University Of Gloucestershire Research Articles

Embedding sustainability education into hospitality, tourism, and events management curricula - a preliminary best practice model

With over seventy percent of millennials preferring to spend disposable income on experiences rather than consumer goods, organizations operating in the tourism, hospitality, and events sectors are predicted to see increasing demand. Despite being recognized as a major contributor to economic activity, these sectors have been criticized for being a root cause of environmental degradation, acculturation, economic leakage, and migration. The recent collapse of international travel firms with far-reaching consequences for employees, suppliers, and destinations has highlighted the vulnerability of organizations to volatility in the business environment and calls for a reassessment of business and leadership models. Since the adoption of the United Nations Sustainable Development Goals in 2015, sustainability initiatives are becoming more embedded into corporate strategies with an increasing focus on the triple bottom line. Following the creation of the Global Reporting Initiative Standards and sector-specific standards, there is a growing expectation that organizations demonstrate accountability for their sustainability initiatives. In Western societies, this reflects a shift away from the liberalist notion of the “Theory of the Firm” towards the sustainability paradigm. The purpose of this exploratory paper is to propose a preliminary framework for embedding innovative sustainability education in undergraduate degree programs. The paper first reviews UK-based guidelines for sustainability education at the university level. It then proposes a framework for the development of a corresponding curriculum audit tool that assesses how comprehensively sustainability education is embedded into undergraduate curricula. The University of Gloucestershire’s degree programs in International Hospitality and Tourism Management and Event Management are used as case studies to demonstrate how an audit tool design based on relevant principles can be used in practice for assessing and enhancing sustainability education. The paper recommends the further development of the tool into a best practice model integrating graduate attributes, key learning outcomes and skills, and an appropriate learning and teaching infrastructure. Transferability across subjects and transnationally is identified as an area for further research.

The Philosophy of Sport and Physical Education: Four Decade Publication Trends via Scientometric Evaluation

The study purpose was to look into the production of scientific publications on the Philosophy of Sports and Physical Education.
 Materials and methods. Scopus and Web of Science databases and various bibliometric indicators such as global publication trends, most active authors, number of citations, and author keywords were used to collect publications.
 Results. A total of 1103 publications on the philosophy of sport and physical education were found from 1981 to 2021. This review used data in comma-separated values (CSV) format for Scopus, which was then exported to Microsoft Excel and text documents in WoS format, as well as ScientoPy software. The research findings provide information that, from 1981 to 2021, publications experienced a fluctuating trend in quantity. Starting in 2016, publications have reached double digits, with the number of publications reaching 71 documents. The United States is listed as the most productive country with a number of published documents as high as 226 academic scientific works. Ryall, E., University of Gloucestershire, United Kingdom, became the most prolific author with a total of 33 publications. The Department of Philosophy in the United States is at the forefront of publications with 39 documents.
 Conclusions. A number of limitations in this study are unavoidable. First, the research method used by researchers is not completely perfect, including how to find documents, categorize documents, and document provider databases, which cannot be ignored. Researchers believe that this scientometric research provides important information about future research directions in the philosophy of sport and physical education.

Three decades of the sustainability strategy publication: A bibliometric perspective

Many companies, businesses, and entrepreneurs are starting to care about environmental issues and implement sustainable strategies within their companies. Research on sustainability strategy continues to develop but is limited to one country and one field. From the bibliometric perspective, this study purposes to visually research mapping and trends in sustainability strategy on an international scale. This study used bibliometric techniques with secondary data from Scopus. Analyze and visualize data using the VOSViewer program and Scopus’s analyze search results function. This study analyzed 1,184 scientific documents published between 1988 and 2020. According to the research, the University of Gloucestershire and Peter Jones had the most active affiliated institutions and individual scientists in sustainability strategy publication. Environmental Science; and Journal of Cleaner Production were the most studied and disseminated outlets of sustainability strategy publication. There were three category maps of collaborative researchers from around the world. Based on identifying a collection of knowledge accumulated from over thirty-two years of publication, this research proposes a grouping of sustainability strategy publication themes: strategic management, economics, environmental management, research, and sustainability, as SEERS publication themes.

Using the Cybersecurity Kill Chain for Attack and Defence

Abstract Professor Ali Al-Sherbaz and Dr Qublai Ali-Mirza from the University of Gloucestershire tell Martin Cooper MBCS how understanding the key phases of cyber attacks can keep an organisation safe.

The Writings

The Writings Fred W. Guyette, Richard A. Taylor, Joel M. LeMon, Thomas Hieke, and Christopher T. Begg Fred W. Guyette Erskine College and Seminary Richard A. Taylor Dallas Theological Seminary Joel M. LeMon Chandler School of Theology, Emory University Thomas Hieke Johannes Gutenberg Universität Mainz Christopher T. Begg Catholic University of America 868. [The Writings] Jonathan Teram, Illuminating Counsel: How the Least Holy Books of the Hebrew Bible Explore Life's Most Important Issues (Eugene, OR: Wipf & Stock, 2021). Pp. x + 329. $30. ISBN 9781532672453. This is a study of eleven books of the Hebrew Bible, known collectively as the Ketuvim, or "Writings." Christians value the Hebrew Bible as Holy Scripture, but they tend to overlook these books, perhaps because they seem to be "less holy" than the books of the NT. Nevertheless, these books can be redemptive and life-changing. Their poetry and prose cover many emotions, many forms of behavior. Each book offers a unique response to human suffering—and often they seem to be engaged in an intertextual debate with each other. Psalms responds to suffering through prayer. Proverbs seeks to prevent suffering by teaching the virtue of wisdom. Job's ultimate response to suffering is humility before God. There is much suffering in Ruth and the proper response is kindness, which is portrayed in many dimensions. In the Song of Songs, the response to suffering is romantic love, though to be sure, lovers suffer, too. In Ecclesiastes, we read about a life-long dialogue between suffering and joy. Lamentations shows us how to lift up our deepest losses and sorrows to God. Esther responds to the suffering of her people by becoming a courageous advocate for them, even though it means putting her own life at risk. In the face of persecution and suffering, Daniel remains a faithful witness to God. Ezra and Nehemiah show the importance of being persistent and to keep working with a community that is trying to rebuild itself after many years of exile in a foreign land. And finally, how does Chronicles respond to suffering? By weaving Psalms, Wisdom, and Torah into a vision of worship in God's presence.—F.W.G. Google Scholar 869. [Job and the Mission of God] Tim J. Davy, The Book of Job and the Mission of God: A Missional Reading, with a foreword by J. Gordon McConville (Eugene, OR: Pickwick Publications, 2020). Pp. xviii + 239. Paper $31. ISBN 978-1-4982-9739-4. This volume is a revised Ph.D. thesis completed at the University of Gloucestershire under the supervision of J. Gordon McConville and Alison Lo. D. seeks to apply a missional hermeneutic to the Book of Job in order to understand Job in light of the missional nature (or the missio Dei) of the whole of Scripture. After evaluating the use (or non-use) of the Book of Job in biblical and missional scholarship, D. sets forth his missional approach to Job, building on earlier contributions to missional hermeneutics scholarship. He then applies this missional hermeneutic to the Book of Job, giving attention to three aspects. First, in chap. 4 he develops what he calls "the universalizing impulse" in Job, showing that the Book of Job reflects universal concerns and purposes consistent with the larger biblical emphasis on the missio Dei. Here he focuses on the non-Israelite element in Job and the question asked by the Satan, "Is it for nothing (ḥinnām) that Job fears God?" (Job 1:9b). Second, in chap. 5 D. discusses missional encounter with other cultures in the Book of Job with reference to six ANE texts that have similarities to the Book of Job: (1) Dispute over Suicide/Dispute of a Man with His "Ba"; (2) Protests of the Eloquent Peasant; (3) the Sumerian poem Man and His God; (4) Dialogue between a Man and His God; (5) Poem of the Righteous Sufferer/The Babylonian Job/I Will Praise the Lord of Wisdom (Ludlul bēl nēmeqi); and (6) The Babylonian Theodicy. Third, in chap. 6, D. further develops his missional treatment of Job by examining the book's attitude toward the poor. Three texts receive special attention here...

Getting Back on Their Feet: Women in Sport and Exercise Academic Network Virtual Conference, Sept 7–8, 2020

Getting Back on Their Feet: Women in Sport and Exercise Academic Network Virtual Conference, Sept 7–8, 2020

Reducing the gap! Reciprocal mentoring between Black, Asian and minority ethnic (BAME) students and senior leaders at the University of Gloucestershire

ABSTRACT The attainment gap in Higher Education outcomes between under-represented ethnic minority groups and the white student body is a problem at a variety of institutions around the UK, requiring immediate and sustained interventions and actions. The issue will not be solved by specific interventions and changes in practice but instead will require a multi-pronged approach with a variety of actions that may have small or big impacts in different areas. This paper summarises one of the positive actions taken at the University of Gloucestershire in the form of a reciprocal mentoring programme, where senior leaders in the organisation were paired in a two-way mentoring scheme with Black, Asian and Minority Ethnic (BAME) students.

People power reveals starling secrets

Before coming down to roost, starlings regularly flock together in murmurations of thousands of individual birds moving in synchrony, creating one of nature's most impressive aerial displays. This sight has piqued the curiosity of many scientists across different fields and, as a result, we know how these murmurations function, with each bird following the movements of their six or seven nearest neighbours. Despite this, we still don't know why starlings come together in such large numbers.There are two hypotheses that attempt to explain this behaviour: the ‘warmer together’ hypothesis, which suggests that starlings gather to advertise a roost site, with the roost becoming warmer as more birds join; and the ‘safer together’ hypotheses, suggesting that large murmurations confuse predators, make individual birds harder to pinpoint and attack, and simply reduce the chances of any one individual being preyed upon.A team of researchers, headed by Anne Goodenough at the University of Gloucestershire, UK, harnessed the power of citizen science to try and determine which of these is the case. They sent out surveys to members of the public asking for details of murmuration sightings from across the UK, as well as several other countries. In addition to the location, respondents were asked to estimate the number of birds present and the duration of the murmuration event, to log how it ended (did the birds go to roost or disperse?), the temperature and the presence of other birds, namely predatory species – such as kestrels, sparrowhawks and buzzards – and corvids and gulls, which when silhouetted could be mistaken for predatory species.From these surveys, over 3200 records of starling murmurations were collected. By putting the different variables together in a model, the team could analyse which were correlated with murmuration size. They found that the temperature was not significantly linked to the number of starlings in a murmuration; however, the presence of predatory birds was positively associated with larger murmurations, providing evidence for the safer together hypothesis. Interestingly, murmuration size was not linked to the presence of gulls or corvids, suggesting that starlings may be able to distinguish avian predators from other visually similar species.However, this link isn't as simple as it sounds. With these data it is difficult to tease apart cause and effect; so, do large murmurations congregate because predators are close by, or are the predators in fact simply attracted to a bigger group of birds? Despite this, the power of citizen science has, for the first time, enabled a large enough dataset to be assembled for a robust analysis of starling murmuration behaviour to be undertaken.Citizen science is a powerful and growing tool for researchers to draw upon. Although it is not without limitations – such as potential recording errors from untrained participants – it is an extremely effective way of generating large datasets from which to test or generate hypotheses, as well as increasing public interest and involvement in science. Just like the starlings, when many individuals come together to work towards a common goal, great things can be achieved.

Knowledge Transfer Partnerships and the entrepreneurial university

This article outlines one way in which less research-intensive universities can contribute to entrepreneurship by examining the achievements of several Knowledge Transfer Partnerships (KTPs) in the University of Gloucestershire. The article adopts a qualitative case study approach: four case studies of KTPs at, respectively, Beacons Business Interiors, Dowty Propellers, Energist UK and Muddy Boots Software (all of which have operating bases within 40 miles of the University) are researched and analysed. The findings reveal that these four KTPs delivered various benefits for the companies, the University and the staff directly involved in the projects, and more generally that the KTPs successfully met their initial aims. The authors identify a number of challenges involved in maximizinig the benefits of KTP activity in the University and suggest how KTPs can actively foster the development of an entrepreneurial university. This article is an accessible review of KTP initiatives in the University of Gloucestershire and as such will interest academics and business practitioners who are looking to develop university–industry partnerships. It also offers reflections on how a programme of KTPs can advance entrepreneurial development and support Growth Hub initiatives.

A Case Study Examining How the Use of a Module-Specific Hashtag Can Enhance Student Engagement among Journalism Undergraduates

The incorporation of smartphones and social media into teaching is entering the mainstream in Higher Education institutions as interactive e-learning becomes a key strand of universities’ pedagogical strategies. The use of such technologies is particularly relevant for journalism students, given the social media-driven context in which much contemporary journalism is produced. The purpose of the study was to explore whether social media could be used to encourage both in-class and out-of-class module engagement among first-year Journalism undergraduates at the University of Gloucestershire. The study focused on the use of a module-specific hashtag on Twitter throughout a single-semester journalism studies module, and the extent to which students used the hashtag in their own tweets. At the beginning of the study, a questionnaire was used to collect data about students’ news consumption habits and their preferred social media platforms for news. The findings show that the majority of participants use their mobile phone as the primary means of accessing news, with Twitter the most frequently used social media platform. Quantitative research on students’ use of the hashtag was then gathered by monitoring Twitter, with tweets subjected to content analysis. The study showed that the use of the module hashtag produced significant levels of both in-class and out-of-class student engagement, with engagement continuing after teaching on the module had ended. The findings are supplemented by autoethnographic reflections by the module tutor. The findings of the study provide insight into how social media-based teaching techniques could be used to enhance engagement among media students. In the course of the study, the pedagogical positions of augmented reality teaching and pedagogy-industry alignment are delineated and explored.

Theses Abstracts in English on Libya 1936–2012

The Maghreb Review, Vol. 41, 1, 2016 © The Maghreb Review 2016 This publication is printed on longlife paper THESES ABSTRACTS IN ENGLISH ON LIBYA 1936–2012 COMPILED AND EDITED BY MOHAMED BEN-MADANI EDITORIAL NOTE Given the large number of theses that are covered in this compilation, we think it best to dedicate this issue of The Maghreb Review to Libyan Theses as it will be a useful reference tool for students, scholars and librarians for years to come. The following theses abstracts in English on Libya covering all fields of research, are published here for the benefit of interested scholars and students. These abstracts have not been included in any bibliographical work in the past and are arranged in Alphabetical order. The largest number of theses on Libya were presented in United Kingdom Universities (297) followed by United States universities (26), Canada (1), Ireland (3) and Sweden (1). We have included some older theses which were not included in our Abstracts of English Language Theses on Libya that was published in Volume 23, Nos. 1-4, 1998. In earlier Volumes we have published similar Abstracts on Morocco (Volume 26, Nos. 2-4, 2001, Volume 39, No. 4, 2014, and Volume 38, No. 2, 2013), Algeria (Volume 27, Nos. 2-4, 2012), Tunisia (Volume 24, Nos. 3-4, 1999), Maghreb (Volume 21, Nos. 3-4, 1996) and Mauritania, (Volume 24, Nos. 1-2, 1999). These Volumes are still available and can be ordered through our website: www.maghrebreview.com. Some theses included here are comparatively short (as few as 74 pages!) and beg the question as to how closely supervised they were and how stringent the criteria are for awarding a PhD in some institutions. 4 COMPILED AND EDITED BY MOHAMED BEN-MADANI ABSTRACTS THAT ARE CURRENTLY INACCESSIBLE The following titles are those theses which I have not been able to access. Some are still under embargo imposed by the authors and will not be publicly accessible for many years. Aburdene, Odeh Felix, An Analysis of the Impact of the Economies of Iraq, Iran, Kuwait, Libya and Saudi Arabia upon the United States Balance of Payments for the period 1963-1968, PhD., Fletcher School of Law and Diplomacy (Tufts University), 1974 Alkhazmi, Rajab Abdussalam, Preliminary Study of the Geology and Geochemistry of Jabal arkeno Ring Complex, Southeast Libya, PhD., South Dakota School of Mines and Technology, 1981 Askew, William C, Europe and Italy’s Acquisition of Libya: A Study in Mediterranean Politics and European Alignments, 1911-1912, PhD., Duke University 1936. Brown, Robert Wylie, A Spatial View of Oil Development in the Desert: Libyan in the First Decade, 1955-1965, PhD., Columbia University 1970. Cuthbertson, Susan Elyse, Politics, empire, and the Italian Nation, 1896-1949 (Libya, Somalia), PhD., University of Virginia, 2006. Dafer, Mohsen Ahmed, An Evaluation of the Educational Psychology Program at Alfateh University, Tripoli, Libya, PhD., The University of New Mexico, 1980. El-Zein, Salah, A, The Tuareq of South-Western Libya, PhD., Hull University, 1979. Feder, Milton, Great Power Relations in the Origin and development of the Kingdom of Libya, PhD., University of Michigan, 1960. Finaish, Mohamed Ali, Libya’s Petroleum Policy, PhD., University of Southern California, 1972. Fowler, Gary Lane, Italian Agricultural colonization in Tripolitania, Libya, PhD., Syracuse University, 1969. Ghuma, Mohamed Ali, The Geology and Geochemistry of the Ben Ghnema Batholith Tibisti Massif, Southern Libya, L.A.R., PhD., Rice University, 1976. Hammuda, Omar Suleiman, Eocene Biostratigraphy of the Derna area, Northeast Libya, PhD., University of Colorado at Boulder, 1973. Khalidi, Ismail Raghib, Constitutional Development in Libya, PhD., Columbia University, 1957. Khoja, Elhadi Razzagh, Petrography and Diagnosis of Lower Paleocene Carbonate Reservoir Rock, Dahra Field, Libya, PhD., Rice University, 1971. Ranck, Gary Laval, The Rodents of Libya: Taxonomy, Ecology and Zoogeographical Relationships, PhD., The University of Utah, 1966. THESES ABSTRACTS IN ENGLISH ON LIBYA 1936–2012 5 ABSTRACTS Abdalaziz, Mohamed, Measuring taxable capacity in Libya, PhD., University of Gloucestershire, 2012. This thesis measures the tax effort and taxable capacity in Libya and examines an important research question: “Has the tax burden reached the level of full tax capacity in Libya?” The main motivation of the study is the need to diversify the sources of the...

NHS morality and care based on compassionate values.

In December 2013, the Royal College of Psychiatrists published an occasional paper responding to the Francis report, OP92.1 In an editorial, John Cox and Alison Gray stridently criticise the document.2 By contrast, I believe that OP92 strikes exactly the right tone and that the actions it sets out should be strongly supported. All members of the College should read it (it is available at the College website: www.rcpsych.ac.uk/files/pdfversion/OP92.pdf). It succinctly relates principles to the actions that the College is taking. I suspect that that the source of dissatisfaction for Cox & Gray lies in the following passages in the document: ‘Responses to inadequate or abusive practice tend to emphasise the practical, ethical or moral failings of individuals. These are relevant, but, alone, statements of the importance of compassion, patient-centred care and the duty of candour are unlikely to prevent further scandals. Inadequate and abusive care arises in response to situational forces and a variety of behavioural cues. [...] We need to take on board the lessons of the Milligram (1974) and Zimbardo (Haney et al, 1973) experiments [...] namely that ordinary, decent people will behave badly in environments that are not designed to help them to behave well’.1(pp. 4–5) This touches on a systemic and empirical understanding of the problems in British healthcare delivery, which is exactly the appropriate approach for applied scientists to take. However, Cox & Gray seem to prefer a model of moral decay, which they want addressed through urgent dialogue between the College and the medical profession in general on the one hand, and religious leaders and thinkers on the other. They introduce this suggestion through the rhetorical device of an allegation that OP92 fails to address the inadequacies of the ‘business model’ in healthcare. This criticism is in any case inaccurate; OP92 includes an implicit critique of the entire system and the clinical environments it creates, as can be seen in the passages I have quoted. It is disappointing that Cox & Gray declare no conflict of interest in their editorial. Four years ago, in a letter to this journal,3 they supported a call by Robert Higgo and myself4 for the College to establish a working party on psychiatry and religion. Their declaration of interest in that letter was as follows: ‘John Cox is a Christian from the Methodist Tradition. Alison Gray was recently ordained Deacon in the Church of England’, and their affiliation was stated as ‘Centre for Faith Science and Values in Healthcare, University of Gloucestershire’. Cox & Gray’s religious faith may well help them to adhere to their own moral standards. They have every right to understand things that go wrong in the world in terms of morality and religious faith. These are personal matters. The suggestion that the Royal College of Psychiatrists should take such a position is wholly inappropriate and wrong. The College has important institutional roles concerning ethics and proper professional behaviour, which are part of its overall raison d’etre: to maintain and improve standards of care for patients. These roles would be utterly compromised by dabbling in morality and religion. If the College were to take a position on individual morality informed by religious thinking, we would enter a morass of schism and conflict. This would do nothing to protect patients. Three years ago, concern was raised that the ostensibly anodyne College position paper Recommendations for Psychiatrists on Spirituality and Religion would be taken as permission to breach professional boundaries with respect to religion.5 The vast majority of psychiatrists successfully avoid inappropriate interdigitation of faith, belief and professional practice. It will not be just the atheists who will find Cox & Gray’s editorial worrying.

Teaching conceptual issues through historical understanding

In this paper we argue that the topic area of Conceptual and Historical Issues in Psychology is a well crafted one, in that historical analysis is an invaluable tool in teaching the conceptual issues that must be appreciated to gain a full understanding of psychology. Using selected teaching examples we discuss how the history of psychology can illuminate and inform an understanding of not only specific issues and debates in psychology, but also the nature of psychology as a reflexive, socially embedded discipline. We then go on to present a case study of a recent curriculum re-design at the University of Gloucestershire that put Conceptual and Historical Issues at the core of first-year teaching, with the intention that the insights gained will provide a firm foundation for understanding the remainder of the syllabus. Early indications are that introducing students to this perspective while they are new to university study encourages them to see it as a form of thinking differently that is inherent to Higher, versus Further, Education; whereas previous practice of covering it in a final-year capstone module resulted in some students treating it as a marginal topic.

Interview with Professor dr. Daniella Tilbury

Interview with Professor dr. Daniella Tilbury Dean of Sustainability, The University of Gloucestershire, UK, President, the Copernicus Alliance of Universities for Sustainable Development, Chair, UNESCO Global Monitoring and Evaluation Expert Group in ESD, UK government nominated Member, UNECE Expert Group on ESD Competences, Co-leader, Sustainable Futures Leadership Academy

Case study of cognitive behavioural therapy awareness educational programme using blended learning, UK

This paper examined the opportunities as well as challenges in relation to the use of cognitive behavioural therapy (CBT). The opportunities include the increased range of mental health conditions and other disorders where CBT (in isolation or with other interventions) could be effective to address them, as well as policies around workforce education and training that support the expansion of psychological therapies, particularly CBT services. The challenges include the urgent need of heightened awareness among the wider platform of health and social care workers about CBT principles, structure, framework, methods of delivery, wider applications, evaluation and appropriate referral of clients, and stepped model of care. In response to such needs, the paper described CBT awareness educational award at the University of Gloucestershire, UK: the Certificate of Professional Studies in Awareness of Cognitive and Behavioural Therapies Practice delivered at Level III and M level. The challenges associated with the initiation and running of such educational programmes are highlighted, as well as suggestions for the way forward considering the learners', employers' and educational providers' perspectives.

Prologue: Supplementum 15

The contributions in this volume were originally presented as papers at a symposium on the Bible and Spirituality, held at Glenfall House, Cheltenham from 4-6 May 2010 and hosted by the University of Gloucestershire.

Deleuze, Style and Literature

Click to increase image sizeClick to decrease image size Notes At this point, it is worth remarking a deep, though largely unexplored, correspondence here between Deleuze's work and that of Stanley Cavell. For a reading of Dubliners that identifies it with the work of Sacher-Masoch, see Edward Brandabar. Deleuze's ideas of becoming are perhaps most helpfully to be approached though a reading of Dialogues. “The Affective World of Charlotte Brontë's Villette,” pp. 711–26. Clearly this could be further expanded through a discussion of Deleuze and Guattari's account of rhythm in the chapter, “Of The Refrain,” in A Thousand Plateaus (310–50). Penny Boumelha is eloquent on this last point, remarking that “Villette is among the strangest of nineteenth-century novels to read. Its fictional world is strikingly unstable…It is peopled by name-changers—virtually all the major characters have a variety of names, as Marie Beck is also Modest Kint, or as the more conventional of the novel's romantic heroes migrates between the names Graham Bretton, Dr John and Isidore—and by shape-changers, characters who apparently become unrecognisable to one another in the course of a few chapters, as Lucy does to her surrogate family, the Brettons” (100). The second part of my essay on Villette is concerned with developing this typology as it is evident in the temporal, psychological, dramatic, and linguistic dimensions of the text. Additional informationNotes on contributorsJohn HughesJohn Hughes is a Reader in English at the University of Gloucestershire. He has published widely on the literature of the long nineteenth century (particularly Hardy, Tennyson, and Wordsworth), and on literary theory.

Reflections on engaging students in the process and product of strategy development for learning, teaching, and assessment: an institutional case study

Two areas of growing importance for academic developers are: first, their involvement in the development of institutional and faculty learning and teaching strategies; and second, how to engage students in academic development activity at institutional, department and discipline levels. This paper explores both interests by considering how academic developers may engage students in the development of both the process and product of institutional learning and teaching strategies. Following a discussion of the nature of strategy and why student engagement is important, this paper presents the authors' reflections on how one UK institution, the University of Gloucestershire, has sought to engage students in the process of strategy development. It concludes that those who lead strategy, especially academic developers, should purposefully engage students in both the process and product of strategy development. This approach of co‐generation is equally applicable to ensuring that learning perspectives and requirements specific to particular groups of learners are addressed strategically, such as those of international students and disabled students. Deux domaines d'importance grandissante pour les conseillers pédagogiques peuvent être envisagés: premièrement, leur implication dans l'élaboration de stratégies institutionnelles et facultaires liées à l'enseignement et à l'apprentissage, et, deuxièmement, comment impliquer les étudiants dans les activités de développement pédagogique aux niveaux institutionnel, départemental et disciplinaire. Cet article explore ces deux thèmes en considérant comment les conseillers pédagogiques peuvent impliquer les étudiants dans le développement du processus et du produit associés aux stratégies institutionnelles liées à l'enseignement et à l'apprentissage. Après une discussion de la notion même de stratégie et de l'importance de l'implication étudiante, cet article présente les réflexions des auteurs au sujet de comment une institution du Royaume‐Uni, la University of Gloucestershire, a cherché à impliquer les étudiants dans le processus de développement de sa stratégie. L'article conclut que ceux qui mènent la stratégie, particulièrement les conseillers pédagogiques, devraient résolument impliquer les étudiants à la fois dans le processus et le produit associés au développement de la stratégie. Cette approche de cogénération peut également s'appliquer si l'on vise à s'assurer que les perspectives et besoins liés à l'apprentissage spécifiques à certains groupes d'apprenants, tels que les étudiants étrangers ou handicapés, soient stratégiquement prises en compte.

University of Gloucestershire: impact of a WebCT-based information skills tutorial

The online information skills tutorial was originally developed in 2002/03 and had subsequently undergone several minor revisions following feedback from students. However, it had not been formally reviewed. The IMPACT project therefore provided an excellent vehicle with which to review the tutorial. We sought to promote its use within information skills sessions to both academic and Learning Centre staff, by raising awareness and disseminating good practice. Our Senior Information Advisers have utilised the tutorial in different ways within information skills training, and we therefore wanted to document these different approaches and assess the impact on our first year students’ information skills.

Learning and Living Sustainability at the University of Gloucestershire, UK

Learning and Living Sustainability at the University of Gloucestershire, UK