SFHEA APPLICATION

Claim for Senior Fellow of the Higher Education Academy

Dr Andrew Clegg University of Chichester

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Understanding my Approach to Pedagogy and the Student Experience I have been working in Higher Education since 1992, when my first graduate job was as an educational technologist, supporting academic staff at the University of Gloucestershire to produce flexible learning resources. I returned to the University of Plymouth in 1993 to start my PhD, and was also employed as a flexible learning facilitator to enhance Learning and Teaching within the Department of Geographical Science. At that point, I would never have envisaged that 22 years later being in a position to write an SFHEA claim, yet, in hindsight, these posts were instrumental in shaping my own approaches to learning and teaching, particularly with reference to enhancing the student experience, and working with academic colleagues and students to support enhancement.

Writing this claim has afforded me the opportunity to critically reflect on my professional context, within the scope of the SFHEA framework, and reference to areas of activity, core

knowledge, and professional values. I start by offering two contextual perspectives to my professional approach internal and external – the mutual synergies of which have allowed me to develop my own capabilities, competencies and confidence as an academic, and which in turn have allowed me to enhance and transform the student learning experience.

Dressing for the occasio n at Goodwood R evival - expe ri ence management is one of m y main areas of teac hing

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Andy is one of the most innovative and enterprising academics working in the field of employer engagement – a key national agenda for Higher Education. He uses his extensive network of professional contacts to bring real enhancements to the students’ learning experience’ Professor Brian Chalkley Ex-Director of Learning and Teaching University of Plymouth

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Andy is an outstanding teacher who always places students at the heart of his practice. He inspires student engagement with learning through his own considerable energy and enthusiasm for the subject, and his willingness at all times to focus on the student learning experience. He is innovative and creative in designing and delivering the best

It is very rare in academia to find a member of staff who is committed to delivering high quality teaching and learning and at the same time providing a unique range of vocational opportunities to his students. Through his links with VisitChichester Andy has been able to gain valuable insight into key topics and issues that are directly affecting the tourism and events industry. What has impressed me is the way in which his students are allowed to research, debate and present their findings to local industry to reinforce the applied nature of academia which has allowed Andy to gain respect within the

possible learning experience for all students’ Philip Verrill Principal Lecturer in Higher Education University of Portsmouth

business community’

From an internal University perspective, I am Programme Co-ordinator for Tourism Management, Principal Lecturer (PL) for Learning and Teaching, and current Chair of the Learning and Teaching Development and Practice Group.

Collectively, these roles allow me to make a direct contribution to enhancement, both strategically, and through my own teaching and face-to-face engagement with students and colleagues.

Externally, I am an industry practitioner, having worked in and with the tourism industry for over 20 years. At present, I am, uniquely, for an academic, the Chair of VisitChichester, the Destination Marketing Organisation for Chichester. Within this external capacity, experience, quality, and sustainability are all key themes which I have endeavored to transfer into my learning and teaching.

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Alan Marvell External Examiner University of Gloucestershire

There are many effective and innovative teachers in my university, however I think my strength lies in the fact that I have actively sought to capitalise on my professional context, and seek to merge theory with practice to deliver a very applied and action-based approach to learning and teaching which, underpinned by an invaluable industry context, stimulates and inspires learning, and enhances student employability.

This document is intended to showcase my approaches to pedagogy with reference to the SFHEA criteria. Before you go further please refer to page 39 for guidance on how to interpret this document with reference to the SFHEA criteria, and for access to web-based resources

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“

…Tourism Management at Chichester demonstrates the application of student/ employer engagement at its best. The design and delivery and assessment of this programme illustrates innovative, original, embedded student/employer engagement and is an example of national best practice… Andy is to be commended on the efforts he continues to expend in providing his students with the best

oach rtant part of my appr Fieldtrips are an impo ice udents are visiting Al to pedagogy - here st r management issues Holt to look at visito

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standard of industrially relevant education’ Phil Higson Former External Examiner University of Chester

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Drawing on my Practitioner Status and Employer Engagement My approach to pedagogy is influenced by my external work as a sustainable destination management consultant, and National Training Award-winning green business advisor, coupled with my passion for Education for Sustainable Development (ESD). Together these have had a direct impact on the design of the Tourism Management programme (see Box 1 - overleaf).

Since 1996, I have been a trainer for the Regional Tourist Board Partnership, and in 2009 was awarded a regional National Training Award recognising the quality of training provision I had developed to support green business accreditation with the tourism accommodation sector. A significant area of innovation has been to actively embed this experience within my learning and teaching.

As national master trainer for Welcome Management, a oneday management course accredited by the Regional Tourist Board Partnership, I have integrated the content of this programme into a Level 5 module on Managing Customer Service. The module is delivered around workshop-based activities to encourage the critical assessment of service excellence, as it would be when delivered externally to industry.

Most significantly, students gain nationallyrecognised industry certification at the end of the module.

Collecting my regional National Tra ining Award from Fred Dinenage

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Embedding Welcome Management into an undergraduate degree programme demonstrates Andy’s commitment to delivering industry-relevant and vocational education - his students are the only ones in the UK qualifying for Welcome Management - it is a unique approach with great merit that should be adopted by other universities’ Stephanie Pook Training Manager Tourism South East

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Interactive activities, such as video case studies and role play, friendly and relaxed atmosphere, good and informative content both in class and on Moodle…Andy is a legend!’

Student A

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Continued on page 10...

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Box 1: Supporting Education for Sustainable Development and Destination Management

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Andy has an established track record of working I designed the Tourism Management degree at Chichester, and from its conception I have pioneered delivery around within the context of the DMH both within the industry-recognised frameworks for destination management I have disseminated this innovative approach at conferences, and I haveNew published as anacross HEA case of best (Clegg and Forestit and the study region.

His practice continued sustainable tourism, in response to expectations of Gutic,and 2013). involvement with the industry adds significant value employers, drawing on my experience as a destination to the student experience. The integration of the management consultant, working with key stakeholders such DMH into the degree programme signals HE’s as Tourism South East.

These frameworks, embodied within the Visit England Destination Management Handbook (DMH), form the basis of a Level 6 module on Sustainable Destination Management.

Drawing on industry engagement, this module is designed to equip students with an operational competence of the DMH and the ‘VERB’ (Visitor, Environment, Residents, Businesses) model - a key destination management tool.

Model The VERB Visitor

alignment to the needs of employers and ensures that students are suitably qualified and experienced to work in the industry’

Anthony Climpson OBE Destination Manager New Forest District Council Module delivery is action-centred, and students are given the opportunity to practically engage with elements of the handbook such as destination auditing and strategy writing, and are supported by dedicated workshop materials I have developed.

Writ ing G oals , Ob From jecti your ves audi ple: t, iden and tify sp ecific ʻRes Acti ults issues on P reve from /opp al ortuni lans qu al ed conc the cust ties: it unfr y fr om erns ov omer sa ie Step 1:

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erpins model und The VERB as a gy for ESD work my pedago ra stry f me u d in d e is recogn ector tourism s within the 6 SFHEA-PRINT.indd 6

er tis ndly V the and IC st af the po faction po surv the la or qual unhelpfu f, w ho or level eys, ity w er of ck of l. know of visito Concern e re ga service r s ledg rd ed e of informat were ra as is VIC Step staffʼ ion mat ed over 4: Ex erial, and Step conv amine th and 2: H ert to e goal aving : obje issues/s iden ctives Goa ub is tified l: ʻT sues : the is Exam o im relate sue/ ple: pr oppo d to In form ove the this go rtuni ation Goa leve ty, w al, l: ʻT Is rit Se sue e yo rvices l of serv o im ur ice qu ʼ ʻThe A: Inform prove th ality la e le ation show ck of a of Vi Serv vel of se sitor qu in g ke al ices rvice y loca ity dest ʼ qual in tio O at Step ity of bjec ns of io 3: tive Visito attrac n map fo relate Revisit A: [T r r vi tions d to imeea ʻTo pr scale and sitors this go ch goal serv 4 mon and al: the lo ovide a ices Goa exam ths] ʼ l: ʻT ne catio ine is o im n of w map of sues loca Inform prove th /opp the de Su l or at be tunitie tractio ation Is stin le Issu ʻUnh sue B: s Serv vel of se ns an ation, es: el ices hi rv pful d visi gh ice qu ʼ and tor se lighting Resul ality un w rv O of Vi elco bjec ices conc ts from th sitor ming tive ʼ er e cu B: [T staffʼ who ns over stom imew er sa th ʻTo re scale were ere rega e poor tisfact view 6 mon le rd staff appr ths] mater raised ov ed as un vel of se ion surv rece oa eys, rvic er ial, an fri ive ba ches to d the the poor endly an e quality revealed sic cu staff d un qual [a] Th fro lack traini stom m VI he ity of kn e la ng, an Rep er ca owle of visito lpful. Con C staff, eat th re tr key lo ck of a qu r dge aining d to ensu is pr catio of VI informat cerns al ns of ity dest C staf re al ʼ ion oces [b] U in l attra f s for nhel Step ctions ation map pful all th 5: W and and for vi spec or e iden [c] Li unwel serv sitors ific ac k throug mite ic tified co es sh d prod tion h ea ming owin goal plan ch ob staff g uct kn s Objec s jectiv owle e area tive: dge of VI to de C staf velop ʻTo pr f dest ovide a in ne serv ation, hi w pock ices et ghlig ʼ hting map/vis Actio ito key n Plan attrac r guide of th tions & visi e

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Find d sic st all attrac an ap reet prop map tions an d riate of th Deleg desi e de tourist gner stinat spec ate resp and ion onsi ific tim prin ter e fra bility fo r sp me (s tart/fin ecific ta sks, ish) and establ ish a

BAM 331: Susta inab le De stina tion Man agem ent

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I have disseminated this innovative approach at conferences, and I have published it as an HEA case study of best practice (Clegg and Gutic, 2013). are asked to undertake a ‘live’ consultancy project Students for an industry client as part of the assessment – this year focusing on writing a new tourism strategy for Selsey. As part of this process students recently ran a live stakeholder consultation event to get the views of local businesses as part of the strategy process.

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Selsey Town Council have asked the final year students at Chichester University to help in developing a tourism strategy for the Town. This is providing an invaluable exchange of ideas and expertise between local, on the ground businesses working in the sector and students who are up to date on best practice, theory and management techniques. The feedback we have received from the stakeholder group who have been involved in the workshop process has been very positive, and they are eagerly awaiting the student’s final presentations, which are genuinely expected to provide a blueprint for the future destination management of the town’

Sam Tate Selsey Tourism Officer

Tourism Man agement stude nts facilitate a sta keholder meeti ng in Selsey

“

Dealing with the industry on projects is very helpful as we are going out into the industry in a few months time so getting prepared to deal with various industry members in a suitable professional manner is always beneficial, and having such experience to add to a CV will help us stand out in the jobs market’ Student B

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I really enjoyed the whole process. It was very interesting to engage directly with the industry but also helped a lot with constructing our assignment’ Student C

Workshop mat erials provide th e basis for in-class activit ies and facilitat e student engagement

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Box 1: Supporting Education for Sustainable Development and Destination Management As part of the assessment, students have to apply for a destination management post, and attend a short interview.

To provide suitable contextualisation the posts are based on the actual job descriptions for the tourism officers based at the New Forest District Council. Furthermore, local tourism officers, with whom I work, are invited to sit on the interview panel; therefore while contributing to the final part of their assessment, the assessment itself is also intended to provide valuable interview experience.

I have disseminated this innovative approach at conferences, and I have published it as an HEA case study of best practice (Clegg and Gutic, 2013).

Enhanc in developmg education fo r Hospita ent in Busines sustainable lity, Leis s ure, Mar and Managem en keting, Tourism t, Chapter 11

undergra

Andrew

Integrat duate to ing the ‘VERB’ m urism m anagemen odel into an Jorge Gu t degree tic, Unive rsity of progra

Clegg and

Edited by Richard Atfield

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and Patsy

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mme

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An activity that I most enjoy is participating on the employer/student interview panel at the end of Level 3. I have interviewed many of the students and am enthused by the quality and breadth of knowledge displayed at these mock interview sessions. The students are well-versed and are able to demonstrate how theories can be applied to the business environment. They are up to speed with many of the current tourism issues and show flair and acumen for the subject. Many of the students would make an immediate contribution to the business world and workforce’

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Careful module design for the delivery of ESD [at Chichester] facilitates clear progression between theory and application. Involving destination management professionals in the learning, teaching and assessment process has facilitated a better understanding of how higher education is equipping Tourism Management graduates with up-to-date knowledge of the principles and practices of sustainable destination management...adding real currency, credibility and legitimacy to the learning

Richard Cole VisitChichester

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tch a student Click on view to wa itor Manager presenting for the Vis erview int e th post as part of process A1

experience’ Kemp and Atfield (2013) A2

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is critical to ESD Industry engagement e manager at Queen here Tim Speller, sit rk, talks to the Elizabeth Country Pa e ging a sustainable sit students about mana 9 SFHEA-PRINT.indd 9

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Continued from page 5

As part of the assessment students have to complete a quality audit at a tourist attraction executing techniques discussed during the module.

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Using real attractions for assessments makes the experience more realistic… being able to go to the site and experience the area first hand makes the module more interesting and challenging, and it also allows us to see the industry working which adds to our skills and experience for when we graduate’ Student D

and by my external examiner:

“

Andy has clearly demonstrated how engaging with the business community has been of benefit not only to his students but also to the University. As Chair of Visit Chichester Andrew has been able to allow his students to engage in a wide range of industry-related projects through taught modules and through independent research’ Alan Marvell External Examiner University of Gloucestershire

ing service Students assess to Action quality on a visit outh Stations at Portsm Historic Dockyard The demonstrable balance between academic knowledge and applied vocationally focused skills ensures that graduates are well placed to exceed the expectations of industry employers, as evidenced by my students:

Students as pr oducers - Leve l 5 students runnin g a session them selves using customer service training games

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Integrating industry certification is an effective way of making students more qualified and prepared when looking for jobs within the industry…very worthwhile and looks great on the CV! / I think it is a valuable qualification to have which will help my knowledge and impress a future employer’

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My network of industry contacts has also proved invaluable in getting students to independently engage with industry:

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Andy has an inexhaustible supply of industry contacts that have enabled me to gain real industry experience therefore helping me reach my full potential; Andy’s knowledge and contact list is essential to any of his students as part of their growth and success’ Student F

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Andy’s encouragement to engage with industry links have been key to my learning progress as I have been able to contact businesses to support different modules, and study what best practices are currently being used in different organisations, and their reasoning for using these approaches’ Event Managemen t students exhi bit at the West Su ssex Leaflet Exchange with ta bles courtesy of VisitChichester in exchange for free advertising

Student G

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Andy has provided us with invaluable support not only within the University, but also by giving us the links to key contacts currently working in the industry.

A great example of this was the Chichester Chamber of Commerce ‘Minute to Win It’ which proved to be more than a worthwhile learning experience as well as an opportunity to pitch to our target market.

From doing this we have gained further contacts in the industry, developed relationships with previously known contacts, enhanced our communication skills and improved our confidence to approach other events of a similar nature’ Student H A1

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Getting the Right Blend I am a strong advocate of blended learning, and draw on a variety of different approaches to ensure pedagogy is fit for purpose and facilitates student engagement. A central tenet of my approach is e-learning, and I use a range of established and emerging technologies to support learning and teaching.

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This, in turn, has afforded me the opportunity to allow Level 5 students to engage in small-scale, live research projects, which they design, launch, analyse and then present in a 6-minute press briefing and supporting poster presentation.

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I found the method of online delivery and the teaching approach the perfect combination, being incredibly well-structured and enjoyable.

The additional online tools such as the data guide and the online inter-session quizzes in BML224 were extremely useful for preparation for both assessments. Andy made the whole process achievable in a well-supported learning environment’

Andy is never without his iPad, and as one of the most IT literate academics in the University, is constantly experimenting with new technologies to support student learning…his website/app of the week initiative showcased really useful Web 2.0 technologies and apps to enhance learning’ Jorge Gutic Senior Lecturer SEMAL

For example, online resources on Moodle (the University’s VLE) underpin my Level 2 Data Analysis module. Moodle has provided the platform for the inclusion of a wide range of related e-learning technologies, such as discussion forums, online quizzes, and simulations/demos using Captivate (see Box 2) to give students the confidence to undertake statistical analysis. The lectures for the module are also videoed and made available online.

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The Moodle page gave me the opportunity to apply my own knowledge which gave me confidence. This Moodle page is probably the best I have seen from any module’

Student J

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SPSS was explained perfectly, run throughs of tests and theory was exceptional’ Student K

The development of these e-resources, designed to afford equality of opportunity, has been research-led, informed by a four-year longitudinal study looking at student attitudes towards statistics that I have been conducting. Results indicate that these resources have inspired a commitment to learning and 85% of students on the module said they would have not attained their level of understanding without them, and now felt better equipped to do their own research in the future.

Student I

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Box 2: E-Learning Resources for Data Analysis

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The teaching tools were brilliant and the Moodle assistance was phenomenal’ Student L

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Much more confident when it comes to analysing statistics and using SPSS’ Student M

“ gy and I have of my pedago rt pa t an rt impo pport learning Moodle is an sources to su re e lin on e iv ns developed exte g in h ac te and

I felt the online simulations were really helpful, and in the future they should definitely be pushed to students that these will really aid understanding. The model answer sheets were also really good, and provided a great summary of the answers given’ Student N

webI have used Captivate to provide ns on based walkthrough instructio how to use SPSS

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a Click to watch one of the dat ine onl analysis sessions

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Elsewhere I have pioneered the use of audio feedback for assessment (see page 23), introduced podcasts as an assessment tool (see page 34), and encouraged students to use mobile apps such as Mindmeister as collaborative tools.

I have also been developing in-class quizzes with Quizdom which students can access via their mobile devices. I have also developed TourismInsights.info my own online tourism management resource portal (overleaf).

I use Min dmeister in my session student en s to facilit gagement, a ate nd encoura it as a coll ge students to aborative to ol for grou use p work

“ om quizzes oping Quizd el inev d n ee b to support I have es ic ev d e il b so as a mo ment, and al ge accessed vi ga en d an stics ssion ol for stati class discu to t en m s asses a formative

The highly interactive nature of your teaching sessions has always been a key element in stimulating student curiosity in searching for their own answers to the questions/issues posed during your sessions…your sessions always place great emphasis on the students having to find their own answers by using their own understanding as their building blocks, rather than one ‘right’ answer being given to them by yourself’ Dr Jorge Gutic Senior Lecturer, SEMAL

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“

In his role as Programme Co-ordinator for Tourism Management and Principal Lecturer for Learning and Teaching, Andy has enthusiastically implemented each new development in information and resource access, allowing SEMAL students to be among the most ‘information literate’ and ‘information confident’ in the University’ Steve Bowman

Subject Librarian for SEMAL

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The resources have provided an essential contribution and support to our learning on this degree; the website has been well-organised and is easy to access – a vital resource’ Student O

source anagement re M m s ri u o T ustry is my own cess to ind o ac f n .i ed s ts u h c ig o s f TourismIn ped to give have develo I at th al port resources A1

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Drawing on the invaluable skills I developed as an educational technologist, I also expend considerable energies in developing innovative support materials and delivery styles to ensure that the needs and learning styles of students from a diversity of cultural and international backgrounds are met.

This has found me salvaging a window display of a red bus to help teach strategy, and most recently making normal distributions curves from plywood, and borrowing traffic cones from our Estates Department to explain significance levels. But it worked! When students were asked what enhanced their learning they commented:

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My red bus, salvaged fro m Crew, has integral to m been y teaching o f business strategy

The red bus is the perfect analogy to help students understand the complexity of strategy. By connecting strategy with visuals it meant that every student in the year found the concept easy to grasp and really enjoyed learning it’

“

Student P

The visual learning for me really worked well, in particular the traffic cones outlining the not significant and significant. As it was visual I can remember it well’

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Student Q

Using props to put difficult learning aspects across for everyone to understand (e.g. Andy’s t-shirt and Keep Calm postcards)’ Student R

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Home-made normal distr ibution curv statistics es for

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I have a reputation amongst students for delivering flexible, interactive and stimulating teaching:

then if p<0.05 ant signific t Ho e rejec therefor then if p>0.05 ant nific not sig cept Ho e ac therefor as en write h t 0 0 .0 if p = )<0.05 p(<.0005 alm’ ‘Keep C tudents e l p im A s elp s rd to h ance postca signific d n a t s r unde testing

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The fact that the sessions were held in the LRC was advantageous as full use of the resources there could be made, and it made it more dynamic and more interesting - being given the chance to present individually and show our skills’ Student S

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Teaching was great for such a hard module to grasp.

Andy explained anything that I did not understand.

Enjoyed practising the tasks as it helped me learn’ Student T

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Andy has been a fantastic lecturer and offers a huge level of commitment to all his students’ Student U

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‘Excellent favourite module this year - Andy Clegg is a great lecturer’ Student V

Apparently, humour is an important ally:

“ My resources are designed to encourage engagement an d critical th inking

Andy also uses humour effectively in his lectures to help breakdown the content and to interact with the class and engage with them - using the fact he looks like Michael McIntyre to his advantage!’

Student W

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Fieldtrips to examples of sector best practice are an integral part of my provision and are valued highly by students:

Landscape observation in the Tamar Valley

Farm diversification in Chichester Harbour

Urban tourism in Plymouth

Exploring Dartmoor National Park

Out and about in Chichester Harbour AONB

Action Stations, Portsmouth Dockyard

Heritage tourism at Petworth House

Best of Britain and Ireland Trade Show

Exploring the Eden Project

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“ m rground at Morwellha Preparing to go unde ll lley, Cornwa Quay in the Tamar Va

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…Fieldtrips were a valuable tool to enable us to gather first-hand experience from people involved on the ground…it was helpful to meet so many visiting speakers…seeing theory in practice puts the past three years in context… and demonstrated the fragmented but very interrelated aspect of tourism…’

Student X

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“

Mark Mason Deputy Dean Quality Assurance

BML207: Managing Custo mer Service

Managing Customer Service

Andy consistently produces the best curriculum materials I have seen in terms of content, clarity and presentation’

Managing Custom er Service

I also take great pride in the quality of my module handbooks, which are made available to students online as e-mags via Issuu.

Course Outline and Assessment 201 4

BML207: Managing Customer Service Quality Diagnostic and Enhancement Bid Proposal

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, environments and business itive tourism business and singly compet e element of Within increa cor a e g om s, pro mo tin vice has bec es, ag en cie customer ser lity as bu sin ess improve qua nt str ate gy, and me in ge na inta ma seek to ma services on destinations products and institutions and itiveness of gly customerthe compet ome increasin standards and bec e hav s sse mentation, ition, busine on market seg offer. In add sis is placed er reasing empha scious consum inc con as d lity use qua foc an increasingly ts to the the needs of uce studen od intr and meeting to is module management aim of this elopment and market. The ted to the dev tently and practices rela y can consis principles and m which the fro ies teg service stra tomer. of customer ns of the cus atio ect exp eed the creatively exc

Introduction

Managing Custom

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BML207: Managing Custo mer Service

BML313: Rural Tourism

er Service

anding: l be able to: and Underst e students wil Knowledge of this modul ice and l completion sfu ces ustomer serv suc On ys in which c wa the een h betw d lise tua • Distinguis cep nd con ality as a een defined a ergence of qu quality has b encing the em e factors influ • Debate th be used tool management ques that can ls and techni tate service apply the too and to facili • Practically omer service ust s c ses to critically as ervice enhancement a customer s in developing siness key stages a specific bu • Apply the strategy for ice erv er s ustom strategy to a c rm environment and verbal fo ly in written cate effective • Communi riate IT skills rop pp y a pla • Dis

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SEMAL Dr Andrew Clegg

VAQAS Auditing Guidelines

Assessment Guidance for Leader Expression of Interest Application and Podcast 2013-2014

SEMAL Dr Andrew Cleg g

p. 1

SEMAL Dr Andrew Clegg

p. 2

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dule Indicative examples of my mo in view to k handbooks - clic Issuu

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As evidenced in this claim, the influence of my scholarly As part of the wider assessment strategy, emphasis is also activity has also extended into assessment design, and given to providing students with high quality, purposeful as Programme Co-ordinator for Tourism Management, I feedback. have ensured assessment is both progressive and realistic, I am particularly impressed with the quality of reflecting the type of work graduates could typically find written feedback to students. Across the range themselves undertaking upon graduation (see Box 3) - a of modules feedback is detailed, accurate and feature that has been consistently highlighted by successive external examiners. encouraging. It is good to see that when students

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are achieving first-class marks, feedback is not just congratulatory but provides suggestions for further improvement. Marking criteria is consistently applied and students benefit from the detailed feedback given. Not only are scripts annotated but the typed feedback is comprehensive’

The Tourism Management programme has a diverse set of assessment opportunities that provide students with the necessary skills and knowledge to engage with the tourism industry. Assessments are rigorous, underpinned by theory and pedagogy but set within a relevant vocational context’

Alan Marvell, External Examiner University of Gloucestershire

Alan Marvell, External Examiner University of Gloucestershire

“

Assessment design is real-world and demonstrates excellent industry engagement enhancing the overall student experience. I would comment specifically on the quality of assessment: the process encompasses the learning outcomes whilst maintaining an applied management focus.

It is clear that the assessment strategy encourages students to engage with various industry sectors and grasp the key issues, but also to take the work to the next stage’

“

The process for assessment continues to be exemplary throughout all the tourism modules.

As is now the norm for this programme, first and second marking is comprehensively undertaken and supported by explicit feedback to students. There is clear evidence of a justified spread of assessment marks and grades’ Gary Mason, Former External Examiner Northampton University

Gary Mason, Former External Examiner Northampton University

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Box 3: Creativity in Assessment The integration of my own professional practice is evident in a Level 6 Module Designing Training for Professional Development, which I developed as a result of my training work undertaken for Tourism South East (TSE). The aim of this module is to introduce students to a range of approaches central to developing education and training strategies, and the related assessment criteria have been based on my experiences in developing training materials for the TSE. As part of the assessment, students are asked to develop a oneday programme for local schools, as part of the SEMAL’s Widening Participation activities, reflecting some aspect of their degree programme, for example event management, group work or leadership.

The Ev ent App re local s chools ntice involved co planning a new e nceptualising and vent co ncept

“

I must compliment you on yet again developing challenging and innovative modules, which assess students via interesting, diverse, and practical methods…Level 6 students completing this module will gain knowledge and skills which will be of immense and instant value when they enter the workplace’ Phil Higson, Former External Examiner University of Chester

“

The programme provides an imaginative and alternative method of assessment where university students can apply not just their subject knowledge but also an opportunity to develop transferable skills that will equip them for life beyond their time at university. These skills include planning, communication, organisation, time management, team-building and presentation skills. At the same time, the activity delivered by the university students goes some way to dispelling any myths held by the school students that university is all about lecture halls, seminars and large numbers of students. They are given an opportunity to become engaged in a practical hands-on session at the same time as gaining subject knowledge’

Click to view footage of this event View

Lesley Anne Holder Widening Participation Manager

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In addition to written feedback I have also pioneered the use of audio feedback to students, and been able to share this experience with colleagues across the University.

Introduction Sample The research and the results presented represent the in depth exploration of networking sites on relationships.

Number of respondents: the impacts of social This has been conducted 81 through secondary research primary research in the form of a survey compiled and our own Expected number of respondents: 100 of 27 questions.

Response rate: 81.0% Academic research emphasised five main themes, consequently Launch date: 28 Oct 2013 conduct our research on; these are the areas we decided to Close date: 26 Nov 2013 Strong communication platform The gender of respondents; 2. False intimacy

Strong communication

platform

Do ‘Social Networking

‘Online communication

“

Male: 31.2%

To Keep in Touch with Old Friends To Keep in Touch with Current Friends To post/look at pictures To Make New Friends To Locate Old Friends

Sites’ provide a solid

communication platform?

improving communication between parties’ (Raacke 2008)

96.00 % 91.10% 57.40% 56.40% 54.50%

Shown by Figure 1, 88% of respondents to the survey indicated that a primary use of ‘Social Networking Sites’ is to ‘Chat/Interact with Friends’.

This is the largest proportion of primary use indicating this is the most common use. The second most common primary use is to chat/interact with family at 63% and the third most common primary use is to share photos at 59%.

Figure 2 shows that whilst 43% of our respondents communicated as frequently with their offline friends as their online friends, 35% of respondents did not communicate as frequently with their offline friends.

This highlights the strength of online communication and how it plays a large role in relationships.

This also consolidates how communicating online is used to keep in touch with current friends as indicated by Raacke’s research.

Subsequently, this data supports secondary research that Social Networking Sites provide a solid and enhanced communication platform as a large proportion of users suggest they use Social Networking Sites for communicating with friends and family. In addition, a further proportion suggested they use Social Networking Sites for photo sharing; this can be interpreted as an enhanced form of communication as also indicated by research.

Figure 2

Figure 4 shows the results of respondents’ answers to their most common method of contacting their friends, family and partners.

Whilst the predominantly common method is texting (50% of respondents) the further three contacting methods: social networking sites, face to face and telephone conversations all have responses lying between 16.0% - 17.3%.

This further supports research that Social Networking Sites provide a solid communication platform as it is used almost as commonly as a contact method as face to face interaction and telephone conversations. However, it does suggest that Social Networking Sites have a long way to go before reaching the status of texting communication.

Are those who accept requests from people they would not consider friends they don’t converse to be friends more with?

Yes

to interact over Social Networking Sites. 48.1% chose to interact due to its convenience; a much more popular answer than ‘providing another platform of communication’ where only 14.8% of respondents agreed.. However these statistics do show that Social Networks are a convenient way of communicating. This is not an aspect explored in the primary research, however could be closely linked to enhancing communication by providing a convenient platform. What’s more, 14.8 % was the second highest response rate therefore despite the low figure does consolidate the research of Social Network Sites as an enhanced platform of communication.

Figure 4

Weekly

Once a quarter

5

3

1

1 10

Primary Use

65

Total

3

2

70 6

3

0

1

70

80

The Cross tabulation shows that 65 out of 70 respondents who primarily use Social Networking Sites to chat/interact with friends visit these sites daily; 93%.

This emphasises that Social Networking Sites provide a daily basis of communication; indicating its strength as a communication platform hence having a positive impact on relationships.

Enhanced friendships and social engagements Do ‘Social Networking Sites’ strengthen friendships

ACADEMIC RESEARCH

70.0

Do ‘Social Networking

e t n 40.0 e rc 30.0 e P

Significant Difference: 0.000 Therefore the hypothesis is rejected.

0.0 Rating

No

Are those who believe

er communication hence

Figure 13

?

1.

2.

3.

4.

Very Likely Likely Unlikely Very Unlikely

75.9% agreed or strongly agreed that Interaction over Social Networking Sites enables them to feel closer to friends and social networks. Therefore, this further highlights and supports research; it indicates that Social Networking Sites enhances relationships by strengthening those ties building on existing relationships. It also provides contrary evidence to Kraut (1998) research that internet use is closely associated to loneliness.

Figure 12

Do you agree that overall Social Networking Sites have a positive impact on your friendships/relationships?

No Opinion 22%

No Difference 25%

Yes 49%

No 4%

This research indicates that Social Networking Sites do in fact strengthen social engagement.

76.3% of respondents agreed that through online communication they are encouraged to meet up with their friends’ offline therefore increasing their real-life social engagement.

Figure 13 demonstrates

49% of respondents agreed

that Social Networking Sites have a positive impact on their friendships/relations hips, whilst 47% had no opinion or felt it made ence. This is a fairly even no differproportion of respondents therefore does not show tinct positive impact on that there is a disall friendships/relations hips. The greatest significance fact that only 4% of respondents in figure 13 is the felt it did not have a positive impact; this is a very small enabling us to establish sample that Social Networking Sites are unlikely to have a negative impact. This leads to the conclusion that whilst the positive impact is uncertain, they do not have a negative Muise et al (2009) research suggests that users to upload pictures with their partner or set profile pictures with them on their Social Networking Sites can have a ‘profound’ impact on the relationship. This research was tested on respondents asking: Do you agree that public displays of affection on Social Networking Sites produce positive mutual feelings?

41% of respondents agreed or strongly agree that public displays of affection on Social Networking Sites produce positive mutual feelings. Therefore this supports Muise’s reaserch that this public display of affection has an impact however it also shows that it is a positive impact.

No Difference 13

No Opinion 2

Total 50

4

13

19

17

15

69

HYPOTHESIS:

ADD 520.000 2116.000 -1.723 .085

DEVELOP

ip and establishing whether it is suited to take to a personal and in-person more relationship/friendship.

Further exemplified by a respondent who suggests this: ‘acts like an ice breaker before a face to face meeting’

enables easimore likely to add someone

There is no link between those who believe adding someone on a Social Networking Site enables easier communication and those who regularly add someone after just meeting them in order to strengthen a new friendship.

Conclusion

impact.

Figure 14

Social Networking Site

a friendship to develop

Test Statistics a

Mann-Whitney U Wilcoxon W Z

The main focus of the survey

The aims of the primary

 To discover whether

 To find out whether

was to determine whether

research conducted were

Social Networking Sites

there is an impact on relationships

as follows;

make it easier for users

users of Social Networking

Whilst we created a null hypothesis, we actually expected there to be a difference; we expected that those who believed Social Networking Sites enables easier communication hence a friendship to develop more likely to add someone new. However, the Mann Whitney test conducted gave a significance of greater than 0.05 therefore this means that we can keep our null hypothesis, proving that there is not a link between the two factors, hence rejecting our prediction.

because of Social Networking

to communicate with one

Sites feel a closer affiliation

Sites.

another/keep in contact.

with someone due to viewing their profile or being a ‘friend or follower.’ in others, or the misinterpretation of other users can create jealousy in themselves.

Sites encourage social final aim of the primary engagements. research conducted was to determine whether Social Networking Sites friendships. encourage users to get in contact with old friends or start new Drawing upon all academic research and results from primary research, Social Networking Sites do impact The results support the on relationships, both academic literature and socially and romantically. have also enabled a platform for the primary research the tests were not always to be undertaken, such conclusive they still developed as the creation of a hypothesis. a point to understand the Whilst impacts and behaviours.

Through exploring the negative impacts such as jealousy and false intimacy, and the positive impacts reconnecting with old friends and establishing such as enhanced friendships, new friendships the result strong communication is that there is an impact platforms, on relationships through Social Networking Sites.  To discover whether

 To discover whether

 The

respondents behaviours

Social Networking Sites

online can create jealousy

enhance friendships and

whether Social Networking

Evaluation 











and increase engagements

adding someone on a

Asymp. Sig. (2-tailed)

This could suggest that the open form of information viewable by partners induces jealousy. This monitoring could also explain Alexander (2009) research that on online social networking sites ‘chatting can lead to an emotional connection leading to a physical affair.’

Key

2 1 3

67.9% of respondents will sometimes or regularly add someone new on a Social Networking Site. This further supports research by establishing a platform to create a new friendship. Social Networking Sites could be seen as a less formal way of creating a friendship/relationsh

20.0

ation?

No

1 34

Results show that 33 out of the 50 respondents who have rekindled a friendship/ relationship on a Social Networking Site have experienced a positive impact. This 66%. This takes research is further by establishing that not only do Online Social Networking Sites have the ability to re-kindle friendships they also create a positive impact of doing so.

10.0

The box plot indicates that a higher proportion of respondents who monitor their partners profile are more likely to become jealous when the partner adds an unknown member of the opposite sex. This indicated by the Inter-Quartile range comparison of both types of respondents.

.000

33

Total

60.0

50.0 ag

in the form of misinterpret

263.000 494.000 -3.984

Yes

Yes No

Research as displayed in figure 8 indicates that whilst 61.3 % respondents would not accept a friend request from someone they would not consider to be friends with, the remaining 38.7 % of respondents would. Whilst this is not the majority it does further support research claims that Social Networking users spend time fostering relationships with those who they do not care about.

JEALOUS

Positive Impact

REKINDLED

Test Statisticsa

Mann-Whitney U Wilcoxon W Z

Asymp. Sig. (2-tailed)

a. Grouping Variable: MONITOR

Descriptive statistics show that 63% of our respondents have re-kindled a friendship/ relationship due to finding someone online. This supports research that Social Networking Sites can and does provide a basis for re-kindling.

What’s more, this over half our respondents; this suggests that not only is one able but that it is very, easy and common to do so.

This only emphasises how much of an impact on lives these sites have.

Figure 16

‘Online social networking can induce jealousy in relationships. Information only fosters if not enhances jealousy’(Muise et al, 2009) In recent years, Twitter and Facebook have been greatly talked about in the media and the ‘Social 10 years have affected Media Generation.’ It is the next generation of vital to know the disadvantages adults. of how the advances of technology over the past The primary research conducted – in the form of an online questionnaire - asked six questions which 98.8% are members of a social networking site. would tell us more about the negative impacts of social networking sites.

When asked ‘Are you in Out of all respondents a romantic relationship?’

Figure 9 the results were almost 50/50 with 49.4% of respondents Figure 10 not Have you ever had an in a romantic relationship argument with and 50.6% are. This provides a a friend/partner which great platform to analyse has been people’s behavioural initiated due to a subject on a habits social online, and those in romantic relationships would react networking site? if their partner were to ‘friend’ a member of the opposite sex. Furthermore, another question asked was ‘Have Yes you ever had an argument 41% with a friend/partner which has been initiated due to No a subject on a social networking 59% site?’ The results are shown in figure 9; There is no significant difference in in those who monitor their partners profile and those who don’t in their likely-hood to become jealous when a partner adds an unknown member of the opposite sex

ACADEMIC RESEARCH

Gallo et al (2011) suggest that Social Networking Sites enable the ability to create ‘new connections Networking Sites is to the world over’. Weinberg convey information about (2009) also sees the idea yourself and connect with of Social old friends and colleagues. friendships. ‘Facebook lets you reconnect with He also suggests that the past co-workers—anyone sites are a great platform really. Its as important for new school, college, and previous to reconnect with people jobs, and expand your you’ve lost touch with, network with people who like from high are familiar to you.’ (Deckers, 2013)

Do you accept friend requests from people that you do not consider to be friends with?

Yes

Sites’ trigger jealousy

The Wordle illustrates respondents answers words explain their experience when asked what three on social networking sites.

Convenient came out as the most commonly used being word.

and establish new friendships Sites’ inspire users to reconnect with old friends and/or create new friendships?

Figure 15

a. Grouping Variable:

ACADEMIC RESEARCH

Gallo et al (2011) indicates that Online Social Networking provides a good base to expansion on what already build upon existing offline exists it can also magnify connections. However, the negative impacts of they also suggest that whilst offline relationships. Valkenburg Sites’, the higher the frequency it allows for the et al. (2007) argue that of interaction with friends; the greater the use of ‘Social ultimately resulting in contrary studies carried positive benefits for respondents Networking out by Kraut et al., (1998) where they reported increased suggest that increased satisfaction with life. On internet use is closely associated search and our own conclusions the with loneliness and stress. on the impacts.

As follows are examples of our primary re-

Figure 11

2 13

Jealousy and negative feelings

HYPOTHESIS:

FRIENDS

Do ‘Social Networking

Figure 8

likely to have

Results show 73 % of respondents who do not accept requests from those they would not consider to be friends with have friends on Social Networks who they do not converse with.

This compares to 93.5% of respondents who do accept friend requests from those they would not consider to be friends with on Social Networks who they do not converse with.

No

29 36

SITES

Reconnect with old friends

intimacy?

Research displays results on personal portrayal on ‘Social Networking Sites’ as seen in figures 5 and 6. 56.2% of respondents agreed that you can feel a sense of an individual’s personality from their profile, however 68.4% of respondents disagreed that this was an accurate portrayal. This supports secondary research that Social Networks can portray individuals inaccurately.

It can be interpreted as a display of false intimacy as you may feel a closer affiliation with an individual due to their profile, however this could be an inaccurate portrayal, hence false intimacy.

Figure 7 shows that 16% of respondents joined Social Networking Sites to enhance their social status. Whilst this is a low percentage it is sufficient to indicate and relate to Stograz’s research. As aforementioned in his research 40% of individuals compared themselves to their peers online in terms of how successful they were. Both results translate that these individuals concerned with social and success status could bias their profiles accordingly hence leading to false portrayal.

Yes

Do those who primarily use Social Networking Sites to Chat/ Interact with friends & family visit sites daily?

To test how strong a communication platform social networking is, we decided to conduct a test the above question.

Total

Figure 7

No

why respondents choose

Sites’ encourage false

Figure 6

ACCEPT

Figure 3 demonstrates

Do ‘Social Networking

ACADEMIC RESEARCH

Social Network users are spending time maintain relationships with people they don't really care about Research indicates that (Stograz, 2011) large amounts of time on Social Networking Sites can lead to false intimacy conducted research where between peers. What’s he included the following more, it can lead to inaccurate question to which 40% of respondents agreed: individual portrayal. For I regularly compare myself example, Stograz to my peers online in terms of how successful I am: To what extent do you agree By individuals obtaining or disagree? success through status on Social Networking Sites they may portray themselves parallel and paradoxical elements: false intimacy in a favourable but inaccurate and social distance.’ light. Boyd & Elison (2007) state that ‘social media Figure 5 induces two

CONVERSE

Figure 3

0

relationships?

IN LITERATURE Online Social Networks are increasingly becoming apart of daily life, whether ness, friendships, relationships, used for busiacademia or social causes.

Forrester Research indicates 75% of Internet surfers used ‘Social Media’ in the that second quarter of 2008 a huge proportion of internet (Kaplan 2010). This is users. Consequently, ‘Online Social Networks’ are a subject in terms of research, very topical literature and media. After realising its vast presence society the question remains: in modern What are its impacts on central aspects of our lives?

False intimacy

and enhanced

fosters relationship building,

Figure 1

Daily

Sites on social and romantic

Female: 68.8%

As the most popular uses are keeping in touch with friends; this indicates that enabling this use and satisfaction. a solid communication Furthermore, Gallo et platform exists on Social al (2011) state ‘a pre-existing changes to the relationships Networking Sites relationship could evolve as one more way of connecting and eventually add online and interaction’. This further enhanced communication explatform on these pre-existing demonstrates that Social Networking Sites provide relationships. an

Several times per week

of Social Networking

ONLINE SOCIAL NETWROKING

Sites do impact on

Academic research suggests that Social Networking Sites do provide a solid that many hypothesise and enhanced communication have been put forward platform. Szwedo et al suggesting that the communication ships due to increased (2002) suggest aspect of Social Networking communication. Research conducted by Raacke (2008) Sites further enhances duced the following results: relationon popular uses and satisfaction of ‘Social Networking Sites’ pro-

FREQUENCY

and negative impacts

feelings

Percentage

Jealousy and negative

Percentage

3.

4. Enhanced friendships and social engagements 5. Reconnect with old friends and establish new friendships The questionnaire was created to test the following hypothesis; Social Networking relationships.

ACADEMIC RESEARCH

As part of my own professional development as a lecturer, I worked with Andy on the delivery of assessment and feedback on his Data Analysis Module. Rather than providing feedback in the traditional written format, Andy suggested we use a more innovative technique – creating short audio recordings of our feedback for students to listen to through podcasts, meaning they get verbal feedback that they can access and listen to anywhere. A direct result of my working with Andy has been to influence my thinking around my own PG Cert completion. I am currently working towards my PG Cert qualification, and evaluating the use of this type of feedback tool and the use of technology to more effectively support teaching and learning has played a valuable contribution towards this.

What are the positive

1.

Primary research was primarily nominal and ordinal data. Consequently, our lack of Interval and future we would ensure Ratio data limited our we included a more varied ability to conduct further type of data response (where analysis tests. In ysis that one step further. possible) as to have the ability to conduct more tests and take our research analThe Nominal data type that we did receive was frequently multi-level; leaving us with limited this with our Ordinal data 2-level Nominal data therefore in conducting Mann-Whitney limiting our ability to compliment tests.

We steered away from in-depth questions due the time-scale and target respondents; we thought would not attract respondents a lengthy in-depth survey with appropriate answers. with increasingly personal However, after receiving questions questions we would re-consider the answers to the one-word as many of the answers reason questions and three-word provided good descriptive descriptor support for our data and Following on from the analysis. descriptive answers, we were unable to make full use of these responses data and secondary research. yet they could As of next time, we would have provided us with some good support for recommend spending longer our analysing these and putting Our initial academic research them to use. established six main themes for positive impacts and these themes. If we were six main themes for negative to do this again we would impacts; in our analysis endeavour to explore more we only explored five of themes but link them together Time management; whilst for further analysis. we were on track in terms of research and creating the questionnaire, we fell ture we would plan this aspect out more carefully. behind in creating the poster and conducting tests. In fu-

Reference List Books 

Bowe, G. (2010) Reading Romance: The Impact Facebook Rituals can have on a Romantic David Glen Mick, Simone Relationship. Journal of Pettigrew, Cornelia (Connie) Comparative Research Pechmann, Julie L. Ozanne. in Anthropology and Sociology.

2005. Transformative Consumer Deckers et al (2013). Branding Volume 1 (2). yourself: How to Use Social Research for Personal and Collective Well-Being.

Media to Invent or Reinvent Routledge. United States.

Donath, J. S., & boyd, d.

Yourself. 2nd ed. United (2004). Public displays States of America: Pearson of connection. BT Technology Education. p31-33.

Journal.

Ellison, N., Steinfield, C. & Lampe, C. (2007). The benefits of Facebook “friends:” Social Capital and College Kraut, R., Kiesler, S., Boneva, Students use of Online B., Cummings, J., Helgeson, Social Network Sites.

V., & Crawford, A. (2002).

Kraut, R., Patterson, M., Internet paradox revisited.

Lundmark, V., Kiesler, Journal of Social Issues.

S., Mukhopadhyay, T., & chologist.

Scherlis,W. (1998). The Internet paradox: A social technology that reduces social involvement and Networking: Myspace, Facebook psychological well-being. & Twitter. Minnesota: ABDO American Psy Lampe, C. Ellsion, N., Steinfield.C publishing company. p91-93.

2006. A Face(book) in the crowd: Social Searching  Nedwidek, E (2011). Facebook v. Social Browsing. ACM. NY. for Business. USA: Lulu.com. p1-20.  O'Reilly, T (2009). The Twitter Book. USA: O'Reilly Media. p7-9.  Torun, D (2011). How Social Networking (Facebook and Twitter) Can be Used  for Tourism Marketing.

Weinberg, T. 2009. The Germany: Druck uund New Community Rules: Bidung. p2.

Marketing on the Social Web. O’Reilly Media. California  Valkenburg, P. M., Peter, J., & Schouten, A. P. (2006).

Friend networking sites  and their relationship to Wiley, C. & Sisson, M. (2006) adolescent’s being and Ethics, accuracy and assumption: social self-esteem. CyberPsychology The use of facebook by Journals and Behavior. students and employers.  Gallo, C.,Attwood.J. 2011.

The Effects of the Internet On Social Relationships: Theraputic Considerations.  Boyd, D., Ellison, N. 2007. iUniverse. USA. (journal) Social Networking Sites: definition, history and scholarships. Journal of  Kaplam, A., Haenlein, M. Computer Mediated Communication.

2010. Users of the world, 13.1 unite! The challenges and opportunities of Social  Raacke, J.,Bonds-Raacke.

Media. 53, 59—68. Elesevier.

2008. My Space and Facebook: Paris.

Applying the Uses and Gratifications Theory to  Sograz.S.2011. Exploring Exploration Friend-Networking Complex Networks. Nature Sites. Volume 11, Number International Journal of 2. CYBERPSYCHOLOGY Weekly Science.. 410. 268-276  Pempek, T., Yermolayeva, & BEHAVIOR Y. & Calvert, S. College student’s social networking experiences. Journal of Websites Applied Developmental Psychology. Accessed 2/11/13 [online] at www.researchgate.com https://www.facebook.com /notes/web-hosting/50-fa cebook-facts-and-figures/1 0150274471574235 













Lusted, M (2011). Social

Students produce a research poster for Data Analysis, and feedba ck is provided via a po dcast.

Click to listen to an example Student numbers: 1205537,

1203678, 1206043, 1207489

Listen

Dr Emma Mckinley, Lecturer, SEMAL

“

I feel the audio feedback given during data analysis was beneficial to the student because it allows them to understand what the tutor is talking about rather than trying to interpret what they have written in feedback. Similarly, the audio feedback given by the data analysis tutors allows students to follow the presentation in their free time while listening to the tutors feedback and see exactly where they are commenting during the presentation’ Student Y A1

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Supporting and Mentoring Colleagues and Institutional Enhancement In my role as one of four University PLs for Learning and Teaching, and as Chair of LTDPG, I take a central lead in driving enhancement across the University, and facilitating the professional development of all colleagues, for example through the University’s annual Learning and Teaching Conference, and Journal for Learning and Teaching (see Box 4).

“

He not only inspires students but also his colleagues, both within the University and beyond, through his creative and dynamic contribution to staff development. He is always enthusiastic and creative and most importantly, delivers on what he promises’ Philip Verrill PL in Higher Education University of Portsmouth

Within this role, I have come to reflect on my own qualities and values as an ‘academic intrapreneur’, as I ‘build and share goals’ and pro-actively engage in processes which lead to the ‘successful implementation and exploitation of ideas… the delivery of which requires the successful individual…to proceed with persistence and determination throughout the process, no matter what obstacles or difficulties are in the path’ (CRAC, 2010). While supporting enhancement strategically (see page 37), I also devote considerable time to supporting and mentoring all colleagues across the University, in terms of enhancing their own, and team approaches to pedagogy.

24 SFHEA-PRINT.indd 24

“

Andy consistently provides extremely supportive, helpful feedback and creative suggestions on how to improve both the content and the assessment methods of each of the modules I teach, which alongside stimulating ideas on how to enhance teaching delivery, have substantially contributed to improvements in my teaching provision, particularly the implementation of sustainability practice in my Sustainable Business Module’ Dr Jorge Gutic Senior Lecturer, SEMAL

“

For the team I work with, Andy assessed the learning and teaching needs of individuals as well as the wider team. He provided individual tutorials and inspiration for those who needed to gain skills and confidence; provided helpful (hot) tips to improve processes; engaged wider teams in whole school shared conferences and helped build solid foundations for employer engagement’ Pia Parry Subject Leader for Childhood and Youth Studies Univers ity of Ch Learni ichest ng Tuesd and Teachi er ng Conf ay 11th erence June 20

13

cing Enhan sation: d ationali n Inter g Curricula, Diversity an Supportin Inclusion

r icheste nference 2012 ity of Ch Co Univers and Teaching Learning 12th June y Tuesda

Enhan ci Emplo ng and Em beddi yabilit Prepar ng ing Gra y duates and En t for th e 21st er pr ise Centu ry hop

ps #LTswa

#LTswa

psho

p

29/04/2014 18:48

Box 4: Learning and Teaching Conference and Journal of Learning and Teaching I am the organiser of the University’s annual Learning and Teaching Conference, with a specific focus on the transferability of best practice. I have now run five conferences, covering such themes as employer engagement, assessment and feedback, internationalisation, and VLEs, with 96 papers from over 29 HEIs, with contributions from over 47 internal and 78 external staff.

“

The event is far more than an internal staff development activity and has attracted a programme of high quality presenters from across the country, along with delegates from a wide range of HEIs. Over the years the event has significantly raised the profile of excellence as the expected aspiration of all HE practitioners, by providing the support and inspiration for all staff to enhance their practice to support the learning of our students. I have no doubt that the commitment shown by Andy in setting up, running and developing this event over 5 years has raised the profile of excellence in HE practice across the University of Chichester, but also across the sector’ Ian Harris Southampton Solent University

I also take responsibility for the production and editing an internal Journal of Learning and Teaching (JOLT), the aim of which is to support the enhancement of learning and teaching, and to provide a more effective and inclusive vehicle for the dissemination of best practice amongst all members of staff.

This is complemented by JOLT.TV whereby case studies of best practice in learning and teaching are disseminated via podcasts.

“

Andy’s initiative in establishing JOLT proved motivating for colleagues whose body of actionbased research remained, for the most part, disseminated only in the form of research papers and verbal reports. JOLT provides colleagues with a tool of dissemination for valuable research materials; Andy’s encouragement and guidance on the shaping of action-based projects to the register of academic articles resulted in the publication to a University wide audience of a number of pedagogic reports and articles - including my own - which might otherwise be languishing still in our hard drives’ Jessica De Mellow Senior Lecturer in English

ence has become an and Teaching Confer g nin ar Le al nu an e Th od practice within r staff to share go fo ity un rt po op t an import rsity and beyond the Unive A1

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My customer-service background also enables me to proactively assist the work of student services, which has been greatly valued.

“

Andy has given us enormous help in conducting surveys which in turn has led us to provide better service delivery within the Support and Information zone. His role has been pivotal in showing us how to obtain the very best data, including a recent mystery shopping exercise, and how best to use it to enhance the student experience at Chichester. His help and advice has been a tremendous support for the implementation and development of key services in the SIZ – the first port of call for all frontline services’

Ruth Galloway

Frontline Co-ordinator Support and Information Zone Elsewhere I deliver staff development to departmental administrators as part of their on-going professional development:

“

Andy tailored Welcome Management to reflect the ‘professional support service’ role and it allowed us as administrators to reflect on who the customer is, how we deliver the best possible service, and how we measure our effectiveness. We were all encouraged to develop skills to enhance the delivery of our professional service and to reflect on achievements and objectives equally. I feel that this course in particular encouraged a wider perspective that allowed us to consider broader questions of how our University offers a more unique experience above other competitors’

The Support and In formation Zone (SIZ) plays an inte gral role in enhancing the stud ent experience and my students have helped to monitor service quality as mystery shoppers

Lorna Sargent, Programme Administrator

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E-learning is a further area where I actively contribute to meaningful and positive change. Strategically, I secured an HEA Change Academy Project, instrumental in helping to implement Moodle, the University’s new VLE. I also play a role in shaping the future of e-learning through the inclusion of key development goals in the University’s L&T strategy, as Chair of the Learning and Teaching Development Practice Group.

“

The e-learning support offered at the University creates an environment where one can innovate with new technologies.

In my PL role, I am then able to share my expertise across the University as a means of creating communities of best practice.

Andy has been at the forefront of learning at the University; he is always first to push the boundaries and experiment with new technologies and techniques. He has developed many excellent webbased resources, including the use of Captivate, online module evaluations, and various web sites and apps, and has pro-actively encouraged academic staff to interact and embrace e-learning’ Matt Argyle Former IT Manager

“

Andy is a keen advocate for the use of technology for Learning and Teaching and a vital ally in the strategic implementation of new ideas. He is quick to see the value of new technology and is always able to suggest ideas where it might be appropriately or more effectively used’ Roger Holden E-Learning Manager

I use e-learning extensively in my own teaching, and have championed the development of Moodle through the exposition of my own pages in support of staff Moodle training.

In addition to web-based resources I have also developed a number of mobile resources including a guide to statistics tests, and a guide to referencing.

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I also maintain a learning and teaching resource site on Moodle, which serves as a repository of resources that staff can use to enhance their teaching as well as a forum to disseminate best practice. The QAA recognised this as good practice in 2012.

provides aching Moodle site The Learning and Te ce for staff an important resour

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I have also used technology to enhance module evaluations, and pioneered the use of online module evaluations, using Bristol Online Survey, and provided staff development across the University to enhance the institutional approach to module evaluation.

â&#x20AC;&#x153;

As programme administrator it is vital that we are able to obtain feedback from our students to evaluate the teaching and resources for our modules. Using Bristol to translate this feedback is invaluable as I use this technology to collate the data to highlight issues that need to be fed back to our teaching staff, to help our teaching of modules and our resources to evolve. This information is also displayed to other cohorts of students, so they can view previous feedback.â&#x20AC;&#x2122;

Leah Steel Programme Administrator, SEMAL

and consistent provided an effective s ha y rve su e lin On suring the Bristol ations, therefore en lu eva le du mo r fo mechanism d student voice is hear

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Supporting and Mentoring International Colleagues I contribute to staff development at an international level. For example I jointly organised a three-day staff development programme at the Ecole Hôtèliere de Lausanne in Switzerland, which has facilitated a strategic realignment of approaches to learning and teaching.

“

Andy contributed his expertise in a highly interactive manner, delivering seminars in a sensitive and pragmatic way to a diverse and highly challenging group. He provided a wealth of materials, practical tips and pointers to UK best practice. As a result, the Faculty has established a ‘Learning and Teaching Development’ center to develop many of the ideas Andy presented, and to offer on-going support to staff.

Angela Fall

Learning and Teaching Development Ecole Hôtèliere de Lausanne As link tutor to Cheju Halla University in South Korea, who deliver our undergraduate Tourism Management degree, I have been instrumental in supporting Korean colleagues adapt to the requirements of the UK HE system, and developing new pedagogies to assist in the delivery of modules. In particular, I mentored the team through a significant programme of localisation to incorporate industry engagement into their programme, and to capitalise on opportunities for learning and teaching on Jeju Island.

“

Andy has been pivotal in giving CHU staff the encouragement and confidence to develop new approaches to learning and teaching, particularly by recognising and then adapting existing modules to capitalise on CHU’s experience with problem-based learning, and links with industry on Jeju’ JK Kim

President ISEP South Korea My experience in South Korea, allows me to make a significant contribution to the internationalisation agenda, and this was the focus of the University’s 2012 Learning and Teaching Conference, which was highly valued:

“

Thanks you for a very stimulating day, I had some very nice feedback and went away with some good ideas about how to take forward some of the work I am doing with international students’ Helen Stanley

Brighton University

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Enhancing My Own Professional Values and Practice An important thread throughout this claim, and central to my professional development, is employer engagement, and the distinct synergy between my external activities and the quality of the student experience. There are two significant influences on my approach. First, I’m a geography graduate and only during my PhD did I venture into the field of business.

Therefore, working with industry is a personal strategy to enhance my own credibility, not just with students but also my peers.

“

This supports my passionate belief that graduates should be employable, and able to make an immediate and meaningful contribution to the workplace. Central to this philosophy is that students must engage with industry. My external commitments, such as Chair of VisitChichester, enhance my awareness and understanding of destination issues, and allow me to creatively map opportunities to make the learning ‘real’ through engagement with industry professionals and applied case studies, thereby enhancing student employability.

“

Andy’s involvement with tourism businesses through the skills and training workshops provides invaluable professional development through regular and important contact with the wider world; a refresher for him on the practical aspects of running

Andy is not your typical academic... he has engaged with industry training to enhance his own knowledge and expertise, which is turn has made

a business that he can take back to his students’

his teaching more relevant to the world of work…’

Sandra Barnes-Keywood Non-Executive Director Tourism South East At a time when university tourism degree programmes are often criticised for failing to deliver programmes that are relevant to the tourism industry, and are seen to be provided by individuals with little experience of the ‘real world’ (Leslie and Richardson, 2000), this engagement also acts to legitimise the student experience and meet ever-increasing student expectations.

Roger Budden Director Real Places

“

Having had the opportunity to work with VisitChichester allowed me to gain a more practical understanding of how a DMO is operated and has encouraged me to work for a tourist board. I am now working for Tourism South East, where I am responsible for building new relationships with tourism businesses and offering them marketing, training, networking support’ Student Z

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Moreover, it is the sheer immediacy of learning something new from industry one day and including it in a lecture the next that is a principal driver for enhancement - something you don’t get from a textbook. For example, I recently attended a South Downs National Park branding workshop, which provided an innovative perspective on place-marketing. By the end of the workshop, the facilitator had signed up for a guest lecture, and by the time I had got home I had mentally updated my destination-marketing lecture.

“

Andy is a real maverick whose experience is greatly enhanced by his links with industry...he never misses a trick and takes advantage of latest industry thinking to enhance his teaching. He has certainly found chairing VisitChichester a significant but rewarding personal challenge that without doubt has benefited his students’

practice of event management, and able to demonstrate practical experience. With this knowledge, I abandoned the traditional research-based dissertation, and instead embedded live event delivery so students would develop the required skills. In terms of success, the degree was rated nationally as Number 1 for Learning and Teaching in the 2013 National Student Satisfaction Survey.

“

As a new programme area, it is clear the delivery team is offering students a value-added qualification and an enhanced learning experience.

Many Event Management undergraduate courses lack clarity and ultimately identity, as they are often an amalgam of other programme areas. This is not such a course and for that reason is distinctive, offering its students a unique insight into what is a competitive global industry’ Gary Mason, Former External Examiner Northampton University

Richard Cole VisitChichester Employer engagement is a truly invaluable personal learning

experience that can immediately produce improvements to the student learning experience. A major benefit of continual dialogue with employers is my own increased understanding of employer expectations of graduates, which has driven my professional practice supporting student employability (see Box 5). A major benefit of continual dialogue with employers is an increased understanding of employer expectations of graduates, which has driven my professional practice supporting student employability, a case in point is the Events Management degree that I developed.

From the start, consultation with industry colleagues stressed the need for students to be conversant in the principles and

“

Andy’s enhanced understanding of employer expectations, coupled with his innovative, experiential approach to pedagogy, has created an event management degree that is relevant to the needs of employers, and which increases student employability through the development of cutting edge, transferable skills. His employerled approach has contributed to 90% of event management students being employed within 6 months of graduation and 90% student satisfaction with the course’ Dr Wendy Sealy Programme Co-ordinator for Event Management

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“

I chose to study at the University of Chichester as the course was designed on a practical basis, in conjunction with local event providers, to ensure that all students acquire the appropriate skills and experience to be able to work within the fastest growing and most dynamic sectors of the service economy’ Student AA

“

During my three years at the University of Chichester I have matured into an event professional. My confidence and belief in myself has completely flourished and I now know that in life I can complete anything I set my mind to do. I have met and learnt from so many peers, lecturers, event professionals and other contacts and now have a much wider coverage of how to deal with different groups of

The final y ear - stud ents emerg as event p e rofessiona ls able to meet the n eeds of in dustry employers

people professionally’ Student AB

“

As Goodwood is a large employer in the area, Andy and I have worked together outside of our roles with Visit Chichester. I was kindly invited to judge projects presented by his students based around future event concepts they had created. It was a wonderful experience, with some of their ideas being incorporated into our own thinking around future events at Goodwood.

Having a commercial and community collaboration between the University, Visit Chichester and Goodwood continues to be an excellent example of demonstrating how much benefit can come

ing ents prepar d u t s r a e y Final ve event for their li

from working collectively together’ Tracey Greaves Goodwood Group Sales and Marketing Director A1

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Box 5: Enhancing Practice Through Employer Engagement - LEADER I sit on the project selection panel for the Three Harbours and Coastal Plain LEADER Local Action Group in West Sussex, and on a number of working groups for the South Downs National Park. These respective positions have enhanced my understanding of the commercial challenges facing the tourism sector in rural areas. Consequently, I have changed the focus of my Level 6 Rural Tourism module to the Business of Rural Tourism, and introduced a more explicit business focus on themes such as access, diversification and landscape. It also inspired a new action-based assessment, based around a ‘Rural Dragon’s Den’ format, whereby students have to prepare an expression of interest application for funding a new rural tourism enterprise, and then present it to members of the actual LEADER selection panel.

“

Students are strictly judged on the same criteria as potential applicants, and we are always impressed with the level of understanding and acumen that is demonstrated…Andy has clearly drawn on his experience and knowledge of LEADER to create an

Student feedback has been extremely positive:

“

The podcast was the most creative and rewarding

assessment I did at University’ Student AC

Moreover, I was able to offer WSCC student support, and a group has produced a podcast to showcase the LEADER Programme for future applicants:

“

Producing the LEADER podcast enabled us to see the benefits of the grant system at first hand.

It brought the module on Rural Tourism to life and helped us to understand the value of the programme for rural businesses and communities within the area’ Student AD

innovative and ‘real’ assessment for students’ Richard Chalk West Sussex County Council

View

of Click to watch the examples the rural podcasts

Working as an industry trainer it has become evident that social media skills are emerging as an important graduate attribute, so I also decided to ask students to produce a podcast in this module. A somewhat risky decision having never done it before! So I sought professional guidance from media services, who assisted in developing my skills so that I could offer students guidance on video editing.

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These activities are complemented by internal professional development opportunities, and I usually attend several external staff development events per year. For example, as part of the University’s HEA Green Academy project, I recently attended a HEA ESD ‘bootcamp’ at Leeds University, which provided an invaluable opportunity to network with partner institutions, and take away really innovative ideas that will help shape the future delivery of ESD at Chichester. As part of these plans, I am assisting colleagues in a series of green initiatives including a green ‘bootcamp’ for students and staff, and the development a South Coast ESD network that will draw together academics and industry. I am also inviting institutions participating in the Green Academy to present an update of their work at this year’s ESD themed Learning and Teaching conference. As a result of this I have also been invited to sit on the London University’s Environmental Group Curriculum subgroup, which will provide further opportunities for networking and professional development.

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“

Andy has been an invaluable member of the Green Academy team. His knowledge of and enthusiasm for ESD have been key drivers in our attempts to embed ESD into the curriculum here at Chichester, and drawing in external stakeholders to ensure the

Produced by University of Chichester Event Management Students.

Principles to prac tice - Level 6 Even t Management stud ents will be runn in g a green event in May for the Rox Mus ic and Arts Organisat ion. Level 5 stud ents are organising the University’s annu al green awards

developments have real industry relevance’ Hugh Dunkerley Green Academy Co-ordinator

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After attendance at a City University event on spaces for creativity, I have been inspired to pilot the ‘Sketchbook’ approach, and my Level 3 students have agreed to take part this semester. The feedback has been generally positive with some really useful suggestions for taking it forward.

“

I quite liked this idea. It made sure I had all my notes in the one place and I was able to add in pictures/cuttings etc of my own that were relevant. It was more visual than just writing out pages of notes. I just jotted stuff straight into the book, so its not the tidiest or smartest.

I don’t know if I would have wanted to spend the time rewriting it or putting it all in neatly, although that is a good way to summarise what you have learnt - a bit like doing an assignment as you go along. Maybe giving marks for it would be a good idea, and an incentive to do it’ Student AE

“

I found it a good concept overall especially for someone with dyslexia, however I found it too time consuming, I think better use of this note pad would be in the second year either in customer service to help people plan there VAQAS documents or another module’ Student AF

roach this year I piloted the ‘Sketchbook’ app hod of note-taking to encourage an alternative met and engagement

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Internally, I have actively focused professional development via the support of strategic level University initiatives. I have already made reference to the HEA Change Academy, which supported the implementation of the University’s VLE. This was invaluable in developing my leadership skills as an ‘institutional change agent’, and in reviewing and enhancing how I engage with colleagues, who can find my enthusiasm quite intimidating! This greatly helped my transition to Chair of the Learning and Teaching Development Practice Group, where I work closely with the Deputy Dean for Learning and Teaching to support learning and teaching enhancement across the University. This has been quite a daunting experience, but a huge opportunity to learn, and reflect on personal practice.

aching Strategy Learning and Te 2014-2020

1

Priority 1: An

Outstanding

The Univers ity is commit ted to delive do. ring a

Learning Ex pe

rience

n outstandin

g learning ex

perience wh

ere the stud ent is at the Our goals: heart of every thing we 1. Students e To achieve the xperience a ri se goals, the ch and stimu educational j University wi lating ourney that r 1. Support th ll: ecognises th diversity and e deve eir life experien ce, and enabl are student-ce lopment of approaches to realise th es them to learning eir potential ntred, inclus and teaching ive and flexi that ble 2. Work in p 2. Critical e artnership w ngagement an ith students t d continual d independent between sta o enable them ialogue learners and ff and studen to be res ts, come earchers with student as collaborativ s seen 3. Provid e partners in e creative an the develop new knowled d flexible ap ment of ge and under feedback tha proaches to standing t motivates assessment and engages 3. Effective fe and timely stu dents edback, prom 4. Ensure all oting deep le students have critical think arning and ing an academic structured a advisor and a cademic and ccess to pastoral guid 4. Respectful development ance to suppo learning par in acc ord ance with the rt their learn tnerships be and students University C tween staff ing ommitment Charter

Most recently I have lead work on the development of the University’s new Learning and Teaching Strategy, which has involved extensive consultation between staff and students, and has allowed me to draw on my enhanced leadership skills. I am currently enrolled on a University coaching programme to further development my management and leadership skills.

The Learn ing and Tea ching Stra a starting po 8 tegy provid int for rec es student ex onceptuali sing the perience

Overall, I take a holistic view to professional development, and do not differentiate it from activities I undertake to support students and staff. My on-going professional development forms part of my daily life, and I use interactions with students and colleagues to constantly review and enhance my individual practice.

“

Andy is a truly excellent lecturer. Not only does he produce the most innovative and creative teaching methods at the University, he provides the highest level of invaluable support for his students. I have never seen a Lecturer so dedicated and enthusiastic towards students’ learning experiences and I feel extremely privileged I have had the opportunity to be taught by Andy’ Student AG A1

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References Leslie and Richardson (2000) Tourism and co-operative education in UK undergraduate courses, Tourism Management, 21: pp. 489-498.

Kanikas & Murphy (2010) Student perceptions on intrapreneurship education, International Journal of Learning and Change, Vol. 4, No, 1.

CRAC (2010) Career Development Association.

Clegg and Gutic (2013) Integrating the â&#x20AC;&#x2DC;VERBâ&#x20AC;&#x2122; model into an undergraduate tourism management degree programme, in Kemp and Atfield (Eds.), Enhancing Education for Sustainable Development in Business and Management, Hospitality, Leisure, Marketing and Tourism, HEA. Kemp and Atfield (2013) Enhancing Education for Sustainable Development in Business and Management, Hospitality, Leisure, Marketing, Tourism, HEA

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Using this PDF 1. Access to Online Resources Please use this document is conjunction with the accompanying PDF and click on the icon to access web-based resources.

2. SFHEA Criteriaâ&#x20AC;&#x201A; Evidence linking to the dimensions of the SFHEA framework is provided on each page spread.

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Evidence provided

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“Andy is a valuable source of support to his

colleagues. He provides high quality advice and guidance on module structure, assessment processes and learning strategy. He is also innovative in his approach to learning and teaching and shares this innovation with colleagues’ Dr David Copper, Business Development Director, SEMAL

“Andy is not your typical academic... he has

engaged with industry training to enhance his own knowledge and expertise, which is turn has made his teaching more relevant to the world of work…’

Sandra Barnes-Keywood Non-Executive Director Tourism South East

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