• A summary of research into Knowledge Exchange and Enterprise Network (KEEN) projects. Report 2

      Boucher, David; Jones, Andrew; Lyons, Gillian; Royle, Karl; Saleem, Shazad; Simeon, Paula; Stokes, Michael (University of Wolverhampton Business Solutions, 2015-10-20)
    • Active Volunteers & Volunteering in the Curriculum

      Green, Patricia; Cureton, Debra (2009-07-01)
    • Anticipating a 4th Industrial revolution and the futures of learning: a discussion paper for Wolverhampton Learning City Region

      Connor, Stuart; Mahoney, Mary; Lewis, Natalie (University of Wolverhampton, 2019-04-23)
      What learning is needed for the 21st Century and what changes can be made for learners today and for tomorrow? What skills, knowledge and experience are needed for jobs that do not exist yet? What institutions and relations and practices will be needed to support the school leavers, apprentices and graduates of 2020 and 2040? In a world that it is projected to change rapidly and unevenly, what role will learning have in helping anticipate and shape the future? Public sector, market, third sector leaders are faced with some critical challenges and choices. Exponential advances in genetic engineering, nanotechnology, biotechnology, artificial intelligence, robotics, graphene and additive manufacturing (3D printing) are set to constitute a 4th industrial revolution. A 4th industrial revolution is not just characterised by particular technologies but the fusions between these technologies, the capacity to redraw the lines between physical, digital, and biological domains and the potential scale, speed and spread of these changes. The breadth of skills and functions afforded by new technologies will not only have an impact on the number and type of jobs available across all sections of the job market, but also have the potential to challenge existing divisions of labour and the nature, value and meaning of work and learning. Of course, one of the major challenges and contradictions when anticipating futures, is how can one prepare for the unknown? This is a major challenge. There is no consensus as to the number of jobs that will be lost or created as a result of a 4th industrial revolution, but it is anticipated there will be no more routine jobs in the future. Investment in the development of knowledge and skills in science, technology, engineering and mathematical (STEM) subjects is self-evident, but social, creative and critical thinking skills will be vital as they not only prove resistant to automation, but are essential to efforts to anticipate and engage with the disruption and challenges of a 4th industrial revolution. By anticipating the changes on the horizon, there is an opportunity to review and redefine the needs of today’s and tomorrow’s learners. Due to the scale of change that is anticipated it is argued that no one agency will be in a position to meet the grand challenges of a 4th industrial revolution. The level, scale and pace of change require both long-term thinking and cross-sector action. Subsequently a potential role for a nascent learning region will be to help to surface, assess and develop the future readiness of all those who live and work in the region.
    • Applying career competencies in career management

      Hasse, S.; Thomas, E.; Francis-Smyth, J., ;Hasse, S., E.,; Thomas,; Steele, C (The British Psychological Society - Psychological Testing Centre, 2013)
    • Attitudes to suicide among the West Midlands Police Service: Feedback report

      Boyda, David; McFeeters, Danielle; Dhingra, Katie; Fernandes Aguilera, Milea (University of Wolverhampton, 2019-07)
      There is a significant degree and a moderate-high regularity of work-related exposure to suicide among the West Midlands police staff. • Exposure to suicide in a professional capacity is often accompanied by some degree of distress. • Many police staff who have had professional encounters of suicide have also had personal experiences with suicide. • There is a large perceived need for suicide specific training across all police ranks. • Perceived competence to intervene following a suicide attempt is lower among Police constables and Sergeants than higher ranking officers. • Attitudes towards suicide are largely tolerant, compassionate and informed although there are some enduring misconceptions surrounding suicide which may be addressed through tailored training programmes.
    • The Black Country Education Insight Report 2020

      Jopling, Michael; Johnson, Matthew; Pascal, Chris; Williams-Brown, Zeta; Smith, Matt; Riordan, Sally; Starr, Sean; Bartram, Brendan; Thompson, David; Haywood, Michelle; et al. (Education Observatory, University of Wolverhampton, 2020-07-03)
      This is the second annual report which examines education and its associated challenges and issues in all phases of education in the Black Country. In the first report in 2019 we focused primarily on analysis of publicly available data, combined with research findings where appropriate, to exemplify various phases and areas of education and employment in the Black Country. We were explicit about our recognition of the limitations of this approach and the deleterious effects that an over-emphasis on measurement and competition have had on schools and colleges in particular. In 2020 the COVID-19 pandemic and associated lockdown hit as we were beginning to pull the report together and made this recognition even clearer. The Black Country is characterised by areas with high levels of disadvantage and poverty and it was reported in June 2020 that three of the Black Country local authority areas (Wolverhampton, Walsall and Sandwell) had the highest proportion of COVID-19 cases in the West Midlands. Therefore, we have devoted much of this report to considerations of the impact of the pandemic so far on all the areas of education we explore, drawing as much as possible on the reflections of practitioners and professionals (gathered through online surveys, conversations and interviews), and speculations about what lessons we can learn for the future.
    • Buckinghamshire uncovered 2020 report

      Kanjilal, Mahuya; Pearson, Catherine (Heart of Bucks, 2020-06-10)
    • Case studies of Knowledge Exchange and Enterprise Networks (KEEN). Report 8

      Boucher, David; Jones, Andrew; Lyons, Gillian; Royle, Karl; Saleem, Shazad; Simeon, Paula; Stokes, Michael (University of Wolverhampton Business Solutions, 2015-10-20)
    • Centre for Learner Development

      Dyson, Jean; Cureton, Debra (2009-07-16)
    • The Clinical and legal management of parental alienation in the UK

      Morgan, Angela; Ahmad, Nahid; Webster, Marilyn (Parental Allienation Study Group, 2020-10-29)
    • Developing Student Writing in the First Year

      Pieterick, Jackie; Cureton, Debra (2009-07-01)
    • Development and assessment of digital interfaces for performance

      Dalgleish, Mat; Cureton, Debra (HEFCE, 2009-06-01)
      This project focuses on evaluation of current digital interfaces for performance. To identify the issues that make these not fit for purpose and to design, production and evaluate new digital interface methods for musical performance. This research also focuses on the use of these as formative assessment tools for this area.
    • DFE Memorandum of Understanding for Faith Schools A gateway to inequality?

      Smith, Matt; Mcconnell, Simi (University of Wolverhampton, 2021-05-31)
    • Disparities in student attainment: The University of Wolverhampton final report

      Cousins, Glynis; Cureton, Debra (HE Academy, 2012-10-31)
      This project was the result of a the National Teaching Fellowship Scheme (NTFS) project fund initiative funded by the Higher Education Funding Council for England (HEFCE) and managed by the Higher Education Academy (HEA). The research discussed in this document has been carried out across two Higher Education Institutions in the Midlands: Coventry University and the University of Wolverhampton.
    • Effective teaching

      Allen, Jo; Clarke, Karen; Cureton, Debra (HEFCE, 2009-06-01)
      This initiative focuses on providing an understanding of both students’ and teachers’ perceptions of effective teaching in a modern UK University. Through utilising a phenomenographical perspective, the research identifies that teacher effectiveness is a combination of providing a supportive environment and including students in the process of developing understanding. This research has been carried out in four schools within the University of Wolverhampton and five constituents of effective teaching have been identified.
    • Embedding Learning Skills into the Curriculum

      Clarke, Karen; Cureton, Debra (2009-04-01)
    • Enabling employability through inclusive placement learning: final report

      Brewster, Stephanie; Thompson, David; Scott, David (University of Wolverhampton, 2019-07-31)
      Employability plays a significant part in most modern universities' policies and practices, with placements and work-based learning now forming a core part of the course menu. At the University of Wolverhampton employability forms a key component of its strategic plan, as do equality, diversity and inclusion. However, a graduate with a work limiting disability is less likely to have a job compared to an unqualified person with no disability (Smith, 2016) and disabled people are more likely to be unemployed than nondisabled people. While placement learning pays a key part in employability for all students, this may be even more important for disabled students. The College of Learning and Teaching (CoLT) and the Education Observatory funded an exploratory research project to investigate students’ potential barriers to a successful placement. Ninety-eight students on academic courses in the Institute of Education completed a pre-placement questionnaire, and seven participated in post-placement interviews. Staff were also invited to participate, selected for their involvement in placement learning, employability or disability support. Individual interviews and focus groups (11 staff) were conducted.
    • Evaluation of 'Advanced Learning Centres' for gifted and talented pupils

      Lambert, Mike (London: DfES, 2006)
      ‘Advanced Learning Centres’ (ALCs) are special out-of-school classes for very able pupils, often (but not always) in their final year of primary schooling. The growth and development of these Centres has been coordinated by the Gifted and Talented Unit of the Department for Education and Skills (DfES) through the Excellence in Cities (EiC) initiative, in partnership with a national charity, the National Primary Trust (NPT). This evaluation stems from original research, designed to analyse equality of access to the provision, evaluate pupils’ enjoyment, engagement and learning, and examine possible impact of that learning on achievement.
    • Executive Summary of what happens in a Knowledge Exchange and Enterprise Network (KEEN) project. (Report 1)

      Boucher, David; Jones, Andrew; Lyons, Gillian; Royle, Karl; Saleem, Shazad; Simeon, Paula; Stokes, Michael (University of Wolverhampton Business Solutions, 2015-10-20)