Tuesday, 27 June 2017

Student Politics in Contemporary Higher Education:

Student Politics in Contemporary Higher Education:
Theory, Policy and Practice
Thursday, 14th September 2017
Over the last few years, there has been a heated debate over higher education governance, funding and organisation in England, resulting in recently approved Higher Education and Research Act 2017. While scholarly debate has mostly focused on the perspectives of academic communities, senior managers and policy makers, this symposium aims to shift the focus to student unions and their role in higher education politics and the sector more widely. The symposium explores the ways in which student unions have engaged with higher education politics and policies over the recent years and the contradictory space they occupy. Taking a sociological perspective, the symposium also discusses the importance of social theory in exploring politics of higher education.
Venue: Collier Room, College of St. Hild & St. Bede, Durham University, Durham, DH1 1SZ
Contact and registration: Dr Rille Raaper, rille.raaper@durham.ac.uk

Space is limited, please register early. If you wish to book a place at this free event, please contact: rille.raaper@durham.ac.uk
10.15-11.00 Arrival, coffee and refreshments
11.00-11.15 Welcome
11.15-12.15 Social Theory and the Politics of Higher Education
Dr Mark Murphy, Reader in Education & Public Policy, University of Glasgow
Social theory has a complex relationship with student politics and student protest. The events of 1968 are a case in point: while Jean-Paul Sartre supported the students at the barricades in Paris, over in Germany Theodor Adorno and Jürgen Habermas were critical of the revolts sweeping across universities, suggesting that radical student politics had elements of ‘left fascism’ that helped to undermine democratic institutions.
1968 is also the year often regarded as a turning point in continental social theory – a year in which the dogma of Marxist theory, especially in France, yielded intellectual territory to the postmodern turn and paved the way for
the likes of Jacques Derrida, Hélène Cixous, Michel Foucault and Julia Kristeva. This shift introduced among other things a more dispersed analysis of power and its production through various social practices – of knowledge, culture, language, the body. The certainties of the revolutionary struggle for socialism became much less certain when the institutions of the state themselves (such as universities and schools) were seen as forces of domination in their own right.
This intellectual schism is still with us today in various forms, and both of these strands of social thought still vie for space when it comes to the politics of higher education – their diagnostic power can be seen for example in critiques of marketisation and consumerism that have fuelled recent student protest across the UK. This paper will take a closer look at this theoretical debate, in particular by focusing on two key issues: the accountability of universities in a context of fiscal and political constraint; and the legitimacy of academic knowledge in a world of contested epistemologies.
12.15-13.15 Lunch
13.15-14.15 The Changing Role of Students’ Unions within Contemporary Higher Education
Prof Rachel Brooks, Professor of Sociology, University of Surrey
Despite profound changes to the higher education sector in the UK over recent years, which have tended to emphasise the role of prospective students as active choosers within a marketplace and encourage higher education institutions to place more emphasis on student engagement and representation as a means of improving the quality of the learning experience, the role of students’ unions has remained largely unexplored. To start to redress this gap, this paper draws on a UK-wide survey of students’ union officers and a series of focus groups with 86 students and higher education staff in ten case study institutions. It outlines the ways in which students’ unions are believed, by those closely involved with them, to have changed over recent years, focussing on: the shift towards a much greater focus on representation in the role and function of the students’ union; the increasing importance of non-elected officers; and the emergence of more co-operative relationships between the students’ union and senior institutional management. The paper then discusses the implications of these findings for both our understanding of the political engagement of students, and theorising student involvement in the governance of higher education institutions.
14.15-14.30 Coffee break
14.30-15.30 Students’ Unions and Consumerist Policy Discourses in English Higher Education: An Exploration of Contradictions
Dr Rille Raaper, Assistant Professor in Education, Durham University
This paper focuses on the recent Higher Education and Research Act 2017 and the consultation processes leading to the legislation. The document proposes
a Teaching Excellence Framework that aims to differentiate and reward English universities according to their teaching quality, potentially categorising universities as Gold, Silver and Bronze and adjusting tuition fee levels accordingly. While recent scholarly discussions have addressed the structural reforms, particularly the flawed metrics of measuring institutional performance, there has been less analysis of the policy in terms of its underpinning consumerist discourse. This paper will start by arguing that the reform promotes consumerist understanding of higher education, universities and students. By drawing on a small-scale project funded by the
British Academy and guided by a Faircloughian discourse analysis, I will explore the ways in which five students’ unions from England and a representative of the National Union of Students understand and respond to the consumerist policy discourses. While the unions interviewed demonstrated significant opposition to the policy and consumerist positioning of students, their critique was fragmented and often accompanied by consumerist counter arguments. The unions emphasised consumer rights as benefitting students and the unions. The reasons for a lack of consistency in the participants’ discourses will be questioned and discussed in relation to their relationship with the university management and wider student population they represent.
15.30-15.45 Summaries
This event is organised as part of the project ‘Critical Analysis of the Higher Education Green and White Papers (2015-2016): Student Representation and Response’, funded by the British Academy with the Philosophy of Education Society of Great Britain as the partner organisation. Principal Investigator: Dr Rille Raaper, Durham University.

Monday, 26 June 2017

FW: CELDA 2017 - 2nd call extension for papers

Call for Papers CELDA 2017 - Deadline for submissions (2nd call extension): 14 July 2017

14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017) October 18 - 20, 2017 – Algarve, Portugal

Endorsed by the Japanese Society of Information and Systems in Education

* Keynote Speaker (confirmed):
Prof. Pierre Dillenbourg, Director, EPFL Center for Digital Education, Swiss Federal Institute of Technology, Lausanne, Switzerland

* Conference Scope
The CELDA 2017 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. Main tracks have been identified please check http://www.celda-conf.org/call-for-papers

* Paper Submission
This is a blind peer-reviewed conference. Authors are invited to submit their papers in English through the conference submission system by July 14, 2017. Submissions must be original and should not have been published previously.

* Important Dates:
- Submission Deadline (2nd call extension): 14 July 2017
- Notification to Authors (2nd call extension): 18 August 2017
- Final Camera-Ready Submission and Early Registration (2nd call extension): Until 7 September 2017
- Late Registration (2nd call extension): After 7 September 2017

* Paper Publication
The papers will be published in book and electronic format with ISBN, will be made available through the Digital Library available at http://www.iadisportal.org/digital-library/showsearch.
Authors of the best published papers in the CELDA 2017 proceedings will be invited to publish extended versions of their papers in a book published by Springer.
The Conference proceedings will be indexed by ERIC - Education Resources Information Center, EBSCO and Elsevier. The proceedings will also be submitted for indexing by IET's INSPEC, EI Compendex, Scopus, Thomson Reuters Web of Science and other important indexing services.

* Conference Contact:
E-mail: secretariat@celda-conf.org
Web site: http://www.celda-conf.org/

* Organized by: International Association for Development of the Information Society

FW: Announcing the Grand Flexible Learning Summit...Flexibility in the post-TEF world: time for a University of Graphene?


Announcing the Grand Flexible Learning Summit…

Flexibility in the post-TEF world: time for a University of Graphene?



This Summit allows us to think the unthinkable…..what does the maximally-flexible institution look like in the dystopian post-TEF world?

Drawing on work from the emergent Flexible Learning Community of Practice (FLCoP) this summit presents a 2 hour odyssey of possibilities….

Summit participants will consider:

  • Which kinds of institutions will emerge, survive and thrive in a complex, flexible environment?
  • Where are we now and where do we want to be in relation to the flexible learning agenda?
  • Should we embrace the notion of student choice - above all others - to drive the agenda for flexible learning?
  • Which two themes should be given immediate priority for flexible learning?

After all that activity we will relax into the final part of the session which looks at opportunities to contribute to work in the sector concerning flexible learning, including:

  • Providing a romp through existing resources generated by the FLCoP including a Practice Guide, Case Studies, Webinars (also known as Flexinars) and more
  • Announcing details of the forthcoming FL Practice/Research Symposium in March 2018
  • Announcing details of support for institutions to host a themed FLCoP meeting
  • Giving details of the forthcoming Higher Education Pedagogies Journal  flexible learning special edition and how you can get your work published


Miss this Summit at your peril! Join us on Wednesday 05 July at the HEA Conference in Manchester at 2.30

Friday, 23 June 2017

FW: George Siemens to talk at the LSE 5th July 2.30pm




LSE Learning Technology and Innovation will be hosting our final NetworkED on Wednesday 5th July at 2.30pm at the LSE.


Professor George Siemens will be our final guest for the 2016/17 seminar series on 'Uncertain Futures'.  Professor Siemens is Executive Director of the Learning Innovation and Networked Knowledge Research Lab at University of Texas, Arlington and is an Honorary Professor at University of Edinburgh. He is renowned for his work on connectivism and learning in the digital age. He is also a creator of one of the first MOOC'S (Massive Open Online Course) in 2008 with Stephen Downes.  


This is a great opportunity to engage with one the leading thinkers in education and technology at this FREE event.  You can book your ticket here







Peter Bryant
Head of Learning Technology and Innovation

London School of Economics and Political Science

ALD LG - Houghton Street London WC2A 2AE
Phone: +44 (0)20 7955 6008

Twitter: @peterbryantHE

LSE Experts: http://bit.ly/1hniikc





Wednesday, 21 June 2017

FW: Final Programme: Engaged Learning Conference, Sheffield, 6-7 July 2017


Reconnecting through Engaged Learning and Scholarship: Impact, Frameworks, and Practice (6-7 July 2017, University of Sheffield, U.K) 

The Diamond, S3 7RD

Keynote speakers: Professor Mike Neary (University of Lincoln) and Dr Claire Gordon (London School of Economics) 

Engaged learning and teaching can be understood as combining (inter)disciplinary knowledge with opportunities for students to learn with and from external partners, 'real-world' challenges, and experiences outside universities. At a time of political and societal change, what is the role of engaged learning and its related forms of educational practice, including service learning, authentic learning, and civic engagement in connecting with communities?

This event aims to share frameworks, projects and experiences through which engaged learning can be approached, practised, and theorised. 

The final programme (including abstracts and biographies) is now available to download here: https://www.sheffield.ac.uk/als/current/engaged/conference 

If you haven't already registered, there are a few places remaining - sign up via the conference website: https://www.sheffield.ac.uk/als/current/engaged/conference  

I hope to see you in July - best wishes, 



Dr Kimberley Marwood

0114 222 1351

The University of Sheffield

Project Officer, Projects and Development | Academic and Learning Services 

Monday, 19 June 2017

FW: Still Time to Register for NTU Festival of Learning




There are still a few places left for the three-day Festival of Learning organised by Nottingham Trent University’s Trent Institute for Learning and Teaching (TILT). Our theme is ‘Creating Communities’ and you can view the programme and register until the end of this week on the event page.

To celebrate and showcase our unique communities we are holding events at each of our sites:

The events will take place as follows:

·         27 June: Annual Learning and Teaching Conference, City site.

·         28 June pm: Confetti event

·         29 June am: Brackenhurst event

·         29 June pm: Clifton event

Programme highlights include:

Ø  Tuesday 27 June, City: listen to Professor Liz Thomas on engaging diverse student communities; and we’ll have a student-led panel discussion

Ø  Wednesday 28 June, Confetti: discover how partnerships with the TV, Music and Game industries can enhance learning and teaching

Ø  Thursday 29 June, Brackenhurst: find out how colleagues build inclusive learning communities that support international students, BTEC students, student parents, and all our students from a diverse range of backgrounds

Ø  Thursday 29 June, Clifton: experience indoor, outdoor, virtual and global spaces that can enhance learning and build community

Click here to go to the event page where you can register for any or all parts of the Festival. Transport between sites will be provided on 29 June. The deadline for registrations is 23 June.

If you have any questions please contact Tim Suffield (0115 848 2304) or Catherine Gillam (0115 848 4375), in the Centre for Academic Development and Quality.

I look forward to seeing you there.

Kind regards


Tim Suffield

Learning and Teaching Adviser

Ext: 82304

Centre for Academic Development and Quality



TILT Festival of Learning. 27-29 June 2017

Booking now open


Tuesday, 13 June 2017

FW: Call for contributions - Active Learning Conference 11 & 12 September


On the afternoon of 11 September we’re offering pre-conference Master Classes in: SCALE-UP (Student-Centred Active Learning Environment with Upside-down Pedagogies), Team-based learning (TBL) and TEAL (Technology-Enhanced Active Learning).

The main conference will be opened on 12 September by Professor Mike Sharples, Chair in Educational Technology Learning and Teaching Innovation, Open University, whose keynote address will focus on ‘Designs for Active Learning’. 

The conference will link Team-Based Learning at University of Bradford, SCALE-UP at Nottingham Trent University and Anglia Ruskin University’s active learning practices as part of a HEFCE Catalyst funded project to address barriers to student success, hence the main conference is free to delegates from HEFCE funded institutions, while there is a modest £100 fee for those from other institutions.

Conference aims:

·         introduce active learning approaches through master classes;

·         share good practice in using and embedding active learning approaches in the curriculum;

·         provide opportunities to learn new skills and techniques.


Call for Proposalswe’re particularly interested in proposals which focus on:

·         innovative teaching methods

·         engaging students in collaborative learning

·         improving retention and progression

·         supporting differential learning outcomes

·         improving attendance, and participation 

·         enhancing student experience and satisfaction


The deadline for submissions is 15 June 2017



Book your place for the main conference event on 12 September. 

(Bookings for the Master Classes will open shortly).

Many thanks


Best wishes






Dr Jaki Lilly, CertEd, DMS, PhD, University Teaching Fellow, PFHEA

Academic Lead: Academic and Professional Development


Anglia Ruskin University, East Road, Cambridge CB1 1PT 

Anglia Learning & Teaching, 2nd Floor, Abbeygate House

Learning Development Services


| T: +44 (0) 845 196 2783 | Internal ext. 2783

| W: www.lta.anglia.ac.uk


Find us on social media @anglialta




Thursday, 8 June 2017

FW: Transforming Assessment webinars next session 5 July: 'Changing feedback AHE panel', recording 5 June 'MapMyProgramme' [JISCmail]


Transforming Assessment Webinar Update

[Via JISCmail - this is not direct email - apologies for any cross posting]

1) Next session: Changing feedback (AHE 2017 Panel Review), 5 July 2017.
2) Recording available: MapMyProgramme: Developing the holistic student assessment experience, 7 June 2017

Please forward to interested colleagues!
All sessions at no cost.


1) Next session: Changing feedback (AHE 2017 Panel Review), 5 July 2017.

This 1 hour panel style session chaired by Prof Sally Jordan (Open university, UK) will feature selected speakers from the Assessment in Higher Education conference (28-29 June 2017). The panel presenters and their topics are:
a) Liz Austen, Cathy Malone (Sheffield Hallam University, UK) 'Exploring student perceptions of effective feedback'.
b) Catherine Robinson and Judy Cohen (University of Kent, UK) 'Exploring the effects of radical change to assessment and feedback processes: Applying Team-based learning in a social science module'.
c) Carole Sutton, Jane Collings, and Joanne Sellick (Plymouth University, UK) 'Models of Examination Feedback'

Further information and registration:

P.S. I hope to meet those of you who are attending AHE in Manchester in person this time! :-) ~ mathew

2) Recording available for MapMyProgramme: Developing the holistic student assessment experience, held 7 June 2017.

This session explored the use of the 'Map my programme' tool as a means of developing more holistic assessment across a program. The tool promotes team engagement, reflection on curriculum design, and displays graphical real-time, assessment modalities, weighting and submission dates for each module within a programme.

Presenter: Dr Mark Kerrigan (Anglia Ruskin University, UK)

View and download resources:

Further information:
The Transforming Assessment webinars are part of a series of free events covering a range of assessment and e-assessment topics.
Sessions are hosted by Professor Geoffrey Crisp, PVC Education, University of New South Wales and Dr Mathew Hillier, Office of Vice-Provost Learning and Teaching, Monash University, Australia.
Further information on this and future events, recordings of past sessions, links to resources and participation/technical help on using the virtual seminar system can be found on our website at transformingassessment.com

Support for this activity has been provided by the Australasian Society for Computers in Learning in Tertiary Education (as the 'e-Assessment SIG'), the Australian Government Office for Learning and Teaching, University of New South Wales, Monash University and the University of Queensland. The views expressed in this publication/activity do not necessarily reflect the views of the sponsoring institutions.

Why am I receiving this?
You are receiving this particular message because you signed up to one of the lists on JISCmail and we feel the content is likely to be of interest to list members.
Please refer to your control panel on jiscmail.ac.uk for JISCmail list subscription options.


Dr Mathew Hillier
Honorary Academic/Snr Lecturer
The Institute for Teaching and Learning Innovation
(was 'Teaching and Educational Development Institute'),
The University of Queensland, Australia
Substantive post:
Academic/Snr Lecturer
Office of Vice-Provost (Learning & Teaching)
Monash University, Caulfield Campus (Melbourne), Australia
Transforming Assessment

Wednesday, 7 June 2017

FW: Transforming the Student Experience, free 1-day learning analytics symposium at Nottingham Trent University, 21st June 2017


Transforming the Student Experience: The role of learner analytics in the modern university

1 day symposium, Wednesday 21st June, 2017

Nottingham Trent University, City Site        



Dear colleague


We are hosting a learning analytics symposium on Wednesday 21st June at our City Campus in conjunction with our technology partners: Solutionpath.


This event might be particularly interesting to learning developers as much of our work focusses on the relationship between students' engagement with their course and progression and attainment. In particular, Dr Edwards' session will focus on key findings about the relationship between a learning development intervention and student engagement.


We will cover two key themes:

·         Key lessons learnt from Nottingham Trent University's experience of embedding learner analytics across the whole institution

·         New approaches to developing learning analytics from a range of sector experts


Our speakers include:

·         Keynote: Professor Eunice Simmons, Deputy Vice-Chancellor, NTU – Using learner analytics to deliver the University's strategic objectives

·         Mike Kerrigan, Strategic Data and Intelligence Manager, NTU – Using engagement data to identify students at risk: an equality & diversity perspective

·         Dr Rebecca Edwards, ABLE Project Officer, NTU - Using NTU's Student Dashboard to open new insights into successful students and successful staff interventions

·         Phil Richards, Chief Innovation Officer, JISC – The role of JISC's Learning Records Warehouse, the importance of data, and how JISC can support you

·         Steve Butcher, Head of Procurement, HEFCE – Flipped Learning

·         To be confirmed, Thomas International - PPA in education – applications, benefits, outcomes

·         To be confirmed, Government Behavioural Insights Team (Nudge Unit) – Small changes can make a big difference; the team's approach to understanding the drivers of behaviour and thinking differently about solutions


To book a place, please follow the instructions on this page


This event is run jointly between NTU and Solutionpath and forms part of our dissemination strategy for the ABLE and STELA Erasmus+ research projects.



Best wishes







Ed Foster

Student Engagement Manager

Centre for Academic Development & Quality

Nottingham Trent University

+44 (0)115 848 8203




Transforming the student experience: the role of learning analytics in the modern university experience

Learning Analytics Symposium

Nottingham Trent University Conference Centre, 21st June 2017

DISCLAIMER: This email is intended solely for the addressee. It may contain private and confidential information. If you are not the intended addressee, please take no action based on it nor show a copy to anyone. In this case, please reply to this email to highlight the error. Opinions and information in this email that do not relate to the official business of Nottingham Trent University shall be understood as neither given nor endorsed by the University. Nottingham Trent University has taken steps to ensure that this email and any attachments are virus-free, but we do advise that the recipient should check that the email and its attachments are actually virus free. This is in keeping with good computing practice.

Monday, 5 June 2017

FW: New Professional Development and Training Prospectus from HEA

Transforming Teaching Inspiring Learning

Staff development opportunities in teaching and learning
The new 2017-18 Professional Development and Training Prospectus outlines the importance of specially designed development opportunities for each stage of teaching in higher education and provides a range of options with open and in-house programmes, online and offline engagement, plus dedicated coaching.
Benefits of HEA 2017-18 training and development include:
  • All HEA training courses are aligned to the Professional Standards Framework (UKPSF) supporting continuous professional development and HEA Fellowship
  • Flagship conferences provide delegates with the opportunity to submit papers, showcase their areas of expertise and highlight the work of their institution
  • High profile opportunities to demonstrate forward thinking approaches amongst peers and to the sector as a whole
  • Great networking opportunities, allowing delegates to meet peers and colleagues, and share their experiences
  • All training can be delivered at your institution to compliment your in-house offer, providing a cost-effective way to upskill teams, focused on your institutional needs
Whether you or your staff members are seeking professional development, supporting career progression, working towards Fellowship, looking for help with their professional development reviews, or you are looking for ways to refresh and keep teaching methods current across your institution, we are confident that we can help.   

To mark the publication of our new prospectus we are offering a 15% early bird booking discount across all of our 2017-18 events booked before 31 July 2017.*
The discount will be in addition to the preferential rate that subscribing institutions can take advantage of throughout the year.
*NET Conference 2017 not included

About the Higher Education Academy

Higher Education Academy is a company limited by guarantee registered in England and Wales no. 04931031. Registered as a charity in England and Wales no. 1101607. Registered as a charity in Scotland no. SC043946. Registered Office: Higher Education Academy, Innovation Way, York Science Park, Heslington, York, YO10 5BR, United Kingdom. The words "Higher Education Academy", "HEA" and the Higher Education Academy logo are registered trademarks. The Higher Education Academy logo should not be used without our permission.

Want to unsubscribe or change your details?

FW: LJMU Teaching and Learning Conference 2017 - Registration





LJMU’s Annual Teaching and Learning Conference

Wednesday 14 and Thursday 15 June 2017


LJMU’s annual Teaching and Learning Conference provides an exciting forum to share and discuss innovative and effective teaching,

learning and assessment practices, as well as explore findings from teaching-related research and evaluation. On the theme of ‘Visions for Learning’, this year’s two-day event will showcase the work of academic and professional service staff across a range of higher education teaching and learning topics. These include the use of interactive teaching methods, learning technologies and creative approaches to curriculum, teaching or assessment design.


Organised by the Pro-Vice-Chancellor (Education), Professor Peter Byers, with LJMU’s Teaching and Learning Academy, the Conference will be hosted by the Faculty of Arts, Professional and Social Studies at the Mount Pleasant Campus (Redmonds Building). Vice-Chancellor Professor Nigel Weatherill will open the Conference to our keynote presenter, Nick Hillman, Director of HEPI. We conclude day one with the Vice-Chancellor’s Address. Professor Simon Bates, University of British Columbia, Canada will open day two of the conference.


The Conference programme comprises 66 presentations, from Faculty, Professional Service, partner institution staff as well as sector colleagues. This year, we have two lunchtime networking sessions, one hosted by the cross-institutional Faculty Higher Education Research Groups and one hosted by the Enterprise Educators Academe. 


The Conference is open to all LJMU staff, students and collaborative partner institutions. Additionally we warmly invite all colleagues working in post-16 education to attend. The event is free but places are limited and early registration is advisable.



To access the registration form please visit the Conference website


Registration will close on Friday 09 June 2017



If you have any other queries about the event, please contact:


LJMU Teaching and Learning Conference Team

Teaching and Learning Academy

Liverpool John Moores University

5th Floor, Kingsway House

Hatton Garden


L3 2AJ


Tel: 0151 231 8678


Email: LJMUTLC17@ljmu.ac.uk


Follow us on Twitter at @LJMUTLA #LJMUTLC17


Conference Website: https://www.ljmu.ac.uk/conferences/teaching-and-learning-conference






How do we


Liverpool John Moores University

Kaylie Fortune
Admin Support Co-ordinator
Teaching and Learning Academy
5th Floor, Kingsway House, Hatton Garden, Liverpool, L3 2AJ
t: 01512318678 e:




Important Notice: the information in this email and any attachments is for the sole use of the intended recipient(s). If you are not an intended recipient, or a person responsible for delivering it to an intended recipient, you should delete it from your system immediately without disclosing its contents elsewhere and advise the sender by returning the email or by telephoning a number contained in the body of the email. No responsibility is accepted for loss or damage arising from viruses or changes made to this message after it was sent. The views contained in this email are those of the author and not necessarily those of Liverpool John Moores University.