Student Teaching and Learning Consultants: developing conversations about teaching and learning

This paper outlines a model for students and staff working in partnership to enhance teaching and learning and describes the role of the Student Teaching and Learning Consultant. The background, structure and process of the scheme are presented. Training activities were designed to develop students’ confidence in their perspectives, in order to enable them to act as partners in dialogue; such dialogue was to be focused on discussing teaching and learning practice rather than solving problems and offering solutions. One of the Student Consultants reflects on her experience of taking part, including her view of how the Student Consultant role differs from that of a Course Representative in terms of their work with staff

Using SimVenture in Veterinary Practice

A case study from the Developing Enterprising Students project, a strategic teaching and learning project at the University of Huddersfield. The case study is based on an interview with Cathy Coates, Teaching Fellow at the University of Bristol on 25th June 2014

Using SimVenture in Information Systems

A case study from the Developing Enterprising Students project, a strategic teaching and learning project at the University of Huddersfield. The case study is based on an interview with Ms Jyoti Bhardwaj (17th June 2014) and a 2011 case study from the Learning, Teaching and Assessment Strategy and Resource Bank at Edinburgh Napier University written by Ms Jyoti Bhardwaj. Ms Jyoti Bhardwaj is a Lecturer and Teaching Fellow in the area of Information System at the School of Computing, Edinburgh Napier University and she has been using SimVenture since 2009/2010

Using SimVenture in Business Management

A case study from the Developing Enterprising Students project, a strategic teaching and learning project at the University of Huddersfield. This case study is based on a 2011 paper by Dina Williams, who was a Senior Lecturer in Entrepreneurship, Department of Strategy & Marketing at The Business School, University of Huddersfield. The paper ‘Impact of Business Simulation Games in Enterprise Education’ was presented at the 2010 University of Huddersfield Annual Learning and Teaching Conference

Using SimVenture in Fashion and Textiles

A case study from the Developing Enterprising Students project, a strategic teaching and learning project at the University of Huddersfield. The case study is based on an interview with Jo Conlon, Senior Lecturer in the Department of Design, School of Art, design and Architecture at the University of Huddersfield on 10 June 2014

Using SimVenture in Computer Science & Information Systems Management

A case study from the Developing Enterprising Students project, a strategic teaching and learning project at the University of Huddersfield. The case study is based on an interview with Helen Southall, Senior Lecturer in the department of Computer Science and Information Systems on 22 July 2014

Evaluating use of the SimVenture computer-based business simulation

Objectives The paper evaluates the impact of one of the market-leading computer-based start-up business simulations – SimVenture – using a version of the Rugby Team Impact Framework (RTIF; e.g. Bromley et al., 2012) adapted by the authors for use within an enterprise education context. Four case studies of the use of SimVenture in non-Business School subjects in Higher Education in the UK are described and analysed using the RTIF. Prior Work A survey of entrepreneurship education programmes conducted in 2006 by McKeown et al. concluded that delivery methods proved to be more traditional than anticipated, with few instances of action learning or the use of technology to support learning. Serious games, including business computer-based business simulations, have the potential to support learning by doing (Williams 2011, QAA 2012, Lopes et al. 2013), and have been shown to develop a range of skills including those described as necessary for the 21st Century (Romero et al., 2015). There are, however, few examples in the literature evaluating student-focused impact of business simulations in non-Business School subjects. With increasing calls to spread enterprise and entrepreneurship education to all (Anderson et al, 2014; Young, 2014), can serious games and business simulations such as SimVenture provide an effective solution? Approach Four undergraduate programmes in a range of non-Business subject areas (including computing and information systems; fashion and textiles; and veterinary practice) were selected for in-depth interviews following a literature review and web-based desk exercise to identify examples of practice. Case studies were produced exploring why SimVenture was chosen for use with students; how it was used (make-up of student cohort; size of working groups; number of sessions and over what time period, etc.); how learning was assessed; evaluation of learning and process; and lessons learned by the educator. The impact of SimVenture on student behaviour, learning, and longer term outcomes was analysed using the RTIF. Results The RTIF proved a useful tool for assessing the impact of SimVenture. All case studies reported positive outcomes for students with evidence of increased business and finance knowledge, skills development, and a wider appreciation of career options. Improved attendance and retention rates as a direct result of using SimVenture were also reported at one institution. Suggestions for practice are presented using the case study examples. Implications The results of the research suggest that serious games, in this case business simulations (using SimVenture as a specific example) can have positive outcomes on the student experience and business skills development through learning by doing. Value The paper contributes to the literature on use of computer-based business simulations, providing specific examples of practice that can be used by academics looking to embed enterprise and entrepreneurship education in non-Business subject-specific curricular. It also introduces an adapted framework which can be used to evaluate the impact of enterprise and entrepreneurship education programmes

Publishing undergraduate research: linking teaching and research through a dedicated peer reviewed open access journal

In 2015, the University of Huddersfield Press launched Fields: the journal of Huddersfield student research. The journal was developed with two key purposes: ensuring that high quality student research was made available to a broader audience and inspiring students to work to the highest standards by considering the potential of their work for impact in the wider world. The existing literature is reviewed regarding the growth of student research journals, as well as some of the benefits these journals can offer to students. The institutional rationale for Fields is outlined and the process of setting up a multidisciplinary open access student research journal is discussed. The outcomes of an evaluation are presented with particular focus to lessons learned and future developments to improve support for authors. The experience of the project team will be useful to universities and university presses considering strategies for supporting students to develop research for publication/dissemination

Inspirational Teaching: Beyond Excellence and Towards Collaboration for Learning with Sustained Impact

Within higher education, there is a continued focus on teaching quality, with teaching excellence often linked to the idea of engaging and motivating students. This article examines the concept of ‘inspirational’ teaching, going beyond notions of excellent teaching, and proposes that inspirational teaching is defined by being transformational in the sense that it has a sustained positive impact on student learning. By exploring current literature on inspirational teaching, including some literature on teaching excellence, four overarching themes are identified as constituents of inspirational teaching: knowledge and passion for the subject, understanding learning and knowledge, constructive and challenging learning environment and students as individuals, partners and colleagues. The practices of the inspirational teachers presented are characterised by their focus on student learning rather than teacher performance and so indicate that inspirational teaching is an outcome that cannot be reduced to a set of characteristics or practices. Finally, we conclude that collaborative and scholarly relationships between students and teachers underpin these four themes and are central to creating inspirational learning experiences