Faculty of Business and Science Research Bulletin – Second Edition
Hull College Group Higher Education
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Faculty of Business and Science
Research Second Edition – Spring 2014
Bulletin
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Faculty of Business and Science Research Bulletin – Second Edition
FOREWORD Welcome to this, the second edition of the Faculty of Business and Science RESEARCH BULLETIN. For this edition we invited members of the academic staff to provide reflective accounts and case studies of how their research and scholarly activities have informed their learning and teaching practice. The rich and diverse nature of their research experience is testimony to the excellent work being undertaken in the Faculty to ensure that our teaching and learning methodologies remain at the cutting edge. Future editions of the RESEARCH BULLETIN will continue to showcase the depth and quality of research in the Faculty and will act as a catalyst to help shape and promote our culture and identity as a centre for excellence in research informed teaching.
Contents Putting theory into practice and reflecting on action with P&O Ferries
Page 2 Research into Houses in Multiple Occupation (HMO’s)
Page 3 Teachers in Schools
Page 4 Cross Curricular Delivery – Ecommerce
Page 5 Human Resource Management in Practice
Page 6 Evidence Based Research & Employer Engagement: STEM Skills for the Future
Linda Wilkinson Head of Learning and Teaching Faculty of Business and Science
Page 6 Enterprise in the Curriculum
Page 7 Graphic Organisers in Higher Education
Page 7 Reflexivity, Intrapersonal Communication and Perceptions of Reality
Page 8 Attributes and Change
Putting theory into practice and reflecting on action with P&O Ferries
By Alex Alterskye
The Foundation Degree and BA in Business and Management contain a number of modules encompassing subjects such as Marketing, Human Resource Management, Finance, and Operations Management. As a tutor teaching on these subjects, it is always a positive challenge in putting the theory and academic side of these subjects into practice into an interesting real life setting; after all even though as tutors we think theories such as Slack’s transformational model, Price elasticity of demand and Mcgregor’s Theory X and Theory Y are incredibly interesting, students don’t always agree! It is therefore vital that opportunities are provided to enable students to see how industry operates in reality so that they can recognise the relevance of these theories in practice. However; in order that these visits have real value they should also provide opportunities for students to reflect and apply their experience. This
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Are You An Impostor? Page 10
Social Network Sites, Technological Literacy and Social Inclusion Amongst Over-65s Page 11 Teaching and Learning – The Impact of Training– October 2013
Page 12 National Children’s Bureau Activities
Page 13 Journal Articles – A Student Perspective
Page 13 Cutting Edge Approaches to Intelligent Systems and Robotics
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The benefits of studying Higher Education in a Further Education College Page 16 Inclusivity for Males Undergraduates in Early Years
is supported by Schön who suggests that professional practitioners may reflect upon experiences that they have had, and use what they have learnt to develop their emotions, skills, and values in order to deal with new
Page 17 The psychological impact of endurance training: An investigation into the experiences of 3 marathoners
Page 18 Reflective Practice
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Faculty of Business and Science Research Bulletin – Second Edition
situations (Schön, 1991). It is in such situations that the role of the partnership between employers and the college is invaluable. Richard Shaw, the Operations Manager on the P&O ferry Pride of York, agreed to meet with some of the tutors on the HE Business courses to discuss how a trip on the ferry could help explain and be applied to certain areas of the curriculum that were linked to their module specifications. Financial management, balance sheets and breakeven would be covered through an analysis and discussion of the ships finances; operations management and transforming inputs and resources into outputs would be discussed through an
analysis of the ships day to day staffing management; and human resource management, motivation and contract law would be covered through an analysis of the ships training and recruitment programme.
commenting that they had been able to apply theory to practice far more effectively when completing their assignments; indeed many chose to reflect in action and base the scenario that they were writing about in their assignments to refer to P&O Ferries.
When the students found out that we were offering an educational trip with P&O ferries there was a positive response in that 30 of them jumped at the chance to be involved. Richard and his crew delivered a presentation and question and answer session entitled “A day in the life of an operations manager”, and then provided a tour of the ship including the chance to go on the bridge with the captain. This positive experience resulted in many students
Kolb (1984 in Avis, Fisher and Thompson 2010:92), describes experiential learning; ‘Learning involves transactions between the person and the environment…books, teacher and classroom cannot substitute for the wider environment of the ‘real world.’ Partnerships with employers make such learning possible. Schon D (1991) The Reflective Practitioner, 2nd Ed. San Francisco, Jossey Bass
Research into Houses in Multiple Occupation (HMO’s)
By David Barley
This academic year has seen the first introduction of the newly established full time HND Diploma in Construction and the built Environment qualification. A new unit has been introduced Project Design, Implementation and Evaluation which enables the student to research an area of study appropriate to their future career direction. A valuable unit, as many of the students are interested in the processes associated with property management, refurbishment and renovation. One key area identified by the student’s was the legislation surrounding Houses in Multiple Occupation, (HMO’s). HMO’s are a common occurrence in the present housing climate due to a national shortage of affordable housing for low-income households. This has been worsened by the current economic climate, first time buyers unable to climb the property ladder, students and migrant workers who are only able to afford basic accommodation. Buildings such as flats, bedsits, small and large Victorian houses are supplying this demand, whether rented or purchased, particularly in larger towns and cities where land and property are scarce. Creation of this type of accommodation is very diverse and many HMO’s are created illegally with little control of the standards offered. Due to the physical construction of an HMO, different people living in different rooms but sharing the same facilities, accidents associated with fire are a common occurrence. Place this with
migrant workers who experience barriers of language and communication and the potential for harm is significantly increased. The facts are that you are six times more likely to die in a house fire if you live in a HMO. The research evidenced that HMO’s, do have a role to play in the current housing market and the opportunity for a first home, a place to stay for a short period of time whilst studying, or working. However, it is apparent that this form of accommodation is tailored for the lower paid, which unfortunately includes the most vulnerable people in society. Migrant workers and students have been identified as one of the main occupiers of this form of property. The HND students found, that although the area of study was construction related, it did provide them with a significant understanding of the housing in multiple occupation (HMO) and the concentration of deprived social groups and reproduction of socio-economic decline in areas of low cost housing.
Biography David Barley is a chartered building engineer with the Chartered Association of Building Engineers and lecturer at Hull College in the Faculty of Business and Science. He is also the programme leader for the BSc (Hons) construction Management, HNC Diploma in Construction and the Built Environment and HND Diploma in Construction and the Built Environment. David’s interest are Building Regulations, fire engineering and flood management as well as sustainable and environmental construction.
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Teachers in Schools Introduction PGCE students are currently exploring teacher roles, autonomy and professionalism. This includes a discussion on the roles and autonomy of school teachers, linked to the requirements of the National Curriculum. Key Issues There has been significant debate about the level of teacher accountability and lack of autonomy since the National Curriculum was introduced in 1988. Teachers’ accountability has increased. There has also been a massive investment in education and therefore a demand for evidence of the effectiveness of the investment. Among others, Davis (2000) has suggested that the discourse of standardisation and centralisation of the educational framework has diminished the autonomy of teachers, restricted teaching strategies and purged creative thinking in the classroom. The Association of Teachers and Lecturers (ATL, 2011) support this view and explain that the current National Curriculum is over prescriptive and creates a barrier to flexibility and innovation. The issue of creativity and the National Curriculum is explored in detail by Masuria (2005) who explains that political ideology restricts pupils’ abilities to be innovative and develop through creative expression. Masuira (2005:141) cites Morris (2002): ‘‘I don’t think we’re an education service that invites innovation or risk taking in the way that we need to. It’s too public if you fail, the cost of failure is too great’’. Davis (2000) suggests that increased centralisation has restricted the autonomy of teachers in the classroom as well as their ability to employ creative thinking in terms of classroom practice. Ping (2011) supports the view that the current National Curriculum is centrally prescriptive. He goes on to explain that it will only be successful if teachers become key players and are able to become key players in terms of curriculum creation rather than just curriculum deliverers. This view is explored further by Maisuria (2005). Maisuria refers to the work of Campbell (1998) who highlights the fact that the increased use of performance indicators and checking of standards has meant that teachers have not felt able to take risks and employ ingenuity. The importance of teacher independence is reflected in the Schools White Paper, (DfE, 2010) which explains that countries which give high levels of autonomy to head teachers and teachers are the most successful (examples include Finland and South Korea). However, there is debate
By Helen Brierley
around the restrictions on teachers; Kelly (2004) stresses that a national curriculum relies on the professional judgment, implementation and interpretation of individual teachers. Conclusion The issues facing teachers in schools are a relevant comparison for PGCE students in lifelong learning sector. A number may go on to work in secondary schools. The National Curriculum is currently under review. The future amendments may result in further changes to teacher roles and levels of autonomy. References ATL (2011). National Curriculum Reviewcall for evidence. Response from the Association of Teacher and Lecturers. London: ATL Davis, T. (2000) Confidence! Its Role in the Creative Teaching and Learning of Design and Technology, Journal of Technology Education, 12(1), pp18-31 DfE, (2010) The Schools White Paper. The Importance of Teaching. London: DfE Kelly, A.V. (2004) Curriculum: Theory and Practice, London: Paul Chapman Maisuria, A. (2005) The Turbulent Times of Creativity in the National Curriculum. Policy Features in Education Volume3, no.2 pp141-152 Ping, R, (2009) Nuffield Review of 14-19 Education and Training, England and Wales, Oxford University: Oxford, 2009
Biography Helen Brierley is the Pre-Service PGCE course leader working with students who wish to pursue a career in the lifelong learning sector. Her interests include curriculum innovation, ways to mange challenging behaviour, working with 14-16 learners and the National Curriculum. She has recently achieved her MA in Education with the University of Wolverhampton. Helen is also a governor for a local primary school.
Faculty of Business and Science Research Bulletin – Second Edition
Cross Curricular Delivery – Ecommerce With Christmas becoming a faded memory, in the fine traditions of academia and PPD modules, we should be reflecting on the Christmas experience. How did you get the essential present for your family and friends? How did you get the turkey and alcohol free wine you used to toast the queen? Many of us are using e-commerce as the channel to access our demands. After all, who wants to spend time marching through St Stephens, in the cold searching, for the perfect gift? This article wishes to explore the trend for online retail shopping and the implication this might have on the curriculum. How many staff did shop online? It was estimated that £87 Billion would be spent on line in 2013 with an estimated growth of 12% across the retail sector from 2012 (Capgemini , 2014). Such growth is an aspiration for all organisations particularly in a hypercompetitive market with the current economic climate. Such figures show the growing importance of online shopping to the UK economy. So, what did you do on Christmas day, did you join the estimated 45 million hours spent searching retail sites on the 25th December? Or did you spend some of your Christmas money on the online sales of an estimated £890 million spent on the 25th and 26th of Dec (IMRG, 2014)? With the rise of e-commerce our curriculum should be embracing the topic and including it across the courses we offer. This will enable us to incorporate current practice within all our teaching and learning and perhaps being ahead of our rivals. In the first instance the online shopping model can easily be set within the context of IT structures and design (Harrsion and Van Hoek, 2008). But, it does not stop there for the IT Student. Consider how the majority of goods purchased online actually make it to their customers. This calls for an extensive system to track and trace the item through its delivery channel (Chen, Chen and Capistrano, 2013). Such systems need to be built but built with an operational context (Harrsion and Van Hoek, 2008). In our curriculum our IT student needs to know how to build the system but our student managers need to know how to operate the system and to reap the benefits it offers (Slack, Chambers and Johnston, 2010). This example shows how we must begin to integrate some of our teaching and learning across the barriers of curriculum walls to offer the best learning experience to our students. Some extended examples will show the depth of the topic. Travel and Tourism is challenged by online business such
By Tony Clark
as Expedia offering new business opportunities as they become hotel room brokers (Fryc, 2010). The internet and online shopping is challenging traditional models of business (Golicic et al, 2002). The use of websites to develop online catalogues means that the construction industry can now save substantial amounts of money by buying just enough just in time. In Hull, ARCO is built on such a model. The rise of internet crime from simply selling fraudulent goods through intermediaries such as eBay to stealing financial details all have their basis in e-commerce ecommerce. Indeed the defence against such crime is an essential element of the growth of the industry (Aleem and Sprott, 2013). These examples are included to show how one subject, has an impact across the curriculum boundaries. This article calls for a more integrated approach to cross subject and curricular teaching and learning. Azeem Aleem, Christopher Ryan Sprott, (2013) Let me in the cloud: analysis of the benefit and risk assessment of cloud platform, Journal of Financial Crime, Vol. 20 Iss: 1, pp.6 – 24 Capgemini (2014) £87 billion to be spent online in 2013 [internet].Available from:<http://www.uk.capgemini.com/ news/87-billion-to-be-spent-onlinein-2013_pr2411>[accessed 03 02 14] Harrison, A; van Hoek,R, 2008, Logistics Management and Strategy, 3rd edn, Harlow, Pearson IMRG (2014) Consumers go mobile for a £100m online Christmas Day shopping spree [internet]. Available from: http:// www.imrg.org/index.php?catalog=506 [ACCESSED 03 02 14] Jengchung Victor Chen, Yawen Chen, Erik Paolo S. Capistrano, (2013) Process quality and collaboration quality on B2B e-commerce, Industrial Management & Data Systems, Vol. 113 Iss: 6, pp.908 – 926 Lauren M. Fryc (2010), Are tourism websites useful for travellers? Applying an information audit rubric for Mediterranean tourism destination websites, in Arch G. Woodside (ed.) Tourism-Marketing Performance Metrics and Usefulness Auditing of Destination Websites (Advances in Culture, Tourism and Hospitality Research, Volume 4), Emerald Group Publishing Limited, pp.47-58 Slack, H; Chambers, S, Johnston, R; 2010, Operations Management, 6th edn, Harlow, Prentice Hall.
Biography Tony is a lecturer in the Faculty of Business and Science. He is a programme leader for the BA (Hons) Business and Management and the FdA in Express Logistics Management. He also teaches on the Charted Institute of Logistic and Transport professional qualifications. Tony is an active member of the Charted Institute of Logistic and Transport. His interests include: Logistics, operations management, supply chain management and continuous improvement.
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Human Resource Management in Practice
By Phil Coates
The Chartered Institute of Personnel and Development (CIPD) Diploma in Human Resource Management and the Human Resource Management module of the Foundation Degree in Business and Management both contain large elements of employment legislation. In order to keep up to date it is essential to attend employment law training delivered by solicitors in the local area. However, it is also necessary to have a practical experience of the legislation and how it impacts on both employers and employees.
at an employment tribunal. I am currently working with a client on an unfair dismissal / discrimination case. This work assists me in keeping my skills and knowledge up to date and ensures that the employment law lessons that I deliver are linked to current best practice. By having real life experiences to call upon, rather than just delivering the textbook theory, this helps to enhance the students’ knowledge and understanding of the law.
To achieve this, I provide HR guidance to clients on an ad hoc basis. For example, in autumn 2012 I assisted a client with an unfair dismissal / unpaid wages case and helped him to win substantial compensation
Biography Phil is the Programme Leader for the College’s Chartered Institute of Personnel and Development (CIPD) courses. He also teaches on the Foundation Degree in Business and Management and on a range of teacher training courses. He has a particular interest in employment law and assisting clients with employment disputes. A recent example of this was an unfair dismissal / sex discrimination case in which he helped his client to win a substantial settlement of several thousand pounds.
Evidence Based Research & Employer Engagement: STEM Skills for the Future
By Julia Davidson
The role of STEM in growing a successful economy is undeniable. Given the global market challenges facing our economy and in particular its science and technology based industries, the place of STEM within the educational system will become increasingly important in the years ahead (DfE & DfEL, 2009) In order to ensure that our Stem provision supports the current and future skills needs of the region’s economy, I have engaged in a research study and business-led ‘Think Tank’ to assess what technical and scientific careers will look like in the future. The group is made up of leaders from companies such as Microsoft, AMEC, EDF Energy, DuPont and Siemens, amongst others and is chaired by the Parliamentary Under Secretary of State for Energy and Climate Change. The aims of the research are to identify and assess: • The science, engineering and technology-focussed skills needed to satisfy new occupations; • The technological innovation trends that signal economic growth; • How such trends impact
employment patterns; • Whether education and training providers are ready to respond to such trends and patterns; • Where best to invest for future employment to drive sustainable growth (from government, employer and learner points of view); • What levers could be used to influence and shape the UK technical skills capacity of the future. In conclusion, engagement with this project will ensure that Hull College Group can continue to provide curriculum which produces skilled and employable students which will meet the needs of employers. Reference list: Department of Education & Department of Employment & Learning (2009) Report of the STEM Review: Science, Technology, Engineering and Maths, DfE & DfEL.
Biography Julia is Dean of the Faculty of Business and Science. She has a particular interest in curriculum development and leads on the Group’s STEM and Digital strategies. She sits on a number of national research groups and think tanks that help shape policy in relation to enterprise and skills development in the STEM and Digital sectors.
Faculty of Business and Science Research Bulletin – Second Edition
Enterprise in the Curriculum Being enterprising doesn’t necessarily mean entrepreneurial, lots of people fail to grasp this especially as by their very nature entrepreneurs will, by default, be enterprising. So what is the difference? An enterprising individual is excellent at such skills as problem solving and is not afraid to say when they don’t understand but equally will be single minded enough to work through a process to find a solution. Entrepreneurs have the added commercial awareness even ruthlessness and selfconfidence and are driven to win in a competitive environment. So what skills does enterprise in our curriculum context deliver? All of the
following: communication, application of numeracy, team working, sharing information, problem solving, decisionmaking, delivering presentation, negotiating, time management, and risk taking to name but a few. This demonstrates there is clear academic reasoning for embedding enterprise throughout the faculty. There are two main avenues the author uses to help facilitate enterprise within the curriculum – Global Enterprise Week and the Young Enterprise ‘Start-up Programme’. Young Enterprise alumni were twice as likely to not only create their own company but also have a greater turnover, employ more people and be more robust at
By Rob Goodfellow surviving a recession (Athayde et al 2013). Young Enterprise inspired 227,000 young people last year (Mercieca 2013). David Lammy MP has said Young Enterprise inspired him to be a leader and became an education minister and a rising political star. This demonstrates that techniques required to manage a student company can also add to PPD and WRL as well as financial management. Students this year have demonstrated increased commitment to their studies and a revitalised approach to their course as a direct result of their engagement with enterprise.
Graphic Organisers in Higher Education
By William Hawkridge
Context
practice better.
Trainee teachers studying for the level 6 Professional Graduate Certificate in Education (Lifelong Learning) PGCE, or the level 5 Certificate in Education (Lifelong Learning) Cert.Ed., are required to submit a 30-credit Curriculum and Professional Issues assignment. A significant number of trainees in previous cohorts had difficulty in addressing the assignment outcome in which they are required to analyse a specific curriculum within its broader context, including relevant social, political, economic and educational issues/policies. Duckworth and Tummons (2010:32) acknowledge that “The impact of policy can sometimes be difficult for practitioners to appreciate fully.” In module evaluation documents and in tutorials, a number of trainees indicated that this module lacked meaning and relevance.
Graphic Organisers
Action Using Schön’s reflection in action (Moon: 2003) and after consulting both colleagues and trainees, a constructivist approach was identified (Avis et al, 2010) as an appropriate means for trainees to discover the meaning and relevance of policy by addressing their experience and needs. Action research characterised as research that is done by teachers for themselves (Mertler: 2009) was identified as an appropriate way to investigate and implement ways of making the Curriculum and Professional Issues module meaningful to trainees. Criticisms of the action research model include it lacks validity due to researcher bias and that it produces results that are not generalizable (Water-Adams 2006). However, Carr and Kemmis (1986) identify the benefits of action research in making one’s own
For previous cohorts studying the Curriculum and Professional Issues module, research and reading, PowerPoint and discussion were the principal teaching and learning methods. However, due to the complexity and quantity of textual information that trainees encountered in studying for this module, a significant number of them found it difficult to conceptualise and engage with the topic of educational policy. To overcome this barrier graphic organisers have been used to help make learning meaningful. Bellanca (2007: vii) defined graphic organisers as nonlinguistic representations (Venn diagrams, tables and images). Graphic organisers are, according to Marzano et al (2001), able to produce a significant effect size for student achievement. To help convey the impact of governmental policy shifts on the reality of the classroom a comic strip was produced. A picture of trainees diligently cultivating the understanding of their students in the College lowlands, was contrasted with the Whitehall mountains inhabited by policy wonks and politicians who flooded the unprepared with strategies and programs. Written texts on recent policy in the lifelong learning sector (Duckworth: 2014) was transformed by trainees into a pictorial policy timeline in which appropriate images were used to convey the nature and impact of contemporary initiatives, particularly those policies most likely to impact on trainees’ subject specialism. Conclusion Trainees engaging in tasks that used graphic organisers reported that they were engaged and motivated to research
Biography William works for the teacher education team and teaches on a range of teacher education courses. He is the Centre Manager for the University of Huddersfield Teacher Education course delivered at Hull College. William has a particular interest in the psychology of learning and the efficacy of learning styles in teaching and learning.
educational policy. Barkley (2010) describes the negative impact on teachers of disengaged degree level students who do not respond to questions and discussion, often communicating apathy or even hostility. Graphic organisers, alongside other student engagement techniques,
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have the potential to motivate students to address difficult concepts/subjects. However, there is the potential that graphic organisers might be viewed as lacking academic credibility in the context where programs are required to have an appropriate “HE ethos” (Tummons et al 2014:15) . Nevertheless, trainees are required to produce written assignments that have to meet the appropriate academic standards. The appropriate use of graphic organisers can be the springboard for trainees to read, research and write about complex educational policies.
Barkley, F. (2010) Student Engagement Techniques: A Handbook for College Faculty. San Francisco, CA: Jossey Bass.
Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD0).
Bellanca, J. (2007) A Guide to Graphic Organisers. 2nd edition. London: Sage Publications.
Mertler, C. (2009) Action Research: Teachers as Researchers in the Classroom. 2nd edition. London: Sage Publications
Carr, W. & Kemmis, S. (1986) Becoming Critical: education, knowledge and action research. Lewes, Falmer.
Moon, J. (2003) Reflection in learning and Professional Development: Theory and Practice. London: Kogan Page
Duckworth, V. (2014) How to be a Brilliant FE Teacher: A Practical Guide to Being Effective and Innovative. London: Routledge.
Tummons, J., Orr, K. & Atkins, L. (2013) Teaching Higher Education Courses in Further Education Colleges. London: Learning Matters/Sage Publications.
References
Duckworth, V. & Tummons, J. (2010) Contemporary Issues in Lifelong Learning. Berkshire: Open University Press.
Water-Adams, S (2006) Action Research in Education. Available at http://www.edu. plymouth.ac.uk/resined/actionresearch/ arhome.htm (Accessed: 28 January 2014)
Avis, J., Fisher, R. and Thompson, R. (2010) Teaching in Lifelong Learning: A Guide to Theory and Practice. Berkshire: Open University Press.
Marzano, R., Pickering, D., and Pollock, J. (2001) Classroom instruction that works; Researched-based Strategies for Increasing
Reflexivity, Intrapersonal Communication and Perceptions of Reality
By Kate Hunt
This year, I have had the opportunity to work across curriculum, from the Access group to B Eng and the CMI Level 7 Professional qualification. This has been a wonderful experience and has supported my development as a teacher. The topics have, obviously been linked and focussed on my skill set, however it has afforded me the opportunity to undertake, and re-visit, reflexivity, intrapersonal communication and perceptions of reality. Berger and Luckman (1966, p13) ask “What is real? How is one to know?” Coffey (1999, p155 ), states that ethnographic research should be ‘written to, rather than simply writing about’ the research subject. My recent work has had a focus on self and the impact we have on others and how our environment has bearing on our behaviours. I have considered how my own epistemology and paradigmatic stance has influenced my recent research, and my teaching. This was very much an important tenet of my work as my teaching was intended to impact on the learning of students as they come to understand how their ‘presentation of selves’ impacted on those around them, and how our own perceptions of reality colour our views and shape our behaviours. “When an individual plays a part he implicitly requests his observers to take seriously the impression that is fostered before them” (Goffman, 1969, p28) All the students are undertaking a qualification that has some aspect of management, and therefore it is important that they recognise how their understanding of reality affects effective working relationships.
This research was not ‘written to’ but explored in discussions in class when we considered the affect our behaviours and values have on learning and working practices. So, how does this impact on my teaching and learning? As part of my time-table I have been teaching the ‘Managing Across Cultures’ module for the FdA in Business and Management, I was having some difficulty in engaging the full-time students in the concept of culture. My ‘reality’ of learning was very different to the experience of these young people. With this in mind I prepared my classroom as it would have been set out in the 1960s, single desks in rows. I did not allow the students in until 1.00, asked them to sit down quickly and quietly. They were then told to get out their books, paper and pen and write 300 words on Hofstede’s Cultural Dimensions as discussed in class the previous week. The brief was on the board. I walked around the desks urging them to ‘get on’ and be quiet’. A colleague was in the room, she stood in the corner, looking very serious and glaring at the students. There was a great deal of confusion, anger and unhappiness in the room. This challenged their perception of reality. The activity was stopped after ten minutes and I explained to the students that this was how living in a different culture could feel. It was outside of the norms and at variance with the culture they lived and knew. It was intended to enhance their understanding of the importance of effective management practices when managing across cultures.
As we live in a multi-cultural society, and as organisations develop their offer on a global scale it is ever more important that future business managers understand the difficulties of this and learn the qualities and attributes required to ensure business success in a multi-cultural environment. It was an opportunity for reflection and learning. Berger, P. & Luckman, T. (1966) Social Construction of Reality. London: Penguin Books Coffey, A. (199) The Ethnographic Self. London: Sage Publications Goffman, E. (1959) The Presentation of Self in Everyday Life. London: Penguin Books
Biography Kate is Lecturer in the Faculty of Business and Science at Hull College; she delivers Academic Skills, Organisational Behaviour and modules relating to managing people across a range of Foundation Degrees. She is also the programme leader for the Chartered Management Institute (CMI) professional qualifications. Her interests include personal development, organisational development, managing people and leadership. Kate also acts in a consultancy role to businesses in the region.
Faculty of Business and Science Research Bulletin – Second Edition
Attributes and Change Expanding the development of employability skills in the FdA Criminology programme has resulted in an increase in voluntary work undertaken by students and collaboration with employers and organisations of the criminal justice system. Thus meaningful learning of employability skills, developed from theory and demonstrated in practice, has increased confidence, personal attributes and skills of students which translated into institutional recognition, status and reputation within the local community. The implementation of a three phased approach has been instrumental in providing an overview to students of the need to gain insight into their own developmental needs, career and employability skills. The Higher Education Academy with the Council for Industry and Higher Education suggested the three phase approach: materials led; adaptation; and design. Incorporating these phases over the four semesters of the foundation degree gave students an overview of the wider picture of employability skills. The module name became ‘Attributes and Change’ to reflect the nature of growth required from students and identify the involvement in community projects needed to develop such attributes, values, skills and knowledge . Materials led, students completed skills audits and reflected on work experiences for phase one. Phase two required the application of those skills to undertake voluntary work in an organisation of their choice. The expansive nature of the criminal justice system allows individual choices to be catered for, but also personal growth from a starting point the student was comfortable with. However, volunteering challenges and stretches students and provides them with an opportunity to reflect on both their employability skills and on common sense assumptions held about crime and the criminal justice system. Phase three allowed the student to showcase their growth, the module name becomes ‘Stepping Higher’, and students present to peers, employers, faculty management and students a video of the benefits of developing employability skills . This constructivist approach allows for active and experiential learning so enabling deeper understanding and application of attributes and skills. Personal responsibility for own learning raises consequences comparable to those in employment while innovation and initiative receive reward and status. The implementation of the three phase approach has resulted in close collaboration with Victim Support and Hull Community Safety Partnership which has given the Faculty of Business and Science
improved institutional recognition, status and reputation. Students are interviewed and trained by Victim Support and then volunteer in a chosen area. Team leader of fundraising is an option for less confident volunteers while there is a compulsory requirement for all students to participate in fundraising activities. Victim Support were closely involved in the design of the victimology curricula advising on the integration of a balance of tutor led teaching and independent learning. Hull Community Partnership have been instrumental in organising the inaugural Community Safety Conference hosted by the Faculty of Business and Science. The Police and Crime Commissioner of Humberside Matthew Grove gave a lecture on his role in reducing crime in the city of Hull. Chief Inspector Iain Dixon then gave a lecture on how violent crime is managed in Hull. The aim was to enable students to integrate and synthesise theories of policing and crime reduction with practical strategies and outcomes. Facilitating access to high profile speakers removes barriers to learning, opens opportunities and drives commitment to personal development. Integration in the community and partnership in developing employability skills gives standing to the Faculty and thus credibility to the student experience . Students have a responsibility to meet the norms and expectations for professional conduct in the particular field of work or study that they are undertaking through the work-based or placement learning . References Moreland, N. (2006) Learning & Employability - Work-related learning in higher education. The Higher Education Academy. Available from: http://www. heacademy.ac.uk/assets/documents/ employability/ESECT_Work_related_ learning_in_higher_education.pdf [09 February 2014] Pegg, A. and Waldock, P. and HendyIsaac, S. and Lawton, R. (2012) Pedagogy for employability The Higher Education Academy. Available from: http://www. heacademy.ac.uk/resources/detail/ employability/pedagogy_for_employability_ update_2012 [09 February 2014]. Rees, C. and Forbes, P. and Kubler, B. (2007) Student employability profiles - A guide for higher education practitioners. The Higher Education Academy. Available from: http://www.heacademy.ac.uk/ assets/documents/employability/student_ employability_profiles_apr07.pdf [09 February 2014] QAA (2007) Code of practice for the assurance of academic quality and
By Debi Johnson
Biography Debi is the course leader for FdA Criminology at Hull College in the Faculty of Business and Science. Her interests include: Criminal Law focusing on murder and the special defences; victimisation and victimology; the benefits of work related learning and the development of employability skills. She has several years industrial experience working in the Criminal Department of Myer Wolff Solicitors and Payne and Payne Solicitors both in Hull.
standards in higher education - Section 9: Work-based and placement learning. 2nd ed. Available from: http://www.qaa.ac.uk/ Publications/InformationAndGuidance/ Pages/Code-of-practice-Section-9.aspx [09 February 2014].
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Are You An Impostor? New entrants to the Lifelong Learning sector, particularly those with vocationally specific skills may enter the teaching profession faced with issues related to professional identity. Do they all worry that they might not be as good in their new role as they were in their old role? Do they perhaps see themselves as impostors in this new world? The research reviewed the impact of the impostor theory and the impact of this on new and experienced teachers. The Impostor Phenomenon The so called Impostor Phenomenon (IP) identified by Clance and Imes in their seminal paper in 1978, has three defining features consisting of (a) a fear that one’s true abilities will be found out by peers and colleagues, (b) that peers and colleagues have an inflated perception of your abilities and skills and (c) any success is usually attributed to external factors such as luck, rather than your own skills, knowledge and achievements. Further research by several authors including Fujie (2010), McElwee and Yurak (2007) and Clance & Langford (1993) support these key findings in relation to the IP and add to the consensus as to what the phenomenon actually is. They suggest that it is a cognitive distortion that prevents a person (note here that there is no differentiation between men and woman) from internalising any sense of accomplishment. A more detailed and later definition by Clance (1985) adds to this by suggesting that feelings of intellectual phoniness, fraudulence and worthlessness are noted amongst individuals, despite the obvious academic and even professional accomplishments of the people involved. Chae & Estadt et al (1995) also noted that many of these impostors failed to match their outward persona and public appearance with their private selfconceptualisations and perceptions, with this trait particularly prevalent with service professionals. These feelings are not restricted to tutors, managers and academics within Hull College, several respondents were from various other work areas and backgrounds, and it is evident that the IP is not limited to people working in education. Nor is the phenomenon limited by age, gender, experience, culture, qualifications or background. Just who is affected by impostor feelings seems to be purely down to luck, although the research by Young (2011) and Jarratt (2010) suggests that people
By Laurie Kenny
who experience impostor emotions may be either genetically prone or have some issues with neuroticism as highlighted by Bernard et al (2002), Bowler et al (2007) and Bobritzema (2009). Conclusion Whatever the cause, it would seem that the IP is here to stay, and despite reassurances to staff and students that their feelings are normal, the qualitative and quantitative data from the research would seem to indicate that individuals with a frequent or intense experience of the impostor feelings will continue to experience its effects. To alleviate these impostor feelings amongst the PGCE and Certificate in Education students, we now introduce the theory at induction to reassure them that if they do experience these feelings, it is quite normal and very common. References Bernard. N S, Dollinger S J and Ramaniah N V (2002). ‘Applying the Big Five Personality Factors to the IP’ Journal of Personality Assessement Vol 78 (2). pp 321-333 Bobritzema (2009) Life Assays, Neuroticism [online] Retrieved from <http://bobritzema. wordpress.com/2009/04/27/neuroticism/> Bowler. G, Boyd. C, Matthew W and McDowell W C. (2007) ‘Overreward and the IP.’ Journal of Managerial Issues Vol 19 (1) pp 95-110 Chae J, Estadt. B K, Piedmont R L and Wicks, R J (1995) ‘Personological Evaluation of Clance’s Impostor Pehenomenon Scale in a Korean Sample’. Journal of Personality Assessment. Vol 65 (No 3) pp 468-485 Clance P R and Imes S (1978) ‘The IP in High Achieving Women: Dynamics and Therapeutic Intervention’. Psychotherapy. Vol 15 (1978 No. 3) pp 1-8 Clance P R and Langford. J. (1993) ‘The IP: Recent research findings regarding dynamics, personality and family patterns and their implications for treatment’. Psychotherapy. Vol 30 (Fall 1993 No. 3) pp 495-501 Clance P R and O’Toole M (1987) ‘The IP: An internal Barrier To Empowerment and Achievement’. [online] Retrieved from < http://www.paulineroseclance.com/pdf/ip_ internal_barrier_to_empwrmnt_and_achv. pdf> Fujie. R (2010) ‘Development of the State IP Scale’. Japanese Psychological Research. Vol 52 (No. 1) pp 1-11 Jarret C (2010) ‘Feeling Like a Fraud’. The
Biography Laurie works for the teacher education team and teaches on a range of teacher education courses. He also teaches on a range of bespoke staff development sessions. Laurie is interested in the transition experience of vocational tutors who enter teaching as a career change.
Psychologist. Vol 23 (No. 5) pp 380-383 McElwee. R O and Yurak. T J (2007) ‘Feeling Versus Acting Like an Impostor: Real Feelings of Fraudulence or SelfPresentation?’ Individual Differences Research. Vol 5 (No. 3) pp 201-220 Young. V (2011) ‘Are you right to feel a fraud’ [online] Retrieved from http://www. impostorsyndrome.com/category/blog/>
Faculty of Business and Science Research Bulletin – Second Edition
Social Network Sites, Technological Literacy and Social Inclusion Amongst Over-65s
By David Langcaster
This MSc research project aims to formulate links between the use of social networking sites such as Facebook and Twitter, the barriers and opportunities presented by different levels of technological literacy and the subsequent effect on social isolation in people over 65. According to the ITU (2014), since 2010 the number of internet users worldwide has risen by over 700 million, an increase of over 35%. Associated Press (2013) reported the number of Facebook users worldwide as 608 million in 2010. This increased to 1.23 billion in 2013 (Miniwatts Marketing Group, 2014) – more than 100% growth. The number of Twitter users worldwide increased from 140 million in 2010 to 801 million in 2013 (Schoonderwoerd, 2014) – an increase of 470%. A report by Zafar (2011) in The Atlantic magazine describes a number of American studies and cites research by the Pew Research Center that reveals: “social networking among Internet users age[d] 65 and older grew 100 percent between April 2009 and May 2010 … Facebook, Twitter, and Skype all show the most growth in the older adult demographic [,] with 39 million people currently aged 65 and older… and an estimated 55 million by 2020” If the purported increase in use of social networking sites by the over-65 age group enhances the ‘extended social network’, social networking sites could be used to address a significant issue amongst citizens over-65 – that of social isolation. A recent review by Age UK (2013) shows that “[49%] of all people aged 75 and over live alone, and a significant percentage of older people perceive difficulties getting to amenities”. Given this limited opportunity for social interaction, it is no surprise that “7% of people aged 65 or over in the UK say they always or often feel lonely”. There could be a role for social networking sites in addressing these issues. A report from the Office for National Statistics (2013) shows that in the UK 57% of the population had used social networking sites in 2012 – the second highest across the EU. In the same report, only 19% of UK citizens in the 65-74 age group had used social networking sites. So before any strategy to encourage over-65s to use social networking sites can be implemented, it is important to understand why current usage is comparatively low.
One possible barrier is that in order to make use of social networking sites some familiarity with technology is required, so this project also aims to understand how to measure technological literacy in the over-65s, and will examine the relationship between technological literacy and the use of social networking sites. Working on this project has improved my skills in carrying out and presenting research, which benefits the BSc students whose dissertations I supervise by passing on my experience to them. It also complements my teaching on the FdSc and BSc Computing programmes in modules such as Devices & Systems, Data Forecasting and E-Commerce. References Age UK (2013) ‘Later Life in the United Kingdom’, Age UK, [online] Available from: http://www.ageuk.org.uk/Documents/ENGB/Factsheets/Later_Life_UK_factsheet. pdf?dtrk=true. Associated Press (2013) ‘Number of active users at Facebook over the years - Yahoo News’, Yahoo! News, [online] Available from: http://news.yahoo.com/numberactive-users-facebook-over-230449748. html (Accessed 2 February 2014). ITU (2014) ‘Statistics’, ITU, [online] Available from: http://www.itu.int/en/ITU-D/Statistics/ Pages/stat/default.aspx (Accessed 1 February 2014). Miniwatts Marketing Group (2014) ‘Facebook Growth and Penetration in the World - Facebook Statistics’, Internet World Stats, [online] Available from: http:// www.internetworldstats.com/facebook.htm (Accessed 1 February 2014). Office for National Statistics (2013) ‘Social Networking: The UK as a Leader in Europe - ONS’, Office for National Statistics, [online] Available from: http://www.ons. gov.uk/ons/rel/rdit2/internet-access--households-and-individuals/socialnetworking--the-uk-as-a-leader-in-europe/ sty-social-networking-2012.html (Accessed 2 February 2014). Schoonderwoerd, Nico (2014) ‘4 ways how Twitter can keep growing - PeerReach Blog’, Peerreach, [online] Available from: http://blog.peerreach.com/2013/11/4-wayshow-twitter-can-keep-growing/ (Accessed 1 February 2014). Zafar, Aylin (2011) ‘Facebook for Centenarians: Senior Citizens Learn Social Media’, The Atlantic, [online] Available
Biography Dave is the programme leader for the FdSc Computing, and a lecturer for the BSc (Hons) Computing. His interests include: Devices & systems; Network fundamentals; Routing protocols & concepts; Troubleshooting methodologies; LAN switching & wireless technologies; Server technologies; Project management; Information security; WAN technologies; Systems theory; Information strategy .
from: http://www.theatlantic.com/ technology/archive/2011/08/facebook-forcentenarians-senior-citizens-learn-socialmedia/244357/ (Accessed 20 October 2013).
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Faculty of Business and Science Research Bulletin – Second Edition
Teaching and Learning – The Impact of Training– October 2013
By Elspeth Nelson
Using anonymised past assignments to promote student self-reflection and personal action planning to improve assignment writing skills and understanding of the learning outcomes. From training by Prof. Phil Race, I Asked HE students doing the BA (hons) Young Children’s Learning and Development to mark, using the mark scheme for the module, anonymised past assignments from the module they are currently studying in order to: • Better understand the requirements of the assignment • Better understand the marking criteria and what will be required of them to achieve higher grades • Self-reflection what they need to do in order to improve their performance • Develop a personal action plan to both plan research for and improve their performance in the assessment Method I used three past assignments. These represented a range of marks, top middle and bottom. They were anonymised carefully and copied in three different colours. The original mark sheets were also anonymised and copied in the same colours so that the levels of assignment could easily be identified visually. I also ensured I had copies of the assignment brief, marking criteria’s and taxonomies as well as three blank mark sheets. In class, the marking sheets, criteria and one of each of the assignments were given out to all students. They were asked to mark the assignments, and provide comments as a tutor would to justify their decisions. After having time to do this, they were asked to hold up the assignment which they believed had the:
• Highest marks • Lowest marks
Biography
From this it was possible to determine how well everyone in the group completed the activity and visually it was easy to see who gave the correct response.
Elspeth is the quality improvement and student support manager based in the recently formed Faculty of Business and Science based at Hull College (Queen’s Gardens site). Elspeth has over 16 years’ experience in teaching and education as well as bid writing and project co-ordination for a variety of government initiatives including aim higher and creative partnerships. She is also a teaching and learning coach with a professional interest in strategies to improve the learning experience in higher education. Prior to teaching she has worked and managed in residential care with children, older people and those with mental health issues. Elspeth currently teaches on The Foundation degree in Young Children’s Learning and Development on a variety of modules including Advanced Child Development and Leadership and Management. She has just successfully completed her MA in Education.
After this I gave out the original mark sheets, which were easy to match with the relevant assignment due to the colour coding. I asked students to compare their comments and grades with the ones the tutor gave. From that I suggested they reflect on what they personally needed to do in order to achieve, and exceed the grade of the assignment with the highest mark. Feedback from Student’s Evaluations The following are taken from the feedback sheets completed by the students following the activity. Thirteen students completed the activity and in addition to the feedback forms there were a few positive comments made in the plenary regarding the activity. From the 13 responses; • All students said the activity was either ‘quite useful’ or ‘very useful’ none indicated that it did not have an impact. • 8 said the activity was ‘very useful’ and 5 said it was ‘partly useful’ no-one said it was not of use Sharing good practice Since first using this activity, I have put the details on the ‘feed the pig’ page of Moodle, the college intranet, This is used by other colleagues to get ideas for their classes. I have also shared this activity with other members of staff within the Faculty of business and science. I have also started using it in other modules I teach on the Foundation Degree in Young Children’s Learning and Development.
Faculty of Business and Science Research Bulletin – Second Edition
National Children’s Bureau Activities I have been an Associate Trainer with the National Children’s Bureau since 2006, initially involved in the PEAL Project (Parents Early Year’s and Learning) and now delivering training on Making it REAL Project. This is a family literacy project led by the Early Childhood Unit (ECU) at the National Children’s Bureau, in partnership with the School of Education at the University of Sheffield and 18 children’s centres and schools in Sheffield and Oldham. The model builds on the learning from Sheffield’s Raising Achievement in Literacy project and offers families four home visits and four events to explore key strands of literacy – books, early writing, environment print and aspects of oral language. The underpinning ORIM framework is used to plan and reflect on how parents help their children’s early literacy development by providing
Opportunities, Recognising children’s achievements, Interacting and Modelling literacy use. Since September I have facilitated the one day training events in Leeds, Prestwich, Cheshire and shortly in Manchester. The benefit of engagement with the project has been huge. The value the team at ECU link to the role of research to underpin each aspect of the training programme is inspirational. The facilitation process is eased by the confidence in the research material and the thoughtful rationale for the experiential methods of delivery. Furthermore, the opportunity to travel to other local authorities and understand their unique challenges broadens my personal understanding of the changing early year’s sector; all excellent practice ideas to share with the YCLD students.
By Jane Reynolds
Biography Jane is Lecturer at Harrogate College teaching in the Faculty of Business and Science on the Young Children’s Learning & Development Foundation Degree. Jane is also an Associate Trainer for the National Children’s Bureau and Early Years Sector Specialist (C4EO). Her interests include: Family Learning, Father Engagement, Early Literacy, Working with two year olds and the voluntary sector
Journal Articles – A Student Perspective
By Janet Selby
I had taught one module to a group of FD students for one semester and after marking their assignments it was clear that they were struggling to interpret journal articles and reluctant to refer to them. They admitted that they were having difficulty in understanding the language and had therefore given up. These students were studying at Level 5 and many of them hoped to progress to the BA; therefore familiarity with journal articles would be essential. I knew from teaching on FDs for a number of years that this was a recurring issue. There are modules in place for Study Skills but the students seem to find transference to their vocational modules difficult. Previously, I had attempted to improve skills by signposting specific articles for reference but this was clearly ineffective. I therefore “re-vamped” the semester two module delivery to include activities in the classroom which would hopefully build on skills over a series of sessions. The cohort was informed that the activities had been designed with the intention of developing their engagement with journal articles and they were to be consulted and monitored about their progress. The aims therefore were to: • Develop specific classroom based activities to engage students with journal articles • Assess whether activities increased confidence levels • Evaluate whether overall strategy has
facilitated student’s competence in terms of interpreting and applying information from journal articles A series of developmental activities were designed for use over four sessions. The intention was that for each session an extract from an academic text and a journal article was provided which related to the class topic. Once the initial input had been delivered the academic text would be distributed first and the students would be given the task of reading and searching the text in order to find a specific piece of information which was then shared with the group. The allocation of the task was differentiated according to ability; the more able students were required to find quite complex information. When this was completed the same process would apply with the journal article. The rationale for this was that the text extracts were relatively simple but would help to develop confidence in reading for purpose and sharing information in a public arena. There was no intention to increase the level of difficulty over the four weeks because the extracts and articles still had to work within the context of the topic. From the first week it became apparent that I had seriously underestimated the level of difficulty which the students had when engaging with any type of formal written text. The academic extract reading exercise used the whole session time; the journal
Biography Janet is a teacher trainer and HE Curriculum Leader based at Hull College. Originally from a background in the Civil Service, Janet has over twenty years’ experience in education, training and development. She has been a lecturer in Travel and Tourism, Business Management Studies and Teacher Education as well as taking on the roles of FE Curriculum Leader, HE Curriculum Leader and Quality Manager. Her specific areas of interest are improving teaching and learning, coaching and mentoring and the nature of professionalism.
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article was not distributed. Nevertheless, the session moved in a different direction to what I had planned. Some students were given complex pieces of information to find whereas others were given relatively simple tasks. Some dealt with their tasks swiftly and accurately, others protested that they had no idea what they had to do yet produced a correct answer whereas one student produced an answer but unfortunately it was incorrect. However, as this student gave her answer, before I could respond, another student interjected and said that she remembered seeing the answer to this question elsewhere. At this point other members of the group joined in and also responded that they had seen the answer as well. They all then decided to look in the text. I was a little worried at this point because I thought that the student’s confidence would be seriously undermined but she joined in the search with a partner and was the first person to spot where the information was. This led to the development of a discussion around the topic where students were exploring ideas in some depth and some were voicing a level of criticality in their views. I was reluctant to stop this flow because they were so engaged which meant that the journal article was not presented. After the class, I looked at the planning for the following week and decided that in the next session I would offer a journal article first; therefore achieving my aim to stretch the group within the context of the next topic. The group agreed that the academic text from the previous week was not as difficult as they had initially thought and the introduction of the journal article was therefore met with enthusiasm. Unfortunately this did not last. Extraction of information proved to be a painful process. The majority of responses were accurate but lacked depth. Deciding that more direct guidance was required I selected a less complex question and organised the group into pairs. I also provided the page number where the answer would be. The answer was found relatively quickly and the process was repeated for other questions, increasing the complexity over time. The session concluded on a reasonably positive note but with none of the enthusiasm or depth of debate from the previous week. Week three was planned to return to the academic article to restore confidence levels and was greeted positively. Again, the students engaged with the text and all students found the correct answer; making relevant contributions to the ensuing discussion. The final week I decided to re-introduce the journal article which I had planned to use in Week 1. This was not met with undiluted joy and I had to adopt a ‘rally
the troops’ style of delivery to persuade them to participate. The answers initially were weak and I had to use a number of developmental questioning techniques to extract the correct information; however as the class progressed, the confidence and energy grew. A particular turning point was met when one student found a relatively complex answer quite quickly and declared that she now ‘got it’. The session concluded with an evaluation of the activity and the students reiterated that they found articles hard but that they wanted to ‘battle on’. The next two sessions would consist of individual tutorials. For each student I recalled each class, asking how confident they now felt about reading and using journal articles. As a group they preferred the academic texts to the journal articles; they felt more confident about using these in their assignments and believed that the class activities had been useful. The confidence levels therefore appeared to have increased; however a striking impression was that all the students were thinking and reflecting on their study skills in some depth. This indicated that a level of meta-cognition was beginning to shape the way that the students perceived their own learning process, providing evidence that competence in terms of self-assessment and self-evaluation was developing. At the end of the module the students had to submit an assessment task. Every student had included a reference to a journal article; the articles being those which had been used in the class. In addition, there was a marked increase in the number of academic texts cited in that every student had increased from one to at least two or in some cases, three or four. There was also a better balance between internet and ‘hard’ sources, although Wikipedia was still creeping in from time to time. This provided evidence that confidence had increased and that the students had really tried to improve the academic tone of their work. However; in terms of competence in usage; the results were variable. Aside from inaccuracies in Harvard referencing; in general the academic texts were cited in context and supported the points made. Students had also found quotations which were not previously provided in classroom lectures indicating that they had actually read the books. The journals however; were cited but in many of the cases the reference was only tenuously linked to the point being made. Nevertheless some students had demonstrated a sound understanding of the articles through accurate and relevant use of citation and this had enhanced the academic tone and strength of argument. In terms of the development of classroom activities it would appear that the initial
focus on journal articles was too ambitious. The students were not ready to engage with such a level of academic reading. There was also too great an expectation in terms of planning to include consideration of an article and an academic extract in each session. This did not allow sufficient time to develop discussion of thought and critical argument. However the relatively successful engagement with academic texts from the whole group shows evidence that the activities themselves had merit and assisted in increasing confidence levels. This is borne out by the students themselves who commented that general confidence in the utilisation of journals had not changed; however there was a more positive attitude towards academic textbooks. The subsequent assignments reflected that despite this portrayal of a lack of confidence, all students made an attempt to refer to an article and all students increased their use of academic text; albeit to differing levels of competence. Nevertheless, an awareness of learning as a skill had been raised and the students developed a focus on the process. When considering the academic evidence for the need to encourage FD students in academic study, it appears that there is a strong case for providing a framework for support. The key is to ensure that this framework is clear to both students and teachers and is woven into the planning of the courses and of the classroom practice. This is not to detract from the separate ‘Study Skills’ modules but instead enhances these sessions by application of the theory of study into practical usage. Therefore, activities relating to academic reading should be embedded in classes from the start of the course. The course team should agree expectancy levels of competence and development, allowing for differentiation and directed support. Time must be allowed in each session for developmental discussion and encouragement of critical and deeper thinking. The process could be fairly lowkey in Year one but increasing in visibility in Year two. By bringing academic reading skills into focus, there is an opportunity to collaborate with students in their learning processes, hopefully enabling ownership and increasing confidence as well as competence. On a personal level, I found this project to be interesting and valuable. I enjoyed including the students more specifically in the learning process and the challenge of planning and responding to their development was refreshing.
Faculty of Business and Science Research Bulletin – Second Edition
Cutting Edge Approaches to Intelligent Systems and Robotics
By John Stamford
As part of my continued personal development I have been involved with researching cutting edge approaches to Intelligent Systems and Robotics. This covers a range of approaches including Artificial Neural Networks, Genetic Algorithms, Fuzzy Inference Systems and Natural Language Processing.
was fully connected and used a Hyperbolic Tangent Sigmoid activation function. Throughout the development various performance functions were tested before finally settling on the Mean Squared Error performance function along with the Scaled Conjugate Gradient Back Propagation learning algorithm.
One aspect of my research involved the development of an Artificial Neural Network that monitors network activity to identify and classify security threats. The system analysed nearly 500,000 samples of data consisting of 39 potential inputs. Similar work had been carried out by Golovko and Kochurko (2005) which looked at the classification of the intrusions and demonstrated some positive results. Furthermore Devaraju and Ramakrishnan (2012) had additionally contrasted different Neural Networks, specifically Forward Feed Neural Network, Probabilistic Neural Network and Radial Basis Neural Network with varying results.
Overall the system was capable of classifying the network data as ‘normal’ or ‘threat’ with an accuracy of 99.9%. Additionally the research concluded that the system could be further optimised by the use of Evolutionary Computing techniques as an effective way of pruning the connections to reduce the number of calculations performed.
As a result of research and various experiments a Feedforward Backpropagation Neural Network was developed with a topology consisting of two hidden layers with a total of 30 neurons. The Artificial Neural Network developed
Overall my research has made a significant improvement to the BSc (Hons) Computing with the addition of the Intelligent Systems module. The module is unique within the local area and allows the students to develop a Fuzzy Inference System and an Artificial Neural Network while developing their academic understanding. Sources Golovko, V., Kochurko, P., (2005) “Intrusion Recognition Using Neural Networks” Intelligent Data Acquisition and Advanced
Computing Systems: Technology and Applications, 2005. IDAACS 2005. IEEE , pp.108,111, 5-7 Sept. 2005 Devaraju, S., Ramakrishnan, S., (2011) “Performance analysis of intrusion detection system using various neural network classifiers” International Conference on Recent Trends in Information Technology (ICRTIT), pp.1033,1038, 3-5 June 2011
Biography John is the BSc (Hons) Computing course leader at Hull College in the Faculty of Business and Science. He teaches various subjects including Website Development, Object Orientated Programming, Mobile Application Development and Intelligent Systems. His interests are in Machine Learning, Artificial Neural Networks, Genetic Algorithms and Mobile Robotics. In his spare time he runs a small indie games development company.
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Faculty of Business and Science Research Bulletin â&#x20AC;&#x201C; Second Edition
The benefits of studying Higher Education in a Further Education College
By Claire Struthers
Objective: This was a pilot study that sought to describe the benefits to students of attending an FE institution in order to gain an HE qualification. The intention of this study was to gather the perceptions of HE students in FE institutions at the beginning of their course and to track these students to see whether these expectations were/are being fulfilled. Design: A survey design was used that gathered both quantitative and qualitative data. 72 respondents from Hull College were sampled and structured interviews gained further clarification Methodology: The respondents were invited to answer a number of questions relating to their choice of institution and reasons for choice of course, considerations prior to making that decision, and whether they were satisfied with the choice. The study took place in a single institution which may limit the transferability of findings. However, the college is typical of its type and other institutions may well find parallels which can be drawn from this study. Results: The majority of the respondents indicated that they were more than satisfied with their experience at the college and would recommend this method of study to others. The HE learners at the college were generally pleased with the support from their lecturers and the courses offered. They felt that the college was more supportive to mature learners in vocational areas. The study was limited to part-time programmes operating in partnership with one higher education institution and does
not necessarily reflect the broad spectrum of higher education operating within the college. The questionnaires returned gave a good cross section of programmes and genders although not all programmes were represented. There was a 72% response rate to the questionnaires from years 1-3 on FD and degree top-up students. Collaboration was sought from other colleges in the region but at the present time they were unable to participate. Conclusion: This is stage 1 of the research and further funding will be sought to extend the research to institutions both inside and outside the Humber region in order to provide grass roots intelligence on the value of FE colleges to continue to develop their HE delivery and how this will affect the student experience. Many learners expressed satisfaction with their courses and their initial perceptions of the course and the college seem to be being met. This research has enabled the Faculty of Business and Science to ensure that the courses which we offer meet the needs of the HE students and to enhance the delivery methods for such students.
Biography Claire is the Associate Dean for the Faculty of Business and Science. She is the programme leader for the BA (Hons) Business and Management and teaches on the FdA Business and Management. Claire is a trustee for a local charity: 5 Senses Expressive Arts and Education Centre. Claireâ&#x20AC;&#x2122;s subject specialisms are business law, international management, management and leadership. The specialist research area understands the needs and wants of HE students studying in an FE environment.
Faculty of Business and Science Research Bulletin – Second Edition
Inclusivity for Male Undergraduates in Early Years A well-established area of concern within the Early Years workforce is the distinct lack of males entering the profession and the post compulsory education sector, specific to the industry. Research into the area investigated barriers to this participation within the workforce and how the identified barriers could be understood and challenged by early year’s practitioners enrolled on the Foundation Degree and BA (Hons) Young Children’s Learning and Development programmes. The Equal Opportunities Commission (EOC, 2005) reports that males face barriers to childcare as it is viewed as ‘women’s work’, despite the fact that a diverse workforce provides positive role models and can significantly improve outcomes for children. Atkins (2009) further supports this view by suggesting that socio-economic structures filter into education and can pose as a barrier to learners as there are socially accepted areas for learning according to gender. These barriers are seen as universally acceptable and often not identified as exclusion but rather the norm. Indicating that learners face isolation from the childcare profession due to their own and perhaps others opinions on suitable male job roles (Lorber 1994). A social constructivist would argue that this mind-set is learnt through observation of attitudes displayed by significant others, particularly carers and that children seek same sex role models to imitate (Bandura, 1997). This socialization in childhood along with peer pressure in adolescence contributes to gender specific behaviours and in turn some occupations being dividing into two gender specific groups (Moore and Lorber, 2002). A further barrier to males entering the workforce and childcare qualifications is the view that males are a particular threat to child protection and tend to be viewed more suspiciously than women. Neustatter (1993) highlights in her article for the Telegraph this view has impacted many male teachers as they do not feel confident in their role, particularly when it comes to physical contact with children. The media contributes to the perception of males being unsuitable to work with children which can reinforce the division of labour based on gender, for example the recent channel 4 series ‘Daddy Day Care’ is described by Mohan (2012) in an article in the Telegraph as an opportunity to emasculate the male participants, who predictably were incapable of controlling toddlers. Robinson and Diaz (2010) identify
By Rachael Tyas
that by challenging pre-conceived ideas of males in childcare participation can be widened both locally and nationally. These theoretical concepts are embedded within the YCLD programme to raise awareness of the contemporary issue of the gender divide in the workforce. Additionally students are encouraged to reflect on their own practice and take advantage of opportunities to challenge socially constructed gender identities with children and families at a grass roots level. Action for Change (2005) recognises that equality and diversity training for staff can challenge pre conceived ideas. The popularity of the topic has led to many students undertaking their own further research into the area as part of their independent work based study and as a result of the research supervision is up to date. Reference List Action for change (2005) ‘How employers can break down gender segregation in vocational training and employment’ <Internet>. Available from: <http://www. employersforapprentices.gov.uk/docs/ research/Research_1_306.pdf> [accessed 14/5/11] Atkins, L (2009) Invisible Students, Impossible Dreams: Experiencing Vocational Education 14-19, Stoke on Trent: Trentham Books Bandura, A. (1997) Self-efficiency: The Exercise of Control. New York: W.H. Freeman Lorber, J (1994) ‘Night to his Day: The Social Construction of Gender’. Yale University Press. <internet> Available from: <http://www.meac.org/Resources/ ed_services/SG_WEB/SeeingGender/ PDFs/SocialConstructionOfGender.pdf> [accessed 12/12/11] Mohan, I (2012) Daddy Daycare, Channel 4, review <internet> The Telegraph. Available from: <http://www.telegraph.co.uk/culture/ tvandradio/9084946/Daddy-DaycareChannel-4-review.html > [accessed 20/2/12] Moore, L and Lorber, J. (2002) Gender and the Social Construction of Illness (2nd ed.) Oxford: Altamira Press Neustatter, A (1993) ‘Should men work with children?: As a male nursery nurse is jailed for child sexual abuse’ <internet> The Independent,
Biography Rachael is the Programme Leader for the BA (Hons) and FdA in Young Children’s Learning and Development in the Faculty of Business and Science at Hull and Harrogate college. She is currently studying for her Masters in Education, specialising in the field of Early Years. Rachael is a member of the 4children network and participates in local and regional conferences examining contemporary developments in policy and practice in early years services. Her particular interests focus around the professionalisation of the early years workforce, gender equality, international approaches to pedagogy and computer based instruction for learning.
Available from: < http://www.independent. co.uk/life-style/should-men-work-withchildren-as-a-male-nursery-nurse-is-jailedfor-child-sexual-abuse-angela-neustatterasks-if-it-is-time-to-address-the-most-uncomfortable-question-of-all-1457365.html >[accessed 12/12/11] Robinson, K., Diaz, C. (2010) Diversity and Difference in Early Childhood Education Issues for Theory and Practice. Berkshire: Open University Press The Equal Opportunities Commission (EOC) (2005) ‘Call for more men in childcare jobs’<internet> Times Education Supplement. Available from: <http://www. tes.co.uk/article.aspx?storycode=2118297> [accessed 11/5/11]
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Faculty of Business and Science Research Bulletin – Second Edition
The psychological impact of endurance training: An investigation into the experiences of 3 marathoners The current study investigated the psychological impact of a 16 week marathon training schedule on 3 male marathon runners. Through semi-structured interviews at weeks 1, 8 and 16, deductive ‘top down’ qualitative research determined trends in the experiences of a novice, intermediate and advanced level athlete. The themes derived from the investigation included a range of both adaptive and maladaptive psychological responses to the demands imposed by the training schedules. A number of similarities and differences in the athletes’ experiences were demonstrated, and exacerbated as towards the later stages of the training regime, for all three athletes. Table 1 summarises the athlete specific and generalised transferable psychological responses experienced by the 3 athletes. Table 1
Novice
Intermediate
Advanced
Fluctuations in mood and confidence Psychological fatigue Self-doubt Fear of injury Exercise addiction Obsessive behaviours Nutritional related concerns Self-esteem (acute and chronic) Anxiety Fear of failure Staleness Sleep pattern disruption
Sleep pattern disruption Visualisation techniques Motivational concerns
Conclusions and Future Direction It is concluded that many of the potential maladaptive psychological responses of marathon training are experienced by athletes of all levels; however, more experienced athletes develop differing coping mechanisms. Moreover, the anxiety of the advanced runner was primarily manifested though concerns over race strategy, injury management and nutrition, whereas novice runners are more concerned regarding fear of failure. It must be acknowledged that the current investigation into the psychological demands of endurance training was carried out with 3 athletes and it is suggested that future research may investigate differing disciplines (e.g. triathlon, cycling or distance swimming) and with athletes’ of different genders, age categories and with differing race goals. Due to the large number of recreational and
By Nick Wilmot
charity runners at marathons worldwide it is also suggested that more research needs to be focussed on sub-elite athletes with the previous emphasis in literature surrounding elite marathoners. Impact on Current Curriculum The current research has provided a critical insight into the development of teaching and learning materials for the current Sport and Health provision at Hull Biography College. Currently FdSc Nick is the curriculum leader for the Sports students study school of Applied Social Science and sport and exercise Health in the Faculty of Business and psychology at level 5. The information derived Science. He is also the programme leader for the FdSc Sport Studies from the research has programme and the BSc (Hons) Sport been discussed in and Health Science. seminars surrounding the theoretical areas His interests include: the psychological of multidimensional impact of endurance training; anxiety and athlete governmental policy surrounding performance. Students health, illness and physical activity; have completed work physiological assessment and fitness into contemporary training principles. research in this field and this has been complemented by the teaching and learning strategy underpinned by the current investigation. The techniques involved in the current investigation have also been beneficial in providing ideas, support and guidance to students studying the BSc(hons) Sport and Health Science programme specifically related to topic selection and research methods applicable to their dissertations. Finally, the processes and outcomes resulting from the current study have helped inform the indicative content during the development of the recently validated FdSc in Health, Exercise and Lifestyle.
Faculty of Business and Science Research Bulletin – Second Edition
Reflective Practice Reflective practice is a key element of trainee teachers’ development of practice and is an assessed element of Cert Ed/ PGCE. Trainees are required to identify 6 learning sessions and write a reflective journal entry and embed models of reflection. There are many reasons as to why trainees find this a challenging and daunting prospect: • Identifying how to start writing reflectively • Recognising that somebody else is going to be assessing their thoughts • Identifying which model of reflection is relevant to their experience I have taught reflective practice to trainee teachers now for a number of years and am always seeking to develop strategies to help link classroom experiences to theoretical models. I was reminded of Crawley (2012) who identifies the importance of supporting teachers in their day to day teaching and to give them the confidence and empowerment to be experimental. My MA dissertation study focussed on introducing an expansive model O’Leary’s (2012) intervention into observation practice. Could such an expansive model
be adapted to use for teaching reflective practice? The expansive model is being trialled with year one trainees. The theoretical input of different models of reflection is given with trainees encouraged to read through examples and begin to identify where reflective writing is evident. To embed the expansive model we sit together as a group and I encourage students to discuss and share their teaching highlights and low moments from the previous week, identifying which would be useful as an entry in their reflective journal and the reasons why. Structuring the discussions based on Gibbs Reflective Model is beginning to enable students to identify for themselves and/or each other which model is relevant. The experimental intervention is in its infancy but I am encouraged by the discussions and also the initial journal entries. Feedback from students is that they are learning from each other’s experiences as well as their own. Crawley, J. (2012) ‘On the brink’ or ‘designing the future’? Where next for
By Carol Wilson Lifelong Learning Initial Teacher Education? Teaching in lifelong learning: a journal to inform and improve practice. 4(1), pp. 2 – 12 O’Leary, M. (2012) ‘Surveillance, performativity and normalised practice: the use and impact of graded lesson observations in Further Education colleges’ Journal of Further and Higher Education. 1 (21), pp. 1 – 21
Biography Carol is a member of the Teacher Education Team at Harrogate. She is the Centre Manager for the Certificate in Education (Lifelong Learning) and Professional Graduate Certificate in Education (Lifelong Learning). Carol is also a member of the quality observation team. Her interests include: Coaching and mentoring, contemporary education issues and supporting trainee teachers.
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Faculty of Business and Science Research Bulletin â&#x20AC;&#x201C; Second Edition
Linda Wilkinson
Head of Learning and Teaching / Editor Faculty of Business and Science Energy and Climate Centre Hull College Queenâ&#x20AC;&#x2122;s Gardens Hull HU1 3DG Tel: 01482
598807
Hull College Higher Education