Centre for Global Learning (GLEA)

Welcome to the November 2021 edition of Coventry University's

Centre for Global Learning (GLEA) Newsletter

We'll be sharing the latest news from across the centre, including project updates, researcher in the spotlight, forthcoming events and publications.

Theme Highlights

Gender, Equality and Diversity

Global Gender and Cultures of Equality (GlobalGRACE) final project activity

Professor Suzanne Clisby, who leads the Gender, Equality and Diversity theme in GLEA, together with partners at Goldsmiths, University of London, hosted an interactive outdoor art exhibition to mark the close of the Global Gender and Cultures of Equality (GlobalGRACE) project which explores how creative practices can challenge inequalities, and help make and maintain cultures of gender equality around the globe.

Reflections on the exhibition as written by Siobhan McGuirk, in liaison with Suzanne, are available here via Goldsmiths, University of London.

Suzanne, co-director of GlobalGRACE said: “Through this exhibition, we hope visitors get a sense of the amazing collaboration GlobalGRACE has created between academics and practitioners working with diverse communities in Bangladesh, Brazil, the Philippines, Mexico, the UK and South Africa.”

GlobalGRACE was funded by UK Research and Innovation (UKRI) and the Global Challenges Research Fund (GCRF). For more information related to the outcomes of the project, please contact Suzanne.

Global Learning: Education without Boundaries

Transforming Curricula Through Internationalisation and Virtual Exchange (iKUDU) project update

The COVID-19 pandemic has represented a major challenge for education, with teaching and learning switching to online delivery over the last year and a half. Although significant strides have been made in developing and distributing vaccines, the pandemic continues to impact on the lives of many across the globe and we enter a period of uncertainty around returning to the classroom.

Despite the significant global challenges of recent years, the iKudu project has been uniquely placed to continue, exploring the role and value of Collaborative Online International Learning (COIL) in Higher Education.  Colleagues from the Global Learning: Education without Boundaries theme within GLEA have continued to be part of the South African and European consortium, helping to design and deliver Africanised, Decolonised teaching and learning using a collaborative online space. 

Whilst iKudu workgroup 1 has been continuing their research-focussed work via appreciative enquiry to better understand internationalisation and decolonisation within the context of each of the consortium’s institutions, workgroup 2 has followed up on the successful training event in November and December 2020 and has overseen the design and delivery of iKudu COIL activities over the last academic semester in 2020/2021. As part of this, a number of our Coventry University faculty colleagues collaborated with South African colleagues to deliver new iKudu COIL experiences to students over the course of the 2020/2021 academic year.  These have included Coventry University staff and students from the Faculties of Business & Law, Health & Life Sciences, and Engineering, Environment & Computing.

‘iKudu COIL Spotlight – Risk Communication’

Dr Yung-Fang Chen, a Global Learning faculty associate, collaborated with Dr Jane Nkhebenyane, Head of the Department of Life Sciences in South Africa’s Central University of Technology (CUT) to co-create and deliver an interdisciplinary suite of activities bought together in a COIL entitled “Risk Communication”.

Delivered between March and April 2021, this four-week COIL experienced bought together Coventry University’s Disaster and Emergency Management students with CUT’s Environmental and Public health course in an interdisciplinary learning experience focussed on the examination of risk during public health crises.

Specifically, students came together to investigate and compare South African and the UK’s public health issues through the theoretical lens of Risk communication and emergency response, a particularly timely piece of work given the contemporary global context. This COIL is an excellent example of interdisciplinarity as students from each institution held a critical key of the interaction, based upon their location, experiences and academic disciplines. Whereas the CUT students had deep knowledge of communicable diseases and the South African context, the CU students had knowledge on managing risk and models for risk communication – bringing this expertise together in a virtual space resulted in a lively and fruitful series of activities where students could combine this knowledge and apply them to real-world examples.

Meeting for two hours a week, approximately 50 students (25 from CU and 25 CUT) engaged in lectures, seminars, group discussion and group presentations to collaboratively share knowledge and insight across the South African and UK student participants. ZOOM, Padlet and Google Jamboard were utilised as the online platforms for this experience, which allowed a solid mixture of activities and opportunities to collaborate.

Overall, the project was well received serves as an excellent example of the scope of possibility COIL can offer.  The project will also feature in an upcoming iKudu infographic project spotlight, so please keep an eye out on the iKudu website for this in the near future.

Challenges and Reflection

As with any project, the delivery of this iKudu COIL project gives us pause for thought and to reflect on our practices and approaches.

Although this is one of the many successes iKudu has seen to date, we also must not lose sight of the other key aims of iKudu, particularly around equity and decolonisation.

As highlighted in a recent world education day blog post, the use of the online space is often seen to be inherently equal, but the very real issues of data connection, cost of internet access and pervasive default use of the English language to communicate give rise to challenges that require careful consideration.

During the “Risk Communication” COIL, our South African consortium colleagues unfortunately experienced intermittent power outages, which impacted their ability to access course content and to contribute to the COIL activity. Although collaborative activity did occur throughout the four-week period, this was sometimes heavily impacted by the loss of power, which prevented South African students to connect to the learning spaces.

Although there are no easy or immediate answers on how to ensure all students are able to connect and engage without being disadvantaged by the use of the online space and the reliance on the technologies that enable this.

The iKudu project will continue to explore and evaluate issues such as those experienced here to really evaluate the meaning of equity and equality within the use of COIL and to ensure that those critical aims of decolonisation and inclusivity are meant within our iKudu activity.

Next Steps

The iKudu project is moving ahead at strong pace and is now looking towards another phase of COIL delivery to build on the excellent work of the initially delivered activities. Workgroup 2 is currently working towards a second round of COIL training for South African and European staff, and we are busy conducting a ‘train the trainer’ style activity, working with those who helped to design and deliver projects earlier in the year to help deliver the upcoming training. We hope that this approach will help to build upon the successes of our iKudu consortium members by using their own experiences of COIL deliver to make the next stage of the project even more vibrant, decolonised and interdisciplinary as we seek to meet the vision of iKudu.

If you would like more information regarding the iKudu training, or are interested in the partnerships that iKudu is fostering, please do contact the team iKudu@ufs.ac.za

Similarly, if you are a member of staff within the iKudu consortium and are interested in accessing the training or becoming a COIL partner, please do also get in touch – we would love to have you on board!

For more information related to the outcomes of the project, please contact Professor Katherine Wimpenny

Decolonisation research work and Research Café

GLEA has, in the last couple years, become an important hub in the overarching institutional agenda of decolonisation of the curriculum (and of the university), with a number of connected initiatives supporting strategic change. Among these initiatives GLEA has hosted the project ‘Decolonising Education – Fostering Conversations’, led by Dr Luca Morini, Steve Raven’s work on anti-racism and whiteness, iKUDU, led by Professor Katherine Wimpenny, all linked to the establishment of Coventry University’s official Decolonisation Network, informally chaired by Dr Gurnam Singh.

Some of these different strands of research work involve series of interviews with staff at all levels of the institution, and collective storytelling activities with students. The overarching aim for these activities is to at the same time achieve a mapping of decolonisation activities in Coventry, and explore novel and accessible ways to broaden the conversation and mobilise our teaching and learning community.

With an interim report for the “Fostering Conversations” project due to be published very soon, Dr Arinola Adefila, Dr Luca Morini and Steve Raven have recently presented key insights and framings to RECAP’s Research Café, inviting a group of academics from across all research centres to engage with them. Among the key highlights are

-          The necessity to move beyond decolonisation of the curriculum, and rather explore decolonisation of the university as a whole (its culture, organisation, governance, spaces, materialities).

-          Understanding of what decolonisation might mean at the practical level of everyday life and thinking (e.g. about food, conceptions of time, health, urban spaces), even before getting into everyday teaching and learning.

-          The challenges of building organically a shared culture of decolonisation, rather than relying entirely on top-down strategy (that might not be grounded and risks remaining superficial) or on bottom-up initiatives (which risks remaining isolated cases that dissipate as soon as the people involved focus on something else).

-          The need to move beyond a monolithic view of science and knowledge, and instead adopt a rhizomatic, plural approach to cultivating and valuing different ways of knowing and being.

The lively conversation that followed compounded an important insight that had already emerged during research and network building activity: how pervasive both opportunities and demands to engage in these complex conversations are, with colleagues from the fields of health, finance and technology getting eagerly involved. This runs contrary to widespread disciplinary assumptions of how, for example, STEM disciplines are detached from considerations about decolonisation.

If you are interested in joining the conversation about Decolonising Coventry University, please join the Decolonisation Network, and get in touch with us in GLEA.

Postgraduate Researcher in the Spotlight

I had understood prior to ‘the big event’ there would be no contact with examiners, so when they appeared on my screen, it was a somewhat startled befuddled candidate (rabbits in headlight) and relief that I was not in my usual, er umph, casual wear. Some things are just a near miss.

A major concern in preparation was could I risk in the July pandemic getting the hair regrowth fixed? A whole strategic plan and analysis of local government data was involved – It happened, the ‘hard problem of (social) consciousness’ linked to my roots was resolved, if only temporarily; aided by use of a FFP3 mask, tinfoil through hair, and large black cape for the complete glamour look. But I also got a rare parking ticket for being over the line in a narrow parking bay. Some issues cannot be resolved philosophically.  

Next challenge, what colour top works best in the MS Teams format, creating the impression of a serious, confident but friendly candidate? A problem if the flattering pink woolly polo neck is going to be too warm to use in a hot week in July, rather than the expected standard British July, potentially resulting in a warm red face. Not the correct balance of colours. This naturally involved a lot of to-ing and fro-ing between an ever-increasing pile of clothes and testing the look via laptop, it would have been good set to music.  Resulting in an empty wardrobe …aiming for very casual summer chic with white shirt.

The other minor issue - how am I going to keep quiet the children, now ecstatically and noisily on school holiday and a small dog, one with piercing bark (both are well-documented hazards) who in varying combinations had all managed to upend my 15 attempts at conference recording.  The answer was bribery, a leash, and children entertaining the dog in the garden, choose your combination. Both ‘problems’ resolved with the use of favoured food, drink and promised unlimited computer time. Curtains drawn so no delivery men could knock on window, full strategies in place to manage any knocks on the door. Phones on mute.

A background in theatre and art was useful for staging the set for the Viva. Having watched the fantastic Clive Tyldesley guidance video on the secrets of good lockdown interview techniques and the role of the bookcase (highly recommended) I decided against one, but did have cabinet with (semi visible) pottery, some hints of originality, but  went for simplicity and a couple for pieces of pottery on show. All set-literally.

Oh the viva… well it was a blast, much the easiest bit of the whole seven years and the two weeks prior. That, and the champagne after they told me I was Dr Thompson.

Programme updates

MA (Res) and PhD in Global Education

We are inviting applications from suitably-qualified graduates for either a part-time MA (Res) or structured PhD in Global Education, for a January 2022 start.

Find out more about the other research PhD opportunities and studentships which are available at the Centre for Global Learning.

Welcome

GLEA are pleased to welcome new postgraduate researchers into the GLEA PGR Community

Carolyn Wynne will carry out research entitled: I Need A Doctorate I Do Do I The Marriage Of The Doctorate And Leaders In UK HEIs. Supervisory team: Professor Lynn Clouder and Professor Lyndon Simkin

Daniel Bosworth will carry out research entitled: An Investigation Into The Tensions Between Agendas Of Internationalism And Sustainable Development In A UK Undergraduate Photography Degree. Supervisory team: Dr Arinola Adefila and Professor Megan Crawford

Dennis Chikobvu will carry out research entitled: An Evaluation Of Blended Teaching And Learning The Case Of The United Kingdom. Supervisory team: Dr Alun DeWinter and Dr Rami Ayoubi

Kayleigh Lampard will carry out research entitled: An investigation into what makes a Widening Participation programme effective. Supervisory team: Professor Julia Carroll and Dr Mehmet Karakus

Rita Mistry will carry out research entitled: Maths anxiety in learners. Supervisory team: Dr Mark Hodds and Professor Duncan Lawson

Sertel Djelal will carry out research entitled: Teachers Attitudes Towards Online Tests In Developing Countries A Case Study Of An International University In Kuwait. Supervisory team: Professor Marina Orsini-Jones and Dr Sheena Gardner

Benih Hartanti will carry out research entitled: University Governance Framework Through Leaders Perspectives Revoking The Core Principles And The Islamic Views Study Of Private Higher Education Institutions In Indonesia. Supervisory team: Professor Megan Crawford and Dr QueAnh Dang

Kathryna Kwok has a Trailblazer-funded studentship to carry out research entitled: The Impact Of Feedback Practices, Modes, And Student Background: Voicing The Student Perspective. Supervisory team: Dr Sian Alsop, Dr Sheena Gardner, and Professor Julia Carroll

Pierre Smith Khanna has a GCRF-funded studentship to carry out research into: Sustainable Masculinities and Environmental Education. Supervisory team: Professor Suzanne Clisby, Dr Geraldine Brown, and Dr Alun DeWinter

Upcoming GLEA Events

Transforming Trajectories of Vulnerability workshop 10 – 12th November 2021

These workshops may appeal to Early Career Researchers and Postgraduate Researchers. Please see the full schedule online for details.

For more information please contact 2TV@coventry.ac.uk

GLEA Seminar series

Qualitative Inquiries into Student and Staff Experiences during the Pandemic with Professor Lawrie Phipps FHEA

During Pandemic, a range of changes to learning and teaching happened in a short period of time, impacting on both staff and student practices. In the spring and Autumn of 2020, and spring and Summer 2021, I and my team carried out an interview-based project, across several universities, looking at these practices and how people were affected by the changes. As data came in from student degree attainment during the first part of the Pandemic it became clear that something had happened that had a positive impact on a range of student groups, including BAME, Disabled, and International Students. This seminar will report from a range of staff and student voices, discussing the positive and negative aspects of the changes, and specifically report on early findings from the research into the positive impact on the attainment gap.

Professor Lawrie Phipps is the Senior Research Lead at Jisc, his current portfolio includes research into institutional digital practices, digital leadership and a range of emerging issues impacting on digital experiences in education and digital transformation. He is a qualified executive coach and has worked with a range of individuals and teams to support change initiatives in universities over more than 25 years. He is a professor of digital education and leadership at the Keele Institute for Innovation and Teaching Excellence(KIITE), and he can also be found online and on twitter @lawrie.

Date: 30th November 2021

Time: 1.00 pm -2.00 pm

Venue: Coventry University, further details will be provided after registration..

Due to Covid 19, places will be limited at this face-to-face event.  Once all the places have been allocated you will be added to a waiting list and contacted should a place become available.

Implications of Childhood  Learning Disabilities and Adult-Age Mental Health Problems, Lack of Education, and Unemployment with Tuija Aro, Associate Professor, Department of Psychology, University of Jyväskylä, Finland

The seminar will tell about a study on the impact of diverse subtypes of learning disabilities (LD) on adult-age mental health, education, and employment. In the study  a group of individuals diagnosed in childhood with LD is compared with a matched control group without a known history of LD. Subgroups of LD were studied: reading disability (RD), math disability (MD), and comorbid RD-MD. The study used archived data which were merged with lifelong register data on sickness allowances/disability pensions granted on the basis of psychiatric illnesses, reimbursements for psychoactive medication, having a degree after compulsory education, and having received unemployment allowances. Differences emerged between the LD and control groups in all outcomes, suggesting that a higher proportion of individuals with LD had mental health problems compared to the control group, and a notable share of them had not attained a degree after compulsory education and had been unemployed for an extended period.  Interactions between LD-subgroup and gender suggested that MD (with/without RD) may pose a higher risk than RD for females, whereas RD seemed to pose a risk for males. The findings suggest the need for researchers, clinicians, and those involved with adult education to consider mental health and educational problems among individuals with LD.

Date : 3rd December 2021

Time: 09:00 -9:45 GMT

Location: MS Teams

Experiences and learning from an IKudu COIL exchange with Dr Alun DeWinter and Dr Yung-Fang Chen

iKudu, which commenced in the summer of 2019, is a three-year project involving a consortium of five South African and five European universities. The project aims to contribute to the development of internationalised curricula by establishing COIL projects between the global north and global south. Most importantly, the iKudu COIL design and delivery needs to harness and enshrine equality through decolonisation and Africanisation. In this session, Alun DeWinter and Yung-Fang Chen will present their experiences with iKudu, based upon a Coventry University -  Central University of Technology COIL project. This will include and examination of what worked in relation to developing meaningful, decolonised COIL projects and some lessons learned around some of the challenges experienced. 

Date : 14th December 2021

Time: 12:00 -13:00 (UK time)

Location: Online via MS Teams

Recent Publications

Journal Articles

Charalampous, M., Grant, C. & Tramontano, C., (6 Sep 2021), “It needs to be the right blend”: a qualitative exploration of remote e-workers’ experience and well-being at work.” In: Employee Relations. p. (In-press)

Coleman, A., (13 Aug 2021), A systematic review of research into Executive Headship, 2001-2021 In: Educational Management Administration and Leadership. p.14

Gilbert, H., Hodds, M. & Lawson, D., (4 Sep 2021), “Everyone seems to be agreeing at the minute that face-to-face is the way forward”: Practitioners’ perspectives on post-pandemic Mathematics and Statistics Support In: Teaching Mathematics and its Applications. p.(In-Press)

Tramontano, C., Grant, C. & Clarke, C., (31 Jul 2021), Development and validation of the e-Work Self-Efficacy Scale to assess digital competencies in remote working In: Computers in Human Behaviour Reports. 4, 10 p., 100129.

Hodds, M., (8 Sep 2021), ‘The early impact of the Covid-19 pandemic on mathematical competencies on entry into a UK university’ In: Teaching Mathematics and its Applications. p. (In-Press)

Karakus, M., Ersozlu, A., Usak, M. & Yucel, S., (27 Sep 2021), ‘Spirituality and Well-Being of Children, Adolescent, and Adult Students: A Scientific Mapping of the Literature’ In: Journal of Religion and Health. p.20

Conference Papers

Crawford, M., Outhwaite, D., & Crawford, M.  (October 2021) “Unlocking Creative Leadership in the Primary School” in Unlocking Research: Sculpting New Creativities in Primary Education, Routledge 2021

DeWinter, A. & Klamer, R., (16 Aug 2021) Can COIL be effective in using diversity to contribute to equality? Experiences of iKudu, a European-South African consortium operating via a decolonised approach to project delivery, Virtual exchange: towards digital equity in internationalisation. Satar, M. (ed.). 1 ed. Research-publishing.net, p. 29-40 12 p.

Conference Activities

Orsini-Jones, M. Out of the comfort zone: the trouble with Collaborative Online International Learning
8th Biennal (postponed) Threshold Concepts Conference 2021 Threshold Concepts in the Moment, London (Online) UCL, 7-9 July 2021. https://thresholdconcepts.home.blog/

Orsini-Jones, M. AILA World Congress of Applied Linguistics, 15-20 August 2021, convenor/moderator of session 83 (Language Teacher Education, Intercultural Communicative Competence and the Web 4.0: Scaling up with Virtual Exchange) and speaker: BMELTET, Blending Moocs in English Teacher Education with Telecollaboration. Groningen, The Netherlands (online) https://aila2021.dryfta.com/index.php

Orsini-Jones, M., Cervero’, A., Ma, W. & Finardi, K. Digital critical literacy development and intercultural awareness raising ‘in’ action, ‘on’ action and ‘for’ action: an update on project BMELTET at the time of the pandemic. EuroCALL 2021, CALL and Professionalism, Paris, 25-27 August (online) https://whova.com/web/euroc1_202108/