Sector Priorities 8.30am-10am Registration: Refreshments available 8.30am-10am 10am-11am Opening plenary 10am-11am Main Hall Welcome address: Alison Johns, Chief Executive Officer, Advance HE
Keynote speech:
John Gill, Editor, Times Higher Education
Global higher education trends - and why they matter at home 11am-11.20am Refreshments 11am-11.20am 11.20am-12.20pm Parallel Session 1 11.20am-12.20pm White Hall 1 White Hall 2 White Hall 3 Room 553 Room 559 Room 564 Room 568 Room 220 Room 227 Room 229 Room 231 Room 371 Room 373 Room 375 SP1.1 - Interactive breakout SP1.2 - Workshop SP1.3 - Workshop SP1.4 - Workshop SP1.5 - Interactive breakout SP1.6 - Workshop SP1.7 - Workshop SP1.8 - Workshop SP1.9 - Interactive breakout SP1.10 - Interactive breakout SP1.11 - Workshop SP1.12 - Workshop SP1.13 - Interactive breakout SP1.14 - Workshop
The Participation Puzzle: A project to understand how global student issues of Exploring ePortfolio use with vulnerable Spinning Seminars: A new spin on Curriculum design with global Going online: Designing an online course Unbundling higher education: Lessons Exploring interdisciplinary challenge-led Building bridges and removing barriers: A Getting to grips with SCALE-UP: An expert The same but different: Exploring staff Same difference: The shared transitional socio-economic disadvantage and ethnic Pathways to Fellowship: Roads less Heads, tales and pink elephants communities: The challenge of social Complexity as a learning tool structuring and assessing student-led communities: A shared leadership that is fit for purpose for students and from research in UK and South Africa and learning opportunities for knowledge co- global classroom approach to class for active learning practitioners perspectives of student heterogeneity anxieties of international students background impact upon levels of travelled media learning spaces approach academics in the global context ways ahead creation internationalising higher education engagement, academic outcomes and traction in the graduate job market
Christine Brown Wilson, Queen's University Rachel Forsyth and Claire Hamshire, Jennie Mills, Sara Hattersley, Jessica Kate Beaven-Marks, HypnoTC: The Michaela Borg, Jane McNeil and Zena Rashid, Isabel Canto de Loura, Regent's University Sandra Jones, RMIT University and Marina Chris Little, Karen Manley and Chris Tina McKee and Rachel Anne Nir, University of Dawn Morley, Solent University and Helen Neil Morris and Mariya Ivancheva, University of Natascha Radclyffe-Thomas, University of the Belfast and Christine Slade, University of Pablo Dalby, University of East Anglia Manchester Metropolitan University and Roisin Humphreys and William Rupp, University of Jess Power, Staffordshire University Hypnotherapy Training Company Nottingham Trent University London Harvey, University of New South Wales Hargreaves, Keele University Central Lancashire Carmichael, University of Southampton Leeds Arts London Queensland Kelly-Laubscher, University of Cape Town Warwick 12.20pm-1.20pm Lunch 12.20pm-1.20pm 1.20pm-2.20pm Parallel Session 2 1.20pm-2.20pm White Hall 1 White Hall 2 White Hall 3 Room 553 Room 559 Room 564 Room 568 Room 220 Room 227 Room 229 Room 231 Room 371 Room 373 Room 375 SP2.1 - Forum SP2.2 - Workshop SP2.3 - Workshop SP2.4 - Workshop SP2.5 - Workshop SP2.6 - Workshop SP2.7 - Interactive breakout SP2.8 - Workshop SP2.9 - Workshop SP2.10 - Interactive breakout SP2.11 - Interactive breakout SP2.12 - Interactive breakout SP2.13 - Workshop SP2.14 - Workshop
Addressing the differential outcomes experienced by Black Asian and Minority Using codesign workshops for Transforming student journeys: Curriculum co-creation: A transformative Student engagement with active blended Ethnic (BAME) students and those from ‘Reflection by stealth’: Placing student Advancing research-based education and What is social mobility in our HEI and how Insights for employability: The impact of strengthening student identity verification The Collaborative Agreement Challenge: A zombie performance pedagogy: Addressing barriers to success and Towards an embedded curriculum: Engaging students to change the world strategy to address differential student learning (ABL): How to ensure the dog low socio-economic backgrounds by reflection at the interface of tutoring and student-staff partnerships in different are we making it happen? careers registration for the sector in assessment design: A response to International collaboration and the GDPR #zombiesinHE creating new solutions to support disabled Alternative providers and BME learners outcomes doesn’t eat their homework opening the dialogue on inclusive teaching employability training cultural settings contract cheating and neurodiverse students and learning environments through a capacity-based co-production model
Networking space Dave Perkin, Bangor University, Catherine Camps and Clare Kell, University of South Wales, Michael Draper, SAILS, Swansea Lewis Toumazou and Tia Kelly, University of University, Jo Hendy, Cardiff Metropolitan Manchester, Alex Mormoris and Celeste Christine Slade, Institute for Teaching and Stella Jones-Devitt and Liz Austen, Sheffield Tim Coughlan and Kate Lister, The Open Fiona Cobb and Bob Gilworth, The Careers Sarah Hayes and Chris Wilson, Aston Annie Hughes, Kamal Mohamed and Christina Rachel Maunder, Roz Collings and Katere Emma Taylor, University of Exeter Medical University, Phil Jones, NPTC Group of Colleges, Delbrey, University of Birmingham and Beth Learning Innovation, The University of Cheryl Reynolds, University of Huddersfield Vincent Tong, University College London Hallam University and Tony Wall, University of University and Atif Choudhury, Diversity and Yaz Osho, GSM London Group (University of London) University Michener, Kingston University Pourseied, University of Northampton School Joan O’ Mahony, Advance HE, Joanne Owen, Bradshaw and Hassan Mobarak, Manchester Queensland Chester Ability (DnA) Grŵp Llandrillo Menai, Jane Thomas, SALT, Metropolitan University Students Union Swansea University and Caroline Usei, University of Wales Trinity St David 2.20pm-2.30pm Transition 2.20pm-2.30pm 2.30pm-3.40pm Parallel Session 3 2.30pm-3.40pm White Hall 1 White Hall 2 White Hall 3 Room 553 Room 559 Room 564 Room 568 Room 220 Room 227 Room 229 Room 231 Room 371 Room 373 Room 375 SP3.1a - Presentation SP3.2a - Presentation SP3.3a - Presentation SP3.4a - Presentation SP3.5a - Presentation SP3.6a - Presentation SP3.7 SP3.8a - Presentation SP3.9a - Presentation SP3.10a - Presentation SP3.11a - Presentation SP3.12a - Presentation SP3.13 SP3.14a - Presentation
Sink or swim: Exploring the hybrid role, Using WISE Feedback: Mediating HEA as an Digital Literacy: Maximising curriculum Performance in the classroom is key to practices and identities of Graduate (Unspoken) anxieties about teaching and Measuring learning gain for employability: Assessments: The purpose versus the Ensuring greater comparability of degree Using reading and listening circles with Shared interdisciplinary and multicultural Ako Aronui: Focusing on caring for our Career-long professional learning about influential agent in an Australasian innovation and enhancing the student learner satisfaction and achievement: What Teaching Assistants (GTAs) at the learning in higher education: Unveiling International lessons perception standards: The External Examining project international learning communities learning from global communities people teaching in a research-intensive university Commonwealth setting experience can teachers do to make a difference? University of Wolverhampton and the teaching staff voices power of pedagogic transference
Nell Buissink, John Davies, Piki Diamond, Julia Christina Hughes, Sheffield Hallam University Carole Sutton and Emma Purnell, University of Christine Lee and Elizabeth Allen, University of Bob Gilmour and Caroline Gallagher, Glasgow Hallas, Jaye McIsaac, Mark Northover and Sarah King, Higher Education Futures Ian Davis, Queensland University of Technology Harriet Lowe, University of Greenwich Geoff Stoakes, Advance HE Andrew Corcoran, Aston Business School Julie Hughes, University of Wolverhampton Ana Baptista, Queen Mary University of London and Heiki Behle, University of Warwick Plymouth Bristol Caledonian University Emily Whitehead, Auckland University of Institute, University of Birmingham Technology SP3.1b - Presentation SP3.2b - Presentation SP3.3b - Presentation SP3.4b - Presentation SP3.5b - Presentation SP3.6b - Presentation SP3.8b - Presentation SP3.9b - Presentation SP3.10b - Presentation SP3.11b - Presentation SP3.12b - Presentation SP3.14b - Presentation
The ICZ institutional curriculum Excellence through international What do our students consider to be Whose values? Using the UKPSF to deliver What’s holding us up? The challenges 'Try Before You Buy': An employer Usage of personality bubbles in learning, Getting outside the classroom to improve Academic staff perspectives on framework: Implementing a principled, Stress triggers and anxiety in students of collaboration: Working with the Peer Doctoral Mentoring: Creating a Into the Image World: Creating global 'academic support'? Implications for effective staff development programmes in facing institutions moving from offline to perspective of international student teaching, assessing and educational my teaching internationalisation realistic, enhancement-led approach to Modern Languages International Federation of National diverse social learning community communities of practice interpreting National Student Survey (NSS) Principal Fellow Networking Session international contexts online marking across the HE sector Networking space mobility in England research programme development Teaching Fellows data Sally Bradley, Advance HE
Matthew Sutherland and Prabash Edirisingha, Clare McCullagh and Angela Buckingham, Stephen Robertson, Edinburgh Napier Sean Walton, Amina Helal and John Dermo, Elizabeth Jones and Emma Staniland, Lauren Clark, Fiona Victory and Bridie Woods, Steph Cosgrove and Jesse Alexander, Ram Kallapiran, UK College of Business and Emma Mayhew, University of Reading Lorraine Mighty, University of Birmingham Kirsten Hardie, Arts University Bournemouth Andrew Pye, University of Exeter Northumbria University and David Thompson, University of Reading University University of Salford University of Leicester UCL Institute of Education Falmouth University Computing University of Wolverhampton SP3.1c - Presentation SP3.2c - Presentation SP3.3c - Presentation SP3.4c - Presentation SP3.5c - Presentation SP3.6c - Presentation SP3.8c - Presentation SP3.9c - Presentation SP3.10c - Presentation SP3.11c - Presentation SP3.12c - Presentation SP3.14c - Presentation
Optimising challenges for positive The UKPSF: Enabling engagement with Going global – or staying at home? A data- educational change: Active components of Time for TEA: A University Alliance The influence of the New Right on the academic CPD and the scholarship of driven approach to understanding why Introducing programme level assessment International collaboration: The benefits to Designing Education: An RP-UK Peer feedback via mobile devices: Is it outdoor adventure programming for perspective on promoting, supporting and concept of quality teaching and learning in Teaching-generated research teaching and learning among international students do not engage in employability in your institution the internationalisation home curriculum transnational partnership useful? Is it trustworthy? Is it safe? building resilient learners in higher developing teaching excellence universities staff initiatives Withdrawn Withdrawn education
Jacalyn Cawkwell, University of Nottingham and Kate Watkins, John Balfour, Aysha Divan and Amanda Harvey, David Tree and Mariann Jennifer Bain and Juliet Sprake, Goldsmiths, Graham Holden, Sheffield Hallam University / Silvia McCormack, La Trobe University, James Walker, University of Nottingham, David Egan, Sheffield Hallam University John Allan, Leeds Beckett University Min Yang, Education University of Hong Kong Portia Ungley, Kingston University Gina Koutsopoulou, University of Leeds Rand-Weaver, Brunel University London University of London University Alliance Melbourne Ningbo Campus 3.40pm-4.10pm Refreshments and poster presentations 3.40pm-4.10pm Litchfield Lounge
Samantha Buxton-Robbins, Swansea University: Increasing the levels of Interaction among multicultural students using technology Christine Slade, The University of Queensland: Professionalisation in Academic Development: Exploring learning designer roles in a changing higher education sector Amrita Narang, CU Coventry, Coventry University: Creating Global Communities Locally using Online International Learning (OIL) Projects Nell Buissink, John Davies, Piki Diamond, Julia Hallas, Jaye McIsaac, Mark Northover and Emily Whitehead, Auckland University of Technology: Nau Mai, Haere Mai: Welcoming the UKPSF into Auckland University of Technology Tudor Parsons and Andrew Kerrigan, University of York: Using Edward De Bono’s 'Six Thinking Hats' framework to enhance positive learner identities for Japanese students in intercultural discussion groups Leila Walters and Samuel Pollard, University of Exeter Medical School: Understanding the needs of students with dependants: An investigation into the barriers and experiences prior to and during higher education Min Yang, Education University of Hong Kong: Peer feedback provision, the effectiveness of peer feedback and university students’ achievement emotions Mark Poulter, Ulster University: Improving student non-attendance and retention in a SNAP (Student Non-Attendance Policy) Emily Nordmann, University of Aberdeen: Telling tales out of school: Using student narratives to aid transition Susan Bray, Coventry University: Exploring the global community perceptions of the Prevent Agenda in Higher Education Rebecca Randles, Liverpool John Moores University: The Transatlantic Dialogue: Discovering measures of Student Learning Gain Simon Cassidy, University of Salford: The Academic Resilience Scale (ARS-30) Helen Howard, University of Derby: Barriers to student success, closing the attainment gap Steph Cosgrove, Jesse Alexander and Philip Singleton, Falmouth University: Into the Image World: Creating global communities of practice
4.10pm-5.20pm Parallel Session 4 4.10pm-5.20pm White Hall 1 White Hall 2 White Hall 3 Room 553 Room 559 Room 564 Room 568 Room 220 Room 227 Room 229 Room 231 Room 371 Room 373 Room 375 SP4.1a - Presentation SP4.2a - Presentation SP4.3a - Presentation SP4.4a - Presentation SP4.5a - Presentation SP4.6a - Presentation SP4.7a - Presentation SP4.8a - Presentation SP4.9a - Presentation SP4.10a - Presentation SP4.11a - Presentation SP4.12a - Presentation SP4.13a - Presentation SP4.14a - Presentation
Turn up, tune in, don’t drop out: The How are we ensuring the development of Practice to strategy: Implementing a Referencing and empowerment: Exploring Benchmarking Technology Enhanced Responding to the networked student: Measuring learning gain in higher Leading program-level pedagogical Learning the local - Understanding the Reimagining university assessment by relationship between lecture attendance, Are UK domicile students missing out on Shared Knowledge: Exploring global Becoming an author/ity: Working with inclusive and effective pedagogical content locally based framework for teaching Teaching and assessing global leadership barriers to agency in the higher education Learning: Applying the ACODE Theory, practice and the physical education: Student voices on the challenge innovations in an Australian university: global learning from secondary education use of lecture recordings, and achievement internationalisation? citizenship in a multicultural classroom international Doctoral students knowledge to address A5, K1-3 and V3 of recognition and its impact on a staff/student experience methodology environment of meaningful engagement Exploring through a practice theory lens at different years of study the Dimensions of Practice? university’s strategic direction
Nell Buissink, John Davies, Piki Diamond, Julia Lisa Harris, University of Exeter, Nicholas Fair, Leo Africano, Amy Brown and Boris Pajkovic, Vicki Holmes, University of Reading and Mark Louise Maddock, Centre for Learning Futures, Dawn Williams and Kamala Balu, University of Hallas, Jaye McIsaac, Mark Northover and Michael Flavin, King's College London Samantha Pugh, University of Leeds Karen Gravett, University of Surrey Emily Nordmann, University of Aberdeen Philip Warwick, Durham University University of Southampton and Federica Linda Speight, University of Lincoln Katherine Taylor, University of Leeds John Bostock, Edge Hill University Newcastle College Nichols, The Open University Griffith University Westminster Emily Whitehead, Auckland University of Oradini, University of Westminster Technology SP4.1b - Presentation SP4.2b - Presentation SP4.3b - Presentation SP4.4b - Presentation SP4.5b - Presentation SP4.6b - Presentation SP4.7b - Presentation SP4.8b - Presentation SP4.9b - Presentation SP4.10b - Presentation SP4.11b - Presentation SP4.12b - Presentation SP4.13b - Presentation SP4.14b - Presentation
Can innovative assessment be used to overcome the integration and engagement ‘Do you write as well as you speak?’: A Beyond marketisation: Happiness, LEGO® Serious Play®: A global solution to International models and student voice Teaching excellence as a tool to better Using learning analytics to surface the Employability and its impact on staff: A HE learning spaces: From ideation Why EVERY degree should change the Does social networking work? Lessons BME male students: Retention and role Do we all agree on what excellent (or even issues faced by international students dialogic approach to embed academic resilience and community: Essential challenges facing internationalisation of Uniting nations through blended learning effecting professional programme design assimilate international students: Lessons hidden recipience of feedback New Zealand case study onwards world from our global community modelling good) teaching is? entering British higher education for the literacy skills into subject curriculum elements of the HE experience? the HE classroom for personal and professional capital learned from Greek students first time?
Tiffany Chiu, Imperial College London and Athina Tsoumaki, Athina Education Katy Savage and Suzanna Faulkner, University Sophie Cole and Richelle Duffy, Northumbria Zahida Shah and Sarah Tarby, Solent Naomi Winstone, University of Surrey Narissa Lewis, The University of Auckland Rebecca Bushell, University of South Wales Olga Rodriguez-Falcon, University of East Farrukh Akhtar, Kingston University Tony Byng, University of Leeds Consultants and Kosmas-Othon Kosmopoulos, Leanne Rose-Munro, Monash University Victoria Burns, University of Birmingham Liz Wilding, University of Reading Gillian Rhodes, University of Westminster of Strathclyde University University London HULT International Business School SP4.1c - Presentation SP4.2c - Presentation SP4.3c - Presentation SP4.4c - Presentation SP4.5c - Presentation SP4.6c - Presentation SP4.7c - Presentation SP4.8c - Presentation SP4.9c - Presentation SP4.10c - Presentation SP4.11c - Presentation SP4.12c - Presentation SP4.13c - Presentation SP4.14c - Presentation Building bridges for success: Resourcing An empirical investigation of staff views in Spinning Seminars: A new spin on Add some Asia to your degree! The impact Enhancing engagement in large classes: How we reduced non-attendance (by 54%) The International Conference of Impressions from global teaching: Pedagogies without borders: Strategic and connecting students and staff within DIGICAT: Digitising student choice A global comparison of national student applying a classroom response system to Embedding Sustainability in Universities: structuring and assessing student-led of mobility programs in ANU’s College of Becoming a reflective practitioner, making and attrition (by 74%) in a SNAP (Student Undergraduate Research (ICUR): Implications in using mobile interactivity adoption of teaching models across The bright side of assessments an Australian trans-disciplinary, whole-of- through media, review and visualisation surveys: What is the impact of teaching? increase student engagement and US insights informing the UK learning spaces Asia and the Pacific small changes Non-Attendance Policy) Internationalising the student experience to enhance student engagement contexts, disciplines and cultures institution course Withdrawn understanding in Economics
Carol Hayes and Jennah Robichaud, The Emma Barker and Caroline Gibson, University Paul Davies, Swansea University and Adam Isabel Canto de Loura, Regent's University Pablo Dalby, University of East Anglia Desireé Cranfield, Swansea University Janet Turley, University of the Sunshine Coast Mark Poulter, Ulster University Elizabeth Shepherd, IFF Research Michael Detyna, King's College London Jane McNeil, Nottingham Trent University Dimitrios Paparas, Harper Adams University Eunice Simmons, Nottingham Trent University Australian National University of Warwick Shore, Liverpool John Moores University London 5.20pm-5.35pm Plenary 5.20pm-5.35pm 6pm-7pm Networking drinks reception 6pm-7pm 7pm-10pm Conference Dinner and Annual Debate 7pm-10pm