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Journal of Perspectives in Applied Academic Practice
Number of Followers: 10

This is an Open Access Journal

Open Access journal
ISSN (Print) 2051-9788 - ISSN (Online) 2051-9788
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Editorial
- Authors: Keith Smyth
  Pages: 1 - 2
  PubDate: 2022-01-31
  DOI: 10.14297/jpaap.v9i3.522
  Issue No: Vol. 9, No. 3 (2022)
“But I’m not a doctor”: the quirks and challenges of a PhD in
Medical Education as a non-medic
- Authors: Jemima Thompson, Mansor Rezian
  Pages: 3 - 5
  Abstract: This reflective piece aims to reach non-medics considering Medical Education as a PhD discipline. As two non-medics from social science backgrounds, Sociology (Rezian) and Psychology (Thompson), we will talk about some of the quirks and challenges surrounding our journey into Medical Education and what we have tried to do to make it our academic home. Meeting at UCL (University College London) in 2018 and again in 2019 with other Medical Education PhD researchers from across the country, we came to realise that the ‘non-medic in Medical Education’ experience has differences not present in other disciplines.
  PubDate: 2022-01-21
  DOI: 10.14297/jpaap.v9i3.451
  Issue No: Vol. 9, No. 3 (2022)
Preparing to teach online before and during emergency pandemic teaching:
staff perceptions and future directions
- Authors: Alison Clapp
  Pages: 6 - 14
  Abstract: Online teaching, using internet-based resources with students at a distance, could be described as an innovation when compared to the traditional in-person teaching carried out by universities. This makes Rogers’ diffusion of innovations theory useful for examining the factors that enable this mode of teaching to be used, including staff development. Teaching online requires different techniques to teaching in campus-based courses to provide good student engagement. Transition to online teaching can be a daunting experience if development of online teaching skills and knowledge is poor, or absent. This study aimed to investigate practices and perceptions of efficacy in staff development with surveys, utilising staff replies to suggest future provision of staff training, in terms of Rogers’ theory. The study objectives were to elucidate from staff what training was received prior to their transition to online teaching, their opinions on its effectiveness, other specific training they consider necessary and timeliness of current provision. Two groups were surveyed. The pre-COVID-19 group (22 staff), the innovators, taught online distance masters students in a UK medical school Graduate School. The COVID-19 emergency teaching group (27 staff) normally taught in-person masters courses and could be considered Rogers’ late adopters. Thematic analysis of comments revealed that for both cohorts training was hit and miss, with some feeling adequately trained and others struggling with the new mode. Clear knowledge of who to ask for help, with education technologists as innovation champions, provided confidence in teaching, as did the availability of exemplars of good practice. Barriers to teaching confidence came from lack of support and time for training. Future training provision with technologists acting as innovation champions and support from them and early adopters as mentors is suggested, with staff working relationally together.
  PubDate: 2022-01-21
  DOI: 10.14297/jpaap.v9i3.511
  Issue No: Vol. 9, No. 3 (2022)
Computer-based examinations: unearthing exam invigilators’ perspectives,
tacit work-related knowledge, and skills via reflection-on-experience
- Authors: Mark A Minott
  Pages: 15 - 21
  Abstract: The purpose of this small qualitative study is two-fold: first, to show how ‘reflection-on-experience’ enacted through interviews can unearth the tacit work-related knowledge and skills exam invigilators developed on the job and second, to continue redressing the lack of attention given to invigilators in the research literature. To collect data, interviews were conducted. Responses were analysed to reach interpretation and answer research questions. Interview results revealed participants viewed invigilating computer-based examinations as either ‘easy’ or ‘demanding’. They displayed knowing: the facets or procedures of exam invigilation (timekeeping, giving instructions, rest, or toilet breaks), the characteristics of the students (special educational needs—SEN), and computer and operational knowledge—such as knowing about a USB stick and deleting a document, and who to call and when in case there is a problem with a computer. Participants also displayed procedural skills (discretely directing students to the toilet and computer-troubleshooting) and intangible skills (mental flexibility, care, and creativity). This study shows, through a critical discussion of the literature, coupled with the findings that invigilators learn on the job, i.e., they developed work-related knowledge and skills. This knowledge and skills are often implicit or tacit and may remain that way if not given an opportunity, via reflection, to be made explicit.
  PubDate: 2022-01-21
  DOI: 10.14297/jpaap.v9i3.465
  Issue No: Vol. 9, No. 3 (2022)
The PhD and missing skills: capacity and capability building for social
science engagement with industry
- Authors: Joanna Margaret Ferrie, Anna Scott
  Pages: 22 - 31
  Abstract: Responding to a call for a national level change around the quality of research teaching to identify and meet industry needs, and to this being interdisciplinary, this paper reports on Business Booster Training. Produced with 3 UK universities, intersecting with knowledge exchange and impact teams and with a national Graduate School of Social Sciences, the training took place over 4 days, at 3 sites, and delivered, incrementally, the skills PhD researchers need to engage with industry: event 1 - to build confidence in use of industry-related terminology; event 2 – to practice translating research ideas for industry; event 3 – to pitch research ideas to actual industry partners. Thirty places were available nationwide, and over 100 applicants from across Scotland. Low attrition (from one event to the next) indicates the quality of the training. The paper will reflect on this incremental strategy as a pedagogic innovation, building relationships between the next generation of social scientists and our business communities. Feedback revealed that interacting with other students, engaging directly with colleagues from industry and finding relevance to their own research and research strategies, were highlights of the training. The training succeeded in improving confidence and skills around working with businesses.
  PubDate: 2022-01-21
  DOI: 10.14297/jpaap.v9i3.428
  Issue No: Vol. 9, No. 3 (2022)
Enhancing the agency of early career academics
- Authors: Brian Henry Leslie, Mark Breslin, Julie Harvie; PhD, Evelyn McLaren
  Pages: 32 - 40
  Abstract: This article explores the lived experiences of four early career academics transitioning from school educators (within the primary and secondary sectors) to lecturers in initial teacher education in a United Kingdom Higher Education institution. These early career academics were established teachers with strong practitioner identities within their field of education and experienced in reflective practice. The concept of agency is firstly explored, and an ecological model presented and used as a framework in this study. A collaborative autoethnographic methodological approach is used to structure personal and professional reflections in order to gain an insight into the evolving identities of the early career academics as they embrace and develop new careers within Higher Education as lecturers. Factors emerge which have both hindered and enhanced agency and this paper sets out some recommendations for change. It is hoped that Higher Education establishments may find these findings useful to consider when inducting new staff and helping them develop and flourish in the early stages of their academic careers.
  PubDate: 2022-01-21
  DOI: 10.14297/jpaap.v9i3.469
  Issue No: Vol. 9, No. 3 (2022)
Supporting sessional staff through structured induction: evaluation,
reflections and lessons learned
- Authors: Beth Dickson, Janis McIntyre Davidson
  Pages: 41 - 49
  Abstract: The case study that is the focus of this article is based on a professional development opportunity provided for sessional staff who were recruited to the School of Education at a research-intensive university in the UK. Research literature on sessional staff demonstrates potential pitfalls both in academic management and continuing professional development for this group of staff. Taking a socio-constructive view of teaching and learning, we outline the construction and delivery of an induction training programme for sessional staff recruited to supervise Masters dissertations. The sessions were characterised by active learning, discussion among peers and with staff knowledgeable in the specific areas under discussion. The induction training programme was evaluated by an online survey. Drawing on the survey as well as our own reflections, we found that the induction sessions had enabled sessional staff to become more confident in taking up their roles; that active learning and discussion had been both important and enjoyable; and that knowledgeable staff had contributed to the effectiveness of the teaching and learning which were experienced.
  PubDate: 2022-01-21
  DOI: 10.14297/jpaap.v9i3.503
  Issue No: Vol. 9, No. 3 (2022)
Towards the Compassionate University
- Authors: Lorraine Anderson
  Pages: 50 - 51
  Abstract: Book review
  PubDate: 2022-01-21
  DOI: 10.14297/jpaap.v9i3.521
  Issue No: Vol. 9, No. 3 (2022)

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