Enabling and disabling discourses in promoting RPLO policy and practice in Higher Education

This paper is not available through ChesterRep. It can be accessed at http://www.leeds.ac.uk/educol/documents/194344.pdfThis paper captures and presents some of the powerful and sometimes contradictory discourses, which limit the diffusion and uptake of the recognition of prior learning outcomes (RPLO) in higher education: quality, funding, capacity, and student experience. Each of these is analysed and ‘opened up’ (Derrida, 1978; Bhabha, 1994). In doing so, it aims to ‘open up’ some of those discourses for practitioners and/or leaders to initiate or develop policy and practice in institutions further afield (Kemmis, 2008). The data that forms the basis of this paper was generated through various action research projects in a UK University and multiple development events in the UK.Leonardo da Vinci RPLO projec

A framework for judging the ‘quality’ of first-person-action-research projects on the work based & integrative studies (WBIS) programme: Extracts from a practitioner research Masters dissertation

How do we judge the quality of ‘reflective research’ projects? This paper presents extracts from a practitioner research project undertaken in 2007 which develops a framework to answer this question. The original contents page is presented at the end of this paper, for reference

Transforming research-learning performance with professional lifelong learners

This is the published version of an article which appeared in Procedia - Social and Behavioral Sciences published under a CC BY-NC-ND 3.0 licenceIn Europe, universities promote accredited professional development opportunities as a key strand of their lifelong learning commitment. Within this context, learning about research methods can be problematic to busy professionals, as it can appear dislocated from practice and unworthy of the energy and effort it takes to understand what might be perceved as a purely academic pursuit. The purpose of the study was to tackle this situation: to enhance the professional's experience and learning performance in research methods, in the context of work based learning Bachelor's and Master's degrees. Action research was used to develop a pedagogic approach to faciliate learning with busy professionals. The results suggest a significantly more positive experience for the learners, and a verified increase in performance (% grades) in assessed work. This paper gives an overview of the pedagogic approach and tools developed

Launching the creative practices for wellbeing framework: an international Q&A

This article is an edited transcript from the launch event of the Creative Practices for Wellbeing Framework in 2020 (Wall and Axtell, 2020). The guidance is now free to download in 20 languages through these web links here, including in English, Welsh, Chinese, and Russian)

Creative Practices for Wellbeing - Practice Guidance

This item has been translated into various languages: English - http://dx.doi.org/10.13140/RG.2.2.11610.90567/1; Welsh - http://dx.doi.org/10.13140/RG.2.2.23512.24322/1; Albanian - http://dx.doi.org/10.13140/RG.2.2.13288.62727/1; Bulgarian - http://dx.doi.org/10.13140/RG.2.2.19999.51364; Chinese (simplified) - http://dx.doi.org/10.13140/RG.2.2.30065.84325 ; Chinese (traditional) - http://dx.doi.org/10.13140/RG.2.2.36776.72963; Danish - http://dx.doi.org/10.13140/RG.2.2.16801.35688; French - http://dx.doi.org/10.13140/RG.2.2.33578.57288/1; Greek - http://dx.doi.org/10.13140/RG.2.2.11768.19201; Icelandic - http://dx.doi.org/10.13140/RG.2.2.20667.16161; Lithuanian - http://dx.doi.org/10.13140/RG.2.2.25189.96484/1; Russian - http://dx.doi.org/10.13140/RG.2.2.31900.85127; Spanish - http://dx.doi.org/10.13140/RG.2.2.13445.91360; Swedish - http://dx.doi.org/10.13140/RG.2.2.10929.33126; Vietnamese - http://dx.doi.org/10.13140/RG.2.2.24351.10406; Polish - http://dx.doi.org/10.13140/RG.2.2.17407.15524 Sinhala - http://dx.doi.org/10.13140/RG.2.2.20762.59843Using creativity for wellbeing has grown significantly over the years and is now becoming commonplace in many different contexts and settings, such as classrooms, workplaces, hospitals, hospices, community spaces, festivals, and even government. Evidence for the use of creative practices such as poetry, storytelling, or biographical writing to support recovery or promote personal development is long established and is growing, and demonstrates an incredible power and potential. Amidst this setting, and with the support of TS Eliot Foundation, The Old Possum’s Practical Trust, and the University of Chester, this guidance was developed to support practitioners in delivering effective and safe practice

Guest editorial

Guest editorial for Special Issue: Creativity in Work-Applied Management. The editorial contextualises and introduces each of the articles published in the special issue. It considers the contribution creativity may make in work-applied management in the global situation at the time of publication, when extensive changes to working practices were being experienced due to strategies to control the pandemic caused by the virus COVID-19

The Lapidus 20th Anniversary Special Triple Edition - Capturing the Collective and Connected Spirit of Writing for Wellbeing

Welcome to The Lapidus 20th Anniversary Special Triple Edition – we hope you agree that this exciting Triple Edition is bursting with ideas, metaphors, stories, science, and practices, to celebrate a very special year. Like any important anniversary we hold close to our hearts, we wanted to capture part of the celebration and share it with others. These were certainly the sentiments and experiences of our beautiful Lapidus Day 2016 and the lively conversations that were spurred on the Lapidus Facebook page afterwards..

Lapidus Journal 20th Anniversary Special Edition Part 3 - Individuals Connecting to a Collective Spirit

Welcome to Part 3 of The Lapidus 20th Anniversary Special Triple Edition – this is the final part of a Special Edition with the theme of Capturing the Collective and Connected Spirit of Writing for Wellbeing. This Part focuses on individually focused individually oriented writing practices which create new meanings, understandings, or relationships with something, including themselves..

The Empty Box

We were once accustomed to uncomfortable questions, ideas and concerns about the relevance of management education. Fierce debate not only questioned our methodologies, methods, practices, and the structures of management education organisations, but also our inner most thoughts, perspectives and identities of being a management educator. At the same time, there is an omnipotent, omnipresent, and insidious drive for gain and utility which stains our desires to be relevant. Such desires become boxes which imprison our trajectories of how we think we should act. Yet what happens when we let go of such drives and desires? What happens when we have an opportunity to explore what might be outside of these prescribed boxes? This QIC aspires to explore these questions, with and amongst management educators, what happens when we temporarily suspend the need for utility, and literally and metaphorically play with empty boxes

On becoming in pedagogical performance artist

Contemporary forms of management education continue to reproduce the mechanistic, bureaucratic structures which shape and position all involved in the management learning context. This includes hidden (and not so hidden) co-ordinates of how we should relate to each other, the planet, and its co-inhabitants. Such co-ordinates continue to be imbued with dis-passion and de-tachment, with dramatic and traumatic consequences in relation to sustainable development: the need for radical leaps in holistic, affective engagement is therefore urgent. As Paul Shrivastava’s work on ‘pedagogies of passion’ has illustrated, the arts are central to this movement. But as we move towards such spaces, some crucial questions remain: Who is the artist? What does it mean for a management educator to become an artist? What does it mean for the metaphorical classroom to become the canvas or the stage? Might becoming a (management) pedagogical performance artist become a path to existential crises? This QIC aspires to explore these prompts to raise new questions, concerns and ideas