Development of procedures for assessing the impact of vocational education research and development on vocational education (Project IMPACT).

Funding agreement no.: R-31-20-X-0141-166.

Improving research supervision in nursing

In this paper, four experienced researchers from the UK, China and Australia offer guidance in research supervision based on their experiences and the recent document, Improving standards in postgraduate research degree programmes [Higher Education Funding Council for England, 2003. Improving standards in postgraduate research degree programmes. Formal consultation. Department for Employment and Learning, Northern Ireland, Higher Education Funding Council for England, Higher Education Funding Council for Wales, Scottish Higher Education Funding Council, HEFCE, London]. Supervision is an important aspect of not only the development of the neophyte researcher, but of academic staff and research activity in general. With increased academic accountability, good supervision should be an integral component of a quality research governance framework and resourced as such. Recommendations include: adoption of these standards; rigorous selection of research students and supervisors and development of projects; development of departmental procedures for monitoring, feedback and intellectual property; and transparency, rigour and fairness in examination procedures. (c) 2005 Elsevier Ltd. All rights reserved.

Action research in a collective organisation:Developing an education programme in a pressure group

The aim of this project was to develop the education work of an environmental pressure group. The research devised and implemented a project to produce multi-media teaching packs on the urban environment. Whilst this involved understanding environmental education it was necessary to research beyond this to include the various structural and dynamic constraints on change in the field. This presented a number of methodological difficulties; from the resolution of which a model of the research process involved in this project has been developed. It is argued that research oriented towards practical change requires the insights of an experienced practitioner to be combined with the rigours of controlled systematic enquiry. Together these function as a model-building process encompassing intuition, induction and deduction. Model testing is carried out through repeated intervention in the field; thus an interplay between researcher and client ensues such that the project develops in a mutually acceptable direction. In practice, this development will be both unpredictable and erratic. Although the conclusions reached here are based on a single case study they address general methodological issues likely to be encountered in different field settings concerned with different practical problems.

From teaching clinician to research academic- changing focus within UK nurse education; a discussion paper

The focus of this discussion paper is the need for effective professional socialisation of student nurses and the degree to which core values and culture are transferred through University schools of nursing, the academic teaching staff and to the student nurses.<br/>UK schools of nursing had progressively transferred into university institutions more than two decades ago. Schools of nursing and the teaching academics within them, to a greater or lesser extent, impact on and help to professionally socialize student nurses. Professed core values of universities whilst including a focus on excellence and innovation, perhaps also include, collegiality, integrity and social commitment to care. These are all qualities, which should be core values and elements<br/>of the transferable professional culture to student nurses. Notwithstanding the professed core values, at least in some areas of UK universities there is some evidence of increasing competition and a disproportionate research market driven focus. This can reflect back into schools of nursing and is inconsistent with nursing professional values.<br/><br/>This paper explores the degree to which the professed core values of universities and the institutional culture are necessarily enacted, and the degree to which<br/>any dissonance in the institutions professed/enacted core values and culture reflect through the schools of nursing and impact in the professional socialisation of student nurses. The paper also explores the degree to which effective leadership in schools of nursing can help to maintain professional core values and a culture of nursing professional

An��lisis de una iniciativa estudiantil de investigaci��n surgida en Criptogamia, una asignatura optativa de segundo ciclo de Biolog��a = Analysis of a students��� research initiative originating in Cryptogamy, an elective course in the last two years of the Biology degree

Presentamos una experiencia exitosa de aprendizaje que parti�� de Criptogamia (asignatura optativa de segundo ciclo de Biolog��a), que dio lugar a un proyecto de investigaci��n gestionado por los propios alumnos. La iniciativa se consolid�� estableciendo una Asociaci��n de Estudiantes centrada en investigaci��n y divulgaci��n. En poco tiempo, los participantes han presentado comunicaciones cient��ficas, y organizado actividades dirigidas a diversos p��blicos, dentro y fuera de la comunidad universitaria. Actualmente se plantea una colaboraci��n multidisciplinar con otros organismos de investigaci��n y la extensi��n de su ��mbito de estudio. Abordamos su incidencia en el aprendizaje en varios aspectos: cient��fico (t��cnicas espec��ficas, rigor, b��squeda de informaci��n e interpretaci��n de resultados), comunicativo (estructuraci��n y presentaci��n de la informaci��n obtenida, para diversos p��blicos), y organizativo, incluyendo el trabajo en equipo. Aunque de car��cter espont��neo, esta experiencia muestra rasgos evaluables en cuanto a sus posibilidades para otras asignaturas. Analizamos las caracter��sticas y planteamiento de esta optativa, el perfil de sus alumnos, y el contexto universitario que la acoge. Detectamos como factores principales los aspectos participativos de la asignatura, la cohesi��n del grupo, el car��cter voluntario de la implicaci��n, los beneficios percibidos por los estudiantes, y la disponibilidad de recursos humanos (supervisi��n) y materiales (equipamiento y subvenciones).

Internet and the Catalan Universities Network. Research report (synthesis document)

El desenvolupament de les tecnologies de la informaci�� i la comunicaci�� (TIC) durant els darrers quaranta anys del segle XX i la seva incorporaci�� en els diferents ��mbits de l'activitat humana ens porten a plantejar-nos, al comen��ament del segle XXI, quines s��n les transformacions profundes que acompanyen aquests fets i quines s��n les conseq����ncies que, com a m��nim a curt termini, comporten. El focus d'aquest projecte ��s l'an��lisi dels processos de transformaci�� de la vida acad��mica universit��ria en l'��mbit catal��, la seva vinculaci�� amb la realitat actual i les repercussions que els processos esmentats tenen en la societat en general. De manera m��s espec��fica, l'objectiu ��s, en primer lloc, explorar amb una perspectiva global la incorporaci�� d'Internet a les universitats catalanes i, en segon lloc, analitzar els processos de canvi que aquest fet comporta en els processos de formaci�� i recerca de la Universitat Rovira i Virgili (URV). Aquest informe presenta els resultats de tres estudis concrets, cadascun dels quals t�� uns objectius, una metodologia i una discussi�� particulars: Configuraci�� de la xarxa d'universitats catalanes: connexi�� f��sica i projectes compartits, Pres��ncia de les universitats catalanes a Internet, i Estudi de cas: la URV.

Access Management Research and Awareness Program : Phase IV, 1999

Access management involves balancing the dual roles that roadways must play - through travel and access to property and economic activity. When these roles are not in proper balance, the result is a roadway system that functions sub-optimally. Arterial routes that have a too high driveway density and provide overly extensive access to property have high crash rates and begin to suffer in terms of traffic operations. Such routes become congested, delays increase, and mean travel speeds decline. The Iowa access management research and awareness project has had four distinct phases. Phase I involved a detailed review of the extensive national access management literature so lessons learned elsewhere could be applied in Iowa. In Phase II original case study research was conducted in Iowa. Phase III of the project concentrated on outreach and education about access management. Phase IV of the Iowa access management project extended the work conducted during Phases II and III. The main work products for Phase IV were as follows: 1) three additional before and after case studies, illustrating the impacts of various access management treatments on traffic safety, traffic operations, and business vitality; 2) an access management handbook aimed primarily at local governments in Iowa; 3) a modular access management toolkit with brief descriptions of various access management treatments and considerations; and 4) an extensive outreach plan aimed at getting the results of Phases I through IV of the project out to diverse audiences in Iowa and elsewhere.

��Pueden contribuir los m��todos visuales a avanzar hacia una investigaci��n inclusiva? Un estudio sobre inclusi��n sociolaboral con personas con Trastorno Mental Grave (TMG) = Can visual methods help to go forward inclusive research? A study about social and labor inclusion with people with Severe Mental Illness (SMI)

En este art��culo se pretende mostrar c��mo la utilizaci��n de m��todos visuales en la investigaci��n contribuye a potenciar la participaci��n activa de las personas con TMG. Se utiliza como ejemplo un estudio de caso de corte cualitativo que incorpora tres actividades de componente visual (el dibujo ���el r��o de la vida���, las fotograf��as y el dibujo de proyecci��n de futuro) para favorecer la reflexi��n narrada que, sobre sus experiencias y vivencias, desarrollan cinco personas con TMG. El uso de las fotograf��as y dibujos en este estudio permite afirmar que estas estrategias se han mostrado v��lidas para acceder, en la medida que los participantes han querido, a esferas de vida personales en trayectorias vitales determinadas por la enfermedad mental

The use of mixed methods research in interdisciplinary educational journals

Mixed methods research is becoming increasingly important in several scientific areas. The analysis of prevalence rates is a new line of research that has emerged in mixed methods research, and this methodological approach has only been applied carefully in a handful of journals. The purpose of this article was to analyse the prevalence of mixed methods research in interdisciplinary educational journals. Moreover, the main characteristics of the mixed methods articles identified were examined. This study used a mixed methods approach to analyse these aspects. Specifically, a partially mixed sequential equal status multiple-case study design was applied with a development mixed methods purpose. Three educational journals in different disciplines were reviewed from 2005 to 2010 (Academy of Management Learning and Education, Educational Psychology Review, Journal of the Learning Sciences). The findings show differences among the journals in the prevalence rates and characteristics of the mixed methods studies

Gaining a better understanding of how Outward Bound Western Canada course outcomes are achieved : a research study /

This study examined how Outward Bound Western Canada (OBWC) course outcomes are achieved by exploring the relationships among course components, students' characteristics, and course outcomes. OBWC is a wilderness-based adventure education organization that helps students achieve outcomes such as increased self-awareness, self-confidence, motivation, interpersonal skills, concern for others, and concern for the environment. This study explored the ways in which the various components of courses and the characteristics of students contribute to determining the outcomes students experience as a result of their courses. The purpose of the study was to gain a better understanding of how OBWC course outcomes are achieved in order to strengthen adventure education theory, enhance practice at OBWC and other adventure education organizations, and provide a foundation for further research on this topic. As an interpretive case study, this study sought to describe how OBWC course outcomes are achieved and to provide interpretations of the research findings. Data was gathered from OBWC students and instructors using the quantitative and qualitative data collection techniques of questionnaire, interview, and observation. Data collected from 98 participants ensured a considerable breadth to the study, while interviews with a number of participants also enabled the collection of in-depth data. Analysis and triangulation of the data from the various sources allowed discernment of the research findings. A comprehensive and detailed picture of how course outcomes are achieved emerged from the findings. Twenty-nine course components were found to influence course outcomes, including various aspects of course activities, the physical environment, instructors, and the group. The findings indicated that certain course components were most influential in determining increases to students' self-awareness, self-confidence, self-reliance, self-esteem, self-concept, motivation, self-responsibility, interpersonal skills, concern for others, and concern for the environment. A number of course components were found to indirectly contribute to positive course outcomes by helping maximize the effectiveness of other components, by increasing students' motivation while on course, or by facilitating the processing and transference of new information. The findings also suggested that several course components either directly or indirectly affected course outcomes in negative ways. In addition, the gender, age, population, and expectations of students were found to play a role in determining the course outcomes they experienced and in determining which course components caused those outcomes. Interpretation of the findings resulted in the generation of research-based theory. The main theoretical argument derived from the results of the study was that course outcomes are influenced by a combination of course components and characteristics of students. More specifically, the theory generated by the study indicated that five groupings of factors contribute to course outcomes, including course activities, the physical environment, instructors, the group, and students' characteristics. The study was considered in relation to existing adventure education literature and larger theoretical issues. The generated theory and research findings were then used to develop suggestions for improving practice at OBWC and other adventure education organizations, as well as for enhancing future research studies.

Riffing on a Theme: Faculty Experiences With Service-Learning in a Food Security Research Network in Ontario

While service-learning is often said to be beneficial for all those involved���students, community members, higher education institutions, and faculty members���there are relatively few studies of the attraction to, and effect of, service-learning on faculty members. Existing studies have tended to use a survey design, and to be based in the United States. There is a lack of information on faculty experiences with service-learning in Ontario or Canada. This qualitative case study of faculty experiences with service-learning was framed through an Appreciative Inquiry social constructionist approach. The data were drawn from interviews with 18 faculty members who belong to a Food Security Research Network (FSRN) at a university in northern Ontario, reports submitted by the network, and personal observation of a selection of network-related events. This dissertation study revealed how involvement with service-learning created opportunities for faculty learning and growth. The focus on food security and a commitment to the sustainability of local food production was found to be an ongoing attraction to service-learning and a means to engage in and integrate research and teaching on matters of personal and professional importance to these faculty members. The dissertation concludes with a discussion of the FSRN���s model and the perceived value of a themed, transdisciplinary approach to service-learning. This study highlights promising practices for involving faculty in service-learning and, in keeping with an Appreciative Inquiry approach, depicts a view of faculty work at its best.

An��lisis de una iniciativa estudiantil de investigaci��n surgida en Criptogamia, una asignatura optativa de segundo ciclo de Biolog��a = Analysis of a students��� research initiative originating in Cryptogamy, an elective course in the last two years of the Biology degree

Presentamos una experiencia exitosa de aprendizaje que parti�� de Criptogamia (asignatura optativa de segundo ciclo de Biolog��a), que dio lugar a un proyecto de investigaci��n gestionado por los propios alumnos. La iniciativa se consolid�� estableciendo una Asociaci��n de Estudiantes centrada en investigaci��n y divulgaci��n. En poco tiempo, los participantes han presentado comunicaciones cient��ficas, y organizado actividades dirigidas a diversos p��blicos, dentro y fuera de la comunidad universitaria. Actualmente se plantea una colaboraci��n multidisciplinar con otros organismos de investigaci��n y la extensi��n de su ��mbito de estudio. Abordamos su incidencia en el aprendizaje en varios aspectos: cient��fico (t��cnicas espec��ficas, rigor, b��squeda de informaci��n e interpretaci��n de resultados), comunicativo (estructuraci��n y presentaci��n de la informaci��n obtenida, para diversos p��blicos), y organizativo, incluyendo el trabajo en equipo. Aunque de car��cter espont��neo, esta experiencia muestra rasgos evaluables en cuanto a sus posibilidades para otras asignaturas. Analizamos las caracter��sticas y planteamiento de esta optativa, el perfil de sus alumnos, y el contexto universitario que la acoge. Detectamos como factores principales los aspectos participativos de la asignatura, la cohesi��n del grupo, el car��cter voluntario de la implicaci��n, los beneficios percibidos por los estudiantes, y la disponibilidad de recursos humanos (supervisi��n) y materiales (equipamiento y subvenciones)

Research plan discussion: The socio-technical construction of MOOCs and educator practices in HE

In this seminar slot, we will discuss Steve's research aims and plan. Massive open online courses (MOOCs) have received substantial coverage in mainstream sources, academic media, and scholarly journals, both negative and positive. Numerous articles have addressed their potential impact on Higher Education systems in general, and some have highlighted problems with the instructional quality of MOOCs, and the lack of attention to research from online learning and distance education literature in MOOC design. However, few studies have looked at the relationship between social change and the construction of MOOCs within higher education, particularly in terms of educator and learning designer practices. This study aims to use the analytical strategy of Socio-Technical Interaction Networks (STIN) to explore the extent to which MOOCs are socially shaped and their relationship to educator and learning designer practices. The study involves a multi-site case study of 3 UK MOOC-producing universities and aims to capture an empirically based, nuanced understanding of the extent to which MOOCs are socially constructed in particular contexts, and the social implications of MOOCs, especially among educators and learning designers.

A tool for mapping research skills in undergraduate curricula

There has been considerable interest recently in the teaching of skills to undergraduate students. However, existing methods for collating data on how much, where and when students are taught and assessed skills have often been shown to be time-consuming and ineffective. Here, we outline an electronic research skills audit tool that has been developed to map both transferable and discipline-specific skills teaching and assessment within individual modules, the results of which can be collated and analysed across entire degree programmes. The design and use of the audit tool is described in detail and a bioscience case study is presented to illustrate the types of data that can be collected. The audit tool has been designed as a time-effective way of collecting information on skills teaching and assessment, but also actively encourages staff to reflect on their teaching and learning practices. Conclusions are drawn about the practicalities of using the audit tool and its importance in both curriculum design and as a resource to encourage dialogue with graduate employers.