For each of parallel sessions below you will find a toggle arrow you can click, this will open a list of all the concurrent sessions with a brief description of each presentation/workshop.
10:50 – 11:50 / Parallel Session 1
| SESSION 1.1 LOCATION: MB0302 THEME: Student as Producer/Partners in Practice Paper: The missing link. Co-creation- Student Engagement- Student Experience- Belonging. Derrick Mensah, King’s College London Engagement is not a destination but a process which requires students and institutional input to be established. With the varying but lasting impact of the pandemic on students, it’s imperative that institutions create systems that promote student proactiveness and enable each student to achieve their full potential. When it comes to student engagement, three key questions need to be answered: are the students aware of engagement as a concept, are they willing to engage, and are they able to engage. The session will provide a clear pathway of enabling positive engagement through co-creation highlight the impact on student voice, inclusion and community. Paper: Forging effective partnerships in the third space; Empowering people to respond to the ever-changing face of Higher Education. Michael Shaw, University of Lincoln The ‘third-space’ between professional and academic spheres of activity offers dynamic new working practices for the HE sector. Partnerships within the third-space have implications not only for identities in HE, but for management and leadership development. How do we empower staff to have the autonomy to seek out co-operative partnerships and develop third-space working practices? This paper will explore institutional practices and the individual experiences of third-space working to change the shape of the HE workforce. |
| SESSION 1.2 LOCATION: ATB3116 THEME: MIXED Paper: Ten Years on from KONY2012 – How Student Activism Has Transformed Due to Social Media in the United States & United Kingdom in the 2010s Ashley Storer-Smith, University of Winchester Slactivism was a term popularised by the online activism efforts during the KONY2012 campaign which was launched by the charity Invisible Children. Ten Years Later, what does online student activism look like? and how can we as HE staff better interact with student activism efforts? Paper: Post-pandemic spaces: What to do with Higher Education Institutions after a health crisis? Karen Arzate Quintanilla, Dr.Pam Birtill, and Professor Gehan Selim, University of Leeds While COVID-19 has directed us into requiring bigger and more open spaces, the current climate emergency is requiring less construction and a significant reduction of waste. This has led us to re-think the use of the existing educational spaces and pedagogical methodologies to maximize the use of the existing architecture. Pedagogy and Psychology have a big role into what is going to happen to these adapted spaces in the foreseeable future, since curriculum and mental health are as important as space. |
| SESSION 1.3 LOCATION: ATB3205 THEME: Student partnership in Assessment and Curriculum Design Paper: Phenomenography for inclusive, student-centred curriculum design Erick Morataya Gatica, Nottingham Trent University Nottingham Trent University’s Inclusive Curriculum Project is a phenomenographic exploration of students’ experiences and perceptions of inclusivity in the curriculum. This session will provide practical reflections to aid institutional practitioners and researchers understand, research, and engage with the loaded, increasingly prioritised concept of ‘inclusivity’ in the curriculum. Paper: Impact of Covid-19 on academic resilience and achievement emotions in undergraduate students Daniel Bishop, Ellie Davison, Stephen Earl, Kirsty Miller, and Lynn Pickerell, University of Lincoln This presentation provides an overview of a small-scale study that looked at the impact covid-19 had on academic resilience and achievement emotions in undergraduate students. The findings imply relationships between academic resilience and well-being and suggest students with greater resilience coped better with changes to their learning during the pandemic. |
| SESSION 1.4 LOCATION: ATB3207 THEME: MIXED **WILL NOW TAKE PLACE IN SESSION 1.2 ATB3116** Paper: Ten Years on from KONY2012 – How Student Activism Has Transformed Due to Social Media in the United States & United Kingdom in the 2010s Ashley Storer-Smith, University of Winchester Slactivism was a term popularised by the online activism efforts during the KONY2012 campaign which was launched by the charity Invisible Children. Ten Years Later, what does online student activism look like? and how can we as HE staff better interact with student activism efforts? |
| SESSION 1.5 LOCATION: ATB3208 THEME: Creating the future: Employability and Enterprise Paper: Preparing undergraduate students in Education for their future workplaces through creative entrepreneurial assessments Elizabeth Bailey, University of Lincoln Following the development of two new digital learning modules in our School of Education, we explore students’ experiences of assessments which ask them to: develop their digital and entrepreneurial skills in new ways, create content for real-world purposes and evidence their skills for jobs in the ever-changing field of education. Paper: Student perspectives on employability and participation within a ‘synthesised’ youth justice curriculum Sue Bond-Taylor, Mille Allerhand, Lucy Grant, Caitlyn Baxter, and Gabriella Crick, University of Lincoln This paper considers the employability dimensions of a youth justice module delivered collaboratively with YOS professionals, drawing upon student reflections on their experiential learning, and the connections to their career development pathways. Opportunities for enhancing employability through a synthesised curriculum which connects theory, practice and shared values will be explored. |
| SESSION 1.6 LOCATION: ATB3101 THEME: MIXED Paper: Co-creating through staff-student partnership to create digital teaching and learning content within Higher Education. Charlotte Gregory-Ellis, University of Derby Student Digital Media Producers (DMP), are employed by the Digital Learning Team at the University of Derby and co-create digital content with academics for their teaching and learning materials. This role is extremely important for increasing an authentic working environment, allowing them to get the ‘real-world’ learning they will require for their future. Paper: How students experience the VLE Jesper Hansen, Abbi Shaw, Nadia Golotchoglou, and Marta Ramio Comalat, UCL UCL Arts & Humanities staff and students carried out research to understand better what students see as good practice in their VLEs and which aspects are seen as conducive to their learning. The results will help ensure ongoing dialogue to improve both staff and student experiences of working with the VLE. |
| SESSION 1.7 LOCATION: ATB3129 THEME: Student as Producer/Partners in Practice Paper: Changing perspectives through inclusive research opportunities Dr Emma Peasland, Katie Livesey, and Sophia Lambert, University of Leeds Widening participation and increasing diversity within the research community is now high on the HE agenda. We will discuss how the experiences and outcomes of Student Research Experience Placements at the University of Leeds have informed inclusive education practice and offered new perspectives. Paper: Student Assisted Research; Post Occupancy Evaluation of BREEAM Excellence Rated University Building Özlem Duran, and Jill Zhao, University of Lincoln This research is a collaboration between the staff and students at the University of Lincoln the School of Architecture and the Built Environment and is funded by the UROS scheme. The aim of the research is to conduct a Post Occupancy Evaluation (POE) on the newly completed Medical School Building. |
12:00 – 13:00 / Parallel Session 2
| SESSION 2.1 LOCATION: MB0302 THEME: MIXED Paper: Student-staff co-creation of assessment and feedback Catherine Bovill, University of Edinburgh This paper will explore student-staff co-creation of assessment and feedback principles and examples. I will argue that we need to change the lens we use to look at assessment and feedback to ensure students are present in all conversations about assessment design and processes. Paper: Student as Producer Beyond the University: The Story of the Social Science Centre Gary Saunders, University of Lincoln Between 2009 and 2014 Student as Producer was the organising principle of the University of Lincoln. However, Student as Producer was also being developed outside of mainstream HE. This paper tells the story of the Social Science Centre and what can be learned by its use Student as Producer. |
| SESSION 2.2 LOCATION: ATB3116 THEME: Student as Producer/Partners in Practice Paper: Initiative within Coventry University’s School of Strategy & Leadership to improve the student experience by working with our students as our partners Tracey Holker, Coventry University Coventry University’s School of Strategy and Leadership has worked with our students on a number of initiatives including a student buddy scheme and a student / staff ‘students as partners’ strategy group. This paper includes an overview of each initiative, our reflections on them, and our plans for the future. Paper: Student led analysis on the impact of health inequalities on the awareness and utilisation of community pharmacy services Priyanka Chandarana, Rachel Kenward, Helen Boardman, and Tala Alayoubi, University of Nottingham Development of a pharmacy placement focusing on health inequalities amongst pharmacy services. Students conducted pharmacy services and collected patient data identifying potential health inequalities in service awareness, accessibility, and utilisation. Students reported their findings via the NHS Health Equity Assessment Tool. Placement evaluation will develop future experiential placements. |
| SESSION 2.3 LOCATION: ATB3205 THEME: Student as Producer/Partners in Practice Paper: Co-designing staff/student reverse mentoring with under-represented students: a partnership of empowerment Rachael O’Connor, University of Leeds This paper reflects on co-production of a staff/student reverse mentoring scheme, designed with a student consultation team who self-identify as under-represented from a range of disciplines, analysing experiences of co-producing student voice initiatives with under-represented students to encourage colleagues to consider the diversity of voices in their projects. Paper: Student as producer in Lincolnshire: how BArch students helped re-map the future for a local charity Doina Carter, University of Lincoln Conducted as a live-project, this was a collaboration between the Lincoln School of Architecture and the Built Environment and Jubilee Park Woodhall Spa Ltd charity. The paper describes the students’ projects that helped remap the charity’s future and changed the ways its trustees see the legacy for which they care. |
| SESSION 2.4 LOCATION: ATB3207 THEME: Creating the future: Employability and Enterprise Paper: Preparing students for success: The essential digital skills programme Nabila Raji, King’s College London Digital competencies and confidence are critical to success in higher education. However, despite a significant proportion of learning being online, these critical skills are often not explicitly taught at university. This presentation will outline the process of creating the essential digital skills programme, it’s impact; and the lessons learnt. Paper: Empowerment and Employability – Student & Alumni Voice in Curriculum Design & Delivery Helen McCarron, and Kate Strudwick , University of Lincoln Lincoln Academy of Learning & Teaching and Careers & Employability will share their approach to the design of careers education curriculum planning tools and CPD for all staff involved in careers education. Participants will be able discuss ideas for the inclusion of student and alumni voice within the design of employability content within the curricular. Discussing how we ensure this is fit for purpose and based on their current and future needs. |
| SESSION 2.5 LOCATION: ATB3208 THEME: Student Voice: Inclusion and diversity Paper: Crafting Wellness: An Introduction to the University of Leeds’ ‘I Belong: Creative Connections’ Programme Leah Henrickson and Gemma Wood, University of Leeds I Belong: Creative Connections (IBCC) is an artist-facilitated programme collaboratively developed by University of Leeds students and staff, designed to enable students to make social connections through fun, positive, shared experiences. This presentation introduces conference participants to IBCC by guiding them through an abridged IBCC session. Paper: Pioneering partnerships? Uncovering the experiences of the invisible ‘A’ in BAME. Maisha Islam, Isabella Valente, and Zuni Khan, University of Winchester This paper will present the initial findings of a qualitative student-staff partnership project at The University of Winchester. The project focusses on understanding and exploring the experiences of ‘Asian’ students in order to illuminate explanations of an enlarging degree awarding gap between UK domiciled Asian and White students. |
| SESSION 2.6 LOCATION: ATB3101 THEME: MIXED Paper: Knowledge matters: using Bourdieu and Bernstein to explore tensions between academic and everyday forms of knowledge in degree apprentices’ engagement with higher education. Kevin Bryant, Anglia Ruskin University “And I thought…. you’re just taking the p*ss!” Degree apprentices in HE: the wrong kind of knowledge and the wrong kind of knower? This presentation explores tensions between representations of academic and everyday forms of knowledge in the context of degree apprentice student engagement and retention in HE. Paper: Creative Employability – Opportunities and Innovations: the LSFM Way Jane Batkin, University of Lincoln This paper highlights the innovative approaches towards employability developed in the School of Film and Media at the University of Lincoln. Student as Producer is at the core of everything we do, from the school’s in-house Production company offering work experience across live industry projects, to the collaborations between our practitioners and students. |
15:05 – 16:35 / Parallel Session 3
| SESSION 3.1 LOCATION: MB0302 THEME: MIXED Presentation: Taking Action on Belonging and Inclusion: Research Report Sunday Blake, WONKHE and Anna Jackson, Pearson Concerns about belonging have been exacerbated by the Covid-19 pandemic where the experience of disconnection, disengagement, and loss of academic confidence became much more widespread. To better understand which areas impact students’ sense of belonging and support the sector in its efforts to “build back” student experience, Pearson and Wonkhe conducted a year-long study of belonging and inclusion with 5.5k participants made up of students, academic, professional service, and students’ union staff. We uncovered both best practice and areas in need of improvement and came up with recommendations universities and students’ unions can implement to build a positive and inclusive community Paper: Student engagement on quality assurance panels – a review of sector practice, challenges and recognition of student panel member/reviewers in internal approval processes Tom Lowe, and Cassie Lowe, University of Winchester This paper builds upon Derfel Owen’s research project in 2013 which investigated early uptake of the practice, with additional questions relating to the challenges of engaging students in University business, how accessible these opportunities are to a diverse student body, and how students are recognised for their time. |
| SESSION 3.2 LOCATION: ATB3116 THEME: Student Voice: Inclusion and diversity Workshop : Underrepresented students as producers: exploring benefits and barrier Vicky Blacklock, Emily Parkin, Dr Rick Hayman and Student Inclusion Consultants, Northumbria University This workshop explores how student engagement schemes, heavily influenced by Student as Producer, can empower underrepresented students to enhance the inclusivity of our institutions. Delegates will actively unpick and understand potential barriers and benefits of such schemes and insight from Northumbria students and staff who are engaged in such opportunities. Workshop : Exploring inclusion in the context of personal tutoring Rebecca Freeman, Megan Caulfield, Leigh Mencarini, Asmaa Elsouda, and Taigh Adebajo, University of Warwick Through a team of students and staff, we have been evaluating how we can best support personal tutoring as an important element of supporting student success. This session will provide an opportunity to collectively share practice on inclusive personal tutoring across institutions with some prompts from our collaborative work. |
| SESSION 3.3 LOCATION: ATB3205 THEME: MIXED Paper: Reassembling the narrative: Students as co-producers of podcast episodes Jennifer Scoles, Eric Berger, and Joe Arton, The University of Edinburgh This case study explores how students acting as co-producers of podcast episodes can make us rethink the educational value of producing digital education resources. Through engaging in multiple layers of co-creation through production and editing, podcasts can act as a process of self-discovery rather than just an audio output. Paper: In the minority: Male undergraduate experiences of studying Psychology Kate Bailey, and Toby Gronow, University of Nottingham Male students are in the minority within undergraduate Psychology. This imbalance, in combination with perceptions of the discipline as stereotypically ‘feminine’, may contribute to lower retention and success amongst male students. Staff-student partnered research was conducted to understand male undergraduates’ experiences of studying Psychology, with recommendations for enhancing inclusive practice. Paper: The importance of Minoritised Student Groups Ifrah Salih, Sheffield Hallam University How supporting the development and growth of student led Minoritised Groups leads to a greater sense of belonging and a more supportive and safe environment for racially minoritised students. Encouraging autonomy in the Group’s directions and aims, enhanced their success and kick-started the development of more Groups across the institution. |
| SESSION 3.4 LOCATION: ATB3207 THEME: Student Voice: Inclusion and diversity Workshop: Building student-centric services: Unlocking Innovation in Student Engagement Colum Mackey, and Tania Struetzel, Greenwich Students’ Union and University of Greenwich This workshop will provide a short overview of Greenwich Students’ Union’s Retention Project providing proactive peer-to-peer support to all students through termly wellbeing check-in calls, and how the insights have informed improvements to University services and processes. Participants will develop their own intervention tailored to their local context and student demographic. Workshop: A dip into the data: Understanding the value of Reps Liz Smy, Talia Adams, and William Evans, Lincoln Students’ Union Exploring the recruitment process for Academic Reps – Election versus appointment. How Reps can be involved in the outcome of student feedback as well as the collection. |
| SESSION 3.5 LOCATION: ATB3208 THEME: Student as Producer/Partners in Practice Workshop: Student Engagement Project at York: Findings and Research Methods Dr David Gent, and Dr Annis Stenson, University of York and Newcastle University The University of York has conducted a student-led project investigating factors influencing students’ engagement in learning. This workshop will present the project findings and research methodology. Participants will be able to try out one of the key research methods. This will support a discussion around how to improve student engagement. Workshop: How to use peer-to-peer digital content to engage students Tom Wright, University of Lincoln Engaging and communicating effectively with students has always been challenging. Drawing on the experience and insights of the Digital Student Experience team at the University of Lincoln, this session will look at how a student-led approach to content combined with different ways of reaching students can boost digital engagement. |
| SESSION 3.6 LOCATION: ATB3101 THEME: Student partnership in Assessment and Curriculum Design Workshop: Student Engagement- blogging/vlogging as an accessible tool to support academic writing Leon Breheney, Trevor Rodgers-Grey and Brian Mitchell, University of Bradford The purpose of developing blogs as a means to support students with reflective writing was seen as one approach to instil a sense of confidence within the individual learner to be bolder and more assertive when developing the written skills. Workshop: Co-creating engagement with the Academic Professional Apprenticeship- modelling good practice in partnership curriculum design with early career academic staff Stuart Sims, Dr Joanne Brindley and, Tom Langston, University of Greenwich and University of Portsmouth Developing students’ understanding of learning objectives, assessments and expectations is key to providing them with ownership of their course. This session offers practical examples, including staff and student perspectives, of how this has worked and how it has promoted student engagement with the course. |
| SESSION 3.7 LOCATION: ATB3129 THEME: Creating the future: Employability and Enterprise Workshop: VR Immersive Theatre Collaboration Hazel Donnelly, and Stephen Fisher, University of Lincoln and New Media Lincs Collaborative workshops with multi-disciplines creates a vibrant and creative opportunity for students to learn the benefits of working with people with differing ways of thinking thus strengthening the outcomes of all. It also creates an opportunity to build the vital soft skills of teamwork, innovation, creativity and communication that all employers regard to highly. Whenever teams collaborate, it gives them an opportunity to go beyond their capability level. Every member is forced to come out of their comfort zone and take their skills to a new height. |
16:45 – 17:15 / Parallel Session 4
| SESSION 4.1 LOCATION: MB0302 THEME: Technology, Space and Spatiality in Teaching Pecha Kucha: 2021 A Virtual Space Oddity Jason Wiggin, University of Lincoln 2021 A Virtual Space Oddity, an observation and understanding of online teaching with the scope of spatial design and the built environment across two countries including the effectiveness of empathy, experimentation; critical thinking and curriculum development; human-centredness; visualisation; internationalisation; collaboration; abductive thinking and creativity. Pecha Kucha: Learning from live recorded lectures: does captioning support recall? Sam McCormick, and Ms. Jennifer Gray, Royal Holloway, University of London Students’ preference for subtitled live lecture content recordings is clear, but the results of an experimental study conducted using naturalistic lecture recordings shows that the provision of same-language subtitles may not impact the learning of taught material. Pecha Kucha: Engaging Students and Industry in the Future of Emerging Media Education Martyn Thayne, University of Lincoln This presentation will address the Erasmus+ funded project: Emerging Media Exploration (EMEX). This 3-year strategic partnership between universities and industry partners from UK, Finland, and Germany sought to address the impact of emerging media technologies on the future of storytelling and society by developing a transnational curriculum through a series of online courses and on-campus workshops. Further information can be found on the EMEX website: www.emerging-media-exploration.eu |
| SESSION 4.2 LOCATION: ATB3116 THEME: Student partnership in Assessment and Curriculum Design Pecha Kucha: A recipe for relating Chrissie Draper, Derby College This session is about discovering a range of out the box teaching strategies, providing a ‘recipe for relating’, with a focus on those learners who at times choose not to participate in the learning process and find it a challenge to be intrinsically motivated in their HE studies. Is it time for higher education teachers to recalculate their approach to HE teaching? Pecha Kucha: How to improve student retention by considering the ‘Appreciative Inquiry’ model to increase engagement and participation on part time distance learning programmes. Vanessa Sutton, University of Lincoln Positive learning environments and curriculum delivery are critical and central elements whilst designing online teaching with particular focus on student engagement and participation. It is pivotal recognising how the relationship between student and engagement within programmes will steer the success of individuals, peers and tutors, as shared by many researchers. |
| SESSION 4.3 LOCATION: ATB3205 THEME: Student partnership in Assessment and Curriculum Design Pecha Kucha: Exploring and evaluating student-staff partnerships in assessments in Biology using the EAT framework Kaisa Ilmari, University of Bristol Encouraging Students as Partners in Assessment has the potential to transform traditional power dynamics in higher education and increase student satisfaction. This student-conducted study analyses students’ perceptions of assessments and partnerships with staff and peers and offers suggestions for increasing student engagement and enhancing assessment practices. Pecha Kucha: Optimising the utilisation of multisource feedback discussions during Professional Practice workshops on the MPharm Priyanka Chandarana, Helen Boardman, Farah Haidar, and Arthega Kohilanathan, University of Nottingham Effective integration of multi-source feedback including peer-feedback into professional practice workshops would promote student development. The aim of this research was to identify factors affecting the quality of MSF utilisation. Student questionnaires, observations and facilitator interviews found MSF was not being utilised effectively and recommendations were made to improve this. |
| SESSION 4.4 LOCATION: ATB3207 THEME: MIXED Pecha Kucha: Are feelings and knowledge amalgamated? A reflective capacity for understanding if a students place attachment needs post-pandemic are associated with higher education curriculum and student success Yasmin Garcia-Sterling, UCL During the pandemic, all higher education stakeholders were virtually working in isolation. The paradox between higher education planning for meeting curricular needs to student reflective accounts displaying a required sense for student belonging experiences is explored. Bridging art-narrative and critical analysis’ triangulates reflective accounts, student-faculty partnering with proposed academic success. Pecha Kucha: “We call ourselves The Three Musketeers”: male students adapting to being in a minority John Parkin, Anglia Ruskin University *WILL NOT BE TAKING PLACE* Pecha Kucha: Students as Partners in Resource Creation: LGBTQ+ Navigating Recruitment Barriers for Transgender & Gender Non-Conforming Students Becki Cobb, Coraline Brizio, and Dean Harris, University of Lincoln Transgender and gender non-conforming students at the University of Lincoln identified a lack of clarity about right to work checks as a factor adding to concerns of bias, impacting mental health, and deterring them from job applications. Through consultation and debate, a student-led resource was created in collaboration with the Careers Service to empower students to navigate this stage of recruitment with confidence. |
| SESSION 4.5 LOCATION: ATB3208 THEME: Student as Producer/Partners in Practice Pecha Kucha: To what extent can drama and theatre collaborative techniques aid in the development of positive vulnerability and emotional intelligence in men? Reuben Sisson, University of Lincoln A presentation that explores what it means to be vulnerable and connect with others in a time where connection is needed. Pecha Kucha: Student as producer: Business students’ engagement towards HE and a University ran online SMART goal-setting intervention. Elizabeth Marshall, University of Lincoln Methods were qualitative in nature to explore themes as there is little to no research conducted within the transitions space on the usage of SMART goals. Students who did not engage with the intervention were interviewed to gain insight towards the lack of engagement present towards the intervention. Pecha Kucha: Students in the Library- 10+ years of engaging with students to deliver the HE library experience Ian Snowley, University of Lincoln This presentation will describe the range of interventions used over the past ten years to create meaningful and active engagement with students and the lessons learnt from the ongoing engagement with them. This will focus on ways to engage students with real issues and problems using a range of interventions. |
| SESSION 4.6 LOCATION: ATB3101 THEME: Student as Producer/Partners in Practice Pecha Kucha: Enhancing the Digital Student Experience Through the Curriculum Jamie Mitchell, University of Lincoln The Digital Student Experience team have been working collaboratively with Nursing (Health & Social Care) and a student partner who, as part of their own Practice placement, was tasked with improving the student experience and support provided to other students whilst on placements by creating a ‘one-stop-shop’ support website. Pecha Kucha: Student as Producer- New Extra-Curricular Scheme to boost Student Engagement Chris Pugh, University of Lincoln Student as Producer is brought to a whole new level here with EARS (Extra-Curricular Research Opportunity Scheme) as a student is the producer of this extra-curricular college-wide programme due to launch in October 2022. Find out more about how a small subject scheme led by a society has now expanded to the scale of the College of Science and how student engagement has increased. Pecha Kucha: Involving students across a multidisciplinary scientific research theme: work to date and future objectives Eugenie Johnson, Newcastle University The Innovation, Methodology and Application Theme at Newcastle University has a diverse and multidisciplinary student population. We aim to ensure that students affiliated with the Theme can engage in the Theme’s research community. We describe our work to date on this aim and future objectives. |
| SESSION 4.7 LOCATION: ATB3129 THEME: Creating the future: Employability and Enterprise Pecha Kucha: The effects of interaction mediums and feedback on team dynamics and creativity (idea generation) Bryan Tang, Cardiff University The post-Covid-19 pandemic workplace sees hybrid team collaborations becoming the default teamwork strategy, but little research investigates the differences between online teams & f2f teams and the effectiveness of providing online teams feedback on team dynamics and creative performance. The current research project aims to provide more insight on the differences, the effectiveness of providing feedback, and the usefulness/limitations of following “good practices” of f2f meetings for online interactions. Pecha Kucha: Establishing a CSR driven Corporate mentoring scheme to enhance employability Patricia Perlman-Dee, University of Manchester This Pecha Kucha/ short presentation will analyse and describe how a unique CSR driven Corporate Partner Mentor Pilot Program was set up at AMBS. Pecha Kucha: My Most Enjoyable Life Tracey Means, University of Lincoln My Most Enjoyable Life – built on from a method seen many years ago, as a means by which to engage and allow an individual to visually summarise what is important to them. This is a short exploration of the elements that make up our everyday and student participation in finding their own future. |