Learning and Teaching in Social Sciences Research Group

What we do

Academics at research conferenceThe purpose of the Learning and Teaching in Social Sciences Research Group (LTSSRG) is to bring likeminded learning and teaching (L&T) researchers together to:

  • share our research
  • support each other's research
  • celebrate successes
  • help disseminate our research
  • increase collaboration across the faculty
  • work on L&T research/projects that will enhance the L&T experiences for all students within the faculty.

Our research activity

Ongoing Wolverhampton Learning and Teaching projects

Carol Bailey is leading a Commissioned Project on “Writing from sources: how do students approach this challenge and how can we help them do it better?” The team includes Jodi Withers (FoSS) and colleagues from FEHW and DSAS (Skills for Learning). Expected end date: August 2020.

Tony Shannon-Little is involved in an Innovation Project on “Student engagement and inclusivity on placements at the University of Wolverhampton.” Project lead: Liz O’Gara (FSE). Team includes colleagues from FSE and ODOS.

Recent Wolverhampton Learning and Teaching bids

Jodi Withers has had a bid accepted on “Understanding University of Wolverhampton students’ reasons for, and experiences of, withdrawing from university.” The project team includes colleagues from FoSS (Mike Alger, Sally Bartholomew, Shirin Housee, Amanda Ross, Debra Wale), FSE and OVC.

Roya Rahimi has had a bid accepted on “Punish Them or Engage Them? A New Approach Toward Developing Student Disruptive Behaviours Strategies at UoW.” The project team includes colleagues from FoSS (Samia Mahmood, Sarah Williams, Mumtaz Hussain, Richard Hawkins) and FSE.

Sam Pryke & Michael Rees have had a bid accepted to carry out some research on video feedback through Panopto, together with Gemma Witton, CoLT. 

Other projects

Sally Bartholomew and Jodi Withers are presenting the research that underpins their book ‘Making it at Uni: Navigate your way through the first year of your degree’ (self-published 2019) at an HE transitions conference, the Well Read Symposium- Keele University, European First Year Experience Conference- Cork UKAT Conference plus Plymouth and Newcastle. In addition, submitted to HEIR. Watch Jodi and Sally talk about their book.

Sarah Bown is researching Sexual Health and Interpreting:  Student perception of training needs (plus 3 other large BID Services projects). E.g. She is running a series of menopause events aimed at gathering sufficient evidence/statistics  for BID services to put in a funding bid to set up education and healthcare workshops for deaf women who use British sign language as a first language, on the topic of the menopause.

Janet Cash is keen to evaluate the student experience of distance learning students.

Eun Sun Godwin and Gurmak Singh are working on a 'multicultural group teaching' project. Some pilot interviews already done. 

Ella Haruna and Rachel Slater are co-convenors of a panel at the Development Studies Association (DSA) conference called How do we know it works? Exploring methods for evaluating the impact of capacity strengthening in international development’, where Ella is presenting a paper entitled ‘‘X people trained: so what?”: Incentives and challenges in the measurement of international development training programmes (part of the CIDT RIG grant.)

Shirin Housee is working (as contributor and editor) on a book proposal entitled Critical Pedagogy and Emancipation: A Festschrift in Memory of Joyce Canaan.  Target publisher: Bloomsbury 

Dawn Jones and Lynn Ellison are exploring how Law students interpret assignment feedback, with a view to developing a learning resource on commonly misunderstood terms.

Dawn Jones and Lynn Ellison have had an abstract accepted entitled ‘When is a word not just a word?’ for the HEIR Conference.

Jenni Jones is working with Debra Cureton and Julie Hughes to develop student belonging and engagement, with a focus on BAME students and have submitted an abstract to the HERAG Race Equality Conference.

Jenni Jones is supporting a bid with Prof Quinlan (University of Kent) in relation to first year student engagement with assessment. (Also, planning to do a replica study on first year students and classroom engagement in Sem 1 2019/2020.)

Jenni Jones has had a paper accepted for the next UFHRD Conference (June 2019) entitled; ‘Getting a better understanding of our BAME students: We can get them in, but how do we encourage them to stay, progress and attain?’

Jenni Jones has had a paper accepted for the next Advance HE Annual Conference (July 2019) entitled; ‘Getting a better understanding of our BAME students: We can get them in, but how do we encourage them to stay, progress and attain?’

George Gosling is working on an article entitled 'Teaching with Archives: Towards an Agenda for Context-Based Learning in History' to be submitted to Arts & Humanities in Higher Education later this year.

Metka Potocnik is working with Hajrija Dergic, Helen Sergeant, Mark Honey and Colin Brown to develop cooperation projects for students. They are hoping to design L&T activities that will improve students' contextualisation of their knowledge and improve their employability after graduation. The goal is to get all of our students to meet and work together on "real-life" challenges.

Louise Russel is keen to evaluate the key themes from the KUDOS dialogic route experiences of the academics and the mentors. Also, potentially submitting to the HEIR Conference. 

Recent publications

Bailey, C. and Withers, J. (2018) ‘What can screen capture reveal about students’ use of software tools when undertaking a paraphrasing task?’ Journal of Academic Writing, 8(2), pp.176-190, http://dx.doi.org/10.18552/joaw.v8i2.456  

Bartholomew, S. and Withers, J. (2019) Making it at Uni: Navigate your way through the first year of your degree  UK: Bartholomew and Withers Publishing Ltd. Recent interest from the Journal of Learning and Development and the Sunday Telegraph too. 

Burns, A. (2019) ‘Race, Ethnicity and Diversity: British Imperial History and the Secondary School Curriculum,’ in P. Miller and C. Callender (eds.) Race, Education and Educational Leadership in England: An Integrated Analysis, London: Bloomsbury, pp. 59–77. ISBN: 978-1-3500-6859-9. https://www.bloomsbury.com/uk/race-education-and-educational-leadership-in-england-9781350068605/ (plus a number of other L&T articles in 2016/2017)

Burns, A (2017) ‘Hosting Teacher Development at Historical Sites: The Benefits for Classroom Teaching,’ Teaching History, 169, pp. 35-42. ISSN: 0040-06109, https://eric.ed.gov/?id=EJ1166031

Hamlin. R. G., Ellinger. A. and Jones, J (2019) Evidence-Based Organizational Change and Development US: IGI Global.  

Hawkins, R.A. (2016) ‘Promoting the digital literacy of undergraduate historians using digitised historic newspapers’, Student Engagement in Higher Education Journal, 1(1), pp. 1-6. ISSN: 2399-1836

Hawkins, R.A. (2018) ‘The Use of Big Data in Historical Research’ in Giovanni Schiuma and Daniela Carlucci (eds.) Big Data in the Arts and Humanities: Theory and Practice, Boca Raton, London & New York: CRC Press, pp. 77-87.   ISBN: 13-978-1-4987-6585-5

Hawkins, R.A. and Woolf, H. (2018) ‘Good Practice in British Higher Education History Work Placement Learning’ in Friederike Neumann and Leah Shopkow (eds.) Proceedings of the 2016 Bielefeld Conference on Teaching History in Higher Education, Schwalbach/Ts, Wochenschau Verlag.

Housee, S. (2018) Speaking Out against Racism in the University Space. Trentham Books. ISBN: 9781858568690

Jones, D. and Ellison, L. (2018) First year law students: the impact of assessment type on attainment. Assessment & Evaluation in Higher Education, 44(2), pp. 283-293. https://doi.org/10.1080/02602938.2018.1496398

Jones, D. (2018) ‘Legal skills and the SQE: confronting the challenge head on.’  The Law Teacher 53(1), pp.35-48 https://doi.org/10.1080/03069400.2018.1515841

Jones, J., Firth, J., Hannibal, C. and Ogunseyin, M. (2019). Factors Contributing to Organizational Change Success or Failure- A Qualitative Meta-Analysis of 200 Students’ Reflective Case Studies In R.G. Hamlin., A. Ellinger., & J.Jones (Eds.). Evidence-Based Organizational Change and Development (pp. 155-178) US: IGI Global.  

Rahimi, R., Akgunduz, Y., Koseoglu, M. A., & Okumus, F. (2018). Mobility Patterns of Asian Students: The Case of Tourism and Hospitality Management Students in the United Kingdom. Journal of Hospitality and Tourism Education, 30(2), 85-94. doi:10.1080/10963758.2018.1436972.

Rahimi, R., & Akgunduz, Y. (2017). Driving force analysis of East European students to study tourism and hospitality in the U.K.. Anatolia, 28(2), 224-238. doi:10.1080/13032917.2017.1311273.

Rahimi, R., Nadda, V., Hyseni, B., & Mulindwa, D. (2016). Motivations of South Asian students to study Tourism and hospitality in the United Kingdom. In Advances in Culture, Tourism and Hospitality Research (Vol. 12, pp. 223-234). doi:10.1108/S1871-317320160000012017.

West, M. (2018) ‘Script Proposals in Undergraduate Supervision.’  Hacettepe University Journal of Education, 33, pp.1-18.   DOI: 10.16986/HUJE.2018038802

Articles in progress

Firth, J. (2019) Developing a Leadership Programme for Staff in a University: A strategic approach

Jones, J. (2019) Distance travelled: Exploring ‘student outcomes and learning gain’ of a Business School mentoring programme (linked to an ERAS project)

Are you looking for funding?

We have some funding available to support staff in our Faculty who are keen to carry out L&T research projects.

In addition, we always welcome enquiries from students wishing to join us in undertaking L&T research or organisations seeking to collaborate on new L&T research projects with us. 

The group has a small budget available for L&T projects and activities.

The following key principles apply.

  • You must be a regular contributor to the LTSSRG
  • You must contribute to related L&T sessions (e.g. lunchtime drop in L&T workshops, staff conferences etc.)
  • You will be more likely to get funding if it relates to a LTSSRG collaborative project
  • We can allocate no more than £300 per person
  • Allocation will mostly go towards conference fees but could cover other related activities e.g. transcribing fees
  • You must be presenting at the conference that you wish to attend
  • We will give priority to colleagues who don’t have access to QR/REF related funding (e.g. those on a scholarship role profile and/or not in a FoSS Research Cluster)

Contact us

Dr Jenni Jones: jenni.jones@wlv.ac.uk

Carol Bailey: c.bailey@wlv.ac.uk