Analysis of Peer‐, Self‐ and Staff‐assessment in Group Project Work

Group projects were carried out by a class of 130 first‐year undergraduate students in biosciences. Seven possible sources of assessment at three stages of the projects were identified and practical considerations allowed four of these to be undertaken: peer‐assessment by the students of contributions towards (i) the practical work and (ii) towards the preparation of a scientific poster; (iii) peer assessment of poster presentations by other groups; (iv) assessment by staff of the poster presentations. These assessments provided complementary information to that obtained from more traditional methods of assessment, such as formal examinations. Peer (student)‐assessments appeared to provide more norm‐referenced assessments than corresponding staff‐assessments, although significant ‘assessor‐based’ variation was evident in both. Variations in the projects themselves also influenced the assessments made.     

HIV knowledge and risk among Zambian adolescent and younger adolescent girls: challenges and solutions

In sub-Saharan Africa, young women are at the highest risk of HIV infection. Comprehensive sexuality education and open parent–child communication about sex have been shown to mitigate risky sexual practices associated with HIV. This study aimed to identify sources of HIV prevention knowledge among young women aged 10–14 years and community-based strategies to enhance HIV prevention in Zambia. Focus group discussions were conducted with 114 young women in Zambian provinces with the highest rates (~20%) of HIV. Discussions were recorded, transcribed and coded, and addressed perceived HIV risk, knowledge and access to information. Participants reported that limited school-based sexuality education reduced opportunities to gain HIV prevention knowledge, and that cultural and traditional practices promoted negative attitudes regarding condom use. Parent–child communication about sex was perceived to be limited; parents were described as feeling it improper to discuss sex with their children. Initiatives to increase comprehensive sexuality education and stimulate parental communication about sexual behaviour were suggested by participants. Culturally tailored programmes to increase parent–child communication appear warranted. Community-based strategies aimed at enhancing protective sexual behaviour among those most at risk are essential.     

Taking up the challenge of evidencing value in educational development: from theory to practice

Measurable targets, key performance indicators, value for money – whatever we may think of the ‘impact agenda’, it looks like it is here to stay. Are we trapped in a positivist, new managerialist spiral of demonstrating the value of our work, or can we take the lead in reframing the discourse on how educational development proves its worth? This paper suggests that how we gather and present evidence is currently not fit for the purpose of demonstrating the value of educational development to our institutions. The paper argues that reconceptualising ‘impact’ as ‘evidencing value’ could release us from inadequate or instrumental approaches to evaluation. Evidencing does involve measuring and evaluating, but it also acknowledges the role of judgement, experience, and contextual knowledge in determining what needs to be evaluated, and how. It allows us to reconfigure what can legitimately be included in our heterogeneous mix of evaluation data. Examples of frameworks which might support us in evidencing value are offered.     

The difficulties of defining development:A case study

In the current climate of change and expansion within higher education in the UK, there are various drivers for change in the way the curriculum is designed and delivered. In the recent past, within the UK, the QAA has presented a Code of Practice with respect to HE provision for students with disabilities and changes in the legislation relating to access to higher education for students with disabilities. These developments have prompted funding councils to resource major projects relating to accessibility. Such is the complexity of terms such as 'curriculum', 'accessibility' and 'disability', that these funded projects require a multidisciplinary approach. However, questions arise as to whether the key players in these multidisciplinary projects actually fully understand each other and have a shared understanding of the terms of reference. This case study highlights some of the difficulties experienced within a multidisciplinary team that did not ensure a shared conception of the complexities of the change management project in which it was engaged. What comes to the foreground is the problematic concept of academic development and how it is understood outside of its own community.     

On becoming an academic developer: A personal journey

Abstract

Academic Development is a diverse and complex profession that is becoming an increasingly important aspect of higher education, albeit that in general terms it is not necessarily highly enough valued at institutional and departmental levels. To raise the profile of the profession it may be tempting to provide a narrow definition of the nature of Academic Development and the appropriate credentials of the ‘Developers’. Such a move could stifle the creativity and the diversity of skills that exist within the profession and that render it problematic to define. However, to place value on our chosen field it is important for Developers to work towards a shared conception of Academic Development as a unique profession. The intention of this paper is to contribute to the dialogue and discussion of this issue through critical reflection on my personal journey into this profession. While some of the issues raised by Andresen (1996) relating to the nature of Academic Development, pathways to credibility within the profession and issues relating to accredited programmes for Academic Developers are addressed, it is important to state that this paper is limited to reflections on my own journey, which I consider to be neither unique nor ordinary, into the profession.     

A Comparison of Tutor and Student Conceptions of Undergraduate Research Project Work

Tutor and student conceptions of undergraduate research project work were evaluated following the distribution of questionnaires to 85 members of academic staff and 136 final‐year (honours) students in the Schools of Biology and Biochemistry and Biomedical Sciences, Queen's University of Belfast (QUB). The percentage of individuals submitting a return was 52% for staff and 38% for students. The issues considered included: (1) types and purpose of honours projects, (2) roles and responsibilities of supervisors (staff) and students, and (3) assessment and feedback. The results revealed a diversity of opinion among both staff and students about the various issues surrounding this complex learning exercise. To remedy this situation and to enhance student learning it is essential to establish a climate of open dialogue between staff and students, to share learning conceptions and to ensure that the assessment of any learning task is commensurate with the aims, objectives and learning outcomes.