thematic analysis, and the themes of ‘need for clearer procedures’, ‘looking bad: stigma and negative perceptions of students’, and ‘experience on placement’ emerged. The article presents the research findings and discusses the othering of students in practice placement. It concludes by first recommending that the procedural response to reasonable adjustments could be reviewed to incorporate practice accommodations. Secondly, it recommends that placement providers discuss students’ reasonable adjustments more openly to align learning opportunities with those experienced by able-bodied and neurotypical students, to support the development of knowledge and skills of all students.
Copyright (c) 2026 Paula Beesley, Paige Davies, Angela Murphy, Sharon Vincent http://creativecommons.org/licenses/by-nc-sa/4.0
A field study on how PE students perceive the potential of video-based peer feedback in higher education
In the context of increasing digitalization in education, teacher education programs face the dual challenge of fostering both pedagogical and digital competences. This study explores the potential of video-based peer feedback as an innovative and practice-oriented method to support the professional development of future physical education teachers. Embedded in a university-level field hockey course, the intervention combined video analysis and peer feedback to enhance professional competences. Drawing on a mixed-methods design, the study first gathered quantitative survey data (N = 28), followed by nine qualitative interviews to gain deeper insights into students’ experiences. Results show that video-based peer feedback promotes professional reflection, improves movement execution, and supports the acquisition of didactic and general pedagogical knowledge. Furthermore, the peer interaction fostered a more nuanced understanding of how to give and receive constructive feedback. The findings highlight video-based peer feedback as a scalable and meaningful way to integrate digital media into physical education teacher education and address current demands for digitally competent educators.
Copyright (c) 2026 Lina-Doreen Rose, Christiana Schallhorn, Hendrik Beckmann, Christian Winter, Robert Collette http://creativecommons.org/licenses/by-nc-sa/4.0
Universal Design for Learning in Private Higher Education: Bridging Inclusion and Innovation
This reflective paper explores the application of Universal Design for Learning (UDL) in private higher education settings, focussing on how inclusive pedagogical methods can foster innovation, engage learners, and ensure educational equity within the institution. Drawing back on personal experiences as a senior educational leader in a private higher education institution, this paper examines how UDL has altered my practice as a leader and educator and impacted strategic decision-making in relation to curriculum design, digital transformation, and staff development, all of which are essential in order to achieve success in an educational institution. The reflective narrative highlights the barriers and opportunities which are linked with private higher education institutions, where the flexibility of policy implementation can aid or deter inclusive practices. Using scholarly literature on UDL, trauma-informed teaching, and inclusive leadership, the reflection connects lived professional experiences with wider institutional change. The aim of this narrative is to contribute to the discourse on inclusive education in under-researched higher education contexts and to offer support and practical insights into how to embed inclusive frameworks in teaching and leadership.
Copyright (c) 2026 Imran Mir http://creativecommons.org/licenses/by-nc-sa/4.0
Shadow Podcasts: Student Perspectives on AI-Generated Audio Content as a Supplementary Learning Tool
This paper explores the use of AI-generated “Shadow Podcasts” as a supplementary learning tool in higher education. Developed using Google’s NotebookLM, the podcasts transformed lecture transcripts into short audio summaries, offering students an alternative means of engaging with course content. Deployed across five modules in two academic Schools within the Robert Gordon University, the podcasts were evaluated through a mixed-method survey of 85 students, combining quantitative ratings with thematic analysis of open-ended responses. Analysis suggests the podcasts were well-received, with most students rating them as good or excellent and noting improvements in their own engagement, understanding, and revision. The tool's conversational tone and ability to support multitasking distinguished it from traditional materials. Critiques centred on the artificial delivery, and lack of visual or detailed content. Students expressed interest in improvements such as more expressive voices, subtitles, video integration, and stronger alignment with assessments. The study highlights the potential of generative AI to enhance educational experiences when used transparently and reflectively. While Shadow Podcasts are not being positioned as a replacement for live teaching, they offer a flexible, scalable, and engaging complement to existing resources. Future work will involve cross-institutional research and further exploration of the podcasts’ impact on learning outcomes and curriculum design. This study contributes to the growing dialogue on pedagogically-grounded uses of generative AI in computing and business education.
Copyright (c) 2026 Mark Zarb, Elliot Pirie http://creativecommons.org/licenses/by-nc-sa/4.0
Copyright (c) 2025 Robert Crammond http://creativecommons.org/licenses/by-nc-sa/4.0
Assessment in Youth Work Placements. Explore and understand the perceptions of students and placement agencies regarding current assessment methods used in youth work placements.
This action research project explores the perceptions of students and placement agencies regarding the suitability and relevance of current assessment methods used in community youth work placements. In the context of professional youth work education, where academic learning is tested in complex, real-world environments, ensuring alignment between assessment strategies and workplace expectations is crucial. This study explores how well current approaches support students’ personal and professional development, and whether these methods are seen as fair, appropriate, and reflective of authentic practice in youth work and in learning and teaching with Higher Education. Using a qualitative action research methodology, this study engaged both placement supervisors and final year students through semi-structured interviews and focus groups. The findings reveal a strong consensus on the value of reflective assessment and practice-based learning; however, concerns were raised about the clarity, consistency, and practical relevance of some tasks. Supervisors questioned the developmental appropriateness of specific assessment components at different levels, suggesting the need for more graduated expectations and a clearer alignment with challenges of youth work practice such as partnership working, safeguarding, resource management, and project evaluation. Students shared many of these thoughts, emphasising the importance of placements that are challenging, supportive, and well-integrated with academic content. They advocated for assessment strategies that are more authentic and better tailored to different learning levels, including the use of observed practice, risk assessments, portfolios of evidence, and opportunities to demonstrate impact and growth across their professional formation. The role of supervision, placement structure, and timing also emerged as factors affecting assessment fairness and student progression. The research identifies opportunities for redesigning assessment frameworks to enhance authenticity, inclusivity, and collaboration between university staff and placement partners. Recommendations include greater flexibility in assessment timelines, differentiated expectations across academic levels, increased supervisor input in assessment processes, and a broader recognition of non-written forms of evidence, particularly to support students with diverse learning needs. This study contributes to wider conversations in Higher Education about improving work-based learning by offering a model of collaborative, critically engaged assessment that prepares students not only for academic success, but for effective, ethical, and sustainable youth work practice. It highlights the potential for co-produced, context-sensitive assessment strategies to bridge the gap between the academia and youth work practice.
Copyright (c) 2026 Mark McFeeters http://creativecommons.org/licenses/by-nc-sa/4.0
Group project design for sustainability: Impact on group dynamics, learning experience and competencies development
Education for Sustainable Development (ESD) seeks to develop competencies such as communication, collaboration, critical thinking and self-awareness to prepare learners to address global challenges, which requires effective teamwork. However, group work in higher education often faces persistent challenges, including unequal participation and communication barriers. This study investigates a scaffolded group assessment implemented in an undergraduate Environmental Economics course, designed to foster collaborative learning among students from diverse backgrounds through setting structured milestones and authentic tasks (a podcast and a policy brief), as a pathway for developing key ESD competencies. We designed a two-stage assessment which was scaffolded and accounted for more than two-thirds of the overall course grade. The design aims to encourage sustained group interaction and promotes the perception that individual success depends on group achievements and teamwork. To evaluate the assessment’s effectiveness, we analysed responses from a reflective survey focusing on students’ learning, group dynamics, conflict resolution and the benefits of collaborative work. Thematic analysis revealed that the scaffolded design strengthened group cohesion, supported the development of core ESD competencies and enriched students’ learning experiences.
Copyright (c) 2026 Lovleen Kushwah http://creativecommons.org/licenses/by-nc-sa/4.0
Copyright (c) 2025 http://creativecommons.org/licenses/by-nc-sa/4.0
“I quickly began to believe in myself”: Empowering professional services colleagues through professional recognition of their teaching and learning
Addressing the challenges that Professional Service (PS) colleagues can face in attaining Advance HE recognition, this paper presents the initiatives undertaken at Manchester Metropolitan University to address this challenge. The paper outlines the framework and approach used to raise awareness and demystify the process of Advance HE recognition. Both quantitative and qualitative data will be shared indicating the success and impact of the initiative, offering food for thought in how institutions encourage and engage PS staff to attain recognition. Using service data from the last five academic years, and research data gathered from a two-year institution-wide project into experiences of gaining Fellowship, this paper will reflect upon a dramatic increase in the number of colleagues from PS gaining Advance HE recognition. Firstly, the paper will outline the steps we have taken to challenge hidden biases and assumptions that previously favored colleagues in academic roles. Secondly, the paper will detail a cohort approach to supporting whole areas of PS in these goals, creating temporary communities of practice working towards recognition. Finally, the paper will document the headline figures around the growth of our PS colleagues gaining AdvanceHE Recognition. Across the past four academic years, approximately 37% of all awarded Fellowships (across all categories) have been to colleagues in PS roles. Data also reveals an evolution across the past four years where PS colleagues seeking Advance HE recognition have shifted from predominantly applying for Associate Fellowship to a more even spread across all categories of Fellowship in 2024/25. By sharing the approaches taken and research into the experience of PS colleagues, it is hoped that colleagues in PS roles and colleagues with responsibilities for supporting PS colleagues to achieve recognition of their teaching and learning practice can take some of the lessons learnt and apply them to their own work.
Copyright (c) 2026 Christopher Little, Kirsteen Aubrey, Gladson Chikwa, Valeria Ruiz Vargas, Orlagh McCabe http://creativecommons.org/licenses/by-nc-sa/4.0
Criminology meets nursing simulated technology: Taking blended learning in new directions.
This article presents an innovative approach to blended learning that integrates criminology and nursing pedagogy in a higher educational institution. It explores a Crime Scene Investigation module from a criminology undergraduate degree programme that used an Anatomage table, a life-size high-resolution tool used in the nursing degree courses, that allows students to have digital interactions with human cadavers. A murder victim, investigated by the students during this module, was aligned with one of the five digitised cadavers from the Anatomage table. Within the module presented in this article, the students investigated a staged crime scene of a murder victim with stab wounds. They then attended a simulation laboratory to explore the anatomical structures below each stab wound, enabling them to identify the fatal incision. The activity was designed to develop critical thinking, forensic interpretation and real-world problem solving by using pedagogical approaches such as contingency, fading and scaffolding. This case study demonstrates the potential of cross-disciplinary pedagogical innovations and how diversifying the use of technologies can enhance the student experience through blended learning approaches.
Copyright (c) 2026 Nigel Lee, Joelle Salje http://creativecommons.org/licenses/by-nc-sa/4.0
Relational Pedagogies and Student Wellbeing in COIL: Insights from an International Collaboration
Higher education faces ongoing challenges in sustaining internationalisation while supporting student wellbeing. Collaborative Online International Learning (COIL) offers a pedagogical approach that enables intercultural exchange, empathy, and human connection without reliance on physical mobility. This study examines a COIL initiative between students at the University of Glasgow, Scotland, and the University Niccolò Cusano, Italy, conducted across two academic years. Drawing on ethically approved focus groups, thematic analysis identified three interrelated dimensions, digital empathy, digital connectivity, and digital presence, as foundational to students’ experiences of belonging in online international classrooms. These dimensions shaped the creation of safe and brave learning spaces, where students reported increased confidence, intercultural understanding, and authentic collaboration. Framed through Maslow’s hierarchy of needs and the concepts of Internationalisation at Home (IaH) and Internationalisation at a Distance (IaD), the study demonstrates how COIL can nurture belonging, peer-supported esteem, and opportunities for self-actualisation in digitally mediated environments. The findings highlight COIL’s potential to enhance wellbeing and global connectedness, reinforcing the importance of relational pedagogies in shaping the future of internationalisation in higher education.
Copyright (c) 2026 Mark Breslin, Dr Gabriella Rodolico, Anna Maria Mariani http://creativecommons.org/licenses/by-nc-sa/4.0
Strengthening the links between research and teaching: using academic teaching colleagues’ perspectives to enhance practice
In this paper we provide an exploration of the conceptions of, and approaches to, research- teaching linkages (RTL) that are held by a group of research active educators in our university. Teaching and research are at the heart of what universities do, but the relationship between the two is not always clear to staff or students (Dandridge,2023). The work we report on is an institutional project to broaden and deepen engagement with RTL in a university that historically sits within a teaching- led context. The project focuses on learning from creative ways to embed RTL principles and practices across a broad range of subject areas, learning and teaching environments, and curricula. A primary intention is to highlight how the intellectual work our students undertake and produce has a direct value to them, their future aspirations, and the needs of the wider communities the university serves. This phenomenological study with a discussion of contextualised literature contributes to a relatively small research base of qualitative research concerning RTL. The findings and pedagogic examples, aligned to Boyer's (1998) original classification, emerge from exploring five academic participants' conceptions and approaches to strengthening their research to teaching links. The examples reflect a focus on enhancing student learning and skill development, building critical thinking and using authenticity to stimulate engagement. In doing this, we offer a discussion of the findings and provide practical recommendations we hope others find useful.
Copyright (c) 2026 Susan Smith, Jim Durrant, Daniel Kilvington, Henry Irving, Andrew Manley, Sue Miller, Rebecca Sellers http://creativecommons.org/licenses/by-nc-sa/4.0
Demystifying and framing SoTL: Exploring the Meaning and Purpose of Scholarship in a School of Education
The Scholarship of Teaching and Learning (SoTL) is central to professional development in higher education, encouraging colleagues to reflect critically on practice and disseminate their insights through publications, conferences, and institutional initiatives. The focus of this paper, the first of two that we propose to JPAAP, serves as an “on-the-horizon” exploration of the concept of scholarship, specifically within a School of Education (SoE). The second paper, which will follow one academic year later, will present an empirical case study examining the culture of SoTL in our School. In this initial paper, we draw on scholarship to frame our discussion around three themes: recognised concepts of SoTL; its positioning within a SoE; and the role of institutional culture in supporting it. Additionally, we will locate the questions above within the context of a SoE and, in doing so, highlight the challenges of establishing a clear and shared understanding of scholarship within the discipline of education. By situating SoTL within the unique disciplinary context of education, we contribute to broader debates about how scholarship is understood and enacted across different parts of the academy. This paper, therefore, lays the conceptual groundwork for a forthcoming case study of how our SoE seeks to demystify SoTL and build a sustainable culture of scholarly support.
Copyright (c) 2025 Angela Jaap, Julie McAdam http://creativecommons.org/licenses/by-nc-sa/4.0
Wearing many hats: Leading complex projects
This case study reflects upon the leadership of a complex five-year digital teacher education project, undertaken within a Russell Group institution's Initial Teacher Education department. The project emerged in response to declining PGCE applications post-Covid and aimed to utilise departmental expertise in online and blended learning. Using Kolb’s reflective practice model, the case study specifically reflects on the first year of the project which included four strands (themes): Mentoring, Digital Communities of Practice, Reusable Learning Objects, and Student Experience and Quality Assurance. The leadership roles applied in each strand are discussed, highlighting the challenges of managing small teams. Through critical reflection, this case study articulates the complexities faced by the project lead, including managing diverse partner expectations and navigating institutional barriers. Relevant insights emerge from each strand, highlighting the importance of proactive problem-solving, partner collaboration, and particularly adaptive leadership approaches. This case study underscores the varied nature of leadership in complex educational projects, emphasising the need for agility, innovation, and effective communication to achieve strategic objectives and foster meaningful educational impact. It concludes by situating the leadership experience within the broader context of third space professionalism, where individuals transcend traditional roles to navigate complex organisational landscapes and drive positive change.
Copyright (c) 2026 Abigail Ball http://creativecommons.org/licenses/by-nc-sa/4.0
‘But we are already doing so much!’ – The importance of surfacing employability initiatives in undergraduate programmes
Findings from an employability, enterprise and entrepreneurship (EEE) audit including 12 non-vocational undergraduate programmes in a Scottish university suggests that there is no direct link between the number of EEE initiatives that are embedded in a progarmme, and a programme’s NSS employability score (Q9). The results suggest that using reflection to surface skills and competencies students gain on their degree progarmme can compensate for a lack of EEE initiatives in programmes. This suggests that rather than focusing on applying a deficit model, i.e. identifying potential gaps in EEE provisions and getting programme teams to do more, an appreciative inquiry (Mishra and Bhatnagar, 2012) stance should be taken which focuses on surfacing existing employability initiatives to help build a coherent narrative around ‘what employability looks like’ for both students and programme teams. This is in line with Schonell and Macklin’s (2019) suggestion that programme teams should reflect on the strengths of the existing offer and consider ways to enhance the design and delivery.
Copyright (c) 2025 Susanne Schulz http://creativecommons.org/licenses/by-nc-sa/4.0
Finding balance in the triple nexus of research, teaching and public engagement.
This study explores the perspectives of lecturers teaching STEM disciplines to undergraduates across Scottish universities. Its central aim was to examine how teaching practice draws on the theories of Wilhelm vin Humboldt and how this might support the student-as-producer mode of knowledge creation by extending the traditional Teaching-Research nexus to explicitly include public engagement as a third, integrative pillar of scholarship. Adopting an interpretative phenomenological analysis framework, the study utilised qualitative interviews and autoethnographic reflections to elicit the lived experiences of participating lecturers. Findings reveal a shared understanding among participants that the limited timescale of undergraduate programmes often restricts the meaningful development of research skills, even by the Honours year. Barriers such as complex ethical approval processes, funding limitations, and the pressures of an individual lecturer’s research capacity further hinder the integration of authentic research opportunities into undergraduate curricula. This was most apparent in post-92 universities. Nevertheless, participants suggested some "off-the-peg" models such as broad-based research skills modules introduced at the school-university transition and live briefs embedded in ongoing research projects can offer promising avenues for engaging students in knowledge production. Importantly, the study highlights the transformative potential of public engagement to spark scientific curiosity and enrich pedagogical approaches. However, embedding PE as a formal third mission of the university requires a reimagining of institutional priorities, ensuring that such ambitions do not negatively impact lecturer wellbeing, teaching responsibilities, or personal research trajectories. Lecturers with formal postgraduate teaching qualifications or sustained CPD demonstrated a greater capacity to integrate public engagement into their practice, suggesting the importance of continued support and funding for professional development.
Copyright (c) 2026 Lucy Beattie http://creativecommons.org/licenses/by-nc-sa/4.0
Perspectives on the roller-coaster of becoming a teacher: Surfacing pre-service teacher voice through poetry.
This study sought to examine the lived experiences of pre-service teachers in Scotland as they undertake a one-year post-graduate teaching qualification (PGDE). Part of the work in this intensive qualification year is to reconcile shifting understandings of what it means to become and be a teacher. The aim was to surface authentic descriptions of the experience of student teachers as they reflect on and develop their expectations, identities and values in relation to being a teacher. Data collection was in the form of original poems created by the students at the end of their year of study. This approach was chosen to allow for emotionally honest responses, making use of the immediacy and inherent economy of language that poetry offers. Thematic analysis was applied to the data. Areas for teacher educator reflection are identified. These include recognising the challenges that come with navigating shifting understandings of both the practice and the purpose of the job as well as the consequent emotional work the qualification year entails.
Copyright (c) 2025 Heather Earnshaw http://creativecommons.org/licenses/by-nc-sa/4.0
Nurturing independence: Inspiring an entrepreneurial mindset to support ‘transitioning through’ undergraduate study.
This paper explores the critical yet often overlooked transitioning that happens through an undergraduate degree and reflects on strategies to encourage ownership of the transformational opportunities embedded in students' undergraduate journey, whether those transformations are intellectual, cognitive, cultural or personal (Baker & Lattuca, 2010; White, 2024). The structure of undergraduate degrees has traditionally been dominated by disciplinary content that builds incrementally towards a disciplinary identity. Yet, there is a gap here, between the traditional learning structure of tertiary education, and what must be demonstrated to employers as workplace readiness (Ferrie & Scott, 2021). Entrepreneurial skills in particular, are expected to be developed beyond the classroom in volunteering or part-time work for example, and these opportunities are not equally available. The changing demands of the global labour market require a reassessment of how degrees prepare students to navigate their learning opportunities effectively (McAlpine et al, 2020). By the time students engage in dissertations (extended independent projects in their final year), they are expected to have transitioned from 'regurgitators of content' to problem solvers and project managers, both integral to an entrepreneurial mindset (Mantai & Marrone, 2022). In part then, the independent project aims to aid student transition to an ambiguous and uncertain future (Hillebrand & Leysinger, 2023). This paper reflects on planned courses for year two of a four-year degree designed to deliver critical skill development that significantly transform students' understanding of learning, from a conforming focus on content and disciplinary trajectories to one where students practice creativity and leadership (Kiley & Wisker, 2009). Linking with the literature regarding successful transition to employment, we present a holistic framework for understanding the transition through the undergraduate degree towards a more certain future as students learn to develop and identify their entrepreneurial skills.
Copyright (c) 2025 Joanna Edson Ferrie, Michael McEwan, Ashley Lewis-Cole, Maureen Bain http://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing student feedback engagement: Implementing and evaluating three inclusive teaching strategies
This paper documents the implementation of, and student feedback regarding, three teaching strategies to improve student feedback engagement employed over the past two academic years. First, cohort summaries of performance and feedforward in the form of prerecorded videos are released at the beginning of modules to new cohorts and repeatedly reshared, to improve students’ understanding of the assignment. Second, an assignment front sheet has been introduced to encourage a more active and reflective approach to assignments and an increased sense of dialogue with staff. The front sheet offers a diagnostic element before engaging learners with dialogic questions about their experiences of creating the piece of work. Finally, summative assessment feedback is delivered in audio form with the aim of encouraging better engagement and to create a more personalised culture. These strategies have been employed in four modules across two academic years, offering students feedback in inclusive ways to encourage a more active learning and student engagement with summative and formative feedback. Student survey and focus group data will be presented and discussed, sharing experiences of the above measures and reveals a broadly positive student experience. Cohort summary videos were found to sharpen student focus. Assignment front sheets were used as checklists or maps of the assessments, but also used to annotate or justify risk-taking or creativity. Finally, students reported that they largely enjoyed audio feedback, that it gave a more ‘human’ form of feedback, but that for some, particularly students with learning disabilities and differences, it could be challenging. The paper will discuss the above findings and provide lessons learnt and recommendations for other practitioners considering implementing similar strategies in their practice.
Copyright (c) 2025 Christopher Little, Carmel Thomason http://creativecommons.org/licenses/by-nc-sa/4.0
Active Comparison: A Strategy for Building Competence and Confidence in Experiential Learning
Higher education has long prioritised knowledge acquisition over skill development, often neglecting the competencies essential for workplace readiness (Andrews & Higson, 2008; Clarke, 2018; Finch, Peacock, Levallet, & Foster, 2016; Succi & Canovi, 2020). As globalisation and economic pressures reshape educational priorities, there is increasing pressure from employers (Boughey & McKenna, 2021; Goriot, 2024; Tuononen et al., 2022) and accreditation bodies (Abbasi, Ali, & Bibi, 2018; Mainga, Murphy-Braynen, Moxey, & Quddus, 2022) to integrate experiential learning to enhance employability (Amoroso & Burke, 2018; Mainga et al., 2022; Succi & Canovi, 2020). However, traditional assessment practices often encourage students to focus on grades rather than developing transferable skills such as problem-solving, communication, and collaboration (Fischer, Bearman, Boud, & Tai, 2023; Souto-Otero, Donnelly, & Kanol, 2023; Velasco, 2012). The need to create an environment that facilitates the practical application of accumulated knowledge and bridges the gap between theory and practice has emerged (Fantinelli, Cortini, Di Fiore, Iervese, & Galanti, 2024) as a crucial topic of discussion within Higher Education Institutions (HEIs) (Mtawa, Fongwa, & Wilson-Strydom, 2019). This article explores active comparison as a pedagogical strategy for bridging the gap between theoretical learning and practical application. Drawing on Nicol’s (2020) DO-COMPARE-EXPLICIT framework, we examine how structured feedback mechanisms shift students’ focus from assessment performance to competency development. Active comparison promotes self-regulated learning, encourages engagement with external comparators, and preserves student agency while maintaining educational rigour (Souto-Otero et al., 2023). Using a case study from a business school setting, we demonstrate how embedding active comparison within experiential courses enhances students’ confidence, competence, and employability. Findings indicate that students who engage with active comparison develop stronger evaluative judgement, leading to deeper learning and improved workplace readiness. The study also highlights the role of external partners in fostering authentic learning experiences, supporting the development of practical skills alongside disciplinary knowledge (McArthur, Kubacki, Pang, & Alcaraz, 2017; Sokhanvar, Salehi, & Sokhanvar, 2021). By advancing active comparison as a scalable and effective pedagogical tool, this article contributes to the discourse on employability-focused education. It provides a model for integrating experiential learning with structured feedback to better prepare graduates for professional success in an evolving labour market.
Copyright (c) 2025 Dr Nick Quinn, Alison Gibb http://creativecommons.org/licenses/by-nc-sa/4.0
From the Margins to the Core: Implementing an Inclusive Academic Community for Empowered Learning
In higher education (HE), academic development and in-sessional provision have traditionally existed at the margins, often treated as supplementary rather than integral to institutional priorities. However, as student demographics and academic demands evolve, the need for a more inclusive, integrated approach to student support becomes increasingly pressing. This reflective analysis explores the collaboration between two services situated within the third space (Whitchurch, 2008): academic skills provision offered by the Centre for Educational Enhancement and Development (CEED) and Academic English Services (AES) provided by the International Education Institute (IE). Through this partnership, we sought to challenge entrenched othering structures that distinguish international from home students and reinforce the problematic dichotomy between native and non-native English speakers. Drawing from practitioner-based enquiry, we outline the steps taken to integrate these services and develop a student-centred provision that fosters autonomy and inclusivity. Our approach intentionally moves beyond problematising existing labels, instead focusing on dismantling institutional barriers that have historically segregated academic and language support. By aligning pedagogical and operational strategies, we created a unified framework that allows all learners to access tailored support without being restricted by linguistic or institutional classifications. This reflective analysis critically examines the early stages of our collaboration, drawing from qualitative and quantitative data to evaluate its impact. We unpick the successes and challenges encountered in navigating institutional constraints, streamlining service provision, and fostering a more cohesive academic community. Our findings contribute to ongoing discussions on cross-departmental collaborations and provide a potential blueprint for integrating academic and language development within the third space. Ultimately, we advocate for a model that prioritises learner agency, challenges deficit-based perspectives, and repositions academic development as a core function within HE institutions.
Copyright (c) 2025 Paula Villegas, Dr Eilidh Harris http://creativecommons.org/licenses/by-nc-sa/4.0
The Barriers to Embedding Entrepreneurship Education in Universities
Embedding ‘entrepreneurship’ into universities, whether in curricula or as standalone activities through the likes of accelerator programmes has become a key university strategy, enhanced by Tuffee and Little’s 2023 paper, The Entrepreneurial Campus. There is no doubt a transformative ideology, placing the entrepreneurial mindset and skills development of graduates from degree programmes at the heart of the recommendations, is necessary. Coupled with this, their paper suggests interdisciplinary teaching methods as one of the core solutions to this, with experiential teaching as key to unlocking social entrepreneurship, for example. There are many examples of experiential education methods, which develop entrepreneurial mindsets, such as ‘Design Thinking’ (Bremner & Air, 2023) and Collaborative Online International Learning (COIL) (Guth & Rubin, 2015) but at times there is a gap between university and the ‘real world’ which is hard to bridge. With the present position of the university sector, not just within Scotland but the UK as a whole, the ability to ‘make these things happen’ is becoming harder and yet necessary for the Government to maintain and contribute to the economic growth and regeneration of the country. This opinion piece will consider the gap between these entrepreneurial development pedagogic methods and industry.
Copyright (c) 2025 Pauline A M Bremner http://creativecommons.org/licenses/by-nc-sa/4.0
Supporting Businesses by Design: A review of national policy and university engagement towards entrepreneurial development
Since the turn of the century, a number of initiatives aiming to inspire and promote entrepreneurialism and business development were championed by the incumbent United Kingdom (UK) government, including Local Enterprise Partnerships (2010, coalition-led policy), the Northern Powerhouse (2014), Levelling Up agenda (2019), and the Innovation Strategy (2021). More recently, the Scottish Government’s National Innovation Strategy and Entrepreneurial Campus reports from 2023 outline bold plans which emphasise the need for a fair, green, and enterprising society, with tertiary education institutions working together as a core, contributing factor. Internationally, the intersection of enterprise, education, and industry is evidenced by a number of publications and policy-driven developments - including those from the European Commission, reported on by the Global Entrepreneurship Monitor, and the United Nations’ work in highlighting the efficiency of firms towards achieving sustainability - influencing universities to educate and promote their programmes and activities with enterprise in mind. This paper reviews UK business, enterprise and innovation policy over the last 25 years, across government and academia domains, acknowledging the role of universities and their engagement towards skills development and the promotion of business growth. Subsequently, it highlights the essential function of enduring universities as timely, regional hubs of knowledge, skill enhancement, and collaborative partners. However, necessary multistakeholder communication, apt collaboration, and evaluation is either fragmented or fantasy. As a result, an adaptive intervention framework is constructed to assist policymakers, educators, and business leaders in emboldening institutional initiatives in line with the unique needs of businesses. This is valuable in promoting sustainable collaborations, and innovation and business growth, contributing to the national economy through entrepreneurial ecosystems.
Copyright (c) 2025 William Russell , Dr. Robert Crammond , Dr. Jayakumar Chinnasamy, Dr Nawreen Sobhan http://creativecommons.org/licenses/by-nc-sa/4.0