United Kingdom University Research Articles

Materials modelling in the University of Limpopo.

This article provides insights into building research capacity in computational modelling of materials at the University of Limpopo (UL), formerly University of the North, in South Africa, through a collaboration with a consortium of universities in the United Kingdom (UK) through the support of the National Research Foundation (NRF), formerly the Foundation for Research and Development, and the Royal Society (RS). A background that led to the choice of building research capacity at historically disadvantaged universities in South Africa, including the UL, is given. The modus operandi of the collaboration between the UL and several UK universities on computational modelling of materials is outlined, together with the scientific highlights that were achieved in themes of minerals, energy storage and alloy development. The capacity built in terms of human capital and institutions set up is shared, which is followed by a discussion of the continuing research activities after the formal NRF-RS collaboration ceased with more alignment to industrial applications with national and international support. We conclude by highlighting the success of the project in capacity-building and consolidating the Materials Modelling Centre with developments of high-performance computing in South Africa and the African continent. We comment on the lessons learned regarding successful capacity-building programmes.

Exploring undergraduate paramedic students’ understanding and experiences of person-centred care while on practice placement

Objective To explore paramedic students’ understanding and experience of the perceived facilitators and barriers to implementing person-centred care in urgent and emergency practice-based placement situations. Aim To explore paramedic students’ understanding of this concept and how it may be applied to clinical practice. Methods A non-probability convenience sample of participants was drawn from a second-year undergraduate Bachelor of Science (Hons) programme in Paramedic Science, at a United Kingdom university. The programme was underpinned by the Person-centred Practice Framework. Undergraduate paramedic students participated in face-to-face, audio-recorded, semi-structured interviews. A qualitative reflexive thematic analysis was then conducted to identify themes arising from the data. Results Ten participants were interviewed. Four key themes emerged from the data: (1) realising person-centred prerequisites which have two sub-themes – curriculum and reality of practice, (2) challenge of high-acuity calls, (3) developing a rapport with vulnerable people and, (4) factors in the macro environment. Conclusion Paramedic students witnessed moments of person-centred practice and were enabled to reflect on their learning experiences in positive ways, by working with paramedics/practice educators. However, their person-centred ideals were constantly challenged as students negotiated to work in complex, dynamic situations and in a health system under pressure.

Bibliometric evaluation of global trends and characteristics of RNA methylation during angiogenesis

BackgroundRNA methylation is involved in major life processes. Angiogenesis is a normal phenomenon that occurs constantly in the bodies of all mammals, once it is aberrant or something goes wrong, it may lead to pathological changes. The bibliometric analysis could produce a comprehensive overview of RNA methylation during angiogenesis. MethodsThe Web of Science Core Collection (WoSCC) database was used to screen publications about RNA methylation during angiogenesis from Jan 1, 2000 to Nov 24, 2022. Bibliometric and visualization analyses were conducted to understand publication trends by CiteSpace and VOSviewer. ResultsIn total, 382 publications from 2000 to 2022 were included in the bibliometric and visualization analyses. On the whole, the number of publications had exponential growth. China was the country and Sun Yat-Sen University was the university associated with the largest number of publications, although publications from the United Kingdom and Soochow University were currently having the strongest impact. Cancer was the most studied topic in this field, and N6-methyladenosine is the most studied RNA methylation type. ConclusionThere is a continuously increasing trend in publications related to RNA methylation and angiogenesis, which has attracted much attention, particularly since 2011. RNA methylation might be a promising target in the investigation of pathological angiogenesis and related disorders, which deserves further investigation.

The impact of prior care experience on nursing students' compassionate values and behaviours: A mixed methods study

BackgroundCompassion is critical to the provision of high-quality healthcare and is foregrounded internationally as an issue of contemporary concern. Paid care experience prior to nurse training has been suggested as a potential means of improving compassion, which has been characterised by the values and behaviours of care, compassion, competence, communication, courage, and commitment. There is however a dearth of evidence to support the effectiveness of prior care experience as a means of improving compassion in nursing. ObjectiveTo explore the impact of paid prior care experience on the values and behaviours of pre-registration nursing students indicated as characterising compassionate care. DesignLongitudinal mixed methods design employing a modified concurrent triangulation strategy, comprising two work packages. Work package 1 was qualitative, and work package 2 adopted a concurrent embedded strategy with a dominant quantitative component. Research is reported in accordance with the Good Reporting of a Mixed Methods Study framework. Setting(s)Three United Kingdom universities. ParticipantsPre-registration nursing students attending one of three universities, and individuals who had previously participated in a Health Education England paid prior care experience pilot. Participant numbers at time point 1 were questionnaires n = 220, telephone interviews n = 10, and focus groups n = 8. MethodsWork package 1 consisted of longitudinal semi-structured telephone interviews. Work package 2 comprised validated online questionnaires measuring emotional intelligence, compassion satisfaction and fatigue, resilience, psychological empowerment, and career commitment (as proxies of compassionate values and behaviours), and focus groups. Qualitative data were thematically analysed. Quantitative data were analysed via Analysis of Variance in SPSS v 26. ResultsQualitative findings suggest that prior care experience has both positive and negative effects on students' compassionate values and behaviours, however positive effects do not extend to qualification. No statistically significant differences were found in any of the quantitative outcome measures between participants with and without paid prior care experience. A statistically significant increase in compassion fatigue was identified in both groups of participants post-qualification. Paid prior care experience did not prevent participants from experiencing reality shock on becoming a student or on qualification. ConclusionsThere is insufficient evidence of longitudinal beneficial impact to recommend paid prior care experience as an effective intervention to foster nursing students' compassionate values and behaviours. These findings do not support mandating a period of paid care experience as a prerequisite for entry into nurse education. RegistrationN/A.Tweetable abstractInsufficient evidence of longitudinal beneficial impact to recommend prior care experience as an effective intervention to foster nursing student compassion @PriorCareExp @Sarah_F_R

Of mice (dogs, horses, sheep) and men: A novel comparative anatomy dissection course in a United Kingdom university.

At the University of Bristol, we established a novel dissection course to complement our anatomy degree. Students enrolled in this undergraduate course are trained as comparative anatomists, with equal time given to both human and veterinary anatomy. Historically, students opted to dissect either human or veterinary donors as part of the course. To fully reflect the comparative nature of the degree, the dissection course was redesigned so students could dissect both human and veterinary specimens as part of the same course. This facilitated a wide-ranging experience of anatomy, encouraging detailed knowledge of a multitude of species and allowing for multifaceted anatomy graduates to be ready for employment in a wide and competitive job market. Across three iterations of the amended version of the course, median marks ranged from 58.7% to 62.0%, with between 22 and 39 students enrolled. In comparison to the course prior to the introduction of the change, median marks ranged from 59.8% to 62.8%, with between 16 and 24 students enrolled. There was no significant difference between marks before or after the introduction of the concurrently comparative aspect. This paper describes the course, with learning materials and assessments considered, along with some reflection on its value. The course offers benefits to students by widening their perspective on anatomical knowledge and making them more equipped for the job market. It also broadens their understanding of form-function relationships. However, student feedback implied that having the choice between human or veterinary dissection was preferable, and this may outweigh the perceived benefits of the course.

Board characteristics and sustainability in higher education institutions: The case of the United Kingdom

AbstractWe explored the relationship between board characteristics and sustainability of higher education institutions in the United Kingdom (UK). We analysed 153 UK universities using data for the year 2019. Our analysis revealed that board size, the number of students on the board, and the number of academic members on the board were found to have significant and positive relationships with sustainability. Also, the composition of the sustainability committee was shown to have a significant and positive impact on sustainability score. However, the relationships between board gender diversity, the number of external members on the board, and the number of board meetings held during the year with sustainability score were not significant. The results provide guidance to universities for developing their sustainability practices.

Trends in emotional wellbeing during COVID-19 by ethnicity, age and gender: evidence from a higher education staff survey

This paper provides evidence of the trends in the emotional wellbeing of university staff during the COVID-19 pandemic, with a focus on differences according to age, gender and ethnicity. From June 2020 to July 2021 a survey was circulated to University College London staff, capturing information on self-described demographic indicators (age, gender, and ethnicity), satisfaction with academic life, and mental and emotional wellbeing. Results show a moderate level of emotional wellbeing overall, with scores increasing after lockdowns were lifted. Some significant heterogeneity within the demographic variables demonstrates the need for disaggregating the categories within Black and Minority Ethnic individuals. Black Caribbean and Black African staff reported higher levels of emotional wellbeing (respectively, 0.60 and 0.81 higher wellbeing scores, on average) while staff who identified as Arab or “other” reported lower levels (on average −1.0 and −0.65) than staff who identified as White. There was a sharp increase in emotional wellbeing for Arab staff and a slight increase in Asian and “other” ethnic staff. Findings from this research provide evidence into the trends in emotional wellbeing of faculty and staff in a United Kingdom university context, contributing to the literature focusing on higher education during the pandemic period. We also flag the importance of disaggregating Black and Minority Ethnic categorization to describe and better understand the diverse impact on emotional wellbeing within different ethnic groups, which has rarely been explored in the literature assessing university staff wellbeing.

A Faculty Personal Tutor Model to Support Student Transition into Higher Education During a Global Pandemic

Abstract In 2020, Science, Technology, Engineering and Math (STEM) faculty within a United Kingdom university implemented an online personal tutoring model. This model aimed to deliver a consistent experience to ∼1000 students, supporting learning and fostering a sense of belonging during a global pandemic. Here we describe and evaluate a Curriculum Integrated personal tutor model, designed to provide a structured and dialogic student experience. We provide details on the timetabled activities, aligned to student development needs, and reflect on the model’s effectiveness in supporting student learning, building belonging, and providing accessible delivery. We highlight strengths and explore weaknesses, providing recommendations for implementation of this type of model at other institutions.

Student perspectives on their digital footprint in virtual learning environments

The prevalence of mental distress among young adults, including those at university, has increased. In this context, learning analytics, students’ digital trace data, are increasingly being used to understand student mental health. In line with calls for more research on learning analytics from student perspectives, as part of a broader focus group study, 44 undergraduate students from three United Kingdom universities were invited to consider how they felt about having a digital footprint on their virtual learning environment (VLE). Two main themes were constructed using reflexive thematic analysis. First, students’ responses depended on the perceived threat to their privacy and identity. Some students were indifferent if no threat was perceived, but expressed unease if there was. Second, some students expressed personal preference for autonomy over use of their VLE data. Two uses identified were for non-judgmental personalized support, and using aggregated data to improve student learning. These themes suggest how the use of educational digital data can, under some circumstances, impact wellbeing negatively. The students’ perspectives garnered from the focus groups could have implications for policy and practice concerning privacy and surveillance, the possibility for misuse or misinterpretation of data, and informed consent. This small study supports the importance of partnering with students to develop and implement guidance for how VLE learning analytics data are used and interpreted by students and staff, including lecturers, to protect and enhance student mental wellbeing.

UK higher education sector's response to the war in Ukraine

PurposeThis article aims to address the response from the higher education (HE) sector in the United Kingdom (UK) to the full-scale war in Ukraine which started in 2022.Design/methodology/approachRelying on theoretical ideas of neoliberalism and the collection and thematic analysis of relevant official communications from six UK universities, the article uncovers three major ways in which these universities have been responding to the war.FindingsThey include (1) altruistic responses, (2) the promotion of equal treatment of all people and (3) the condemnation of the invasion and its implications for UK’s international cooperation in HE. These responses suggest the strengthening of the liberal ideals in the UK HE sector, heavily dominated by marketisation.Originality/valueThis analysis is significant not only for advancing a very limited scholarship on the topic of HE in the context of this war but also for understanding the development of the neoliberal landscape of UK HE and neoliberalism as a phenomenon in times of crises.

Everyday experiences of Islamophobia in university spaces: A qualitative study in the United Kingdom

Two recent reports suggest that Muslim students are experiencing increased levels of Islamophobia while studying at universities in the United Kingdom (UK). While so, the issue has attracted little scholarly investigation. Responding to this gap in the literature, this article sets out new and previously unpublished findings drawn from qualitative research undertaken with more than 70 Muslim students enrolled at four UK universities. Having set out the methodological approaches, this article begins by contextualising the research within the broader scholarly study of contemporary Islamophobia. Having framed the findings within the context of critical Islamophobia theory, the findings are set out using a threefold thematic structure. This structure affords an insight into the everyday experience of Islamophobia in university spaces and includes: hate incidents on campus; Othering in the learning and teaching spaces; and, microaggressions in university accommodation. In doing so, this article generates new knowledge about the everyday nature of Islamophobia as experienced by Muslim students within university spaces in the UK today.

Research in action-developing and evaluating a student research placement experience

BackgroundEvidence based practice is essential in the provision of high-quality contemporary nursing practice. Yet nursing students often lack an understanding of the research process because applied research experience is rarely facilitated in undergraduate nursing programmes. Students research knowledge is mostly gained via classroom based theoretical teaching; however, it is a challenging subject to teach and is often evaluated poorly by students who find the subject uninteresting and difficult to apply to their clinical practice. AimThe aim of the study was to explore the experiences of student nurses after undertaking a nurse led primary research study placement. MethodsThe study explores the students' experiences of a research placement using a phenomenological approach with the data collection method of drawings and narration which were then subject to Interpretive Phenomenological Analysis as a data analysis method. SettingsThis study was undertaken with 18 nursing students who were enrolled in a United Kingdom university, who had recently participated in a nurse-led research study exploring the use of sensors to detect atrial fibrillation in members of the public in a supermarket. ResultsThe following themes were developed by the researchers: Practice makes perfect, Enhancing communication, Research attitude, Making a difference, Increased confidence, Enhanced skills, Researcher collaborations, The views of others. ConclusionsStudents valued the research placement; the experience provided insight into the conduct of research in primary health and allowed students to learn about research in an experiential way which proved to be more effective than usual classroom methods. Students' communication skills were enhanced, through interacting with the public in a different way, who were keen to engage with them because of their student status.

(Non)-Conformity to Native English Norms in Postgraduate Students' Writing in UK Universities: Perspectives of Native and Non-Native Students and Academic Staff

Postgraduate writing is a major academic feature through which students' learning progress is assessed. It is thus of paramount importance that students must meet the academic writing demands required by their respective academic schools and departments in order to pass their chosen courses. The study strives to explore the extent to which native and non-native English-speaking postgraduate students are required to conform to the norm of native-speakerism preferable to native English faculty members in some United Kingdom (UK) universities. This study is mainly qualitative and it involves three research instruments: (a) open-ended surveys targeting 111 native and non-native postgraduate students and 65 lecturers from different departments, (b) semi-structured interviews conducted with 13 lecturers and 10 students, and (c) an analysis of lecturers’ feedback on 53 students’ written productions. The findings show that the recommendations to conform to native English conventions exist only in some theoretical research. In practice, however, UK universities and academic staff do not save efforts to enable their students to express their ideas in clear comprehensible academic English. These results yield some insightful penetrations not only to the host universities but also to overseas governments as well. In addition, this study offers some implications for postgraduate students.

"It’s the colonisation of the mind”: How the legacy of the British Empire has impacted the University of Greenwich.

The aftermath of imperial Britain is entwined with every part of the United Kingdom (UK). Colonial dominion brought on by European sovereignty resulted in slavery, the subjugation of the Global South and a demolishing of indigenous cultures. Widespread entrenched inequalities throughout societal domains are all forms of colonialism. Repercussions of the British Empire are prevalent in education and the fundamental imperialistic philosophies of colonialism have been internalised throughout universities. This research investigated the outcome of these legacies within UK universities, with a focus on the University of Greenwich. This university takes pride in its rich maritime history, but acknowledgement of the ‘less desirable’ side of this past is lacking. The historical iconography of the University of Greenwich is rooted in colonialism, yet not enough light has been shed on this, nor on how it plays a role in perpetuating westernised imperialistic thought in academia. This research used semi-structured interviews with academic staff and students at the University of Greenwich to explore this topic. Thematic analysis revealed insights into how the British Empire continues to affect individuals within the university. It also provided valuable suggestions that include what the university, staff and students can do to confront colonial links.

Using a modified version of the reflective approach to teaching practicum debriefing in assessing learning outcomes in a university module

ABSTRACT This action research study aimed to ascertain the usefulness of a modified version of the reflective approach to teaching practicum debriefing (MVRATPD) strategy in ascertaining the degree to which students in a United Kingdom university faculty of education achieved module learning outcomes (LOCs). Using purposeful convenient sampling, twenty-seven(n = 27) students on the education studies pathway at the university, studying the module entitled international and comparative education, participated. The usefulness of the MVRATPD is revealed in several ways. It is primarily a reflective assessment instrument as purported by Minott. It revealed a direct fulfilment of several module objectives linked to several LOCs. However, for this study, it was not useful in capturing data about all 4 LOCs. Specifically, it captured no data related to LOC 2. The conclusion is that the MVRATPD, in its present form should not be the sole determinant of the degree to which LOCs are achieved. It is however, a complementary indirect reflective instrument for assessing LOCs and a user-friendly, practical and uncomplicated data collection tool i.e. using three reflective questions.

Pharmacists' perspectives on the impact of postgraduate distance learning on their well-being: A qualitative study

IntroductionUndertaking postgraduate education is becoming increasingly common among United Kingdom (UK) pharmacists to facilitate career progression. However, whilst there is evidence that postgraduate study can negatively affect well-being (defined as when “an individual is feeling good and functioning positively”), there is a lack of research into the well-being of pharmacists as postgraduate learners. This study therefore aimed to explore pharmacist learners' perceptions of the impact on their well-being of undertaking a distance learning postgraduate diploma in clinical pharmacy at a UK university. MethodsSemi-structured interviews with students enrolled in a postgraduate clinical pharmacy diploma programme were conducted using Microsoft Teams (Microsoft, Corp). An interview guide was developed according to the aim of the study and modified iteratively. Recruitment continued until data saturation was achieved. Interview recordings were transcribed verbatim and analysed by thematic analysis using the principles of constant comparison. ResultsThe results highlighted three themes: juggling act, transition and support, and attitudes to study and well-being. Participants reported struggling to juggle multiple commitments; The transition to postgraduate education was described as difficult; university communication methods as well as insufficient employer support were reported to have had a negative impact on well-being. The COVID-19 pandemic impacted further on well-being. ConclusionsThe findings of this study add to the literature that postgraduate study whilst working may negatively affect pharmacist learners' well-being. This may help universities, employers, and learners develop strategies to prevent, where possible, and better manage challenges that can lead to poor well-being among learners.

University Chaplaincy as Relational Presence: Navigating Understandings of Good and Effective Chaplaincy in UK Universities

Chaplains are embedded in the culture and life of many universities and are a key part of university support for religious students. Yet university chaplaincy has rarely been researched by social scientists. This article explores the role of chaplains and chaplaincy in universities in the United Kingdom (UK), investigating understandings of what makes for good and effective chaplaincy among the different groups involved or working with chaplains. Case study research in five universities, comprising interviews with chaplains, university managers and representatives from religious bodies, and a survey of students, reveals an approach to chaplaincy upon which many participants agree, based around a combination of relational skills and presence. Conceptualizing this as relational presence, the authors argue that relational presence reflects the UK’s three-dimensional religious landscape, where religion is regarded as “vicarious,” and reflects the values of young people who attend universities.

Remote Learning in Higher Education During the Pandemic: A Study of the Experiences of Chinese International Students at United Kingdom and United States Universities in 2020/21

During the COVID-19 pandemic crisis, many universities around the world made a drastic change by transferring most of their offline classes to emergency remote learning (ERL). The aim of this study was to explore how Chinese students, who studied in United Kingdom (UK) and United States (US) universities during the 2020/21 academic year, perceive their experiences of remote learning. As the UK and the US have two relatively advanced education systems, the arrangements of their universities for ERL and their support for international students are worth exploring. Moreover, during the ERL, a portion of Chinese students had online classes in their home countries instead of the country in which their universities are located. Therefore, semi-structured interviews were carried out to explore the academic experiences and social interaction of students who studied in UK and US universities, while remaining in China. The data were analyzed using the thematic analysis method. The findings showed that ERL was perceived negatively by students despite its flexibility in areas of academic learning experiences and social interaction.

Strategic Change in a Pluralistic Context: Change leader sensegiving

Research points to the challenge of delivering strategic change in pluralistic contexts. We explore this challenge through a real-time, qualitative case study of the implementation of strategic change in a post-1992 United Kingdom university. Our findings enable us to account for how a change leader can create sensegiving and sensemaking opportunities that influence others to engage in activities that facilitate change implementation through an orchestrated meetings-based process and which also leads to change action consistent with intended goals. In doing so we contribute to research on strategic change in pluralistic organizations, research on strategy meetings and research on change leader sensegiving.

Exploring (in)dependent learning in a cross-institutional project about perceptions of learning

During the COVID-19 pandemic, significant focus was placed on the benefits and challenges of online versus traditional face-to-face learning. This paper presents the findings from a project which paints a more complex picture. Differing Perceptions of Quality of Learning, a collaborative project between four United Kingdom universities, investigated student perceptions of teaching and learning during the pandemic. Mixed methods using survey and focus groups to collect data were used. Analysis was conducted on the overall sample, by subject area, and by ethnicity. Findings indicated that the focus in universities should be shifted from the dichotomy of face-to-face or online learning toward flexible and scaffolded modes and approaches that lead to quality learning and progressively help students to move appropriately between lecturer-led learning and independent learning. Implications for the sector include a focus on pedagogical principles and ensuring the quality of any medium and environment used. The priority recommendation is to provide scaffolding for independent distance learning.