Papers by Ros Lishman
European Political Science
ECPR Virtual Conference, 24-28 August 2020 This was the virtual replacement for the annual ECPR c... more ECPR Virtual Conference, 24-28 August 2020 This was the virtual replacement for the annual ECPR conference which was planned for Innsbruck, Austria for August 2020We have developed a module which seeks to address the challenge of balancing academic and professional skills development. The Politics in Action module is currently delivered to approximately 80, second year undergraduate politics and IR students. After a period of confidence and trust building, students are tasked with working in small teams, to scope, develop and implement a project which aims to tackle one or more of the UN Sustainable Development Goals (SDGs) at a local level. The module is resource intensive. It takes specific competences and motivation to successfully lead this pedagogical model. For instance, the current module leader has expertise in digital capabilities, extensive experience of being a facilitator, teaching skills development and professional recognition and working with part-time professional students. The teaching team needs to be ‘agile’ in its approach, to deal with real-time issues as they arise. The module has been influenced by the requirements of the Quality Assurance Agency’s Benchmarks for Politics and International Relations (QAA, 2019). Students in their individual reflective assignment must engage with the graduate skills and knowledge they have gained through the year, linking this with their personal SWOT analysis. There is a focus on experiential learning to complement and reinforce the theoretical knowledge taught elsewhere. This co-created module gives students an opportunity to shine, to develop confidence and enhance their strengths. Practical research skills and ethics are also incorporated into the hidden curriculum to help those who go on to take the politics dissertation. Politics in Action is about giving students the opportunity to gain experiences of working on projects in a place where it is alright for the project to ‘fail’. This real-world experience can be included in the Higher Education Achievement Record at the same time as gaining academic credits. Where does politics fit? Firstly, students have to engage with and debate about the merits of the UN SDGs. They must also consider and explore the concept of what local politics in action means to them. Additionally, students are exposed to the theory and practice of project management, leadership and team development, which they might not otherwise encounter. Students have created projects which have raised awareness and acted on a range of issues such as food poverty, homelessness, and waste reduction. The projects have involved developing relationships with a number of external stakeholders. Students have commented how proud they are of their achievements and recognise their impact. The module aligns strategically with the University by working with the public engagement team (DMU Local) and embracing Universal Design for Learning. This module is seen as a template of good practice and the concept has been used to design a stand-alone module which could be embedded into any programme across the institution. The Politics in Action module does offer a model where skills development and employability take priority. But this is within a framework of academic integrity and personalised learning, linked with the concepts of education for sustainable development and political activism for a highly diverse group of students
The use of self-reflection as part of an assessment component, or a summative assessment, is beco... more The use of self-reflection as part of an assessment component, or a summative assessment, is becoming widely utilised, across many academic disciplines. In professional courses, such practices are long-established. There is a suggestion, however, that self-reflection may mean different things to different academic disciplines. What is often unclear, for example, is why such an assessment is included in the learning strategies of a given module. It could be part of the learning package undertaken by students - to encourage them to reflect upon why they have undertaken particular aspects of study and what has been achieved as a result. This is a type of reflective questioning. Alternatively, for undergraduate students, it could be about developing a particular skill for use in a future work environment - we all undertake some type of appraisal. Finally, for some academic colleagues, it may be about the perception of reducing the marking burden, through self-assessment and self-rating. There are many things to consider here. Are the aims of these assessments explained clearly to the students? Can the students make the links between conducting self-reflection and applying it to another arena? Do the students take such assessments seriously? For many professional courses, such questions may elucidate much more positive answers. In this respect, the emphasis of this paper is very much upon our experiences in politics and public administration. There is also the issue of the perception of reducing the academic burden by undertaking such assessments. The reality is that - to do the job properly - it is likely to take longer to facilitate the assessment. The marking may also take longer if there is a need to examine the 'evidence'. This message will permeate throughout the paper. This paper will examine the issues around 'why' self-reflection may be a valuable part of assessment for both students and staff. It will include the case studies of two second-year modules in the Department of Politics, People and Place, which have forms of self-reflection embedded in their assessment strategies. The self-reflection aspect of these modules assessments comprises different modes and assessment weightings. There are variable experiences in these modules as to the value of these assessments. This paper will not be uncritical of the strategies undertaken in the modules with self-reflection as part of the assessment. The aim is to give careful consideration as to why such a form of assessment can be a valuable tool in developing a student's academic development and enhancing their potential employability, while also highlighting the drawbacks. Self-reflection is not the "all singing, all dancing" assessment that many may consider it to be. The context of the assessment needs to be explained clearly for the students to gain the maximum possible benefit from undertaking such an exercise. It could be questioned as to whether or not self-reflection is fit for purpose? To address this question, consideration must be given as to the purpose of the assessment
This Gypsy Traveller Accommodation Assessment, in addition to calculating pitch requirements for ... more This Gypsy Traveller Accommodation Assessment, in addition to calculating pitch requirements for the time-period 2006-2016, explores a comprehensive range of services and provision appropriate to improving accommodation and increasing social inclusion amongst Gypsy and Traveller communities in the study area.
Funded by the Teaching Innovation Project (2016/17) 'Towards Equitable Engagement: the Impact... more Funded by the Teaching Innovation Project (2016/17) 'Towards Equitable Engagement: the Impact of UDL on Student Perceptions of Learning'
This monograph is a multi-authored collection consisting of our faculty’s post-online reflections... more This monograph is a multi-authored collection consisting of our faculty’s post-online reflections. The objective was to gather thoughts and discussion around teaching and research during COVID-19. We aim to build and explore around ‘lived experiences’ to provide a reference point to help Continuous Professional Learning and Development (CPLD) activities. The section on ‘digital diaries’ consists of dialogues from staff categorised into varied themes. In the testimonies, staff have reflected around their challenges, targets, strengths, familiarity and how they managed to overcome difficulties and achieve goals. A special section, from the Centre for Urban Research on Austerity (CURA), is devoted to identifying how pandemic has intensified research challenges, highlighting the funding, time and location constraints on academic research.
http://www.otb.tudelft.nl OTB Research Institute for the Built Environment seeks to make a visibl... more http://www.otb.tudelft.nl OTB Research Institute for the Built Environment seeks to make a visible contribution to society by helping to solve social problems in the field of the built environment. We do this by means of our specialist scientific research in this area as part of Delft University of Technology and in close cooperation with faculties. The emphasis lies on scientific impact and social relevance. We aim to increase the significance of scientific research, while continuing to focus on the vital exchange between problemoriented and practically applicable research.
... Ros Lishman ... As recently as July, in his review of the rural economy and sustainable housi... more ... Ros Lishman ... As recently as July, in his review of the rural economy and sustainable housing,Matthew Taylor recommended that 'Government should examine options for trialling planning rules limiting change of use of full time homes to [second homes or holiday lets]'. ...
tauntondeane.gov.uk
The project team would like to thank everyone involved in the research project. We are particular... more The project team would like to thank everyone involved in the research project. We are particularly grateful for the advice and information from Sally Woodbury and Maggie Smith-Bendell of the Romany Gypsy Advisory Group South West, Tony Thompson and Emma Nuttall of ...
Review of practice in …, 2008
London: Office of the Deputy …, 2005
Implementing and developing choice-based lettings. Find what you want from DORA: All of DORA This... more Implementing and developing choice-based lettings. Find what you want from DORA: All of DORA This Collection. Advanced Search. DORA. DORADe Montfort University Open Research Archive. You are here: DORA Home; Faculty of Business and Law; Leicester Business School ...
Department for Communities and Local Government, London, 2010
Promoting investment in private rented housing supply: International policy comparisons‖. M Oxley... more Promoting investment in private rented housing supply: International policy comparisons‖. M Oxley, R Lishman, T Brown, M Haffner, J Hoekstra Department for Communities and Local Government, London, 2010.
ESRC project final report
Housing Quality Network Briefing Papers by Ros Lishman
Briefing paper and toolkit for Housing Quality Network published in October 2015
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Papers by Ros Lishman
Housing Quality Network Briefing Papers by Ros Lishman