The use of electronic voting systems in lectures within business and marketing: a case study of their impact on student learning

This article presents a case study of the impact on student learning of introducing an electronic voting system (EVS) into large‐group lectures for first‐year undergraduate students undertaking degrees in marketing and business systems. We discuss the potential for using EVS‐style interactive lectures in marketing and business programmes. We then describe how we planned the session and selected and implemented the EVS system. We go on to present an evaluative research project, which was undertaken on the innovation using case‐study methodology, and assess its impact on student learning. Data for the evaluation were collected through questionnaire and focus groups with a sample of students. The data were analysed using thematic analysis. The findings show how students perceived the use of EVS in large lectures and how their learning was affected. A ‘three‐fold typology’ emerged that explains how students related to the EVS and how their perceptions of EVS changed over time. The discussion links these findings to the literature on different paradigms of learning and teaching, using Renshaw’s framework, and examines how the EVS‐style lectures promote deep and active learning within the constructivist, social constructivist and metacognitive learning paradigms identified in Renshaw’s model. The conclusions show how the use of a user‐friendly EVS in large lectures motivates students, develops students’ cognitive and social learning skills, and improves learning effectiveness

Social, citizenship, social policy and refugee integration: a case of policy divergence in Scotland

The relationship between Holyrood and Westminster is an evolving one where there is some evidence of policy divergence. Underpinning policy approaches are different views of social citizenship, with the Holyrood approach maintaining elements of the post-1945 welfare settlement. The place of refugees and asylum seekers within these differing approaches is currently underexplored. This article looks at the Scottish and UK Governments’ views of social rights and how they apply to asylum seekers and refugees. It suggests that despite refugee ‘policy’ being at least partly reserved, the Scottish Government has been able to take a different approach from that of Westminster, an approach underpinned by these differing welfare outlooks

Education as Re-Embedding: Stroud Communiversity, Walking the Land and the Enduring Spell of the Sensuous

How we know, is at least as important as what we know: Before educationalists can begin to teach sustainability, we need to explore our own views of the world and how these are formed. The paper explores the ontological assumptions that underpin, usually implicitly, the pedagogical relationship and opens up the question of how people know each other and the world they share. Using understandings based in a phenomenological approach and guided by social constructionism, it suggests that the most appropriate pedagogical method for teaching sustainability is one based on situated learning and reflexive practice. To support its ontological questioning, the paper highlights two alternative culture’s ways of understanding and recording the world: Those of the Inca who inhabited pre-Columbian Peru, which was based on the quipu system of knotted strings, and the complex social and religious system of the songlines of the original people of Australia. As an indication of the sorts of teaching experiences that an emancipatory and relational pedagogy might give rise to, the paper offers examples of two community learning experiences in the exemplar sustainable community of Stroud, Gloucestershire in the United Kingdom where the authors live

Methodological challenges for collaborative learning research

Research on collaborative learning, both face-to-face and computer-supported, has thrived in the past 10 years. The studies range from outcome-oriented (individual and group learning) to process-oriented (impact of interaction on learning processes, motivation and organisation of collaboration) to mixed studies. Collaborative learning research is multi-disciplinary. This introduces a multitude of theoretical accounts for collaborative learning, accompanied by a broad spectrum of methods to study processes and outcomes of collaboration. This special issue will provide an overview of methods that are at the core of current research effort, but also identifies opportunities and problems to sensibly combine methods into mixed method approaches

'A Deep Trade Agenda': The convergence of trade and Fundamental Rights

A key feature of the latest EU trade negotiations was the pursuance of a “deep trade agenda” for “deep integration” with the trade partners. The concept of “deep” has yet remained unexplored from a fundamental rights perspective. The central question of this chapter asks how a methodological framework of “convergence” can help the exploration and understanding of “deepness of fundamental rights” in the new generation of EU trade agreements. Using the Civil Society Forum under CETA as a case-study, the chapter argues that while convergence can justify the targeting of certain analytical elements as opposed to others, its usefulness remains limited for more normative explorations