SCUTREA Conference Programme
Weetwood Hall Conference Centre
7-9 July 2015
Please note that summaries of each presentation are included from page 6 of this document
Tuesday 7th July
11.00
14.00
14.45
Registration
Tea, coffee and pastries
Welcome
Session 1
 Simon Brownhill: Supporting trainers’ reflective practice through the use of
Self-reflective Shapes
Tina Roebel & Aiga von Hippel: Program planning in German enterprises.
Three case studies on multiple stakeholders, diverging interests, conflicting
logics and their impact on the training programs planned
Chair: Ellen Boeren
Lawnswood
Breakout Area
Lawnswood
Suite
Alwoodley
Room

Sam Broadhead: Drawing on experience: Mature students and practice
wisdom in art and design higher education
Susan Brigham: Exploring adult learning spaces for refugee and immigrant
learners in Canada through Photography
Chair: Sarah Galloway
Moortown
Room

Catherine Bates & Helen Bowman: Skills support as Border Straddling:
Negotiating liminality with adult learners
Kate Thomas: Thinking spatially: Mature, part-time learners in higher
education
Chair: Jim Crowther
Otley Room

Christine Jarvis: Developing HE professionals: The importance of adult
education theory and practice
Darryl Dymock: Conscripted chalkies: Adult education for national
development
Chair: Nalita James
Roundhay
Room
Lawnswood
breakout area
16.15
Tea
16.45
Session 2
 Fiona Clark, Gary Roberts, Carrie McLennan & Robert Muirhead: 2-4- Alwoodley
Room
6-8: Learning to collaborate!
Adeline Yuen Sze Goh: Learning across two sites: The importance of
learning in workplaces and educational institutions
Chair: Kate Miller

Samir Halliru: Training needs of adult literacy instructors and the
empowerment of adult learners in selected non-formal learning centres in
Nigeria
Stacey Crooks: Respect and empowerment in family literacy work in
Moortown
Room
1
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(post)colonial Canada
Chair: Linden West

Sarah Holland: History, health and wellbeing: Curriculum specific impact – Otley Room
a case study of ‘Place Detectives’
Suzanne Samuel: Adult community learning participation and involvement
in schooling: Influences at play
Chair: Jeannie Daniels

Roundtable Session
Kerry Harman & Heather Finlay: Low income, increased student fees,
and access to higher education (HE): What do we know and what might we
do about it?
18.15
Break
19.00
Dinner & Quiz
Roundhay
Room
Lawnswood
breakout area
Woodland
Restaurant
2
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Wednesday 8th July
08.00
Breakfast
09.00
Poster session
 MJ Morgan & Mohammed Hussain: Part-time undergraduates: Is there a
link between the recruitment and retention of widening participation students
and financial support?

09.30
Woodlands
restaurant
Lawnswood
breakout area
Sara Glaser: Mature students’ perceptions of change, development and
emergent motivation following an ‘English for Academic Purposes’ course
Session 3
 Paul Hession: Improvised music Leeds: A case study in adult education
John Holford: Adult and Higher Education in the early work of R.H.
Tawney
Chair: Kerry Harman
Alwoodley
Room

Sarah Galloway & Jackie Howie: The REAL Project: Recognising what
adult educators have learned
Abdulkadir Adamu: National Open University of Nigeria (NOUN) and
distance education as a strategy for widening access to higher education in
Nigeria
Chair: Barbara Merrill
Moortown
Room

Joanne Tyssen: The retention puzzle: Student life storying to explore
expectations and experience in higher education at a further education
college
Kate Lavender: Adult learners and resistance in higher vocational
education
Chair: Catherine Bates
Otley Room

Ida Leal: EFL book club and transformative learning: Developing critical
consciousness in the EFL classroom within a further education context
Patricia Gouthro & Susan M. Holloway: Fiction and reflective learning
Chair: Helen Bowman
Roundhay
Room

Ellen Boeren: Non-participants with and without learning intentions: How
do they differ?
Brenda Hattie & Brenda Beagan: Queer spiritual paths and transformative
learning: What adult educators can learn from coming-out stories
Chair: Kate Thomas
Lawnswood
suite
11.00
Coffee
11.30
Session 4
 Sai Loo: Using a collaborative approach of peer reflective and practice and
evidence based research for trainee teachers (with vocational/occupational
experiences) to learn to be ‘quality’ teachers in the further education sector
in England
Robert Ingram & Yvonne Wayne: It’s all connected: College Connect –
from policy to practice
Chair: Heather Finlay
Lawnswood
Breakout Area
Alwoodley
Room
3
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
Moortown
Gordon Asher: Working in, against and beyond the neoliberal university
Room
Nadira Mirza & Sean Walton: Changing the narrative: An
interdisciplinary approach to improving adult learning for minoritised groups
in higher education
Chair: Tony Ellis

Zoe Enstone & Maddy Newman: Forming firm foundations: Integrating
Interdisciplinarity in the Arts and Humanities
Robin Simmons: ‘What are we doing this for?’ Liberal studies in vocational
education
Chair: Olivia Harrison
Otley Room

Jim Crowther & Alan Mackie: A politicised learning society: Learning
and education during the Scottish referendum
Samantha Davis: Workers’ Educational Association: A crisis of identity?
Personal perspectives on changing professional identities
Chair: Rosa Mas Giralt
Roundhay
Room
13.00
Lunch
13.30
Poster session (repeat)
 MJ Morgan & Mohammed Hussain: Part-time undergraduates: Is there a
link between the recruitment and retention of widening participation students
and financial support?

14.00
Lawnswood
Breakout Area
Lawnswood
Breakout Area
Sara Glaser: Mature students’ perceptions of change, development and
emergent motivation following an ‘English for Academic Purposes’ course
Session 5
 Humera Qazi: The mantra of ‘can do it all, must to it all’: Lessons learned
Jeannie Daniels: (Not so) public pedagogies: Young mothers and the
potential for teaching community
Chair: tbc
Alwoodley
Room

Andre Grace: Powering the Q: Lifelong learning as engaged pedagogy for
sexual and gender minority (SGM) youth and young adults
Jo Forster: Churning or lifeline? Life stories from de-industrialised
communities
Chair: tbc
Moortown
Room

Nalita James, Olivia Harrison, Diana Pinto & Farhat Syyeda: ‘Tell me
and I forget, teach me and I may remember, involve me and it is never too
late to learn.’ Motivations of the part-time adult learner
Qun Ding: Transformation and self-discovery: An older learner’s critical
reflection on returning to full-time university study
Chair: tbc
Otley Room

Jan Etienne: Adult learning in ageing black communities: What role for
first generation African Caribbean women?
Mark Tyler, Patrick Danaher & Linda De George-Walker: Digital
divides, social equity and inclusion: Social capital and older people’s
learning of contemporary technologies
Roundhay
Room
4
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Chair: Susan Brigham

15.30
19.00
Domini Bingham: Professional learning and development for older workers: Lawnswood
Suite
A study of one UK higher education institution
Hugh Guthrie & Erica Smith: The effects of radical change in funding
rules for VET in Victoria, Australia
Chair: Bonnie Slade
Tea followed by free time / activities / meetings including:
 Ramble around neighbouring woodlands (c. 3 miles)
 Visit to local urban farm
 Meet with the Lifelong Learning Centre’s adult community engagement
team
 Studies Meeting
Drinks reception & Conference Dinner
Gather in the
Lawnswood
Breakout Area
Alwoodley
Room
The Tetley
5
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Thursday 9th July
09.00
AGM
All welcome
10.00
Session 6
 Cheryl Reynolds: Transformative learning through gamification of
Bourdieu’s theory of field and habitus in post-compulsory, in-service
teacher education at a UK University
Martyn Edwards: Recent undergraduate to trainee-teacher: Exploring the
complexities of teacher-identity formation through narrative inquiry
Chair: Patricia Gouthro
Lawnswood
Suite
Alwoodley
Room

Bonnie Slade, Tara Gibb & Eleni Mathioudaki: Integrating migrant
professionals into practice: The promise of practice-based learning
Jackie Campbell: A discussion on employability for students on
Computing related courses
Chair: Christine Jarvis
Moortown
Room

Jan Stephens: Pathway to a degree: Transformative education in action
Wayne Bailey: Individual choices? Complex attitudes to debt and its
continuing influence on HE participation decisions
Chair: Maddy Newman
Otley Room

Linden West: Distress in the city: Racism, xenophobia, fundamentalism
and the role of adult education as an experiment in democracy, in past and
present times
Kerry Harman: Radical democracy, the verification of equality and
widening participation
Chair: Andre Grace
Roundhay
Room

Sai Loo: Reconceptualising vocational/occupational pedagogy:
Terminology, scope and framework
t.b.c.
Chair: Lindsey Fraser
12.00
Plenary
12.45
Depart
Lawnswood
Suite
Lawnswood
Suite
6
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Summaries of papers
SESSION 1
Option 1
Simon Brownhill
University of Cambridge
Supporting trainers’ reflective
practice through the use of Selfreflective Shapes
This paper discusses an innovative strategy that was developed to support professionals’ self-reflection,
reporting on research which explores Kazakhstani trainers’ active engagement with the strategy and
their perceptions of its value for professional use with their adult learners.
Program planning in German
enterprises. Three case studies on
multiple stakeholders, diverging
interests, conflicting logics and
their impact on the training
programs planned
The study explores the process of program planning in German enterprises: In what way is it influenced
by different stakeholders? What are the links between process) and output (training program)? Case
studies were conducted to derive the core categories: the function of training programs and the
rationalities of justifying decisions.
Drawing on experience: Mature
students and practical wisdom in art
and design higher education
This paper reports on the findings of a longitudinal study (2011-2015) about a post-Access to HE
student’s practice of practical wisdom during their art and design degree.
Susan Brigham
Mount Saint Vincent
University
Exploring adult learning spaces for
refugee and immigrant learners in
Canada through Photography
This paper focuses on a group of adult refugee and immigrant learners in Halifax, Nova Scotia who
participated in a study that utilised participatory photography. Findings indicate that social learning
spaces, such as community gardens and the natural environment have rich pedagogical potential and
contribute to the development of social capital.
Option 3
Catherine Bates &
Helen Bowman
University of Leeds
Skills Support as Border
Straddling: Negotiating Liminality
with Adult Learners
This paper uses border theory to explore the challenges of our role as skills tutors working with
students who are accessing Higher Education via alternative entry routes.
Thinking spatially: mature, parttime learners in higher education
This paper problematises accepted versions of retention and belonging in higher education (HE)
through a process of ‘thinking spatially’. The paper draws on methods and findings from recent
multiple case study research with four English universities investigating part-time undergraduates,
retention and dimensions of belonging in HE.
Developing HE professionals: The
importance of adult education
This paper discusses a pilot module, which focused on the education of teachers working in the Higher
Education Sector in the UK and encouraged an experimental and artistic approach to educational
Tina Roebel
Humboldt University of
Berlin
Aiga von Hippel
Humboldt University of
Berlin
Option 2
Sam Broadhead
Leeds College of Art
Kate Thomas
Birkbeck, University of
London
Option 4
Christine Jarvis
University of
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Huddersfield
theory and practice
development.
Darryl Dymock
Griffith University
Conscripted chalkies: Adult
education for national development
Between 1965 and 1972, almost 64,000 young Australian men were conscripted by ballot into a twoyear term of compulsory Army service. This paper examines a unique educational scheme, whereby
some 300 of those conscripts, who had been school teachers before their call-up, and became
colloquially known as ‘Chalkies’, were posted to Army units in Papua New Guinea to assist in an
Australian Government initiative to prepare the country for self-government and eventually
independence.
8
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SESSION 2
Option 1
Fiona Clark, Gary
Roberts, Carrie
McLennan & Robert
Muirhead
University of Dundee
Adeline Yuen Sze Goh
Universiti Brunei
Darussalam
Option 2
Samir Halliru
University of Glasgow
Stacey Crooks
University of Toronto
Option 3
Sarah Holland
Sheffield Hallam
University
Suzanne Samuel
Cardiff University
2-4-6-8: Learning to collaborate!
Our paper explores an approach to interprofessional education involving first year undergraduate
students from Community Learning and Development, Social Work, Primary Education and Nursing.
We set out our rationale, purpose and aims and explain our pedagogical approach before reflecting on
the experience, its impact on students and identifying our learning.
Learning across two sites: The
importance of learning in
workplaces and educational
institutions
The purpose of the paper is to illustrate the importance of having a holistic understanding of training
programmes. That is, we need to understand the practices within the formal institutions and the
workplaces.
Training needs of adult literacy
instructors and the empowerment of
adult learners in selected nonformal learning centres in Nigeria
Respect and empowerment in
family literacy work in
(post)colonial Canada
This paper looks at the training need of adult instructors in Nigeria as a way of raising literacy level
and empowering adult learners and it employs the radical education of Freire (1993) and Gramsci
(1971). The methodology takes qualitative approach which was informed by interpretivist paradigm.
History, health and wellbeing:
curriculum specific impact – a case
study of ‘Place Detectives’
Through a case study of ‘Place Detectives’ this paper presents empirical evidence exploring the
relationship between adult community learning, curriculum focus and innovative pedagogical practice
on the one hand and the educational experience of students and the impact on their mental health and
wellbeing on the other.
This paper explores the impact of participation in adult community learning. It draws upon the
experiences of one family - mother, father, and their three children, focusing on the influences at play
within the home and school locale.
Adult community learning
participation and involvement in
schooling: influences at play
Option 4 – Roundtable session
Low income, increased student
Kerry Harman &
feeds and access to higher
Heather Finlay
Birkbeck, University of
education (HE): What do we know
London
and what might we do about it?
Based on data gathered in an aboriginal parenting program, this paper explores how a robust
understanding of respect, might support the development of family literacy programs that work to
empower diverse families
The purpose of the roundtable is to share knowledge and experience on the topic of ‘low income,
increased student fees and access to HE’
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POSTER SESSION
Sara Glaser
The Hebrew University
MJ Morgan &
Mohammed Hussain
University of Leeds
Mature students’ perceptions of
change, development and emergent
motivation following an ‘English
for Academic Purposes’ course
I will present salient themes from a qualitative analysis of retrospective interviews conducted with
mature students who graduated from a 1-2 year long EAP course. Whereas motivation for entering
university is predominantly related to dream-fulfillment, motivation for an during the EAP course is
complex, involving processes of change and emergent motivators.
Part-time undergraduates: Is there a
link between the recruitment and
retention of widening participation
students and financial support?
This poster presents some of the early findings from a small scale research project at the Lifelong
Learning Centre at the University of Leeds in 2015 which is exploring the relationships between preentry guidance, cash financial support for individual students and part-time undergraduate recruitment
and retention.
10
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SESSION 3
Option 1
Paul Hession
University of Leeds
Improvised music Leeds: A case
study in adult education
This paper is a case study of a community music workshop in inner-city Leeds. I have based my
research on feedback supplied by the participants and my principal concerns are critical reflection,
lifelong and intergenerational learning.
John Holford
University of Nottingham
Adult and Higher Education in the
early work of R.H. Tawney
For R.H. Tawney (1880-1962), historian and social theorist, adult education was central to a radical
critique of higher education. The British public university, now profoundly threatened, partially
realised his vision. Understanding Tawney’s critique and vision remains essential.
Option 2
Sarah Galloway
University of Stirling
The REAL Project: Recognising
what adult educators have learned
The REAL Project has created new processes to support the Recognition of Prior Learning amongst
adult educators in Scotland. This includes a competency framework and a toolkit, designed to support
adult educators in identifying what they have learned through their professional work. The paper
describes the rationale behind the toolkit and adult educators’ initial responses to it.
National Open University of
Nigeria (NOUN) and distance
education as a strategy for widening
access to higher education in
Nigeria
The paper focuses on the open and distance education (ODE) programme as a strategy for widening
access to higher education (WAHE) to the teaming population in Nigeria through the National Open
University of Nigeria (NOUN). The NOUN run an adult education programme that excel in providing
highly accessible and enhanced quality higher education.
The retention puzzle: student life
storying to explore expectations
and experience in higher education
at a further education college
Adult learners and resistance in
higher vocational education
The paper will examine the methodological approach of narrative (life storying), used to research the
education of adults on higher education programmes within a further education college. This is in
response to unchanging retention rates despite research informed practice.
EFL book club and transformative
learning: Developing critical
consciousness in the EFL
classroom within a further
education context
Fiction and reflective learning
This paper is based on the findings of an Action Research which examined how Book Club fosters
transformative learning inherently by sparking a rebuilding and reconstructing process which is the
result of being exposed to other realities and world views. These frames of reference undergo scrutiny,
leading to dialogue with the self and with others.
Jackie Howie
Learning Link Scotland
Abdulkadir Adamu
University of Glasgow
Option 3
Joanne Tyssen
Leeds City College
Kate Lavender
University of
Huddersfield
Option 4
Ida Leal
South Thames College
Patricia Gouthro
This paper argues that adult learners in higher vocational education participate for reasons beyond
those related primarily to employment, and use strategies of resistance to deflect the instrumentally
vocational label assigned to them by their position in the HE sector.
Drawing upon two research studies in which authors were interviewed about their learning processes in
11
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Mount Saint Vincent
University
Susan M. Holloway
University of Windsor
Option 5
Ellen Boeren
University of Edinburgh
Brenda Hattie
Mount Saint Vincent
University
becoming writers, the different experiences and strategies that they draw upon are considered to
explore the ways in which fiction research and writing may support the development of both individual
and collective reflective learning experiences.
Non-participants with and without
learning intentions: How do they
differ?
Queer spiritual paths and
transformative learning: What adult
educators can learn from comingout stories
This paper explores the lifelong learning participation intentions of Scottish adults, based on data
gathered through the Scottish Survey of Adult Literacies 2009
Using a collaborative approach of
peer reflective and practice and
evidence based research for trainee
This empirical based paper offers a curriculum solution to integrating disciplinary and pedagogic
knowledge as the current training of teachers regarding this integration is inconsistent and underdeveloped.
This paper uses transformative learning theory to analyse how 17 LGBTQ individuals aged 28-65,
from the East Coast of Canada, reconfigured self-identities and religious/spiritual identities during the
coming out process. It particularly focuses on the internal and external factors that enabled them to
resolve significant states of conflict/cognitive dissonance.
Brenda Beagan
Dalhousie University
SESSION 4
Option 1
Sai Loo
UCL Institute of
Education
12
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teachers (with
vocational/occupational
experiences) to learn to be ‘quality’
teachers in the Further Education
sector in England
Robert Ingram &
Yvonne Wayne
Glasgow Caledonian
University
Option 2
Gordon Asher
University of the West of
Scotland
It’s all connected: College Connect
–from policy to practice
This paper analyses Glasgow Caledonian University's College Connect Strategy. We will present
research findings evaluating the efficacy of College Connect and consider whether the Strategy can
support the establishment of a joined-up system of higher education.
Working in, against and beyond the
neoliberal university
This paper explores some contemporary issues and challenges facing those working in Adult and
Higher Education and possible responses:
- contexts and critiques of the ongoing neoliberalisation of both university and wider society
- possible responses rooted in critical educational theories speaking to the need for educations
for eco-social justice
Nadira Mirza & Sean
Walton
University of Bradford
Changing the narrative: an
interdisciplinary approach to
improving adult learning for
minoritised groups in higher
education
This paper discusses synergies between two critical pedagogic frameworks (Critical Race Theory and
Marxism) in the context of neo-liberal universities.
Option 3
Zoe Enstone &
Madeleine Newman
University of Leeds
Forming firm foundations:
Integrating Interdisciplinarity in the
Arts and Humanities
The paper explores the conceptual, theoretical and practical complexities of interdisciplinary
foundation year provision. We address the challenges of supporting adult and other learners in
engaging with interdisciplinary skills and concepts alongside their discipline-specific goals.
Robin Simmons
University of
Huddersfield
‘What are we doing this for?’
Liberal studies in vocational
education
This paper deals with liberal studies (LS) in further education, drawing on Basil Bernstein’s pedagogic
discourses to argue that, at least in certain circumstances, LS provided vocational learners with access
to ‘powerful knowledge’.
Option 4
Jim Crowther & Alan
Mackie
University of Edinburgh
A politicised learning society:
learning and education during the
Scottish referendum
In September 2014 the Scottish people voted against becoming an independent country. This article
addresses the learning experience of the Referendum debate. It focuses on activities in the community,
as well as family and friendship networks, were people were learning to think politically about society.
Samantha Davis
Workers’ Educational Association:
Dr Davis will share key findings from recent research to reveal how an instrumental educational
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Leeds Beckett University
a crisis of identity? Personal
perspectives on changing
professional identities.
environment has affected adult educators from the Workers’ Educational Association and its mission to
achieve a, 'better world, just, equal and democratic.'
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SESSION 5
Option 1
Humera Qazi
University of Glasgow
The mantra of can do it all, must do
it all – lessons learned
From the broader perspective of self transformation through higher education, I explore the experiences
of mature re-entry women students from within a cross-section of ethnic and cultural spectrums, their
perceptions and personal struggle; sense of belonging and otherness; personal expectations and how
that affects their experiences.
Jeannie Daniels
University of the West of
Scotland
(Not so) public pedagogies: Young
mothers and the potential for
teaching community
In this paper I describe the challenges of developing an approach to investigating the educative
processes of mothering in a group of young mothers. I show how these are excluded from
contemporary discourses of adult education that define particular social practices as knowledge
production and preclude others from educational discourse.
Option 2
André P. Grace
University of Alberta
Jo Forster
University of Edinburgh
Option 3
Nalita James, Olivia
Harrison, Diana Pinto &
Farhat Syyeda
University of Leicester
Qun Ding
The Hebrew University
Option 4
Jan Etienne
Birkbeck, University of
London
Powering the Q: lifelong learning
This paper discusses political and pedagogical work carried out at a university institute to recast
as engaged pedagogy for sexual and lifelong learning as critical action for SGM learners. It discusses pedagogical and cultural strategies
gender minority (SGM) youth and
used in a comprehensive health education project.
young adults
Churning or lifeline? Life stories
from de-industrialised communities
The paper provides evidence of the struggle of learners in former mining and steel working
communities in attempting to aspire and remain motivated in a world shaped by ‘churning’ and short
term flexibility.
‘Tell me and I forget, teach me and
I may remember, involve me and it
is never too late to learn.’
Motivations of the part-time adult
learner
Transformation and self-discovery:
An older learner’s critical reflection
on returning to full-time university
study
This paper investigates the learning careers/identities of part-time adult learners in a research-intensive
university, their motivations for study and the benefits gained. It outlines how HEIs can better
understand and support part-time adult learners and in doing so enhance the quality and nature of their
student experience.
Adult learning in ageing black
communities: What role for first
generation African Caribbean
women?
What do we know about adult learning and the role of older black women in promoting cultural
identity whilst at the same time tackling social exclusion? This paper presents the dramatized
narratives of Caribbean women in UK cities pursuing learning in an effort to promote change in their
local communities.
This paper explores the university experience of a full-time undergraduate aged over 50 concerning the
transformation of self, and examines how the transformative learning occurred in a Chinese pubic
university.
15
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Mark Tyler
Griffith University
Patrick Danaher
University of Southern
Queensland
Linda De GeorgeWalker
Central Queensland
University
Option 5
Domini Bingham
UCL, Institute of
Education
Hugh Guthrie
Victoria University
Digital divides, social equity and
inclusion: Social capital and older
people’s learning of contemporary
technologies
This presentation explores the interplay between contemporary technologies and patterns of social
in/equality and in/exclusion in the aspirations and learning experiences of older people.
Professional learning and
development for older workers: A
study of one UK higher education
institution
An exploration of perspectives and professional learning and development needs of older workers in
professional roles in a higher education institution and those valued by management. It aims to uncover
differences in professional development needs at micro and macro-organisational level in an adult
workplace setting in extended working lives.
The effects of radical change in
funding rules for VET in Victoria,
Australia
This paper shows how cuts to VET funding introduced by the Victorian government affected training
for the service industries. Training for these industries was disproportionately defunded compared with
other industry areas, as the government compensated for an overspend resulting from recent radical
marketisation of the system.
Erica Smith
Federation University
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SESSION 6
Option 1
Cheryl Reynolds
University of
Huddersfield
Martyn Edwards
Sheffield Hallam
University
Option 2
Bonnie Slade & Eleni
Mathioudaki
University of Glasgow
Transformative learning through
gamification of Bourdieu’s theory
of field and habitus in postcompulsory, in-service teacher
education at a UK University
This paper explores a novel approach to the teaching of critical theory, which is often
perceived as 'troublesome knowledge,' but is nonetheless important and valuable to trainee teachers.
Recent undergraduate to traineeteacher: Exploring the complexities
of teacher-identity formation
through narrative inquiry
This article reports on a narrative inquiry into Amy's transition from recent graduate to trainee teacher
in further education. Amy's story was analysed using the three commonplaces of temporality, sociality
and place. Teacher-identity-formation was confirmed to be a complex process. Recommendations for
promoting teacher-identity-growth, including through literacy practices, were made.
Integrating migrant professionals
into practice: The promise of
practice-based learning
This paper draws on interview data from a qualitative research project on the experiences of European
educated doctors who migrate to the UK for employment. We explore the ways in which EU doctors
transition into the UK medical system, focusing on their experiences of working in UK medical
settings.
A discussion on employability for
students on Computing related
courses
This paper considers the stakeholders in the employability agenda; employers, educational institutions,
the government and the individual. The objectives of each are influencing the employability curriculum
with the individuals (for whom it really matters) having the least input. By understanding these
individuals we can develop more relevant employability support.
Pathway to a degree:
Transformative education in action
This paper reports on an ongoing empirical research study which follows a cohort of non-traditional
adult learners participating in a part-time programme of learning. The project Mezirow’s concept of
Transformative Education to explore and understand the benefits as well as the risks and costs involved
for adult learners making the transition to higher education
Individual choices? Complex
attitudes to debt and its continuing
influence on HE participation
decisions
This paper seeks to explore why a group of young adults, with level 3 qualifications, living within
traditionally working-class communities, choose not to participate in HE and concentrates on the
influence that finance has on such decisions. It evidences complex attitudes towards debt that appear to
be influenced by parents.
Tara Gibb
University of Calgary
Jackie Campbell
Leeds Beckett University
Option 3
Jan Stephens
Cardiff University
Wayne Bailey
University of
Huddersfield
Option 4
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Linden West
Canterbury Christ Church
University
Kerry Harman
Birkbeck, University of
London
Option 5
Sai Loo
Distress in a city: Racism,
xenophobia, fundamentalism and
the role of adult education as an
experiment in democracy, in past
and present times
Radical democracy, the verification
of equality and widening
participation
This paper interrogates racism and fundamentalism in a post-industrial city, and the role of adult
education. It rescues the sewing class, and workers’ education, from the enormous condescension of
posterity and the present.
Reconceptualising
vocational/occupational pedagogy:
Terminology, scope and framework
This paper offers a framework from empirical data of teachers delivering from pre=university
vocational to professional programmes. It uses forms of recontextualisation to understand how types of
knowledge are acquired and applied in teaching contexts.
The purpose of this paper is to discuss a way of conceiving emancipation where equality is understood
as the starting point, not the end point of education, and to explore the implications for doing widening
participation
TBC
18
*Please note that this programme is subject to change