Study abroad generates positive learning outcomes for students. However, experiences of learning, and processes, strategies and influences on learning during unaccompanied nursing study abroad are unclear. This hermeneutic phenomenological study therefore investigated student nurse experiences of learning during a study abroad journey in order to explore the phenomenon of learning and the processes, strategies and influences on learning throughout this journey. Twenty student nurses, from the UK and Europe, participated; two semi-structured interviews were conducted per participant (post-return and follow-up). Phenomenological hermeneutical data analysis revealed the phenomenon of learning comprised four themes: ‘experiencing a different reality’; ‘active sense-making’; ‘being with others’ and ‘being changed and transformed’. Findings identify that study abroad was experienced as the liminal space in which learning occurred. Students experienced liminality in this space and the process of learning was triggered by disjuncture. Students took responsibility for learning and undertook active sense-making activities to gain insight. Students struggled to make sense of troublesome experiences, and remained in a stuck place until resolution of troublesome-ness enabled students to cross a threshold into understanding. Threshold concepts in nursing were revealed as particularly troublesome. Learning was influenced by others; this included communitas, communities and communities of practice. Otherness also influenced student learning and position in these communities. Students experienced change and transformation as a result of the learning that had occurred. A postliminal state was attained when troublesome-ness was resolved and students had re-integrated back into their usual reality. These findings offer new practical and theoretical insight into student nurse learning during unaccompanied study abroad journeys and further development of educational policy, practice and research is recommended.

This thesis explores the role of disruptive contexts and their effect upon incivility within the nursing student-lecturer relationship in higher education. Incivility has been growing exponentially, with evidence of a blame culture, polarising and disempowering both groups. Shifting the focus from attribution to contextual understanding was perceived as an empowering strategy which enabled the exploration of incivility, without apportioning blame. This was achieved through the facilitation of meaningful dialogical relationships. Utilising principles emanating from the critical theory paradigm, the Habermasian Ideal Speech Situation was applied. A triangulated approach of collaborative action research (CAR) and interpretive phenomenology provided the methodological underpinnings and method. This was delivered through a programme of six interactive workshops and individual semi-structured interviews, equally involving students and lecturers, facilitated within emancipatory reflective spaces (ERS), a term unique to the study. The promotion and facilitation of internal and external dialogues allowed for both self and group reflection. This collaborative approach enabled the development of power sharing which had to be built upon authentic relationships and not compromised by "illusion" and tokenism. Findings focused upon "looking beyond the obvious" contextual behaviour, which led to a deeper understanding of the fluid role of context in relation to incivility. This provided the conceptual underpinning for a contextual intervention framework, identifying individual, classroom and organisational approaches for minimising and coping with its devaluing effect. This research is important, as through the establishment of ERS students and lecturers developed collaborative and meaningful relationships, based upon mutual respect, authenticity and genuineness. These empowering spaces enabled them to freely explore the notion of disruptive contexts which in turn led to a deeper and conceptual understanding of the cause, effect and management of incivility. This conceptualisation and the associated interventions are both applicable to academic settings and are potentially transferable into the professional practice context.

This thesis explores the precarious position of educational development units (EDUs) in the modern university. EDUs face the challenge of bringing about government inspired change, particularly, though not exclusively, with regard to exploiting new technologies in the practice of professionals trained to be critical of external demands, and whose practice is informed more by their disciplines than by their employers, their universities. The thesis therefore explores, using five case studies of EDUs, how those working in such units see the ways to meet the challenge of change, conceptualise the purpose of the university, the practice of university teaching, and the introduction of new technologies into the curriculum with a view to establishing a narrative of educational development from those working in the field. Using data from interviews and documents, the case studies suggest that in order to survive, EDUs do draw largely on their own institutions for their narrative, with the result that each EDU tends to reflect the focus of its own university, rather than draw inspiration from an external common view of universities. Rather than a factory based model of change based on high levels of power and resources, EDUs appear to have more in common with the pre-industrial household, in that they offer small, highly specialised services to relatively small groups of people, where necessary employing additional faculty based colleagues to pursue specific projects. This, along with the relationship building in which EDUs engage, enables units to break down barriers between disciplines through the sharing of practice between colleagues in different faculties. Thus the EDU, despite its small size, plays an important role in unifying the university, and in building an institutional brand.

Purpose: This thesis proposes a first conceptual model using data gathered in 2012, to delineate the assessed alignment between the Maltese government’s policy for the further education sector (FE) and FE organizations’ missions. Although alignment models exist, no research has been published detailing the FE sector and the usefulness of such models in small island states. Methodology: Since alignment is multifaceted, a complementarity blended approach was used to help uncover its complexities. Data were collected from seven FE vocational and academic organizations via questionnaires to academic staff; interviews with principals and other internal and external stakeholders; content analysis of mission statements. Findings: Assessing alignment to create the conceptual model showed that there is only moderate alignment between organizational mission and government policy while organizational missions in practice differ significantly from organizational mission statements. Due to their brevity, mission statements can only capture a part of such organization mission. There may be occasions where organizational realities exceed the expectations of a mission statement thus turning conventional wisdom on its head. Significance: By utilizing systems theory a new conceptual model based on inputs, outputs, organizational processes and feedback is proposed together with a new metaphor of an operating theatre to add to existing metaphorical explanations of the field. Such an alignment model explains the FE sector in the small island state of Malta. The use of a complementarity blended method may be useful to explain educational alignment in other small states.

Research literature highlights a gap in the provision of degree programmes being offered to students in relation to the skill set that is needed by employers. To bridge this gap universities need to seek an alternative approach to teaching and learning that is educationally credible, yet addresses the needs of the employability agenda. The aim of this research is to develop a capability model for HE teaching and learning, in the first instance, for Information Systems undergraduate students that embeds CBT tools and techniques into a modified constructivist curriculum studied by those students. The model successfully embeds PDP and employability as an integral part of the degree experience for those students at Northumbria University. The teaching approach is influenced by Cognitive Behaviour Therapy (CBT) as part of this innovative teaching model, developed from existing and emerging educational psychology. The study explores the relationships, the dialogue and perceptions, between staff and students and investigates the student experience relating to their self-efficacy and self-actualisation during that period, with a particular emphasis on employability skills and attributes. The research employs Interpretative Phenomenological Analysis (IPA) with data collected from six purposively selected participants. The data is qualitative and adheres to IPA methodology protocols resulting in a holistic understanding of the students’ perceptions and behavioural practices. The results demonstrate the importance for academia to consider the individual differences and learning styles of their students in relation to the programme design and delivery methods. Analysis of the data reinforces the shift required in the curriculum framework in order to influence the employability skills and ‘graduate attributes’ of the students. The findings provide institutions with a research rich approach to deliver high quality degree programmes that will ensure the future proofing and validity of the provision. Specific attention is focussed on a new approach to teaching – PEDaLL (Personal, Employability, Development and Lifelong Learning) - that Higher Education Institutions can use to influence policy and reshape organisational culture. Furthermore, this research contributes to meaningful staff development for educators, the embedding of employability within programmes and addressing the requirements of the student Higher Education Achievement Report (HEAR).

Service improvements in healthcare can improve service provision; make cost efficiency savings, streamline services and reduce clinical errors. However, service improvement alone may not be adequate in improving patient outcomes and quality of care. Complexity of healthcare provision makes service improvement a challenge, and there is little evidence of whether service improvement initiatives change healthcare practice and improve patient care. To equip the nursing workforce with the skills necessary to make service improvements, Higher Educational Institutions (HEI) have developed courses that include service improvement within their pre-registration programmes. However, service improvement is a learned skill, which nurses need to practice in order to become competent in making improvements. In order to explore service improvement in nursing, hermeneutic phenomenology was used to gain an understanding of the lived experiences from student to registered nurse. A purposive sample of twenty participants were selected from an adult pre-registration nursing programme, during their third year. Data was collected using semi-structured interviews in two phases; once when the participants were student nurses and 12 months later when the same participants were registered nurses. Data analysis occurred using a van Manen (1990) approach and the hermeneutic circle to facilitate interpretation and analysis of findings. Four key themes emerged from the data; service improvement in nursing; socialisation in nursing practice; power and powerlessness and challenges in changing practice. Findings showed that the participants underwent processes of professional transformation, becoming empowered and developing resilience in making service improvements from student to registered nurse. Participants achieved this by developing positive, adaptive behaviours. A new ‘Model of Self-efficacy in Service Improvement Enablement’ is presented which explains the participant’s service improvement journey. This new model has relevance for both nurse education and practice, in seeking to improve patient care through service improvements in nursing.

This document collates examples of the author’s practice, initiatives, inquiries, and scholarship in the five year period from 2010 to 2015. In conjunction with the critical commentary, ‘Developing a Curriculum for Engagement for Architectural Education at Northumbria University’ it serves to satisfy the requirements of Northumbria University’s regulations for the submission of a Professional Doctorate by Portfolio. The individual components within this portfolio seek to underpin the author’s claim towards developing a ‘curriculum for engagement’ in support of the student’s holistic educational experience of architectural education at Northumbria. The majority of the components have resulted from collaborations with colleagues in the course of the author’s practice. These have included fellow academics, academic managers, colleagues from other institutions and disciplines, as well as students of the programmes of architecture. In support of developing a ‘curriculum for engagement’, these collaborative works embody the notion of ‘communicative action’ (Habermas, 1981) in seeking consensual, iterative and beneficial initiatives for the benefit of student learning and experience. All inquiries have been supported by ethical permissions from relevant schools and faculties in the institution. All components have also been made available in the public domain, through a variety of outlets relevant to the particular output and audience. Permissions have been sought and granted for their reproduction in this portfolio. The individual components have been re-formatted for the purpose of this portfolio in order to comply with Northumbria University regulations for doctoral submissions. Font sizes and type, line-spaces and layouts have been standardised, and Harvard Northumbria has been used throughout for the purposes of citations and in-text referencing. References have been collated alphabetically. Word counts have omitted references.

The aim of the research was to explore the effect of teaching sociology through transformational pedagogical practices on the student learning experiences in an English FE College as well as the experience of teachers making use of transformation teaching practices. The research project was grounded in literature on the critical theory of teaching and learning (Freire 1996, hooks 1994, Allman 2010, Amsler 2014, Canaan, 2010, McLaren 2006, Neary 2012, Roggero 2011). A key feature of transformational teaching practice and the social theory that underpins it is the emphasis on the power of human agency and the ability of individuals to transform their own historical and material conditions. The qualitative research methods used reflect the power of human subjectivity and included narrative life stories and semi-structured interviews. Twenty seven participants took part in the research consisting of 15 current, and 5 former Sociology Undergraduates and 7 teachers on the programme, including myself. This work was done at the HE Institution where I work as a lecturer. The research was written in an innovative, humanised style in order to reflect the on-going and developmental praxis associated with critical and transformational teaching practices.

The purpose of this research is to further understanding of faculty-based academics’ views on what influences their understandings, behaviours and attitudes towards their continuing professional development. Informed by critical realist ontology, it is argued that it is necessary to explore academics’ understandings and accounts of professional development in their practice context in order to gain a better understanding of the complexity and differential practices that underlie professional development in academia. In doing so, the research addresses the current under-representation in the literature of the voices of faculty academics about what influences their approaches to professional development. The data collection was carried out during the academic year 2007-8, using a qualitative multi-case study approach. Methods included semi-structured, narrative interviews with academics, more structured interviews with ‘key informants’ and examination of relevant institutional documents. Findings from this research have enabled new themes and areas for reflection to emerge about the constraints and enablements academics perceive in respect of their professional development. In particular, themes such as issues of interpretation and meaning; concepts of professional status and academic values; misaligned initiatives and priorities; the influence of supportive networks; and emergent personal, individual concerns have surfaced. The conclusion is drawn that the significance of agency raises the importance of opening the debate and responding to the ‘voices from below’.

Despite economic difficulties, the emphasis on and investment in teacher professional development (PD) across the world continues, as countries strive to improve educational standards to compete in a globalised knowledge economy. However, researchers have little evidence of its impact on teachers’ professional practice. While it is acknowledged that PD needs to be assessed and evaluated, there is little guidance as to how this might be achieved. Much focus is on short-term impact, with longer-term impact often ignored despite sustainability of practices being highlighted as critical for school improvement. This study set out to explore the impact of a collaborative PD initiative on teachers’ professional practice in five urban disadvantaged primary schools in the Republic of Ireland. A qualitative approach was used to explore shortterm and longer-term impact, along with factors that helped or hindered the development and sustainability of the PD practice. The literature review revealed gaps in existing frameworks for evaluation, resulting in the development of a ‘Professional Development Impact Evaluation Framework’ which is presented in the thesis. It demonstrates how the framework was both developed from extant literature and critiqued through application, and discusses its potential for evaluating the impact of a range of PD activities and answering the call for accountability in these straitened times. Findings revealed a PD legacy that resulted not only in practices being sustained, but demonstrating a PD multiplier, where the impact of the collaborative PD initiative extended beyond the initiative itself to include many changes, even at a cultural level. Given the significance of the PD multiplier, this study suggests that PD facilitators support such cultural changes on a larger scale in schools. A significant feature of change is the teacher as a change-agent, and this study proposes a number of typologies of teacher engagement which may have some implications for teacher PD. Impacting on these typologies were three key elements that contributed to ii teachers’ professional learning and which reflect a developing notion of agentic teacher professionalism: bottom-up approaches with top-down support; autonomy and professional trust; and collaborative practices and collective responsibility.