Integrative Reviewing for exploring complex phenomena

Integrative Reviews go beyond traditional boundaries of systematic reviewing by welcoming experts as valid sources of evidence and as providers of continuous data collection and synthesis • Development of a robust Integrative Review (IR) protocol is crucial for preserving confidence in the process and quality assurance • IRs are characterised by an underpinning positivist ontology, acknowledging that certain sources of evidence can be treated as real; yet IR furthers that position by acknowledging that such reality is socially constructed, thus allowing a more fluid epistemology to emerge, more aligned to a post-positivist perspective. This aligns IR processes with a Critical Realism traditio

The impact of extended shifts on strain‐based work–life conflict: A qualitative analysis of the role of context on temporal processes of retroactive and anticipatory spillover

Twelve‐h shifts can facilitate 24‐h service provision and are often implemented in pursuit of financial goals. Existing evidence on the benefits of extended shifts is mixed. This study examines the impact of extended shifts on employee strain in a large mental healthcare organisation in England. Semi‐structured interviews were conducted with nurses and healthcare assistants at 6 and 12 months intervals(n=70). Findings illustrate how extended shift patterns have a profound negative effect on high demands already confronting mental health staff, shaping spillover of strain. Analysis contributes to development of strain‐based work–life conflict theory by conceptualising spillover as temporal and iterative. We argue theory should differentiate between retroactive (backward facing) and anticipatory (forward facing) spillover processes. Using context as a lens and identification of new dimensions to strain‐based spillover aids interpretation of differential effects of extended shifts across settings. The study discusses implications for organisations, recovery and scheduling of shift work

Mini-museums as a nexus for storytelling and pedagogy

The Centre for Research into Education, Creativity and the Arts through Practice (RECAP) is a unique hub, specialising in practice-based research and focusing on creativity, learning and the arts in professional, educational contexts.This research project aimed to explore the potential of storytelling pedagogies in educational settings, and to assess the feasibility of creating mini-museums in schools. Through the involvement of two primary schools in the Northwest of England, the project was able to collect primary data and refine plans for the introduction of artefacts and storytelling methods in other schools. The research assistants conducted interviews and used the 'Crazy 8' sketching technique to collect information about typical users, preferred type of product, preferences regarding colour schemes and visual design, typical contents, accessibility aspects, access and security issues, and other requirements specific to the school

Setting out the role of feedback in the assessment process through both the student and tutor perspective

Despite assessment and feedback being important elements of the student experience, it is not clear how students connect these two elements together to improve their learning. What are students doing with the assignment feedback that they receive from tutors, and how do they make use of this feedback in their future assessments? A research study was undertaken to deconstruct feedback from the perspective of the tutor giving the feedback and the student receiving the feedback in order to explore the connections that students are able to make between the feedback received and future assessments. Semi-structured interviews were undertaken with tutor and student participants, during which they were invited to articulate their practices and interactions with feedback at each stage of the assessment process. This paper reports on both student and tutor actions at each stage of the assessment process and discusses the implications of these behaviours for enhancing student engagement with feedback

Contribution of social support to employee psychological well-being: an exploratory mixed-methods case study

Stress and mental health issues are now the most common cause of workplace absence. Increasing evidence points to the need for organisations to take steps to enhance well-being at work for employees. Social support has been identified as one key factor affecting employee psychological well-being, however, the definition and conceptualisation of the term continues to be debated. To date, research examining the relationship between social support and well-being at work tends to be predominantly quantitative and to prioritise work-based sources of support above other sources of support. Few workplace interventions aimed at improving employee well-being appear to have a specific focus on enhancing social support. This thesis presents findings from a mixed-methods case study of a large, public sector organisation in Scotland. The study had four phases: an online survey (n=158), semi-structured interviews (n=31), a diary phase (n=11) and a final interview (n=11). Higher levels of social support were associated with a higher level of psychological well-being. Findings highlighted the importance of various work and non-work based sources of social support, such as peer support and support from friends, and various dimensions of support too, such as ‘distant vs. proximal’ support. Potential negative effects of social support were also identified, for example, when perceived as interfering. Women reported higher levels of support and of positive mental well-being than did men. Interview and diary data revealed a range of contextual, organisational and individual factors that affected both access to and availability of social support, and the relationship between social support and employee well-being. Recent organisational changes appeared to be particularly influential. Employee opinion regarding existing organisational well-being initiatives varied on the basis of whether the support was formal or informal and in terms of perceived versus received support. Social support was valued highly by respondents with regard to improving employee well-being. Open and honest communication, physical presence of support and familiarity with context-specific knowledge were of particular pertinence. This thesis contributes to knowledge in three ways. Substantively, the importance of examining social support more holistically is highlighted in order to better understand the relationship between social support and employee well-being. Methodologically, this mixed methods approach proved fruitful in generating a richness and depth of data largely untapped by previous, predominantly quantitative, studies. Finally, the findings have practical implications for HR personnel and policy makers as they offer an insight into the contribution of various sources and dimensions of social support to employee well-being, as understood by employees

Are all students 'hard to reach' in a digital higher education (H.E.) context?

Students entering Higher Education (HE) have high levels of digital capability built on the need to be socially-connected; they should be 'easy to reach’ if thinking about connectivity underpinning the digital age. Yet findings based on commissioned work exploring digital capability and teaching excellence (Austen et al, 2016) indicate that student appraisals of this relationship relate to the logistical benefits of technology rather than to the development of capabilities for professional practice, i.e. the multi-faceted set of academic and information-retrieval skills. Our study highlights a pedagogical challenge in needing to re-frame digital capability for all learners new to HE as this 'hard to reach' phenomenon is maintained by a student focus on technological hygiene factors rather than supported risk-taking

A role for technology in enhancing students’ engagement with feedback

This paper explores the potential of technology-enabled feedback to improve student learning. 'Technology, Feedback, Action!:The impact of learning technology upon students' engagement with their feedback' aimed to evaluate how a range of technical interventions might encourage students to engage with feedback and formulate actions to improve future learning. The study used qualitative methods and worked in partnership with 23 undergraduate students to explore their experiences of receiving different forms of feedback with varying degrees of technical intervention including, but not limited to, electronic feedback with grades withheld, online grade publication, criteria-based feedback and more traditional feedback methods. Through a series of semi-structured interviews student participants were encouraged to articulate their experiences of feedback. The online publication of grades and feedback and the adaptive release of grades were found to significantly enhance students' engagement with their feedback. Data were analysed using a thematic approach and the main themes were used to inform the development of a series of good practice guides. The findings are discussed in the context of current literature. Keywords: Feedback; technology; engagement; reflection; innovatio

Digital capability and teaching excellence: an integrative review exploring what infrastructure and strategies are necessary to support effective use of technology enabled learning (TEL)

This report is set within the evolving landscape of UK Higher Education (HE) in which an increasingly marketised HE economy has led to a changing relationship with students and wider stakeholders. The proposed introduction of the Teaching Excellence Framework (TEF) (Department for Business, Innovation and Skills, 2016) aims to recognise and reward excellent learning and teaching. This integrative review provides timely evidence concerning the relationship of digital capability and teaching excellence. Keywords: teaching excellence, digital capabilit

Using technology to encourage student engagement with feedback: a literature review

This article presents a review of the literature over the past 10 years into the use of technological interventions that tutors might use to encourage students to engage with and action the feedback that they receive on their assessment tasks. The authors hypothesise that technology has the potential to enhance student engagement with feedback. During the literature review, a particular emphasis was placed on investigating how students might better use feedback when it is published online. This includes where an adaptive release technique is applied requiring students to submit an action plan based on their feedback to activate the release of their grade, and electronic generation of feedback using statement banks. Key journals were identified and a snowball technique was used to select relevant literature. The use of technology to support and enhance student learning and assessment is well documented in the literature, and effective feedback practices are similarly well published. However, in terms of the use of technology to support and enhance feedback processes and practices (i.e. production, publication, delivery and students making use of feedback through technology), we found the literature to be limited