Applying Enterprise: Active Learning Environments for Business Higher National Diploma Students

This article details an approach to teaching entrepreneurship to Higher National Diploma (HND) students that combines lecture-based and experiential learning processes to increase student learning, comprehension, and entrepreneurial skills. A UK university redesigned an entrepreneurship course to have students design and implement business plans for a pop-up shop and an event in the local community, while working closely with instructors and outside stakeholders. The lectures used in the lessons were designed to complement the enterprise activities and be immediately applied in group work settings. Data was collected from student reflections and analyzed against instructor reflections to highlight both the success and challenges of this approach, as well as any areas of dissonance between student and instructor observations. While literature on the benefits of active and experiential learning processes are highlighted in the literature, this article examines these teaching methods specifically in a HND context, an area in which research on the benefits of these teaching methods for developing entrepreneurial students and for developing students prepared for undergraduate education has been limited.

Comparison of Poaceae Pollen Counts Recorded at Sites in Portugal, Spain and the UK

The main aim of this study was to analyse the temporal and spatial variations in grass (Poaceae) pollen counts (2005–2011) recorded in Évora (Portugal), Badajoz (Spain) and Worcester (UK). Weekly average data were examined using nonparametric statistics to compare differences between places. On average, Évora recorded the earliest start dates of the Poaceae pollen seasons and Worcester the latest. The intensity of the Poaceae pollen season varied between sites, with Worcester usually recording the least and Évora the most grass pollen in a season. Mean durations of grass pollen seasons were 77 days in Évora, 78 days in Badajoz and 59 days in Worcester. Overall, longer Poaceae pollen seasons coincided with earlier pollen season start dates. Weekly pollen data, from March to September, from the three pollen-monitoring stations studied were compared. The best fit and most statistically significant correlations were obtained by moving Worcester data backward by 4 weeks (Évora, r = 0.810, p < 0.001) and 5 weeks (Badajoz,r = 0.849, p < 0.001). Weekly data from Worcester therefore followed a similar pattern to that of Badajoz and Évora but at a distance of more than 1,500 km and 4–5 weeks later. The sum of pollen recorded in a season was compared with monthly rainfall between January and May. The strongest positive relationship between season intensity and rainfall was between the annual sum of Poaceae pollen recorded in the season at Badajoz and Évora and total rainfall during January and February. Winter rainfall noticeably affects the intensity of Poaceae pollen seasons in Mediterranean areas, but this was not as important in Worcester.

Enhancing Student Learning Experiences in Sport Psychology Modules Using Practical Activities

The University of Worcester states in its most recent strategic plan (2013 – 2018) a set of enduring values that guide and direct the activities of the institution. The first listed, and perhaps the most important value is the striving to be “an outstanding university at which to be a student”. This is further supplemented by values such as “to inspire our students to reach their full potential through excellent, innovative teaching, scholarship and research” (University of Worcester 2013: p.4). One of the many ways in which the institution strives to provide this outstanding educational experience is through regular engagement, both formal and informal, with students at a number of points in each semester. Regular experiences of collating formal and informal feedback has led to the identification of a common theme amongst Higher National Diploma (HND) students in the Institute of Sport and Exercise Sciences (ISES), where they consistently request ‘more practicals’. The ISES modules however are designed to incorporate a high degree of interaction, practical activities and tasks. This is especially important for those studying at HND level as research suggests differences in learning preferences exist when compared to undergraduate students, the former preferring a more tactile style of learning (Peters et al. 2008). Using an introductory Sport Psychology HND module as an example, practical activities and tasks are fully embedded in the taught sessions to enable contextual links to be made between the learning outcomes and their subsequent use. Examples of these include: a. interviewing athletes to produce a performance profile (Butler & Hardy 1992); b. completing psychometric instruments such as the Competitive State Anxiety Inventory-2 (CSAI-2) to measure competitive anxiety in sport (Martens et al. 1990) and demonstrate data collection and construct measurement; c. performing relaxation interventions on the students to demonstrate how specific techniques (in this instance, decreasing somatic anxiety) might work in practice; d. demonstrating how observational learning facilitates skill acquisition by creating experimental conditions that the students participate in, in teaching a new skill. Nevertheless owing to the students' previously stated on-going requests for more practical activities, it became evident that assumptions about what students consider an effective means of experiential or active learning in the context of sport-related disciplines of study needed to be investigated. This is where the opportunity to undertake an action research project arose, this being a practical method commonly employed in pedagogical enquiry to aid reflection on teaching and assessment practice for the purposes of working towards continuous improvement.

Providing a Positive Learning Experience for International Students Studying at a UK University: a Literature Review

Much of the current literature relating to international students at university level tends to highlight their experiences from a deficit perspective and in some cases even problematises the experience for the student and university. Other studies tend to focus on recruitment and motivation rather than the lived experiences of the student, thereby providing little assistance to guide the student, academic and host university in their preparation for, and working with, the international student. International students choose to study in the United Kingdom for a variety of positive reasons. However, these factors have the potential to become stressors as the student makes the transition to studying in a foreign country. Rather than viewing these stressors from a negative perspective, this literature review identifies how, with planning, support and understanding, universities can provide and develop a positive experience for all concerned.