Published: November 2016
Editorial: Editorial: hail and farewell, BeJLT 8.3
Hale, farewell BeJLT and welcome to the Higher Education Journal of Learning and Teaching (HEJLT).
The Brookes eJournal of Learning and Teaching (BeJLT) launched in June 2004, aiming to address the breadth and depth of Learning, Teaching and Assessment in education, particularly, higher, continuing, lifelong and experiential learning:
From the complex relationship between research and teaching to the emerging role of the learning technologist, from issues related to vocational programme design to the application of e-technologies in assessment and their role in supporting scholarship, from individual perspectives to current issues and practice in [institutions and departments], this issue demonstrates the Journal’s role to disseminate current research, evidence and experience which can inform practice (Robertson 2004).
BeJLT aimed to “… reach a large audience which is external to the University,” and to:
provide a showcase for the pedagogic innovations and creative approaches to enhancing the quality of the student experience which have for so long characterized Learning, Teaching and Assessment at Brookes (Robertson 2004)
We believe these aims have been achieved. In Volume 8.1-2, seven out of eight research articles were lead authored by writers from other institutions than Brookes. Authors are from as far afield as Tasmania, Barcelona and Bradford; the US, Netherlands and Nottingham. And while Brookes likes to characterise itself as being at the forefront of learning and teaching quality and innovation, we certainly do not “own” the territory. There are myriads of examples of quality and innovation across the education sectors and around the world.
In BeJLT 8.3 we have an important pedagogical research article from the Department of Biochemistry and Molecular Biology, Monash University, Clayton, Victoria, Australia. In the paper Samarwikrema, Samarwikrema and Macaulay theorise “… the teaching-research nexus through integration of the teacher’s disciplinary research on human papillomavirus and cervical cancer into the second year undergraduate medical curriculum.” Their ideas could be tracked back to the “Humboldtean University” of Berlin in the 19th century (Anderson 2010). Their study “… shows teachers making a progressive shift from an emphasis on teaching research content to research processes and problems.” These are firmly located in the discipline.
We publish another significant piece of pedagogic research from Metaxia Pavlakou, “Work-based learning in undergraduate programmes: a literature review of the current developments and examples of practice”. Pavlakou “…provides the rationale for including work-based modules into the curriculum by discussing its impact on employability and effective learning.” She focuses on both the formal: work experience, internships and placements, and the informal: whole-environment learning such as working to support living while studying. Drawing on principles of best practice outlined by Blackwell et al.(2001) she presents evidence from seven case studies where work-based learning has been implemented in disciplines not usually associated with placement or similar work experience.
BeJLT also had a position, an epistemological perspective. Learning is process and teaching is practice. BeJLT encouraged critical, interpretive and grounded work aimed at evidencing and improving quality. This perspective saw the journal not just being about process and practice but being itself part of that process and practice.
The current issue has an article from reflection on practice by Nadia Singh, written with the informed consent and support of six of students who reflected on “Diversity in a student cohort’s academic background”. She draws five useful guides to action to support diversity in cohorts, concluding that designing and teaching for diversity, “… motivates a lecturer to move beyond their comfort zone and traditional “chalk and talk” pedagogy to embrace a wide range of learning techniques, improve the course content and dispel with pre-conceived assumptions.“
BeJLT was learning how to write, edit and publish on the Internet; learning how to be a disciplined academic in an emerging, innovative scholarly paradigm. All scholars develop and our Editorial Board saw a part of its role to develop (and develop as) scholars of learning, teaching, technology and administration in tertiary education. BeJLT encouraged novice researchers to submit short articles and would work with them to clarify and hone the critical apparatus and presentation of evidence.
In the current issue we see an opinion piece from a pragmatic, business-school perspective, by Judith Piggott, “Using creative industry skills to teach business, management, economics and accounting”, developing possible conceptual spaces within which business meaning and knowledge are made through the interdisciplinary application of techniques from creative practices and industries.
Two concluding book reviews round off our final BeJLT. Both by developing scholars in the pedagogical literature. One, I was inspired to write by this issue’s commissioning editor, David Aldridge. In my review of Jon Nixon’s Interpretive Pedagogies for Higher Education: Arendt, Berger, Said, Nussbaum and Their Legacies. (Kindle edition. London: Continuum, 2012), I enter into a critique of interpretivism and rationalism, when such approaches resist stating their assumptions. The other by Anne Osterrieder, returns to the venerable and always useful 53 Things series, reviewing Irenee Daly & Aoife Brophy Haney (eds), 53 interesting ways to communicate your research (Newmarket: The Professional and Higher Partnership, 2014).
BeJLT has certainly been an interesting way to communicate research, cutting some new ground in online publishing. Now it is time to take a step further with the Higher Education Journal of Learning and Teaching (HEJLT) towards even more responsive, dialogic academic publishing, bringing more light, more genres and forms to experiential, reflective, participatory and community based scholarly publishing.
Anderson, R. (2010). The “Idea of a University” today. History and Policy. Retrieved from http://www.historyandpolicy.org/policy-papers/papers/the-idea-of-a-university-today
Blackwell, A., Bowes, L., Harvey, L., Hesketh, A. and Knight P. T. (2001). Transforming work experience in Higher Education. British Educational Research Journal, 26(3), 269-286.
Robertson, C. (2004). Editorial. Brookes eJournal of Learnig and Teaching (BEJLT), 1(1). Retrieved from http://bejlt.brookes.ac.uk/issue/volume-one-issue-one/
Nothing could be more awkward than the relationship between Hannah Arendt and Martin Heidegger and the frisson of that tale hangs, inevitably, over this book, with a powerful supporting counterpoint played by Gabi Baramki, Vice President of Birzeit University in
The use of skills from the creative industries such as art, poetry, drama and music to teach business and management skills has been an interest of mine for a number of years and is the focus of my Brookes Teaching
This is a pilot study demonstrating the beneficial relationship of the teaching-research nexus through integration of the teacher’s disciplinary research on human papillomavirus and cervical cancer into the second year undergraduate medical curriculum. Students were required to research the literature on specified themes of the topic through Student Project Cases (SPCs) designed as part of the curriculum to involve them in inquiry-based, active learning. Students worked in small groups to respond to specified topic objectives through the production of both written reports and oral presentations. Questionnaires and focus group interviews examined students’ understanding of research, their knowledge of this particular SPC topic and the impact of research on their attitude to learning. Our findings indicated that students had variable understanding of research and knowledge of the topic prior to engaging in the SPC activity. Student feedback also showed an overall positive effect research had on their attitudes to learning and their engagement with the topic. Student feedback was inspiring to the teacher providing new research directions. These findings suggest the value of exploring and introducing learning designs that have their basis within the teaching-research nexus and more importantly that students play an important role as partners of the nexus.
This article aims to give an overview of the current literature on work-based learning at higher education level in the UK. It examines why work-based learning should be incorporated in the undergraduate curriculum, how it can be successfully designed and implemented, and how it can be more widely available to all students regardless of their discipline. More specifically, this review clarifies some key concepts and defines work-based learning in the context of higher education programmes. It provides the rationale for including work-based modules into the curriculum by discussing its impact on employability and effective learning. It identifies some principles of best practice in the delivery of work-based learning. Finally, it discusses some examples of work-based modules implemented at Higher Education Institutions in the UK that illustrate how work-based learning can be embedded into theoretical programmes of study or can incorporate the learning derived from students’ existing part-time employment.
A bucket list [https://bucketlist.org/] is a list of things that you want to do before you die: Travel to Paris; swim with dolphins; see the Northern Lights. Surely, I cannot be the only academic with a bucket list of different
Introduction This incident relates to my teaching experience as a PhD student at Oxford Brookes Business School. I was assigned to lead applied Microeconomics seminars for first year undergraduate students. The seminar sessions comprised of 20 students from different academic