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Phil Coleman presented this work at the School of Health, Wellbeing and Social Care’s online ‘Research and Scholarship’ seminar series, which showcases excellence in OU health and social care research on 7th June 2023. The purpose of this research was to establish whether the Theory of Human Relatedness might explain how nursing student placement experiences are evaluated by stakeholders. In 2021/22, secondary data derived from semi-structured interviews exploring the practicum beliefs/experiences of 37 respondents from four stakeholder groups involved in two OU pre-registration nursing programmes were analysed against all eight main propositions within the Theory of Human Relatedness. During 2022/23, similar analysis was undertaken using data from focus groups which examined the placement reflections/views of 20 final-year pre-registration nursing undergraduates studying with an academic institution in Hong Kong. The results of both studies support every main proposition of this theory and in so doing demonstrate its value in seeking to explain the practicum experiences of nursing students in two nations with different social, cultural, and linguistic characteristics.

§https://anchor.fm/charlotte-marshall0/episodes/Core-Value-and-Behaviour-3-CVB3-e1uc07p §This episode is looking at the KSVB CVB3 where you're invited to consider "The need to commit to CPD in relation to relevant contemporary issues such as: student employability and graduate employment destinations, ethics and sustainability, academic integrity, legal compliance and intellectual property, respect and confidentiality, and health and safety." § This is the link to the supporting Padlet where you can pose questions and add further evidence from your own experiences: https://padlet.com/Charlotte_heyteach/KSVBClinic

This session will first explain accent and dialect in detail, their inclusion, and standards for both, within the Teachers' Standards and then focus in depth on the results of my work with UK teachers, notably trainees. The results show a tendency for Northern and Midlands-accented speakers to be told to reduce their accents, with mentors having a preference for accents judged overall as more 'general' varieties, as opposed to broad. This discussion will also take the time to explain regional accents in terms of a trichotomy of broad - general - neutral varieties and what this means from a purely phonological perspective This session was presented at the ‘PGCE Conference 2023: Inclusion and Inspiration - Education for Social Justice’.

Degree qualifications are always associated with labor market outcomes in terms of wages (Feng, 2017), and hence it is important for each adult to complete at least one degree programme at a university. Recognition of workers��� skills and competencies has been seen as an approach to provide a shorter pathway for adult learners in their journey towards a formal degree qualification (Andersson, 2013; Harris, 1999). How the public awareness of competency-based education (CBE) can enhance recognition of prior learning (RPL) as a tool to evaluate skills and knowledge acquired at workplace? What are workers��� perspectives on degree qualifications that were obtained via RPL under CBE? What could be the RPL framework suitable for implementation in Singapore? In this project, we focus on workers in one of the growth sectors: Logistics. Two groups of workers in the logistics sector have been recruited for a comparative study on RPL, namely CBE group and Part-Time (PT) undergraduate group, respectively. Specifically, CBE group comprises of staffs working in a logistics organization nominated by their employers, and PT group are working adults who joined a university as part-time undergraduates on a pedagogy-driven classroom-based education. Both group of participants were to assemble their portfolios and assess against the SkillsFuture Framework (SFw) on Logistics sector with identified competencies mapped into the Learning Outcomes (LOs) of selected logistics modules. Participants were given skills assessment in the RPL, and would receive course credit advancement if they passed the skills assessment. A RPL framework was tested, which comprises of 3 phases: (1) Information and Awareness; (2) Guidance and Advisory; and (3) Skills Assessment. In phase 1, our findings indicate that Singapore workforce and employers are not familiar with the concept of RPL, SFw and CBE. Therefore, most people are less susceptible to participate in the RPL opportunities. In phase 2, we observe that a skill assessment academic advisor is required to provide coaching to RPL participants along their portfolio preparation journey, especially for credit advancement. Furthermore, strong support from employers is required for the success of RPL participants, in terms of jargon translation in the workers��� portfolios, especially when terminologies used between employers and academicians differ. In phase 3, we found that a national competency framework for the specific sector will be a useful tool in skill assessment in Singapore. In short, the public awareness of CBE and RPL is low in Singapore. Workers��� perceived value in CBE is limited as some of the RPL participants in this study chose to quit the assessment halfway when the assembly of portfolio evidence was deemed challenging than attending classes. Our findings also suggest the need of a dedicated skill acquisition office overseeing the RPL and/or CBE framework in Singapore, as well as developing strong skill currency of academicians capable of translating between skill terminologies at workplace and academic curricula of programmes in university. Furthermore, until skill-based articulation and CBE gain momentum to become acceptable alternative to mainstream of academic qualification, adult learners, institutions and employers will remain lukewarm to CBE and RPL. Note: This project is commissioned by SkillsFuture Singapore.

Organisations can no longer rely solely on the employees��� initial qualifications to supply skills necessary to meet the changing business needs. Continual education and training (CET) is thus crucial to develop employees��� capability to meet organisational needs. However, successful skill transfer from training to work practice frequently depends on the dynamic interplay between individual and workplace contextual factors. As such, workplace learning support which essentially refers to workplace characteristics that are supportive towards employees��� acquisition and transfer of learning has gained increased attention by workplace learning scholars and practitioners. For instance, access to learning support in workplaces could enable employees to regularly receive feedback to improve on newly developed skills and work behaviours and also gain opportunities to put what they have learnt from the training into their daily work practices. However, workplaces might differ in terms of structured support for promoting employees��� learning and transfer of learning. Therefore, in the current study, we examined how perceived workplace learning support may affect employees��� motivation to transfer learning, utilisation of learning and readiness to change. The study used a convenience sample of 143 adult individuals who attended CET courses at various CET centres in Singapore. Participants voluntarily participated in the study by completing a set of two questionnaires which was given at the start of the course and at the end of the course. Informed consent from each participant was obtained prior to the study. Preliminary analyses of the data using path analysis revealed that perceived workplace learning support positively predicted employees��� motivation to transfer learning. However, perceived workplace learning support did not directly predict employees��� utilisation of learning and readiness to change. Instead, employees��� motivation to transfer learning mediated the predictive relationships between perceived workplace learning support and employees��� utilisation of learning as well as their readiness to change. Practical implications based on the findings of this study will be further discussed.

This presentation provides an overview of how to approach the Professional Conversation for the End Point Assessment of the Academic Professional Apprenticeship.

This presentation helps to unpack the Knowledge, Skills, Values and Behaviours (KSVBs) of the Academic Professional Apprenticeship, the importance of recognising what each one means, and how to map those to your practice. The presentation also explores what is and what is not counted as Off the Job training, providing a series of scenarios to think about.

This episode is looking at the KSVB TSK1 where you're invited to consider "Current subject and pedagogic research which support the development of advanced practice in the learning environment." This is the link to the supporting Padlet where you can pose questions and add further evidence from your own experiences: https://padlet.com/Charlotte_heyteach/KSVBClinic

Workplace attachment organised as part of the university curriculum are excellent opportunities for students to gain transferable skills that are valuable when they graduate (Feldmann, 2016). Yet unlike a formal classroom curriculum, workplace learning is not as structured and work attachment supervisors thus play an important role ensure that learning takes place. Using the theory of constructive alignment (Biggs, 2011), the perspective of supervisors were sought through semi-structured interviews in terms of their expectations (learning outcomes), coaching (teaching strategies) and appraisal (assessment) of the student that they supervised. A thematic analysis of the data revealed variations in the manner that expectations were set, the role supervisors play in coaching students, as well as how they arrive at a judgement on how the student performed. Finally, a method of co-creating workplace learning outcomes was recommended to address the gaps and mirror the tripartite relationship between university, industry and student in work-based learning (Morley, 2001).

This research is an examination of Vocational Education and Training (VET) teachers experiences with initial teacher education and their preparedness for their roles as a result of these programs. Neo-institutionalism was used to reveal the influence of the VET sector on the way VET teachers are prepared. The Certificate IV in Training and Assessment has been investigated as a tool of the VET sector to educate and indoctrinate VET teachers. This research has revealed that the way VET teachers perceive themselves as teachers and how they function in their roles is influenced by the Certificate IV in Training and Assessment.

This research study critically examined the relationship between regulation, accreditation and education in preparation for diagnostic radiography practice in the United Kingdom, Australia and Singapore. It investigated what type of curriculum and assessment will ensure regulators in Singapore that diagnostic radiography graduates are work ready and to compare regulation and accreditation processes in three countries. From the findings, a series of recommendations was made to reconceptualise the role and function of diagnostic radiographers to enhance the potential for the new system to further the ambitions of a profession

The quality, safety, and environment Standards, each respectively referred to as ISO 9001:2015, ISO 45001:2018 and ISO 14001:2015, have been released and for the first time in the world as a united, integrated management system (IMS) that can be applied to organisations. This IMS is the combination of the said ISO Standards for quality, safety, and environment. Organisation’s may address one, two or all three of these Standards. This thesis explores how professional development (PD) in construction workplaces supports workers to have the knowledge, awareness, and competency to deliver IMS. PD is the mechanism used by workplaces to address and prevent issues such as the loss of work because of poor productivity, loss of life, and the lack of preventing pollution. There is a very clear opportunity as this is the ‘first time ever’ in the world that quality, safety, and environment can present a unified delivery for IMS because of the recognition that these three areas are inter-related as an IMS rather than isolated entities. Consequently, PD now must be delivered as a IMS reflecting this IMS model. Workplace learning is essential in understanding the context and the problem in identifying and reducing the gap in aligning PD to IMS. It is within this thesis this gap and need is explored. An IMS ensures that, by delivering on quality, safety and environment, an organisation operates and functions well, ultimately making a profit. An organisation must not only make a profit through providing quality product and services, it will survive only if it also delivers on the social contract to provide for the safety of interested parties both internally and externally. Furthermore, the product and service should be delivered to minimise environmental impact. To meet these IMS Standards, the PD of people in workplaces should be addressed in an integrated and effective way in alignment with the IMS. My motivation in undertaking this research stems from problems I experienced, and what I have seen others experienced, resulting from what I assume is poor alignment between PD and IMS. This problem relates to the phenomenon of learning in the workplace. This research focuses upon the question, “How does professional development in the construction workplace align with integrated management systems?” The research was not a test of a theory and hypotheses of why there is the misalignment of PD with the lack of IMS in the workplace. Instead, the research developed conceptual themes to explain the experiences of workers who participated. The participant cross-section consisted of construction and engineering workers and owners in business, that operate an IMS from 15 construction workplaces in Australia that operated locally, regionally, and nationally. These targeted participants were male and female workers that ranged from their 20’s to 60’s in age that directly have the responsibility of managing the IMS. The data collected came from semi formal interviews (resulting in transcripts of the interview) and reviewed secondary data such as documented information and photos. I then used a qualitative methodology with the tool of thematic analysis. The themes developed can contribute to knowledge about PD, workplace learning, and IMS, and better prepare owners and management with the utilisation of IMS to guide PD that delivers quality, safety, and environmental controls within their workplace.

Australian and United Kingdom not-for-profit (NFP) organisations are under increasing pressure to become more efficient and effective in addressing complex social challenges. This qualitative multi-case study applied an analytic framework comprising four theories: organisational learning, dynamic capability, institutional and social innovation theories to investigate workplace learning in four NFP organisations. Findings indicated that while organisations undertook workplace learning to build organisational and sector capacity, their resource and capability based strategies achieved differing outcomes in response to the challenges of their context. The study’s findings contribute to strategic approaches to workplace learning and include suggestions for future research and professional practice.

Science, Technology, Engineering and Math (STEM) are at the forefront of conversations in education, not only in Indiana, but across the country. This conversation is crossing boundaries from primary and secondary education, to academia, to government agencies, to industry. The inherent focus on STEM comes from an understanding of the impending job shortage in STEM jobs in the next decades. In the discipline of fluid power, the gap between education and industry with jobs is not easy to see because while the gap is known by industry experts there is a lack of literature documenting the gap. Most education is focused on the university level and preparation, and little effort is focused on gaining the interest of students in a K-12 education. Through a partnership between Indiana 4-H, Purdue Polytechnic and the National Fluid Power Association, the creation of the 4-H NFPA Fluid Power Challenge was created to bridge the gap not only in STEM education through 4-H STEM programming, but to also give youth an opportunity to learn more about STEM and fluid power careers through this eight-week opportunity. The program focuses on collecting data on career interest, STEM attitudes, and fluid power interest. The focus of this dissertation is on the relationships between students participating in the 4-H NFPA fluid power challenge, years of participation, gender with career, STEM attitudes, and fluid power interest. Gender and participation were two areas in which significant relationships were found in the data set. The relationship between the two as long as the relationship between before and after participation and career interest creates a picture that both answers the research questions posed in this dissertation, but also links to other research in this area on the matters of gender and STEM interest and careers. This study also highlights the importance of a focus on fluid power, and the impact that is seen specifically in sustained experiences in females who participate in Fluid Power programs.

Although design is part of everyday experience, increased proficiency in managing and reflecting while designing signify greater proficiency as a designer. This capacity for regulation in design is crucial for learning, including from failure experiences, while designing. Failure and iteration are integral parts of design, with potential cognitive and psychological ramifications. On the one hand, failure can be framed as a learning experience that interrupts thinking and evokes reflection. On the other hand, it can be detrimental for confidence and motivation or derail the design process. Based on similarities between design and self-regulation, I articulate a framework whereby responses to failure might be regulated by beginning designers. Then, this case study applies the framework to describe the experiences and perspectives of beginning designers as they work and fail, illuminating issues of failure in design and the extent of their self-regulation.The in situ design processes of four teams was examined to describe self-regulation strategies among student designers. Analysis was conducted with two methods: linkography and typological thematic analysis. Linkography, based on think-aloud data, provided a visual representation of the design process and tools to identify reflection, planning, and critical moments in the design process. Typological analysis, based on think-aloud data, follow-up interviews, and design journals, was used to investigate specific strategies of self-regulation. The complementary methods contribute to understanding beginning designers’ self-regulation from multiple perspectives.Results portray varied trajectories in design, ranging from repeated failure and determination to fleeting success and satisfaction. Class structures emerge in designers’ patterns of planning and reflection. These highlight the contextualized and evolutionary nature of design and self-regulation. Furthermore, linkographic evidence showed a beginning sense-making process, followed by oscillating phases of forward and backward thinking, to various degrees. Moments of testing, both successes and failure, were critically connected in the design process.Thematic analysis identified 10 themes, aligning with the self-regulatory phases of forethought, performance, and reflection. The themes highlight how regulation in forethought is used to shape performance based on past iterations; meanwhile, the identification and attribution of failures relays information on how, and whether to iterate. Collectively, thematic findings reinforce the cyclical nature of design and self-regulation.Design and self-regulation are compatible ways of thinking; for designers, the juxtaposition of these concepts may be useful to inform patterns of navigating the problem-solving process. For educators, the imposition of classroom structures in design and self-regulatory thinking draws attention to instructional design and assessment for supporting student thinking. And for researchers of design or self-regulation, these methods can give confidence for further exploration.

Religion and sustainability are not terms often used together, despite religion having a role in sustaining communities for centuries. Religions are rarely static, but adapt and change with the differing needs of the environments in which they operate. It is this process of change and adaptation that enables them to sustain communities, as well as to be sustained as living systems. Religions do this by creating symbolic systems of shared meaning that adapt to reflect, and alternatively are reflected in, lived experiences. I will explore the manner in which religions create symbolism, meaning, and values, while facilitating interaction with different religious systems by connecting through similar values. This will form a basis for understanding the assumptions and values of communities, both overtly and nominally connected with religious traditions and cultures, and the manner in which interaction with individuals and groups from different traditions can occur. How does this relate to adult and vocational education? Through an understanding of the connection between religion and the creation of meaning and values within communities, strategies can be developed for workplace education, incorporating education on religion, religious assumptions, and cultural difference, thus leading to a more harmonious functioning of multicultural workplaces and global networks.