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Image credit: Clark Tibbs, unsplash, CC0 Dr Sharon Maguire, a Careers & Employability Manager at The University of Edinburgh , proposes the “creative, iterative, human-centered, problem-solving methodology” of Life Design as an answer to urgent questions of studentemployability, curriculum transformation, and the future of work.
” Briana Pegado (final year student 2013/14 and EUSA President 2014/15) The success of these early trials encouraged further pilots on several large mainstream courses across the University to evaluate the impact this may have on students in developing a deeper understanding of how to effectively use assessment and feedback in their learning.
A flourishing field of student partnership work has recently emerged (e.g., Cook-Sather, Bovill and Felten, 2014), which critically discusses and reflects on how universities can involve students in roles that, ‘actively shape and enhance their experiences of learning and teaching’ (Healey, Flint and Harrington, 2014).
Drawing on Wenger’s work on Communities of Practice (1998), but also the later work on Landscapes of Practice (Wenger-Trayner, Fenton-O’Creevey, Hutchinson, Kubiak & Wenger-Trayner, 2014), offers a useful lens for us to think about our students’ situated learning experience. 2014) Learning in landscapes of practice.
In the Business School, we recognised that we weren’t always making it easy for students to decipher where and how they were developing these skills, both in and beyond their taught curricula. She holds a CIPD qualification, is an accredited Coach through the Association for Coaching, and a trustee of a local Edinburgh charity.
Dr Neil Hudson, Senior Veterinary Clinical Lecturer at the Royal (Dick) School of Veterinary Studies and Director of the Undergraduate Certificate in Veterinary Medical Education reflects on the benefits of enabling undergraduate students to participate in teaching.
Mayra Hernandez-Rios, a graduate from 2014 who was one of the animators responsible for this year’s Oscar nominated Loving Vincent , reflects: Very very thankful to ECA, to all of you, for everything. We want them to understand their relative merits, and bend them to the service of their films.
Disciplinary and contextual differences must be recognised and cherished, and this will continue to be essential as we realise our vision of the Edinburgh Student. This aligned with our work harnessing co- and extra-curricular learning to support students’ development and impact.
Labake’s PhD research is exploring internationalisation of higher education and employability. She makes presentations at many university events, international conferences and was awarded the Best Presenter at the 2014 EUSA Internationalisation Conference.
. … One in five employers said that doctoral graduates were business critical – without them their business could not function (The impact of doctoral careers, CFE Research on behalf of the UK funding councils, 2014).
The Case Studies in Sustainable Development course in the School of Geosciences already included students doing project work in groups, but the students just researched a self-chosen case study of sustainability in the usual academic manner; they were not directed towards any practical outcome.
The course is firmly embedded in a tangible place and contexts, encouraging students to start defining their own investigative agendas. In previous years (2014-2016), students set their talents to reimagine Galashiels to 2040.
We introduced the UCVME in 2014 as we wanted to formally recognise the important role our students play in our teaching and learning processes. We have had over 140 students enrol on the programme and, so far, 22 have completed the programme in 2017, and 35 in 2018.
Rona Doig Rona joined the Business School in July 2014 and is currently Head of the Student Development Team supporting the personal and professional development of the School’s MSc and UG students.
Labake’s PhD research is exploring internationalisation of higher education and employability. She makes presentations at many university events, international conferences and was awarded the Best Presenter at the 2014 EUSA Internationalisation Conference.
Mooney (2016), for example, criticizes the fact that hospitality management takes a ‘dispassionate’ attitude toward casually employed students, failing retention. UK research further highlights sexist and discriminatory attitudes in the industry ( Ineson et al , 2013 ; Maxwell and Broadbridge, 2014 ).
Chew’s (2022) post shows this happening through non-academic forms of engagement – where the impacts of this type of engagement should not be understated in its ability to contribute towards students’ success and retention ( Moxey, 2022 ). As a result, the benefits of partnership can be multifaceted and all-encompassing ( Alison, 2017 ).
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