Julius Caesar, performed by Sheffield Theatres at the Crucible Theatre, Sheffield, UK, 24th May 2017

Julius Caesar, performed by Sheffield Theatres at the Crucible Theatre, Sheffield, UK, 24th May 201

Revolting Women, Roaring Girls and Bloody Men: The RSC in Stratford, 2014

The Royal Shakespeare Company (RSC) states that its purpose is to produce “an inspirational artistic programme each year, setting Shakespeare in context, alongside the work of his contemporaries and today’s writers” (2016, online). This purpose has remained largely unchanged since the company's inception in 1961, as has its commitment to maintaining its Stratford-upon-Avon home as the primary base for the delivery of its artistic programme. Within the context of Gregory Doran’s assumption of the Artistic Directorship of the company in 2013, this thesis provides an academic appraisal of the Stratford-upon-Avon productions contained within Doran’s first summer programme as Artistic Director, in 2014. The purpose of this analysis is to explore the ways in which Doran sought to meet the RSC’s continuing stated purpose, as a leading publicly-funded arts institution in the twenty-first century. The Stratford-upon-Avon season from March to October 2014 incorporated all three of the RSC’s play categories, across three performance spaces: Shakespeare in the Royal Shakespeare Theatre (Henry IV Parts 1 and 2, and The Two Gentlemen of Verona), Shakespeare’s contemporaries in the Swan Theatre (badged as the Roaring Girls season), and new writing in The Other Place at the Courtyard Theatre (in a short season entitled Midsummer Mischief). The season thus provided a suitable focus for this critical analysis. TH

Why is the BME attainment gap such a wicked problem?

This paper outlines a research process which followed a case study approach (Yin 2009) to explore the Black and Minority Ethnic (BME) student attainment gap, and responses to it, at Sheffield Hallam University. A mixed methodology was envisaged, which would triangulate institutional data, measures of student engagement, focus groups and researcher reflections to construct an analysis of interventions aimed at enhancing confidence and belonging for BME students. This discussion focuses on the challenges experienced by the research team and uses the notion of a 'wicked problem' to help understand the limitations faced. 'Wicked problems' (Rittel 1972, see Conklin 2005) are entrenched in social complexity, which increases in line with the diversity of the associated stakeholders. These problems have the ability to divide opinion, provide limited solutions and to lay blame for lack of results. This research examining the BME attainment gap can be critiqued using this notion of a 'wicked problem' noting that, without recognition, this issue has the potential to become ubiquitous and almost unsolvable

Becoming a survey whisperer: applying a video conferencing tool in cognitive interviews to improve a questionnaire used in higher education research

This case study details the experiences of two researchers at a large university in the United Kingdom, in carrying out a series of cognitive interviews with students, to examine their interpretations of, and responses to, items on an institution-wide questionnaire. Cognitive interviewing refers to a set of techniques used to assess the ways in which individuals mentally respond to survey questions, with the aim of exploring the accuracy and consistency of interpretations and, if necessary, making revisions. The research was conducted as part of a wider initiative to review the institution’s use of a standardised questionnaire to evaluate student module experiences. The case study describes how a face-to-face research activity was adapted for online delivery during the COVID-19 pandemic, in an attempt to engage students as co-designers. It considers the three key options for conducting cognitive interviews remotely (telephone, video conferencing, and web probing), and provides a critical reflection on the ethical and practical challenges and possibilities presented by using video conferencing as the preferred method. We reflect on our own experiences as researchers, suggest key considerations for those who may wish to engage in online qualitative research 7 activity, and offer links to further helpful resources, to help consolidate and extend readers’ learnin

Barriers for all?: Disabled and nondisabled student learning and assessment experiences at one UK University

This paper presents findings from a systematic survey of disabled and nondisabled students (N = 484) regarding their learning and assessment experiences at one UK higher education institution. This study builds upon previous work in the sector, utilising a research instrument employed by Healey, Bradley, Fuller and Hall (2006). It sought evidence to inform inclusive policy and practice for the benefit of all students, disabled or nondisabled. In offering further insight into the disabled student learning experience, the findings suggest that disabled and nondisabled students experience similar difficulties and barriers that have been discounted in previous studies

Creation and confidence: BME students as academic partners…but where were the staff?

This Case Study documents the REACT project 'Creation and Confidence' based at Sheffield Hallam University, which has a larger-than-expected Black Minority and Ethnic (BME) attainment gap; hence, this student group has been constructed as 'hard to reach'. The project team consisted of a range of academic and professional services staff alongside three dedicated student researchers. The project set out to achieve: gaining evidence-based insights into the use of co-design and peer-learning as conduits of confidence-building for and belonging of BME students; developing a scalable approach to building confidence for and fostering belonging of all students; raising awareness of the need to think differently about explanations for BME underachievement. In reality, the team found that staff engagement constituted the biggest barrier, as - no matter how much incontrovertible evidence was presented - other facets of institutional provision were always identified as having priority, which resulted in inertia. This study documents the emotional labour of trying to effect change within a resistant culture. Whilst some of the aims remain unachieved – and, arguably, were always going to be unachievable - there have been some very positive developments and enlightening lessons

Oxidative stress links periodontal inflammation and renal function

Aims: Patients with chronic kidney disease (CKD) are also susceptible to periodontitis. The causal link between periodontitis and CKD may be mediated via systemic inflammation/oxidative stress. Using structural equation modelling (SEM), this cross-sectional study aimed to explore the causal relationship between periodontal inflammation (PI) and renal function. Materials and methods: Baseline data on 770 patients with stage 3–5 (pre-dialysis) CKD from an ongoing cohort study were used. Detailed, bioclinical data on PI and renal function, as well as potential confounders and mediators of the relationship between the two, were collected. SEMs of increasing complexity were created to test the causal assumption that PI affects renal function and vice versa. Results: Structural equation modelling confirmed the assumption that PI and renal function are causally linked, mediated by systemic oxidative stress. The magnitude of this effect was such that a 10% increase in PI resulted in a 3.0% decrease in renal function and a 10% decrease in renal function resulted in a 25% increase in PI. Conclusions: Periodontal inflammation represents an occult source of oxidative stress in patients with CKD. Further clinical studies are needed to confirm whether periodontal therapy, as a non-pharmacological approach to reducing systemic inflammatory/oxidative stress burden, can improve outcomes in CKD