University Of Winchester Research Articles

The Development of Contemporary Student Engagement Practices at the University of Winchester and Winchester Student Union, UK

This case study explores practice in four areas of student engagement activity which were developed in partnership between the University of Winchester and Winchester Student Union. The development, motivations, stakeholders, and challenges of activities built around the principles of representation, change, feedback, and research are discussed. Relationships between practices will be explored in the context of a proposal for how discrete practices can complement one another to create a community of partnership. The case study focuses on four key initiatives: Student Academic Representatives, Student Fellows Scheme, Student-Led Teaching Awards, and the Winchester Research Apprenticeship Programme. The four key initiatives are contextualised with a discussion of an ongoing project that seeks to provide greater coherence to student engagement through an institution-wide movement towards embedding partnership.

Abundant Body Narratives: Re-Visioning the Theological Embodiment of Women through Feminist Theology and Art as a Way of Flourishing

One of my projects as a Research Fellow for The Institute for Theological Partnerships (ITP) at the University of Winchester is the Feminist Theology and Art Forum. This project was born out of my Doctoral thesis which combines both art and feminist liberation theologies. Thus creating a methodology in which art as language gives voice to women’s experience within the theological world. The Forum so far has opened a window of opportunity for female artists and feminist theologians alike to exhibit visual artwork that demonstrates their incarnational experience through the concept of Christ/a and Mary/Miriam from a feminist theological perspective. There have been two exhibitions with a third exhibition this year which will have a feminist ecological/theological theme highlighting the important role that many women globally play in their own wellbeing and flourishing in connection with the Earth/Gaia. This article moves briefly from personal experience, which is where all feminist theology begins, into the wider world of possibilities for women to use both art and feminist theology as a model for expressing another way of speaking their experience theologically, ecologically, socially and politically and in so doing create a space in which they too may flourish.

A Five-Dimensional Model of Creativity and its Assessment in Schools

ABSTRACTCreativity is increasingly valued as an important outcome of schooling, frequently as part of so-called “21st century skills.” This article offers a model of creativity based on five Creative Habits of Mind (CHoM) and trialed with teachers in England by the Centre for Real-World Learning (CRL) at the University of Winchester. It explores the defining and tracking of creativity’s development in school students from a perspective of formative assessment. Two benefits are identified: (a) When teachers understand creativity they are, consequently, more effective in cultivating it in learners; (b) When students have a better understanding of what creativity is, they are better able to develop and to track the development of their own CHoM. Consequently, the Organisation for Economic Co-operation and Development has initiated a multicountry study stimulated by CRL’s approach. In Australia work to apply CRL’s thinking on the educational assessment of creative and critical thinking is underway.

The Beginnings of Wisdom: Challenges in Engineering Education

What does it take to form an artist? And what forms a great musician? What more does it take to educate an engineer of international standard, who can bring their expertise to bear on the global grand challenges but, what is more, be effective in bringing solutions into being? How do we help our young people to grow, not only in their technical knowledge, but also in their judgment, in wisdom? The UK has a major skills gap opening up with nearly a million engineers and scientific professionals required to enter the economy between now and 2020 to replace those who are retiring and to drive economic growth (source: EngineeringUK). The challenge for engineering educators is not only to enable students to gain technical knowledge and understanding but also to grow in judgment and wisdom. Firstly a few words about the key characteristics of engineers. The Royal Academy of Engineering has undertaken a recent piece of research with the University of Winchester in the UK to identify the key characteristics of engineers. The report, entitled Thinking Like an Engineer: An Active Learning Approach was published by the Academy in 2014 and is available on the Academy website. It highlights six engineering habits of mind—key thinking and practical attributes of engineers (Fig. 1). These are: (1) Problem-finding; (2) Creative problem-solving;

Who owns the student voice?

This research, undertaken by Student Fellows (a scheme managed by both the University of Winchester and Winchester Student Union), aims to evaluate students’ perceptions of student voice at the University and to raise awareness of the opportunities available. Through the mixed-method approach of concept mapping, focus groups and surveys, the hope is to target the gap in the literature of this field. Having a personal connection with this project gave us a powerful insight into the students’ mindset and therefore allowed us to address the issue directly, particularly with regard to the decrease in engagement with student activities from school to university.

The party's over at the digital society: some thoughts towards the search for serious theoretical frameworks

Abstract: There has been much in the way of excitement and celebration concerning all things ‘digital’, which has provided the opening ‘context’ of the 21st century. We now need to stop, take a break and think clearly about our newly emerging areas. This paper’s aim is to provide a discussion of the need for a robust theoretical framework for an idea embraced by the digital society – that all things, i.e., artefacts, – are connected by a story or a memory to each other and to people, resulting in an all consuming ‘internet of things’. The paper introduces a new project ‘The Search for New Frameworks for Digital Research’ based at the University of Winchester at Winchester, UK and offers definitions of the area and key terms followed by initial thoughts about how other disciplines choose theoretical frameworks

‘A Slight Degree of Tension’: Training the Archaeologists of the Future

This paper stems from a presentation given at the University of Winchester in 2012 entitled ‘Building People, Building Skills, Building Relationships and Building Jobs: Training the Archaeologists of the Future’, which was part of the one-day conference ‘21st Century Archaeologists: Innovation in Training for Applied Archaeology’. Developing the content of that original presentation, but keeping its fundamental structure and argument, this paper reviews the pedagogical development of the academic discipline of archaeology in Britain from the post-war expansion of university-led archaeological training to the present day; consideration is not made, except in passing, to pre-degree training (e.g. in schools or further education colleges). Analysis of a range of sources demonstrates a surprising lack of formal pedagogy in archaeology as compared to other, comparable academic disciplines. Placed within the context of the broader development of the profession of archaeology, the reasons for this paucity of pedagogical development are discussed, alongside proposals for improvements in the future.

Diversity in gender and visual representation: An introduction

This Special Issue builds upon key arguments that emerged during the course of an interdisciplinary conference that was hosted by the Centre for Gender Studies (University of Winchester, UK) in September 2012. The conference, themed ‘Gender and Visual Representation’, aimed to encourage and develop understanding concerning the social category of gender, the concept of visual representation and their relationship. In doing so, it hoped not only to bring people together with an interest in this field, but also to stimulate discussion within and between disciplines, research paradigms and methods. An added emphasis on ‘real world’ issues sought to inspire and contribute towards broader feminist activism.

‘A Slight Degree of Tension’: Training the Archaeologists of the Future

This paper stems from a presentation given at the University of Winchester in 2012 entitled ‘Building People, Building Skills, Building Relationships and Building Jobs: Training the Archaeologists of the Future’, which was part of the one-day conference ‘21st Century Archaeologists: Innovation in Training for Applied Archaeology’. Developing the content of that original presentation, but keeping its fundamental structure and argument, this paper reviews the pedagogical development of the academic discipline of archaeology in Britain from the post-war expansion of university-led archaeological training to the present day; consideration is not made, except in passing, to pre-degree training (e.g. in schools or further education colleges). Analysis of a range of sources demonstrates a surprising lack of formal pedagogy in archaeology as compared to other, comparable academic disciplines. Placed within the context of the broader development of the profession of archaeology, the reasons for this paucity of pedagogical development are discussed, alongside proposals for improvements in the future.

Mad Monarchs: Comparison of the Nature, Causes and Consequences of the Mental Ill-Health of Maria I of Portugal and George III of Great Britain

Two contemporaneous late eighteenth-century European monarchs, George III of Great Britain and Maria I of Portugal, suffered recurrent mental illnesses and both received treatment by Dr Francis Willis, an English specialist‘mad doctor’ (psychiatrist). This article documents for both monarchs the principal events relevant to their illnesses, including family history and possible causal factors. Their symptomatology, combined with the use of computer diagnostics, offers diagnoses of major depressive disorder (Maria I) and recurrent acute mania (George III) as components of bipolar disorder. The treatment offered, medical outcome and contemporary implications are compared and contrasted.A version of this article was presented at the July 2013 meeting of Kings & Queens 2, University of Winchester.

Enabling fresh perspectives on assessment via the performing arts

Medical EducationVolume 47, Issue 11 p. 1146-1146 Really Good Stuff Enabling fresh perspectives on assessment via the performing arts Jonathan Lake, Jonathan LakeSearch for more papers by this authorLouise Jackson, Louise JacksonSearch for more papers by this author Jonathan Lake, Jonathan LakeSearch for more papers by this authorLouise Jackson, Louise JacksonSearch for more papers by this author First published: 13 October 2013 https://doi.org/10.1111/medu.12325Citations: 3 Correspondence: Jonathan Lake, Faculty of Education, Health & Social Care, University Of Winchester, The Cottage, Winchester SO22 4NR, UK. Tel: +44 (0) 1962 827140; E-mail: jonathan.lake@winchester.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.Citing Literature Volume47, Issue11November 2013Pages 1146-1146 RelatedInformation

Providing support while overseas

Jo Batey Jo is a senior lecturer in Sport and Exercise Psychology at the University of Winchester. Jo gained a BSc (Hons) from the University of Surrey, before undertaking an MSc at Exeter University. She is currently undertaking her PhD at the University of Winchester. Jo is accredited by the British Association of Sport and Exercise Sciences (BASES) and has worked at both professional and amateur levels in football, rugby union, fencing, archery, hockey, swimming, diving, mountaineering, netball, tennis and rowing. She has also worked extensively with the British Armed Forces.

Students' Perceptions of the Introduction of a Blended Learning Environment: An Exploratory Case Study

Virtual Learning Environments (VLE) provide the opportunity to deliver blended learning approaches that combine mixes of Information and Communications Technology (ICT) with various delivery methods and media. In 2008 and 2009, the University of Winchester in the UK redesigned a variety of accounting and financial management modules for presentation in a blended learning environment. An exploratory, qualitative case study investigated students' perceptions of the new approach. Through focus groups, students reported favourably on the blended learning approach and the views of students correlated with previous research, although there were some contrary findings. Focus groups raised issues concerning students' expectations, competence and engagement. Resources and institutional practices were identified as factors in students' attitudes towards blended learning. Issues about communication, student interaction and collaboration also emerged. Finally, some practical lessons from this case study are proposed.

Notes on Contributors

Neil Curtin is a Senior Lecturer in History at the University of Winchester, UK. He obtained his B.A. from the University of Lancaster in 1987 and was awarded an M.A. by the Institute of United States Studies in 1988. He was a part-time tutor in American History at the University of Kent between 1988 and 1992 whilst simultaneously holding a part-time position at Winchester. From January 1993 he became a permanent, full-time member of staff at Winchester, teaching both History and American Studies. He has acted as both Head of Subject and Programme Director to the B.A.s in American

Alfred's wars: sources and interpretations of Anglo-Saxon warfare in the Viking age

Selected by Choice as an Outstanding Academic Title. The warfare of the late Anglo-Saxon period had momentous consequences for the development of the English state following Alfred the Great's reign. This book provides a comprehensive guide, with extracts in translation from the principal sources for our knowledge, accompanied by the most important interpretations by scholars through the ages, and new introductions by the present author. It looks at every aspect of the topic, from land and sea forces to logistics and campaigning, from fortifications and the battlefield to the final peacemaking. In so doing, it highlights the significance of warfare and its organisation for the late Anglo-Saxon state, and the multitude of ways in which it was recorded and remembered. Dr Ryan Lavelle is Senior Lecturer in Medieval History at the University of Winchester.

Gwen Ffrangcon-Davies: ‘Ethereal from the Waist Up and All Welsh Pony Down Below’

In this article Helen Grime examines the enduring epithet of ethereality and its persistent connection to the career of the actress Gwen Ffrangcon-Davies (1891–1992). Most closely associated with her portrayal of Etain in the much revived musical drama The Immortal Hour, ethereality is understood as a signifier of 1920s femininity. The offstage presentation of a domesticated femininity further evidences the apparent conventionality of this actress's self-presentation at a time of particular anxiety about the socio-political position of women. These notions of femininity hint at the prevailing social attitudes that confronted an actress whose on- and offstage appearances were subject to public scrutiny while her private lesbian identity remained obscured. It is suggested, however, that Gwen Ffrangcon-Davies's playful negotiation of her demonstrably fragmented identity evidences an agency and self-possession belied by her public conformity. Helen Grime completed her thesis, A Strange Omission: Gwen Ffrangcon-Davies, Twentieth-Century Shakespearean Actress, in 2008 and is currently a Lecturer in Drama at the University of Winchester.

British Psychological Society Social Psychology Section Conference

7–9 September 2010, University of Winchester.

An Interview with Dr Rosemary Pountney

Rosemary Pountney [RP] trained as an actor before taking an English degree at Oxford, followed by a D. Phil on Beckett's drama, later published as Now retired, she was Lecturer in English at University College Dublin and Jesus College, Oxford, Senior Lecturer in Drama at the University of Winchester, and is now an Hon. Fellow of St. Anne's College, Oxford. She began performing Beckett's one-woman plays while working on her thesis and subsequently made numerous tours in Europe and worldwide, performing the plays and lecturing on Beckett's drama.

‘Becoming their most Intimate Scrutinizers’: collecting women’s lives

Click to increase image sizeClick to decrease image size Notes [1] Jo Stanley (2008) Collecting Lives, History Workshop Journal, 65, pp. 284–286. [2] The residency was supported by a Research and Knowledge Transfer grant from the University of Winchester. [3] Hilda Keen (2004) London Stories. Personal Lives, Public Histories (London: Rivers Oram Press), p. 10. [4] Antoinette Burton (2001) Thinking beyond the Boundaries: empire, feminism and the domains of history, Social History, 26(1), pp. 610–671, quoted in Carolyn Steedman (2001) Dust (Manchester: Manchester University Press), p. 5. [5] Steedman, Dust, p. 67. [6] See, for example, Keen, London Stories. [7] For a ‘classic’ text see: Sherna Berger Gluck & Daphne Patai (Eds) (1991) Women’s Words: the feminist practice of oral history (London: Routledge). [8] See Tess Cosslett, Celia Lury & Penny Summerfield (Eds) (2000) Feminism and Autobiography: texts, theories, methods (London: Routledge). [9] See, for example, Nicky Hallett (2007) Lives of Spirit: an edition of English Carmelite auto/biographies of the early modern period (Aldershot: Palgrave), pp. 1–29. [10] Alan Radley (1990) Artefacts, Memory and a Sense of the Past, in: David Middleton & Derek Edwards (Eds) Collective Remembering (London: Sage), pp. 46–59; Mihaly Csikszentmihalyi & Eugene Rochberg‐Halton (1981) The Meaning of Things: domestic symbols and the self (Cambridge: Cambridge University Press); Elizabeth Hallem & Jenny Hockey (2001) Death, Memory and Material Culture (Oxford: Berg).

Bergman's Rigour

ABSTRACTThis essay was written as a provocation and contribution to the Writing Space project, University of Winchester, 2008. It was presented as a performance text with the opening 20 minutes of Winter Light playing without sound in the background. It is a fusion of memoir, film criticism, aesthetic theorization and critical re-evaluation. The author examines his own film-going history and the centrality of Bergman's work to that; posits Bergman's films of the 1960s as the key theatre texts of their time; analyses the components of Bergman's cinematic project at that time; reflects upon a notion of rigour derived from that work; settles on Winter Light as the exemplary film and ponders its meaning and genesis.