With Iain Wilson @Dr_Iain_Wilson

The teaching, learning and assessment of reflection – is it time for change?

Over the last 18 months, I have been developing, applying and evaluating work around the learning, teaching and assessment of reflection. Specifically, I have developed the Synthesised Model of Reflection (Wilson, 2023) to change the way reflection is approached.

So why is reflection important to focus upon?

It is widely recognised that reflection contributes to a variety of positive outcomes, such as improved emotional intelligence (e.g., Gill, 2014), developing skills (e.g., Harvey, Walkerden, Semple, McLachlan and Lloyd, 2019), and the ability to transfer knowledge across situations (Perkins and Salomon, 1992), to name a few. It is also being recognised as a method to support learning for employability (Cole and Coulson, 2022) which in turn is hoped to improve metrics such as the Graduate Outcomes Survey.

So far so good, but why do we need a new approach?

Yes, there are already plenty of models out there which can be used to structure reflection (e.g., Rolfe, Freshwater and Jasper, 2001;  Gibbs, 1988), however, these are not without their problems. For example, Maguire, Evans and Dvans (2001) highlighted that reflective assessments are often written to please the marker and therefore are not authentic. In addition, Thompson and Pascal (2012) discussed their experiences of marking and moderating reflective assessments and expressed concern for the amount which were descriptive and not critically reflective. Furthermore, reflection is a westernised concept, and international students, such as those from parts of Africa, may struggle to engage in reflection in the way that we teach and assess reflective practice (Mugumbate, Nyoni and Maushe, 2021).

These are mostly old citations, are they still relevant?

Unfortunately so. I have marked a lot of reflective assessments in my time and I have observed these issues, despite trying to change my teaching practices. I have also heard anecdotes from colleagues expressing similar concerns with their students in different disciplines and varying levels of experience too.

So what do you suggest?

Despite teaching practices changing and improving over time, issues like those described above are frequently seen and reported. The thing that doesn’t change though is how reflections are assessed – 20-40 year old models dominate reflective assessment domain (e.g., Rolfe et al., 2001; Gibbs, 1988). Whilst these have their value, I asked the question “are they enough?”.

This has led me to developing the Synthesised Model of Reflection (SMoR; Wilson 2023) as a potential solution. Unlike other models, which focus on how to reflect, the SMoR provides a process for selecting meaningful experiences to engage learners in the practice of reflection. This proactive approach requires teachers to facilitate reflections over time, as recommended by Corker and Holland (2015). There are 4 main stages – see Figure 1 (examples based on Wilson, 2023a):

1. Self-evaluation – examine baseline strengths, identify development needs and use these to inform development goals. For example, examining your strengths and gaps in practice against the Professional Standards Framework 2023 (PSF2023).
2. Appropriate experiences – engage in multiple experiences which will address the development goals appropriately. Such as, selecting specific, targeted  experiences, to evidence how you are effectively supporting the use of technologies to support learning (K4).
3. Synthesised analyses – two stages of analysing the experiences. First reflect on the self – the activities that you have completed which have influenced others’ practice. Second, reflect on the context – this could be considerations including how the Department and/or Institute has supported your practice; staff workload to understand uptake; etc. These will help synthesise learnings across the experiences and how the learner interacts with their context because experience does not occur in a vacuum.
4. Re-evaluate the self – revisit the baseline evaluation to examine the progression, based on the experiences. The development goals may or may not have been achieved but progression can still be observed. New strengths and development needs inform new development goals to start the process again. This would involve revisiting the criteria from the PSF2023 to demonstrate how you are a leader across all areas of activity. As reflection is a continuous process, gaining an award is not the end and practice can be considered for continuous improvement,

Figure 1: Diagram of the Synthesised Model of Reflection

In the words of Rolfe et al. (2001), “What next?”

Reflective practice is essential for students’ development, not just during their academic studies, but holistically (e.g., Cole and Coulson 2022). My recommendations are:

• Reflection requires explicit teaching to support students’ learning.
• Culture and context needs to be considered within reflection to understand learning in practice.
• Models are tools – they have to be used effectively.
• Reflections need to be authentic and meaningful to the learner.
• Reflective assessments are assessments for learning.

To conclude, reflection should be an essential skill integrated into HE courses. Before it is, careful consideration should be taken to ensure good quality teaching is in place and an appropriate assessment has been designed. The SMoR offers a clear and systematic structure which can guide learners through the process, as well as provides a structure for staff to assess against. We have been using the similar approaches to the learning, teaching and assessment for years, and we are seeing the same issues over and over. I think that it is time for a change. I look forward to hearing your thoughts.

The development and evaluation of the SMoR was part of a Scholarship Sabbatical project which was funded by NTU Psychology in the form of 50% buy-out of workload. My thanks extend to NTU Psychology and my mentors Prof. Julie Hulme, Dr Richard Remedios and Prof. Maria Karanika-Murray. Many thanks also to my collaborators and critical friends who have also supported me, enabling this projects’ success. You can find free resources on my National Teaching Repository profile, and I am happy to receive feedback and be a critical friend if you use any of these.

Biography

Dr Iain Wilson is a Senior Lecturer in Social Sciences (Learning and Teaching) and teaches on modules in NTU Psychology, at Nottingham Trent University. He is the creator of the Synthesised Model of Reflection (SMoR). Iain’s current work focuses on supporting the development of learning and teaching practices across the School of Social Sciences. He leads on the support for APA/PGCert mentors and candidates, HEA fellowship applications and mapping training and development opportunities around learning and teaching in the School of Social Sciences. Iain also teaches on the MSc/PGDip Psychology Conversion course as well as the Occupational Psychology module on the BSc Psychology courses. Iain’s Scholarship activities and interests focus on enhancing reflective writing and practice, capturing impact in scholarship practice.

References

Cole, D., & Coulson, B. (2022). Through and Beyond COVID-19, Promoting Whole Person, Lifelong and Life Wide Learning. Journal of Innovation in Polytechnic Education, 4(1), 45-50.

Corker, C. and Holland, S., 2015. Introducing students to employability, skills and reflection: A case study from history. Student Engagement and Experience Journal, 4(1), pp.1-16.

Dacre Pool, L. and Sewell, P., 2007. The key to employability: developing a practical model of graduate employability. Education+ Training, 49(4), pp.277-289.

Gibbs, G., 1988. Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.

Gill, G. S. (2014). The Nature of Reflective Practice and Emotional Intelligence in Tutorial Settings. Journal of Education and Learning, 3(1), 86-100.

Harvey, M., Walkerden, G., Semple, A., McLachlan, K., & Lloyd, K. (2019). What we can learn from the iReflect project: Developing a mobile app for reflection in WIL. International Journal of Work-Integrated Learning, 20(1), 55-69.

Maguire, S., Evans, S. E., & Dyans, L. (2001). Approaches to learning: A study of first year geography undergraduates. Journal of Geography in Higher Education, 25(1), 95-107.

Mugumbate, R. J., Nyoni, C. and Maushe, F. (2021). African university students’ struggle with the western approach to reflection: experiences from a multilevel mentoring project at Bindura University, Zimbabwe. Journal of Development Administration (JDA), 6(2), 80-88.

Perkins, D. N., & Salomon, G. (1992). Transfer of learning. International encyclopaedia of education, 2, 6452-6457.

Rolfe, G., Freshwater, D., & Jasper, M. (2001). Critical reflection for nursing and the helping professions a user’s guide. Palgrave Macmillan.

Thompson, N. and Pascal, J., 2012. Developing critically reflective practice. Reflective Practice, 13(2), pp.311-325.

Wilson, I. (2023). The Synthesised Model of Reflection in a 2 minute video (Version 1). National Teaching Repository. https://doi.org/10.25416/NTR.23642247.v1

Wilson, I. (2023a). Using the Synthesised Model of Reflection (SMoR) for my SFHEA application (Version 1). National Teaching Repository. https://doi.org/10.25416/NTR.23944509.v1

With Rachelle Rawlinson

Escape rooms can be immersive environments where players or teams of players work together to find clues, solve puzzles to achieve a goal (usually escaping) before time runs out. Escape rooms can be traced back to Japan in the early 2000s, Lama and Martín (2021) reflect on the spectacular growth of the escape room sector over the past decade, recognizing the popularity of escape rooms culturally for recreation and as a profitable part of the leisure market. Worldwide, escape rooms popularity and growth has shone a light on their educational potential as tools for supporting learning. Over the past decade the increased popularity of escape room and puzzle-based activities has seen them used in many educational contexts for activities, assessments as well as student centered learning opportunities. Many influences have come together to create what we understand as and describe as escape rooms, and these come from many different contexts.

In understanding the pedagogic basis for escape rooms, it’s important to recognise their interdisciplinary nature and origins as a form of commercial entertainment (Rawlinson and Whitton 2024) and more recent alignment to pedagogy and positioning as learner-centred active learning opportunities (Adams et al., 2018). Escape rooms have been praised for providing a context for learning through failure (Rawlinson and Whitton, 2024) as well as supporting soft skill development such as communication and teamworking skills (Veldkamp et al., 2020) as well as problem solving and lateral thinking.

Digital escape rooms adapt aspects of physical escape rooms and augment these practices using digital tools in online environments. The shift to online interaction in 2020 saw different low-cost implementations and explorations of such tools used in an educational context, which has disrupted and demonstrated the potential of digital escape rooms as educational opportunities. Using readily accessible tools such as OneNote, Google Forms, Twine and the Virtual Learning Environment (VLE) used by a university, as proven popular because of their low-cost adaptability and potential to engage and include players across demographics. Such open access has meant that educators and students alike can experiment with, design and learn with escape rooms.

Where do we start?

Different aspects of popular culture demonstrate aspects of escape rooms that we may encounter everyday without realising. Some examples are listed below, there are plenty more though, what can you think of that could be considered a puzzle or escape room? Tell me in the run up to the chat use using the hashtag #LTHEchat

• TV – there are shows such as Crystal Maze, Knightmare and Fort Boyard to name a few.
• Books – Masquerade by Kit Williams, choose your own adventure books as well as puzzle books such as crosswords, wordsearches and magic eye books.
• Popular culture – we can also look towards the world of magic (such as sleight of hand and conjuring) and illusions, and make use of elements such as surprise.
• Games – such as cluedo, physical escape rooms, escape room card games, Minecraft (yes, you can make escape rooms in here!), Mouse Trap, The Room, and many more.
• Or ‘easter eggs’ – a hidden message, image or feature in a video game, commonly associated with electronic mediums but in reality can be found everywhere. Think of secret menus – do you know how to order a Kinder Bueno latte in Starbucks? Or animal style fries in in ‘n’ out burger?

It’s safe to say we can find inspiration for playful activities such as escape rooms anywhere. The challenge tends to be knowing how to adapt such inspirations to a learning, teaching and assessment context and to understand and evaluate how effective this might be for your role, or if indeed it’s something you want to engage with at all. It’s important to remember that these kinds of activities aren’t for everybody.

Create your own escape room blueprint

This #LTHEchat will work a little differently and additionally to the questions on X you will be provided with prompts to help you think through and develop a blueprint for your own digital escape room. You can engage with these prompts on a Padlet board we will share during the chat. This has been set up with a view to you referring back to it later. It is entirely up to you if you decide to engage with this activity.

Below you will find below three options of engagement which outline how you can participate with this chat. Feel free to mix and match and do whatever suits you. The Padlet will remain live, so this is something you could come back to at a later date.

How to engage with this LTHEchat

We’re experimenting a little during this #LTHEchat and it will be a multillayered experience and it’s up to you how you choose to engage. You have three options here.

1. You can answer just the questions as you normally would on X. Start your answer with A1, A2, A3 etc.
2. We will be sharing a Padlet board with you containing prompts to build your own escape room blueprint. These will be shared 5 minutes after each question and you will be directed to respond to these on Padlet. I’d encourage you to engage with others and feedback on their ideas. This is a resource you can come back to.
3. You can answer both the questions as you normally would AND the Padlet prompts.

If you choose to take on the challenge, you can use the prompts to help you gather the components you need to think through and create your own digital escape room or puzzle based activity blueprint. Whether that be for use in the classroom, as part of an assessment, as a challenge for your children (I use escape rooms for my nieces and nephew to earn their Christmas and birthday gifts!) is entirely up to you.

If you want to reach out for support after the chat, please do so.

Find me on X

Email me

About Rachelle

Rachelle Emily Rawlinson (was O’Brien) has worked in the education sector for more than 10 years as a volunteer, independent consultant, in higher education and the commercial sector. Rachelle is passionate about transforming education through developing playful and inclusive learning opportunities which prioritise access for all. In her role as a Senior Learning Designer at Durham Centre for Academic Development at Durham University, Rachelle champions the integration of digital pedagogy, inclusivity and playfulness into curricula. Rachelle became a National Teaching Fellow in 2023 in recognition for her work in playfulness and inclusivity. She won a CATE award with the #creativeHE team. She is a Senior Fellow of the HEA (SFHEA), a Certified Member of the Association of Learning Technologists (CMALT) and a Microsoft Innovative Education Expert (MIEE).

Her research interests include digital education, digital games and escape rooms, surprise and playfulness in Higher Education. Rachelle is a PhD student at Northumbria University in Newcastle where she is researching the educational potential of digital escape rooms in Higher Education.

Want to know more? Places I’ve talked about Escape Rooms:

Find Rachelle on X

Email Rachelle

Check out Rachelle’s blog

References:

• Adams, V., Burger, S., Crawford, K. and Setter, R., 2018. Can You Escape? Creating an Escape Room to Facilitate Active Learning. Journal for Nurses in Professional Development, 34(2), pp.E1 – E5. DOI: 10.1097/NND.0000000000000433

• Lama, A., and Martín, M. 2021. Decoding escape rooms from a tourism perspective: A global scale analysis. Moravian Geographical Reports, 29(1): 2–14. Doi: https://doi.org/10.2478/mgr-2021-0001 

• Rawlinson, R,E and Whitton, N. (2024) Escape Rooms as Tools for Learning Through Failure. Electronic Journal of e-Learning 22 (4), 19-29. DOI: https://doi.org/10.34190/ejel.21.7.3182

• Veldkamp, A., Daemen, J., Teekens, S., Koelewijn, S., Knippels, M.P.J. and Joolingen, W.R., 2020a. Escape boxes: Bringing escape room experience into the classroom. British Journal of Educational Technology, 51(4), pp.1220–1239. DOI: https://doi.org/10.1111/bjet.12935

Associated Literature

• O’Brien, R., & Farrow, S (2020). ‘Escaping the inactive classroom: Escape Rooms for teaching technology’. Journal for Social Media in Higher Education. https://openjournals.ljmu.ac.uk/index.php/JSML/article/view/395

• O’Brien, R, E. (2020). The Great Escape – Escape Rooms for Learning and Teaching. Durham University.

• Building your own Escape Room is a OneNote file which contains step by step instructions to guide you through setting up your very own Escape Room https://durhamuniversity-my.sharepoint.com/:o:/g/personal/kfqn12_durham_ac_uk/EjEj5SEGVS9LpxRKXzdi_DEBllEgGImvEdCWBxYk2S4rJg?e=4nHaan

• O’Brien, R, E. (2020) Unwrapping the “fun in games” with Rachelle O’Brien. The Education Burrito. (Guest).

• Stachowiak, B., Whitton, N., and O’Brien, R (2022). Teaching in Higher Ed Episode 402 Playful Learning and Virtual Escape Rooms. (Guest).

• O’Brien, R, E., Johnson, J., Varga-Atkins, T., and Sampson, A (2023). Treasure Island Pedagogies – Episode 23 The one with the magic box. (Guest).

Resources from the escape rooms in education: showcase & celebration:

• Escape rooms in education: showcase & celebration 2023 Padlet

• Escape rooms in education: showcase & celebration 2023 Wakelet

• Escape rooms in education: showcase & celebration 2024 Padlet

With Annamarie McKie

Introduction

As an academic developer, I have long espoused the power of reflection to transform teaching experiences, actions and thoughts.  As I introduce creative arts teaching colleagues to various theoretical concepts for reflection, I also encourage dialogue on the connections between reflective theory and practice. The rich discussions that follow suggest a keenness to engage with models and frameworks for reflection, but a hesitancy on how these might be worked into busy teaching routines. One also detects a reluctance around the language of reflective teaching, especially from dual professionals who may not have received formal training in pedagogy.  These observations have led me on a quest in my own research to locate more meaningful forms of teacher reflectivity, which encourage creative arts faculty to make positive associations, connections and applications to enhance pedagogic practices.  This investigation culminated in an EdD research study (An exploration of how creative arts lecturers talk about reflection in their teaching – see Figure 1) to explore the social and cultural components influencing reflection in teaching. 

Figure 1: Analysis of reflective teaching talk in the creative arts

What might we learn from talking to creative arts lecturers?

It was through my analysis of lecturers’ talk that I gleaned understandings of the strategies developers might employ to enable meaningful reflectivity. These insights are encapsulated as a set of ‘Oblique strategies for reflecting on teaching’ (Table 2) for lecturers undertaking professional development in teaching.

Use your own ideas

Apply reflective practices that are personally meaningful and that connect with the realities of your educative context. These might include reflective thinking tools that consider other creative pathways and modalities.

State the problem in words as clearly as possible

Talk through your educative challenges with your colleague (s) aiming to distill from each other’s dialogue, your understanding of the problem. This might involve asking powerful questions to enrich understanding and challenge assumptions.

Work at a different speed

Put your teaching into slow motion to locate previously unconscious material or see familiar aspects in fresh ways. For example, you might consider engaging in a teaching observation with an academic colleague outside of your discipline or working with a librarian or technician.

Turn it upside down

Disrupt reflection on your educational practices by thinking about it as a provocation, a story, poem or a metaphor.  Narrative techniques to help you do this could include the use of free writing, writing a postcard to self, or telling the story through your students’ viewpoints.

Don’t avoid what is easy

Set up safe spaces to deconstruct teaching terms, experiment with educative technology and “un-learn” practices. These might include setting up a ‘sandpit’ to play with pedagogy or creating a ‘what if’ forum to discuss links between disciplinary practice and inclusive pedagogy.

Use an old idea

Locate an idea from your disciplinary practice to put a fresh perspective on your reflection as an educator. Your discipline, for example, may be more receptive to  radical pedagogies, which embrace social justice or social purpose, and which by nature are more dialogic and interrogative.

My findings suggest that how creative arts lecturers talk about reflecting on their teaching might be better understood through their dual identities and disciplinary practices in the creative arts (Drew, 2004; Orr and Shreeve, 2017; Shreeve et al, 2010).  The lecturers I interviewed talked about the social and interactive nature of their teaching and learning contexts and their tendencies to contest reflective practices that do not take account of their workplace contexts. 

‘What is this about, what is the inspiration, what’s the research behind this, why does it look this way? You need to know where you are coming from.’  (Participant A)

My study also highlights the tendency of lecturers to more likely accept as legitimate reflective activities that emerge from everyday work, and which potentially connect with colleagues’ values because they concern teaching practices that make a difference (Loads and Campbell, 2015; Roxa and Martensson, 2009):

When, it’s not that the whole thing is new, it’s just understanding “oh, all right, okay, there’s something theoretically that supports what I’m doing there. (Participant E)

These insights suggest that rather than struggling to engage busy teaching staff with unrelatable educational schemas and frameworks, developers might utilise a combination of ‘oblique strategies for reflecting on teaching’ (McKie, 2022) to evolve a more meaningful development of criticality and reflectivity.  By working with faculty in this way, another route is offered to integrate reflective teaching practices into local pedagogies and shift mindsets for positive improvements in learning and teaching. 

Guest Biography

Annamarie is Associate Dean Student Experience at London College of Fashion, University of the Arts London.   She is a mentor for the UAL Professional Recognition Scheme and also leads university work in student transition and retention.  Prior to this, Annamarie was Interim Head of Learning, Teaching and Student Engagement at the University for the Creative Arts, where she attained Principal Fellowship of Advance HE for her work in the student experience and reshaping teaching and learning development.  With over twenty years leadership, educational enhancement and research experience in further and higher education she has led, developed, and managed, dispersed professional teams in libraries, academic support and educational development.

Resources and further reading.

• Drew, L. (2004) The Experience of Teaching Creative Practices: Conceptions and Approaches to Teaching in the Community of Practice Dimension in 2nd CLTAD International Conference, Enhancing Curricula: The Scholarship of Learning and Teaching in Art and Design, April 2004, Barcelona. Available at: https://ualresearchonline.arts.ac.uk/id/eprint/644/
• Loads, D. and Campbell, F. (2015) Fresh thinking about academic development: authentic, transformative, disruptive? International Journal for Academic Development, 20 (4), pp. 355-369.
• McKie, A. (2019) ‘Reflective teaching in the creative arts.’ Journal of Useful Investigations in Creative Education, https://juice-journal.com/2019/05/21/reflective-teaching-in-the-creative-arts/
• McKie, A. (2022) An exploration of how creative arts lecturers talk about reflecting on their teaching EdD Thesis. University of Roehampton: https://pure.roehampton.ac.uk/portal/en/studentTheses/an-exploration-of-how-creative-arts-lecturers-in-higher-education
• Orr, S.  and Shreeve, A. (2017) Art and Design Pedagogy in the Creative Curriculum. London: Routledge.
• Roxa, T. and Martensson, K. (2009) ‘Teaching and learning regimes from within: Significant networks as a locus for the social construction of teaching and learning’, in: Kreber, C. (ed.) (2009) The university and its disciplines: Teaching and learning within and beyond disciplinary boundaries. London and New York: Routledge.
• Shreeve, A., Simms, E. and Trowler, P. (2010) A Kind of Exchange: Learning from Art and Design Teaching, Journal of Higher Education Research and Development, 29 (2), pp. 125-138.

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Led by Emma Yhnell (Twitter: @EmmaYhnell) and EmmaJane Milton (Twitter: @EmmajaneMilton1)

We were delighted to be invited to contribute this blog and questions to the LTHE chat on the back of our recent SEDA blog of the same title and précised here ….. 

Teaching in any context requires careful thought and preparation. But how often do we ask ourselves how much we really care about both our content and our learners’ needs? 

Teaching typically means that content is taught by experts who are familiar with the complexities of their field so there is often a temptation to want to include too much in the limited time available. It is easy to forget how difficult it was to learn about the complexities of a topic for the first time. Caring is exactly about getting the balance right – of understanding, appreciating and adapting the amount and level of content so that learners are not overwhelmed but are appropriately challenged.  

Caring deeply about the content alongside how to present it clearly is vital and requires a highly sophisticated understanding and level of expertise. Starting from the basics and never assuming prior knowledge is essential, as learners come with a wide range of prior educational experiences, and perceptions layered on top of varied cultural, social and linguistic backgrounds which inevitably influence them and their learning. 

Clarity in content is about making content explicitly clear and accessible for the audience, which means presenting it in varied ways with plenty of genuine opportunities for questions. You need to understand your learners, to know where their starting point is and regularly check-in with them to ensure they understand and you are being clear. But this will only work if learners can be honest and you actively demonstrate to them that you:

• genuinely care about,  
• want to know and  
• will listen to their responses.  

It’s also absolutely ‘okay’ to tell learners that you are unsure about the answer to a question, following up with a commitment to get back to them once you’ve been able to look into their question further. Responding in this vein models behaviours that educators should want to instil – honesty, a curiosity to learn more, commitment and mutual respect towards each other and the shared endeavour of learning. 

To teach well demands care for both content and learners, and a commitment to modify your content to meet your learners where they are. At the end of the day, your work as an educator and your content can only ever be as good as your learners’ understanding of it. So, remember, teaching is not about you … it’s all about your learners and supporting them to learn. 

Author biographies

Emma Yhnell 

Twitter: @EmmaYhnell 

Emma is currently a Senior Lecturer in Neuroscience at Cardiff University. As a multi-award-winning educator and science communicator, she is a proud teaching and scholarship academic who enjoys supporting others in Higher Education. Emma has an infectious enthusiasm for creating more engaging, inclusive and accessible learning opportunities for students which enhance their learning outcomes. She is also a regular media commentator, willing to share her expertise and change the minds of those who nervously think that science isn’t for them by actively challenging commonly held perceptions of who scientists are and what they do. 

Emmajane Milton 

Twitter: @EmmajaneMilton1 

Emmajane is currently a Professor in Educational Practice in Cardiff University. She is deeply committed to thinking about learner experience and how we can best support and enable learning in both schools and HE. Her interests are focused around: professional learning; educational practice, enabling leadership practices, adopting a learner-centred orientation and educative mentoring. Given her varied and diverse career prior to working in Higher Education she often describes herself as an ‘accidental’ academic :-)  

Guest host: Emma Vincent 

In an ever-changing world where uncertainty is the only constant how can we prepare our students for the future? This is the challenge that many institutions are grappling with. As higher education professionals we are committed to enabling our students to succeed in their future careers. However, what is success and how and why do we measure it? The core Higher Education measure of success we have currently is the Office for Student’s (OfS) definition, which is articulated through B3 student outcomes metrics. These metrics may define success at an institutional level but how do we balance this with what it means to an individual or to us as professionals? 

The landscape in higher education has shifted significantly from when I moved into the sector in 2005 fresh from 10 years’ experience nationally and internationally in Human Resources roles at Marks and Spencer. Looking back, I do not ever remember anyone mentioning the words value for money in the context of careers service provision; Now the words metrics, outcomes and satisfaction are high on the agenda and are becoming increasingly synonymous with the word employability. This can be largely attributed to the maturity of the OfS and the transition to the revised Teaching Excellence Framework. The B3 Student Outcomes metrics with minimum numerical thresholds require institutions to be transparent about graduate outcomes. Being someone who likes data and meticulously working through it to find a narrative, I find myself overwhelmed with the sheer scale and complexity of information that is now available to institutions, so much so that I do wonder whether it is even possible to ever get to grips truly with everything available.  

I moved into the world of employability to inspire and empower others to succeed in whatever they choose to do; without judgement I coach amazing individuals to identify their talents and articulate them to others. Reflecting as I write this blog, I realise that my true passion and drive in all of this is to ensure students receive a high-quality student experience, constantly pushing the boundaries of what is possible to remove the inequalities that exist in higher education and society today. As a girl born in Newcastle, first in family to go to university I can identify with many of the challenges our students face today. I can also recognise the added value of having a holistic one stop shop approach to delivering student support, co-creating and signposting to development pathways that can truly make a difference.  

So, what should leaders do? I suggest we collaborate across professional services and academic schools; we share innovative ideas and more than ever we gather momentum and energy in institutions to face the future world of work together. Our value proposition as communities is that by joining forces, we become powerful changemakers, making a difference to all our students, sparking their curiosity in continuous learning and opening doors to employers and sectors they did not even know existed. 

Using our collective passion and enthusiasm to encourage others to succeed I suggest we create employability strategies that are used in parallel with Access and Partnership Plans that are complementary, fit for purpose and more importantly are genuinely seen as a priority by institutions.  

Strategies can’t however be built solely on shared values and promising ideas. As a leader I recognise the need to continually face the challenge of adapting our work to meet evolving demands. To measure, articulate and share the success of our interventions, we must embrace the new world of data informed decision making, by using robust mechanisms to gather feedback and evaluation on what works.  

As the needs of the student body evolve and universities digital maturity transformation continues this requires teams to adopt a more agile approach to delivering services to students. The emergence of artificial intelligence, together with significant societal changes and an increase in students with poor mental health, calls for a regular re-evaluation and enhancement of all institutional employability strategies.  
 
To set the scene for our upcoming LTHEchat where we will delve into some of the most pressing issues surrounding student futures, I propose that a strong employability strategy would need to consider integrating several key elements: 
 

• 1. Technological innovation: Our strategies must equip students with the AI and data literacy skills needed within the workplace and the confidence to continuously learn and adapt to using technology to leverage career success.  
• 2. Inclusive and accessible pedagogy: Providing a diverse portfolio of equitable opportunities within the curriculum so that all students can engage will ensure that graduates are future ready.  To achieve this, we must influence our networks to understand and address the unconscious barriers and bias that may exist within the workplace.   
• 3. Career preparedness: By integrating and scaffolding employability skills in the curriculum, we can empower all students to make informed choices about their future and thrive post-graduation. 
• 4. Scalable provision: As student populations expand and become more diverse, emerging holistic university operating models and underpinning systems and processes must adapt accordingly. We require scalable solutions that do not compromise personalised guidance quality while leveraging technology to enhance student engagement. 
• 5. Mental health support: The link between mental health and employability is undeniable. All universities have been strongly urged to sign up to the Student Minds Mental Health Charter Programme by September 2024, signalling now more than ever institutions are being encouraged to make cultural changes so that all aspects of university life support mental health. This support and learning can only have a positive influence on students transitioning into the labour market.  
• 6. Evidence informed practice: Our continuous evolution of employability strategies should be grounded in rigorous research that elevates graduate outcomes for all. This collaborative research should inform our practice as professionals and enable us to create personalised pathways that meet the specific diverse needs of learners. 

To explore these themes in depth, I invite you to participate in our upcoming LTHEchat, designed to engage participants in a meaningful dialogue about shaping the future of employability. I look forward to an evening of rich exchange of ideas, sharing of best practices, and collaborative problem-solving.  
 

References 

• Evans, C., and Yusof, Z. (2020). The importance of parttime work to UK university students. Industry and Higher Education, 35(6), 725-735.  
• Lyden, T (2020). Raising undergraduate aspirations through career mentoring. [blog]  
• TASO Evidence Toolkit https://taso.org.uk/evidence/toolkit/  
• TASO (2022). What works to reduce equality gaps in employment and employability?  
• TASO (2022). What works to tackle mental health inequalities in higher education? 

Guest Biography 

Emma Vincent has been Deputy Director at Teesside University since 2021. She is a senior leader within the Student and Library Services directorate with specific responsibility for Student Futures. Prior to joining Teesside Emma spent 16 years at York St John University in a variety of roles, most latterly as Head of Student Success and Widening Participation. Prior to joining the sector Emma held of several leadership roles within Human Resources both nationally and internationally with Marks and Spencer.  

She recently led on the creation of Teesside 2027 Student Futures Strategy, voted by experts and employers as the winner of the targetjobs Best University Strategy of the Year Award 2024.  

In recognition of her work as a strong advocate for creating accessible opportunities that address the progression gaps that exist for students Emma won the Fair Career Progression award at The Purpose Coalition Levelling Up Universities Awards 2021. She has used this passion and knowledge to collaborate with colleagues at Teesside to create the university’s new Access and Participation Plan (2024-2028).  

The need for compassionate assessment 

Since the pandemic, there has been a growing interest in compassionate pedagogy and assessment. The pandemic highlighted the urgency of responding to student wellbeing and discussions on how to support students during this challenging time, leading to critical reflections in the sector about how we might “reimagine assessment for good” (Sambell and Brown, 2021 p.11). Compassionate pedagogy is one of relational education, building relationships with students to notice distress and oppression, and take action to reduce harm. However, the idea of compassionate pedagogy and compassionate assessment are challenging concepts, both conceptually and as something to implement in practice. Quality assurance and regulatory pressure as well as institutional and disciplinary cultures present significant barriers. Andrew et. al. (2023) provide a useful framing of these issues in their editorial ‘The role of compassion in higher education practices’, highlighting the gap between wanting an ethos of compassion and the reality of practice and policy.  

Fairness or equity 

A significant problem with Higher education (HE) assessment policy is that we apply blanket, identical rules that need to cover a wide range of diverse students. When university students were largely homogeneous (many years ago now) this was fine. However, these inflexible approaches based on fairness disadvantage many. As an example, consider policies or practices about giving feedback on draft work. Institutional or local policies often dictate the number of drafts allowed for feedback and the need to apply this ‘fairly’ across the cohort. Below are some anonymous quotes from university policies:  

“Feedback should be constrained by a specific word limit…unit tutors must consistently apply the agreed approach.”  

“Formative feedback on students’ learning is an integral part of the curriculum and its assessment, and contributes to ensuring the integrity of the assessment process. However, only one instance of feedback on any final piece of work for submission is permissible.” 

Some students arrive at university with a good grounding in academic writing and they are likely to need far less help than students who lack confidence and skill in academic writing. Is it fair that everyone gets one chance at feedback regardless of actual need? 

Where is our time, as academics, and our limited resource best spent? This is an example of where fairness gets in the way of equity and consistency overrides compassion. A compassionate approach to assessment would recognise difference and be flexible to the needs of students. 

Stress, anxiety and wellbeing 

A second concern is about the stress and anxiety caused by assessments and how we might mitigate this. The purpose of awarding degrees is that we are certifying that students have learnt certain knowledge and skills but I feel that HE assessment regimes have lost sight of the human element of learning. 

In research we conducted at the University of the Arts London, assessment stress and anxiety was the most prominent feature described by students when talking about assessment and grading. This at a university which had very few exams! Exams seem to create an extra level of stress and anxiety. The recent exam issue at Bath University (not that Bath is doing anything different to any other university) gives an insight into this. Note the contrast in the student concerns and the university concerns: 

Student: “I think the university needs to understand the stress and anxiety, performances are definitely going to fall” 

University: “To ensure quality standards are met…to uphold the quality and integrity of their degree.” 

Where is the acknowledgement of the human cost and distress? Given the growing concerns of the mental wellbeing of students and data that shows that university students have a higher incidence of mental health conditions than the general population, should this be addressed through assessment policy and processes? Assessment policies and practices often do not address wellbeing and mental health. There are some policies which might be considered more compassionate. For example, many universities, allow self-certification for late assessment submission. This reduces the need for students to evidence a short-term illness when that evidence may be difficult to obtain. However, the circumstances in which students can use self-certification are often very limited. Might it not be better to think about more flexibility of deadlines rather than rely on short-term mitigation? Or challenge the assumption that every student should get the same amount of time regardless of need? Is now the time to take a more radical approach to policy and challenge taken for granted assumptions in order to create a more compassionate approach to assessment? 

Is this too radical? 

Our sense of the sector through the work we have been doing on compassion suggests that introducing the compassionate, human element to assessment policy and practice to be on an equal footing to the quality and standards element seems a radical step too far. Please join us in trying to convince our colleagues otherwise! 

Thanks to funding from the QAA, we, have set up a network of colleagues interested in compassionate assessment. The network aims to support each other in bringing about more compassionate practices and policies in assessment in the HE sector. We want to share good practice, resources and policy innovations. If you are interested in joining us please join the JISCmail list We are also hosting regular online events. The next event is the 10^th of May 12noon-1pm (online), click on the booking link to attend. 

References 

Andrew, M.B., Dobbins, K., Pollard, E., Mueller, B., & Middleton, R. (2023). The role of compassion in higher education practices. Journal of University Teaching & Learning Practice, 20(3), 1-12. https://doi.org/10.53761/1.20.3.01    

Baughan, P. (ed.) (2021) Assessment and feedback in a post-pandemic Era: A time for learning and inclusion. York: Advance HE. Available at: https://www.advance-he.ac.uk/knowledge-hub/assessment-and-feedback-post-pandemic-era-time-learning-and-inclusion 

Sambell, K. and Brown, S. (2021). ‘Changing assessment for good: building on the emergency switch to promote future-oriented assessment and feedback designs.’ 

Team biographies 

Dr Neil Currant, Senior Lecturer, University of Bedfordshire: 

Neil has been supporting teaching, learning and assessment practices in higher education since 2005. Neil’s doctoral study was on the experiences of belonging for global ethnic majority students in predominately white universities. Neil’s research interests include belonging, assessment, educational leadership, and inclusion. Most recently they were part of a QAA-funded project Belonging through Assessment: pipelines of compassion which led to the current project to build a network for those interested in compassionate assessment. 

Liz Bunting 

Liz is an Educational Developer in the Academic Enhancement team at University of the Arts London, where she supports socially just experiences and outcomes for students. She has an interest in nurturing ecologies of belonging in Higher Education, through relational, compassionate and trauma informed policies and practices. She is a Senior Fellow HEA and a recipient of an Advance HE CATE Award 2020. 

Vikki Hill, Senior Lecturer, Queen Margaret University: 

Vikki is a Senior Lecturer in Learning Enhancement and Academic Development. Vikki has over 20 years’ experience in education and leadership and works with staff and students to develop pedagogy and support equitable outcomes. Much of her academic development practice focuses on compassionate pedagogies, practices and policies. She is a Senior Fellow HEA and a recipient of an Advance HE CATE Award 2020. 

Led by Andy Tattersall

It was the influence of late night listening to Radio Luxembourg at the age of 15 when I first took to recording my own audio. I would make cassette tapes of my records interspersed by me chatting nonsense on a cheap microphone before handing them out to friends with the words ‘Tat on 2’ scribbled on the cases. Back then I was clearly captivated by the power of audio communication and the impact it can have on others, I also was obviously much less aware of copyright. And despite then taking my hobby onto the next level as a pirate and legit radio DJ and completing a journalism degree 25 years ago, it would take me another couple of decades to integrate audio into my professional work. I produced my first podcasts on campus five years ago with my ‘How to beat digital distraction’ series on Apple Podcasts. If it was not obvious before then, it is now, that podcasts are a hugely untapped opportunity to engage with others on campus and beyond. What stopped me making them sooner, as I had written about their potential in an internal report for my department in 2006, was permission. I just did not think I would be allowed to make them.

On the surface within the learning and teaching community, podcasts are an effective means of sharing ideas and good practice. This space is dominated, as you would expect, by lively and engaging American education podcasts. Whilst under the surface most campuses have invested money and resources into podcasting, it feels like much more is needed. Until the opening of our new Social Sciences building at Sheffield, called The Wave, there was just a solitary, well used podcast suite. Plans are in motion to expand on that offer and should teachers and students catch onto the benefits of this technology, then more would be needed in the future. Ultimately this has to be driven by the curriculum and by individual champions leading the way.

Whilst podcasting, as we know it, has been around for 20 years, it remains a largely new endeavour for most. Statista estimates that approximately half a billion people listen to podcasts globally and that figure is growing each year. I suspect that a lot of those listeners are academics and students in HE. Yet its potential to create podcasts by that community remains largely untapped. As with any innovation we are perhaps at that early majority stage of the curve. Reasons as to why podcasts have not been adopted at the same rate by HE compared to social media will be many, but at the top of that list will be technical and financial barriers. There is also the issue of confidence with many teachers no doubt feeling more comfortable delivering a lecture than exploring podcasts. Many may be put off by the thought of how they sound, what listeners might think and that no one will listen. Yet, that problem has never stopped a paper from being published or conference presentation being delivered. You may never top the podcast charts but the more you produce, the easier it gets and the better they will sound. From my experience and the guests I work with across my podcasts, it is quite an enjoyable experience.

There are many benefits to creating podcasts in a HE learning environment not just for the students but also those teaching them. Podcasts require digital skills and in an evolving workplace, these transferable skills become ever more valuable. For students, podcasts are a way of reflecting on their learning but also showing whether they have an understanding of a subject. For years, students have been asked to give group presentations and attend

seminars, which will remain as useful exercises and skills. Podcasting provides another option and is discipline agnostic, in theory you can create podcasts on any given subject.

We are becoming more aware of the opportunities and challenges that will come with the AI revolution. The challenges are how do we ensure HE adapts to these changes and podcasts offer an opportunity to do things differently. Giving students the skills and pedagogical reasoning to create their own podcasts provides a different means to generate and assess learning. But that does not come without its challenges.

For podcasting to be a successful part of the curriculum a few things need to happen. Firstly, there needs to be an investment in podcasting suites, whether static or portable so that students can create them. These technologies need support as recording your first podcast can be a daunting prospect for many. There also needs to be a means of hosting and sharing the podcasts. Those delivering courses need the time and support to properly embed podcasting as a learning activity within their modules. Various ground rules need setting in place as to length of podcast, as busy lecturers will not want to invest more time listening to a podcast when it takes them away from marking essays. Decisions need to be made as to whether the quality of the recording is formally assessed. Going forward, video podcasting will become more commonplace and that adds another possibility.

If they are not already, the more progressive academics, already attuned to embedding social media, video and Wikipedia resources into their course materials will find podcasts another valuable resource alongside traditional journals and books. Podcasts created by course tutors also offer an opportunity to supplement recorded presentations and videos. Core and supplementary course materials could be delivered as podcasts. How teachers approach this very much depends on their time and technical abilities, but even short podcasts could be a way of engaging with students in a way other formats fail. Every form of teaching in the digital age has their pros and cons, and with podcasts they succeed where other formats fail, in that they are portable. Students can literally learn whilst they walk to a lecture. It is another way to break up learning and bring the tutor’s voice and personality further into the classroom. To do that, there needs to be an investment of time and money, and the skills to help teachers communicate in different ways to what they may be used to. Given podcasts are not core to academia (yet), some may feel they need permission to create them as part of their courses, but that is not the case. They need practical, technical, and where applicable, copyright guidance. This is no different to creating slide decks and other learning artefacts. Producing podcasts may seem like a leap of faith but alongside presentations, videos and reading lists, they really do have the potential to revolutionise learning.

References

Hammersley, B (2004) Audible Revolution. The Guardian https://www.theguardian.com/media/2004/feb/12/broadcasting.digitalmedia

Tattersall, A. (2019) How to beat digital distraction and write more. https://podcasts.apple.com/gb/podcast/how-to-beat-digital-distrations/id1457359810

Unknown (2024) Number of podcast listeners worldwide from 2019 to 2024. https://www.statista.com/statistics/1291360/podcast-listeners-worldwide/

Biography

Andy Tattersall works at the Division of Population Health at The University of Sheffield. Andy writes, podcasts and teaches about research communications including podcasting, blogging, social media, video/animation, infographics and altmetrics.

Andy received a Senate Award from The University of Sheffield for his pioneering work on Massive Online Open Courses (MOOCs) in 2013. He is a Senior Fellow of the Higher Education Academy and was named in Jisc’s Top 10 Social Media Superstars in HE.

Andy co-wrote and edited a book on Altmetrics which is aimed at researchers and librarians.

You can find more about Andy at his Linktree page here.

Led by Prof. Richard Hill

Universities (particularly their managers) talk a lot about innovation.

“We need to innovate”

“This is innovative”

“Our environment fosters innovation”

And this is what people outside academia would expect from a university. Lots of bright, enthusiastic people, in the same space, working together, innovating.

As an academic manager I am wary of how being innovative is something that might be quantified as a ‘performance indicator’. This prompted me to reflect on my experiences of working with academic staff, and I have come to the conclusion that while there might be targets to recognise, negotiate and manage, it is essential that the emphasis should be on developing a culture of innovation. This culture emerges when the following characteristics are evident:

1. Diversity of thought – we must embrace difference and use it as a catalyst for action.
2. Growth mindset – universities are full of hard-working people, but it is a resilient mind that enables the persistence and self-belief to keep plugging away.
3. Encouraging risk-taking – we should learn from start-ups; fail fast and learn.
4. Sensitive communication – effective communication is the lubricant for dissemination of ideas between colleagues and external stakeholders.
5. Agility – an ability to ‘duck and dive’ in response to external pressures, but also opportunities to innovate at all levels, especially systems within universities.
6. Collaboration – perhaps collaboration is talked about more than innovation in universities, but it is the ability to work together across boundaries (often political) that results in a tangible outcome.
7. Efficient workflows – we need to learn from the Software Engineering profession; automate the tedious, error-prone processes, and focus on quality enhancement, so that we can invest more time on learning and teaching innovations.
8. Supportive leadership – perhaps the most important. The foundation stone upon which the enablers can be built. But leadership is not just about the hierarchy and titles. Successful academic departments are awash with empowered academics who lead in different ways.

The challenge, therefore, is how can we create such a culture.

Innovation is rife within the curriculum. I see it all of the time. Academics working with students in interesting ways, creating things, exchanging ideas and becoming new versions of themselves. And it’s easy for staff to become weary of constant demands for innovation.

However, building a culture of innovation is not necessarily about focusing on more innovation. That is the danger of those pesky performance indicators.

A culture of innovation is more about creating the conditions for innovation, rather than the innovation itself.

I’d like to see more of this thinking within management and leadership, and it is incumbent upon academic staff to consider how they might use management positions within Higher Education Institutions to effect the change that we desire. How might the experience of innovating with our students inform a new outlook for university leadership?

But it’s not all down to the managers and leaders either.

How can we transfer the benefits of learning and teaching innovations to university systems and practices?

If we can crack this, the innovation performance indicators shall only be reporting success.

Richard writes ‘The Productive Academic’ newsletter on LinkedIn (https://www.linkedin.com/in/profrichardhill/) and also maintains a blog at https://profrichardhill.com.

Biography

Professor Richard Hill is Head of the Department of Computer Science, and Director of the Centre for Sustainable Computing, at the University of Huddersfield, UK. Richard advocates using the processes of research to design and deliver innovative curricula, and he has led the transformation of several large portfolios in the field of Computing education. Richard received a National Teaching Fellowship in 2022 recognising his inclusive approach to academic leadership and he is also an Advance HE Principal Fellow. Richard also has interests in academic development and servant leadership, and he has published a guide (https://tinyurl.com/coaching-academics) to using a coaching approach with academic staff. He also maintains a blog and newsletter about academic productivity at https://profrichardhill.com.

Imagine if mutual flourishing was central to a regenerative education system – human flourishing in the more than human world. Imagine if learning was transdisciplinary, and intergenerational, in community with each other and nature – imaginative and beautiful learning that prioritises learner agency, creativity, critical thinking, complex problem solving and ethical decision making.

How do we integrate imaginative learning and teaching into our daily work? As educators, we have a shared purpose to co-design a creative and imaginative approach to learning and teaching based on a clear set of values. As role models in teaching and learning, we can invite imaginative, creative, and playful pedagogies by manifesting these habits of mind each day. Cultivating the conditions for curiosity, imagination, and creativity is vital in nurturing these dispositions in our students and staff. At Bath Spa University we want to develop learners who are curious, creative, and confident to learn imaginatively alongside others in the community and in the natural world.

At Bath Spa University we are researching experimental sites for pedagogical innovation (Hay 2021a). Forest of Imagination is a long-term research project that invites everyone to have a conversation about the importance of our collective imagination and our connection to the natural world. As part of our university mission as a creative social enterprise, we emphasise social value, social impact, and the importance of social and environmental justice. Our creative methodology drives our ambition to be professionally creative, making creativity visible. We engage students, educators, and cultural and creative partners in creative and reflective practice that places curiosity, creativity, and confidence at the heart of a creative pedagogy.

An imaginative approach to teaching and learning celebrates differences and diversity in expression between students and staff. As tutors we can actively value the concept of playful learning, using our collective imagination and creativity to seek creative solutions to complex problems and contexts. These spaces of possibility and dialogue open up our imaginative learning potential as co-learners.

Nurturing curiosity and creativity develops confidence in both learning and teaching and, in collaboration with colleagues, is enhanced through supportive learning communities. Prioritising curiosity, imagination and creativity encourages us all to explore, experiment, and reflect through transdisciplinary experiences, and through opportunities for active learning and authentic multi-modal assessment. Staff and students engage in collaborative activities through the co-creation of learning and research.

Students aspire to their future careers through developing their academic and employability skills, and their creative confidence. Students are challenged at the forefront of their disciplines through the connection of curricula with research, professional practice, and knowledge exchange activities, including environmental sustainability through the UN Sustainable Development Goals. Our curriculum, learning resources and activities are diverse, inclusive, and accessible, enabling a sense of belonging, opportunity, and creative ambition.

Thinking about the conditions for cultivating creativity, we can create opportunities for inviting authentic learner agency to develop these imaginative and creative skills, for both individual and collaborative learning. Valuing this space of pedagogic emergence and possibility is vital to co-create inquiry and learning in an intra-disciplinary space. Noticing and witnessing learners’ engagement is also important in this process – how they are listening, exploring, creating, taking risks, being playful, curious, making connections, communicating ideas, reflecting, and constructing meaning.

We need to co-create learning spaces that are personal, connecting, trusting, inspirational, creative, open, and inclusive, to invite learning that is joyful and complex – transdisciplinary, intergenerational learning in a community for human flourishing in the more than human world. Learning is like a forest, everything is connected (Bateson 2023).

References and further reading

Bateson, N. (2023) Combining, Triarchy Press, Axminster

Benn M., Hay, P., Rigby, S., Sapsed, R., and Sayers, E. (2020) ‘Creative Activism, Learning Everywhere with Children and Young People’ Forum Volume 62, Number 1, 2020

Eisner, E.W. (2002) From episteme to phronesis to artistry in the study and improvement of teaching. Teaching and Teacher Educaton, 18, 375-385

Hay, P. (2021a) Impact Case Study in Creative Pedagogies REF21: Developing and embedding innovative creative pedagogical approaches in creative arts education https://www.trackimpact.org/project/eu-west-1/9173/overview

Hay, P. (2021b) ‘Spaces of Possibility: reimagining learning’ International Journal of Art and Design Education. Volume 40, Issue 1

Hay, P. (2022) ‘School Without Walls. Education 3-13 International Journal of Primary, Elementary and Early Years Education. Volume 50, 2022. Pp 521-535

Hay, P. (2023) ‘Children are Artists: supporting children’s learning identity as artists.’ Routledge, London

King, H. (2020) Future-ready Faculty: Developing the characteristics of expertise in teaching in higher education. Proceedings of the International Consortium for Educational Development conference, ICED2020

Led by Dr Alison Purvis @DrAlisonPurvis

Compassionate, positive, and caring interactions in learning and teaching are important because they can create psychological safety, encourage engagement, and develop a sense of belonging for everyone (Burke & Lemar, 2021).  Thoughtful staff-student interactions allow students to develop the skills and confidence to make them successful in life. Where there is compassion, mistakes can be made as necessary for learning and without fear of judgement (Brown, 2016).  Demonstrably person-centred approaches can help to mitigate the challenges some students experience.  However, do we have the skills and confidence to support students in a way that is more human and compassionate, and which requires more openness and vulnerability? How can we ensure that students feel cared for yet challenged to achieve their best? Asking academic colleagues to adopt compassionate pedagogy alone is unlikely to produce a transformational change in their interactions with students. Colleagues must be supported to do so, leaders must role-model the behaviours of care and compassion, and courageous leadership needs to be visible (Della-Latta & Burkett, 2021).

The role of staff in creating the conditions for compassion, empathy, care, kindness, and concern is evidenced as a core requirement for a student experience that allows students to thrive (Waddington, 2017).   Compassionate pedagogy contributes to positive interactions between students and tutors which build confidence and competence leading to a more positive experience and potentially a greater commitment to life-long learning.  Being in a state of contentment, safety, and connection allows for students to be driven to engage in their learning (Waddington, 2017).

A related aspect of being a compassionate practitioner is that of carrying out culturally responsive teaching (CRT) where tutors actively adopt inclusive practices which recognise the diverse backgrounds of their students and provide diverse learning environments (Sanger, 2020). When student diversity is understood and valued, the learning environment becomes richer for everyone. Humanising teaching in online environments is even more important when minoritised students of colour are shown to be less likely to achieve compared to their white or Asian counterparts (Pacansky-Brock et al, 2020). There is clearly a need to develop the knowledge and confidence to adopt inclusive practices in all types of learning environments. 

There are some simple guideposts that can be used to ensure compassion and inclusion are at the forefront of our approaches to learning, teaching, and assessment, and our approaches to working with each other:

• Avoid assumptions apart from the assumption that everyone is experiencing unseen challenges and deserves our compassion
• Operate from a place of abundance, there is space for everyone to thrive
• Give opportunities for collaborative reflection – what went well, what could be done differently
• Seek to learn about differences and think about how diversity can be appreciated
• Offer mutual respect and authenticity for genuine learning relationships

Compassionate and inclusive pedagogy does not exclude or diminish any individual and gives everyone the opportunity to learn, thrive and succeed.

References

Brown, B. (2016). Brené Brown encourages educators to normalize the discomfort of learning and reframe failure as learning. About Campus, 20(6), 3-7. https://doi.org/10.1002/abc.21224

Burke, K. & Larmar, S. (2021) Acknowledging another face in the virtual crowd: Reimagining the online experience in higher education through an online pedagogy of care, Journal of Further and Higher Education, 45(5), 601-615, https://doi.org/10.1080/0309877X.2020.1804536

Della-Latta, J., & Burkett, K. (2021). From popular theory to practical application: How Brené Brown’s theories of courageous leadership inform the fields of international education. Adult Education, and Online Education. In B. Kutsyuruba, S. Cherkowski, & KD Walker (Eds.), Leadership for Flourishing in Educational Contexts, 163-176.

Pacansky-Brock, M., Smedshammer, M., & Vincent-Layton, K. (2020). Humanizing online teaching to equitize higher education. Current Issues in Education, 21(2). Retrieved from https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1905

Sanger, C.S. (2020). Inclusive Pedagogy and Universal Design Approaches for Diverse Learning Environments. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-15-1628-3_2

Waddington, Kathryn. (2017). Creating Conditions for Compassion. https://doi.org/10.1007/978-3-319-57783-8_4.

Biography

Alison is an Associate Dean Teaching and Learning at Sheffield Hallam University and has over 25 years of experience in higher education. She is a teaching and learning specialist with research interests in higher education practice, digitally enhanced learning, inclusive practice, physiology of exercise, and public health.