Silence is golden: using ‘safe words’ to promote research student ownership in supervisory meetings

The quality of supervisory relationships has a significant impact on research students’ ability to successfully attain their goals. One risk factor is contrasting expectations of the role of the supervisory team. We report a case where we became aware firstly, that a student may have different expectations to us (as supervisors) relating to the level of independence that we expected from them and secondly, that we had unwittingly enabled a passive approach which masked the student’s ability. We subsequently describe a strategy we developed, based on the use of ‘safe words,’ for ensuring that the student’s contributions took centre stage during supervisory meetings. Also considered is how this practice allowed us to make a more accurate assessment of their abilities as well as enabling us to form recommendations to help the student develop their ideas more independently

Student experience of gamified learning: a qualitative approach

Student engagement and student outcomes in Higher Education continue to be the subject of academic concern, and thus receive research attention. To address these concerns, we aim to explore the use of gamification to enhance student engagement, and thereby improving student learning and performance. Gamification represents the use of game elements to enhance engagement in activities such as learning.  This paper highlights the use of game elements such as: leader boards, scores for activities, and multiplayer (group) activities.  The paper does this by exploring students’ learning journeys, as well as their experience of modules in which gamification had been introduced. Group-based competitive activities were introduced to modules undertaken by business students, student nurses, and paramedic students.  Students undertaking these modules were invited to participate in semi-structured interviews.  Twelve students drawn from the three disciplines took part in these semi-structured interviews, which were digitally recorded to enable production of accurate transcripts. Thematic analysis was used to identify key themes from the interviews. To explain student responses and their learning experience, four themes were developed; challenge, difference, group processes, and competition. Students often presented themselves as enjoying challenge, although this was sometimes contrasted with enjoyment of ‘easy’ activities.  Challenge was presented not only as a motivational factor, but also sometimes as a barrier to success.  This sense of challenge was often conceptually linked to students’ perception of difference within their gamified learning, which was pedagogically distinct from their typical learning experience.  Most, but not all, expressed positive views of this difference.  As with the theme of challenge, discussion of difference could be both positive and negative.  Participants highlighted competition as a positive factor.  The competition between groups influenced some group processes.  Some students noted previous challenges involved in group-work, such as unequal work distribution.  Participants observed the potential for intra-group friction, while identifying the positive learning outcomes of group work.  Taken together, the analysis suggests that competitive group work is a beneficial strategy for enhancing student engagement and performance

Why we can't help working when ill: the perverse causes of presenteeism in the UK, with a focus on prison officers and academics

The term ‘presenteeism’ refers to situations where employees continue to attend work while they are sick. In this report we look at why absenteeism policies can encourage presenteeism and how presenteeism presents in two working populations: UK prison officers and UK academics

Work-related wellbeing in UK prison officers: a benchmarking approach

Purpose-The purpose of this paper is to examine the well-being of UK prison officers by utilising a benchmarking approach. Design/methodology/approach-The Health and Safety Executive (HSE) Stress Indicator Tool is widely used in the UK to assess key psychosocial hazards in the workplace encompassing demands, control, support from managers and co-workers, relationship quality, role and change management. This study utilises this approach to examine the extent to which a sample of UK prison officers meets the HSE recommended minimum standards for the management of work-related well-being. Levels of mental health and job satisfaction in the sector are also assessed using measures with extensive occupational norms. The psychosocial hazards that make the strongest contribution to mental health and job satisfaction are also considered. Findings-Respondents reported lower levels of well-being for all of the hazard categories than recommended. Moreover, mental health and job satisfaction were considerably poorer among prison officers than other occupational groups within the emergency and security services in the UK. Considerable variation was found in the psychosocial hazards that predicted mental health and job satisfaction. Practical implications-The high levels of stressors and strains experienced by UK prison officers gives serious cause for concern. Priority areas for interventions to enhance well-being in the sector are considered and areas for future research discussed. Originality/value-This study highlights the wide-ranging benefits of a benchmarking approach to investigate work-related stressors and strains at the sector level

“When are you coming back?” Presenteeism in UK Prison Officers

Presenteeism has negative implications for staff wellbeing and the safety of prisons, but little is known about its prevalence and causes.  This mixed-methods study examines these issues among 1,682 UK officers. Most respondents (84%) reported working while sick at least sometimes, with 53% always doing so. Six linked themes were identified that underpinned presenteeism in the prison sector: punitive absence management systems; pressure from management; short-staffing and fear of letting colleagues down; job insecurity; fear of disbelief and shaming; and duty and professionalism. The implications of presenteeism for the health and job performance of prison officers are considered.

Job demands, resources and mental health in UK prison officers

Background: Research findings indicate that working as a prison officer can be highly stressful, but the aspects of work that predict their mental health status are largely unknown. Aims: To examine, using elements of the demands-resources model, the extent to which work pressure and several potential resources (i.e. control, support from managers and coworkers, role clarity, effective working relationships and positive change management) predict mental health in a sample of UK prison officers. Methods: The Health and Safety Executive Management Standards Indicator Tool was used to measure job demands and resources. Mental health was assessed by the General Health Questionnaire-28. The effects of demands and resources on mental health were examined via linear regression analysis with GHQ score as the outcome. Results: The study sample comprised 1,267 prison officers (86% male). 74% met ‘caseness’ criteria for mental health problems. Job demands, poor interpersonal relationships, role ambiguity and, to a lesser extent, low job control and poor management of change were key predictors of mental health status. Conclusions: The findings of this study can help occupational health practitioners and psychologists develop structured interventions to improve wellbeing among prison officers

The Impact of Linguistic Form of Labels on Desire for Social Distance in Mental Health

The American Psychological Association, among other influential bodies, make recommendations on language for describing people with mental health conditions. The present studies test the impact of the recommended language on stigma. In Study 1, participants (n = 294) were asked to complete measures of desire for social distance from individuals given a diagnostic label in either person-first possessive, identity-first noun, or identity-first adjective forms. Familiarity with the diagnoses was considered as a potential influence on the outcome. The 3*2 (linguistic form * experience) factorial design was repeated for three diagnoses - schizophrenia, anorexia and alcoholism. In Study 2, the research was replicated with a sample recruited from the UK population via social media (n = 230). Factorial ANOVA was used for analysis. In contrast with previous literature, the studies found neither an effect of linguistic form (hypothesis 1) nor an interaction effect with familiarity (hypothesis 2). Research on this topic is in an early stage and, above all, it remains important to use language, which shows respect when talking to or about others

Changes in total and functional bacterial genera following biochar application to planted soil

Biochar has the recognized potential to sequester carbon, facilitate contaminant amelioration and enhance agricul-tural crop yield. Different types of biochar have different impacts on ecosystems, and those that are produced locally, relative to where they will be used, are considered more sustainable. It is important, therefore, to determine how the locally produced biochars affect total and functional microbial communities, especially in agronomic contexts. In this study we tested the hypotheses that biochar augmentation would: (1) increase plant yield; and (2) differentially affect total and functional microbial community composition and structure in bulk vs. rhizosphere (Trifolium pratense) soils. Triplicate randomised seedling cells of a 5% (w/w) mixture of sandy clay loam soil (26% clay, 21% silt and 53% sand), with/without locally-produced mixed broadleaf forestry biochar, and with/without 0.1 g clover seeds, were sampled destructively at 2-week intervals for 8 weeks post clover germination. Microbial DNA of bulk and T. pratense rhizos-phere soils were analysed with next-generation sequencing of the 16S rRNA gene. The results showed a statistically significant increase in plant biomass in response to biochar addition correlating to increased abundances of Armati-monadetes and Bacteroidetes specifically in the rhizosphere. Although no significant change in overall alpha diversity was observed, significant changes in abundance at the genus level were recorded particularly in the presence of biochar for a number of recognised nitrogen-fixing and plant growth-promoting bacteria, including those capable of indole acetic acid (IAA) production, plant disease suppression and degradation of toxic compounds. We conclude that although overall soil diversity may not be affected by biochar addition, key genera associated with soil health and nitrogen fixation, such as Pseudoxanthomonas, Variovorax, Pseudonocardia, Devosia, Lysobacter and Hydrogeno-phaga, increased and facilitated plant growth

Understanding students’ motivation towards proactive career behaviours through goal-setting theory and the job demands–resources model

The graduate labour market is highly competitive but little is known about why students vary in their development of employability. This study contributes to the literature by applying goal-setting theory and the job demands–resources model to investigate how motivational processes influence students’ proactive career behaviours. We tested four hypotheses using structural equation modelling and moderation/mediation analysis using a nested model approach; 432 undergraduates from 21 UK universities participated in this cross-sectional study. The results showed that students higher in mastery approach had greater perceived employability mediated by two proactive career behaviours (skill development and network building). Students’ career goal commitment was associated with all four proactive career behaviours (career planning, skill development, career consultation and network building). Students’ academic and employment workloads did not negatively impact their proactive career behaviours. University tutors and career services should therefore encourage students to set challenging career goals that reflect mastery approach