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) 2025 Robert Crammond http://creativecommons.org/licenses/by-nc-sa/4.0
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
‘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.
Non-vocational programmes; appreciative inquiry; employability surfacing; skills & competencies matrix; graduate identity
Copyright (c) 2025 Susanne Schulz 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.
Experiential Learning, Active Comparison, Inner Feedback, Employability Skills, Graduate Attributes
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.
Design Thinking, skills, pedagogy, entrepreneurship, interdisciplinarity
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.
Universities; Knowledge Transfer; Industry Collaboration; Entrepreneurial Ecosystems; Sustainable Growth Policy; United Kingdom
Copyright (c) 2025 William Russell , Dr. Robert Crammond , Dr. Jayakumar Chinnasamy, Dr Nawreen Sobhan http://creativecommons.org/licenses/by-nc-sa/4.0
Bridging the gap: The collaborative impact of enterprise education and small businesses on student skills development
In recent years, various reports have examined how businesses are responding to technological advancements and demographic shifts in the workplace (AGCAS, 2023; ISE, 2025; World Economic Forum, 2025). This case study explores the responsive pedagogical and practical approaches to enhancing students’ preparedness for this dynamic job market through a 30-credit module, ‘Employer-led Interdisciplinary Project’. This module is offered to penultimate year undergraduate students in the School of Social Science at the University of Aberdeen. Students studying the module are from non-vocational degrees such as Politics and International Relations, Sociology, and Anthropology. In this case study analysis, the 10-year development of this flagship module is explored, reflecting on its pedagogies, collaborative partnerships, projects, and strong emphasis on enterprise education. A central tenet of the 12-week module is the experiential learning opportunity offered via a group project provided by a small and medium-sized enterprise (SME), start-up business, or third-sector charity. These external project providers play a key role in beneficially impacting students’ self-development and growth, while supporting students’ competency building. In this case study, the benefits of university-small business partnerships in supporting students’ skills development are illustrated through an exemplar alliance with Interface. This organisation is funded by the Scottish Funding Council (SFC) to facilitate business access to academic expertise. In this module, Interface plays a pivotal role in sourcing a diverse range of real-world projects from small businesses, enabling students to understand current practices in a wide range of employment sectors and organisational sizes. For individuals aiming to enhance or initiate externally-sourced project-based learning within their own context, a range of key learning points are offered, alongside the challenges and benefits of partnership working with external organisations. The case study content is likely to be of particular interest to educational developers, degree programme directors, module leaders, and employers alike.
enterprise education; project-based learning, university-small business partnerships; employability skills; competencies
Copyright (c) 2025 Stuart Durkin, Joy Perkins http://creativecommons.org/licenses/by-nc-sa/4.0
From Policy to Practice: Embedding Entrepreneurial Thinking Through an Institutional Entrepreneurial Toolkit
In response to the Scottish Government’s Entrepreneurial Campus Blueprint (2023), this paper presents the development and piloting of an institutional Entrepreneurial Toolkit aimed at embedding entrepreneurial mindset and practice across the tertiary education landscape. Using a critical realist methodology, we examine how change occurs through generative mechanisms, practitioner agency, and collaborative processes. The Entrepreneurial Toolkit is an institutional mechanism and strategic framework for embedding entrepreneurial mindsets and features two components. The Playbook is a digital guide combining theory and practice, which outlines principles, pedagogy, and case-based examples; and the Playboxes are physical, sensory, and multimodal learning resources designed to activate engagement and support inclusive, experiential learning across disciplines. Together, these components serve to operationalise entrepreneurial education at both strategic and delivery levels. Developed through iterative cycles of practitioner engagement, reflective learning, active learning practice, and strategic alignment with frameworks such as EntreComp (European Commission, 2016) and Advance HE (2024) guidance, the Toolkit supports the formation of entrepreneurial mindsets in both staff and students. The paper discusses the importance of agency, trust, and emergence in facilitating change, as well as the role of prior collaboration and institutional context. This paper identifies the importance of institutional culture, staff trust, and shared ownership in supporting adoption. Our findings suggest that open, flexible tools embedded within an enabling infrastructure can serve as catalysts for curriculum and cultural transformation. The Toolkit enables curricular enhancement and innovation and contributes to wider policy objectives around graduate pathways and entrepreneurial learning. We conclude with recommendations for practice and areas for future research, particularly highlighting the need to measure longitudinal impact.
Copyright (c) 2025 Christopher Cramphorn, Rosemary Allford, Jackie Brodie 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
Empowering Local Economies: Community Consultancy for Sustainable Cities and Communities
This paper explores the role of university-led community consultancy in supporting small and medium-sized enterprises (SMEs) and advancing inclusive, place-based economic development. Drawing on qualitative data from a Community Consultancy project in Scotland, the study examines how short-term, research-informed consultancy—delivered free at the point of use—enhances SME strategic capacity, promotes local resilience, and aligns with Community Wealth Building and Sustainable Development Goal 11 (Sustainable Cities and Communities). Findings demonstrate that practitioner-scholars acting as mentors and knowledge brokers can foster accessible, impactful engagement, breaking down perceived barriers between academia and enterprise. The paper contributes to the literature on university-SME collaboration, anchor institutions, and knowledge exchange, offering a replicable model for engaged scholarship that drives local innovation and inclusive growth.
Community Consultancy, Local Economic Development, Sustainable Cities, Anchor Institutions, Community Wealth Building, Place-Based Innovation, University-SME Collaboration, Inclusive Growth, Engaged Scholarship
Copyright (c) 2025 Alan Martin, William Shepherd, Phillip Davies, Alan Murray 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
Purposeful Pedagogy in Action: The Transition Attributes Framework
The Transition Attributes (TA) framework is a novel evaluative pedagogic tool which allows mapping of transition activities across four core attributes (skills, knowledge, mindsets and habits) and twelve sub-attributes which are linked to established higher education sector graduate attributes literature and measures of student success in higher study. This short paper outlines the basis of the TA framework, the rationale for each sub-attributes and outlines how the TA framework could be applied via an exemplar analysis to illustrate its potential to aid in gap analysis, assurance and advanced planning around suites of activities intended to support learners transition in any context.
Transitions, graduate attributes, curriculum, framework
Copyright (c) 2025 Russell Crawford 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