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BGU Lecturers suggest improved disaster risk reduction policy for Bangladesh
Bangladesh has more than 700km of coastline within the Bay of Bengal (BoB). It is a low-lying flood plain and high population density country. Due to the geographical location and topography, any cyclonic activities on BoB and beyond on it, on the Indian Ocean, impact on the coastal communities in Bangladesh. (Below photo: Approximate origin and path of severe tropical cyclone Amphan on May 2020) -
Looking for facilities to support or start your business? Then the BG Futures Centre is the perfect place for you
As the world begins to come out of restrictions brought in to combat COVID-19, many businesses and entrepreneurs are having to navigate new waters to get themselves up and running. For any professionals unsure what next steps to take, the BG Futures team are ready to help, with a range of positive services and facilities. Hear below from Sarah Moseley, Enterprise Development Manager at BG Futures, about how they could support you. -
Master of Business Administration (Strategic Leadership)
Develop your strategic leadership skills, enhance your knowledge, hone your management skills, boost your career aspirations and grow your business. Whatever your motivation, the MBA (Strategic Leadership) degree has you covered. Businesses and organisations are facing new and emerging challenges in a volatile, uncertain, complex, and ambiguous (VUCA) world and leaders must be equipped to respond. This programme is designed to develop your strategic leadership skills and equip you with the requisite knowledge and skills to enhance and embrace your role in leadership within ever-changing environments. Please note this course is not running until September 2025. -
Celebrating Black History Month at BGU
Black History Month at BGU Throughout Black History Month, October 2024, BGU will host a variety of events that celebrate the local, national, and global contributions of Black People to various areas. Storytelling, film night, lectures, and a fashion show are among these events. As per the best tradition of public engagement, these sessions are intended to educate, entertain, and challenge existing ideas and knowledge. Full Schedule of Events Scroll down to check out this years events and to reserve your tickets! Dig Deep, Look Closer Think Bigger. -
Ideas Café – Autism
On 5th April, we held an ideas cafe surrounding the topic of autism. Attendees came from a diverse range of health, social care and academic backgrounds. A range of ideas were highlighted for discussion, in relation to autism that the attendees felt would be valuable to discuss. Ideas that were put forward included: Managing parents’ expectations around obtaining a diagnosis for their childHow to keep autistic children in mainstream schoolSpecial needs training for all trainee teachersTransition for a child into adult servicesTraining for educational staff – increasing training and confidence levels of staff to better manage children with autismHow do we access school staff in order to train them?Can technology be used to link up all of these different areas?Mapping the services available for different age groups. The group consensus was that a mapping exercise would be useful to visualise what services are currently available and who they are aimed at. This led to an interactive session of plotting out services and gaps in service for different age ranges: Early YearsPrimary School AgeSecondary School AgePost 16/Teenagers/Young adultsAdultsThe Elderly Where gaps were identified, the group considered what was being done, or what could be done to address the shortcomings. Once plotted, services were categorised according to whether they could be accessed through universal services or self-referral, or whether they required a referral to be made via a professional. A follow-up event to further map out out the autism landscape of Lincolnshire, and to discuss and collaborate on other themes relevant to autism has been planned at LORIC on Friday 7th June 10am-12pm. This event is open to anyone with a personal or professional interest in autism and places can be booked via the LORIC Eventbrite page. -
British Educational Research Association releases findings on BGU research on NQT experiences
The British Education Research Association (BERA) have released initial findings of a British Academy funded research currently being carried out by Bishop Grosseteste University’s (BGU) Professor Phil Wood, Dr. Emma Clarke and Dr. Aimee Quickfall. The blog post, titled ‘How newly qualified teachers are coping in the time of Covid-19’, shares initial findings from interviews and surveys carried out this year, with further data collection ongoing into August. You can read it in full by clicking here. Phil, Professor of Education Change at BGU, explained the context of the current newly qualified teacher cohort: “Newly qualified teachers (NQTs) have arguably always had tough challenges to overcome, but the pandemic has added to these challenges, including rapid adaptations to initial teacher education content (ITE) delivery in 2019/20 and many involved in ITE and NQT support fear that the pandemic has created a ‘lost cohort’.” However, the research trio have found that whilst the year has been challenging, there are reasons to be cheerful. Emma, Senior Lecturer in Primary and Early Years ITE at BGU, explained what the participants are reporting so far: “We have been surprised by some of the data coming out of our project so far. The majority of NQTs – 77 per cent – agreed or strongly agreed that their ITE prepared them well for their NQT year, with just under 30 per cent reporting that they did not feel confident on entering their NQT year. Almost 80 per cent of NQTs agreed or strongly agreed that they were being supported well by colleagues to develop their teaching practice, and 81 per cent agreed or strongly agreed that despite Covid-19 they were continuing to develop their skills as a teacher.” The project involves national survey results as well as in depth interviews with NQTs, which Aimee, Head of Programmes for Primary and Early Years ITE at BGU, commented on: “As researchers we have been mindful that often national research on teacher experiences involves large scale survey data and a limited range of answers. This study has provided opportunities for the NQTs themselves to explain what they have been through and what resources have supported them to succeed. We can use these findings to improve preparation for early career teachers.” NQTs have been sharing their pragmatic approaches to their first year in the profession, and whilst the year has been very challenging and some NQTs are reporting fewer uplifting experiences, participants like Alisha have commented on how relationships and networks that started in their universities and training providers have supported them: “Everyone on my PGCE course… we’ve still got our little group chat and that’s been great because when something goes completely wrong and you can just throw that in, and somebody else goes, ‘Well actually that’s gone wrong for me as well. I’m confident that we’ll all pass our NQT year. It’s just working out how we can get more support or navigate through this interesting time.” You can find more information on the wide range of innovative PGCE courses offered by BGU on our website. Alternatively you can contact our Enquiries Team or join us on one our Open Days to find out how to begin your journey into teaching. -
RKEU World Religions and Education
The World Religions and Education Research Unit (WRERU) has been established as a research and knowledge exchange unit within BGU that can bring together and support current activities, and create new initiatives, committed to research and development in world religions and education. We do not intend to replace or merge projects that are already established, but to create synergies and greater visibility for those projects and to add new work. There is a chance for BGU to have a globally-leading position on research in world religions and education. By ‘world religions’ in the unit’s title we mean those religious traditions of international significance, including – amongst many – Anglican, Roman Catholic, Nonconformist and Orthodox Christianity, Baháʼí, Buddhism, Hinduism, Islam, Jain, Judaism, Sikhism and Zoroastrian. As religious education, globally, often includes education on non-religious ways of life and ethical and values education, these are also included in our work. -
Heritage Open Days & The Early History of Bishop Grosseteste University
Since 1994, Heritage Open Days have run every year shining a bright light on England's rich and diverse cultural heritage. This year, from 10-19 September, heritage sites across the county reflected on the theme of 'voices unheard', exploring 'stories from women, children, the working class and agricultural workers, minority groups and even animals that have somehow contributed to the history of Lincolnshire'. Bishop Grosseteste University has been educating students for over 150 years, but its early history was devoted to training young 'school mistresses'. In January 1862, 'Lincoln Diocesan Training College for Schoolmistresses' opened its doors for women who aspired to be teachers. As seen in the image below, the 'Joyce Skinner Building' is one of the original college buildings. Figure 1: A watercolour painting of Lincoln Diocesan Training College in 1888. BGU Archive During the first fifty years some 1,320 girls entered Lincoln Diocesan Training College. After gaining their teaching certificates, some women went on to have careers in elementary schools. Others passed away far too young—some married, and their daughters later attended the college. A few daring women even travelled to far off British colonies to teach. Interestingly, the vast majority of trainee 'schoolmistresses' came from working-class backgrounds. During the nineteenth century, teaching was considered a working-class profession, as it was deemed immoral for the upper classes to educate working class children. Figure 2: The oldest surviving image of students at Lincoln Diocesan Training College c1860s. BGU Archive For a young woman to be given a chance to study at a teacher training college in the late nineteenth century there was an expectation that she would have successfully carried out the role of an apprentice teacher. 'Pupil Teachers' aged between 13 and 18 years of age, spent four to five years shadowing teachers in an elementary school. Alongside teaching the youngest school children, they also carried out domestic duties. Pupil Teachers were also expected to conduct their study before or after the school day. While extremely demanding, the pupil teacher scheme was also preparing the young women to take the Queen's Scholarship Exam. This exam ultimately determined their national ranking. It was from this list that College Principals selected entrants. The Principal at Lincoln Diocesan Training College used the Queen's Scholarship List, but also chose candidates based on their physical well-being, religious knowledge, and geographical proximity, preferring candidates from Lincolnshire or nearby counties of Nottinghamshire and Derbyshire. Figure 3: The Student Common Room c. 1900s. The Common Room was only added to the College in 1895 after numerous requests from the Inspector. BGU Archive Once at the college, the young women could not escape their working-class roots as domestic duties were still required. The college décor was plain, the amenities were sparse, and the food was basic. However, despite a rudimentary diet of potatoes, meat and bread, regular college food was more than what many of the girls were used to. A fascinating medical record held within the BGU Archive reveals that one group of undernourished trainee teachers managed to put weight on at the turn of the twentieth century, and their general health improved considerably during their two years at college. To learn more about the university’s early history and heritage, and study History, Military History or the MA in Social & Cultural History in the surviving Victorian buildings, please click here. -
Dr Ursula McKenna
Dr Ursula McKenna is Senior Research Fellow in Implicit Religion at BGU where she is located within the Department of Theology and the World Religions and Education Research Unit. Upon completion of her BA (QTS) she was awarded an Economic and Social Research Council MA studentship and obtained an MA (with distinction) for her work on religious education for children with special educational needs in the primary school. While combining a part-time research post with a job-share class teaching position she then completed her doctorate. Her research was an evaluation of the Building E- Bridges programme, a project which advocated the use of email in primary schools to promote interfaith dialogue amongst pupils across the UK. For fourteen years Ursula taught across the primary age range and as research fellow at the University of Warwick (1999-2021) she contributed to the PGCE Primary and Early Years Religious Education module and the MA in Religious Education by distance learning course. She has undertaken supervision of dissertation students on BA and MA Education Studies degrees and has co-supervised research students. For twelve years she was editorial assistant for the British Journal of Religious Education, co-ordinating the refereeing process for all submissions and special issues. -
First cohort welcomed on to newly-validated BA (Hons) Early Childhood Degree with Graduate Practitioner Competencies
The BA (Hons) Early Childhood degree at Bishop Grosseteste University (BG) has been redesigned by the Early Childhood team and revalidated to now offer students the opportunity to undertake Graduate Practitioner Competencies (GPC). These sector-endorsed competencies provide students with greater practice experience as they undertake nine Graduate Practitioner Competencies alongside their degree, ensuring they are further equipped with the skills and knowledge for a career in the Early Childhood sector, in addition to a range of modules to support them to be ‘full and relevant’ in the sector. It is anticipated that these students will seek roles in the sector which allow them to make a ‘significant contribution to a graduate led early years workforce’ (ECSDN, 2020, p. 6), or alternatively will provide students with the knowledge and skills required to progress on to appropriate post-graduate programmes, for example Early Years Teacher (0-5), Teacher (5-11), social work or health and social care professional. The course has been carefully crafted and designed with support from a range of stakeholders, including our current student body and a range of local settings. Becky from Bearhugs Nurseries Ltd said they are “excited about the changes to the programme and the options of the GPC Route, ensuring that students are even more equipped for their future careers supporting young children and families”. Students from the newly validated cohort are also excited to be undertaking this new route. Year 1 student Mel said: “The course has allowed me to explore my options working with children and be myself”. Emily (year 1) said: “I chose to study this course as I’ve known I wanted to work with children. Just not sure what career. I would like to become either an Early Years Teacher or a Health Play Specialist’. Olivia (year 1) said: “I chose this course as I wasn’t too sure on my future occupation and felt like this offered me many opportunities and will allow me to explore a range of different sectors to find out what I like”. The degree offers our students the flexibility to follow a range of Early Years careers, and the Early Years team are excited to see how Bishop Grosseteste University can help them in their careers. For more information, visit: www.bgu.ac.uk/courses/ecs
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