Staying in touch in the digital era: New social work practice

The findings of a small-scale empirical study are drawn upon to explore the concept of social presence and the way in which it can contribute to meeting service users’ expectations of relationship-based social work. Findings from the study highlight the role of mobile communication technologies in establishing social presence with service users and an argument is made for the proactive use of mobile devices as a component of direct practice. However, such emerging digital social work practices will require practitioners, and social work organisations, to respond positively to new ethical and organisational challenges

Let us not neglect the impact of organizational culture on increasing diversity within medical schools.

Peer reviewedPublisher PD

The Change Laboratory in Higher Education:research-intervention using activity theory

In this chapter we discuss the Change Laboratory as an intervention-research methodology in higher education. We trace its theoretical origins in dialectical-materialism and activity theory, consider the recommendations made by its main proponents, and discuss its use in a range of higher education settings. We suggest that the Change Laboratory offers considerable potential for higher education research, though tensions between Change Laboratory design recommendations and typical higher education contexts require consideration

Motivation, optimal experience and flow in first year computing science.

We examine the concept of motivation from the perspective of Self Determination Theory and give a brief overview of relevant results. We also consider the optimal state known as Flow and give an account of its conceptualisation in the theory due to Csikszentmihalyi. After discussion of ways in which these concepts can be measured, we describe a set of preliminary studies that investigate motivation and flow in the context of a first year computing class. We analyse student responses to enquiries about perceptions of motivation and flow experiences and look at links between them. We also discuss intrinsic motivation within the subject

Using insights from (public) services management to improve student engagement in higher education

This paper argues that current approaches used to assess and monitor student engagement in UK higher education are failing to fulfil their potential by superficially helping institutions to appear professional and innovative yet failing to accurately measure and improve engagement. Drawing on service management literature including (Public) Service Dominant theory, this paper argues that current strategies are failing to deliver for three main reasons. They do not capture the full value students derive from their engagement experience, they underplay the impact of peers within the ecosystem and they do not effectively engage employees. The paper concludes by exploring the implications of these omissions for further research and practice

Displaced but not replaced: the impact of e-learning on academic identities in higher education.

Challenges facing universities are leading many to implement institutional strategies to incorporate e-learning rather than leaving its adoption up to enthusiastic individuals. Although there is growing understanding about the impact of e-learning on the student experience, there is less understanding of academics’ perceptions of e-learning and its impact on their identities. This paper explores the changing nature of academic identities revealed through case study research into the implementation of e-learning at one UK university. By providing insight into the lived experiences of academics in a university in which technology is not only transforming access to knowledge but also influencing the balance of power between academic and student in knowledge production and use, it is suggested that academics may experience a jolt to their ‘trajectory of self’ when engaging with e-learning. The potential for e-learning to prompt loss of teacher presence and displacement as knowledge expert may appear to undermine the ontological security of their academic identity

The challenge of enterprise/innovation: a case study of a modern university

In the prevailing economic and political climate for Higher Education a greater emphasis has been placed on diversifying the funding base. The present study was undertaken between 2012 and 2014 and addressed the implementation of an approach to the transformation of one academic school in a medium-sized modern university in Wales to a more engaged enterprise culture. A multimethod investigation included a bi-lingual (English and Welsh) online survey of academic staff and yielded a 71% response rate (n = 45). The findings informed a series of in-depth interviews (n = 24) with a representative sample of those involved in enterprise work (support staff, managers, senior managers), and those who were not. The results provided the platform for the ‘S4E model’ for effective engagement with enterprise: (1) Strategic significance for Enterprise, (2) Support for Enterprise, (3) Synergy for Enterprise, and (4) Success for Enterprise. The outcomes of the research and the recommendations from it have potential to inform practice in other academic schools within the university and, in a wider context, within other Schools of Education regionally, nationally and internationally. Its original empirical exploration of enterprise within education studies is a significant contribution to that body of knowledge

A study of the role of a technology-enhanced learning implementation group in mediating an institutional VLE minimum standards policy

Recent years have seen a focus on responding to student expectations in higher education. As a result, a number of technology-enhanced learning (TEL) policies have stipulated a requirement for a minimum virtual learning environment (VLE) standard to provide a consistent student experience. This paper offers insight into an under-researched area of such a VLE standard policy development using a case study of one university. With reference to the implementation staircase model, this study takes cue from the view that an institutional VLE template can affect lower levels directly, sidestepping the chain in the implementation staircase. The Group's activity whose remit is to design and develop a VLE template, therefore, becomes significant. The study, drawing on activity theory, explores the mediating role of such a Group. Factors of success and sources of tension are analysed to understand the interaction between the individuals and the collective agency of Group members. The paper identifies implications to practice for similar TEL development projects. Success factors identified demonstrated the importance of good project management principles, establishing clear rules and division of labour for TEL development groups. One key finding is that Group members are needed to draw on both different and shared mediating artefacts, supporting the conclusion that the nature of the group's composition and the situated expertise of its members are crucial for project success. The paper's theoretical contribution is an enhanced representation of a TEL policy implementation staircase

Compliance or pragmatism: How do academics deal with managerialism in higher education? A comparative study in three countries

Universities throughout Europe have adopted organisational strategies, structures, technologies, management instruments and values that are commonly found in the private sector. While these alleged managerial measures may be considered useful, and have a positive effect on the quality of teaching and research, there is also evidence of detrimental effects on primary tasks. The consequences of such managerial measures were investigated through 48 interviews with staff members at 10 universities in the Netherlands, Sweden and the UK. The results were analysed and interpreted within the framework of institutional and professional theory, by linking them to three central themes: 'symbolic compliance', 'professional pragmatism' and 'formal instrumentality'. These themes explain why and how the respondents dissociated themselves from the managerial measures imposed upon them. This occurred often for pragmatic and occasionally for principled reasons. © 2012 Society for Research into Higher Education