Case Study on the work of the School of Creative and Cultural Business (Robert Gordon University) embedding the Scottish Student Innovative Student Awards Programme (offered by the Scottish Institute of Enterprise) across its different courses.
Admissions to nift 2012 is open today. Download nift prospectus here. Students can apply till January 10th, 2012. The prospectus contains information about the eligibility criteria, admission procedures, deadlines, application forms, entrance test, etc.
the changes in the NIFT application & admission procedures are available in prospectus. The 2013 prospectus can be downloaded for free here. The prospectus & application forms can be purchased by paying Rs.300/- from all NIFT centres
Admissions to nift 2012 is open today. Download nift prospectus here. Students can apply till January 10th, 2012. The prospectus contains information about the eligibility criteria, admission procedures, deadlines, application forms, entrance test, etc.
the changes in the NIFT application & admission procedures are available in prospectus. The 2013 prospectus can be downloaded for free here. The prospectus & application forms can be purchased by paying Rs.300/- from all NIFT centres
Universities that adopt innovative practices to upgrade themselves from teaching institutions to entrepreneurship ecosystems that provoke, facilitate and launch innovators and entrepreneurs to the business world are what countries need today. How ?
Educational excellence framework book rev. 1.5Malek Ghazo
An initial Educational Excellence Framework Book Where a newly proposed model is structured to align the PRME principles, UN 2015-2013 goals/targets and Organizational Excellence Criteria (EFQM). This Model focuses on both academic institutions and students to provide them a points based management educational system where students will need to accomplish a certain number of points in order to graduate either from high school, undergraduate and postgraduate studies (you will find initial distribution of points and main areas focused on for students).
Moreover, Academic Institution will also be continuously assessed based on the EFQM excellence criteria combined with the PRME principles in order to ensure their overall culture, structure and so on, do continuously improve and develop within excellence and responsible management education.
Entrepreneurs, according to Joseph Schumpeter, are responsible for creative destruction. They are the real drivers
economic growth and employment. Creation of entrepreneurship of such higher order would require Universities and Higher Education institutions (HEI) to include entrepreneurship and innovation as a part of their vision
and therefore embed, support and grow an entrepreneurship and innovation culture among management, faculty and students. This transformation, into what we may call the entrepreneurial university, would lead to wide ranging external collaborations and partnerships and enthusiasm to
engage even with the smallest economic and social entrepreneurs inside and outside the campus.
Educators learn about entrepreneurship education from Kaplan schoolGalit Zamler
Kaplan school in Israel which educates for entrepreneurship hosted a delegation of educators from abroad to show them how to teach entrepreneurship within the school
Embedding SoTL, Diversity and Inclusivity at the Course, Program and Institut...CatherineOMahony7
Embedding SoTL in an institution does not happen overnight. Neither does the alignment of SoTL with principles of diversity and inclusivity happen by chance. This panel discussion will share the story of how faculty and staff at University College Cork (UCC) Ireland have worked together to embed SoTL and embrace principles of diversity and inclusion as a SoTL lever. We have been working with SoTL principles for over twenty years and have developed a number of long-term initiatives that have brought about transformational change at course, program, disciplinary and institutional levels, while embracing principles of diversity and inclusivity.
Three panelists address the following questions in an Irish university context:
(i) How can we use professional development (CPD) to spearhead pedagogical, disciplinary and institutional transformation?
(ii) How can we embed diversity and inclusion at the level of the curriculum in sustainable and effective ways to maximize staff and student learning? LL
(iii) How can we ensure that there is sustained commitment at the institutional level towards supporting and embedding inclusive principles across the university and beyond?
(iv) How does a SoTL perspective pervade and inform these questions? At the pedagogical and curriculum levels, for example, we have embraced principles of Universal Design for Learning (UDL) to inform and advance diverse and inclusive practice.
This is achieved in a number of ways:
(i) through the rolling out a suite of online accredited programmes for faculty in the field of teaching and learning in higher education;
(ii) through the option to take a digital badge in UDL;
(iii) through a generic series of virtual and face to face CPD sessions for faculty and staff. All of these initiatives are run by the Centre for the Integration of Research, Teaching and Learning (CIRTL) which is dynamically related to the Colleges and Faculties of the university, through its champions and teaching fellows. We have also pursued alignment at the institutional level through ensuring that teaching and learning remains a central tenet of the Strategic Plan of the university. CIRTL is also part of a wider ambit that includes collaboration with other centres, such as Digital Education, Equality, Diversity and Inclusion (EDI) and Inclusive UCC. Each panelist will address one of the questions above, while all will address the SoTL imperative.
'Enhancing students' innovation and reflection skills: the SISA programme'Konstantina Martzoukou
Webinar on 'Enhancing students' innovation and reflection skills: the SISA programme' offered by the Robert Gordon University and the Scottish Institute for Enterprise (SIE). Presentation for OneHE Mindsets by Dr Pauline Bremner (Robert Gordon University) and Ann Davidson (Scottish Institute of Enterprise). Date: 1st July 2020
Universities that adopt innovative practices to upgrade themselves from teaching institutions to entrepreneurship ecosystems that provoke, facilitate and launch innovators and entrepreneurs to the business world are what countries need today. How ?
Educational excellence framework book rev. 1.5Malek Ghazo
An initial Educational Excellence Framework Book Where a newly proposed model is structured to align the PRME principles, UN 2015-2013 goals/targets and Organizational Excellence Criteria (EFQM). This Model focuses on both academic institutions and students to provide them a points based management educational system where students will need to accomplish a certain number of points in order to graduate either from high school, undergraduate and postgraduate studies (you will find initial distribution of points and main areas focused on for students).
Moreover, Academic Institution will also be continuously assessed based on the EFQM excellence criteria combined with the PRME principles in order to ensure their overall culture, structure and so on, do continuously improve and develop within excellence and responsible management education.
Entrepreneurs, according to Joseph Schumpeter, are responsible for creative destruction. They are the real drivers
economic growth and employment. Creation of entrepreneurship of such higher order would require Universities and Higher Education institutions (HEI) to include entrepreneurship and innovation as a part of their vision
and therefore embed, support and grow an entrepreneurship and innovation culture among management, faculty and students. This transformation, into what we may call the entrepreneurial university, would lead to wide ranging external collaborations and partnerships and enthusiasm to
engage even with the smallest economic and social entrepreneurs inside and outside the campus.
Educators learn about entrepreneurship education from Kaplan schoolGalit Zamler
Kaplan school in Israel which educates for entrepreneurship hosted a delegation of educators from abroad to show them how to teach entrepreneurship within the school
Embedding SoTL, Diversity and Inclusivity at the Course, Program and Institut...CatherineOMahony7
Embedding SoTL in an institution does not happen overnight. Neither does the alignment of SoTL with principles of diversity and inclusivity happen by chance. This panel discussion will share the story of how faculty and staff at University College Cork (UCC) Ireland have worked together to embed SoTL and embrace principles of diversity and inclusion as a SoTL lever. We have been working with SoTL principles for over twenty years and have developed a number of long-term initiatives that have brought about transformational change at course, program, disciplinary and institutional levels, while embracing principles of diversity and inclusivity.
Three panelists address the following questions in an Irish university context:
(i) How can we use professional development (CPD) to spearhead pedagogical, disciplinary and institutional transformation?
(ii) How can we embed diversity and inclusion at the level of the curriculum in sustainable and effective ways to maximize staff and student learning? LL
(iii) How can we ensure that there is sustained commitment at the institutional level towards supporting and embedding inclusive principles across the university and beyond?
(iv) How does a SoTL perspective pervade and inform these questions? At the pedagogical and curriculum levels, for example, we have embraced principles of Universal Design for Learning (UDL) to inform and advance diverse and inclusive practice.
This is achieved in a number of ways:
(i) through the rolling out a suite of online accredited programmes for faculty in the field of teaching and learning in higher education;
(ii) through the option to take a digital badge in UDL;
(iii) through a generic series of virtual and face to face CPD sessions for faculty and staff. All of these initiatives are run by the Centre for the Integration of Research, Teaching and Learning (CIRTL) which is dynamically related to the Colleges and Faculties of the university, through its champions and teaching fellows. We have also pursued alignment at the institutional level through ensuring that teaching and learning remains a central tenet of the Strategic Plan of the university. CIRTL is also part of a wider ambit that includes collaboration with other centres, such as Digital Education, Equality, Diversity and Inclusion (EDI) and Inclusive UCC. Each panelist will address one of the questions above, while all will address the SoTL imperative.
'Enhancing students' innovation and reflection skills: the SISA programme'Konstantina Martzoukou
Webinar on 'Enhancing students' innovation and reflection skills: the SISA programme' offered by the Robert Gordon University and the Scottish Institute for Enterprise (SIE). Presentation for OneHE Mindsets by Dr Pauline Bremner (Robert Gordon University) and Ann Davidson (Scottish Institute of Enterprise). Date: 1st July 2020
Data driven innovation for student success (Studiosity Symposium 2017)Studiosity.com
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Enabling Motivated Instruction Outcomes through Technology Accessijtsrd
The research was conducted at Cebu Technological University Barili Campus, Barili, Cebu as a bases for Proposed Curriculum and technology integration Instructional Guide Through Departmental LAC sessions to strengthen the Domains and Objectives during actual instructional setting. The 650 respondents 600 Students and 50 Teachers distributed from three secondary schools in Toledo City Division namely Luray II National High School, Matab ang National High School and Toledo City Science High School wherein Descriptive –Correlation and Purposive sampling was used for the distribution of survey questionnaire instrument which aims to assess the level of technology Implementation integration in instruction in senior high school curriculum through its domains and objectives such as classroom activities, Research Works, Product Performance Task Monthly School Celebration Activities, Faculty Professional Communication, Learners Extrinsic motivation towards academics and Learners Monthly Percentage Attendance as well as to determine the barriers and challenges occur during the implementation of technology integration towards curriculum instruction a basis for upgraded instructional guide to be developed. Gathered data were treated using total weighted points, weighted mean, and correlations. Based on the findings and after a careful analysis and interpretation of the study, it is concluded that enabling motivated instructional guide through technology access is the best way to enhance learners 21st century skills. Maria Katrina S. Macapaz "Enabling Motivated Instruction Outcomes through Technology Access" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33301.pdf Paper Url: https://www.ijtsrd.com/management/management-development/33301/enabling-motivated-instruction-outcomes-through-technology-access/maria-katrina-s-macapaz
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Katie Jones is a Lecturer in Events Management and Marketing within the School of Creative & Cultural Business at Robert Gordon University. Katie teaches modules such as live festival management, corporate & association events management, consumer psychology as well as supervising live client event projects and managing the development of practical industry experience portfolios for the events students. If you would like to share your own case study please get in touch with me k.martzoukou@rgu.ac.uk
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A ‘Whole-person’ Education: Students Innovating and Reflecting with the Scottish Innovative Student Awards
1. 1 | P a g e
A ‘Whole-person’ Education:
Students Innovating and
Reflecting with the Scottish
Innovative Student Awards
School of Creative & Cultural Business
Hello, I am Dr Konstantina Martzoukou, Teaching Excellence
Fellow in the School of Creative and Cultural Business (SCCB) at
the Robert Gordon University (RGU). Our new RGU Teaching and
Learning Framework focuses on the integration and embedding
of ‘whole person education’ as a key educational component via
‘technology enabled learning’, ‘collaborative practice’, ‘authentic
learning’, ‘flexibility and inclusion’ and ‘lifelong learning’ (The
RGU Teaching and Learning Framework, 2020, p. 2-3). The
current shift to ‘whole person education’ is a factor of holistic curriculums (Miller 2019)
and presents a need for universities to become more skills focussed (Ostergaard and
Graafland Norlund 2019).
Our school offers diversified, versatile and
creative learning opportunities to students
via activities which are designed to foster
that direction and embed innovation and
reflection.
Reflection is a sense-making activity which
helps students to develop a deeper
understanding and a holistic picture of
their learning journey, as well as plan
continuing learning paths with rigor and evidence (Schon 1983). It is the road towards
developing critical self-awareness and skills, crystallising professional values and forming
a reflective professional identity. However, reflection and innovation go hand in hand. In
the post COVID-19 world, we are called to adapt rapidly to changing environments, with
innovations in education that will help to generate new and improved ideas, knowledge,
approaches, methods, practices, and services. Critical reflection helps to accelerate
progress towards those innovations, making us to ask the important questions of what,
how, why and when and plan for the future.
2. 2 | P a g e
One of these opportunities to reflect and innovate is the Scottish
Innovative Student Awards (SISA) programme, which is well
placed to extend a student’s ability to apply theory into practice
and aligns with the UK Quality Assurance Agency (QAA) Enterprise
and Entrepreneurship Education (2018). To compete with the
workplace market in gaining employment, graduates must
understand the development of their intrinsic competencies and
values, as well as well as their development in expanding their
awareness of external environments.
In the School of Creative and Cultural Business,
and more recently across RGU, the Scottish
Innovative Student Awards (SISA) programme
from the Scottish Institute for Enterprise, has
been embedded within many of our degree
programmes. Via the accreditation of modules
for level one (Future Thinker), SISA allows
students to progress to levels 2 (Innovation
Catalyst) and 3 (Innovative Champion).
This work is led by the RGU Entrepreneurship and
Innovation Group (EIG) with the support of Dr
Pauline Bremner and the SISA steering group. To
date 478 RGU students have attained a SISA
award with 21 continuing to Level 3.
RGU was the first university to introduce the
scheme in 2018 and has now become the first
university in Scotland to be awarded Scottish
Innovative Student Award (SISA) self-
accreditation status from the Scottish Institute
for Enterprise (SIE) to equip students with a
forward-thinking and enterprising mindset.
The university’s School of Creative and Cultural
Business was also the first school to receive
SISA accreditation and, since then, RGU have
gone on to provide students across a number of
academic schools.
What is the Importance of SISA to RGU students?
Chris Moule (Head of Entrepreneurship and Innovation,
Entrepreneurship and Innovation Group): Skills are a major
driving force of growth through their effect on our global, national
and regional economy. They are essential for our young people to
enter the labour market, access good-quality jobs or create their own
and provide value to society.
Furthermore, they are crucial for everyone to utilise and keep abreast
of technological advances in a rapidly changing, uncertain and inter-
dependent world. Through its three levels, SISA provides a
3. 3 | P a g e
foundation of core skills upon which our students at RGU can confidently embrace the
challenges and opportunities of the ‘future of work’ as employees who can act as catalysts
for innovation and change or as future entrepreneurs.
Now more than ever, Robert Gordon University, through our partnership with SIE SISA,
aim to ensure that key innovation skills and the art of thinking innovatively and working
collaboratively will ensure that our students are responsive and agile to the needs of the
labour market, now and in the future.
Who is involved in this work in the School of Creative and Cultural
Business?
Hello, I’m Pauline Bremner, and I am a Lecturer in Fashion and Retail
in the School of Creative and Cultural Business, Robert Gordon
University (RGU). I have been leading the implementation of the
Scottish Innovative Student Award SISA programme into our school
and aiding in the development of the accreditation process. SISA
level one is currently accredited across 15 modules in CCB and some
other modules across RGU.
Many academic staff have modules accredited and they work with
the SISA process and methodology to ensure students benefit. Iain
Morrison and Lorraine Amies have also implemented SISA level one
into Gray’s PPD programme. As a university we collaborate with the Scottish Institute of
Enterprise Programme Manager Ann Davidson, who has SISA responsibility via our
Entrepreneurship and Innovation Group (EIG).
What is this method about?
Pauline: SISA is an awards programme from the Scottish Institute for Enterprise (SIE)
that develops innovation skills in students and issues certificates for each stage completed.
With the changes predicted for the future of work the businesses of the future require
employers to have innovation and enterprise skills such as creativity, problem solving and
the ability to communicate well. Participating in SISA will enhance a student’s ability to
stand out in the graduate recruitment market and develop future-ready skills that will
open up new career opportunities. They will learn how they can embrace the opportunities
and challenges of the Fourth Industrial Revolution as innovative employees or as future
entrepreneurs.
More information is available via the SISA website: https://www.sie.ac.uk/sisa/
How does this method work?
There are three SISA levels (Figure 1) which help students to develop a range of innovation
competencies.
Level 1 (Future Thinker)
It is delivered within the curriculum by SIE – or by RGU lecturers. Students can then apply
online for their Level 1 certificate and demonstrate their understanding by answering the
question:
‘What new thing did you learn and how does that relate to the future and to your
future?’
4. 4 | P a g e
Figure 1. The Three SISA levels
Level 2 (Innovation Catalyst)
Students who are successful with their reflection are invited to attend a level 2 workshop
which, this academic year, has taken on the theme of the UN sustainability goals. This
February saw 43 RGU students attend in Dundee and they achieved their Level 2
Innovation Catalyst. The SIE facilitated workshop students to enhance and develop their
innovation competencies by working in multidisciplinary teams, with students from other
Scottish universities. Working with peers from other universities clearly gives students the
need to collaborate, working in tandem using innovative practices to move ideas forward.
Figure 2. Pictures of our students at various SISA workshops
Level 3 (Innovation Champion)
It is achieved by students who complete an online worksheet from the SIE demonstrating
their ability to apply the innovation process to their own project. In this academic session
(2019-2020), 16 students have obtained this level and past work has been presented by
the SIE in posters, encapsulating the Museum of the Future initiative, which has been used
at the QAA’s Focus on Graduate Skills workshops.
5. 5 | P a g e
Figure 3. Level 3 Innovation Champion Awards
Could we see an example?
Pauline: An example of level 2 and 3 materials are illustrated below. The students are
given a full set of materials to work with during levels 2 and 3, where the signals relevant
to the theme of the UN sustainable goals are provided for level 2 and a worksheet is
provided with a guide for applying for level 3.
A Fashion Management student’s application at Level 3 is illustrated below (Figure 4). The
student has used the brief given by SIE on the ‘Museum of the Future’ (Figure 5) to
encompass the drivers of change of the future in their discipline (Fashion) and using
artefacts such as technology, ethics and social conscience, they have highlighted the need
to make fashion more ethical.
Figure 4. Examples of Level 2 and 3 SISA materials
6. 6 | P a g e
Figure 5. An example of a Fashion Management student’s level 3 application
7. 7 | P a g e
Figure 6. SIE’s brief on the ‘Museum of the Future’
What other support materials are included for the students?
Pauline: The SIE produce quite a range of materials for staff and students. As staff we
have access to signals, previous workshop slides and information sheets. In addition, we
have held an information session for staff on levels 2 and 3 and the SIE are currently
engaging staff in focus groups to discuss the provision of materials going forward. Online
materials are in the pipeline as support for both staff and students as an added value to
8. 8 | P a g e
the process. Additionally, a Facebook group was developed by SIE to aid students in their
level 3 application.
How has SISA been implemented in the School of Creative and
Cultural Business?
Pauline: Our school has many degrees and because of this many module coordinators
have applied using the SIE’s application process to have their module accredited for level
one. Any student attending the activity or session the lecturer delivers will cover the SISA
level one methodology and begin to consider how things may have to change in the future.
Once they have completed this session the student follows on by completing the 100-word
reflective statement. Reflection is important as this encourages the students to consider
the competencies targeted in level one and how they can use them in the future. The aim
is to engender an innovative mindset in the student early on in their curriculum ensuring
that students consider their own entrepreneurial approaches to the external environment.
With the successful implementation in academic year 2018-2019 we have collaborated
with the SIE as a university to becoming the first university to award the level one in
house. A full overview of the success of SISA in our school (2018-2019) is found in this
video (Figure 7).
Figure 7. Video on SISA outcomes (School of Creative and Cultural Business)
How did the students find the approach?
Pauline: The students who complete the programme get credited for their mindset and
can stand out in the crowd more than their peers. This learning and teaching development
of a mindset is so in tune with whole person education and collaboration competencies
needed for their future employability.
This is one of the main reasons why we have had
an award ceremony at RGU’s What’s Next
conference. This video shows the importance of
skills to our employability strategic direction at
RGU and the benefits of SISA to the students.
9. 9 | P a g e
Irina-Cristina Bogdan (Innovative Champion BA (Hons) Fashion Management):
I enjoy challenges that help me progress in my career, which
is why I recently entered the Scottish Innovative Student
Award Programme, achieving levels 1 (Future Thinker), 2
(Innovation Catalyst), and 3 (Innovation Champion). This
allowed me to work in multidisciplinary and multiculturally
teams, as well as individually, coming up with ideas and
developing solutions for the future.
I learned how to identify drivers of change, draw signals, think
about customers' needs and expectations. I developed an
innovative project that would contribute to the United Nations
Sustainable Development Goals, ensuring public satisfaction,
environment protection, as well as economic growth.
As the nature of work is very dynamic in the Fourth Industrial Revolution, I believe being
agile, adaptable, resilient, a team player, ready to think outside the box and solving
problems creatively is what could differentiate you in a competitive recruitment market. I
highly recommend joining the SISA Programme because that is where you will develop
these skills and many others.
Ivana Krizova (Innovative Champion BA (Hons) Fashion Management):
For me, SIE workshops and SISA overall were a rather
rewarding experience. Not only I was dealing with tasks
addressing the UN Sustainable Development Goals but I also
had to consider the precarious future when creating
innovation strategies that focused on the ever-changing
trends in different industries. As the workshops heavily relied
on teamwork, I had a chance to work together with other
students from different cultural and academic backgrounds,
which, I believe can help me in the future in regard to
employability and enhance my CV.
Lucia Da Vinci (Innovative Champion MSc Information and Library Studies):
Participating in the three stages of the SISA Programme, just
after my learning phase and before my future work stage,
gave me the opportunity to sharpen the competencies so
vital for a fulfilling career. More so, I could achieve this in co-
creation with hundreds of other flexible thinkers, my future
colleagues, in solving the problems we're facing in the world.
The SISA Programme helped me, almost like a magnifying
glass, to focus on my sense of purpose and value-based
actions that I can engage in converging my worlds of learning
and work. Not only did we develop our agile and flexible
minds as well as applied foresight in the ideation processes during Levels 1 and 2, but we
were then given the opportunity at Level 3 to demonstrate our design thinking, civic and
social responsibility competencies, and to test our preparedness to become good
influencers for our teams, communities and the society surrounding us.
10. 10 | P a g e
This was a great multi-disciplinary and multi-cultural exercise and I couldn't have asked
for a better preparation for what the future holds for us!
What were the perspectives of other staff?
Tracy Pirie (Lecturer in Marketing in the School of Creative and
Cultural Business): I have a final year module ‘CB4163 Business
Creativity’ which has been awarded SISA accreditation. As part of this
module the students are challenged with working in cross-
disciplinary/cultural teams to undertake research and develop a final
pitch on a creative new business idea. Early on in the session we have
worked alongside the SIE engaging the students with their signal
packs. This allowed the students to work with ideas which they may
otherwise not have considered in the context of their respective disciplines. This allowed
them to develop a more comprehensive understanding of how changes in environment
can drive innovation in their specific disciplines. An additional benefit was that some
groups developed their final concept for the assessment during these sessions.
This module also has a critical reflective component where students need to consider the
role of entrepreneurial personality traits and the competencies required for working
effectively in a creative context to develop these ideas, with a specific focus on the impact
that multi-disciplinary/cultural teams can have on this process. The materials which have
been developed in this area via the SISA programme again allow the students to get a
deeper appreciation of their own practice in this area. This enhances their understanding
of the importance of being reflective of their own practices and abilities, with the added
value of receiving external recognition for their engagement.
Simon Farmer (Media and Online Learning Developer in the
School of Creative and Cultural Business): I used elements of the
presentation (highlighted on page 6) as a visual aid to explain details
of the Scottish Innovative Student Awards to a class of potential
applicants. It helped me to explain the differences between levels and
potential activities as well as increasing interest. I placed the
presentation within the VLE afterwards so students could watch it back
in more detail. The student testimonials at the end were very helpful
for students and helped them to get a sense of how the SISA could increase their
attractiveness to potential employers.
Dr Konstantina Martzoukou (Teaching Excellence Fellow in the
School of Creative and Cultural Business): I have SISA
accreditation for one of my modules, ‘CBM808 Information Seeking and
Use’, which is part of the MSc Information and Library Studies. The
module, aims to introduce students to the main theoretical positions
and practical developments in the fields of Information Seeking
Behaviour, Information Literacy and Digital literacy, examining current
information related phenomena, such as fake news, misinformation and
information eco chambers. The module has a critical reflective
component where the students are asked to evaluate and reflect on what they have
learned. SISA offered my students the opportunity to formalise their reflective experiences
and receive external recognition for their learning. In their reflections my students focused
on the information skills and new information retrieval methods they had learned, as well
as the broader competencies they developed as future information professionals. The
following summarises the valuable reflective outcomes of SISA as verbalised by my
students who completed SISA Level 1:
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“Applying for the SISA award really made
me reflect on the aspects of the module
that had helped me grow my knowledge
base and become a more critical thinker
on the ideas of information. I am happy I
applied for it and had an opportunity to
share my experiences on the module”
(Ingrid Majoos, MSc Information and
Library Studies Student).
“The module helped me become a person that reflects more on information given, but also
has made me more confident in research which has helped me not only in my life but in
other modules” (Sulaima Iquebal Golam, MSc Information and Library Studies Student).
“I think writing the application for the SISA was very useful in facilitating real reflection
on my learning and why I was doing the course. The question ‘What new thing did you
learn and how does that relate to the future and to your future?’ is quite a powerful one!
I think because I was applying for an external award it made me really reflect on what I
had learned, why I had learned it, and how my future employers, service users and myself
would benefit - or even if they would benefit. All professional practice requires reflective
learning, so pushing students to really think about why it matters is good. As future library
and information professionals responsible for service provision, we need to understand
why a particular skill or piece of knowledge matters to our future, the future of our services
and service users, and the communities we will work in…What we study on the course
should not be studied in abstract, it should be aligned to our goals and our vision of the
future, not only for ourselves as individuals, but also for the people we will be providing
services for” (Beki Smith, MSc Information and Library Studies Student).
Has SISA been implemented in other schools in RGU?
Iain Morrison (Lecturer at Gray’s School of Art): At Gray’s School of
Art the school has a Personal Professional Development (PPD) program
that has been in place for four years which was developed in conjunction
with 'Student Partners', to challenge students to consider different stages
of their career path through their undergraduate and postgraduate study.
As the school had a PPD program in place across all years rather than an
application for SISA accreditation that relies on a single module in one
semester the school was able to use PPD to successfully apply for all
elements of the school to be accredited.
In the first year of taking part in SISA (2019-2020) all Stage 1 students (120) were
required to submit the SISA Level 1 outcome online which was successfully completed at
the end of semester 2 using their PPD training to support their response to the SISA level
1 question. Over the coming years this will then open out to our Stage 2-4 + Masters
students who will then have the option to take part in supporting SIE workshops and PPD
support material to allow them to engage in SISA 2 and 3.
How did the students find the approach?
Iain: The PPD at Gray’s is focused on developing a greater awareness of the student’s
transferable skills and reviewing the expertise employers wish to see in graduates to allow
the student to prepare for their future career path. This perfectly aligns with the SISA
awards programme which test their skills gained in their PPD and studio studies while
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developing innovation skills through the SISA program. This also gives the students the
opportunity to gain SIE certificates for each stage successfully completed.
Are you planning any changes?
Pauline: Teaching and learning is always about reflection, what worked well what did not
work well. The SIE have just conducted focus groups and are looking at how best to adapt
and support academic staff going forward. Online materials and development of more
virtual interactivity will become the next phase. It is important to give students a good
balance of support considering the external challenges we all face now. The team at RGU
have worked towards an in-house accreditation process for level one SISA and look
forward to taking that on board in this academic year.
References
FUGLSANG OSTERGAARD, S. & GRAAFLAND NORLUND, A. 2019. The 4 biggest challenges
to our higher education model– and what to do about them, available at:
https://www.weforum.org/agenda/2019/12/fourth-industrial-revolution-higher-
education-challenges/ [accessed 12th
June 2020].
MILLER, J. P. 2019. The Holistic Curriculum. Third Edition: London: University of Toronto
Press.
QUALITY ASSURANCE AGENCY, 2018 Enterprise and Entrepreneurship Education:
Guidance for UK Higher Education Providers, available at:
https://www.qaa.ac.uk/docs/qaas/enhancement-and-development/enterprise-
and-entrpreneurship-education-2018.pdf?sfvrsn=15f1f981_8 [accessed 12th
June
2020].
SCHON, D. 1983. The Reflective Practitioner. Jossey Bass, San Francisco
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June 2020