Browse by Submit Date
Browsing Theses and Dissertations by Submit Date
'Will you walk into our parlour?': The rise of leagues and their impact on the governance of women's hockey in England 1895-1939
Williams, Jean; Porter, Dilwyn; Leflay, Kath; Halpin, Joanne (University of Wolverhampton, 2019-05)
One of the main aims of this thesis is to supplement and further develop the very sparse body of academic work on hockey, and on women's hockey in particular. Despite being the premier team game for women and girls in England for much of the 20th century – as well as popular with men – the sport has been under-researched by historians. Another aim is to explore how the concept of amateurism influenced, and was moulded by, a team sport played by women. Much has been written about the ethos within British sport, but mostly in relation to men's athletic pursuits. The AEWHA's unique position as the first sport governing body in England to be run exclusively by women allows this thesis to redress the balance and offer a female-centric view of amateurism. By focusing on an aspect of hockey in England that has not been explored before – the emergence of women's league competitions and their impact on the governance of the sport up to World War Two – this thesis makes a valuable contribution to our understanding of the philosophy. It chronicles the foundation of the Lancashire and District Ladies' Hockey League (LHL) in 1910 and the reaction to this competition of the All England Women's Hockey Association (AEWHA), which banned its members from taking part in leagues or playing for cups. The uneasy and constantly evolving relationship between those who wished to uphold these amateur ideals and those who wished to compete for points and prizes will be examined over three decades up to 1939. This thesis will posit that – in common with many other sport governing bodies – the AEWHA's interest in, and attitude towards, leagues and amateurism changed according to its own particular needs. Unlike any other (male-run) governing body, however, its sustained resistance to competitive hockey was less to do with class differences and increasingly to do with a desire to prevent male administrators from being involved in women's hockey. In support of this overarching narrative, this thesis will take a fresh look at the origins of the AEWHA, and a first look at the emergence of a rival governing body for women's hockey in England – the English Ladies' Hockey Leagues Association (ELHLA). New biographical information about many of the members and early administrators of both organisations will be revealed, in support of another aim of this work: to give a profile to women who played a significant role in the history of sport. As well their athletic achievements, this thesis will touch upon hockey players' involvement in the war effort from 1914- 1918, and their support for the campaign for women's suffrage. It will also examine the interconnections between women's and men's hockey, both nationally and internationally. As an amateur team game of significance to both sexes, hockey is well placed to inform the debates on gender and class in sport – but, surprisingly, it has attracted very little attention from academics. It is hoped that the wealth of new information in this thesis, and the fresh perspective it offers on amateurism, will prompt further research into hockey's history and the lives of the women and men who played it.
In word and deed I am revealed – The subject as teacher in Further Education
Smith, Rob; Devlin, Linda; Wilde, Julie A. (University of Wolverhampton, 2019-09)
This thesis centres on a research study into the lived experiences of beginning teachers in Further Education (FE) in England. The study is contextualised by initial teacher education (ITE) in FE. The theoretical concepts underpinning the study derive from Hannah Arendt's (1958) theory of action. Arendt's (1958) 'The Human Condition' is employed as a basis for discussion and exploration alongside Biesta's (2013) work on the three domains for the purpose of education. It is widely researched that politically discursive practices and market principles undermine educational values and relationships (Ball 2003, 2016, Coffield 2017, Daley et al 2018). Initially it seems that policy based on marketisation, management and performativity leave no space for an autonomous self (Ball 2003, Daley et al 2018). By using Arendtian theory, this perspective will be explored. A narrative case study derived from a patchwork text approach (PWT) was employed to explore six full time, pre-service PGCE student teachers' storied experiences of becoming a teacher in FE. The findings from the study illustrate that the participants' stories identify rifts in the ability to negotiate their subjectification and their emergent pedagogical praxis. A variety of strategies are employed to mediate their worldly views and teaching practices whilst undertaking a PGCE course and during their first year in employment in FE. The study suggests that the beginning teachers value the PGCE classroom experience as a safe space for collaboration and exploration in making sense of the politically discursive nature of FE and their own emerging pedagogical praxis. The beginning teachers' experience also shows how socialisation into FE, away from the condition of natality (the opportunity to begin a new through initiative), demands a greater expectation to perform according to policy based initiatives albeit through complex human interactions and relational contexts. This dynamic relationship impedes opportunities to negotiate and mediate own judgments informing and initiating subjective actions. Interestingly, the beginning teachers in this study also showed how they provide the condition of natality in their classrooms. It seems that these spaces, within the closed doors of the classroom, offer the opportunities for beginning teachers to appear as subjects of action in 'word and deed' (Arendt 1958).
Engineering composite particles to overcome the poor pharmaceutical performance of paracetamol
Kaialy, Waseem; Rose, Ayuk Agbor (University of Wolverhampton, 2019-04)
Tablets are the most common solid dosage forms because of their several advantages including the ease of administration, precise dosing, ease of manufacturing, good product stability in comparison to liquids, and tamper–proofness in comparison to capsules. Direct compression is the favoured smart choice for tablet manufacturing. The advantages of direct compression: include simplicity, reduced time and the final cost of the product due to fewer processing stages, continuous nature, and elimination of heat and moisture effects, making direct compression an appropriate process for hygroscopic and thermo–sensitive materials. However, it is unfortunate that only less than ~20% of pharmaceutical powders can be compressed into tablets by direct compression due to their inherent poor functional properties required for direct compression. The situation is particularly severe when a high dose of a poorly compactible drug such as paracetamol must be used. Paracetamol is a widely used analgesic drug. The monoclinic form is usually selected in the pharmaceutical industry and is the commercially available form because it is thermodynamically stable at room temperature and pressure. However, the monoclinic form of paracetamol is notorious for exhibiting poor tableting properties by direct compression, reduced plastic deformation during compression, commonly resulting in fragile tablets with a high propensity to cap. This work commences by providing insights into how, current and innovative processing techniques, parameters (milling time, temperature and solvents), and the combination of drugs and/or excipient impact the mechanical properties of paracetamol. The mechanical properties were investigated by applying blending, freeze drying, milling, batch cooling crystallisation, solvent evaporation and cocrystals formation, while, modifying the physicochemical structure of paracetamol crystals to improve tabletability was the rationale. The modified particles, with the desired behaviour acquired, were characterised using FT−IR, PXRD, laser diffraction, SEM, DSC, TGA, Water absorption profile, flowability, stability, content uniformity, dissolution and tabletability. Tabletabilty data demonstrated an immerse enhancement in the drug's tensile strength upon processing using different blending energy (~8 folds) and preparation techniques (~11 folds), various freezing temperatures (~12 folds) with the polymer polyvinylpyrrolidone using various drugs such as Ibuprofen (~5 folds), aspirin and caffeine (~9 folds), Curcumin (~9 folds) chondroitin sulphate A (~11 folds) and cocrystals with the coformer 5–Nitroisophthalic acid (~12 folds). Regardless, of the co–processing techniques applied with paracetamol in the presence of other drugs and excipient, there was an improvement of the tablettabililty of paracetamol in comparison to the drug alone. In conclusion, the co–engineering of poorly compactable model drug chosen paracetamol with other drugs and excipient influenced the mechanical properties of paracetamol without changes in crystallinity and polymorphic structure.
Implementation of smart devices in the construction industry
Renukappa, Suresh; Silverio Fernández, Manuel Alexander (University of Wolverhampton, 2019-10)
The construction industry has a fragmented nature, which accounts for the highest degree of decentralisation of information and the highest mobile content access. The exchange of information made possible by smart devices. This creates an opportunity to enhance productivity and communication among stakeholders of the construction industry. Firstly, this thesis explored the concept of smart devices. Secondly, the drivers, challenges and Critical Success Factors for implementing smart devices were investigated. This study adopted a qualitative approach using semi-structured interviews. A total of Thirty-nine interviewees which includes professionals from the construction sector of the Dominican Republic (DR) and the United Kingdom (UK) were interviewed. Thematic analysis was used to analyse the collected data. The drivers for the adoption of smart devices were grouped into internal and external drivers. The challenges found in the interviews were grouped into three categories, namely, economic, cultural and technological. The Critical Success Factors (CSFs) for implementing smart devices in the construction industry are leadership, training and development, organisational culture, technology awareness, cost, company size and usability. These findings were used to develop a strategic framework which has two sub-frameworks. This study concluded that a specific culture must be adopted on behalf of the government and construction companies to successfully adopt smart devices. Furthermore, this investigation found various similarities and differences regarding the drivers, challenges and CSFs for implementing smart devices in the UK and the DR. This study recommends integrating smart devices in data collection techniques in academia. Also, for construction companies to embrace technological innovation it is recommended to be willing to start new ventures, to be open to the participation of all members of the company, and be creative and client-oriented.
Evaluation of renewable energy strategies in the Dominican Republic
Renukappa, Suresh; Suresh, Subashini; Sosa, Angelines Daihana Donastorg (University of Wolverhampton, 2019-10)
Dominican Republic electricity sector has been in crisis for decades, because of the ageing grid system, technical and nontechnical losses and the dependency of around 85% of its electricity from fossil fuel. However, the situation in the Dominican Republic is contradicting; the country has high renewable energy potential for generation, the international support, aid and funds, the willingness of the private sector, and the 57-07 law for incentives for renewable energy projects yet out of 200 renewable projects approved only 4 have been successfully implemented and are in operation. Why did so many projects fail? Why has the country had so difficulties making the transition? Those were some of the questions that drove this research. To answer those questions an exploratory qualitative research was undertaken with a pragmatism ideology at its core, due to the lack of documentation on the subject. The research focused on the energy sector especially electricity from renewable sources. To understand the environment for renewables in the country and lack of success in the area twenty-five key stakeholders representing the renewable sector in the country were chosen and through purpose and snowball sampling were interviewed in a semi-structured manner, as to allow for the participants to express the knowledge they possess. Through the literature review and the content and interpretive structural modelling analysis of the interviews, key drivers, challenges, critical success factors, benefits, financial tools and business model were identified, and their interlinking relationship was discovered. This identification and interconnectivity of the parameters aid in the creation of a successful framework for the implementation of renewable energy projects in the country, that could be used be the private and public sector of the country, the auto producers and local and international investors, which was the aim of the research.
Emerging adulthood: 'Identity crisis' of a forgotten generation?
Wilson, J. Chen; Nicholls, Wendy; Platt, Tracey; Gillbanks, Natalie (University of Wolverhampton, 2019)
Emerging adults are defined by Arnett's (2000) theory as between the ages of 18-25 with five main features of this developmental period; identity exploration, instability, self-focus, feeling "in-between" and possibilities (Arnett, 2006; Cote, 2014). There is contention within the literature about whether emerging adulthood can be seen as a separate part of the lifespan and be generalised from a student population to across different cultures. There are also concerns about how emerging adults cope with the difficult identity and role transition processes during this period with many thought to turn to health risk behaviours such as using alcohol and drugs in order to cope. The aim of the current study was to see whether the notion of Emerging adulthood can be applicable to young adults in the UK. Another aim of this study was to explore the extent to which emerging adulthood themes would have an impact upon their well-being and health risk behaviour. A total of 227 UK citizens aged between 18 and 29 were recruited In this study. Participants were asked to fill out demographic information and eight questionnaires which included the Inventory of Dimensions of Emerging Adulthood (IDEA), Dimensions of Identity Scale (DIDS), Alcohol use Disorders Identification Test (AUDIT), Frequency of Drug use (FOD) and Youth Behaviour and Risk Scale (YBRS), Psychological well-being scale (PWS), Hospital Anxiety and Depression Scale (HAADS) and Self-Esteem Scale (SES). A total of 9 hierarchical regressions were used as the analysis to test the current hypotheses. Results showed that the participants in the current UK sample identified with emerging adulthood themes. However, several of these increased with age and did therefore did not support emerging adulthood as a separate part of the lifespan. There was no significant difference between students and non-students across all scales suggesting emerging adulthood themes were experienced similarly across these two groups. Also as previously found those who explored their identity in a ruminative style or re-evaluated their identity had poorer outcomes. These results suggest that explorations into what distinguishes these emerging adults categorically from other lifespan phases is not as informative as examining the process of how they conduct their identity exploration process to promote positive wellbeing.
Nurse academics identities and contributions to the clinical practice environment: An appreciative inquiry
Sque, Magi; Corness-Parr, Clare Elizabeth Mary (University of Wolverhampton, 2019-06)
Nurse academics have a key role in supporting the Clinical Practice Environment (CPE) where student nurses undertake 50% of their course. Much of the previous literature regarding nurse academics contributions to the CPE has appeared to be quite negative and they have appeared stuck in a no-man's-land between the HEI and the CPE. Alongside this, the literature indicates that nurse academic identities are complex, fluid and situational. Nurse academic identities appear to have been shaped by a culture of subservience learnt from practice and reinforced by wider society. Appreciative Inquiry was used to explore new perspectives framed in being 'possibility centred' rather than 'problem centred' to elicit new understandings. The aim of the study was to develop practice guidance through exploring the identities of nurse academics and their contribution to the CPE. Primary data was collected from nurse academics (N=10) and nurses in practice (N=6) using a range of data collection methods, which included individual semi-structured interviews, focus groups and theme board technique. The data was analysed using thematic analysis. Findings indicated that nurse academic identities are derived from CPE engagement, where positive relationships with practice and the ability to draw on their clinical expertise 'anchor' nurse academics identities. Nurse academics primarily identified themselves as nurses and were comfortable with that. Nurse academics and nurses in practice identify positively where nurse academic role and practice contributions are harmonised. Nurse academics independence from the CPE was perceived as positive in terms giving advice and guidance to students and nurses in practice. Nurses in practice see education as an intrinsic element of being a nurse and therefore feel affiliated to the HEI and built positive relationships with nurse academics. Nurse academics had positive identities within the Higher Education Institution (HEI) and CPE, viewing themselves as 'complex hybrids'. Findings also indicated contested areas, which included logistical constraints, competing demands and 'Queen Mother' visits to practice (lacking purpose), impacted on nurse academics contribution to the CPE. There was a level of dissonance from nurse academics regarding how 'practice' was defined, which influenced perceived contributions to the CPE. This research presents a differing perspective on nurse academic identities, which shows that they are established in the HEI setting and can make meaningful contributions to the CPE using their academic repertoire. Recommendations include that senior managers in HEI's and the CPE should work more closely to retain the highly prized intersection with the CPE. Nurse academics themselves need to confidently assert opportunities to utilise their clinical, educational and research skills explicitly through career planning and should support clinical areas that draw on their expertise.
God in times of adversity: A mixed-methods study investigating the relationship between religious coping and identification on the trauma appraisals and world assumptions of Muslim refugees/asylum seekers
Hinton, Danny; Munsoor, Hannah S. (University of Wolverhampton, 2019-03-31)
Background: The Cognitive Model of PTSD highlights the importance of pre-trauma beliefs on trauma appraisals and coping mechanisms. Worldview-based models propose that traumas shatter fundamental world assumptions, resulting in a search for meaning. Religion provides one way of offering meaning for individuals during times of distress. This research aimed to link Religious Coping Theory with cognitive and worldview-based trauma models to investigate the role of religious coping and identification on world assumptions and trauma appraisals within a community sample of Muslim refugees/asylum seekers. Method: A sequential mixed-methods design was used. Quantitative questionnaires were initially administered to eighty four participants, followed by qualitative interviews with six participants. Results: Quantitative findings indicate that religious coping and identification did not explain substantial variance in trauma symptoms, appraisals and world assumptions. Exploratory analyses revealed significant correlations between questionnaire language and trauma symptoms as well as immigration status, trauma appraisals and world assumptions. Qualitative findings, in contrast, illustrate the significant influence of Islam on the trauma appraisals, world assumptions and coping mechanisms of participants. Islam seemed to be used to evaluate and deal with trauma experience within premigration, migration and postmigration phases of the refugee/asylum seeker journey. Conclusion: These findings illustrate the need for greater research on cultural explanatory models of trauma for this population. This study provides specific insight into how participants utilise Islam in appraising and coping with their trauma experiences through the various phases of their journey. Findings are discussed in light of limitations, research and clinical implications.
Reflections from practice using the UK QAA Quality Code as a framework to assist in managing and subsequently closing an international branch campus
Devlin, Linda; Houlton, Loraine Jennifer (University of Wolverhampton, 2019-01)
This study is based on a single longitudinal live case study of an International Branch Campus The scope of this study relates to learning lessons from the current literature in relation to International Branch Campuses [IBC]. The review of the current literature allowed me to identify risks based on experiences from my fellow practitioners, which then allowed me to mitigate my own exposure to them. This related initially to the setting up of an IBC and thereafter the delivery at an IBC. The introduction of a Quality Framework, in December 2012, by the Quality Assurance Agency [QAA] is an independent body whose role is safeguard standards and improve the quality of UK higher education wherever it is delivered around the world. The Quality Framework was a unification of standards across the whole of the UK, whereas previously there were separate systems in England, Wales and Scotland and Northern Ireland. The framework introduced two key new concepts, firstly, a 'risk based approach', the first phase of risk management is risk identification according the Institute of Risk Management and by reviewing existing literature I was able to identify risks from learning lessons from existing case study examples. The second concept related to quality enhancement rather than just focusing on quality assurance. This encourages a continuous monitoring of processes rather than the previous concept of annual monitoring. This was piloted in the case study example in the form of a lessons learned log which identified risks at the earliest opportunity, which then fed into the Course Journal. A lessons learned log approach allowed students to be engaged in the quality process more and quality became a positive element, looking at what went well, and even better if…mind set rather than ticking a box in relation to compliance. This research is based in a lived in case study example of an IBC which opened in March 2012, prior to, and the subsequent introduction of the Quality Framework, and illustrates the lessons learned through the first year of operation providing an insight to examples of quality enhancement in relation to pedagogical examples of delivery, content and student engagement. In June 2015 a decision was made to close the case study International Branch Campus whilst reviewing literature in relation to closing an International Branch Campus there was a gap in relation to 'how to' close rather than providing data on how many had closed [although this appears to be lacking in rigor], and identifying the reasons for closure. This study will illustrate how to close an International Branch Campus using the QAA Quality Framework to ensure that student enhancement opportunities are identified to support student success.
How do Further Education (FE) teachers see their role changing in the future to exploit digital teaching and learning opportunities in an increasingly digital education environment?
Traxler, John; Holt, Jayne (University of Wolverhampton, 2019-07)
This research explores and reveals the complexity of Further Education (FE) teachers' viewpoints in relation to digital teaching and learning technologies. The enquiry begins by reviewing the Government policies that surround digital learning technologies in Further Education (FE) and recognises the challenges that policy, reform, social, economic and educational changes present to the FE Sector. Policy suggests that changes in education may be necessary for developing skills that are required to live and work effectively in a globally connected world and for what the UK Government terms a modern Britain. This means teaching, learning and assessment in FE might need to change, which may lead to considerable changes to the role of the teacher. This research argues that government policy is underestimating the complexities of developing a culture of integrated digital teaching and learning technologies, and has a view too simplistic for the upskilling of teaching staff and transformation of the FE Sector with digital learning technologies. Q-methodology and qualitative semi-structured interviews have been used to illuminate the views of teachers and how they position themselves for using digital learning technologies in their teaching. By selecting a group of experienced teachers who are considered, by the College, to be advanced teachers and a second group of teacher-education (TED) students, the research demonstrates the nuances of the teaching habitus, whether evolving through long-term teaching experience or through the initial teacher-education (ITE) programme. This research explores the concept of the digital teaching habitus through Bourdieu's theoretical lens of field, habitus and capital from which the participants are revealed to have a continuum of positions and level of digital capital at play within their digital teaching habitus. By interpreting these different emerging positions, several digital teaching habitus are identified with associated levels of digital capital for the participants. The teachers' voice provides current knowledge on what teachers feel is important to the teacher-student relationship in a digital education environment and the prominence that FE teachers assign to managing students' aspirations and to preparing students for their occupations and future workplaces.
Exploring the engagement in clairvoyant readings; attending to the lived experiences of patrons
Taiwo, Abigail; Meredith, Joanne; Feeley, Sara Louise (University of Wolverhampton, 2018)
Recent research claims that clairvoyant readings are therapeutic (Beischel, Mosher & Boccuzzi, 2015; Nelson, 2013; Osborne & Bacon, 2015; Roxburgh, 2010; Sanger, 2009), as such it is possible that there are an unknown population seeking support through this alternative practice. An exploration of the lived experience of patrons of Clairvoyants was studied to ascertain whether the engagement is done so to meet a need, that may be more appropriately met in traditional therapeutic services. A Qualitative approach was adopted, Semi-structured interviews were analysed using Relational Phenomenological Analysis (RPA). Six participants were interviewed about their beliefs and engagement in clairvoyant readings. One main theme emerged; Clairvoyant readings as a way of managing loss, with four subthemes; Readings in place of Traditional support, Need for reassurance and proof of existence- to manage anxiety, The conflict of rational and emotional, Sense of belonging and connectedness. Readings with clairvoyants may potentially be harmful, despite patrons expressing benefits. Due to an unknown percentage of the population engaging in readings, it was found that additional research is needed in this area, as the phenomena appears to be underrepresented in Psychological empiricism.
Application of repertory grid technique to explore perceptions of expertise held by those working within the profession of conductive education
Nicholls, Wendy; Kinnersley, Theresa (University of Wolverhampton, 2019-03-29)
Conductive Education (CE), a psycho-pedagogic approach to working with individuals with neuromotor disorders (Sutton,2002), is practised in Statutory and Third Sector health and education provisions within the UK. This fact alone raises the need to explore the role and professional accountability of the conductor as the professional delivering this programme of education. Whilst there is a Professional Body (Professional Conductors Association) (PCA) and a requirement for validated Continuing Professional Development (CPD), there is no benchmark for expertise, or identification of the characteristics, skills and knowledge associated with it. This thesis as an exploratory study of conductors' perceptions of expertise is the first of its kind to be undertaken with conductors working in the UK. CE, underpinned by both constructivist and constructionist methodologies (Grundtvig, 2012), fits well with Personal Construct Theory (PCT), the chosen methodology for this study. This study is undertaken in two main phases. In the first, Repertory Grid Technique (RGT), as a research method associated with PCT (Hagans, Neimeyer, Goodholm, 2000), is used to interview 20 Conductors working in the UK. Principal Component Analysis (PCA) is used to construct a quantitative analysis of individual grid findings, a process that serves to underpin subsequent thematic analysis. An iterative process of thematic analysis, influenced by Constructivist Grounded Theory (Charmaz, 2006), facilitates synthesis of the conductors' perceptions of expertise. Expertise is perceived by the conductors to be holistic in nature and comprised of belief, personality, knowledge and skill. With reference to the pragmatist underpinnings of Positive Psychology, (Peterson & Seligman, 2004), items generated in phase one are subsequently used to construct a 92-point questionnaire. This questionnaire as a self-reflective measurement tool serves to complete the aims of this study. This exploratory study broadly fulfils its aims and addresses expressed need for greater accountability, academic justification of practice, desire for professional development and pragmatism within CE (Kozma, 1995). Weaknesses are identified, however the findings of this study serve to raise awareness of expertise, impact practice and conductor training.
The experiences of women who have successfully navigated alcohol and child protection services: importance of connection to healing
Morgan, Angela; Taiwo, Abigail; Freedman, Gail (University of Wolverhampton, 2019-05)
Background: A proliferation of research about maternal addiction problems and child protection involvement exists but there is a noticeable dearth of studies concerning how these services are experienced in conjunction. Research regarding the effectiveness of parental interventions for substance abuse is scarce in the UK. Further research highlights that social workers are inadequately prepared for working with parents with substance misuse problems even though substance abuse problems are as high as 70% in child protection caseloads. Aim: The aim of this study is to elicit and understand the experiences of women who have successfully navigated alcohol and child protection services. How dual involvement with services was initiated, experienced, and identify sources of resiliency that enabled the women to live substance free lives. Method: Semi-structured interviews were conducted with seven women to produce a qualitative research data. Transcripts were analysed using Interpretive Phenomenological Analysis (IPA) and a Relational Centred Analysis (RCA) to explore the lived phenomenological and relational experiences of these services. Findings: Four main themes emerged across the narratives. Key findings include the importance of language used by services, which either continues to isolate or enhance the therapeutic alliance where hope, trust and connection to others flourishes. Implications: The findings contribute to our understanding of women with addiction problems and their needs through the recovery process. These are discussed within a range of psychological theories and, finally, the implications for counselling psychology are considered.
The Myth of good character: assessing the performance of nursing and midwifery pre-registration students using a modified Delphi approach
Hopkins, Alex; Arkell, Sharon (University of Wolverhampton, 2019-09)
The requirement for pre-registration student nurses and midwives to demonstrate good character is detailed in the Nursing and Midwifery Council (NMC) quality assurance framework for higher education institutions (NMC, 2016a). This study used a qualitative methodology, interpreted through a post-modern lens, to examine the perspectives of decision-makers when assessing the good character of nursing and midwifery preregistration students in relation to their continued fitness to practise. Participants were purposively sampled from higher education institutions in the United Kingdom. All participants were qualified nurses or midwives and had experience of making decisions about students' good character. Thirty-three participants agreed to take part in a qualitative three-round study based on a modified Delphi approach. Twenty-two participants completed all three rounds. Qualitative data from all rounds were analysed using thematic analysis. A final overall analysis and interpretation was undertaken to synthesise the perspectives of this group of participants. The use of vignettes in round one enabled the participants to have a professional asynchronous conversation and contributed to their professional development through the opportunity to engage in reflection. The myth of good character is presented within the discourse as the good and caring nurse or midwife who abides by the Code (NMC, 2015a). The myth hides the underlying discursive practices that exist within the discourse to control behaviour, which was witnessed in this study through the assessment of the students' ability to operate technologies of the self, as described by Foucault (1988a). Technologies of the self were assessed by the student's ability to demonstrate self-awareness through insight, reflection and remorse, and honesty and integrity through self-surveillance in relation to a duty of candour. The decision-makers indicated that students were assessed upon their performance and their ability to learn how to be good rather than any fixed notions of character.
Knowledge management practices in the Kingdom of Saudi Arabia public sector organisations
Renukappa, Suresh; Algahtani, Khaled (University of Wolverhampton, 2019-09-20)
After a decade of sustained oil-based growth, KSA is at a transition towards knowledge based economy. Today, achieving that goal has become essential. To address these change challenges, knowledge is increasingly accessed and shared across different functional departments and professionals. This knowledge interdependence creates new management challenges resulting from the risks and difficulties of knowledge transactions across boundaries. Providing access to key tacit and explicit knowledge to decision makers during potential changes seems to be critical for effective decision-making. Recent technological developments have made a significant and positive impact on the ability and desire to manage knowledge. These challenges have made the government think to adopt Knowledge Management (KM) initiatives. There is, however, a paucity of empirical research on the key KM practices that have been implemented in the public sector organisations of the Kingdom of Saudi Arabia (KSA) – which is the core rationale for this study. Therefore, the aim of this study is to investigate how KSA public sector organisations are managing knowledge to gain sustainable competitive advantage. A web based, online questionnaire survey method was employed to collect data. Descriptive and inferential analysis was used to analyse the data obtained from the 107 completed and usable questionnaire for inference and conclusion. The survey revealed that to improve access to key knowledge is most important driver for managing knowledge in KSA public sector organisations. The extent of implementation of KM initiatives is relatively low in the KSA public sector organisations. Furthermore, study revealed that conventional, simple and cost effective KM techniques and technologies are effective and extensively used. Lack of government support for using new technologies, lack of awareness of knowledge, and lack of leadership support are key challenges for managing knowledge in the KSA public sector organisations. KM strategies have a very high positive impact on improving citizen relations. The study concluded that the challenge of managing knowledge is a daunting task for any organisation. An organisation's knowledge resources are complex and multifaceted, ranging from tacit components to knowledge that is explicitly represented. The ultimate key to organisations successfully embracing KM initiatives into daily operation is leadership. Therefore, the KSA government should take a greater leadership role in shaping the information environment and the role of emerging technologies in society that have significant impacts. It is necessary for KSA public sector decision makers to recognise and use a blend of ICT and non-ICT based KM techniques and technologies. Before embarking on a KM journey, decision makers have to understand what it is that they would like to achieve with KM and what value it needs to add to their organisation in the context of Saudi Vision 2030. The scarcity of knowledge and expertise a huge challenge for many KSA public sector organisations. Therefore, training and education related to the management of knowledge will help leaders, managers, and change agents to better understand on how to craft and implement various KM strategies for competitive advantage.
Oil and gas contracts: a law in context analysis using Nigeria as a case study
Haynes, Andrew; Adebayo, Jamiu Olohundare (University of Wolverhampton, 2018-12-31)
The legal and regulatory framework of the oil and gas industry and the contracting obligations arising thereof have evolved over time in many forms across oil producing states. Given the peculiarities of each of these oil producing states, the framework is constantly changing. The changing face of politics, climate and rapidly developing technology are changing the landscape of the industry, demanding a fundamental need for petroleum resource-endowed states to take a strategic view and choose what legal framework and contracting approaches are likely to deliver their ultimate objective: optimum production with topmost financial gains. The idea behind the exploration and exploitation of natural resources is to attract foreign direct investment (FDI) into developing states with the anticipation that such investment will put them on the centre stage of global economics and lead to an improvement in research and technology transfer that would sustain economic growth and development. However, the objective of transnational corporations is to maximise their profits. Ultimately, it is the exploration licensing contracts that states use to implement oil exploration and exploitation policies. The present research therefore seeks to look at the dynamics of the legal and regulatory framework of the oil and gas industry focussing on its everchanging contract types and nature. The research attempts to look at the causes of the imbalance in international oil and gas contracts with an eye on the observation that one of the causes of the imbalance are the investment treaties because they focus on a state's obligations with little or no focus on obligations from transnational corporations towards the states. Some critical clauses that need to be taken into account by parties to the contract are also explored because it is argued that contractual clauses are also among the causes of imbalance in international oil and gas contracts. This research therefore addresses the causes of imbalance by looking at the problems associated with investment treaties and the long-term contractual relationship between the host states and the transnational corporations, particularly the associated risks with oil and gas contracts such as; political, economic, natural and technical risks. Essentially, the study will narrow down on the processes, technicalities, case studies and the features of four main types of oil and gas contracts namely, Production Sharing Agreement, Joint Ventures, Service Contracts and the two Concessions, (Old and New). The research also attempted to answer the following questions: what is the current structure of oil contracts and to what extent can parties' commitments be altered to ensure the sustenance of economic stability? Which type of contract is the best for development and financial purposes? What are the causes of imbalance in the oil contract and to what extent have the principles of international environmental law been utilised at a state level and whether developing countries have been able to overcome the pressures from transnational corporations on the issue of environmental law? The research will address these questions through its five chapters.
'Are they ready to fly?' Flying faculty preparedness and professional learning: an exploratory study of transnational education staff perspectives
Devlin, Linda; Bartram, Brendan; Whieldon, Joan Ann (University of Wolverhampton, 2019-01)
The international mobility of higher education institutions and courses is increasing exponentially. In 2016–17, there were 707,915 students on UK degrees outside the UK with 1.6 times more students now on UK degree programmes offshore than there are international students based at universities in the UK. They are referred to as 'glocals' – students having global aspirations with local experiences. Transnational education takes a number of forms, one of which involves UK academic staff working as 'flying faculty' offshore. This requires a tutor flying to a host country, delivering the programme of study intensively and then flying out, returning to the awarding institution in the UK. This study examines the impact of these short-term teaching sojourns by staff and their 'lived lives' at the pre-, during- and post-delivery stages. The study investigates what training or preparation takes place and whether the challenges and opportunities of undertaking the work of flying faculty affects them personally and/or professionally. There is also consideration of their future development needs. Six staff from two universities were interviewed as part of this research using the biographical narrative interpretive method (BNIM), supported by a focus group of twelve participants originally involved as part of a project supported by the Higher Education Academy. This wide demographic provided a significant representation of the sector with flying faculty experience ranging from zero to fifteen years. Conclusions which evolved from this study are authoritative since they emanate from experts in the field, with participant samples identified as typical. Results demonstrate that preparation and on-going support for this pedagogical practice is ad hoc, informal and of uncertain design leading to significant apprehensions for staff. A lack of focus by UK higher education institutions on the personal and pedagogic needs of flying faculty subverts any Maslowian aspirational achievements. In spite of continuing rapid growth in this area of education, there is no structured training, development or support for those staff involved. The intention of this study is to provide a starting point for higher education institutions to move forward, encouraged by regulatory, fiscal and personnel incentives. The design of personal and pedagogically structured preparation, support and development for flying faculty in the future would represent a positive paradigm shift in the way that flying faculty are prepared, developed and perceived. The results of the study should be recognised as a contribution to knowledge engendering the need for change.
The hidden role: a focused ethnographic study of the nurse link tutor in higher education
Paniagua, Hilary; Fuller, Pauline; Sadler Moore, Della; Clifton, Elizabeth Susan (University of Wolverhampton, 2019-08)
Despite long standing debates relating to the role and function of the nurse teacher who acts as a link tutor in Higher Education, there is little understanding and evidence relating to their practice role. This focused ethnographic study sought to identify the role, the complexities and challenges, and future role requirements of the nurse link tutor, while supporting undergraduate, adult field nursing students on clinical placements. A guiding theoretical framework of symbolic interactionism used throughout this study contributed to an interpretation of the nurse link tutors' role from participants' perspectives and an understanding of the factors that affect and influence their role. This two phase study employed purposive sampling of nurse link tutors working in practice teams, spanning two hospital trusts. The first phase sought understanding using participant observation and informal interviews using the Developmental Research Sequence method (Spradley, 1979). Data collection in phase one took place over eleven months of field work, followed by a second phase focus group with the same nurse link tutors. The focus group helped to confirm findings from phase one as well as gain further insight into the role and future role requirements. Researcher reflexivity was important and integrated throughout this study. Data analysis in phase one applied domain and taxonomic analysis (Spradley, 1979) followed by Leininger's (1985) thematic and pattern analysis in the second phase. A symbolic interactionist approach used the application of "generic social processes" (Blumer, 1969; Prus, 1996) as an interpretive framework. The role was found to be emotionally demanding and a number of tensions and challenges were identified involving a constant juggling of an academic and practice role in order to support students in practice and enhance practice learning. This study revealed unknown aspects of the nurse link tutors' practice role, involving emotion work in the supportive aspects of their role in practice. This contributed to their professional nursing identity, however, the emotional labour they carried out remained hidden and unrecognised. Study recommendations for the nurse link tutor role, come at a time of new education standards for student nurse supervision and assessment (NMC, 2018) involving changes to roles in practice. However, in order for the nurse link tutor to fulfil a credible role in practice, there is a need for greater clarity of their role and support to enable them to juggle an academic and practice role. The emotion work and emotional labour they carry out should be made more visible and recognised. In order to develop and enhance their future professional role as nurse educators in practice they should be taking a leadership role and working with practice learning partners to enhance practice education. This study offers a contribution to knowledge of the insights into the emotion management perspective as applied to the nurse link tutor's experience of emotionality and how they manage their emotions to express their professional role identity.
The impact of implementing heritage elements in contemporary buildings in the United Arab Emirates
Arif, Mohammed; Al Qasimi, Shaikha Khuloud Humaid (University of Wolverhampton, 2019-02)
Due to the rapid growth and development which occurred during the last century the United Arab Emirates witnessed dramatic changes after oil discovery and the economic boom. This affected the building and construction sector that formed the urban fabric of the country. The four fundamental architectural heritage elements of the UAE are the mashrabiya, the wind tower, the courtyard and the broken entrance, these essential architectural heritage elements were efficiently implemented in traditional buildings. In the context of the contemporary; preservation challenges are experienced particularly when foreign architectural design is seen to be increasing dominating the cityscape and the architectural heritage elements are being misused neglecting their functionalities. This research aims to analyze and compare the efficiency of architectural heritage elements in the contemporary buildings and seeks to gather thorough rationale and logical interpretation in heritage elements. In order to investigate these four architectural heritage elements further, 'case study 'methodology has been used to inspect the performance of four local contemporary buildings and a comparison technique ( Comparative Analysis ) was conducted to better understand the outcomes of the analysis. The case study research is being preferable as a strategy due to the exploratory nature of the research and it essentially responds to research questions that seek explanation rather than experimentation. This research diverse from the usual traditional and contemporary comparison of heritage elements and focuses on comparing their reliability and functionality when addressed in contemporary buildings. It asserts that preservation must be in mind as a pre-requisite towards interpretation of heritage elements and ensures that currently more advanced technologies can be fully exploited to embrace traditional elements to achieve development requirements.
Embedding sustainable strategies for competitive advantage in the UAE sports sector
Renukappa, Suresh; Almenhali, Ali Abdulqader Abdulrahman (University of Wolverhampton, 2019)
Sports industry is receiving an imperious call to reduce their negative influences associated with their events, operations and facilities on the natural environment. Hence, it has developed numerous initiatives to address pertinent issues, bearing in mind two significant initiatives; reducing their ecological footprint and using the power and popularity of sport as a means to promote and raise environmental awareness and to inspire positive social change amongst fans and spectators. Despite the growing popularity given to sports industry lags behind other forms of facilities with reference to sustainability strategies. Therefore, this study aims to investigate how the United Arab Emirates (UAE) sports sector is embedding sustainability for competitive advantage. A mixed methodology of research was adopted to collect and analyse data. Descriptive analysis was used to analyse quantitative data obtained from 124 completed online survey questionnaires. The results were further augmented by qualitative results derived from semi-structured interviews with 30 professionals from 20 sports organisations. As part of the analysis of the interviews, content analysis was employed. The unit of analysis adopted for this study is the 'sports sector' and the embedded unit is 'individual employee'. The study concluded that the UAE sports sector is still in the developing stage. The implementation of initiatives related to sustainability is relatively low in the UAE sports sector organisations. Therefore, there is a need to reshape the UAE sports sector organisations existing sustainability strategy in order to gain sustainable competitive advantage. To improve the UAE sports sectors sustainability performance, decision makers have to recognise and understand the concept of sustainability. The lack of leadership skills for successful deployment of sustainability initiatives is one of the most important challenges for the UAE sports organisation. Therefore, there is an urgent need to develop and deliver a bespoke leadership training programs to address, improve and measure the effectiveness of leadership skills for driving change towards sustainability. A sustainable assessment framework was developed and evaluated. This study has made significant contributions to knowledge since there is no previous research explored on embedding sustainability strategies in the context of UAE sports sector. Findings of this research are limited to the UAE sports sector context only, as such, the level of generalisability outside this context may be very limited.