Improved Understanding and Characterisation of Climate Hazards in the UK

This chapter describes new methods and datasets, developed through UK Climate Resilience Programme (UKCR) projects, to better understand climate hazards.We describe projections of hazards using new tools and provide examples of applications for decision-making.Going forward, this new physical and statistical understanding should be incorporated into climate risk assessments

Wicked Problems in Public Policy

This is an open access book. This book offers the first overview of the ‘wicked problems’ literature, often seen as complex, open-ended, and intractable, with both the nature of the ‘problem’ and the preferred ‘solution’ being strongly contested. It contextualises the debate using a wide range of relevant policy examples, explaining why these issues attract so much attention. There is an increasing interest in the conceptual and practical aspects of how ‘wicked problems’ are identified, understood and managed by policy practitioners. The standard public management responses to complexity and uncertainty (including traditional regulation and market-based solutions) are insufficient. Leaders often advocate and implement ideological ‘quick fixes’, but integrative and inclusive responses are increasingly being utilised to recognise the multiple interests and complex causes of these problems. This book uses examples from a wide range of social, economic and environmental fields in order to develop new insights about better solutions, and thus gain broad stakeholder acceptance for shared strategies for tackling ‘wicked problems’

Student Expectations: The effect of student background and experience

CONTEXT The perspectives and previous experiences that students bring to their programs of study can affect their approaches to study and the depth of learning that they achieve Prosser & Trigwell, 1999; Ramsden, 2003). Graduate outcomes assume the attainment of welldeveloped independent learning skills which can be transferred to the work-place. PURPOSE This 5-year longitudinal study investigates factors influencing students’ approaches to learning in the fields of Engineering, Software Engineering, and Computer Science, at two higher education institutes delivering programs of various levels in Australia and New Zealand. The study aims to track the development of student approaches to learning as they progress through their program. Through increased understanding of students’ approaches, faculty will be better able to design teaching and learning strategies to meet the needs of an increasingly diverse student body. This paper reports on the first stage of the project. APPROACH In August 2017, we ran a pilot of our survey using the Revised Study Process Questionnaire(Biggs, Kember, & Leung, 2001) and including some additional questions related to student demographics and motivation for undertaking their current program of study. Data were analysed to evaluate the usefulness of data collected and to understand the demographics of the student cohort. Over the period of the research, data will be collected using the questionnaire and through focus groups and interviews. RESULTS Participants provided a representative sample, and the data collected was reasonable, allowing the questionnaire design to be confirmed. CONCLUSIONS At this preliminary stage, the study has provided insight into the student demographics at both institutes and identified aspects of students’ modes of engagement with learning. Some areas for improvement of the questionnaire have been identified, which will be implemented for the main body of the study