From engagement to outcomes: measuring the impact of researcher training using the rugby team impact framework

This study addresses our approach to the difficult task of measuring the impact of an eLearning service, the Graduate Virtual Research Environment (GVRE), provided to doctoral students at a UK University since October 2009. The GVRE provides research students with access to a training needs analysis tool which is linked to a repository of video learning resources created by academics and experienced research students. This paper explores the use of the Rugby Team Impact Framework as a guide to measuring impact and our use of a number of techniques to gather evidence about the changes resulting from use of the GVRE. The framework gives four levels of evidence, starting with simple measures of provision, through attendance, interest and to outcomes. As with other research, we found the former easy to assess but the outcomes harder to define. We conclude with a critical evaluation of our research process and outcomes.

Management and engineering education in the 1950s and 1960s

The career destiny of many graduate engineers is in industry. Quite how well prepared they were for that career became a matter of political importance in the late 1950s and early 1960s as the issue of Britain's relatively poor economic performance grew in salience. This article looks at this preparation with particular reference to management training. It examines the attitudes of those parties most interested in engineering education ‐ the government, industry, the engineering institutions and the educators themselves. All of these saw management training as being part of the formation of at least a portion of professional engineers at some stage in their career. But there was no general agreement between them about what this should consist of or when it should be provided. At the same time broader changes in engineering education were taking place which cut across and to some extent militated against attempts to enhance the role of management training. The result, it is argued, is that by the end of the 1960s little progress had been achieved.

Exercise training reduces fatty acid availability and improves the insulin sensitivity of glucose metabolism

Aims/hypothesis - It is not known whether the beneficial effects of exercise training on insulin sensitivity are due to changes in hepatic and peripheral insulin sensitivity or whether the changes in insulin sensitivity can be explained by adaptive changes in fatty acid metabolism, changes in visceral fat or changes in liver and muscle triacylglycerol content. We investigated the effects of 6 weeks of supervised exercise in sedentary men on these variables. Subjects and methods - We randomised 17 sedentary overweight male subjects (age 50 ± 2.6 years, BMI 27.6 ± 0.5 kg/m2) to a 6-week exercise programme (n = 10) or control group (n = 7). The insulin sensitivity of palmitic acid production rate (Ra), glycerol Ra, endogenous glucose Ra (EGP), glucose uptake and glucose metabolic clearance rate were measured at 0 and 6 weeks with a two-step hyperinsulinaemic–euglycaemic clamp [step 1, 0.3 (low dose); step 2, 1.5 (high dose) mU kg−1 min−1]. In the exercise group subjects were studied >72 h after the last training session. Liver and skeletal muscle triacylglycerol content was measured by magnetic resonance spectroscopy and visceral adipose tissue by cross-sectional computer tomography scanning. Results - After 6 weeks, fasting glycerol, palmitic acid Ra (p = 0.003, p = 0.042) and NEFA concentration (p = 0.005) were decreased in the exercise group with no change in the control group. The effects of low-dose insulin on EGP and of high-dose insulin on glucose uptake and metabolic clearance rate were enhanced in the exercise group but not in the control group (p = 0.026; p = 0.007 and p = 0.04). There was no change in muscle triacylglycerol and liver fat in either group. Conclusions/interpretation - Decreased availability of circulating NEFA may contribute to the observed improvement in the insulin sensitivity of EGP and glucose uptake following 6 weeks of moderate exercise.

Applying gaze-contingent training within community settings to infants from diverse SES backgrounds

Even in infancy children from low-SES backgrounds differ in frontal cortex functioning and, by the start of preschool, they frequently show poor performance on executive functions including attention control. These differences may causally mediate later difficulties in academic learning. Here, we present a study to assess the feasibility of using computerized paradigms to train attention control in infants, delivered weekly over five sessions in early intervention centres for low-SES families. Thirty-three 12-month-old infants were recruited, of whom 23 completed the training. Our results showed the feasibility of repeat-visit cognitive training within community settings. Training-related improvements were found, relative to active controls, on tasks assessing visual sustained attention, saccadic reaction time, and rule learning, whereas trend improvements were found on assessments of short-term memory. No significant improvements were found in task switching. These results warrant further investigation into the potential of this method for targeting ‘at-risk’ infants in community settings.

Residential heat pump installations: the role of vocational education and training

Meeting European emissions targets is reliant on innovative renewable technologies, particularly ‘renewable heat’ from heat pumps. Heat pump performance is driven by Carnot efficiency and optimum performance requires the lowest possible space heating flow temperatures leading to greater sensitivity to poor design, installation and operation. Does sufficient training and installer capacity exist for this technology? This paper situates the results of heat pump field trial performance in a socio-technical context, identifying how far installer competence requirements are met within the current vocational education and training (VET) system and considers possible futures. Few UK installers have formal heat pump qualifications at National Vocational Qualification (NVQ) level 3 and heat pump VET is generally through short-course provision where the structure of training is largely unregulated with no strict adherence to a common syllabus or a detailed training centre specification. Prerequisites for short-course trainees, specifically the demand for heating system knowledge based on metric design criteria, is limited and proof of ‘experience’ is an accepted alternative to formal educational qualifications. The lack of broader educational content and deficiencies in engineering knowledge will have profound negative impacts on both the performance and market acceptance of heat pumps. Possible futures to address this problem are identified.

Teacher educators: proposing new professional development models within an English further education context

At a time of increasing public and government focus on the quality of teacher education, little is known about the professional development needs of those who teach teachers in further education (FE). Yet they are crucial players. Efforts are intensifying across a significant number of countries to promote the professional development of teacher educators, but there is little support for new or experienced practitioners and no substantive professional standards regarding this role in English FE. This has an impact on the professional practice and career trajectories of teacher educators themselves. Based on a series of semi-structured interviews, an online survey and focus groups, this mixed-methods study uses a sequential exploratory design. The study captures the voices of English FE teacher educators who identified mentoring, induction and a choice of continuous professional development sessions as important strategies to improve the effectiveness of their role over time. This article will propose flexible models of professional development, following an analysis of new and experienced teacher educators’ needs in FE in England. The article recommends that new professional standards for teacher educators could be written collaboratively by practitioners, within a policy and institutional framework which supports the scholarship and research requirements of teacher educators.