University Of Northampton Research Articles

Opening Lines of Communication: Book Ordering and Reading Lists, the Academics View

ABSTRACTThis article outlines and assesses the research into resource management and ordering processes at the University of Northampton and academics' knowledge of these processes. The aim of the research was to identify ways of streamlining the service, to improve communication between academic and library staff, with the objective of an enhanced student experience. The focus groups highlighted concerns around growing spoon-feeding in Higher Education and the ongoing communication barriers between academic and library staff. This article will evaluate the current debates, research, and practices within the sector and present and analyze the findings of the research.

University midwifery societies: Support for student midwives, by student midwives

Student midwives usually begin their programme of study feeling motivated and optimistic, but there is evidence to suggest the stressors of the programme are too much for some students, leading to attrition. Given the current shortage of midwives, additional strategies are required to support student midwives to successfully complete their studies and join the workforce. Student-led societies within universities can offer a support system. A student midwife at the University of Northampton, Ilaria Grzelak, realised that ‘traditional’ student societies would not meet the specific needs of student midwives, whose course involves not only academic demands but also the challenges of clinical practice. She decided to set up a society specifically for midwifery students, which continues to benefit her fellow student midwives.

Tell me what you want, what you really, really want

Given the current popularity of educational videos, and given the time, effort and expense academics and institutions are investing to provide educational videos to students, it was thought worthwhile to evaluate whether students at the University of Northampton (UoN) actually want and use these resources. Moreover, if it was found they do use educational videos, investigation was required to determine if they are in a format that students want. The study was carried out in two distinct stages. The first stage was a questionnaire which was followed by a focus group. It was found that students at Northampton do overwhelmingly use educational videos. Furthermore, the research found that students prefer videos to any other resource and that videos can increase motivation. Additionally, high-risk production strategies, such as seeing the presenter on screen, and the use of animation, humour and quizzes were identified, and it was found that the use of music in an educational video was considered a negative component of a video. The optimum length of the video is less clear, however, it is recommended they are kept to less than 10 minutes (although this is dependent upon the level of study of the student). The key recommendation when producing videos is to ensure they have been designed taking cognitive research into account. The key strength of a well-designed educational video, it is concluded, is to give the students something additional they cannot find in another resource, in a way which encourages effective learning.

#hellomynameis at the University of Northampton.

#hellomynameis at the University of Northampton.

#hellomynameis.

Graduating nursing students from the University of Northampton used their last day to show their support for the #hellomynameis campaign.

The interdisciplinary use of blogs and online communities in teacher education

Purpose – Online learning is developing rapidly in higher education. As a result, in the Initial Teacher Education Division at The University of Northampton, UK, academics have experimented with methods to embed blogs and online communities into courses to enhance learning for staff and students. The paper aims to discuss this issue. Design/methodology/approach – This paper critically analyses the approach used to examine media-rich multimodal content that was shared through these tools. Findings – The paper models how blogs and communities have enhanced interdisciplinary subject teaching, staff development and student engagement. This is achieved by sharing case studies from the courses which model the strengths and limitations of practices adopted. Originality/value – Focused discussion demonstrates how reflexivity, communities of practice and experimentation with technological teaching strategies fuel the learning that occurred.

Clinicians in the classroom: The matron

The role of matron was introduced to give senior midwives and nurses the authority to get the basics right. Midwifery matrons' responsibilities include providing professional leadership; ensuring that care provided on wards, in antenatal clinics and the delivery suite is high-quality and woman-centred; and handling any complaints that arise. Given the nature of this demanding role, matrons are not able to commit to facilitating student learning in the hospital environment; however, at the University of Northampton, pre-registration midwifery students in the third year of their programme have the privilege of attending sessions with a matron. Paula Briody, matron for intrapartum care at Northampton General Hospital NHS Trust, facilitates two sessions which give students the opportunity to learn about this key role in midwifery.

Keeping MANDELA alive: A qualitative evaluation of the MANDELA supervision framework four years on

Four years after the development of the MANDELA model by Prospera Tedam, an independent evaluation of its effectiveness was conducted in 2014 with 45 social work students and 6 practice educators. The framework was incorporated into the University of Northampton (UN) Social Work Practice Learning Handbook as a recommended practice placement supervision tool for use by students and practice educators. This article summarises the process, findings and recommendations arising from the evaluation. The project sought to evidence the justification for the model’s continued use in social work practice placements. Though the intended audience for this publication are primarily social work students and practice educators in practice placement settings, the model’s underpinning ethos as a strengths based anti-oppressive tool and its unique attributes as a framework that proactively promotes and permits in-depths discussions on pertinent issues of difference, life experiences, individuality and diversity would be of benefit to any university lecturer and other stake holders in the fields of health and social care. The model can also be adapted and used in field education in countries such as Australia, New Zealand, Canada, South Africa and the USA and in other countries where cultural and ethnic diversity in higher education is resulting in differential experiences and outcomes for students from minority backgrounds.

Group support for transformational social work education: a study of the Black Academics Forum (BAF)

The importance of formal and informal support for professional social workers cannot be overemphasised and this is true for social work academics who view themselves as belonging to minority groups. This paper outlines the development of the Black Academics Forum (BAF) within the Division of Social Work at the University of Northampton as a strategy to transform social work education for students, its members and ultimately for users of social work services. The benefits of BAF are considered within the context of feeling ‘lost inside space’ and providing a forum to self define whilst drawing upon the values of belonging, acceptance and trust. The challenges and limitations are considered alongside aspirations for the future of the group.

Facilitating a research culture in an academic library: top down and bottom up approaches

Purpose – The purpose of this paper is to consider why and how a research culture might be established in an academic library and to describe and evaluate efforts to achieve this at the University of Northampton. Design/methodology/approach – Contextualised within current literature on this topic, the paper examines the top-down and bottom-up approaches taken to facilitate practitioner research in one academic library. Findings – The approaches taken have led to a significant increase in practitioner research activity from library staff, resulting in a variety of enhancements to library services; a number of innovative practices being shared with the professional community through conference presentations and publications; and consequent rise in profile and reputation for individuals, the department and the university. Practical implications – The paper offers a wide range of ideas and practical suggestions for encouraging and facilitating practitioner research in an academic library. These include incorporating research activity into job descriptions and annual performance reviews; facilitating peer support for research; and providing competitive research awards, research training opportunities and funding for staff presenting at external events. Many of these require relatively little resource, yet offer significant benefit to those involved. Originality/value – It is rare, and maybe unique in the UK, for an academic library to attempt to instil a research culture throughout its staff and to provide ongoing resources, activities and practical support for this. The many positive outcomes from this work demonstrate its success and value. The experiences described in this paper are transferable to other academic and research libraries and, if replicated, have the potential to increase librarians’ engagement in research activity, promote research-informed practice and stimulate interest in library and information research across the sector.

Decolonizing Trauma Studies Round-Table Discussion

This round-table, which featured literary critics Professor Stef Craps, Professor Bryan Cheyette and Dr. Alan Gibbs, was recorded as part of the “Decolonizing Trauma Studies” symposium organized by Dr. Sonya Andermahr and Dr. Larissa Allwork at The School of The Arts, The University of Northampton (15 May 2015). Convened a week after the University of Zaragoza’s “Memory Frictions” conference, where Cheyette, Gibbs, Andermahr and Allwork gave papers, the Northampton symposium and round-table was sponsored by The School of The Arts to coincide with Andermahr’s guest editorship of this special issue of Humanities. Craps, Cheyette and Gibbs addressed five questions during the round-table. Namely, does trauma studies suffer from a form of psychological universalism? Do you see any signs that trauma studies is becoming more decolonized? What are the challenges of a decolonized trauma studies for disciplinary thinking? How does a decolonized trauma studies relate to pedagogical ethics? Finally, where do you see the future of the field? While this edited transcript retains a certain informality of style, it offers a significant contribution to knowledge by capturing a unique exchange between three key thinkers in contemporary trauma studies, providing a timely analysis of the impact of postcolonial theory on trauma studies, the state of the field and its future possibilities. Issues addressed include the problematic scholarly tendency to universalize a western model of Post-Traumatic Stress Disorder (PTSD); the question of the centrality of the Holocaust in trauma studies and the implications of this for the study of atrocities globally; the vexed issues posed by the representation of perpetrators; as well as how the basic tenets of western cultural trauma theory, until recently so often characterized by a Caruth-inspired focus on belatedness and afterwardness, are being rethought, both in response to developments in the US and in answer to the challenge to ‘decolonize’ trauma studies.

Introducing students to clinical audit.

It is more than a decade since the UK Central Council for Nursing Midwifery and Health Visiting said that engaging with clinical audit is 'the business of every registered practitioner', yet there appears to be little evidence that nursing has embraced the process. To address this issue, Northampton General Hospital and the University of Northampton implemented a pilot project in which two third-year adult nursing students worked on a 'real life' audit. Supported by the hospital's audit department, and supervised by academic tutors with the relevant experience, the students worked on a pressure-ulcer care audit for their final year dissertation. This article describes the process undertaken by the hospital audit team and the university academic team to develop the pilot project and support the students. Based on the positive evaluations, the university has extended the project to a second phase, incorporating two new partner organisations.

Blended learning and postgraduate skills: rethinking MA History

This study focuses on the implications of blended learning for taught postgraduate education. It takes as its focus the pilot year of the MA History at the University of Northampton, which had been redesigned to blend online and face-to-face delivery. By employing a student researcher to canvass students’ views, the project evaluates the implications of the delivery mode for the specific skills associated with the discipline of History. As well as evaluating this particular programme, the project uses it as a case study to develop a transferable framework for blended learning. The article argues that both online and classroom delivery can develop the key skills associated with postgraduate study in History, but in significantly different ways, so combining them in an effective blend can offer a pedagogical enhancement.

Embedding social innovation and social impact across the disciplines

Purpose – The purpose of this paper is to propose an attributes framework for embedding “Changemaker” – a university initiative for promoting social innovation and social impact – across the disciplines at the University of Northampton. Design/methodology/approach – The study is based on the authors’ (2015) phenomenographic study that proposed five different conceptions of Changemaker held by academic staff: (1) Changemaker as institutional strategy; (2) Changemaker as critical thinking, perspective shifting and problem solving; (3) Changemaker as employability; (4) Changemaker as social betterment; and (5) Changemaker as personal transformation. The present study explores pedagogic literature to identify skills, behaviours and attributes associated with each of these five categories. Findings – Findings from this literature review inform a set of Changemaker attributes, which offers a framework to consider skills and behaviours associated with the five conceptions of Changemaker. Research limitations/implications – The conceptions of Changemaker, that form the basis of the Changemaker attributes, represent the beliefs of teaching staff at the University of Northampton. Despite inherent limitations, the approach of using practice-based empirical findings to develop pedagogical tools may be of direct benefit to other education providers as they develop their own models for teaching and learning. Practical implications – The Changemaker attributes will be used by the University of Northampton during the design, approval and review of courses to ensure that social innovation and social impact is embedded across the disciplines. Academic staff can refer these attributes when designing assessments and for inspiration towards innovative teaching practice. Originality/value – The findings of this study will provide a point of reference for other higher education institutions as they look for guidance on embedding social innovation and social impact into their curriculum.

Researching with Children Theory and PracticeM.O'Reilly, P.Ronzoni, and N.DoraSage Publications Ltd, London, 2013, 295pp Price £21.59 ISN: 978‐1‐4462‐0848‐9

Journal of Research in Special Educational NeedsVolume 17, Issue 1 p. 74-75 Book Review Researching with Children Theory and Practice , O'Reilly, M., Ronzoni, P., and Dora, N. Sage Publications Ltd, London, 2013, 295pp Price £21.59 ISN: 978-1-4462-0848-9 Carmel Capewell, Corresponding Author Carmel Capewell carmel.capewell@northampton.ac.uk Address for correspondence Carmel Capewell, The University of Northampton, School of Education, Park Campus, CeSNER, Boughton Green Road, Northampton NN2 7AL, UK. Email: carmel.capewell@northampton.ac.ukSearch for more papers by this author Carmel Capewell, Corresponding Author Carmel Capewell carmel.capewell@northampton.ac.uk Address for correspondence Carmel Capewell, The University of Northampton, School of Education, Park Campus, CeSNER, Boughton Green Road, Northampton NN2 7AL, UK. Email: carmel.capewell@northampton.ac.ukSearch for more papers by this author First published: 01 June 2015 https://doi.org/10.1111/1471-3802.12113Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume17, Issue1January 2017Pages 74-75 RelatedInformation

Searching for afrocentric spirituality within the transpersonal

The aim of this paper is to show, via the lens of a culturally specific dream, how the transpersonal could benefit from broadening its approach to spirituality to include the wisdom of African spiritual beliefs. Considering some of the reasons for its lack of prominence, together with an exploration of some of the richness held within African spirituality, this paper suggests that a more Cosmopolitan approach to the Transpersonal is needed to avoid the creation of a spiritual Other. [This paper was based on the presentation at the 18th Annual Transpersonal Psychology Section Conference on 10–12 October 2015, The University of Northampton.]

Bringing Insider Perspectives into Inclusive Teacher Learning: Potentials and Challenges for Educational Professionals edited by PhyllisJones (ed) Routledge, 2014, 209pp Paperback £27.99 ISBN 978 0 415 65831 7

Journal of Research in Special Educational NeedsVolume 15, Issue 1 p. 80-81 Book Review Bringing Insider Perspectives into Inclusive Teacher Learning: Potentials and Challenges for Educational Professionals edited by Phyllis Jones (ed) Routledge, 2014, 209pp Paperback £27.99 ISBN 978 0 415 65831 7 First published: 13 January 2015 https://doi.org/10.1111/1471-3802.12091 Address for correspondence Mary Doveston, University of Northampton, Park Campus, Boughton Green Road, Northampton, NN2 7Al, UK. Email: mary.doveston@northampton.ac.uk. Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume15, Issue1January 2015Pages 80-81 RelatedInformation

THE FORGET-ME-NOTS: DEVELOPING A SOCIAL GROUP FOR PEOPLE WITH YOUNG ONSET DEMENTIA AND THEIR CARERS

Based on the findings of some work undertaken by the Dementia Research network (DRN) at the University of Northampton (UK), it has been identified that individuals with young onset dementia and their carers wish to be actively supported in re-building normal social networks following initial diagnosis, while receiving timely and appropriate access to formal integrated care pathways. This presentation will present the development of The Forget-me-nots Social group, a specific tailor-made community-based social intervention, which is designed to promote normalisation and social connectedness. Led by Dr Jacqueline Parkes, an experienced mental health nurse, the members of the DRN, together with the Alzheimer’s Society Northamptonshire, jointly identified the apparent need for a community-based social support group for people with young onset dementia (aged < 65) and their primary carers in the region, and agreed to undertake a survey to investigate the viability of such a group. There was overwhelming acknowledgement and support for the development of such a unique group within the region. Based on the findings of the survey, and some supportive individual qualitative interviews, and the willingness of both the Alzheimer’s Society and the School of Health at the University to support the proposal with both staff resources and some initial financial assistance, the social group began in July 2013. The aim of ‘The Forget-me-nots’ is to provide a safe and non-judgmental environment where younger people with dementia and their carers can meet, talk, have fun, arrange events and if they wish to, share ideas and discuss issues which are currently affecting them. This is a new group which will be developed by its members for its members. This presentation will summarise the findings of the initial survey and supportive qualitative interviews, the development of the social group and the outcomes of an evaluation to ascertain the group’s effectiveness.

Sensualities: Experiencing/Dancing/Writing

Through this article I articulate the interplay between writing and improvisational dancing to describe a methodology for an embodied, sensual and experiential mode of writing/dancing in which the boundaries between these two disciplines are blurred. Through a consideration of this writing practice, I argue that, as a form of knowing, it offers an implicit challenge to the normalised economy of academic discourse. Developing out of a ‘practice as research’ project undertaken within The Choreographic Lab (University of Northampton), the article includes extracts of the work ‘Dear Practice …’, in which I, as ‘dancer’, enter into a series of exchanges in the form of letters with my improvisation ‘practice’.

Social work placements

This article is a reflective account of my student experiences of practice teaching whilst on placements during the Social Work Degree. I consider what and how my Practice Teachers and on-site supervisors have been able to teach me about Social Work and Social Work skills and what I have learnt about myself as a person and future practitioner. I look at what, I believe makes a good Practice teacher and how different styles of teaching have enhanced my learning. I reflect on the benefits, under the new degree, of increased days on placement and how this has helped me in applying theory, methods and models which are not always easy in the classroom.At the time of completing this article I am three quarters of the way through my last placement of 100 days. I am undertaking my Social Work degree at the University of Northampton, which has a full time degree course of three years and a part time route taking four years. I am due to graduate with a B.A Honours degree in Social Work in July 2007.