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This paper centres on the tensions between the introduction of plagiarism detection software (Turnitin) for student and tutor use at undergraduate level and the aim to promote a developmental approach to writing for assessment at a UK university. Aims to promote developmental models for writing often aim to counteract the effects of the structural organisation of learning and assessment in higher education. This paper will discuss the potential for the implementation of plagiarism detection software to operate as a ‘change artefact’, creating opportunities for a departure from the habits of practice created by the demands of writing for assessment and the potential for the emergence of enclaves of good practice in respect of writing development. Tutor and student qualitative responses, gathered via questionnaires and focus groups, were analysed in order to investigate the effectiveness of this initiative. In this inquiry, plagiarism detection emerges as a dominant theme within regulatory discourses of malpractice in higher education. The promotion of writing development via a tool for regulation and plagiarism detection seems to be a mismatch and the extent to which Turnitin can operate as a change artefact to promote developmental approaches to writing for assessment in higher education is questioned. The suitability of plagiarism detection software as a tool to promote writing development will be discussed in light of the findings from this inquiry. [ABSTRACT FROM PUBLISHER]

Internationalisation and assessment and feedback are one of the main research agenda in the UK higher education. The study reports the Higher Education Academy Economics Network-funded research for international students’ experience with peer assessment and feedback innovation. The Vygotsky’s Zone of Proximal Development (ZPD) theoretical framework is used to analyse students’ experience. The finding demonstrates that peer assessment practice enhances assessment and feedback experience for international students. However, the heterogeneity in assessors’ ability levels may affect the confidence of students in peer assessment. Independent justification for providing peer assessment or making sense of received feedback is necessary. The model of PeerMark’s ZPD is suggested to become part of the peer assessment for learning ecosystem in order to empower learning experience rather than to provoke diffidence. [ABSTRACT FROM AUTHOR]

Successive governments in the UK have increasingly stressed the need for a more enterprising society. Much of the emphasis has been placed upon educationalists to introduce more elements of enterprise into the school curriculum at all levels, and new and innovative ways to initiate the subject matter is increasingly being sought. This article describes a summer school that is part of this initiative. It stresses the difference between Traditional and Enterprise modes of learning and contests that compared with traditional methods of teaching and learning, enterprise education requires a different pedagogical approach and aims to qualitatively change the educational experience. It is suggested that traditional teaching is better suited to the needs of the 'old' economy with the enterprising approach being more conducive to the needs of the new flexible market economy. While providing an explanation, description and analysis of the workings and operations of an entrepreneurial life skills summer school, the article also provides a systematic and rigorous exploration not only of the summer school itself but also of the policy and regional development context. It describes how the methodology and approach adopted is rooted in the framework and context that shaped and informed the venture as well as contributing to the article itself. [ABSTRACT FROM AUTHOR]