Transdisciplinarity: towards an epistemology of what matters

This chapter explores the adoption of a transdisciplinary approach to knowledge by a doctor of professional studies research programme at Middlesex University in London. This programme is designed for senior professionals in a range of sectors who wish to bring about change, of varying degrees of magnitude, in practices and attitudes in their contexts. Its research pedagogy combines professional and academic knowledge to meet challenges posed by the temporal limitations of rapidly shifting local and global contexts. It proposes that conceptualising practice, through a transdisciplinary lens, opens up significant possibilities for both articulating and navigating the complexities inherent in any cultural ecology and the positioning of the researcher in that context. This enhances the research process’s potency to influence attitudes, focus and impact including the concept of agential knowing in identifying and attending to what matters

Supporting disabled parents' involvement in their children's education. Good practice guidance for schools

In this guidance you will find the voices of a range of disabled parents describing how good practice in schools has helped them to be involved in their children's education. The guidance is based on the findings of a research project. It is intended for people working in schools, especially heads and teachers seeking to improve parental participation and inclusion. Education policy makers and Inspectorates may find it helpful for informing their reviews of policy and practice. It may also be of interest to disabled parents and the disability voluntary sector. The document contains information about current UK policies on parental involvement and describes the research project which investigated the perceptions of disabled parents. It looks at five different aspects of parental involvement, giving examples of good practice and highlighting suggestions as these emerged from the research project. Key points are summarised in the conclusion, while the appendices include useful resources and contacts

Exploring the notion of quality in quality higher education assessment in a collaborative future

The purpose of this paper is to contribute to the debate on the notion of quality in higher education with particular focus on ‘objectifying through articulation’ the assessment of quality by professional experts. The paper gives an overview of the differentiations of quality as used in higher education. It explores a substantial piece of evaluation research which was carried out between 2009 and 2011 by the authors at the Institute for Work Based Learning at Middlesex University

The volumetric rate of calcium-rich transients in the local universe

We present a measurement of the volumetric rate of `calcium-rich' optical transients in the local universe, using a sample of three events from the Palomar Transient Factory (PTF). This measurement builds on a detailed study of the PTF transient detection efficiencies, and uses a Monte Carlo simulation of the PTF survey. We measure the volumetric rate of calcium-rich transients to be higher than previous estimates: $1.21^{+1.13}_{-0.39}\times10^{-5}$ events yr$^{-1}$ Mpc$^{-3}$. This is equivalent to 33-94% of the local volumetric type Ia supernova rate. This calcium-rich transient rate is sufficient to reproduce the observed calcium abundances in galaxy clusters, assuming an asymptotic calcium yield per calcium-rich event of ~0.05$\mathrm{M}_{\odot}$. We also study the PTF detection efficiency of these transients as a function of position within their candidate host galaxies. We confirm as a real physical effect previous results that suggest calcium-rich transients prefer large physical offsets from their host galaxies.Comment: Accepted for publication in ApJ. 9 pages, 5 figure

Critical autobiography in the professional doctorate: improving students’ writing through the device of literature

This paper argues for a pedagogic practice to overcome the challenges that many professional practitioners face in undertaking a professional doctorate. Recent examination feedback on a professional doctoral programme of 300 candidates in the UK highlighted that a number of candidates often struggle to write persuasively, critically, and reflectively. This paper discusses the impact of a series of workshops designed to support students in resolving the challenges of writing clearly. In our workshops we encouraged the students to conceptualise their professional doctorate as a critical autobiography. In order to foster a critical autobiographical voice in our students, we explored a range of autobiographical texts for students to use as models for their own writing. In addition to offering a description of our teaching practice in these workshops, this paper explores the theoretical background that illuminates our pedagogical choices. Both theory and practice are posited side by side in our paper to uncover mutually illuminating connections in our discussion and evaluation of our attempts to improve students’ writing. We suggest that conceptualising the professional doctorate as critical autobiography is a valuable tool for professional practitioners who struggle to communicate the complexities of their practice confidently and lucidly

What would Stradivari have to have done to receive a DProf by Public Works?

Extended Abstract prepared for the 4th International Conference on Professional Doctorates, Millennium Centre, Cardiff, April 2014 to be developed into a full paper to be published in a refereed journal

The critical autobiography and the professional doctorate

These research findings emerged from a year-long series of workshops for professional doctorate candidates at Middlesex University. The workshops used autobiographies, biographies, novels, journalism, poetry and essays from the 18th to the 21st century to stimulate discussion and learning in relation to each candidate’s style, tastes and context support the development of writing skills appropriate to doctoral practice knowledge. Outcomes included bridging academic, reflective and professional writing; deepening critical thinking and expression and understanding and practising critical autobiography – all of which are core components of professional/practitioner based doctorates

'I just want a job' : what do we really know about young people in jobs without training?

Over recent years, a central concern of policy has been to drive up post-16 participation rates in full-time education and address the needs of young people not in education, employment or training (NEET). As a result, young people who enter work which is classified as 'without training' at 16/17 have largely been ignored. However, the decision to Raise the Participation Age (RPA) for continuing in learning for all 17-year olds from 2013 and for all 18-year olds from 2015 in England, together with a growing unease about the impact of the current recession on youth unemployment rates, have revived interest in the 'jobs without training' (JWT) group. This paper draws on the findings from two studies: first, a qualitative study in two contrasting local labour markets, of young people in JWT, together with their employers and parents; and second, an evaluation of the Learning Agreement Pilots (LAP), which was the first policy initiative in England targeted at the JWT group. Both studies reveal a dearth of understanding about early labour market entrants and a lack of policy intervention and infrastructure to support the needs of the JWT group throughout the UK. From this, it is concluded that questionable assumptions have been made about the composition and the aspirations of young people in JWT, and their employers, on the basis of little or no evidence. As a consequence, a policy 'quick fix' to satisfy the RPA agenda will not easily be achieved. If the decision to raise the participation age is adopted also by the Welsh and Scottish parliaments, similar challenges may have to be faced