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School of Teacher Development at the TEAN Conference
On the 9th and 10th of May, a group of academics and students from the School of Teacher Development represented BGU at the 10th annual Teacher Education Advancement Network conference, in Birmingham. The TEAN conference offers an opportunity for colleagues to spend time together to share great practice and ideas. The team thoroughly enjoyed the conference, which showcased research from across the UK, with a focus on initial teacher training. The conference is a brilliant opportunity to meet colleagues from institutions and schools who are involved with the training and support of teacher trainees. -
BG futures business centre gives hr professionals a flying start
Human resource professionals, Amica HR, credit BG Futures with playing a key role in putting them on course for commercial success. The business incubation complex on the Bishop Grosseteste University campus provided the former home-based consultancy B&G HR with the perfect premises and support to supercharge their success. Following rapid growth B&G HR rebranded and expanded to become Amica HR (with a sister venture Amica Legal). Now they have two offices in Lincoln, a third in London along with a newly opened fourth office in Humberside. When B&G HR started out, Director David Grech brought more than 10 years’ experience of human resources, employment law and leadership experience of working with SMEs and management teams going through rapid change, to the table. He was joined by fellow Director Suzanne Tricker, an accomplished and committed HR professional, added a further 20 years’ experience in delivering HR solutions to clients across the public and private sectors. This encompassed transformational advice on change management, restructures, outsourcing, TUPE transfers and redundancy situations. Both were passionate about building meaningful partnerships with companies by providing them with a wide spectrum service, irrespective of their business sector. They also knew that B&G HR needed a respected business address which made the BG Futures centre an ideal location, as David explained: “BG Futures Business & Enterprise Centre is a brilliant complex for fledgling businesses. With its professional reception, on-site support and its mix of tenants, means it offers ambitious businesses a safe starting point. “Initially, we rented a small office in keeping with the size of our client base, but we also had enough room to take on an intern. A year later, we realised we needed twice the room to service our clients, but we were easily able to switch to a bigger office within BG Futures. “What was so fantastic about this aspect was that we could upgrade without suffering any downtime or disruption to our day-to-day operations.” Suzanne was also full of praise for the opportunities offered by BG Futures: “We are convinced that starting out with a professional office helped us to attract more business and grow faster than we would have done otherwise. Usefully, BG Futures units are also come furnished and they are cost-effective to rent. “It was great to build relationships with other businesses and to have other commercial expertise on site. We were also able to assist BGU by writing the HR Module for the Undergraduate Business Degree course, which will be taught to this year’s students.” David and Suzanne know first-hand how challenging it can be when you are just starting out in business. They said it is vital to start out with the right attitude, a clear plan for growth and the right premises: “Our advice to aspiring entrepreneurs is – believe in yourselves, write a clear business plan, base your business in premises tailored to your needs and which, ideally offer on-site support services. After that you will be able to concentrate on building trust in your clients and those word-of-mouth referrals will follow!” Nikki Smith, Careers, Employability and Enterprise Advisor at BG Futures, expressed congratulations to Amica HR on their well-deserved ongoing expansion and success and praised them for their work with the BGU community: “Whilst running their very successful business they always had time to encourage any of our students who were interested in or wanted to find out more about the world of Human Resources. Since their relocation, they have continued to offer this support. We’re thrilled that Amica HR are still actively engaging with BGU.” If you have got a vision for your own business but aren’t sure where to begin then the BG Futures team are the perfect place to start. With facilities and expert support available in their incubation centre, they’ll be able to get you on the road to success. Visit our website or contact them today to see how you can start your own adventure. -
Academic’s work on the 'early modern state' translated into German
‘Luther’s Legacy’, the latest book by Robert von Friedeburg, Reader in History at Bishop Grosseteste University (BGU), on the nature of the Early Modern State in Germany has been selected for translation into German by the Max Planck Institute for Legal History in Frankfurt. First published by Cambridge University Press in 2016 ‘Luther’s Legacy’ examines how the modern notion of state does not rest on the experience of a bureaucratic state-apparatus. It emerged to stabilize monarchy from dynastic insecurity and constrain it to protect the rule of law, subjects, and their lives and property. Against this background, Lutheran and neo-Aristotelian notions on the spiritual and material welfare of subjects dominating German debate interacted with Western European arguments against 'despotism' to protect the lives and property of subjects. The combined result of this interaction under the impact of the Thirty Years War was Seckendorff's Der Deutsche Fürstenstaat (1656), constraining the evil machinations of princes and organizing the detailed administration of life in the tradition of German Policey, and which founded a specifically German notion of the modern state as comprehensive provision of services to its subjects. The original publication has been praised for its “major intervention” and “new way of thinking” and the new translation will be published on November 1. Friedeburg has also been invited to Germany, to the University of Bielefeld, to talk about his book on October 17. Earlier invitations had been to the German Historical Institute in London and to Georgetown University. If you would be interested in joining these discussions visit our website or contact our Enquiries Team for more information on our wide range courses including a selection of joint honours BA History degrees, our MA in Social & Cultural History and our BA (Hons) in Military History. -
New Book Aims to Help Support Autistic Children by Exploring the ‘Two Sides to Every Story’
Bishop Grosseteste University (BGU) was proud to host the launch of ‘Exploring Theory of Mind with Children & Young People on the Autism Spectrum’ the latest book by Dr Clare Lawrence, Senior Lecturer in Secondary Education at BGU. Subtitled ‘Two Sides to Every Story’, the book explores how theory of mind differences, and the difficulties created by different viewpoints, can lead to frustration and confusion for children with autism. This exploration is lead by carefully structured stories featuring Bryn, who is autistic, his mother and their ‘Wise Dog’. All involve frustrating or confusing social events that befall Bryn leading to meltdowns with each story then told again from another viewpoint. Each night, Wise Dog talks to Bryn and helps him understand what has happened. Alongside the stories of Bryn, his mother and Wise Dog are a wide selection of activities which are based around the stories and are designed to further the reader’s understanding of the challenges faced by children with Autism. These activities include story board and role-playing exercises which are perfect for parents and children to work through together or for teachers to use in classroom situations. Speaking at the launch Clare discussed the positive impact she hoped the book would have: “I’ve been working on this book for a long time and I’m delighted to now see it finished and available for people to enjoy and learn from. The ability to interpret different viewpoints can be a real struggle for children with autism who, due to theory of mind differences, see their version as the truth. My hope now is that this book can educate those who come into contact with children on the spectrum on how to interact with and support children with viewpoint so different to their own”. Clare was supported in the creation of the book by her BGU colleague Aimee Quickfall, Head of Programmes Primary & Early Years ITE, who provided illustrations. ‘Exploring Theory of Mind with Children & Young People on the Autism Spectrum’ is available now. If you would like to explore a future supporting children and young people, visit our website to book your place on one of our upcoming Open Days where you’ll find out how our wide variety of exciting courses can help you reach your goals. -
How my time on the English Language and Teaching course has helped me grow my skills and confidence
By Melanie Oakes - 2nd Year BA English Language and Teaching (formerly TESOL & Linguistics Student) After having my son this course is the best thing I’ve done, it’s made me feel a lot better about who I am. I never really had a huge interest in education while I was at school, I missed almost a year due to illness, and even after I returned I struggled to engage with my subjects due to a real lack of confidence. The end result was that I left school with only 3 O Levels. Despite my family attempting to support me by claiming I was artistic rather than academic I ended up feeling like the one member of my family who wasn’t clever with both my sisters gaining 10 O Levels and going on to careers in Law and Healthcare. I carried this stigma for years until my son started Primary School and I noticed he was struggling with similar issues to my own. When he was later diagnosed as dyslexic it spurred me on to find out if that could be affecting me too. With the aid of the Nottingham Dyslexia Association I was able to finally obtain some evidence of both my dyslexia and, for the first time, my own intelligence. With their encouragement I began to explore the possibilities of a future at university. I already had an interest in languages and could speak basic Swedish so I decided to look into TEFL short courses. While undertaking a learning session for one in Lincoln I met a BGU student who praised the university and offered to put me in touch with the course lecturers. The next thing I knew I was being offered a place on the undergraduate course. I came to an open day for mature students and had a brilliant time, all the lecturers were great and really easy to connect with. They clearly understood that everyone had their own unique motivations for joining higher education and they wanted to help support them. I felt like a fraud at first due to my age and previous academic struggles, but as I’ve gone through the course my belief and confidence in myself has grown immeasurably. It’s taken a lot of hard work and meant I’ve had to learn a whole new set of skills, including how to use PowerPoint, but I’ve loved studying historical linguistics and the spread of English globally, they’ve been fascinating subjects that have answered a number of lifelong questions. In fact, I’ve found the whole subject so stimulating, except for referencing! Even with my Dyslexia, ADD and Fibromyalgia I’ve been able to succeed at BGU and I’m now beginning to explore the potential of a master’s degree. It’s all been a lot to balance at points, particularly being a single mother, but what I’ve gained from the course both mentally and in terms of my self-esteem has been so worth it. I would totally encourage anyone who was thinking of going on this course to do it. You won’t regret it. It’s highly interesting, you learn and experience things you never thought you would and it ultimately opens up so many doors to you; for example, I’m now doing 1:1 teaching with a lady from Hong Kong to help improve her English. You should never think you’re too old to go for something, it can be hard to get to grips with new technology but there are lots of avenues for support including CELT and Student Advice along with many opportunities to broaden your mind. Give it a go. If you’re interested in following in Melanie’s footsteps you can find more information on our BA English Language and Teaching course by visiting our website, talking to our Enquiries Team or joining us on one of our Open Days. -
Entrepreneurial Enterprises and Start-up Advice on the Agenda at BG Futures Business Open Morning
BG Futures, the Business and Enterprise Centre at Bishop Grosseteste University (BGU), opened its doors to the University’s students for a morning of start-up advice, business support and networking. -
Explore Death, Grief and Medieval Beliefs on the Second 2020 Death and Dying Conference Weekend
Split over two weekends, the annual Death and Dying Conference at Bishop Grosseteste University (BGU) aims to provide a forum where emotionally draining or difficult to discuss topics can be shared and explored with both respect and understanding. -
Using Shared Reading to explore the ‘telling’ of death
Earlier this year, at the 2020 Death and Dying conference, attendees came together to discuss how shared reading could explore the ‘telling’ of death. One of the goals of the workshop was to use art to capture a ‘live’ response that included something of the personal and transitory nature of the event. Aimee Quickfall, Head of Programmes for Primary Education and Early Years at BGU, Dr Clare Lawrence, Senior Lecturer in Teacher Development, and Dr John Rimmer, Senior Lecturer PGCE secondary (art and design), share their feedback on the unique and engaging experience. Using Shared Reading to explore the ‘telling’ of death Academic and Creative Responses to Death and Dying Conference, BGU 2020 Dr Clare Lawrence, Aimee Quickfall, Dr John Rimmer Shared Reading is an approach pioneered and developed by Jane Davis to use the read-aloud experience of literary texts to explore group participants’ reflections, thoughts and memories, where the text is presented as a live presence, not as something pre-read or an object of study. This Shared Reading workshop was part of a conference that had as its theme, How to tell the children, and as such used texts that explored the ‘telling’ of death, and the experience of parents’ death as understood by the (adult) child of those parents. The text chosen were Gertrude’s description of Ophelia’s death in Shakespeare’s Hamlet, Act IV sc. v and Charles Causley’s poem Eden Rock. Throughout the workshop Aimee Quickfall took notes visually, sketching and drawing as the participants talked. These sketches sought to capture something of the perspectives and experiences of those who took part, less to create a factual record and more to produce a live response that included something of the personal and transitory nature of the event. This method builds on the work of Heath and Chapman (2018), who believe that ‘a sketch does something different to, say, a photograph or a written field note’ (Heath and Chapman, 2018 p. 715). Back and Puwar (2012) suggest that the nature of data that is generated through sketching is different from that generated through other methods, not least because of what drawing, of necessity, leaves out. The artist must choose what to record, so that the record is always synthesised and personalised in a way that a mechanical record is not. Midgley (2011) believes that this means that drawing can capture passions and tensions in a way that other means of recording do not. The discussions during the workshop were then further synthesised by John Rimmer, who worked what was discussed into a piece of highly abstract animated art, reflecting his interpretation of the themes that were explored. These academic and Creative responses to the workshop will be shared in due course through published output. If you’d like to explore a future as part of diverse learning community, speak to a member of our Enquiries Team, or book onto an Open Event to find out how to take your first steps. References: Back, L., & Puwar, N. (2012). A manifesto for live methods: provocations and capacities. The sociological review, 60, 6-17. Heath, S., Chapman, L., & Centre Sketchers, T. M. (2018). Observational sketching as method. International Journal of Social Research Methodology, 21(6), 713-728. Midgley, J. (2011). Drawing Lives-Reportage at Work. Studies in Material Thinking, (4). Retrieved, 5. -
History of German PoWs in Britain explored in new book by BGU Historian
Alan Malpass, recently appointed Lecturer in Military History at Bishop Grosseteste University (BGU), has had his book 'British Character and the Treatment of German Prisoners of War, 1939-48' published by Palgrave Macmillan. The book examines attitudes towards German prisoners of war held captive in Britain, drawing on original archival material including newspaper and newsreel content, diaries, sociological surveys and opinion polls, as well as official documentation and the archives of pressure groups and protest movements. Moving beyond conventional assessments of POW treatment which have focused on the development of policy, diplomatic relations, and the experience of the POWs themselves, this study refocuses the debate onto the attitude of the British public towards the standard of treatment of German POWs. In so doing, it reveals that the issue of POW treatment intersected with discussions of state power, human rights, gender relations, civility, and national character. Speaking following publication, Alan discussed what drew him to the study and how it feeds back into the Military History course at BGU: “Having been brought up watching films of British POWs in Germany and the Far East, the captivity of hundreds of thousands of German POWs in Britain instantly interested me when I was told of them having worked on the land collecting in the harvest. If asked about the fate of POWs during WWII, I think most people would immediately think of Steve McQueen attempting to jump the barbed-wire fence on his Triumph motorcycle in The Great Escape and Alex Guinness collapsing on the plunger at the end of The Bridge on the River Kwai. Certainly, I was very surprised when I first learned of the German military cemetery in Cannock Chase and that German POWs were held at a camp just down the road from my parents’ house in Staffordshire during the war. Hopefully the book will help shed further light on this marginalised episode in British memory of the conflict. Given the prominence of Colditz Castle and the Great Escapers in our popular understanding of the Second World War, I wanted to investigate the debates, concerns, and memories the British had concerning the enemy prisoners who were held across the UK in wartime and post-war Britain”. “Prisoners of war might be ‘out of the fight’ when captured, nevertheless their experiences and roles, especially as workers for their captors, are important to consider when studying war and warfare. The history of POWs is as long as that of warfare itself and the codification of international laws to help protect them from abuse is intricately bound up with the development of ethical thought towards conflict. While combat and the ‘face of battle’ are central elements in the study of warfare, our BA (Hons) Military History Course also emphasises the wider social, ethical, and cultural impacts of war and its aftermath”. The BA (Hons) Military History degree course at BGU explores the county’s rich aviation and military heritage, from the medieval period through to the present day, alongside a global coverage of the history of war and its broader impact. If you are interested in joining these discussions, visit our website or contact our Enquiries Team for more information. You can also connect directly with our Military History team on Twitter -
Religion’s Impact on Racial Equality Explored as Winner Announced for 2020 Robert Grosseteste Essay Prize
Daniel Hole, of Burgate Sixth Form, has been announced as the winner of Bishop Grosseteste University’s (BGU) Robert Grosseteste Essay Prize 2020. The competition, in honour of Robert Grosseteste (1167-1253), namesake of BGU, bishop, philosopher, scientist and translator and the first chancellor of Oxford University, challenges entrants to apply the study of Theology and Philosophy relevant to the issues of our age. Entrants were invited to submit papers exploring ‘Is Religion a help or a hinderance when it comes to the issue of racial equality?’ with particular reference to the Black Lives Matter movement. Daniel’s paper, titled ‘God is my Judge’, proposed that rather than a hindrance, Religion could serve as a cure for racial inequality and was picked by judging panel out of a wide selection of entries. As winner Daniel will receive a £250 cash prize as well as a hardback signed copy of Robert Grosseteste and Theories of Education; the Ordered Human, eds Jack P. Cunningham & Steven Puttick. Speaking after the announcement, Daniel explained what drew him to the competition and discussed his plans for the future: “Ever since I was young I have had a passion for problem solving and at the age of 15 this flourished for me in my dive into Philosophy and Theology. Since then I have been on a relentless development of my intellect. I am a current student at Burgate Sixth Form and I am studying A Levels in Philosophy, Religious Studies, Sociology and Politics with an EPQ in the subject of 'Sola Scriptura. My aspirations for the future are to write books on the subject from thoughts I have accumulated over the years and to next year begin a Bachelors in Philosophy, with subsequent plans of earning Master's and Doctorates in Theology and Religion.” You can read Daniel’s essay in full by clicking here. The judges also gave special recognition to runner up Alys Evans, of Ysgol Gymraeg Bro Morgannwg, who argued that, due to existence and impact of religious extremism, religion could not be defined as a help in racial equality. Alys also shared her plans for the future: “I am applying for a degree in Law and hope to attend Bristol University next year. In future, I would love to become a lawyer and possibly spend a year in New Zealand after University.” You can read Alys’ essay in full by clicking here. If you would like to become a part of these exciting and unique explorations, visit our website, speak to a member of Enquiries Team or join us on one of our Open Days to find out how to take your first steps.
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