Accredited Training for User Involvement in Higher Education Teaching – Exploring an Innovative Training Programme in Public Involvement and Partnership Working

This article discusses a six-day course designed to address the current gap in provision of structured, accredited training for service users wanting to contribute to Higher Education (HE) Health and Social Care Education through public involvement (PI). It discusses the views of the participants who completed the course on its perceived impact on their future practice and their opinions on formal accreditation in this context. The course was delivered by a team of service users and academics. It covered three domains of involvement in HE: teaching, research and governance. This article focuses particularly on involvement in teaching and learning activities, drawing on findings from a focus group with participants carried out after the completion of the course. Focus group participants discussed five main outcomes of the course: ‘new knowledge’, ‘new skills’, ‘confidence’, ‘personal capability and gratification’, and ‘added value on CVs or when applying for jobs’. They recognised the ‘challenges of accreditation’ but also felt that they had gained from the experience in terms of personal development, and in relation to what they would be able to bring to improve engagement with learners. As public involvement becomes increasingly mandatory and common, their experiences illustrate the key role of training for involvement in HE teaching activities to ensure that a more diverse group of users feel able to actively contribute. However, reflections on the development and delivery of the course also highlight some of the challenges involved, particularly in relation to assessment, time and funding

Accredited Training for User Involvement in Higher Education Teaching:Exploring an Innovative Training Programme in Public Involvement and Partnership Working

This article discusses a six-day course designed to address the current gap in provision of structured, accredited training for service users wanting to contribute to Higher Education (HE) Health and Social Care Education through public involvement (PI). It discusses the views of the participants who completed the course on its perceived impact on their future practice and their opinions on formal accreditation in this context. The course was delivered by a team of service users and academics. It covered three domains of involvement in HE: teaching, research and governance. This article focuses particularly on involvement in teaching and learning activities, drawing on findings from a focus group with participants carried out after the completion of the course. Focus group participants discussed five main outcomes of the course: ‘new knowledge’, ‘new skills’, ‘confidence’, ‘personal capability and gratification’, and ‘added value on CVs or when applying for jobs’. They recognised the ‘challenges of accreditation’ but also felt that they had gained from the experience in terms of personal development, and in relation to what they would be able to bring to improve engagement with learners. As public involvement becomes increasingly mandatory and common, their experiences illustrate the key role of training for involvement in HE teaching activities to ensure that a more diverse group of users feel able to actively contribute. However, reflections on the development and delivery of the course also highlight some of the challenges involved, particularly in relation to assessment, time and funding

The Place of Scripture in the Trajectories of a Distinct Religious Identity among Ravidassias in Britain: Guru Granth Sahib or Amritbani Guru Ravidass

This article highlights narratives, collected as informant testimonies, relating to trajectories of a distinct religious identity among the Ravidassia community in Britain. Current tensions surround the replacement of the Guru Granth Sahib with the Amritbani Guru Ravidass in Ravidassia places of worship. This is primarily in response to cartographies of the Ravidassia identity as distinct from Sikh identity. The opinions of Ravidassia individuals, from a varied age range, expressed in interviews conducted at various periods during 2010–2012, are considered in relation to dominant discourses emphasising the importance of one hegemonic ‘Ravidassia’ scripture. The interview data highlight three main positions among the followers of Guru Ravidass: (1) Ravidassias seeking a distinct identity but preferring to retain the Guru Granth Sahib in Ravidassia places of worship, (2) Ravidassias demanding a distinct identity by installing the Amritbani Guru Ravidass, (3) Ravidassias wanting to maintain their link with the Panth as Sikhs or as Ravidassi Sikhs

How to research : seluk-beluk melakukan riset

Bai

Como se hace una investigación

Muchos, y hasta diríamos la mayor parte de los libros introductorios sobre la manera de hacer una investigación, se ocupan, ante todo, de la amplia variedad de métodos disponibles. De modo que si ya emprendió su proyecto le resultará muy útil contar con una guía detallada de esos métodos. Pero si acaba de comenzar la investigación o le falta seguridad en sí mismo, tantos los detalles como la jerga utilizada allí podrían desalentarlo y quitarle motivaciones

How to research: seluk-beluk melakukan riset

xiv, 425 p. ; 23 c

How to Research

Buckinghamxiv, 266 p.; 23 c

How to research, 4th ed./ Blaxter

xii, 315 hal.: ill.; 23 cm