EdD residency and graduation

July has been a rewarding month for the Centre for Lifelong Learning and all involved with the EdD. We ran our second residency and celebrated two further graduates from the programme.

The residency is an opportunity for students on the programme to come to see the university, share their experiences and ideas and meet with staff. It is an optional extra as the programme is fully online. Students came from all five continents for four intensive and enjoyable days at the Foresight Centre (pictured above).

Whilst there is plenty to report I think the residency is far better summed up by Gertrude Rompre’s reflections on her experience and on the notion of ‘doctorateness’:

 

Donning the robe of doctorateness: Reflecting on the EdD Residency at the University of Liverpool

I will admit that it is a somewhat vain question: “What will our doctoral robes look like when we graduate from the Online EdD Programme from the University of Liverpool?” On the other hand, perhaps it’s not such a trivial question. As a learner who needs to begin with the end in mind, imagining myself dressed in the appropriate robes, crossing the platform, and hearing my name spoken as the degree of Doctor of Education was conferred upon me, is an important part of my learning process. I need to visualize the end while I am still very near to the beginning. These reflections on the EdD Residency revolve around the ways the residency allowed me to both envision the end but also challenged me to embrace the journey and the present moment, a multi-dimensional approach to doctoral study that, I suspect, is key to success.

Envisioning the end

Paul Ricoeur suggests that “imagination is the power to open to new possibilities, to discover another way of seeing” (Ricoeur, 1995, 281). The EdD Residency served to fuel our collective imaginations as doctoral students. One of the ways this was done was through student presentations and pecha kuchas. Pecha kucha presentations – 20 images described for 20 seconds each – were new to most of the participants. The exercise proved to be a highlight. A format which challenged us to think about our research interests in a concise and creative fashion, the pecha kucha allowed us to exercise the faculty of the imagination and envision our future doctorateness.

The term, ‘doctorateness’, is a strange one. It is a word cobbled together, however, to describe an important process. It points to the deeper reality underlying the doctorate, the fact that we are creating for ourselves a new identity, an identity where we will be addressed as “Dr.” Early on in our doctoral studies, we explored that theme of becoming a doctoral practitioner. It is only now, at the residency, that I am realizing the depth of the transformation into which I have plunged myself. For example, I commented, at dinner, to Dr. Willis how I have noticed faculty colleagues in my own institution engaging with me in a different way now that they know that I am a doctoral student. He reminded me that it was a two-way street and that I, likely, am entering into the dialogue with a new set of vocabulary and contexts as well. Doctorateness is creeping up on me!

Continue reading EdD residency and graduation

Congratulations to Dr Ian Willis!

The Centre for Lifelong learning is delighted to announce that Dr Ian Willis has been awarded Principal Fellowship of the University of Liverpool Teaching Recognition and Accreditation (ULTRA) framework. Principal Fellowship is awarded to highly experienced staff in recognition of wide-ranging positive impact on learning and teaching practice, and Ian’s success is a significant achievement.

ian-willis

An important aspect of Ian’s application was the impact his work has had on learning and teaching internationally, most recently through the establishment of a Certificate in Medical Teaching in Pakistan, and the Association Commonwealth Universities’ African Universities Administrators Training Programme.

ULTRA is accredited by the Higher Education Academy (HEA), which means that University of Liverpool staff are able to apply for professional recognition of their learning and teaching through ULTRA, and achieve HEA Fellowship at the same time. Since the implementation of ULTRA, five Principal, twenty-six Senior and two Fellowships have been awarded.

Ian, who is the Head of the Educational Development Division, said:

“I’m delighted to have been awarded Principal Fellowship.  The process was both supportive and demanding in that it pushed me to some useful reflections and realisations. I’m grateful for the support of colleagues in the Centre for Lifelong Learning and wider in gaining the award.  I look forward to contributing to the ULTRA scheme, which I think will grow significantly in terms of opportunities for recognition for individuals and in demonstrating the university’s commitment to learning and teaching.”

As part of his commitment to enhancing the student experience through excellent learning and teaching, Ian will continue to support and encourage colleagues to apply for recognition of their skills and expertise through the ULTRA Framework.

More information on ULTRA is available here, or please contact Dr Janis McIntyre at Janis.mcintyre@liverpool.ac.uk

Being Strategic and Collaborative in Academia

For academic staff, being strategic in their career planning and being part of effective collaborative networks appears to be essential ingredients for a successful academic endeavour. At the Centre for Lifelong Learning, as part of our academic development remit we recently held two workshops exploring these broad topics with groups of academic staff from the university’s three faculties.

The workshops were led by Professor Shelda Debowski  who has extensive knowledge and experience in academic and senior management roles in higher education.

DebowskiThe workshops were delivered in a participatory manner and Liverpool academics were keen to share their experiences of making strategic decisions in their careers as well as how they manage and develop their collaborative networks in relation to their research and professional activities.

Professor Debowski provided an in-depth analysis of the higher education sector based on her experiences in both academic and senior management roles. This clarified the expectations stemming from academic and funding institutions and supported workshop participants towards reflecting on and sharing their own perceptions of higher education whilst recognising at the same time the role they play in this highly competitive and global environment.

Both workshops provided insights to good practice in planning academic careers and participating academic staff discussed disciplinary and interdisciplinary practices regarding strategic career planning and collaborative work in teaching and research.

Summaries from each workshop together with key observations by Professor Debowski are available in the videos provided below. In addition, Professor Debowski offered her top suggestions for being strategic in making choices for an academic career and for establishing and maintaining effective collaborations.

 

Resources from the workshops

Short video overview of being a Strategic Academic: https://stream.liv.ac.uk/yphvjj9y

Short video overview of establishing and maintaining collaborative relationships: https://stream.liv.ac.uk/tqg7rnkv

Click links to open online pdf documents:

Tips to Develop your Academic Strategy

Tips for Successful Collaboration

 

Dr Christos Petichakis – c.petichakis@liv.ac.uk

Learning & Teaching Conference 2015: Recognising and Sharing Teaching Excellence

This year’s Learning and Teaching conference, held in the Foresight Centre on the 2nd July 2015, once again showed an increase in the number of presentations and attendees discussing innovative practice in learning and teaching across The University of Liverpool.

Professor Daniella Tilbury, inaugural Vice Chancellor of the University of Gibraltar, opened the conference by asking staff to discuss the meaning of ‘Learning to Change’ and ‘Sustainability’ amongst themselves before presenting a talk that asked delegates to think hard about the purpose of a university education for students and society.

2015 LT conference-34a
Professor Daniella Tilbury, inaugural Vice Chancellor of the University of Gibraltar, delivering her keynote speech

This set the tone for a lively, engaging, and enjoyable conference with a record number of delegates able to choose from 58 presentations and workshops on offer (all abstracts available here) from staff from across the university and some of our partner institutions. A number of the presentations were co-delivered with students, which always adds an additional perspective.

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Jimmy Fan Zai Fu from the Singapore Institute of Technology (a University of Liverpool partner institution) presents ‘Adopting the principles of Taichi in teaching: a Singapore story’
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Dr Luciane V Mello from the School of Life Sciences presents ‘Reflective research project assessment using PebblePad’
Drs Faye Bradshaw and Matthew James from the School of Health Sciences present 'An Adventure in Team Based Learning'
Drs Faye Bradshaw and Matthew James from the School of Health Sciences present ‘An Adventure in Team Based Learning’

Professor Gavin Brown, our new Pro-Vice Chancellor for Education, gave the afternoon address. His presentation comprised an overview of the fast-changing national context for Learning and Teaching, including the ‘hot off the press’ setting up of a process to develop a Teaching Excellence Framework (TEF). He then spoke about the university strategic review and his early thoughts on an Education Strategy.

Two further presentations showcasing innovative learning and teaching practice were delivered by two Faculty winners of the Sir Alistair Pilkington awards for teaching excellence – Dr Georgina Turner from Media and Communications, and Dr Ali Al-Ataby from Electrical Engineering and Electronics. The conference was also the launch event for the new lecture capture software developed by the Computing Services Department.

Overall, the conference provided an opportunity for many colleagues to share their enthusiasm for learning and teaching, and to learn about other innovative learning and teaching practice that is happening across our institution.

Trish Lunt and Patrick Doherty

Administrators in African universities

Along with Dr Brian Jennings of the Ghana Christian University College, I was asked by the Association of Commonwealth Universities (ACU) to design and deliver a programme for mid-level administrators in African Universities so that they can be better able to support learning and teaching within their universities. This came about from the ACU’s recognition that the role of administrators is often undervalued and they usually have little access to training opportunities, especially accredited training.

All too often legitimate concerns such as this are addressed by ‘running workshops’, where good learning may well occur, but where there is little evidence of any subsequent impact. We decided to design this programme so participants would develop a change project to be implemented in their universities.

We ran a week-long programme in London for 13 administrators drawn from six African countries. During this time we facilitated input and discussion on key issues of learning and teaching such as Quality Assurance, Assessment & Feedback and Technology Enhanced Learning. In addition, there were sessions on professional skills such as communication and giving presentations. There were plenty of lively discussions and finding of commonalities and differences across the continent. One interesting discussion centred on the notion of ‘best practice’ and how this cultivated the idea that ‘best practice’ somehow existed and was to be found elsewhere, often in the West. In turn this can lead to a search for some ideal and so often overlooks good local practice and development suited to local contexts.

We covered project planning from a strengths-based perspective. This turned out to be the right approach as these administrators could often be categorised as having lower status roles compared to their academic colleagues, despite their skills, qualifications and contributions. Peer feedback helped to ensure that projects met the key criteria of being concisely described, manageable in a three month time frame and able to deliver evidence of impact. Projects could be team-based or faculty wide; examples include moving from a paper based to electronic reporting system and implementation of a systematic staff planning process. In order to complete the programme participants must implement their projects in the next three months and critically reflect on their learning.

To support their work and offset the risks of isolation on return they will each recruit a mentor in their own university and are encouraged to sign up to the programme’s LinkedIn group for discussing issues and sharing progress.

In addition, the programme will be accredited by the Staff and Education Development Association and formally evaluated so that we can assess the impact of the programme – what were the outcomes and evidence and from that, and shall we run it again?

The week was a great success, plenty of enthusiasm, learning and laughter, now let’s see how the projects go…

Ian Willis

Critical Pedagogy Against the Mass Market?

Last year, a small group of researchers at Liverpool set out to understand how principles of ‘critical pedagogy’ – the approach to teaching that insists students must play an active and leading role in their own learning strategies – are being implemented in the University of Liverpool.

The research focused upon a small number of modules that apply principles of critical pedagogy in that way students are assessed. It drew upon in-depth interviews with a sample of the staff members that co-ordinate eight modules in the Faculty of Humanities and Social Sciences to explore how successfully those principles are applied in the assessment of those modules.

In our research we found a range of innovative and sometimes challenging ways that module leaders sought apply the core aims of critical pedagogy. We found a range of forms of assessment that:

  • allow the structure of learning to be defined by student learners’ lived reality, rather than a predetermined or designed structure.
  • encourage students to be ‘free learners’, able to challenge the physical and ideological structure of their pedagogical environment and relationships.
  • move students to action and involvement in the world in ways that promote and further the causes of social justice and democracy.

The module leaders we spoke to were committed to allowing students to challenge the dominant ways of reading the world, and to do so in a more open ways. The key motivation for others was to introduce to students an understanding of the social and political dimensions of their subject. There is evidence that such approaches to assessment are important for ensuring the engagement of a more diverse range of participants in education. Critical pedagogy approaches can be important to a widening participation agenda.

Continue reading Critical Pedagogy Against the Mass Market?

Congratulations to seven new ULTRA Fellows

I am delighted to announce that seven more Fellowships of the University of Liverpool Teaching Recognition and Accreditation (ULTRA) framework were awarded at a meeting of the Recognition Panel recently. Many congratulations to our new ULTRA Fellows! Their achievement demonstrates their commitment to excellence in providing the best learning experiences for University of Liverpool students.

Fellowship is awarded in one of four categories, in recognition of excellent practice in learning and teaching in higher education. The achievement of the seven members of University of Liverpool staff is shown below:

Dr Steve Barrett Physics Senior Fellowship
Dr Alan Greaves Archaeology, Classics & Egyptology Senior Fellowship
Dr Richard Huzzey History Senior Fellowship
Ms Helen Orton School of Health Sciences Senior Fellowship
Dr Luciane Vieira De Mello Rigden School of Life Sciences Senior Fellowship
Dr Judith Walsh Continuing Education Fellowship
Ms Cath Williams School of Health Sciences Senior Fellowship

ULTRA provides an experience-based route to professional recognition of experience and expertise in learning and teaching. The framework is accredited by the Higher Education Academy (HEA) which means that achievement of Fellowship of ULTRA brings with it nationally-recognised fellowship of the HEA.

Dr Janis McIntyre

For further information please go the ULTRA website, or contact Dr Janis McIntyre at Janis.mcintyre@liverpool.ac.uk

Funding Postgraduate Study in the UK: issues of widening participation and sustainability

On the 24th April 2015 Dr Martin Gough of the Educational Development Division, in his role as Convenor of the Society for Research into Higher Education (SRHE) Postgraduate Issues Network, organised the seminar, ‘Funding Postgraduate Study in the UK: issues of widening participation and sustainability’. You can find a report on this seminar in a recent issue of The Times Higher Education (no.2202, 7-13 May, p8) by Holly Else, ‘State-backed master’s loans: is an ‘own goal’ looming?’.

One of the issues raised at the seminar, and the focus of the THE report, concerned the Chancellor of the Exchequer’s plan to extend the student loans scheme to taught master’s provision. That would appear to be better than nothing but there is the potential for new problems arising from such a scheme.

One of the speakers, Tony Strike (University of Sheffield), explained how the separate HEFCE Postgraduate Support Scheme has been offering specific schemes for using funds. This is proving to be successful in encouraging historically under-represented groups of students to progress into the postgraduate level, with a view to enhanced access to the professions outside higher education. Meanwhile Paul Wakeling and Sally Hancock (University of York) explored the characteristics and perceptions of those generally who both do and do not progress into postgraduate taught study, and Brooke Storer-Church provided a brief response and update on HEFCE’s work in this area.

The THE report omits to mention the other speaker, Gill Clarke (UKCGE and University of Oxford), and her HEFCE-sponsored project on international comparisons on quality, access and employment outcomes in taught and also research postgraduate education. Gill was able to contribute more to the broader question of what characteristics will be more sustainable for a system of postgraduate education as a whole, to ensure adequate student numbers and the health of UK universities. One of the lessons arising out of the comparative study is the need for resources to support more flexible study patterns.

More details about the seminar, and speakers’ presentations, can be found here.

Martin Gough organised another seminar in this series earlier in the academic year on ‘Dimensions of well-being in postgraduate education’. Further information can be found here.

 

Green Students, Green Future

On Thursday last I attended the final meeting of the Liverpool Green Guild project steering group where we cheered the recent Guild award for waste prevention and reflected on all the fantastic work done by students over the last two years.

The funding for the project, which was part of five million pounds of HEFCE funding for student-led environmental sustainability projects, runs through students’ unions in partnership with their parent institutions. The four key themes of the Students’ Green Fund are student participation, partnership, impact, and legacy.

Legacy and continuation was the focus of a Green Fund Final Support day that I attended on the 16th of April in Bristol with Green Guild Project Officer Dave Wheatley and Guild Vice President Alex Ferguson. Now is the time to look to continuing the work of the Green Fund and the 24 other NUS-led projects across the country, especially with the recently published HEFCE sustainable development framework which was mentioned in the annual funding letter to Universities.

Steve Egan, a champion of the project from HEFCE, talked about sustainability and said that Universities have come to realise that:

“There is a generation gap between university managers and students who are much more aware and enthusiastic than their elders”

He went on to comment on enthusiasm for social justice and equality, and said the pride with which students have tackled their task has been amazing. The collaborations between students, academic and professional services staff and through outreach beyond the university are a model for future collaborations.

Continue reading Green Students, Green Future

Guild Awards 2015

On Wednesday night I attended the annual Guild Awards. A glittering affair well attended by senior university staff, but most importantly by students representing societies that had been nominated by a record number of students for an award.

Table at the Guild Awards

This event always leaves me in awe of the fantastic things our students do to represent their fellow students to the university, to participate and lead in volunteering, in the arts, in the university community and the wider Liverpool community.* The sheer number and variety of societies and activities students engage in shows the Guild going from strength to strength now that its back in Mountford Hall.

I want to pick out the Guild’s Student Led Teaching Awards.  This is new for 2015. Apparently lots of staff were nominated  for the ‘highest standard of teaching support’ which shows how much students appreciate the extra mile that so many of their tutors go.

The three nominees from each faculty were:

Faculty of Humanities and Social Sciences
Nikolas Gjogkas; Dr Amel Alghrani; Dr Mike Rowe

Faculty of Health and Life Sciences
Dr Laura Soulsby; Prof. Stuart Carter; Alison Reid

Faculty of Science and Engineering
Dr Jonathan Green; Dr Gita Sedghi; Dr Paul Williamson

Continue reading Guild Awards 2015