Innovative Roles in Leading Community Engagement and Cooperation with employers: Case Study from a Bahraini University

This paper adds to academic practice in a specific context – the Kingdom of Bahrain. Researchers give specific attention to the two case studies prepared, the first focusing on “Community Engagement Leadership” and the second on “Promoting Cooperative Relationships with Local Employers”. They are weaving through this qualitative work aiming at scrutinizing challenges related to creating innovative change to enhance and develop the work of the university leadership in its socio-cultural interplanetary. This work gives insight into attaining experience from the practice of others and perhaps inspire them to effect change on their own. The two cases reflecting on personal experience and researched here would help practitioners in education to follow some role models that can contribute to adopting distinguished creative ideas in performing their educational tasks

Innovative Roles in Leading Community Engagement and Cooperation with employers: Case Study from a Bahraini University

This paper adds to academic practice in a specific context – the Kingdom of Bahrain. Researchers give specific attention to the two case studies prepared, the first focusing on “Community Engagement Leadership” and the second on “Promoting Cooperative Relationships with Local Employers”. They are weaving through this qualitative work aiming at scrutinizing challenges related to creating innovative change to enhance and develop the work of the university leadership in its socio-cultural interplanetary. This work gives insight into attaining experience from the practice of others and perhaps inspire them to effect change on their own. The two cases reflecting on personal experience and researched here would help practitioners in education to follow some role models that can contribute to adopting distinguished creative ideas in performing their educational tasks

Beyond the metrics: the importance of intangible assets in the HE context

As a statement of fact, the Higher Education (HE) sector gathers data. Commonly these data are metrical in format, used in some way to report on some aspect of performativity, whether within the institution or beyond its bounds. This paper does not seek to dispute the need for measurement, but it does argue the limitations of metric-based proxies alone if we are to truly understand the space of the university and how it operates in the interests of students, staff, employers, government and all other stakeholders. Our interest in the limitation of metrics in the HE context inspired a study funded by QAA (Scotland). The study focused on capturing, evidencing and affirming intangible elements of HE that are not easily counted or quantified, but form key aspects of an institution's identity, culture and ethos, described by us as intangible assets. This brief paper provides an overview of our study and its outcomes to date. In presenting our progress and conceptual framework, we are inviting reflection, constructive comment and further dialogue in respect of the model itself, and its helpfulness in re-prioritising qualitative data in our assessment of our assets in higher education

Does technology flatten authenticity? Exploring the use of digital storytelling as a learning tool in mental health nurse education

The paper reflects on digital story-telling as an approach designed to apply the theory of authentic learning in a co-productive context. It seeks to examine the theory of authenticity through the lens of digital stories. Design: A participant group (n=7) comprising family carers, people with experience of mental health issues and mental health nursing students were invited to join two facilitated workshops. The group reviewed four contrasting forms of digital stories with the aim of eliciting and sharing perspectives. Findings: Digital audio compared less well to visual media in authenticity scales. Still photography was perceived as less authentic than dramatic film. The theory of authenticity can be articulated through a dialogic learning approach within which, the essence of authenticity is richer as the process of co-productive engagement becomes more secure. Conclusion: It is proposed that exploring individual experience about what is perceived as authentic within a co-productive group is more likely to enhance the qualitative experience of the digital story as learning tool. Digital media must be selected carefully, with cognisance to social and cultural norms of the student group. The co-productive process provides a relational environment in which the essence of authenticity can be felt and expressed

Editorial: Special Issue on Mobile Mixed Reality

This special collection of Research In Learning Technology explores the state of the art of mobile mixed reality (MMR) in education. The special collection includes eight articles that cover; a systematic review of MMR in healthcare higher education, using mobile devices for connecting people to places, and a variety of case studies of implementing MMR in educational contexts. The range of papers illustrates the emergence of MMR as a platform for designing authentic learning environments in both formal and informal learning situations. The papers also highlight a general lack of engagement with new learning theories and models in the use of MMR to design transformative learning experiences

Dialogic assessment in the context of professional recognition: perspectives from the canoe

This paper draws on the reflective evaluations of four experienced academic practitioners who each have roles in leading or contributing to Fellowship Schemes in a UK context (United Kingdom Professional Standards Framework, 2011) and are all Advance HE accreditors. The focus for the evaluation was the use of a dialogic approach within their respective Fellowship Schemes. The aim of the project was to better understand the conditions in which dialogues can thrive, and to surface the challenges. A collective autoethnographic method was decided upon to frame the evaluative process. Four one-hour online meetings were scheduled over a period of six weeks. The data were transcribed and analysed using a mind-map process and resulted in the emergence of a metaphor – that of a canoe trip in which five phases were identified: designing the vessel, getting aboard, settling in/ settling down, navigating the space and forward-wash. These five phases are overviewed here with the intention of provoking discussion in the academic practice community, drawing into conversation individuals who are concerned with assessment for learning generally, and those who have particular interest in the potential of dialogic assessments which culminate in a summative judgement. It adds to the literature focused on assessment in higher education by drawing to the fore the conditions in which dialogic approaches can thrive for the individual being assessed, while also facilitating reciprocal learning

“Blurred boundaries”: When nurses and midwives give anti-vaccination advice on Facebook

© The Author(s) 2022. This is the accepted manuscript version of an article which has been published in final form at https://doi.org/10.1177/09697330211041749Background: Nurses and midwives have a professional obligation to promote health and prevent disease, and therefore they have an essential role to play in vaccination. Despite this, some nurses and midwives have been found to take an anti-vaccination stance and promulgate misinformation about vaccines, often using Facebook as a platform to do so. Research question: This article reports on one component and dataset from a larger study – ‘the positives, perils and pitfalls of Facebook for nurses’. It explores the specific issue of nurses and midwives who take an anti-vaccination stance, deemed to be unprofessional by crossing professional boundaries and by providing medical information on Facebook that is not within their scope of practice. Participants: Data were collected via an online worldwide survey from nurse and midwife participants, distributed and ‘snowballed’ through relevant nursing and midwifery groups on Facebook. In total, 1644 Registered Nurses and Midwives, and Enrolled Nurses worldwide attempted the online survey. There were 1100 (66.9%) completed surveys and 54 partially (33.1%) completed surveys. Semi-structured interviews were also conducted online using Skype® with 17 participants in Australia. Ethical considerations: Ethical processes and procedures have been adhered to relating to privacy, confidentiality and anonymity of the participants. Findings/results: A mixed-methods approach was used, including descriptive and content analysis of the quantitative survey data and thematic analysis of the qualitative interview data. The main theme ‘blurred boundaries’ was generated, which comprised three sub-themes: ‘follow the science, ‘abuse of power and erosion of trust’ and ‘the moral and ethical responsibility to safeguard public health’. The results offer an important and unique understanding of how nurses and midwives interpret the conduct of fellow health professionals as unprofessional and crossing the professional boundary if they used Facebook to promulgate anti-vaccination messages and/or give medical advice online. Conclusion: There are many positives and negatives for nurses and midwives associated with using Facebook for personal and professional communication, which is in keeping with the results of the larger study from which this article is taken. Professional behaviour is a key theme in the larger research as is the ethical construct of ‘every act has a consequence’; however, in this article, the theme ‘blurred boundaries’ offers an overall understanding of how nurses and midwives interpret the behaviour of their colleagues who espouse anti-vaccination sentiment and/or give medical advice online that is outside their scope of practice and education.Peer reviewe