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Applied Pedagogies
for Higher Education
Real World Learning and Innovation
across the Curriculum

Edited by Dawn A. Morley · Md Golam Jamil

Applied Pedagogies for Higher Education
 Dawn A. Morley • Md Golam Jamil
Editors

Applied Pedagogies
for Higher Education
Real World Learning and Innovation
across the Curriculum
Editors
Dawn A. Morley Md Golam Jamil
School of Sport, Health and Social Sciences Bristol Institute for Learning and Teaching
Solent University University of Bristol
Southampton, UK Bristol, UK

ISBN 978-3-030-46950-4    ISBN 978-3-030-46951-1 (eBook)

https://doi.org/10.1007/978-3-030-46951-1

© The Editor(s) (if applicable) and The Author(s) 2021. This book is an open access publication.
Open Access This book is licensed under the terms of the Creative Commons Attribution 4.0
International License (http://creativecommons.org/licenses/by/4.0/), which permits use, sharing,
adaptation, distribution and reproduction in any medium or format, as long as you give appropriate
credit to the original author(s) and the source, provide a link to the Creative Commons licence and
indicate if changes were made.
The images or other third party material in this book are included in the book’s Creative Commons
licence, unless indicated otherwise in a credit line to the material. If material is not included in the book’s
Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the
permitted use, you will need to obtain permission directly from the copyright holder.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication
does not imply, even in the absence of a specific statement, that such names are exempt from the relevant
protective laws and regulations and therefore free for general use.
The publisher, the authors and the editors are safe to assume that the advice and information in this book
are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or
the editors give a warranty, expressed or implied, with respect to the material contained herein or for any
errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional
claims in published maps and institutional affiliations.

Cover illustration: © BlackJack3D / Getty

This Palgrave Macmillan imprint is published by the registered company Springer Nature Switzerland AG.
The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
 Preface

This edited collection was instigated in response to the groundswell of

applied learning expertise that was apparent through talking to academics
teaching and researching at Solent University, UK. This spark for the
book, and related research, mirrors an awareness across higher education
for curriculum and pedagogies that have greater alignment with students’
future work readiness.
The editors would like to thank Professor Catherine Lee for her sup-
port on making this the first open access, edited collection through Solent
University, UK.
A special thanks must also go to Barry Summerton (Dawn’s Dad) who
meticulously checked all the chapter references and fed back to the edi-
tors in such a timely way.

Southampton, UK Dawn A. Morley

Bristol, UK  Md Golam Jamil

v
 Contents

1 Introduction: Real World Learning—Recalibrating the

Higher Education Response Towards Application to
Lifelong Learning and Diverse Career Paths  1
Dawn A. Morley and Md Golam Jamil

Part I Emerging Responses in Real World Learning  19

2 Internal Knowledge Transfer: Professional Development

Programmes and Embedding Real World Learning for
Full-Time Undergraduates 21
David Perrin, Connie Hancock, and Ruth Miller

3 The Role of Professional Networks in Supporting and

Developing Real World Learning 41
Joanne Brindley and Stuart Sims

4 Real World Learning Through Civic Engagement:

Principles, Pedagogies and Practices 63
Kristine Mason O’Connor and Lindsey McEwen

vii
viii Contents

5 Working and Learning Through the Local Community:

Four Case Studies from Higher Education That Promote
Civic Engagement 91
Dawn A. Morley, Tracey Gleeson, Kerstin Mey, Anne Warren-­
Perkinson, Tracey Bourne, Amy E. King, Linda Cooper, and
Duncan Reavey

6 Real World Learning and the Internationalisation of

Higher Education: Approaches to Making Learning Real
for Global Communities107
Md Golam Jamil, Nazmul Alam, Natascha Radclyffe-­Thomas,
Mohammad Aminul Islam, A. K. M. Moniruzzaman Mollah,
and Annajiat Alim Rasel

Part II Moving Learning into Real World Practice: Extending

Student Opportunities in Higher Education 133

7 Designing and Supporting Extraordinary Work

Experience135
Dawn A. Morley, Paul Marchbank, Tony Steyger, Lesley Taylor,
Anita Diaz, and Pauline Calleja

8 Making Projects Real in a Higher Education Context163

Roy Hanney

9 Real World Learning: Simulation and Gaming187

Jonathan Lean, Jonathan Moizer, Cathrine Derham, Lesley
Strachan, and Zakirul Bhuiyan

10 Learning Enterprise and Entrepreneurship Through Real

Business Projects215
Lucy Hatt

11 The Journey of Higher Degree Apprenticeships 243

Claire Hughes and Gillian Saieva
 Contents ix

Part III Future Higher Education Direction: Engaging Real

World Learning Through Innovative Pedagogies 267

12 Making Inspiration Mainstream: Innovative Pedagogies

for the Real World269
Carina Buckley and Maria Kukhareva

13 ‘Getting to the Soul’: Radical Facilitation of

‘Real World’ Learning in Higher Education
Programmes Through Reflective Practice299
Jo Trelfa

14 Real World Learning and Authentic Assessment323

Melenie Archer, Dawn A. Morley, and
Jean-Baptiste R. G. Souppez

15 Using Educational Technology to Support

Students’ Real World Learning343
Edward Bolton and Roger Emery

16 Real-Time, Real World Learning—Capitalising

on Mobile Technology371
Keith D. Parry, Jessica Richards, and Cameron McAuliffe

17 Conclusion: Real World Learning—Researching and

Co-constructing Working Definitions for Curriculum
Development and Pedagogy395
Dawn A. Morley

Index413
 Notes on Contributors

Nazmul Alam is an Associate Professor and Head of Public Health

Department at Asian University for Women (AUW), Bangladesh. He
has doctoral degree from the University of Alabama at Birmingham
(UAB), USA, and postdoctoral training from the University of Montreal,
Canada. He is a recipient of the National Institute of Health (NIH)
Fogarty International Centre fellowship.
Melenie Archer is Lecturer in Festival and Event Management at Solent
University, UK. With over 15 years’ experience in the live events industry
she also supervises student work placements at major UK music festivals
as part of the course delivery.
Zakirul Bhuiyan has over 30 years of maritime industry experi-
ence and his time at sea was mainly spent in worldwide trade. He has
been working as Senior Lecturer and Course Leader, Maritime Bridge
Simulation at Solent University, since 2006. He is a member of UK
Marine Autonomous Systems Regulatory Working Group (MASRWG),
Merchant Navy Training Board (MNTB) and International Maritime
Organisation’s (IMO’s) Human Element, Training and Watchkeeping
(HTW) sub-committee sessions.

xi
xii Notes on Contributors

Edward Bolton is a Learning Technologist at Solent University respon-

sible for researching and investigating how digital technologies can be
best used for pedagogical benefits of both students and staff. His
­specialisms include audience response systems promoting student engage-
ment in the classroom, use of e-Portfolio and supporting academics in
their design and use of Solent Online Learning.
Tracey Bourne is the module lead for Principles of Football Development
and Applied Football Development at Solent University. Tracey is quali-
fied as a Football Association (FA) Futsal tutor and works with prospec-
tive tutors training them to achieve their license to deliver coach education
for the FA.
Joanne Brindley is Senior Lecturer in Education and the academic
practice lead in the School of Education and Sociology at University of
Portsmouth, where she is the course leader for the Academic Professional
Apprenticeship and Postgraduate Certificate in Higher Education. Her
doctoral thesis focused on reflective practice, mentorship and the devel-
opment of communities of practice.
Carina Buckley is the Instructional Design Manager at Solent University
and is responsible for leading on the design and development of blended
online learning environments for flexible learners or distance learners and
supporting and leading institutional projects to implement effective
teaching and learning strategies. Carina is the chair for the Association
for Learning Development in Higher Education.
Pauline Calleja is a Senior Lecturer at CQUniversity in Cairns, Australia.
Pauline’s clinical speciality is emergency nursing and rural and remote
practice with her research expertise in mixed methods and qualitative
design projects that encompass clinical intervention, practice improve-
ment, teaching and learning in clinical environments and simulation
settings. Pauline’s area of research focus is to improve rural and remote
communities’ local access to high-quality emergency and trauma care.
Linda Cooper has worked in education as a teacher and teacher educa-
tor for the past 20 years. She currently works in the Institute of Education,
Health and Social Sciences at University of Chichester and coordinates
 Notes on Contributors xiii

the Education Studies courses there. Her research interests and publica-
tions include creative learning strategies, history education in primary
schools and using technology with primary children
Cathrine Derham is a Principal Teaching Fellow in the School of Health
Sciences and Associate Dean (Education) in the Faculty of Health and
Medical Sciences at University of Surrey. Her research and interests focus
upon feedback and simulated practice.
Anita Diaz is a conservation ecologist at Bournemouth University where
her research projects include collaboration with wildlife conservation
organisations forging an innovative landscape-scale conservation vision
for the Purbeck Heaths. Students have integral roles in the project, co-
creating long-term monitoring of ecological change. Similarly, Anita’s
collaborations in Spain provide student co-­researchers with different per-
spectives on wildlife conservation of mountain meadow ecosystems.
Roger Emery is Head of Learning Technologies, responsible for the
online learning and digital education provision for Solent University.
Roger is a regular contributor to sector bodies including Association for
Learning Technology (ALT), Heads of e-Learning Forum (HeLF) and
the Moodle and Mahara communities.
Tracey Gleeson is the senior coordinator of the Limerick Inside Out
International Practica Programme at University of Limerick. She has
worked with the Irish Peace Institute, Co-operation Ireland and the
Centre for International Co-operation on cross-border and cross-­
community national and international projects.
Connie Hancock is an Associate Professor at University of Chester
Business School where she heads up the Department of Enterprise,
Leadership and Management. Her research principally focuses on entre-
preneurship education and entrepreneurial endeavour in a Higher
Education context.
Roy Hanney is the course leader for Media Production at Solent
University, specialising in communications, media production, ­producing
and project development. Roy’s practice interests include documentary
filmmaking, arts and heritage, audio-visual performance and immersive
story experiences. Roy has widely published on the topic of project-based
xiv Notes on Contributors

learning, and he is currently registered as a PhD student at University of

Portsmouth, investigating project-based learning in media practice
education.
Lucy Hatt is a Senior Lecturer at Newcastle Business School,
Northumbria University, and leads the Entrepreneurial Business
Management programme where students set up and run their own busi-
ness projects in teams. She is also a doctoral researcher at the School of
Education, Durham University, researching entrepreneurship education
through the lens of threshold concepts and transactional curriculum
inquiry, expecting to graduate in 2020. She was highly commended as an
Enterprise Catalyst in the National Enterprise Educator Awards 2016.
Claire Hughes is the inaugural Chartered Manager Degree
Apprenticeship (CMDA) programme manager and course leader for the
BA (Hons) Business Management and BA (Hons) Business Enterprise
and Entrepreneurship degree courses at Solent University. Having come
from industry, working for global market leaders and worldwide part-
ners, she draws upon these experiences to inform her teaching.
Mohammad Aminul Islam is a Senior Lecturer at the Institute of
Languages, BRAC University, Bangladesh. He has extensive training and
educational programme development experience with the Ministry of
Education, Bangladesh; Open University, UK; BRAC; Save the Children
and International Labour Organisation. He has been a member of the
‘English Language Fellow Program’ run by the US Department of State
and has received Commonwealth Distance Learning Scholarship in 2017.
Md Golam Jamil is a Pedagogic Researcher at University of Bristol. He
has taught academic programmes and managed a professional develop-
ment unit at BRAC University in Bangladesh. His research interests
include applied pedagogies, research-informed teaching, technology-­
enhanced learning and language education.
Amy E. King is the Health and Exercise Development Officer at Solent
University where she studied Health, Exercise and Physical Activity. Her
work focuses on health promotion with a strong emphasis on physical
activity and nutrition. Amy is a strong advocate for real world learning
 Notes on Contributors xv

experience and provides students with various opportunities alongside

supporting students through the Community Innovation Programme.
Maria Kukhareva works at Centre for Learning Excellence, University
of Bedfordshire, where she leads on staff development and innovative
practice. Her interdisciplinary work includes developing effective teach-
ing approaches grounded in drama pedagogy, object-based learning and
visual pedagogy. Maria is the chair of the Research and Development
working group for the Association for Learning Development in Higher
Education (ALDinHE).
Jonathan Lean is Associate Professor of Strategic Management at
Plymouth Business School, University of Plymouth, UK, with over
20 years’ experience in teaching strategic management, entrepreneurship
and research methods. He has published widely on topics including man-
agement learning and development, entrepreneurship and the use of
simulation games in education and training. Jonathan is associate editor
of the International Journal of Management Education and an Honorary
Fellow of Enterprise Educators UK, the UK’s national network for entre-
preneurship educators.
Paul Marchbank is an Associate Professor and Dean of the School of
Media Arts and Technology at Solent University, Southampton, UK. Paul
has been instrumental in the introduction of vocational and work-based
learning pathways throughout the school and university and has devel-
oped innovative vehicles for students to gain real world experience—such
as enterprise businesses harnessing work-­experience opportunities across
the media and digital industries.
Kristine Mason O’Connor is Professor Emerita of Higher Education
Development at University of Gloucestershire and a UK Higher Education
Academy National Teaching Fellow. Her fellowship at the university’s
Centre for Active Learning enabled her to research university-­community
engagement. She has served as co-chair of the Staff and Educational
Development Association, chair of the Association’s National Conference
Committee and as a council member of the International Consortium
for Educational Development. Her publications include biography, edu-
cational development and university-community engagement.
xvi Notes on Contributors

Cameron McAuliffe is Senior Lecturer in Human Geography and

Urban Studies at Western Sydney University. Cameron is an urban, social
and cultural geographer and a member of the Urban Research Program,
where his research engages with the regulation of difference and the way
cities govern ‘marginal’ bodies. His research includes projects on the
negotiation of national and religious identities among Iranian migrant
communities; policy research on graffiti management; and the geogra-
phies of kerbside waste.
Lindsey McEwen is Professor of Environmental Management in the
Centre for Water, Communities and Resilience, University of the West of
England, Bristol. Her specialisms include water risk management, water
education, community-based research and community-based learning.
Her research publications are both subject-based and pedagogic, with
interest in Education for sustainable development (ESD), citizenship and
learning for resilience. Lindsey is a UK Higher Education Academy
National Teaching Fellow.
Kerstin Mey is the Vice President of Academic Affairs and Student
Engagement and Professor of Visual Culture at University of Limerick,
Ireland. She has sustained a scholarly interest and publications in con-
temporary art practices, public pedagogies and arts as research.
Ruth Miller is the Director of Programmes for Accreditation, recogni-
tion of prior learning (RPL) and Work Based Learning in the School of
Health and Education, Middlesex University. She has extensive experi-
ence of accrediting both organisational staff development programmes
and individual’s own work-­based learning, thereby developing flexible
progression pathways for a range of practitioners. She has a particular
interest in how work-based projects undertaken as part of academic
awards can have real impact on the development of practice in the
workplace.
Jonathan Moizer is an Associate Professor of Business Operations and
Strategy at University of Plymouth Business School. His research inter-
ests include both serious games and their applications in education and
 Notes on Contributors xvii

training, as well as simulation modelling for learning, insight and predic-

tion. Jonathan has published widely in these fields. He recently acted as
President of the UK Chapter of the System Dynamics Society and sits on
the committee of the European Conference on Games Based Learning.
A. K. M. Moniruzzaman Mollah is Professor of Biological Sciences and
the Head of Science and Math Programmes at Asian University for
Women (AUW), Bangladesh. He holds a BA in Biology from Illinois
Wesleyan University, USA, and a PhD in Molecular Biology from
University of Notre Dame, USA. He continued his academic career as a
postdoctoral fellow in the Department of Biochemistry at Albert Einstein
College of Medicine, USA, and as an assistant professor in the Biology
Department at Yeshiva University, USA. He also taught at Stony Brook
University, USA.
Dawn A. Morley is a Postdoctorate Researcher at Solent University and
Principal Academic in adult nursing at Bournemouth University. Dawn
specialises in how students’ learning at university can be connected to
greater work readiness and is the lead editor of two previously published
edited collections related to work-based learning.
Keith D. Parry is a Senior Lecturer at the University of Winchester and
an associate fellow at Western Sydney University. His research interests
are based on the sociology of sport, with a focus on sports fandom, health
and the spectator experience. His knowledge and expertise have also been
recognised with invitations to write for websites such as The Conversation
and News.com.au. He is an award-winning teacher and writer, receiving
a UN Day Media Award for a co-authored media piece: Pushing casual
sport to the margins threatens cities’ social cohesion.
David Perrin is Director of the Centre for Work Related Studies and an
associate professor at University of Chester, UK. He runs one of Europe’s
largest work-based learning frameworks for undergraduate and postgrad-
uate students. He has published widely in the field, with specialism in the
accreditation of prior learning.
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