Examining the Challenges Faced by International Women with Preschool Children Studying for a Postgraduate Built Environment Degree in the UK

This article examines the academic experiences of five mid-career female international students who were parents of preschool children. These women were studying on a 1-year Built Environment master’s degree in the United Kingdom. We applied Tinto’s “sense of belonging” as a theoretical framework to interview women who were studying full time while caring for a preschool-age child or children. Results revealed stresses arising from balancing the academic demands of a 1-year full-time degree with childcare, compounded by a lack of appropriate support from the university. Although universities in general were viewed as offering a welcoming environment, this group of students often felt disappointed with their experience overall. Strategies for addressing identified barriers are proposed that contribute to widening existing university policies to address the specific needs of full-time international student parents

The nursing work environment and quality of care: Content analysis of comments made by registered nurses responding to the Essentials of Magnetism II scale

Aim: To report a qualitative study of themes Registered Nurses raised spontaneously about their work environment, in a cross‐sectional survey study when responding to the Essentials of Magnetism II (EOMII) scale. Design: Qualitative descriptive survey. Methods: At the end of the EOMII scale, a free form text section was included asking nurses to add comments about their ward/work environment. Of the 247 nurses who completed the EOMII scale, 30% (N = 75) provided comments. Inductive content analysis was used to analyse the textual information generated. Results: Three key themes emerged: “nurses need nurses to nurse”; working as a team and workplace environment. Participants described issues they were facing which comprised high turnover rates, inadequate staffing levels, increasing workload and high stress levels. Particular attention was drawn to the role of the ward manager in promoting a positive work environment, good teamwork and quality patient care

Registered nurses' perceptions and experiences of autonomy: a descriptive phenomenological study

Background Professional autonomy is a key concept in understanding nurses’ roles in delivering patient care. Recent research exploring the role of autonomy in the nursing work environment indicated that English and American nurses had differing perceptions of autonomy. This qualitative study aimed to explore the understanding and experiences of autonomy of nurses working in England. Methods A descriptive phenomenological analysis of data from 48 semi-structured interviews with registered nurses from two National Health Service (NHS) hospitals (purposive sample) was used to explore the concept of autonomy. Results Six themes were identified: working independently; working in a team; having professional skills and knowledge; involvement in autonomy; boundaries around autonomy; and developing autonomy requires support. A key finding was that nurses related autonomy to their clinical work and to the immediate work environment of their ward, rather than to a wider professional context. Nurses also perceived that autonomy could be turned off and on rather than comprising an integrated aspect of nursing. Conclusions Findings suggest that nurses in England, as framed by the sample, had a local ward-focused view of autonomy in comparison to nurses in America, who were reported to relate autonomy to a wider involvement in hospital level committees. Findings further indicate that autonomy was practiced occasionally, rather than incorporated into practice. Findings highlight the need for nurses in England to adopt a broader perspective and actively contribute to writing hospital guidelines and policies that recognise the importance of autonomy to nurse training and practice

Understanding change: lessons for school leaders

There is no getting away from change — it is an inescapable part of educational life. The role of the School Leader is critical in managing this process effectively. In the main, however, their expertise lies in managing change in relation to the curriculum and pedagogy. They often only have a superficial understanding of the psychology and dynamics of supporting their key resource, their staff, through this process of change in the strive for school improvement. Stress is a by-product of change, and institutions deal with it in a range of ways. During high profile change, the School Leader themselves can become vulnerable. An important issue for discussion is whether anyone supports them during this period of change. Who minds the minders? This paper will examine the inter-relationship between the key players and the impact of change on staff, the barriers to change and lessons to be learnt

Evolving headship : developing from novice to expert practitioner

Even when newly appointed to their first Headship, School Leaders are expected to 'hit the ground running'. There is an expectation that they will have the necessary skills, experience, and professional judgement to manage their staff and school effectively, leading their institution through change, inspection and delivering ever higher standards. How does a School Leader acquire and develop the high level professional competences required to manage a complex organisation at the outset of their career? This paper explores the contribution of Critical Incidents in supporting development and evolution of School Leaders from novice to expert practitioner, and implications for their Continued Professional Development

Pushing back the boundaries: the case for advanced professional development

The advanced professional development of experienced educationalists is seen as an entitlement that is critical in an evolving knowledge-based society. It is proposed that the best professional development is underpinned by the principles of the educator as a ‘reflective practitioner’ and as a ‘creator of knowledge’, enabling the evolution from novice to expert practitioner and demonstrating institutional impact. Contribution to the evidence-base of the profession through empirical research is seen as an essential part of advanced professional development, however because of poor dissemination, this research remains an underused resource

Hitting the Ground Running: Helping International Master’s Students to Succeed in Higher Education

This essay examines potential barriers to the academic success of international master’s students studying in higher education in the UK and identifies key elements that draw together university policy and culture and classroom practice to enable this group of students to ‘hit the ground running’. These barriers are viewed through the lens of academic shock and academic integrity. Key themes are discussed including the importance of factors such as language barriers, misunderstandings, and anxiety, as well as the importance of providing clear definitions of what constitutes academic integrity violations in UK universities. The timeframe of one academic year, in which full-time international master’s students are required to acquire new knowledge and skills often impedes the successful completion of early assignments set during their first term. Solutions for addressing these barriers are proposed and aimed at supporting the achievement of international master’s students

Body talk in medical humanities, whose language?

This exciting book draws on the insight and experience of 21 medical practitioners and researchers in the wider field of the medical humanities to ask fundamental questions related to illness, bodily experience, the experience and role of medical and healthcare professionals, and the contribution of language and communication to enable understanding. It opens up a range of conversations, reflections and research to present an innovative approach to the field of body studies, investigating complex questions that are associated with self and body and medical and healthcare professionals who work with bodies that are ill. Areas of pain, disability, vulnerability, life experienced through chronic conditions and the insights of listening to the ill and the dying are examined within the individual contributions. The chapters explore a range of key spaces, gaps and tensions between talk and bodies, from embodied experiences and patient-doctor relationships to negotiating institutional constraints and reading, looking and enacting as methods of improving intersubjective, relational and ethical practices

Fresh Start: a model for success and sustainable change

This article examines the rationale and debate of the ‘Fresh Start’ schools policy introduced by the New Labour Government in 1997 as a vehicle for improvement in schools that historically had been classified as ‘failing’. Underpinning the policy is the assumption that Fresh Start can act as a catalytic agent of positive change to performance, school cultures and the school community. Dr Matthews’ involvement with the case study primary school began when she became a governor four months after the school received its new Fresh Start status in May 2000

Learning sustainability at the Barefoot College: local and global community values in action

This article investigates learning sustainability at the Barefoot College, identifying potential replicability and relevance for other contexts. Background Government statistics in India, suggest that some 32 million children have no access to education, especially in rural areas. Despite initiatives, 80% mainly from lower castes and deprived backgrounds, have never attended school. Operating across many villages, the ‘Barefoot College’ (BFC) is a mature non-government organisation (NGO) centred on Tilonia, in Northern Rajasthan. Here, poverty is so extreme that children can be sold into textile factories because parents cannot afford to feed them. However, skills learned at BFC such as conserving fossil fuels and water, how to vote, literacy and health practices, improve local lives immeasurably and benefit the planet. The research question (RQ) examines the key characteristics and impact of learning sustainability in this environment. The lead author was astonished by the depth and beauty of how teachings of semi-literate women, teachers and children have generated a living, breathing sustainable community. Method This research used an education case study methodology comprising multiple nested cases. Narratives of three key BFC project cases, the solar panel mamas, the Barefoot health and social workers and the children’s Night Schools, contextualise participant interviews that enable individual voices and experiences to emerge. Strategies aligned with a feminist standpoint approach enhance rigour and trustworthiness, systematically comparing qualitative data initiated in 2012 across semi-structured interviews, observations, and photographs. We found two key themes: dealing with on-the-ground inequality and practices of teaching and learning, together with five subthemes. These are in turn examined within a global sustainability-based framework to evaluate and characterise of BFC learning sustainability and sustainable leadership. Results The research finds that learning sustainability at BFC contains novel key elements that are scalable and transferable. Meticulous joined-up-thinking underpins the BFC projects. Participants’ words confirm local and global relevance. Mapping learning sustainability in practice confirms individual self-actualisation and community agency through transformative education with impact. Individual and organisational adaptability are evidenced through individuals’ transformation into community leaders. Conclusion The Global North has a lot to learn from the BFC, where learning sustainability is deeply embedded in belonging to the community. Bottom-up leadership through active participation and democracy empowers all community members, instilling pride in the Barefoot ethos. In this difficult environment, locally rooted projects nurture the ecological commons including rainwater harvesting and reducing fossil fuels. Projects enable traditions and clean technologies to flourish, whilst strengthening individual and community belonging and identity