Ruth Matheson

The need for belonging: The impact of restrictions on working on the well‐being of an asylum seeker

This article presents a qualitative descriptive study of the impact of being prohibited from working by the asylum seeking processes within the United Kingdom and the subsequent effects of gaining refugee status. In‐depth unstructured and semi‐structured interviews were used to explore one individuals experience, with grounded theory methods employed to guide the data analysis and identify themes. The resultant themes were; the lack of control resulting in change of identity and roles, changes in motivation and the impact of stigma. The findings provide insider insights into the impact of legislatively imposed occupational injustice, the need to establish safety needs and the desire to have a sense of belonging. It challenges readers to examine their own beliefs on asylum seeking and explore ways in which communities can integrate refugees, providing opportunities to regain a meaningful role within society and re‐establishing their lost sense of identity.

Promoting critical thinking and collaborative working through assessment: combining patchwork text and online discussion boards

Within a globalised world that has ever changing social, economic, cultural and legal influences, higher education providers have a responsibility to equip graduates with the skills necessary to meet these demands. Pedagogic research shows that students’ motivation is often driven by assessment and therefore the challenge for programmes is to find an assessment method that both assesses and encourages the development of these diverse skills set. We propose that the use of patchwork text combined with online discussion boards can facilitate critical thinking and collaborative working. This paper aims to report on the educational benefits of this combination of assessment methods to promote higher level thinking, and details the nature of the collaboration and outcomes of the assessment, providing guidance for future practise.

Problem-based learning in health and social care

List of Contributors 1 Starting out: a guide to using this book and its development (Lyn Westcott). Part 1 General Principles of Using Problem-Based Learning 2 Exploring the foundations for problem-based learning (Ruth Matheson and Bernhard Haas). 3 Readiness for problem-based learning (Juan Delport and Steven W. Whitcombe). 4 Developing problem-based learning curricula (Lyn Westcott, Alison Seymour and Sara Roberts). 5 Becoming a problem-based learning facilitator (Gwilym Wyn Roberts). 6 Managing group dynamics and developing team working in problem-based learning (Alison Seymour). 7 Assessing problem-based learning curricula (Sue Pengelly). Part 2 The Theoretical Interface with Problem-Based Learning 8 Reflection and the problem-based learning curriculum (Gail Boniface). 9 A reflexive model for problem-based learning (Steven W. Whitcombe and Teena J. Clouston). 10 Promoting creative thinking and innovative practice through the use of problem-based learning (Jill Riley and Ruth Matheson). 11 Problem-based learning and the development of capital (Jill Riley and Steven W. Whitcombe). 12 An evolving vision for learning in health-care education (Andrew Machon and Gwilym Wyn Roberts). Part 3 The Learner in Problem-Based Learning 13 The student experience (Liz Galle and Sandra Marshman). 14 Becoming lifelong learners in health and social care (Pam Stead, Gareth Morgan and Sally Scott-Roberts). 15 Becoming a self-directed learner (Susan Delport and Ruth Squire). Part 4 Final Thoughts 16 Interweaving the strands of thinking in problem-based learning (Teena J. Clouston). Index.

Creating belonging and transformation through the adoption of flexible pedagogies in masters level international business management students

ABSTRACT Flexible pedagogies [Ryan and Tilbury 2013. Flexible Pedagogies: New Pedagogical Ideas. York: Higher Education Academy] place learner empowerment at the centre of curriculum development. Learner empowerment requires students to feel that they belong and are active in the learning process. This paper illuminates how, through the adoption of flexible pedagogies, belonging and trust were created in a cohort of 52 international postgraduate students, and the impact that this had on student learning. A qualitative interpretative approach captures students’ perceptions of aspects of curriculum design and delivery that aided their transition, promoted belonging, and empowered them as learners, leading to transformational change. This paper uses Ryan and Tilbury’s Flexible Pedagogies Framework [2013. Flexible Pedagogies: New Pedagogical Ideas. York: Higher Education Academy] to exemplify practice and discuss principles for curriculum design. Themes include; learner empowerment, future-facing education, decolonising education, crossing boundaries, transformational capabilities, and social learning. Recommendations highlight the need to challenge institutional constraints, employ creative teaching practices, embed assessment that promotes reflective practice, and create belonging through social learning.

Belonging and transition: An exploration of International Business Students’ postgraduate experience

ABSTRACT International research has established that student identity, engagement and motivation is strongly determined by the degree to which students feel they belong. This research, conducted in 2014, explores how one cohort of 52 international postgraduate business students were enabled to create a sense of belonging, and the impact that this had on them as individuals and collectively as a group. Using a mixed qualitative methodology, this research explores how creating a learning environment that valued the diversity of the student group, demanded self-reflection and encouraged creative thinking, aided student transition to postgraduate study enhancing their sense of belonging. Central to this was tutor facilitation, experiential learning and formative assessment strategies through which students were challenged to explore their collective and individual belonging. This in turn led to changes in their motivations, engagement, integration and academic identity.

Ceramics studio to podiatry clinic: the impact of multimedia resources in the teaching of practical skills across diverse disciplines

This paper draws on the experiences of students from two vastly different disciplines to both explore the theoretical background supporting the use of multimedia resources to teach practical skills and provide a qualitative evaluation of student perceptions and experiences of using bespoke resources. Within ceramics and podiatry, practical skills are traditionally taught via an apprenticeship model within small groups. We explore the practical and pedagogic benefits of developing bespoke multimedia resources to teach practical skills, identifying common themes from these disparate discipline areas. Student focus groups revealed that, practically, the opportunity for repeated viewing at convenient times promoted less reliance on lecturers and better preparation prior to practical demonstrations. Pedagogically, time for reflection and sense making underpinned an increase in confidence which in turn led to increased creativity. The student voice was also used to identify recommendations and challenges driving future change.