Faculty of Business and Science Research Bulletin – Third Edition
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Faculty of Business and Science
Research Bulletin
Third Edition – Winter 2015
Research and publications
Practitioner/applied research
Curriculum particularly Foundation development degrees Updating ICT skills Consultancy to industry and other agencies
Personal development –research and reading Taking m a s t e r s Industrial secondments or work shadowing Attending conferences d o c t o r a t e s Curriculum development and staff development qualifications teaching qualifications that involves research within the College and externally
higher
Research and Scholarly Activity in the Faculty of Business and Science…
Curriculum development Industrial secondments Consultancyto t h a t i nvo l ve s r e s e a r c h or work industry and other agencies Updating ICT skills shadowing development
Research Personal development publications –research and reading
and
Taking higher qualifications
Keeping up-to-date with the
subject
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Faculty of Business and Science Research Bulletin – Third Edition
FOREWORD The status of Colleges providing Higher Education is increasingly being defined by the ability to demonstrate a strong profile in both research and scholarly activity, indeed this is a critical requirement for those institutions seeking to gain Foundational Degree Awarding Powers and Taught Degree Awarding Powers. This has opened up a broad debate across the sector about how research and scholarly activity should be defined. For our part, the Faculty Research, Learning and Teaching Committee have, over recent years, invested considerable amounts of time and energies into both defining and enhancing our research and scholarly activities. One element of this has been the development of a successful bid to the Association of Colleges (AOC), securing approximately ÂŁ150,000 to lead on a project to develop and evaluate an evidence based research framework to enhance scholarly culture and practice in College based HE. This, the third edition of the Faculty of Business and Science Research Bulletin, seeks to inform and update readers on the recent research and scholarly activity undertaken by our academic staff. The key purpose of our strategy is to generate an environment in the Faculty which maximises research and scholarly activity in order to develop a strong academic culture, where research, teaching and practice are interconnected and equally valued.
Contents Developing Education in Business with BP 4 Student Progression a Supply Chain Approach
Post London 2012 A Qualitative Content Analysis 6-7 What is Collaborative Action Research? 8 The Community Safety Conference 2014
Head of Learning and Teaching Faculty of Business and Science
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The Culture of Enterprise - A brief literature review 10-11 The Importance of effective planning techniques on Construction Projects
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Emotional Literacy
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Brain Myths and Trainee Teachers - Action Research 14 HE in the FE Colleges
Linda Wilkinson
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Faculty of Business and Science Research Bulletin – Third Edition
HE Student Research Awards As part of the Faculty Research and Scholarly Activity Strategy, last year the HE Student Research Awards were introduced. The intention of these awards is to recognise outstanding academic performance by students, as demonstrated and evidenced in their research projects. The following students have received awards this year and abstracts of their work will be published in the 2015 edition of the Hull College HE Research Journal:
Alan Walker - BSc Construction Management.
Andrew Foster – BA (Hons) Criminology.
Alan’s research project explored flood risks to the Humber region. The project findings led Alan to conclude that it was the most significant concern was the failure of the Department for Energy and Climate Change to take carbon reduction targets forward.
Andrew investigated public perceptions of ASBOs and the extent to which they criminalise their holders based on the misconception that ASBOs are issued for criminal activity. This is erroneous, as anti-social behaviour as dealt with by an ASBOs is not of a criminal nature. The research provided a useful overview of how the ASBO is misinterpreted in the public’s perception, and of why that should be of concern to policy groups working in this area..
Victoria Bell – FdA Young Children’s Learning and Development. Victoria produced a comprehensive independent work based study concerned with the importance of outdoor play to children’s health, in early childhood. The literature review explored research on the benefits of outdoor play, exploring international models of early years practice. The students used the findings from this study to make recommendations to their own nursery to develop new ways of using the outdoor environment to promote children’s development.
Toni Witty – BA (Hons) Business and Management. Toni’s work throughout the course has been consistently of a high standard. Her chosen topic on the relevance of HE study in the current economy has not only been of direct relevance to her student group but has also generated much discussion across the faculty. Her work has engaged with a large student cohort, and in so doing, has generated a unique interest in the role of research in informing practice and real life situations.
Dawn Laird – BA (Hons) Criminology. The title of Dawn’s research was ‘Child Sex Exploitation in the UK: A Critique of the Child Sex Trafficker, Vulnerable Children and Modern Social Care Systems. Her work displayed an outstanding understanding of contemporary theoretical debates and a produced a critique of issues relating to the exploiters, victims and inadequate support systems. Dawn has had the opportunity to apply theory to practice by working as a volunteer for the police.
Julia Davidson
Karen Pickering
Gary Ansell – BA (Hons) Business and Management. Gary’s research explores the employability skills of young people. His work provides a unique perspective, linking research with those who experience the outcomes of decisions to those who make the decisions. This piece explores the impact of governmental decisions on the preparation of young people for employment.
Gary Ansell
Toni Witty
Claire Struthers
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Faculty of Business and Science Research Bulletin – Third Edition
Developing Education in Business with BP
By Kate Hunt
Over the past several months there has been an initiative to develop a bespoke course, linked to the Chartered Management Institute (CMI) standards. BP are looking to develop and acknowledge the skills of the members of their work force not wishing to follow a purely vocational academic route, for instance, those who are in management roles but do not wish to become Graduate Engineers. BP demonstrate a commitment to life-long learning, they acknowledge that “the rapid rate of change in knowledge technology and society means that it is now essential to keep updating skills and expertise” (Cottrell 2008p 339) Effective Continuing Professional Development (CPD) is a commitment to professionalism. It evidences that you have taken personal responsibility for ensuring that you have the skills and knowledge necessary to meet the challenges of an ever changing world. (CMI) BP are committed to continuous professional development for all their staff and therefore look to recognise this through the award of a formal qualification. Using the CMI Level 5 standards as a benchmark they plan to acknowledge the competences of their managers and give recognition for the commitment to CPD that is demonstrated throughout the organisation. Dalton (2010 p392) states “Managers can only achieve their full potential when the conditions for learning are positive,” as such, CPD is essential for organisational growth and it is important that organisations encourage a positive attitude towards, and support development of their people.
Consequently, after a team visit to BP and a meeting with the Manufacturing Operations Manager to consider a range of options that may meet their requirements, the CMI Professional Qualifications were deemed to be a potential solution to their needs. Further discussions led them to a conversation with Arco, with whom the College had worked developing a bespoke CMI course and there followed a further meeting with the Training and Development Manager and the Manufacturing Operations Manager to discuss the delivery of the course. This was a productive meeting that considered the units that would be the most beneficial to BP to develop the important skills of management and leadership within their teams and ensure that the organisational objectives would be achieved in the optimum manner. Management development is not just about developing the individual; it is also about developing the organisation, BP recognise this and demonstrate their commitment in a positive manner. References Cottrell, S. The Study Skills Handbook (2008) 3rd Ed. Palgrave Macmillan Palgrave; Basingstoke Dalton, K. Leadership and Management Development, Developing Tomorrow’s Managers. (2010) Pearson Education Limit; Harlow http://www.managers.org.uk/individuals/ existing-members/cpd, Accessed 16.11.14
Kate Hunt Biography: Kate Hunt 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 business in the region.
Faculty of Business and Science Research Bulletin – Third Edition
Student Progression a Supply Chain Approach
By Tony Clark
This short introduction to the topic will define supply chain management. It will then move on to consider the challenges and controversy this might lead to when applied to education. Finally it will call for the application of best practice from a well established body of knowledge to the educational sector. In all organisations operations management controls the functions which provide the product/service to the customer. Theory would suggest that this should be achieved through a seamless flow triggered by the customer order, through the adding value process, to the customer receiving and paying for the product/service (Slack, 2011). Traditional operations management has a focus within organisational boundaries. But, with the growth of improvement concepts this view has expanded beyond local boundaries to explore the integration of the value adding processes across organisational boundaries. This is the core of Supply Chain Management. For Harrison and van Hoek (2008, pp 8) it is: Planning and controlling all the business process - from end-customer to raw material suppliers - that link together partners in a supply chain in order to serve the needs of the end customer. Authors such as Christopher (2010), Gattorna, (2009) and Rushton (2012) have shown that this concept is well understood and applied across the manufacturing and distribution industries. However, little work has been applied to the service only sector (Kathwala, 2003).This identifies a challenge for researchers who might want to explore the nature of the supply within service industries. In this contribution the premise that education is a service industry is accepted. Although it might be seen as a product/service mix in reality the products are one-offs such as research papers or slides packages. The real role of education is the development of an intangible element held within the student – a service product. Perhaps the best deciding factor is that “the essential purpose of all operations process as being to service customers.” (Slack, 2011, pp12) Here it is not what is provided which becomes the defining factor but the process of delivery which is the key idea. In this definition we can see a direct link to education by servicing the end customer. Here we see another challenge. Who is the customer of education? A simplistic view would see the student as the direct customer of the service. Here they are certainly exposed directly to the value adding services such as lectures. Indeed for HE they are seen as the “cash providers” as HE becomes a commercial market place. Yet, a more complex view would see the
end customer as industry and society. Here they receive the end product: an educated individual able to take their place in society (Pattern, Tyler and Lexmond, 2014) or industry ( Adler,1982; DfE, 2011), following the definition of Harrison and van Hoek above. This approach would also view the customer as being “UK PLC” as they pay for and benefit from most educational routes. Within this definition UK PLC would also include industry which certainly benefits through the factor of production - a skilled work force. But they might also be seen as a cash customer in the direct payment of education costs, for example sponsored students. This leads to a controversial education/supply chain point. It identifies the student as the product of the education sector. If this is the case then we can see education in terms of Harrison and van Hoek’s definition which is adapted here (2008, pp 8). [Education is the] Planning and controlling all the business [educational] process - from end-customer [UK PLC] to raw material suppliers [the national population] - that link together partners [primary, secondary, tertiary and HE education] in a supply chain in order to serve the needs of the end customer. This would clearly indicate that education should be considered as a supply chain to serve the UK PLC. In this case the lessons learnt from a vast research base into supply chain management should be applied not only to add value to the students (products) as they go through the process but to strive for value for money as the end customer becomes more cost focused. This calls for a focus on the value adding activities of the supply chain in serving the end customer.
Tony Clark Biography: Tony Clark 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 Chartered Institute of Logistics and Transport professional qualifications. Tony is an active member of the Chartered Institute of Logistics and Transport. His interests include: Logistics, operations management, supply chain management and continuous improvement.
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Faculty of Business and Science Research Bulletin – Third Edition
Post London 2012 A Qualitative Content Analysis
By Nick Wilmot
Former IOC President Avery Brundage once stated… “Sport, like the fine arts, transcends politics” (Brundage, 1964). However, political involvement in all aspects of sport is arguably rooted in British political discourse. The UK has pervasive historical associations with sport (Phillips and Magdalinski, 2008) and this was showcased to a worldwide audience during the 2012 London Olympic Games. The concept of a post-Olympic legacy was something that evolved around the Sydney Olympics in 2000 (Garcia, 2014) and this ideology has been utilised by the current and previous UK governments in the bidding process and post-Olympic health, sport and economic political dialogue.
In February 2014 the current coalition government published a policy document entitled ‘The long term vision for the legacy of the London 2012 Olympic & Paralympic Games’. The current investigation involves a deductive qualitative content analysis (QCA) on this document to determine current governmental claims and priorities surrounding specifically sports participation and health.
Outcomes
Sports Participation Statements
Health Benefits Statements
Sport England will launch an £18 million Lottery-funded Primary School Sports Facilities Fund from 2014 to improve sports facilities in primary schools, to benefit both school children and the wider community (p4).
By the end of the decade Britain is amongst the most physically active countries in the developed world (p8).
From the Stadium to the Aquatic Centre, from the Copper Box Arena to the Arcelor Mittal Orbit to the Velodrome – all the Games-time venues have long-term private sector-led futures (p6).
The built environment and our transport infrastructure will be transformed to drive high levels of walking and cycling (p8).
Health services harness physical activity for prevention, treatment and management of long term conditions (p8).
During the next decade the London 2012 Games, and subsequent major sporting events, will have brought people together in different ways to help improve society and their communities (p12).
Nick Wilmot Biography: Nick is the curriculum leader for the school of Applied Social Science and Health in the Faculty of Business and Science. He is also the programme leader for the FdSc Sport Studies programme and the BSc (Hons) Sport and Health Science. His interests include: the psychological impact of endurance training; government policy surrounding health, illness and physical activity; physiological assessment and fitness training principles.
By 2022: Long-term increase in volunteer numbers has continued (***p12). By 2022: More disabled people can take part in sport and physical activity and the difference in participation rates of disabled and non-disabled people is reduced (p16).
Discussion The numerous benefits of sport and participation are widely acknowledged (Sport England n.d). Whether the infrastructure developed as a result of the 2012 Olympics can deliver improved public health behaviours and sports participation is difficult to quantify. Funding and subsequent facilities and resources remain a critical factor to increase sports participation. Given the current economic difficulties experienced within the UK, whether health and participation infrastructures can be provided nationally remains difficult to determine. Current literature suggests that an increased
interest in sport participation exists within the UK, as Cox (2013) reports, 42% of sports clubs have seen an increase in the number of people joining since the London Olympic Games. However, Cox also reports a lack of funding is preventing 59% of clubs from growing their membership, 51% of clubs are unable to grow membership due to a lack of affordable facilities, and 89% clubs have reported no change in the number of disabled people joining. A shift in UK government sports policy towards sporting elitism has grown from the early 1990s and this arguably excessive movement towards an elitist strategy is potentially alarming. Recent ‘UK
Sport’ funding cuts to a number of elite sports, including basketball, weightlifting, badminton and swimming (BBC, 2014), could potentially decrease motivation for young people to engage in different sporting activities due to the limited reward for elite achievements. Divisions in participation between sports will clearly result if resources are not provided for certain sports. The ‘legacy’ of these cuts may have enduring negative long term consequences for both elite success and participation. Potentially a major concern of the London Olympic legacy is whether the benefits will be isolated to London and the
Faculty of Business and Science Research Bulletin – Third Edition
surrounding areas. The policy document does not address this issue. No mention of a nationwide sporting infrastructure is made as post games transformation is only referred to in relation to London. Also, although the facilities used during the London Olympics do have long-term futures these are private sector-led and thus potentially not accessible to people with lower incomes. As identified through the current QCA, although a specific chapter exists within the document, minimal specific reference is made as to how the nation’s health can improve as a result of the Olympic legacy. Although the link between health and participation are clear the only discussion of health relates to a claim regarding Britain being amongst the most physically active countries in the developed world, information regarding health services, and infrastructure encouraging walking and cycling. Clearly a more measureable and robust strategy should be either implemented and/or showcased to the wider UK population. The myriad of factors surrounding potential evaluation of government policy are near impossible to objectively quantify. To fully understand the legacy effects of the London Olympic Games will take many years and currently very little impartial academic evidence is available (Kemlo and Owe, 2014).
Currently, it could be argued that a nationwide increase in sports participation, and health behaviours, could be mainly attributed to the population being inspired by outstanding sporting performance and coverage rather than the infrastructure created through the lasting legacy of the 2012 Games. In the run up to the forthcoming general election, how political parties embrace the London 2012 Olympic legacy may well determine how sport and health is prioritised in the future. Clearly, for major events sport does not transcend politics, rather it can be used as a political tool to win votes. References BBC (2014) Rio 2016: Four sports suffer Olympic funding cut Available at: http:// www.bbc.co.uk/sport/0/olympics/26036808 (Accessed 31/10/2014). Brundage, A. (1964) Speech by President Avery Brundage at the Opening Ceremonies of the 61st Session of the International Olympic Committee, Innsbruck, January 26th, 1964. Available at: http://www.la84foundation. org/OlympicInformationCenter/ OlympicReview/1964/BDCE86/BDCE86j. pdf (Accessed 31/10/2014). Cox, S. (2013). Olympic and Paralympic legacy survey. London: Sport and Recreation Alliance. Garcia, B. (2014) “Cultural Trends Editorial.” 23(1): 1-6.
HM Government (2014). The long term vision for the legacy of the London 2012 Olympic & Paralympic Games. [Online]. London: Crown. Available at: https:// www.gov.uk/government/uploads/ system/uploads/attachment_data/ file/279554/2901513_OlympicLegacyLTV_ acc.pdf (Accessed 31/10/2014). Kemlo, G and Owe, E (2014) A Review of the Evidence of Legacy of Major Sporting Events. Government Social Research Phillips, M. & Magdalinski, T. (2008) Sport in Australia. In B. Houlihan. Sport and Society: A Student Introduction (second edition). London: Sage. pp493-512 Sport England (n.d) The Benefits of Sport. Available at: http://www.sportengland. org/research/benefits-of-sport/ (Accessed 31/10/2014).
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What is Collaborative Action Research?
By Andrew Wilson
Collaborative Action Research (CAR) is one of the most misunderstood strategies within research methods today. At its most simple the researcher undertakes an action and observes the effect using the action research cycle of plan, implement and involve others, observe, reflect on your observations and plan another cycle. It is the cyclic nature of CAR that distinguishes it from Practitioner Research which comprises of a single phase of investigation. There is no requirement for a practitioner of CAR to have a substantial knowledge of research methods and designs, it is quite acceptable for a novice researcher to go out and ask questions about a topic. Unlike
mainstream empirical research strategies, CAR does not require the investigator to maintain a subjective and detached demeanour to the topic being researched. It is usual for one’s own situation to be investigated, a position that traditional research approaches would view as lacking objectivity. Small scale research focussed on one’s own practice is a hallmark of CAR. Action Researchers often engage with qualitative methods, not because it is a requirement of CAR, but simply because novice researchers see simply talking to others as an accessible way to collect data. In traditional terminology these others would be termed as participants whereas CAR sees them as collaborators. As
collaborators they have equal status to the researcher and they should be afforded full access to the research. This full access amounts to the researcher actually giving their research to the collaborators to enable them to continue, expand or challenge the original research. Thus CAR is a simple approach to research that is suitable for a novice researcher, it uses qualitative and/or quantitative methods for small scale, real life investigations involving collaborators as equals. The only demand of CAR is that the insights provided by one cycle of research are used to design further cycles of research.
Faculty of Business and Science Research Bulletin – Third Edition
The Community Safety Conference 2014
By Debi Johnson
The Community Safety Conference 2014 was a great success with students attending the morning lectures and the afternoon workshops. Matthew Grove, the Police and Crime Commissioner, spoke passionately about the value of education and encouraged students at Hull College to embrace all opportunities to develop both their knowledge and skills. He described his own educational experience and the impact of having dyslexia and of how he overcame challenges to now be in a position of responsibility. Matthew went on to discuss his strategies for the next few years for the safety of communities in Humberside. In an open forum he responded to students’ questions and concerns, one being ‘drunk tanks,’ another, the reduced funding for 3rd sector organisations. Chief Inspector Iain Dixon then gave a presentation on violent crime in Hull, highlighting key issues and management responses and identifying key locations for most incidents – the Welly Club being the highest. The afternoon provided a fantastic opportunity for students to meet members of the Community Safety Partnership, participating in workshops regarding: drug intervention; domestic violence; the night time economy and the work of the Together Women Project. The most popular workshop was delivered by Sean Paterson from the National Offender Management Service on the day to day life of an inmate in prison. It challenged the assumptions
of some students that life is easy in prison. Sean explained the requirements of offenders to earn their privileges and that being incarcerate and the loss of liberty, proved to be the hardest part for inmates. The most inspirational workshop though was delivered by Susan Thackeray from the Drug Intervention Programme. Sue was delighted to attend Hull College as this is where she completed her level 3 Access to Higher Education studies in order to attend university. Progressing on her career path, she now manages the centre. Sue’s workshop enabled students to understand how treatment reduces offending and re-offending. She further outlined how the Drugs Intervention Programme engages offenders, from arrest, court and prison through to treatment completion.
Debi Johnson Biography: Debi is the course leader for FdA Criminology at Hull College in the Faculty of Business. Her interests include: Criminal Law focussing 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.
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Faculty of Business and Science Research Bulletin – Third Edition
The Culture of Enterprise - A brief literature review
By Alex Alterskye
The Department for Business Innovation and Skills recognises the need to make it easier to set up and grow a business (2014). In the researcher’s role as course leader for the Degree in Business and Management at Hull College, a visit to the areas of Hoxton and Shoreditch took place to look at business start up in the area. The postcode EC1V Shoreditch had 15,015 start up companies in 2013, compare this with the total for Hull which was 2,126, additionally the postcode of HU2 in Hull had one of the lowest rates of start ups of anywhere in the country at only 4 for 2013 (StartupBritain, 2014), this poses two questions: Could one of the factors causing the difference in start up numbers in different regions be down to the culture of enterprise in that area? Could entrepreneurial culture in an area have an effect on the entrepreneurial intent of the people in that area? What is Enterprise? The terms Enterprise and Entrepreneurial are quite wide in scope but for the purposes of this report their meanings are linked broadly to either starting up new business ventures, or the behaviours and actions associated with starting up new business ventures. “The carrying out of new combinations (of means of productions) we call ‘Enterprise’; and the individuals whose function it is to carry them out we call ‘Entrepreneurs” (Schumpeter 1961, p74). An Enterprise culture is one in which every individual understands that the world does not owe him or her a living, and so we act together accordingly, all working for the success of the UK. (P.Morgan, 1990) The term Entrepreneurial is characterised by the taking of risks in the hope of profit, you can have an entrepreneurial culture, or an entrepreneurial spirit thrives on meeting the next challenge (Oxford dictionairies, 2014). There have been attempts to list entrepreneurial behaviours, attitudes, skills, values and beliefs, for example opportunity grasping, self-confidence, negotiating, and a certain way of communicating (Gibb, Cotton, 1998). It is important to understand why enterprise and entrepreneurial acts take place, and it could be said that this is down to a mixture of factors linked to the individual; “there is a considerable literature on those factors or traits that purport to predispose individuals to behave in an enterprising or entrepreneurial fashion” (Bridge, O’Neill, Martin 2009, p69), and environmental factors that are conducive to start up, “the opportunity structure to which individuals are exposed first in education, and subsequently in employment” (Roberts 1977, p7). The focus of this piece of work is more predominantly to highlight
the environmental factors that may be conducive to start up, and to investigate issues around the possible presence of an enterprise culture. The Culture of Enterprise A concept that is of great interest to this researcher is that of the culture of enterprise, and whether there are differences in the enterprise culture within different groups of people or in different geographical regions. In this topic it seems that some key concepts can be found in the work of Alison Morrison from the University of Strathclyde. “Entrepreneurial culture can be described as one in which a positive social attitude towards personal enterprise is prevalent, enabling and supporting entrepreneurial activity (Morrison 2000, p62). Morrison suggests that there can be a cultural specificity in relation to entrepreneurship initiation at a macro and micro level, through shared sets of characteristics, attitudes, behaviours, and values; through continuous social interaction, the meanings and values associated with social and economic relationships are interpreted and shaped. Indeed, when researching the influence of environmental factors on entrepreneurs’ performance Gomezelj and Kusce (2013, p911) suggest that cultural and social norms are important. Gibb (1987,p14) summarised the components of enterprise culture and included features such as the provision of knowledge into independent business creation, opportunity for familiarisation with small business tasks, positive role models related to the sector, opportunity to practice entrepreneurial attributes reinforced by societal culture and a network of independent contacts reinforcing familiarity and providing market entry opportunities. This can be linked to Hofstede’s assertion “as almost everyone belongs to a number of different groups and categories of people at the same time, he or she will unavoidably carry several layers of mental programming within himself or herself corresponding to different levels of culture (Hofstede 1991, p5). Wickham (2006, p57) suggests that one of the approaches for looking at entrepreneurship is a social cognitive learning approach. This approach believes that the propensity to be entrepreneurial is a mixture of the predetermined disposition of the individual, and something that results from social experience and interaction. Leading on from this it would be very interesting to ascertain which of these components of enterprise culture (or social experience and interaction) are present in a particular region, and whether they can be developed through an enterprise engagement programme such as “Startupathon” or “Link up Start Up”.
The culture of enterprise can also be linked to education, in that education may help establish this culture within students and, thus, the local community. Entrepreneurial education can be viewed broadly in terms of the skills that can be taught and the characteristics that can be engendered in individuals that will enable them to develop new and innovative plans (Jones.C, English.J 2004, p416). Lord Young makes strong links between Enterprise and Education in the report “Enterprise for all” published in June 2014 stating that “Enterprise supports the development of a wide range of work and professional skills and capabilities, including resilience, risk taking, creativity and innovation, as well as a self-belief that starting a business is a viable career choice and one of the most exciting and challenging things a person will ever do. Colleges’ focus on professional trades and vocational careers makes them fertile ground for self-employment and entrepreneurship, and all university students should have access to enterprise and entrepreneurship, including a growing ambition amongst young people to develop their interest in social enterprise. In higher education, enterprise should extend to all areas of faculty and study”. The CBI, in response to Lord Young’s review of Enterprise Education stated, “Preparing young people to succeed in life and work is fundamental to what we ask of our schools. Business is clear that a good education means more than just exam results and must take into account the attitudes and behaviours school leavers will need in the world of work. Enterprise education is vital to this”. Reference List Bridge, O’Neill, Martin (2009), Understanding Enterprise, 3rd Edition, Basingstoke, Palgrave Macmillan. Bridge, O’Neill (2013), Understanding
Faculty of Business and Science Research Bulletin – Third Edition
Enterprise, 4th Edition, Basingstoke, Palgrave Macmillan.
organisations: software of the mind, London, McGraw Hill
CBI (2014) [Online] Available at http:// www.cbi.org.uk/media-centre/pressreleases/2014/06/cbi-welcomes-lordyoungs-proposals-on-enterprise-education/ accessed 30th July 2014.
Jones.C, English.J, (2004), ‘A contemporary approach to entrepreneurship education’, Education and Training, Volume 46, Number 8/9
Department for Business, Innovation and Skills (2014) [Online] Available at https://www.gov.uk/government/policies/ making-it-easier-to-set-up-and-grow-abusiness--6/supporting-pages/helpingbusinesses-and-start-ups-get-advice-andsupport accessed 30th July 2014. Gibb. A, Cotton. J, (1998), Creating the leading edge, Durham Business School. Gomezelj D.O, Kusce I, (2013) ‘The influence of personal and environmental factors on entrepreneurs’ performance’, ‘Kybernetes’ Volume 42 Number 6 Hofstede G (1991), Culture and
P. Morgan (Director General, Institute of Directors) speech to Institute of Directors convention reported in Director March 1990 Morrison. A, (2000), ‘Entrepreneurship: what triggers it?’, ‘International Journal of Entrepreneurial behaviour & Research’, Vol 6 No 2. Oxforddictionairies (2014) [Online] Availabe at http://www.oxforddictionaries.com/ definition/english/entrepreneurial accessed 5th Aug 14. Roberts A.K. (1977), The social conditions, consequesnces and limitations of careers guidance’, British Journal of Guidance and Counselling, Vol 5.
Schumpeter, J.A (1961), The theory of economic development, New York, Oxford University Press. Startupbritain (2014) [Online] Available at http://www.startupbritain.co/ startupfigures2013 accessed 30th July 2014.
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The Importance of effective planning techniques on Construction Projects Project management skills on construction projects are a critical method of project delivery, which require accurate organisation of sequenced site based activity. These need to be strategically planned to enable a project to run smoothly, on time to the agreed quality and budget constraints. As we recover from a significant period of recession, the expectations of clients to achieve the highest standards of quality have never been more closely scrutinised. Site delays on construction projects may incur additional costs which can be frustrating for the contractor, those in the supply chain and the client. To reduce these site delays, various methods of site activities need to be carried out in a logical sequence of events and in an efficient manner that enables a programme of works to be followed. For example, you can’t renew the concrete floors until the existing concrete floor has been removed, in its simplest of terms this activity is dependent upon the completion of the previous activity. Project planning tools such as CPM (Critical Path Method), establish the direction in which the main contractor intends to organise their work in terms of timing, sequencing, and the duration of site activities, and the clients have their own critical path of what they expect to see at various milestones of the project. The CPM models the relationships between activities and provides a means of establishing one or more critical paths though the project to
By David Barley
its completion. When the CPM is utilised correctly, it becomes an effective project management tool. It enables companies following improvement targets set out in “Constructing Excellence 2004” to implement the use of KPI’s to monitor progress and performance on site, which in turn establishes benchmarking to achieve the highest standards of quality and best practice. “Quality is those products and services that are perceived to meet or exceed the expectations of the customer at a cost that represents outstanding value.” Kerzner (2005)
David Barley 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 interests are Building Regulations, fire engineering and flood management as well as sustainable and environmental construction.
Faculty of Business and Science Research Bulletin – Third Edition
Emotional Literacy
By Val Maybury, Teaching and e-Learning Improvement Manager and Tracy Allen, Lecturer in Teacher Education and Lead Observer
The Teaching and e-Learning Manager has recognised that our developing work with Direct Entry young learners may require our teachers to enhance further their skills in working with the most vulnerable young people. In response to those needs, we have been working on complementary approaches. This is college- wide work but in particular, there have been good levels of take up for teachers in Direct Entry. This work is confidential and teachers have come forward for this training recognising and taking responsibility for their own professional practice. The use of restorative approaches builds trust and cooperation in the use of the Social Discipline Window of High Challenge, High Support. This concept of working with young people to develop their personal responsibility to themselves and to their groups is underpinned by clear boundaries and very high levels of nurture and care. There is evidence of this around the teaching areas in the Direct Entry area and within the better sessions seen on learning walks and in observations. These approaches are reflected in our Behaviour Policy as a result of the work of the Behaviour Management working group. The second approach is developing the model of Emotional Literacy in which staff recognise that “the only person’s behaviour you can change is your own” This model enables staff to examine their own
behaviours and communication skills in the classroom and in exchanges with their groups. There is a focus on messages that are communicated through face and body language and the power of language to hurt and undermine (small word- big impact). There is also a focus on the key principles:
Val Maybury, Teaching and e-Learning Improvement Manager Tracy Allen, Lecturer in Teacher Education and Lead Observer
• I am responsible for myself • I am responsible to my group Direct Entry teachers have undertaken some group training in Emotional Literacy. Additional work has been undertaken confidentially with four teachers from Core and the vocational areas that has included 1-1 support. This includes a specialist observation which focusses on flash points and turning points in classroom situations and the use of descriptive observation techniques. Feedback from teachers is that this has been useful and is having a positive impact on their practice.
Tracy Allen Profile: Tracy works for the teacher education team and teaches on a range of teacher education courses. She also teaches on a range of bespoke staff development sessions. Her interests include coaching and mentoring, supporting new teachers and using emotional literacy to enhance the learning experience.
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Faculty of Business and Science Research Bulletin – Third Edition
Brain Myths and Trainee Teachers Action Research Context
teaching and assessing their assignments
An understanding of theories of learning and how they can inform practice is needed by 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. (ETF 2014). Trainees must address 20 grade criteria and the one relevant to theories of learning is “Critically discuss the use of a range of teaching, learning and assessment strategies in different contexts with reference to subject specific pedagogical understanding, theory and relevant research” (Huddersfield University 2014). Trainees’ ability to achieve this grade can be impeded by their practice being underpinned by brain myths such as women are hard-wired for multi-tasking (Knapton 2014).
Action Research – Step 2
Action Research – Step 1 Action research is an appropriate vehicle to research this area, using the actionreflection cycle. This involves the action researcher undertaking a spiral of steps in the following sequence of planning, acting, observing and reflecting. Reflecting on the research then leads onto the next spiral of planning, acting, observing and reflecting (McNiff and Whitehead 2002). The first step in the cycle is to establish that the trainees have sufficient understanding of generic theories of learning before exploring myths. This is currently being done by groups of trainees preparing and presenting theories of learning to their peers. The rationale behind this approach is the learning pyramid, which asserts that there is an average 90% retention rate when students teach each other (Atherton 2013). A criticism of the learning pyramid is that there are many variables affecting memory retrieval and that it is not possible to assign specific percentages of recall without specifying many more of them (Strauss 2013). Reflection on the effectiveness of trainees’ understanding of theories of learning will be informed by observing the trainees’
By William Hawkridge
The next step of the action –reflection cycle will be to undertake classroom-based research to identify whether trainees can identify specified brain myths as myths. This information will be used to inform discussion and debate on the potential negative impact of brain myths on students’ learning. Reference Atherton J S (2013) Learning and Teaching; Contents [On-line: UK] Retrieved from http://www.learningandteaching.info/ learning/myths.htm Dale, E. (1946) Audio-visual methods in teaching. New York: The Dryden Press. ETF (2014) Professional Standards for Teachers and Trainers in Education and Training – England. London: Education and Training Foundation Knapton, S. (2014, March 24). Men and women do not have different brains, claims neuroscientist. The Daily Telegraph. Retrieved from: http://www.telegraph.co.uk/science/ science-news/10684179/Men-and-womendo-not-have-different-brains-claimsneuroscientist.html McNiff, J. and Whitehead, J. (2002) Action Research Principles and Practice. 2nd edition London: Routledge Falmer Strauss, V. (2013 March 6) Why the ‘learning pyramid’ is wrong. The Washington Post. Retrieved from: http://www.washingtonpost.com/blogs/ answer-sheet/wp/2013/03/06/why-thelearning-pyramid-is-wrong/ University of Huddersfield (2014) Personal Development Plan and Teaching Observation Documents 2014-15 (InService Programme). Huddersfield: University of Huddersfield
William Hawkridge Biography: William Hawkridge 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.
Faculty of Business and Science Research Bulletin – Third Edition
HE in the FE Colleges This research considered how Hull College can maintain its currency within its HE (Higher Education) portfolio, encourage the business to grow and ensure its future as a college that successfully delivers HE. Competition has increased with the changes in funding for degrees and the college is now in competition with local Higher Education Institutions (HEI’s) for students. These students are our stakeholders and are much more ‘savvy’ about their needs and wants from a college. Another consideration is that employers are looking to up skill their workforce in the relevant skills which will allow them to expand within their working environment. As it is becoming more expensive to gain a degree is it still a price worth paying and are graduates offered better employment as a result of a degree? The answer is yes, but, the skills needed in this locality are employability skills and not necessarily generic degrees. HEI’s are recognising that they need to include work placements and embed employability skills within their degrees. This piece of research reviewed secondary data of destination of leavers across a period of time, it considered whether the mode of study has an impact on achievement and on employment outcomes, if the level of higher education qualification has an impact, and also if where in the UK, an individual Is based, is a contributing factor. The current economic climate was also reviewed to determine
By Claire Struthers
what impact this has had on graduate opportunities. Primary data was obtained from a sample of organisations and undergraduates based in Hull to gather feedback on current opportunities, salary scales, and levels of graduates, what students expectations are, and if they have had any increase in career prospects since embarking on or achieving a higher education qualification. The research suggests that, employers continue to value graduates and the knowledge and skills they can offer an organisation. Employers offer an adequate graduate salary that meets the expectations of graduates and employ from lower level management positions upwards. The picture is still evolving due to the current economic picture, but, the ‘future looks orange’!
Claire Struthers Biography: Claire is the Associate Dean for the Faculty of Business and Science. She is the programme leader for the FdA Business and Management. Claire is a trustee for a local charity: 5 Senses Expressive Arts and Education Centre. Claire’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.
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Faculty of Business and Science Research Bulletin – Third Edition
Linda Wilkinson
Head of Learning and Teaching / Editor Faculty of Business and Science Energy and Climate Centre Hull College Queen’s Gardens Hull HU1 3DG Tel: 01482
598807