This PhD thesis explores the experiences of the increasing number of Chinese undergraduate students located within the UK higher education system. In order to ensure a positive learning experience for these students, and to facilitate the development of their confidence and independence in learning, it is essential that the particular needs of the Chinese students are fully understood and addressed. This thesis is premised on the assumption that students‘ own perceptions of their needs are central to this task. The study contributes to the literature on international undergraduate students‘ experience within the UK. It develops an analytical framework based upon the Chinese 'contexts of origin‘ of these students, their UK 'contexts of destination‘ and the 'institutional learning contexts‘. The framework as outlined in the chapters comprising Part 1 views the mediation of cultural difference as central to the resolution of academic challenges faced by Chinese students. Within this framework the 'contexts of origin‘ are understood with reference to Chinese geopolitical and geo-economic environments, Chinese traditions and education values, and the Chinese education system; the UK 'contexts of destination‘ are elaborated in terms of the development of UK higher education, the internationalisation and marketisation of UK higher education, and the literature on international students‘ overall experience; finally, the 'institutional learning contexts‘ involve an examination of the challenges posed by the academic conventions of UK higher education and of the coping strategies developed by the students. As outlined in Part 2, the study is based on semi-structured interviews and autobiographical accounts of 18 Chinese undergraduate students in an English university. Following from a discussion of the methodology employed, Part 3 provides an analysis of the evidence gathered in the course of the study. This analysis is organized around three interconnected themes: 'communities of learning‘, 'learning across language boundaries‘, and 'becoming an independent learner‘. These themes emerged from both the development of the analytical framework and from the initial round of data analysis. The study argues that the challenges faced by Chinese undergraduate students within the UK are culturally, socially and linguistically constituted and cannot therefore be understood simply as technical and narrowly study-related concerns. Their development as independent learners is formed by their motivation to learn and a wide range of capabilities acquired during their study in the UK. Part 4, which comprises the concluding chapter of the thesis, draws out some wider implications of the study for the education of overseas students within the UK higher education system. These include stronger institutional and departmental support, enhanced professional awareness and practice to facilitate transition, and the creation of a social space for cultural mediation – a 'third place‘ – within which to negotiate common understandings and practices. Throughout, the emphasis is on the support needs of overseas students as defined and understood by the students themselves and as interpreted by a researcher who is himself a Chinese student studying within the UK higher education system.

In a context of precariousness of Modern Foreign Languages and promotion of e-learning at national level, often referred to as “technology-enhanced learning”, the targeted institution, a “new” university in the United Kingdom, offers an Institution-Wide Language Programme where language classes are presented as a blended learning package of face-to-face classes coupled with the use of the Blackboard Virtual Learning Environment (VLE). Operating within a hermeneutical phenomenological approach and constructionist epistemological principles, this thesis seeks to investigate the students’ experience of a VLE among beginners and post-beginners of French and in particular whether their level (beginners or post-beginners), status (undergraduates, post-graduates or external students) or the lecturers in charge of the various groups for the face-to-face component of the module, have any significance on their experience. At a time when the students’ feedback and the quality of their learning experience are considered with care by institutions of Higher Education, this thesis contributes to an enhanced knowledge of the students’ experience in connection with a VLE, obtained through a mixed-method approach based on the completion of 96 questionnaires and six follow-up interviews, in association with socio-constructivist principles. This research differentiates itself by being conducted specifically about students’ experience of the institutional VLE in a context of blended learning, with students based primarily on site, and study of languages. Although they may be considered as digitally literate, students’ response regarding their own experiences indicates that digital skills do not appear as readily transferable to formal learning contexts. Therefore, lecturers need to guide students in a structured and progressive manner in order to maximise their engagement with the VLE. In addition, it contributes further to knowledge by highlighting implications for pedagogical practices.

M.A. (African Languages) / Please refer to full text to view abstract

Kathepsin B und L sind lysosomale Cysteinproteasen, die mit einer Reihe von pathologischen Prozessen, wie z. B. Cancerogenese, Tumorangiogenese und Neurodegeneration in Verbindung gebracht werden. Dennoch sind bis jetzt nur wenige Proteinsubstrate beschrieben. Ausserdem sind die Mechanismen der Regulation von Zellproliferation, -invasion und -apoptose durch Kathepsin B und L weitgehend unverstanden. Ein kombinierter Mangel beider Kathepsine führt zu einer frühzeitigen Neurodegeneration in Mäusen, die an neuronale Lipofuszinosen beim Menschen erinnert. In der vorliegenden Studie wurden Unterschiede in der Proteinzusammensetzung von wildtypischen und doppelt-defizienten Gehirnlysosomen quantifiziert. Eine Kombination von subzellulärer Fraktionierung und LC-MS/MS unter Verwendung einer isobarischen Markierung (iTraqTM) erlaubte uns die gleichzeitige Untersuchung von zerebralen Lysosomen aus Wildtyp und Kathepsin B-/-L-/- Mäusen. Ingesamt waren 19 Proteine signifikant erhöht in Kathepsin B-/-L-/- Lysosomen. Die meisten erhöhten Proteine wurden der neuronalen Biosynthese, regenerierenden bzw. endozytotischen oder lysosomalen Kompartimenten zugeordnet. Der Anstieg von Calcyon, dem Delta/Notch- verwandten epidermalen Wachstumsfaktor-Rezeptor (DNER), Neurochondrin, Phospholipase D3, Rab14, Cathepsin D und Apolipoprotein E lässt eine potentielle Rolle von Kathepsin B und L im Axonwachstum und der Synapsenbildung während der postnatalen Entwicklung des Zentralnervensystems vermuten. / Cathepsins B and L are lysosomal cysteine proteases which have been implicated in a variety of pathological processes such as cancer, tumor angiogenesis, and neurodegeneration. However, only a few protein substrates have thus far been described and the mechanisms by which cathepsins B and L regulate cell proliferation, invasion, and apoptosis are poorly understood. Combined deficiency of both cathepsins results in early-onset neurodegeneration in mice reminiscent of neuronal ceroid lipofuscinoses in humans. Therefore, we intended to quantify protein changes in brain lysosomes of double deficient mice. A combination of subcellular fractionation and LC-MS/MS using isobaric tagging for relative and absolute quantitation (iTRAQTM) allowed us to simultaneously assess wildtype and cathepsin B-/-L-/- cerebral lysosomes. Altogether, 19 different proteins were significantly increased in cathepsin B-/-L-/- lysosomes. Most elevated proteins had previously been localized to neuronal biosynthetic, recycling/endocytic or lysosomal compartments. The increase of calcyon, the Delta/Notch-like epidermal growth factor-related receptor, neurochondrin, phospholipase D3, Rab14, cathepsin D, and apolipoprotein E suggests a potential role for cathepsins B and L in axon outgrowth and synapse formation during postnatal development of the central nervous system.

A catálise assimétrica permite a formação de novas ligações de maneira estereosseletiva levando à obtenção de moléculas de grande interesse nas áreas de fármacos, agroquímicos, fragrâncias, dentre outras. A busca pelo aumento da eficiência destas reações, bem como pela utilização de uma química mais limpa, levou à aplicação da química de líquidos iônicos na catálise assimétrica. Assim, o presente trabalho reporta a utilização de três diferentes metodologias para a obtenção de líquidos iônicos quirais, sendo que uma rota sintética linear levou à obtenção de compostos eficientes na reação de adição enantiosseletiva de dietilzinco a aldeídos, levando à obtenção do álcool secundário quiral com até 89% de excesso enantiomérico e 78% de rendimento, em solvente iônico ([BPy][N(Tf)2]). O meio reacional e o par iônico presente na estrutura do ligante apresentaram influência sobre a enantiosseletividade da reação e a utilização de um meio bifásico foi essencial para a indução de assimetria. Adicionalmente, foi desenvolvido um sistema catalítico que permitiu pelo menos três reciclagens do solvente e do ligante iônicos, podendo-se obter o produto sem significativa perda de enantiosseletividade e rendimento por quatro ciclos reacionais consecutivos. Neste trabalho, também foi explorada a utilização de um líquido iônico quiral tiazolidínico nas reações de arilação assimétrica de aldeídos, utilizando ácidos borônicos como fontes de grupamento arila, e de reação aldólica estereosseletiva, porém, não foram obtidos bons resultados nestas reações assimétricas. / The asymmetric catalysis allows the formation of new bonds in a stereoselective way leading to the production of molecules of great interest in different areas such as drugs, agrochemicals, fragrances, among others. The search for increase efficiency in these reactions and for the use of cleaner chemistry led to the application of ionic liquids in asymmetric catalysis.Herein we report the use of three different methodologies to synthesize chiral ionic liquids in which a linear synthetic route led to the production of compounds that proved to be efficient in the enantioselective addition of diethylzinc to aldehydes, leading to the chiral secondary alcohol with 89% enantiomeric excess and 78% yield in ionic solvent ([BPy][N(Tf)2]). The reaction medium and the ionic pair of the ligand had an influence on the enantioselectivity of the reaction, and the use of a biphasic medium was essential. Additionally, a catalytic system was developed and allowed the recycling of the ionic solvent and ligand for at least three cycles. The product could be obtained without significant loss of enantioselectivity and yield for four consecutive reaction cycles. The use of a chiral thiazolidinic ionic liquid in the asymmetric arylation of aldehydes using boronic acids as sources of aryl group and enantioselective aldol addition were also explored, however, poor results were obtained in these asymmetric reactions.

This thesis reports on an ethnographic research of primary school teachers’ lived experiences of working and teaching in a school that had recently converted from a LA maintained community school to an academy. The aim of this doctoral study is to explore teachers’ work and capture the changing nature of the teacher professionalism in the new educational setting that is a primary academy. Academies are independent schools that are funded by the state but are managed privately. In England, academies built upon the ideas of the City Technology Colleges project developed by the former Conservative Government. They were also modelled on the international independent-state funded schools: charter schools in the Unites States of America and Swedish free schools. The first academies were opened in 2002 under the New Labour Government. At that time, the purpose of the Academies Programme was to address poor performance by creating different types of secondary schools in disadvantaged areas. Since 2010 when the Coalition Government took office, the academies programme expanded greatly encompassing primary schools. Since then, the rhetoric behind the Academies Programme revolves around greater freedom and autonomy for schools. The expansion of the Academies Programme has led to the growth in the number of teachers working in these settings. Yet, studies investigating the experiences of teachers working in academies, in particular those in primary academies, are limited. Therefore, this ethnographic research set out to address the gap in what is currently known about implications of the Academies Programme for teachers’ work and professionalism. In relation to this, teachers’ professional autonomy constitutes a central theme in the analysis presented in this thesis. The fieldwork was conducted over the period of one school year (September 2014-July 2015) in Bricklane Primary Academy (pseudonym) situated in an inner-city location in the North West of England. The data were generated through the use of participant observations, photographs, documentary analysis, informal conversations and ethnographic interviews and focus groups. The research participants included teaching staff and academy senior leaders who work in Bricklane Primary Academy. Frostenson’s (2015) three levels of teachers’ professional autonomy provides a framework for analysis and presentation of the research findings. Drawing upon labour process theory, the main findings of the research indicated that the work of primary academy teachers is greatly constrained by policies at school and at national levels that limit teachers’ professional autonomy. The findings suggest that the Academies Programme has contributed to diminishing the professional autonomy of teachers and thus contradict the policy rhetoric underpinning academies which promulgates greater freedom and autonomy.

This thesis set out to describe how electronic portfolios support the social construction of knowledge by healthcare students. It will do this by drawing on the various forms and functions of the students’ electronic portfolios', their associated socially constructive processes and artefacts, and healthcare students’ views on how electronic portfolios are used on their courses. These factors are also considered alongside the impact of the sociohistorical and socio technical developments of electronic portfolios and healthcare course requirements. A broad grounded theory approach was used to generate substantive theory grounded in data gathered from a sample of UK and North American students (n=82). Data was gathered through an analysis of electronic portfolios (n=25), an online questionnaire (n=52), and in-depth interviews with students (n=16). The research found a limited number of socially constructive processes and artefacts that are used within healthcare courses. These processes and artefacts supported the social construction of knowledge within the students’ electronic portfolios. Even though healthcare students were not at ease with the limitations of their electronic portfolios they found that the pedagogical use of the electronic portfolio defined the range and extent of the learning they were required to demonstrate. A range of factors, internal and external to the electronic portfolio, determined the use of the electronic portfolios. This included the student’s confidence with using technology, the requirements of the professional bodies and the healthcare courses that incorporated them, and the skills of academics in using the electronic portfolios. The students found the electronic portfolios format allowed them to use a wider range of digital artefacts (i.e. images, video and audio) that were not available in paper portfolios. They also thought the integration of the Internet into their electronic portfolios meant that their portfolio was safe in a digital cloud based repository. The research found that despite the widespread use of Web 2.0 by most of the students in their personal lives, this was not incorporated into students’ electronic portfolios. This appears to be because of the lack of Web 2.0 functionality in the electronic portfolio software, and the lack of Web 2.0 knowledge in those implementing the electronic portfolios in the healthcare courses. This impact of limited processes and artefacts, and failure to use the potential of the Internet and Web 2.0 has a negative impact on the students’ abilities to socially construct their knowledge within electronic portfolios. Recommendations are made that future research identifies additional developments in software and hardware that can increase the socially constructive processes and artefacts that are incorporated into electronic portfolios. These developments must be done by consulting student users, software developers, educational technicians and academics. Finally, recommendations are made that the theory generated in the research is applied to larger samples across a wider range of healthcare student professions. The ongoing research will ensure that the theory continues to respond to ongoing hardware and software developments within the socio-historical and socio-technical student environment.

This research contributes to a body of well established, albeit typically anecdotal, understanding across the UK further education sector that suggests there are significant limitations regarding the effectiveness of curriculum middle managers’ leadership practice. If further education provision is to keep up with or exceed expectations from industry, government inspections and other stakeholders, then a deeper more evidence-based understanding of this pivotal role is needed. This includes an assessment of motivating factors that drive-up effectiveness in the role, as well as an exploration of the barriers faced in practice. Ultimately, the work presents initiatives, which aim to best release the full potential of those in this role. It can be argued that finding ways to unlock this potential is of national importance. The impact of government intervention and financial constraints has created further impetus for FE colleges to increase efficiency and to reduce costs. Curriculum middle managers are both policy implementers and change makers and it is argued in this study that curriculum middle managers have the most difficult and challenging job within a further education college. The success of the role of the curriculum middle manager and their leadership practice is therefore critical in a college’s ability to realise its two most important strategic outcomes. Firstly, that a college operates with financial efficacy, and secondly that ongoing quality improvement in teaching, learning and assessment results in high student success rates, which are recognised by external stakeholders such as Ofsted. This research follows a constructivist research methodology framed within an interpretive hermeneutic. Focusing upon a detailed case study of a medium-size further education college, it utilises empirical data primarily derived from semi- structured interviews, documentary material and field observation of 14 curriculum middle managers. Particular attention is paid in the study to the key role of the curriculum middle manager in raising standards of teaching, learning and assessment to improve student success rates, whilst having to operate within an environment of increasing challenge and austerity. The findings derived from the experiences of curriculum middle managers suggest that, i) curriculum middle managers are having to operate at a relentless pace to meet unrealistic expectations, ii) senior managers are operating a top- down communication strategy with very little consideration of the feedback from curriculum middle managers, iii) curriculum middle managers experience a lack of meaningful staff development training when appointed and no training needs analysis is undertaken to support newly appointed curriculum middle managers and, most importantly, iv) the wealth of teaching and learning knowledge, expertise and experience is very often not embraced by the senior managers when new strategies are devised to improve the student experience. The findings suggest that senior managers have a significant role to play in supporting curriculum middle managers and ensuring that these individuals are fully valued and that their expertise is embedded within a culture of true consultation in order to energise and release the inherent potential within the role. Conclusions identify a range of practical considerations and examples for senior managers and further education leadership to consider in order to help address this phenomenon. The findings explore future implications for policy and practice within the further education sector, and for the related theoretical literature, along with suggestions for further research.

No description available.

This study adopted an interpretive qualitative approach, using narrative inquiry to understand the experiences of early career physical education (PE) teachers who took ‘risks’ during their training year, and who had been teaching in schools. Narrative interviews were conducted with nine PE teachers who had engaged with a Risk-Taking Professional Development Programme (PDP) during their training year and who had been teaching for between two months and five years. Interviews explored the meanings, definitions and influences that participants ascribed to risk taking from their memories of the training year and once they began teaching in schools. The focus of the study emerged because in my role as a PE teacher trainer, I designed the Risk-Taking PDP to challenge trainee PE teachers to reflect critically upon their teaching and pupil learning and, move beyond their comfortable practices. Inspiration was taken from the Office for Standards in Education outstanding descriptor at that time, to ‘Take risks when trying to make teaching interesting, be able to deal with the unexpected and grab the moment’ (Ofsted, 2008, p. 1). The Risk-Taking PDP became a core component of the PE Teacher Training course in one UK Higher Education Institution (HEI) and was delivered to over 100 PE trainee teachers. An interpretive analysis located overlapping and interlocking themes which closely represented illuminative epiphanies (Denzin, 2001). Findings revealed that risk-taking became a central component of teachers’ practice during the training year. It encouraged critical reflection and developed trainee confidence. Epiphanic moments experienced by participants highlighted that adaptation, negotiation and resilience formed over time as crucial aspects of risk-taking. Once qualified and teaching in schools, key influences affected PE teachers’ willingness to take risks. These included; performativity measures, time, pupil behaviour and the influence of the subject community. Risk-taking was found to support personal and professional growth and, when influences in schools were positive, engagement with innovation and creativity continued. This led to further growth and learning for both teachers and pupils. This study provides new knowledge to inform the continuation of the Risk-Taking PDP and offers new insights for PE Initial Teacher Education and Training (ITET) practices. Furthermore, this study reaffirms the views of Clandinin and Connelly (2000) who argue for narrative being a three-dimensional space where temporality, sociality and place (context) influence thinking and learning and also, those of Dewey (1938) where experience and learning is transactional and always in relation to others and the social context. This study proposes a fourth dimension to risk-taking, a visional dimension where teachers visualise an ‘ideal’ situation and, is represented through the abstract conceptualisation of risk-taking holding a four-dimensional metaphorical space. This is represented through a geometrical shape, the Tesseract. This study suggests that the Tesseract Model should be utilised in schools to support early career teacher professional development, build resilience and encourage collaborative engagement in subject communities. Likewise, insights from a methodological approach, of narrative inquiry, that has seen a limited application in the context of PE provides a different and invaluable viewpoint in positioning the researchers’ and participants’ stories centrally.