Journal of Perspectives in Applied Academic Practice
Journal Ethos The Journal of Perspectives in Applied Academic Practice 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) 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) 2025 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
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
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
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
Mindfulness on the Edge: Practitioner Reflections on Student Wellbeing and Coping in Higher Education
This reflective practitioner article explores how mindfulness functions as a coping strategy for students navigating the emotional and cognitive challenges of higher education (HE). Drawing on early findings from a doctoral study involving qualitative interviews with undergraduates, and informed by my own experiences as a doctoral candidate and practitioner-researcher, the article examines how mindfulness is taken up, interpreted, and negotiated within HE settings. Using Braun and Clarke’s (2021) reflexive thematic analysis, and grounded in the critical literature on student wellbeing and mindfulness, this piece explores three emerging themes: mindfulness as a coping mechanism, the individualisation of wellbeing, and negotiating authenticity in practice. It also considers how insider-research and practitioner-led inquiry can inform more responsive and sustainable wellbeing interventions in further and higher education contexts.
Mindfulness, practitioner-led research, higher education, student well-being, coping strategies.
Copyright (c) 2025 Kelly-Marie Winfield http://creativecommons.org/licenses/by-nc-sa/4.0
Student experiences of academic transition: Undergraduate STEM to postgraduate Social Science
This research contributes to developing a deeper understanding of student lived experience of navigating the transition from undergraduate to taught postgraduate study. As reported in the literature, this is generally an under-studied phenomenon (e.g. McPherson et al., 2017). In this research we specifically focused on exploring the experience for students who are making an interconnected disciplinary change as part of their shift from undergraduate to Master’s level study. This research explores the lived experience of a group of pre-service physics teachers in Scotland as they transition from their previous undergraduate academic studies in the field of STEM to postgraduate academic study in the field of Social Science. To be successful in their current academic studies they need to acculturate to a discipline with noticeably different assumptions and underlying ways of thinking and knowing. To explore the students’ lived experience of this interconnected transition we adopted a phenomenological methodology, gathering data through semi-structured interviews which we then thematically analysed. Areas for reflection for educators teaching students undergoing similar transitions are identified in the paper. These include the need to recognise the complexities of moving between academic disciplines at the same time as moving from undergraduate to taught post-graduate study. The students in this study articulated holding prior conceptualisations, expectations of, and responses to what makes for knowledge, theory, testing theory and using theory. They further articulated having to reconcile those conceptualisations with new ways of thinking and knowing as they undertook a disciplinary transition as part of their undergraduate to taught postgraduate transition. Students implicitly, rather than explicitly, identified challenges in acculturating to epistemological differences through the articulation of developing strategies.
Postgraduate taught qualifications/courses
Copyright (c) 2025 Nicola Jones, Heather Earnshaw http://creativecommons.org/licenses/by-nc-sa/4.0
Turning the PAGE: re-imagining the academic - employment nexus
Preparation of students for the job market, that is characterised by rapid technological advancements and evolving industry needs, presents challenges for higher education institutions (HEIs). Institutions are increasingly called upon to adapt their teaching practices to produce graduates that are both knowledgeable and equipped with practical skills. This dual expectation places pressure on HEIs to balance the delivery of theoretical knowledge with cultivating competencies relevant for the workplace. This research focuses on understanding and enhancing educational practice towards realising this dual expectation, in the context of a new Irish University, Technological University Dublin (TU Dublin), and in doing so offers a new approach to graduate employability through the Pedagogy Assisting Graduate Employability (PAGE) conceptual framework. This framework was developed, iterated and evaluated through an investigative case study that sought to understand how pedagogical practice shapes and informs employability. Transformative learning, informed the PAGE framework connection-making between pedagogy and employability, underpinned by the discipline area, the desired skills, and the teaching and learning context. Key influences on teaching practice were identified via thematic analysis of purposefully sampled academic staff focus groups (n=4), combined with documentary analysis of purposefully sampled modules from a range of disciplines across TU Dublin. Initially, the framework was evaluated by academic staff with an affinity for educational development, leading to a clearer understanding of how the PAGE framework could enhance employability. Subsequently, the framework alignment educational policy and strategy was spotlighted to provide a connection between day-to-day teaching practice and the wider strategic needs of higher education.
Copyright (c) 2025 Ellen Kampinga, Fionnuala Darby, Barry Ryan http://creativecommons.org/licenses/by-nc-sa/4.0
Student mental wellbeing at critical times: Normalising discussion and action
Student Academic Experience surveys evidenced that undergraduate students fare worse than the whole population in wellbeing measures. Several studies have found that students reported assessments as one of the top stressors. At the same time, research has shown that studying at a Higher Education Institutions (HEI) contributes to students’ personal growth and have lifelong benefits. This study explores how to support students at critical times during an academic year. In doing so, it proposes the use of psychoeducation through an unconventional, decentralised, and targeted intervention. This goes beyond counselling service provisions and focuses not only on disciplinary academic challenges but also embeds mental wellbeing in the curriculum. Its aim is to normalise talking about mental wellbeing at classroom level and bring the conversation about it out in the open. More specifically, this solution uses targeted newsletter (t-NL) to enhance students’ academic experience in a non-health-based course when students are more vulnerable to diminished mental wellbeing. The use of newsletter is intertwined with formative assessments which promotes students and staff collaboration as well as student engagement using play-based learning approach. In addition, this framework allows co-creation of resources by feeding forward diverse and multicultural students’ voices for future issues of the newsletter attending to students’ lived experience, required support and possible intersectionality. The findings of this research are supportive of such an intervention and indicate students’ interest in engaging with mental wellbeing content alongside academic activities.
Embedding mental wellbeing in curriculum
Copyright (c) 2025 Lovleen Kushwah http://creativecommons.org/licenses/by-nc-sa/4.0
Teaching First-Year Students During Transition to Higher Education: An Autoethnographical Account
Transition to the first-year of higher education represents a key period of change for students and is a powerful element of the university experience. Educators are key in facilitating successful first-year experiences and must understand the multidimensional aspects of transition in order to effectively support diverse student groups. This study adopts an autoethnographic methodology in order to explore the experiences of an educator teaching first-year students during transition to higher education. An inductive thematic analysis was conducted using data from a period of reflexive journaling, identifying three themes for discussion: managing variation, everchanging hats, and worthwhile efforts. Implications for practice are identified and the process of writing an autoethnographic piece is reflected upon. This autoethnography encourages educators to reflect, and develop a deeper understanding of the self and others for the benefit of the learning and teaching environment.
Copyright (c) 2025 Amy Tomlinson, Clare Killingback http://creativecommons.org/licenses/by-nc-sa/4.0
Development of a Context-based Formative Feedback Practice Framework: A Higher Education Action Research Project
Formative Assessment (FA) in Higher Education (HE) is a complex and contested process with various definitions, ranging from the nebulous to the highly specific. This has made the practical task of enhancing FA processes in undergraduate courses challenging. This paper reports on an Action Research (AR) project that sought to understand and develop FA practices within an HE Institute of Education. Emphasis was placed on student experiences and perceptions, as well as the importance of considering learner opinions as a valid source of knowledge generation. The starting point for the project was a theoretical exploration of the concept of FA, which highlighted the different interpretations within the literature. It also revealed the potential challenges surrounding its practical implementation, particularly the divergences between students and lecturers regarding its purpose and goals. Following an iterative AR process, the project used this starting point to develop project goals and ethos, collect and analyse data to audit existing FA practices, and design and apply a framework for evaluating and evolving these practices. The framework also drew substantially on critical research on FA in HE published by Advance HE, representing a real-world application of this work. The paper concludes by reviewing the benefits and limitations of the AR project and offering proposals for further actions.
Copyright (c) 2025 Alexandra Louise Sewell http://creativecommons.org/licenses/by-nc-sa/4.0
Implementing, adapting, and evaluating an open online course to safely foster global understanding of suicide
Public awareness is crucial for suicide risk reduction. In March 2019, an international Massive Open Online Course (MOOC) was launched educating on global suicide and prevention. The resource transitioned from discussion facilitated runs to an open-access, non-interactive format. A quasi-experimental approach explored the efficacy of design iterations to educate about suicide. Eight implementation criteria (acceptability, adoption, appropriateness, cost, feasibility, fidelity, penetration, sustainability) were addressed using student surveys, facilitator feedback and routinely collected host platform meta-data. Between launch and February 2025, 9,620 students enrolled, with >95% (n= 904) course satisfaction. All implementation criteria were met. While initial comment-enabled runs were safely managed, the evaluation shows that safe, asynchronous learning can be achieved by optimising content and disabling discussion forums. The MOOC was highly implementable, demonstrating value in open international resources. Offering the course as independent study, did not negatively impact student experience and reduced facilitator workload and anxiety.
Suicide prevention online learning sensitive topics student safety MOOC
Copyright (c) 2025 Laura Sharp, Julie Langan Martin, Heather McClelland http://creativecommons.org/licenses/by-nc-sa/4.0
Impactful Creative Pedagogy to Enhance Learning about Innovation and Creativity: interview an innovator:
The creative pedagogical practice presented in this paper is an innovate assessment that has been designed to encourage, support and develop transferable skills linked to the 4Cs; critical thinking, communication, collaboration, and creativity in our students (Thornhill-Miller et al. 2023). This paper presents the lecturers’ perspective on delivery and the students’ perceptions of their learning gained. Module evaluations and reflective practice is utilized, underpinned by Rogers (2003) attributes of innovation diffusion as the lens by which the authors evaluate the effectiveness of the adoption of this innovative assessment instrument. The paper presents the ‘interview an innovator’ assessment underpinned by innovation theories such as the Tidd and Bessant’s (2020) simplified Innovation Process Framework and Goffin and Mitchel’s (2016) Pentathlon Framework. The assessment enables students to relate these theories to practice, i.e. their chosen innovator. It is proposed that the creative design of this assessment could overcome some challenges associated with students utilizing generative AI beyond its use as supportive 'personal companion‘ for their assessments. Conclusions involve reflecting on a Venn diagram of how themodule utilizes creative pedagogy to teach creativity, engaging students in creativity skills to craft their assessment, whilst learning about creativity in action. The continued improvement and lessons learned from delivering this creative assessment is shared and will be useful to other academics to support their academic practice in delivering modules in related topic areas.
Copyright (c) 2025 Dr Julie Roberts, Dr Peter Duncan, Dr Melissa Mesek http://creativecommons.org/licenses/by-nc-sa/4.0
Copyright (c) 2025 Lesley Mickel http://creativecommons.org/licenses/by-nc-sa/4.0
Experiences of Black and Minority Ethnic (BME) international postgraduate students on a Social Work programme: Support strategies towards bridging attainment gap.
There is evidence of significant difference in students’ attainment within Higher Education Institutions (HEIs) between Black Minority Ethnic (BME) students and their white counterparts. Though some of the reasons for low attainment such personal issues are applicable to all students, BME students are faced with other barriers such cultural and societal challenges. This study aims to analyse the experiences of BME international postgraduate students on the Social Work programme and to identify effective support strategies towards bridging the attainment gap. This research uses interpretative phenomenological analysis to interpret the teaching and learning experiences of students. Ten BME international postgraduate students were invited to join two focus group discussions over two months. The focus group discussions were transcribed verbatim and coded using NVivo software version 14. The coding resulted in three main themes (a) academic experiences, (b) personal experiences, (c) support strategies and three sub-themes for each theme. These themes informed the development of the Three-Door Framework for enhancing BME academic student experience was developed to assess students’ academic background, current situation and plan next steps. The application of the Three-Door Framework can be applied to HEI policies/practices on how tutor group sessions are carried out in HEIs. The significance of this research is that, showing an interest in and taking a holistic approach in understanding BME students’ academic backgrounds and how this is influenced by the personal challenges creates a sense of belonging and ultimately improves students’ attainment. Future research should explore the experiences of academics and professionals who support BME students and develop strategies to compliment the Three-Door Framework.
Copyright (c) 2025 Cynthia Tuuli http://creativecommons.org/licenses/by-nc-sa/4.0
Open Research as an Ally to Teaching and Scholarship-Track Academics
‘Open research’ broadly aims to enhance the openness, transparency, and robustness of research across disciplines. While existing efforts have largely focused on improving the quality of research outputs, we argue that certain open research tools can also offer strategic benefits for Teaching and Scholarship (T&S) academics who engage primarily in educational or pedagogical research. Given the challenges in conducting high-quality pedagogical research, the adoption of open research tools may support T&S academics, by increasing research visibility, informing and refining methodological decision-making, and enhancing the efficacy and impact of pedagogical research. In this paper, we outline three key open research tools that may strategically benefit T&S academics: (1) preprints, (2) registered reports, and (3) sharing open educational resources. For each tool, we provide an overview, discuss how T&S academics can integrate them to improve their practice, and offer illustrative case studies. This discussion draws on the conceptualisation of high-quality pedagogical research outlined by Evans et al. (2021). We end with a call to researchers to align open research efforts with pedagogical scholarship, which will, in turn, improve pedagogical practice.
Copyright (c) 2025 Madeleine Pownall, Raechel N. Soicher, Emily Nordmann http://creativecommons.org/licenses/by-nc-sa/4.0
Drawing Together: Art-Based Learning in the Migration Studies Classroom
This article discusses innovative pedagogical methods used in teaching migration studies, emphasising the transformative potential of art-based and object-based learning. Drawing upon a wide research background in migration studies, this approach integrates theoretical insights with practical teaching experiences to explore the educational benefits of engaging students, both emotionally and intellectually, in migration topics. The paper highlights the application of enquiry-based learning and learning by doing, as advocated by educational theorists such as Hannan et al. (2016) and Bates (2019), to actively involve students in the learning process through direct interaction with course materials. Central to this teaching approach is the use of visual artefacts produced by migrant children—in this case, drawings and photographs representing Scotland—which serve as primary tools for teaching transnational culture and research positionality. This method not only supports students' emotional engagement, but also enhances their ability to conduct visual analysis and appreciate diverse socio-cultural perspectives. The learning strategies discussed here aim to foster a co-constructive learning environment in which students can explore and reflect on their own cultural assumptions and biases, as encouraged by Tasler and Dale (2021). The paper argues that such immersive and interactive learning experiences are key in helping students to develop transferable skills that extend beyond academic settings into personal and professional realms. The use of art in teaching migration studies facilitates a deeper understanding of the subject matter and promotes critical thinking and empathy among students from varied backgrounds. By transforming traditional pedagogical approaches, the paper demonstrates how modern education in migration studies can be enhanced to better prepare students for a globalised world, thereby making a compelling case for the broader adoption of these methods in higher education curricula.
Copyright (c) 2025 Dr Nina Ivashinenko http://creativecommons.org/licenses/by-nc-sa/4.0
Upgrading Student Researchers’ Generic Competencies in Research Methods Pedagogy
The journey of scientific investigation is a complex process whose success depends on the researchers’ expertise and skilfulness in applying the appropriate methodology. Accordingly, it necessitates inquiry skills that are often trivialised in research methods curricula which frequently prioritise the instruction of methodological principles. Consequently, the current theoretical study which stems from first-hand experience attempts to highlight the importance of fostering the learners’ generic competencies in the pedagogy of research methodology. First, it expounds the blueprint of the present article. Then, it presents the scholarly consideration of the content of inquiry methods course books, syllabi and lectures. Subsequently, it enumerates the main transferable skills needed in the research process and exposes the necessity of developing the student researchers’ investigative abilities via practical instruction. Moreover, a set of practice-based tasks designed by the writer of this article are suggested as an illustration of the hands-on facet of research methods courses. Ultimately, the manuscript discusses the state-of-the-art appraisal of the significance of upgrading the learners’ generic talents in inquiry approaches training
Copyright (c) 2025 Rahmouna Zidane http://creativecommons.org/licenses/by-nc-sa/4.0
Creative approaches to supporting student mental health and wellbeing in higher education: An arts therapies perspective
This paper critically analyses current mental health support provision within UK higher education institutions (HEIs) and proposes enhancements through art therapy-informed approaches. Driven by the escalating prevalence of student mental health challenges, evidenced by a near tripling of self-reported conditions since 2016/17 (Sanders, 2023), this study investigates the limitations of existing support, such as counselling and mentoring, which students often struggle to access or engage with (Royal College of Psychiatrists, 2021). A mixed-method approach is employed, combining a review of current literature with autoethnographic research drawn from personal experience as a specialist mental health mentor in a HEI. The literature confirms rising mental health struggles amongst students, placing increasing pressure on wellbeing teams within HEIs, local authorities, and the NHS. This paper explores the core tenets of art therapy and their applicability across diverse disciplines, culminating in specific suggestions for their application within HEI settings. By advocating for creative interventions, this paper aims to improve student mental health and alleviate pressure on existing support structures.
Copyright (c) 2025 Caitlin Boyle http://creativecommons.org/licenses/by-nc-sa/4.0
Attempting interactivity and immersion through online musical performance
This opinion piece reflects on the workshop “The Cromarty Firth - An Immersive Musical Journey” which was part of UHI’s “Festival of Creativity” (2024). The intention of the workshop was to experiment with methods that foster online engagement and creativity: a way of working together, through interactivity at “singing a world into existence” (Bradely 2011). The workshop featured a variety of audience participation techniques which facilitated an online creative environment where active engagement was evident. Creative models are explained which attempt to break down the 4th wall of the screen and use specific techniques and an ethos focused on participation. The piece aims to highlight the potential of digital creative approaches to go beyond passive viewing of online activity to a place where remote experiences can feel inclusive and participatory. The piece focuses on the principles behind the interactions and reflects on their relative success and how they might be applied more widely. The methods explored were developed in online classroom settings although on this occasion the participants of the workshop were teachers rather than students. The short clips included to demonstrate the effects were specifically created for this paper and are completely anonymised (fake names) with all music/lyrical content being written and performed by the author.
Interactivity, online collaboration, co-creation, creativity
Copyright (c) 2025 Peter Noble http://creativecommons.org/licenses/by-nc-sa/4.0
Copyright (c) 2024 http://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing entrepreneurial skills through creativity, diversity and collaborative online learning
This paper evaluates staff and students’ perspectives of an entrepreneurial Collaborative Online International Learning [COIL] project that examines students’ creative thinking and practice, whilst working across three different countries, institutions, and educational systems, with the total student body representing multiple nationalities. The diversity of the students’ backgrounds and experiences is at the heart of the paper, which seeks to identify the links between the experiential learning undertaken, the diversity of a group and its subsequent creative outputs. The paper aims to evaluate the extent to which international, online, interdisciplinarity group work fosters creative learning environments, specifically evaluating the effect of an entrepreneurial task, and the impact of differing educational levels, subject fields and location. The ability to work in a heterogeneous team comprising different backgrounds, locations, and practices is a significant challenge for international collaboration online. With increasing literature focusing on authentic assessments, students’ ability to articulate how their learning transfers to the world of work, and the increased importance of students cultivating transferable employability and entrepreneurial skills, including communication, problem-solving, critical thinking, this paper evaluates the extent to which these growing concerns are addressed by COIL projects, using a series of in-depth interviews with the staff and students from all three institutions. COIL projects can offer a valuable addition to curricula of further and higher education institutions with the benefits of internationalisation, cross-cultural communication and teamwork being highlighted within the findings. The key reflections identified that structured communication for staff and students alike is critical to the success of the COIL, without which the students’ ability to create is diminished. Upon evaluation it became clear that whilst COILs are inherently of value in a broader sense, the interdisciplinarity of the students’ subject knowledge itself is a critical factor in determining the success of the project.
collaborative online international learning
Copyright (c) 2025 Dr Elliot Pirie, Izzy Crawford, Tracy Pirie, Charles Richardson, Angela Spadafora http://creativecommons.org/licenses/by-nc-sa/4.0
RecSpace reflections: Cultivating cross-disciplinary engagement through creative practices in higher education
RecSpace was conceived as a STEAM-informed, interdisciplinary initiative, led by academics from within the Division of Arts and Media at University of the West of Scotland. Driven by creative-practice education principles and practices, the initiative provided opportunities for students from a range of subject disciplines, levels of study, and points of entry to work collaboratively with stakeholders within the university and the wider community. From the outset, the initiative was premised on offering students a unique opportunity to engage with locally situated community issues as a collective. By considering the different skills, knowledge and experience that their varied disciplinary backgrounds brought to the group, students were encouraged, through creative practice techniques, to consider how they, as a collective, might tackle real-world challenges creatively and innovatively. The focus was on empowering students to make a tangible impact on pressing concerns facing the university population and wider community which it is part of, as well as developing an appreciation for how their learning and developing communities of practice might have impact outside of the classroom. In this case study, we will argue that RecSpace embodies the ways in which creativity within an educational environment offers routes to address a range of strategic institutional priorities and sectoral challenges including campus reimagining, retention and progression, socialization and student experience, and the efficient pooling of resources for collective and shared interests. These benefits prevail despite extreme cuts to the arts. An account of how the project evolved highlights the challenges faced in developing inter/multi/trans/disciplinary working beyond curricular silos and outside of established university schools and structures. We will explore the project's strategies for tackling these barriers and how it attempted to address these challenges. We will reflect upon the outcomes of the project, including exploring possible applications, and future directions, before drawing conclusions as to how lessons learned here could be applied across the wider sector.
communities, ‘collaboration and co-production’, inter/multi/trans/disciplinary, creative practice, STEAM learning.
Copyright (c) 2025 Dr Rachael Flynn, Dr Iain Taylor http://creativecommons.org/licenses/by-nc-sa/4.0
Listening with compassion: Using a logic chain and theory of change model to evaluate the use of podcasts to foster compassionate pedagogy within an academic enhancement programme
This paper presents a process evaluation, using logic chains and a theory of change model, of a pilot academic enhancement programme that aims to develop compassionate pedagogy to reduce ethnicity awarding differentials. In this small-scale qualitative study that combines interviews with graphic-elicitation methods, I focus on the experiences of academic and support staff of listening to two podcasts that explore belonging and relationality in higher education. The evaluation provides insights for future design and iteration of educational development to address inequity and informs recommendations to create compassionate cultures for staff; devise inclusive and affective resources and develop interventions that provide space for both epistemic and practical considerations
Copyright (c) 2025 Vikki Hill http://creativecommons.org/licenses/by-nc-sa/4.0
Enterprising University special issue proposal form
Copyright (c) 2024 Lorraine Anderson http://creativecommons.org/licenses/by-nc-sa/4.0
Reflecting on the application of duoethnography for learning: Tension, engagement, transformation and shared understandings
In this article, we reflect upon the use of duoethnography as a mechanism to explore and understand teaching practice, and as a tool for use within classroom contexts. Duoethnography is a research methodology used in the form of paired dialogue to prompt reflexivity, critical reflection and inquiry to generate data on a shared cultural context about which the two participants may have different views and experiences (Norris & Sawyer, 2012) Initiated by the Centre for Learning and Teaching at Leeds Beckett University, we used duoethnography in a project to generate insights from our four Visiting Professors, through the exploration of tensions and agreements in their conversations. In paired conversations, we explored their narrative ideas about the core nature of teaching in higher education. The Visiting Professors used their duoethnographic conversations to focus on three key themes – student agency, belonging and challenge, which are at the forefront of current higher education policy and pedagogic, scholarly debate. We discuss these in relation to existing evidence and the future of course design. Our work makes a significant contribution to the scant scholarship on Visiting Professors in higher education with broader implications for academic development and practice also outlined.
Copyright (c) 2025 Louise Warwick Booth, Susan Smith, Alan Smith http://creativecommons.org/licenses/by-nc-sa/4.0
Design thinking framework to develop students’ creative ethical leadership approach
This project aimed to examine how applying a Skills Development Framework to Design Thinking makes it possible to enable students to develop ethical leadership skills. As a human-centric and non-linear process, Design Thinking can support the education system in focusing not simply in finding an innovative sustainable solution but in building an ethical attitude within the decision-making process. The case study involved English Level 5 BA International Fashion Marketing and Management students at Coventry University London for three years over 2020, 2021, and 2022, which in total included 130 students from Europe, Asia and Africa. As part of the module plan and assessment, they organised an online event around a specific Sustainable Development Goal. The learning outcomes focused on helping the students’ balance the growth of people and actions through the Design Thinking steps when creating, planning and delivering the event. In this way, while considering how an ethical leader should act, they became familiar with an academic ethical project development process that is also replicable in the working environment. A collection of theories, qualitative and quantitative primary research data had been collected to support the cohorts. This helped the students to structure, plan and implement a successful event, alongside the development of their academic and employability skills. The results confirmed that ethical leadership can be a tool accessible to everyone if structured as a step-by-step process. The clear and positive feedback from the students also confirmed the successful outcomes.
Copyright (c) 2025 Guilia Massera, David Jack http://creativecommons.org/licenses/by-nc-sa/4.0