Wednesday, 27 March 2013

Fwd: Student Engagement Unconference

Student Engagement Unconference – 12th April 2013, Kingston University Penrhyn Road Campus, 11:30AM


The new Student Engagement team at Kingston University are holding a half day “unconference” which will give everyone the opportunity to explore:


  • What engagement means to us- as a university staff member, union staff member, officer, stakeholder...
  • Network
  • Share experience and information in an informal way through round tables, conversation café and workshops



The unconference is aimed at anyone with an interest in Engagement be it student voice, quality, partnerships, civic engagement, parents etc.


This half day unconference is not affiliated to anyone or any organisation, so we welcome anyone with an interest in and passion for Engagement for stimulating exchange of ideas.


Participants are encouraged to register through the following link and to include what topics they would wish to discuss.


CLICK HERE TO REGISTER - Registration closes on Wednesday 10th April at 5pm and spaces are limited


There is no cost for the event and lunch and refreshments will be provided. If you have any questions or queries please get in touch with Chris Ford.


I really look forward to meeting you!



Chris Ford

Student Participation Officer

Student Engagement & Enhancement

Kingston University

t: 020 8417 7445


Follow me: @christ4ford









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David Andrew, 
Head of Academic Practice
Senior Tutor

The Learning Institute 
Queen Mary, University of London

Mile End, London E1 4NS



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Monday, 11 March 2013

Fwd: Programme for The e-Assessment-Question 2013 Conference and Exhibition (

David Andrew: sent from mobile

-------- Original message --------
Subject: Programme for The e-Assessment-Question 2013 Conference and Exhibition (
From: Jeff Ross <jeffmross@AOL.COM>

With apologies for cross posting.

Programme for The e-Assessment-Question 2013 Conference and Exhibition (
20th and 21st March 2013, London

Day One Wednesday 20th March 2013 - Managing And Planning E-Assessment To Ensure Robust And Reliable Assessment For Qualifications And Learning In A Challenging, Ever Changing World
0830  Registration
0930 The Challenges of the Evolving World, Chaired by Graham Hudson, DRS - Welcome from Chair
John Kerr, UKAA, 'The Challenge for e-Assessment'
Martyn Ripley, 'Aspects of Choice'
Michael Kayser, digital spirit, 'New frontiers in assessment integrity and compliance'
1045 Morning Break
1100 e-enabling Qualifications: Challenges for Awarding Organisations, Chaired by Graham Hudson DRS
Allan Perry, WJEC 'e-Assessment in a bi-lingual environment'
Sue Orchard and John Bendel, CommsMultilingual, 'Everyone Speaks English, don't they?'
Martin Mackain-Bremner, AAT, 'Developing 'Going online. From paper-based to computer-based assessments - the AAT experience'
1245 Lunch sponsored by DRS ( 

1330 eAA AGM Chair, Professor Philip John, Heriot  Watt University
AGM of the e-Assessment Association followed by presentation of eAA Distinguished Achievement in e-Assessment Award to Professor Cliff Beevers.
1445 Afternoon Break
1500 Measurable Success in Developing e-Assessment Solutions, Chaired by Patrick Craven
Janet Ravensdale, NOCN and Mark Robinson and Phil Rowland, Exams on Demand 'Developing computerised functional skills tests - the hurdles and opportunities'
Bruce Ogilvie, Simply Engaging
Dr. Thibaud Latour, CTO and General Manager, TAO Testing Company 'Using Open Source to successfully manage international assessments - lessons learned from PISA and PIAAC'
Tea break followed by 
Scott Kramer and Dr Mathew Schultz, Vantage 'Essay Scoring'
Oliver Chesher, Admiral. 'PR and communications: how can the industry manage its reputation?''
Geoff Chapman, Calibrand
Patrick Craven Cambridge Assessment
High Tea and evening reception with Cambridge Assessment

Day Two Thursday 21stMarch 2013 - Developing And Delivering E-Assessment Solutions To Support The Ambitions And Aspirations Of Awarding Organisations, Learners, Teachers, Organisations And Managers

0830  Registration
0930 The Demands of Innovation, Chaired by Colin Deal  - Welcome from Chair
Martin Milner, 'Dissolving boundaries'
Gavin Cooney, 'The promise and reality of technology'
Ivan Forward, Questionmark
1045 Morning Break
1100 International Opportunities, The eATP session, Chaired by Colin Deal
The importance of testing on a pan-European and global scale. Introducing three organizations contributing to and benefiting from eATP – CITO, Prometric and SAP
Erwin van Schaffelaar, Business Developer, CITO, 'Driving international testing standards as leading European testing and assessment company'
Claire O'Callaghan, Prometric, 'Crossing boundaries as a worldwide test development and delivery provider'
Sue Martin, SAP 'Addressing the challenges of global markets as the largest European vendor driven IT certification program'
Final discussion and Q & A session on the challenges of global and European testing & the benefits of eATP
1245 Lunch sponsored by DRS ( 

1400 A 21st Century Approach, Chaired by Colin Deal
Martin Lowder, British Council and Jeremy Carter BTL 'Going Global'
Gavin Busuttil-Reynaud, Alphaplus Consultancy
Tom Holland, MyKnowledgeMap, "Portability of Achievement – Open Badges in Assessment"
Presentation and Workshop session from the CEM CENTRE, University of Durham, lead by
Emma Beatty, Director of Software Development 'Crossing the technological challenge'
1600 Closing Session
John Winkley, Alphaplus, 'Quo Vadis'
Closing remarks from Chair

For those interested in attending the conference, you can book for either day, or for both days.  Day One concentrates on managing and planning the roll out of e-Assessment, and Day Two focuses on developing and delivering e-Assessment for Awarding Organisations, Professional Bodies, learners, institutions etc. Bookings can be made online at

Jeff Ross
Director, Assessment Tomorrow
Telephone: +44 (0) 7785 920392 "Using e-Assessment to cross borders and boundaries - working internationally - working across disciplines - working imaginatively" Conference and Exhibition London, 20th and 21st March 2013

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Wednesday, 6 March 2013

Fwd: Workshop: Graduate Attributes, Sustainability and Problem-Based Learning

Developing Graduate Attributes through the Sustainability Agenda and Problem-Based Learning


The University of Gloucestershire

Friday 15th March 2013, 10am – 4 pm   

This free one day workshop at The University of Gloucestershire focuses on the delivery of Education for Sustainable Development (ESD) and graduate attributes using an interdisciplinary 'Hybrid' Problem-Based Learning (PBL) approach. This workshop is the outcome of a three-year project funded by the Higher Education Academy's National Teaching Fellowship Scheme entitled 'Hybrid problem-based learning: a scalable approach to sustainability education?'; a collaboration between Keele University, The University of Manchester and Staffordshire University. The Hybrid-PBL approach has been developed to enable the delivery of PBL-style teaching to larger cohort numbers in a less resource intensive way for the teaching and learning of sustainability education. This will be explored during the workshop along with links to other pressing agendas in Higher Education including Graduate Attributes, Employability, and Internationalisation amongst others.

This workshop is aimed at educators from any discipline, from university, to FE and college educators, to PhD students with teaching responsibilities, who have interests in developing: 1) problem-based learning approaches, 2) education for sustainability, 3) graduate attributes and 4) the use of social media in teaching. 

Further details about the workshop, a programme for the day and the workshop booking form can be found at:

If you are interested in attending then please complete a booking form and return to Barbara Rainbow at Gloucestershire:

Fwd: SRHE: Student Experience Network: Transition In Theory And Practice

From: Francois Smit <>
Date: 05 March 2013 15:58
To: Francois Smit <>
Subject: SRHE: Student Experience Network: Transition In Theory And Practice


Transition In Theory And Practice

A one-day Student Experience Network seminar discussing transition as a concept and experience.


Friday 17th May 2013

11.30 – 4.30pm

Owen Building, City Campus

Sheffield Hallam University




How much is a degree worth?

Students’ perceptions of the financial implications of transitions into higher education

Dr Hubert Ertl, Department of Education, University of Oxford.


This contribution reports on a study into the reasoning of university applicants in the context of rising fees for full-time Home/EU undergraduates at English universities. At a political level, the expected economic gain of individuals (the “graduate premium”) is regularly cited as a justification for higher private contributions to the cost of higher education. The study examined how influential this rationale is in prospective students’ decision making.


Based on the data gathered for the study this contribution argues that there are high levels of uncertainty amongst potential applicants to higher education regarding expected earnings after graduation and the amount of debt studying for a degree would generate. However, the data indicates that attitudes towards the notion of a graduate premium have a strong influence on the propensity to apply to higher education. The differences in the expected cost of studying at different institutions do not seem to be a predominant factor in participants’ choices about where to apply – this is partly because the difference in costs of studying at different institutions are seen as small and students do not expect to have precise information until they start at university or college. Undoubtedly, the rise in fees has made transition decisions more difficult for potential applicants, with questions regarding transitions from higher education into the labour market becoming even more important.


Hubert Ertl is University Lecturer in Higher Education and a Fellow of Linacre College, University of Oxford. He is the course director of the MSc degree in Higher Education at the Department of Education, Oxford. He is also Senior Research Fellow of the ESRC Centre on Skills, Knowledge and Organisational Performance (SKOPE) and Fellow of the Royal Society of Arts (RSA). His research interests include international aspects of higher education, transition of graduates into the labour market, access to higher education, vocational education and training, and European Union educational policies.




Choices, Decisions and Transitions:

The Politics, Practices and Possibilities of Understanding Transition as Becoming

Dr Carol Taylor and Jean Harris-Evans, Sheffield Hallam University


Despite the existence of a large body of literature on transition, recent studies by Gale and Parker (2011; 2012) have proposed that ‘transition remains ‘a largely under-theorised concept’; it is often used uncritically, it relies on ‘taken-for-granted notions’, and it focuses on student induction and development, to the detriment of understandings of transition as ‘becoming’. In taking up Gale and Parker’s (2012) call to re-conceptualise transition as ‘becoming’ we draw on data from two recent research projects on student choices, decision-making and transition to higher education. In offering a novel theorisation of transition through ‘narratives of becoming’ the presentation seeks to pay due attention to students’ lived experiences of transition, not as a linear pathway or series of ‘critical incidents’, but as a variegated, heterogeneous and dynamic process of flux and flow. In proposing the analytic advantages to be gained from conceptualising transition as ‘narratives of becoming’, the presentation brings together concepts from Deleuze and Guattari (1987) which help us envisage transition as rhizomic and multiple becomings within fluid institutional assemblages; with Cavarero’s (2000) concept of ‘narratable selves’ which illuminate how the ‘living singularity of each one’ is also relationally and socially constituted; and McNay’s (2003) view that narratives are enmeshed within power relations, and constrained by the politics of probabilities. We argue that such a hybrid theorization highlights the particularity and multiplicity of transition, draws attention to students’ becoming identities in relation to a complex web of institutional practices, and problematizes prevailing discourses of transition.


Carol is Reader in Education in the Department of Education, Childhood and Inclusion at Sheffield Hallam University where she convenes the Higher Education Research and Scholarship Group. Carol has worked in various further and higher education institutions since 1991 and she completed her DPhil on student identities and the spaces of knowledge production at the University of Sussex. Carol’s recent research projects have explored the use of videonarratives to promote doctoral students’ reflexivity funded by the HEA, and a BERA Meeting of Minds project on Deleuzian analytics. Carol is currently co-investigator with Jean Harris-Evans on the  Narratives of Transition project, and is also leading a project on the multisensory exploration of space and identity within the university workplace. Carol’s main theoretical and methodological interests are student engagement and student voice, gender, space and power, and visual, sensory and narrative methodologies. 


Jean is a Principal Lecturer at Sheffield Hallam University. Her responsibilities include the recruitment of students to the Department of Education, Childhood and Inclusion. Prior to joining the University in 2006, Jean worked in a variety of roles from 1990 onwards as a Youth and Community Work practitioner, manager and policy adviser in both London and South Yorkshire. Jean is currently undertaking an Education Doctorate focused on risk and young people. She is co-investigator with Carol Taylor on the Narratives of Transition project.




Re-theorising transitions in learning and education: international perspectives

Dr Lesley Doyle, School of Education, University of Glasgow



This presentation, through a re-conceptualisation of transitions in learning and education, takes forward work by Furlong and Cartmel (1997) on the reproduction of unequal life chances during transitions and Ahier and Moore’s (1999) conclusion that the need to facilitate transitions within a network of ‘others’ requires a re-theorising of transitions within a broader context – not only within the immediate family and its associated processes of social reproduction. From a review of the literature on transitions in learning and education, three questions emerged which can be viewed as necessary precursors to the wider and collective task of re-theorisation. How are educational transitions conceptualised in a range of international contexts? What are the challenges that these conceptualisations pose? What are the structural and procedural impediments – economic, social and educational – to ‘choice’ at transition? This presentation will examine some of the theoretical perspectives employed by writers from a variety of countries as they critically examine transition theory in the context of the economic and social pressures young people face and the changing societies in which they live.


Lesley is Deputy Director of Pascal International (a virtual research observatory) and Director of Postgraduate Research in the School of Education at the University of Glasgow. After working for over 20 years in further, adult and secondary education, she then completed her PhD on learning transitions in Denmark and England and in 2004 joined the University of Stirling as a Research Fellow, moving to Glasgow in 2008. Lesley’s research interests are education transitions (for example their impact on the learning and well-being of young people, the links between the affective and cognitive domains in children and young people), vocational educational training in schools, further education colleges and higher education and the development and management of cross-sectoral collaboration. Her theoretical and methodological interests lay in the development of socio-cultural theory in education transitions and in the management and development of collaborative learning and practice (for example, during education and training transitions or for organisational change).





The transition of ‘Transition’

Prof. Patrick Ainley, University of Greenwich


Patrick will discuss the invention of transition and its subsequent incorporation into youth work, or what Phil Cohen called the sturm und drang model of Stanley Hall’s invention of adolescence. With the advent of increased precarity in labour conditions, Patrick will suggest this model has extended up the age range to 30+, suggesting a new paradigm of 'interdependence', rather than transition to independence (as Gill Jones suggested in her book on youth). Typically, just as youth workers (what is left of them) are abandoning the paradigm, it has been taken up in higher education! 


Patrick Ainley is Professor of Training and Education at the University of Greenwich School of Education and Training (as was).  Latest e-book with Martin Allen: The Great Reversal, Young People, Education and Employment in a Declining Economy

Patrick blogs with Martin at


You can find him on Facebook and/ or follow him on Twitter as Ollover Krumwall.





Event booking details


To reserve a place at any of these seminars please register at telephone +44 (0) 207 427 2350.   SRHE events are open to all and free to SRHE members as part of their membership package. The delegate fee for non-members is £45 from. Non-members wishing to join the Society may do so at the time of registration and the delegate fee will be waived. Please note that places must be booked in advance and that a £45 fee for non-attendance will be charged if a place has been reserved but no notice of cancellation/non-attendance has been given in advance.




Yours sincerely



Francois Smit

SRHE Event Manager

Society for Research into Higher Education

73 Collier Street

London N1 9BE

Telephone 0207 427 2350

Fax number 0207 278 1135