Comparing leadership internationally: challenges and reflections

This paper is a co-written paper by five MA Education students at the University of Northampton and James Underwood, Principal Lecturer at the University of Northampton and a PhD student at the University of Cambridge. We are all currently engaged in research that involves comparing aspects of education in the UK with another nation. The research that we are each personally undertaking addresses a range of topics. These all relate to an aspect of education leadership ranging from student leadership to school and university management. There is one common underlying research question which underpins all the studies which is: in what ways has comparison between nations been a valid approach to understanding education and leadership? This question is addressed successively via our individual stories in this paper. This paper is linked to a paper presented in May 2015 at the University of Cambridge entitled: “Breaking boundaries as writers, researchers and me-searchers, the challenges and rewards of completing an MA as a community of practice.” In which we discussed in depth our experience as a research community. This paper has therefore also been informed by a distinct perspective on the nature of Masters’ level study

Catching them is one thing, keeping them is something else: reflections on teaching first year university students

[Abstract]: This paper documents teaching practices that have been identified, by the teaching team, as improving student success rates in a first year tertiary level compulsory subject. Constructivism, scaffolding, social presence and reflective practice are the key concepts which have proved to be successful in transitioning students in this subject to university study. Outcomes have consisted of goal achievement by individual students, increased student retention and success rates

Engineers for the future; accounting for diversity

tailoring engineering and STEM education to meet the needs of all stakeholders. (External Industry requirement) a. Educational institutions must consider an increasingly diverse group of stakeholders, including students, staff, industry, and the wider community. How can educational activities expand our horizons beyond classroom and industry experience

Chinese Expert Consensus on Critical Care Ultrasound Applications at COVID-19 Pandemic

The spread of new coronavirus (SARS-Cov-2) follows a different pattern than previous respiratory viruses, posing a serious public health risk worldwide. World Health Organization (WHO) named the disease as COVID-19 and declared it a pandemic. COVID-19 is characterized by highly contagious nature, rapid transmission, swift clinical course, profound worldwide impact, and high mortality among critically ill patients. Chest X-ray, computerized tomography (CT), and ultrasound are commonly used imaging modalities. Among them, ultrasound, due to its portability and non-invasiveness, can be easily moved to the bedside for examination at any time. In addition, with use of 4G or 5G networks, remote ultrasound consultation can also be performed, which allows ultrasound to be used in isolated medial areas. Besides, the contact surface of ultrasound probe with patients is small and easy to be disinfected. Therefore, ultrasound has gotten lots of positive feedbacks from the frontline healthcare workers, and it has played an indispensable role in the course of COVID-19 diagnosis and follow up

The effect of metacognitive strategy instruction on L2 learner beliefs and listening skills

This pilot study investigated the effect of semester-long strategy-based instruction on learner beliefs and skills in the processing of aural input by adult learners of English as a second language at metacognitive and procedural levels. The study addressed two frequently encountered learner beliefs thought to impede L2 processing of aural input: The little words aren’t important; intonation is merely decorative. Working on the premise that learner beliefs underpin learner strategies for processing aural input and are reflected in learner productive and receptive skills, pre- and post-instruction instruments measured both learners’ awareness of connected speech processes and the functions of intonation, and their ability to segment a continuous speech stream, and to process utterances for speaker intent. Findings using repeated measures analysis of variance support strategy-based metacognitive training in connected speech and stress and intonation to promote listening skills awareness, aid word segmentation, and facilitate understanding utterance content and intended meaning.Published versio

The Faculty Notebook, September 2015

The Faculty Notebook is published periodically by the Office of the Provost at Gettysburg College to bring to the attention of the campus community accomplishments and activities of academic interest. Faculty are encouraged to submit materials for consideration for publication to the Associate Provost for Faculty Development. Copies of this publication are available at the Office of the Provost

Bringing the Outside World In: Using Mixed Panel Assessment of Oral Presentations with Electrical and Electronic Engineering Students

Engineering students have been portrayed as having poor oral communication skills despite oral communication competence being a key factor in future career success. With the aim of equipping students with attributes identified as important for Engineering graduates this paper presents a research project carried out at the University of Nottingham Ningbo China in the Division of Science & Engineering with Electrical and Electronic with undergraduate students, focusing on the use of a mixed specialist and non-specialist audience for students’ end of semester oral presentations assessment. It is known that oral presentations are an important academic genre developing communication skills and confidence in students but it is an area which has been found to be lacking in traditional engineering courses. The innovation of the mixed panel was to help prepare students for life after university by giving them experience of pitching technical material appropriate to the knowledge of the audience, which is something they will have to do when working in companies or on projects. This paper outlines the experience from the perspective of the assessors from different disciplines who were interviewed to determine what they were looking for in the presentations. It will also review the experience of the students themselves, based on a survey which considered the impact the mixed audience had on their presentation preparation in terms of language, presenting skills and content. This innovation in assessment encourages multi-disciplinary thinking in students and the impact of audience on presentation content and delivery is something which could be explored across different academic fields

Navigating global-local tensions in accountability/autonomy policies: Comparative case studies in 'Asian' universities

The twin policy domains of accountability and autonomy have featured in recent education reforms in many countries, signalling new relationships between governments and educational institutions. Despite different national and localised contexts, a number of common 'global' trends have been identified. However, simultaneously context-specific differences are also evident. For us, the concept of 'globalisation', when it implies policy homogenisation, is too blunt an instrument to critically analyse these major reforms. We would argue that there are still too few studies on globalisation processes grounded in detailed examinations of particular historical times and geographical spaces. Our research is located within the tensions between global commonalities and localised differences. This paper reports research on changing accountability and autonomy in higher education in three 'Asian' countries. Empirical data has been collected in the People's Republic of China, Hong Kong and Singapore in an attempt to begin to redress a 'Western' hegemony in such research. Within each national context two different types of universities became case study sites for the analysis of both commonalities and differences in accountability and autonomy policies and practices. The current paper focuses in particular on the conceptual and methodological framings of the research and presents some preliminary findings

ALANZ handbook 2018

Co-edited Handbook for participants at December ALANZ Symposiu

ALANZ handbook

Co-edited Handbook for participants at December ALANZ Symposiu