Conference Abstracts : alphabetical listing based on surname of first named author
Learning in the Workplace: How can we help students reflect on their experiences?
Peter Alcott, School of Management Faculty of Management and Law, University of Surrey
Negotiating supernumerary status: a new twist in the hidden curriculum in nursing?
Helen Allan, Centre for Research in Nursing & Midwifery Education, University of Surrey
The will to be a professional: how a life-wide cirrculum might encourage important features of will
Ron Barnett, Institute of Education, University of London
Learning to be professional in an academic context; preparing to professional training in Engineering
John Baxter and Penny Burden, Student Personal Learning and Study Hub, University of Surrey
Just three simple steps? A simple practical technique for improving students' understanding of 'experiential knowing'
Colin Beard,National Teaching Fellow, Sheffield Business School, Sheffield Hallam University
Shaping the new professional for a complex world
Margaret Berrie, Work Learning Officer, Aiming University Learning @ Work Project, University of Glasgow
Enterprise Academy : learning to be enterprising; a key agency for life
Nigel Biggs, Research and Enterprise Support, University of Surrey
Norman Jackson, SCEPTrE, University of Surrey
Osama Khan, Faculty of Management and Law, University of Surrey
Life-wide enterprise in action in a University environment
Nigel Biggs, Research and Enterprise Support, University of Surrey
Learning to be an agentic professional: Conceptions, curriculum, pedagogy and personal epistemologies
Stephen Billett, Griffith University, Queensland, Australia
Developing professional qualities in levels 1 & 2 of undergraduate study
Lindy Blair Professional Training Tutor, School of Management, Faculty of Management & Law
Anne Irving E-Learning Adviser, Faculty of Arts & Human Sciences, both University of Surrey
Developing creative agency: helping learners think like designers for problem solving in complex professional worlds
Fred Buining, Organisational Developer, Zooangzi
Developing a questioning approach: the experiences of some students following a Foundation Degree in Early Years at the Open University
Carrie Cable, Gill Goodliff, Linda Miller, Practice Based Professional Learning Centre for Excellence in Teaching and Learning, The Open University
Developing an Engineering Professional through collaborative enquiry
Janko Calic, Department of Electronic Engineering, University of Surrey
Learning to cope with immersive experiences: a life-wide perspective
Sarah Campbell, SCEPTrE Placement Student (Level 2 Psychology), University of Surrey
Personal journeys across regulatory tramlines: Dilemmas of professional learning in social work
Barry Cooper and Maggie Pickering, Faculty of Health & Social Care, The Open University.
CoLab- Learning how organizations work through student-based enterprise
Clare Dowding and Norman Jackson, SCEPTrE, University of Surrey
Improving the quality of work placements
Michael Eraut, Research Consultant SCEPTrE, University of Surrey
Seven principles for putting knowledge to work: Exploring their potential for the 'sandwich placement model' of work integrated learning
Karen Evans, Institute of Education, University of London
Widening access to professional language through enhanced podcasting. From cabbage to C.A.B.G?
Catharine Grob, University of Surrey
Using a web-based personal learning system in the transition from student to health practitioner
Jackie Haigh, University of Bradford
Using ePortfolio action planning tools to support learning in clinical practice
Jackie Haigh and Jan Porter, University of Bradford
Becoming a professional in the Childrens’ Workforce
Roger Harrison and Ann Pegg, Open University, UK.
Fashion futures and “Legs 11”: how a reflective pod is supporting the personal and professional development of students on part time programmes at the London College of Fashion
Alison James, Head of Learning & Teaching, London College of Fashion, University of the Arts
The value of digital story telling in learning to be professional
Martin Jenkins and Phil Gravestock, University of Gloucestershire
Developing students’ professional skills using PDP and self-coaching techniques
Tracy Johnson, University of Bristol
Use of the PDP Process and an e-portfolio tool to support professional & career development learning activities
Mary Ann Kernan, Centre for Publishing and Digital Enterprise Department of Journalism City University, London
Rae Karimjee, PDP Consultant Learning Development Centre City University, London
Developing students’ professional behaviours using assessment centre approaches
Arti Kumar, University of Bedfordshire
PDP, careers and professional bodies – a meeting of the ways?
Nicola Langton , Centre for the Development of Learning and Teaching, University of Reading
What lies in store for the PhD student? PDP, competencies, attributes and professionalism
Anne Lee, University of Surrey
Managing challenging interpersonal situations: How can we help students prepare for the experiences they may encounter in the workplace?
Paulo Lopes, Department of Psychology, University of Surrey
Reflection: a key personal agency for learning to be professional
Ursula Lucas, University of the West of England
'Associated thought’: social software, professional relationships and democratic professionalism
Paul Maharg, Law School, University of Strathclyde
Experiments in knowledge creation: Experiencing the voices of evolution, revolution, and resolution in academe
Arthur Male, Doctoral School, Institute of Education, University of London
Learning to understand business finance
Johnny Martin, Finance Training and Advice to Entrepreneurs
Developing the professional skills of the “Veterinary Team”
Stephen May, Royal Veterinary College
Career development learning through a life-wide curriculum
Phillip McCash, School of Continuing Education, University of Reading
Academic assertiveness – putting professional principles into practice in the student experience
Jenny Moon, Centre for Excellence in Media Practice, Media School, Bournemouth University
Valuing work-based learning pedagogical expertise
Paula Nottingham, Birkbeck, University of London
From inwardly gazing to outwardly reflecting: The changing nature of student Police Officer education
Judith Oliver, University of Huddersfield
Facilitating and recognising life-wide learning: the ‘York Award’
Robert Partridge, Careers Department University of York
Learning to be Professional – an international dialogue. Creating high quality, relevant and meaningful work integrated learning experiences across the disciplines.
Deborah Peach, Queensland University of Technology and colleagues from QUT and ACEN the Australian Collaborative Education Network
Tell us what you really think! Putting service users at the centre of healthcare student assessment
Jan Porter and Liz Whitney, University of Bradford
Learning to Be Professional: A synthesis of student stories of their Professional Training Year
Lori Riley, SCEPTrE, University of Surrey
The power of e-flection: using digital storytelling to facilitate reflective assessment of junior doctors’ experiences in training
Tony Sumner Pilgrim Project/Patient Voices programme
Developing leading learners, learning to lead
Sue Thompson, Tim Cable and Phil Vickerman, Liverpool John Moores University
A curriculum for coping with complexity
Bland Tomkinson, Helen Dobson, Rosemary Tomkinson, Charles Engel, University of Manchester
'Unlocking Creativity: developing a methodology to help students understand how they are creative?'
Paul Tosey, Faculty of Management and Law, University of Surrey
Work-related essay help , learning and the development of creativity: finding one’s voice in small-group collaborative activity
Angeliki Triantafyllaki, University of the Arts, London
How can we tell the difference between good placements and those that are not so good?
Poppy Turner, Independent researcher and consultant
Using negotiation-based learning as an element of a life-wide curriculum
Simon Usherwood, Department of Politics, University of Surrey
Cultural Academy: An innovative approach to developing culturally aware professionals
Vasso Vydelingum, Faculty Health and Medical Sciences University of Surrey
Norman Jackson, SCEPTrE, University of Surrey
Lori Riley and Sarah Campbell students involved in Cultural Academy
Osama Khan, Faculty of Management and Law, University of Surrey
Winston Yearwood, Procurement, University of Surrey
Constructing a professional story
Tony Wailey and Susana Sambade London College of Communication, University of the Arts
When you’re being most professional, you’re like what? Connecting professional work-skills, the person and the curriculum through PDP
Caitlin Walker and Sarah Nixon Training Attention Ltd. and Liverpool John Moores University
Postgraduate research training courses as professional development?
Paul Walker and Jenny Marie, University College London
Clean feedback – the bedrock for developing professionalism?
Barbara Walsh and Nancy Doyle, Liverpool John Moores University and Training Attention Ltd
Supporting creative practice, enterprise and professional development through PDP
Lisa Webb and Jacqui Bleetman, Teaching Development Fellow CSAD (Coventry School of Art & Design), Coventry University
Problem-based learning for labs: Re-engaging students with design and professional development
Kevin Wells and Janko Calic, Faculty of Engineering & Physical Sciences, University of Surrey
Interactive and collaborative reflective practice
Roy Williams, University or Portsmouth
Can we really assess professionalism? An examination of the learning objectives for the professional experience (WIL) at the University of Surrey
Jenny Willis, University of Surrey
Creating cohesion in a world of fragments: the experiences of nurse mentors
Anthea Wilson, The Open University
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