Groupwork assessments and international postgraduate students : reflections on practice

Groupwork is a common learning and assessment method in Business Schools throughout the UK. It has recognised pedagogic benefits, increases active or deep learning of a subject and, although it often appears to be unpopular amongst students, for these reasons it is popular among academic staff in Business Schools. The cultural diversity of a particular cohort of students (especially those who have received no previous education in the UK) arguably has an impact on teaching method and assessment methods. It brings another dimension to the debate of ‘traditional’ versus ‘innovative’ teaching approaches and is worth further examination, particularly as the increasingly multicultural aspect of the present UK higher education environment is not a well researched field. The impact of the increasing numbers of international students dictates that issues relating to the appropriateness of teaching and learning methods must be considered within a multicultural perspective. The preference of certain international students, particularly those from the Far East, is for the more traditional teaching methods; groupwork is unpopular (Bamford et al 2002). This adds weight to the argument for maintaining traditional methods in the multinational classroom. The issue is explored here through a case study on the use of a group assessment with a cohort of international students at postgraduate level

"I'll do this no matter if I have to fight the world!"

Purpose The purpose of the paper was to explore students’ learning experiences in culturally diverse urban higher education environments. Design/methodology/approach The project used an action research method approach with a mixed-method collection of data. The data consist of a survey of undergraduate students from the two different faculties, business and science, in two London institutions (n = 393) and ten focus groups (consisting of 92 students) as well as participant observations. The survey was based on an adapted version of the National Survey on Student Engagement (NSSE) developed in the USA. The authors also piloted the use of Facebook as a learning tool and monitored the effects on communication between students and between lecturers. Findings The authors identified statistical significance in the items that addressed the development of students’ relationships with others and found that there was a link with specific students’ profiles, that is those students who were non-native speakers of English who were less likely to engage with “others” and the learning environment. Focus groups highlighted the importance of communities of practice and that these communities aided students in developing what can be seen as resilience outcomes. Originality/value The findings from the research indicated that resilience can be seen as key to increasing engagement and communication for students. The piloting of social media across a module at each research site indicated that such a tool can be useful in addressing issues of communication, but the introduction of such tools needs to be generated through the students

Improving professional practice in the disclosure of a diagnosis of dementia : a modeling experiment to evaluate a theory-based intervention

The original publication is available at www.springerlink.com.Peer reviewedPostprin

The development of a theory-based intervention to promote appropriate disclosure of a diagnosis of dementia

Background: The development and description of interventions to change professional practice are often limited by the lack of an explicit theoretical and empirical basis. We set out to develop an intervention to promote appropriate disclosure of a diagnosis of dementia based on theoretical and empirical work. Methods: We identified three key disclosure behaviours: finding out what the patient already knows or suspects about their diagnosis; using the actual words 'dementia' or 'Alzheimer's disease' when talking to the patient; and exploring what the diagnosis means to the patient. We conducted a questionnaire survey of older peoples' mental health teams (MHTs) based upon theoretical constructs from the Theory of Planned Behaviour (TPB) and Social Cognitive Theory (SCT) and used the findings to identify factors that predicted mental health professionals' intentions to perform each behaviour. We selected behaviour change techniques likely to alter these factors. Results: The change techniques selected were: persuasive communication to target subjective norm; behavioural modelling and graded tasks to target self-efficacy; persuasive communication to target attitude towards the use of explicit terminology when talking to the patient; and behavioural modelling by MHTs to target perceived behavioural control for finding out what the patient already knows or suspects and exploring what the diagnosis means to the patient. We operationalised these behaviour change techniques using an interactive 'pen and paper' intervention designed to increase intentions to perform the three target behaviours. Conclusion : It is feasible to develop an intervention to change professional behaviour based upon theoretical models, empirical data and evidence based behaviour change techniques. The next step is to evaluate the effect of such an intervention on behavioural intention. We argue that this approach to development and reporting of interventions will contribute to the science of implementation by providing replicable interventions that illuminate the principles and processes underlying change.This project is funded by UK Medical Research Council, Grant reference number G0300999. Jeremy Grimshaw holds a Canada Research Chair in Health Knowledge Transfer and Uptake. Jill Francis is funded by the Chief Scientist Office of the Scottish Government Health Directorate. The views expressed in this study are those of the authors

Galaxy Zoo:reproducing galaxy morphologies via machine learning

We present morphological classifications obtained using machine learning for objects in SDSS DR6 that have been classified by Galaxy Zoo into three classes, namely early types, spirals and point sources/artifacts. An artificial neural network is trained on a subset of objects classified by the human eye and we test whether the machine learning algorithm can reproduce the human classifications for the rest of the sample. We find that the success of the neural network in matching the human classifications depends crucially on the set of input parameters chosen for the machine-learning algorithm. The colours and parameters associated with profile-fitting are reasonable in separating the objects into three classes. However, these results are considerably improved when adding adaptive shape parameters as well as concentration and texture. The adaptive moments, concentration and texture parameters alone cannot distinguish between early type galaxies and the point sources/artifacts. Using a set of twelve parameters, the neural network is able to reproduce the human classifications to better than 90% for all three morphological classes. We find that using a training set that is incomplete in magnitude does not degrade our results given our particular choice of the input parameters to the network. We conclude that it is promising to use machine- learning algorithms to perform morphological classification for the next generation of wide-field imaging surveys and that the Galaxy Zoo catalogue provides an invaluable training set for such purposes

Joint degrees and engaging with a Europe of Knowledge: lessons from a UK perspective of a challenging collaborative endeavour

International joint degrees offer the possibility of internationalising the curriculum, enhancing intercultural skills for both staff and students and enhancing global job opportunities. This paper examines the challenges for staff and institutions engaging in developing a ‘Europe of Knowledge’ by offering a suite of international joint degree programmes in the business area. This case study of staff perspectives and quality assurance assessment of joint degrees offers insights into the challenges and the lessons that can be learned and the lived reality of this type of international curriculum development from the practitioner perspective.Keywords: international joint degrees, international collaboration, Bologna Process, international quality assuranc

Developing relationality and student belonging: the need for building cosmopolitan engagement in undergraduate communities

This paper addresses evidence that developing a sense of belonging for students from different ethnic groups impacts on their engagement. It notes previous findings that in universities habits of coexistence may present barriers to the development of relationships and the sense of student belonging. The paper proposes that cosmopolitan engagement offers a frame for considering the experience of cultural difference in the classroom. It stresses the importance of relationality and communication. The research, involving students undertaking business and science programmes in two culturally similar post-92 London universities, sought to develop a better understanding of how students in London engage with higher education, their learning and with cultural others and the impact on their learning of differing communication patterns. The study finds that students often feel distant from their tutors and afraid to ask for further explanation. Instead, they rely on a circle of friends to provide support and clarification. Students identified the development of agency through engaging with others from different cultures. Engagement in practical collective tasks such as forensic lab work seems to have the potential to encourage communication across cultures, but observation suggested that the students tended to self-segregate. The article concludes that there cannot be a presumption of cosmopolitan engagement. Rather universities need to develop strategies for improving communication between students and staff and between students of different cultural backgrounds

Galaxy Zoo: Passive Red Spirals

We study the spectroscopic properties and environments of red spiral galaxies found by the Galaxy Zoo project. By carefully selecting face-on, disk dominated spirals we construct a sample of truly passive disks (not dust reddened, nor dominated by old stellar populations in a bulge). As such, our red spirals represent an interesting set of possible transition objects between normal blue spirals and red early types. We use SDSS data to investigate the physical processes which could have turned these objects red without disturbing their morphology. Red spirals prefer intermediate density regimes, however there are no obvious correlations between red spiral properties and environment - environment alone is not sufficient to determine if a spiral will become red. Red spirals are a small fraction of spirals at low masses, but are a significant fraction at large stellar masses - massive galaxies are red independent of morphology. We confirm that red spirals have older stellar popns and less recent star formation than the main spiral population. While the presence of spiral arms suggests that major star formation cannot have ceased long ago, we show that these are not recent post-starbursts, so star formation must have ceased gradually. Intriguingly, red spirals are ~4 times more likely than normal spirals to host optically identified Seyfert or LINER, with most of the difference coming from LINERs. We find a curiously large bar fraction in the red spirals suggesting that the cessation of star formation and bar instabilities are strongly correlated. We conclude by discussing the possible origins. We suggest they may represent the very oldest spiral galaxies which have already used up their reserves of gas - probably aided by strangulation, and perhaps bar instabilities moving material around in the disk.Comment: MNRAS in press, 20 pages, 15 figures (v3

Appropriate disclosure of a diagnosis of dementia : identifying the key behaviours of 'best practice'

Background: Despite growing evidence that many people with dementia want to know their diagnosis, there is wide variation in attitudes of professionals towards disclosure. The disclosure of the diagnosis of dementia is increasingly recognised as being a process rather than a one-off behaviour. However, the different behaviours that contribute to this process have not been comprehensively defined. No intervention studies to improve diagnostic disclosure in dementia have been reported to date. As part of a larger study to develop an intervention to promote appropriate disclosure, we sought to identify important disclosure behaviours and explore whether supplementing a literature review with other methods would result in the identification of new behaviours. Methods: To identify a comprehensive list of behaviours in disclosure we conducted a literature review, interviewed people with dementia and informal carers, and used a consensus process involving health and social care professionals. Content analysis of the full list of behaviours was carried out. Results: Interviews were conducted with four people with dementia and six informal carers. Eight health and social care professionals took part in the consensus panel. From the interviews, consensus panel and literature review 220 behaviours were elicited, with 109 behaviours over-lapping. The interviews and consensus panel elicited 27 behaviours supplementary to the review. Those from the interviews appeared to be self-evident but highlighted deficiencies in current practice and from the panel focused largely on balancing the needs of people with dementia and family members. Behaviours were grouped into eight categories: preparing for disclosure; integrating family members; exploring the patient's perspective; disclosing the diagnosis; responding to patient reactions; focusing on quality of life and well-being; planning for the future; and communicating effectively. Conclusion: This exercise has highlighted the complexity of the process of disclosing a diagnosis of dementia in an appropriate manner. It confirms that many of the behaviours identified in the literature (often based on professional opinion rather than empirical evidence) also resonate with people with dementia and informal carers. The presence of contradictory behaviours emphasises the need to tailor the process of disclosure to individual patients and carers. Our combined methods may be relevant to other efforts to identify and define complex clinical practices for further study.This project is funded by UK Medical Research Council, Grant reference number G0300999