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The Effects of Postgraduate Certificates: A report on the second phase

This report presents the findings of the second phase of the EPGC project, which was originally conceived and coordinated by Peter Knight, Jo Tait and Mantz Yorke. This second phase of the project does not include past participants of Postgraduate Certificates (PGC) courses but focuses only on current participants. Quantitative and qualitative data were collected between Autumn 2006 and Summer 2007. Findings are broadly in line with phase one of the project, and by extension previous studies of professional formation as described by Knight (2006)

The Effects of Postgraduate Certificates

The full title of the project is ‘The effects of postgraduate certificates in teaching and learning in higher education’ and is intended to determine how effective postgraduate certificates (PGCs) are in assisting new staff to become lecturers. The current longitudinal project is coordinated by Professor Tony Brand at Anglia Ruskin University and is a continuation of a project created by Peter Knight of the Open University, with Jo Tait and Mantz Yorke. The project draws on qualitative and quantitative data drawn from seven participating Higher Education (HE) institutions and provides a valuable insight into the implementation of PGCs over the last decade. Data collection and analysis of the data is conducted at Anglia Ruskin University

Ethnicity and Degree Attainment: Developing a Sophisticated Measurement Tool

Concerns over the relationship between ethnicity and degree attainment have led to allegations of institutional racism in higher education (HE). The statistics imply that non-White groups fare less well than their White counterparts but these statistics may be misleading. INSPIRE is exploring the nature of the Government’s categorisation of ethnic groups to determine whether they are ‘fit for purpose’ in an HE context. The figures used in this project are those for our University’s statistical return to the Higher Education Statistics Agency (HESA) for the 2006/7 academic year

The value of 'writing retreats' in advancing innovative pedagogic research

This paper outlines the work of the Centre for Innovation in Higher Education, which uses an educational laboratory model to advance the intersection of innovative research and teaching at Anglia Ruskin University (ARU). This evidence-based approach aims to promote active, reflective engagement with research in teaching and learning; foster collaborative and interdisciplinary inquiry into pedagogic practice; and support the development of a dynamic, sustainable pedagogic research community at ARU. The Centre’s work also increases the visibility and calibre of pedagogic research at national and international level. This paper outlines a current research project being undertaken by researchers from the Centre and Anglia Learning & Teaching which explores the longitudinal impact of its writing retreat provision on participants’ writing practices and productivity, together with their perceptions of writing as a key element of the academic identity. This study is generating valuable original data about academics’ writing practices and perceptions. It will contribute to the understanding of this important topic at a theoretical level, as well as outlining practical means through which universities can foster long-term academic writing productivity leading to enhanced research impact

Comparing men's and womens' experiences of multiple exclusion homelessness

This article explores gender as a variable in multiple exclusion homelessness in England. Much past research has taken insufficient account of the gender of homeless people, especially the predominance of men in the single homeless population and of women heading homeless households with dependent children. Drawing on qualitative data generated in a study of multiple exclusion homelessness in London and Nottingham, the article considers three ways in which gender may act as a homelessness variable: in people's susceptibility to homelessness, in their experiences of homelessness and in their encounters with accommodation services. By comparing the accounts of homeless men and women with complex support needs with evidence from staff working for support agencies, the overall aim of the article is to offer a critical examination of the gendered assumptions of homelessness policy and practice

Disabled Student Survey Report: Developing the Disability Equality Scheme

This research was undertaken in May 2007 as part of our University’s commitment to supporting students with disabilities. An accessible online survey was designed by a cross-functional team of University staff, including Faith Marchal (HR Consultant, Diversity); Penny Baldwin and Iain Hood (Senior Student Advisors Chelmsford and Cambridge respectively); and Jaki Lilly (Research and Projects Lead, INSPIRE). After piloting, an email invitation to complete the survey was forwarded to all students with disabilities known to Student Support Services

Designing Mobile Games for Learning: The mGBL Approach

This paper describes the technological environment and pedagogical frameworks underpinning the development of mobile game-based learning (mGBL) mobile games. A detailed description is given of the pedagogical and technical basis of the three game templates developed within the project, plus design and trialling details of each associated game. Finally, we discuss the development of our game authoring tool, which allows users to customise mGBL games, and locate and develop new games

The Impact of Pedagogic Research Writing Retreats on Participants’ Identities and Writing Habits

Writing for publication is a core activity in higher education. It serves many purposes including dissemination of good practice and the development of personal and institutional reputations. Writing is a practice that benefits from support and protected time away from the competing pressures of the ‘day job’, and one way of providing both of these is through writing retreats. In particular, pedagogic research writing retreats provide dedicated time and space to write, to develop new writing practices, and to foster a community of practice. They can be made available to both academic and professional staff. In this paper, we show how attendees learned new writing approaches and strategies such as recreating the retreat structure at home and developed and maintained a coherent and vibrant interdisciplinary community of practice within which they reframed their identities as academic writers