| Festival of Learning
programme 2025
The 2025 Festival of Learning takes place on Thursday 19 June at Park Campus.
View the full programme below and book your place for the parallel sessions that you wish to attend.
You should book no later than midday on Thursday 12 June if you wish to join the buffet lunch so that we can cater accordingly. Please email [email protected] if you have any questions about the Festival of Learning.
Photo credit: Sinead Fernandes, Photography: Editorial and Advertising BA (Hons)
Jump to: Welcome and Introduction | External keynote | Parallel sessions 1 | Parallel sessions 2 | Interactive panel
9.15 – 9.30am: Registration
9.40 – 10.40am: External Keynote
Coming to a Campus Near You Soon: Curriculum Endgame
Dr Andy Clegg, Associate Professor in Academic Innovation and Enhancement, University of Portsmouth
11am – 12.30pm: Parallel sessions 1
Jump to: 1A – Academic Exchange | 1B – Academic Exchange | 1C – Panel | 1D – Panel
1a – Academic exchange: Experiential Learning
Four presentations of 15 minutes, each followed by 5 minutes of open audience questions.
Venue: TBC
Arran Stibbe (School of Creative Arts)
In this presentation, I will argue that the changes required to build a sustainable society are so large that they require systemic transformation. This is change at the level of the stories we tell ourselves about the purpose of the economy, about the value of the natural world, about what it means to be human. In educational terms, this means a) engaging students in reflection to develop their own values framework which they use to judge whether stories are destructive or beneficial, b) helping them gain critical awareness of the stories that underpin the unequal and unsustainable society around them, and c) developing the ability to search for new stories to live by that can bring a very different future into being.
Alan Marvell (School of Business, Computing and Social Sciences)
This session explores how adopting a palimpsest approach during experiential learning and fieldwork can reveal the often-hidden forms and processes within landscapes. By encouraging students to observe, record, and interpret landscapes through multiple lenses, the approach encourages a deeper understanding of place while promoting critical reflection on students’ positionality within their surroundings. The palimpsest approach supports experiential, interdisciplinary learning by layering perspectives from disciplines such as the social sciences, business, geography, environmental studies, and the humanities. Originally implemented in higher education, this has subsequently been adapted for post-16 education, demonstrating its effectiveness in cultivating reflective and engaged learners. By facilitating connections across educational stages, it encourages the development of transferable skills, including analytical thinking, collaborative learning, and problem-solving. Educators also benefit from a pedagogical framework that can be tailored to diverse learning environments.
This session will present case studies and reflective insights from both students and tutors who have implemented the palimpsest approach. It will explore how experiential learning encourages a sense of belonging, challenges perceptions of place, and enhances environmental awareness. Through this exploration, the session will highlight the broader implications of the approach for enriching field-based learning experiences and facilitating the transition from post-16 to higher education. Attendees will gain practical insights on how to apply the palimpsest approach in their educational contexts to create meaningful and transformative learning experiences.
David Hambling (School of Health and Social Care) and Sam Hughes (School of Education and Science)
Our presentation seeks to explore the ethical considerations of involving people with lived experiences of health and social care in research and education. This is based on our collaborative research with the Nelson Trust and peer-researchers to evaluate the impact of a Complex Needs Service (CNS). Women who had received at least 12-months support from CNS were invited to take photos that represented the Before support and the Now, having accessed support. This method is called photo-elicitation, where participants create and bring photos into an interview with a peer-researcher and discuss them in depth. The strengths of photo-elicitation include gaining new insights, emotion and everyday taken-for-granted aspects of life in interviews, (Rose, 2023). Photos were asked to be representative of women’s lived experiences and abstract, not including people, the interview was summarised to provide a brief narrative for each photo. One participant wanted to include photos of herself and her baby for publication, with informed consent provided at the time of data collection. An ethical dilemma therefore presented itself, to uphold the participants right to self-determination by publishing or protection from potential harms by not publishing. This presentation considers how the research team utilised situational ethics to reach a decision, and seeks to aid educators and researchers explore ethical complexities of learning from lived experiences in the future.
Clare Taylor, Stephanie Reynolds and Matthew Scott (School of Business, Computing and Social Sciences) with Nia Rowlands (Gloucestershire County Council) and Susanne Jeffries (National Star).
This contribution explores the real-world impact of Level 6 and Level 7 Business & Management degree apprenticeship learning, highlighting their achievements shaped by a dynamic and industry-focused curriculum. By increasing their knowledge and developing their critical thinking, problem-solving, and organisation-specific skills, apprentices are empowered to drive positive change in their workplaces. Showcasing three apprentices, we see how this integration leads to impactful projects, such as creating a decision-making dashboard, developing a health inequalities strategy and sector-wide sharing of work-based project findings through magazine articles and conference presentation.
A well-designed curriculum in Level 6 and 7 degree apprenticeships is crucial for transforming students by integrating academic knowledge with real-world application. It bridges theory and practice, equipping apprentices with new knowledge, critical thinking, problem-solving, and industry-specific skills. By engaging with dynamic and industry-focused curriculum apprentices develop the confidence to challenge outdated methods and implement innovative solutions. This continuous learning cycle fosters adaptability, enhancing workplace efficiency and professional growth. Ultimately, a strong curriculum empowers apprentices to drive positive change while advancing their careers. Three apprentices share their experiences of applying knowledge from their degree to drive meaningful change in their workplaces. One apprentice developed a dynamic dashboard to enhance decision-making processes. Another scoped, designed and developed a health inequalities strategy. The final apprentice shared their work-based project findings through sector-wide magazine articles and conference presentation. Their stories highlight how integrating academic learning with practical application fosters innovation, improves efficiency, and delivers organisational and sector impact. The tripartite partnership between the apprentice, employer, and university ensures impactful learning, with the learner coach pivotal to helping learners bridge theory and practice. We hope you enjoy this short showcase of our apprentices driving meaningful workplace transformation.
1B – Academic exchange: Curriculum Design / Development
Four presentations of 15 minutes, each followed by 5 minutes of open audience questions, and one lightning presentation* of 5-6 minutes, with 2-3 minutes for questions.
Venue: TBC
Cat Mogford and Claudia Brewster (School of Creative Arts)
Cat Mogford runs an event called Design Matters, a platform which hosts conversations for and about the design industry. Each event hosts guest speakers who talk about a pre-set topic; these speakers will have been chosen to talk about topics best suited to their experience and backgrounds.
Cat is working with Claudia Brewster (ACL for Graphic Design) to use findings from these events to enhance the BA Graphic Design curriculum, and further enhance employability for our students.
Daniel Cowen (School of Education and Science)
The Sport and Exercise Sciences team has developed the C.A.R.E. Project (Content, Academic Skills, Research Methods, Employability) in response to Curriculum Transformation Project discussions and student feedback. The teaching team agreed with our students that traditional study skills modules were not effective (the study skills simply weren’t being applied by students in other modules) and “a one module suits all system” (although efficient) wasn’t well received across sport courses.
Rather than a standalone study skills module, the C.A.R.E. approach has sought to integrate key academic and professional skills directly into subject-specific modules. This ensures that:
- Content remains contemporary, relevant, and aligned across modules.
- Academic Skills are embedded in the curriculum, fostering critical thinking and communication.
- Research Methods are taught within discipline-specific contexts, enhancing practical application.
- Employability is explicitly developed, equipping students with the skills required for the modern workforce.
By aligning with best practices in curriculum design and employability frameworks (e.g., SEEC, BASES), C.A.R.E. ensures that students graduate with a robust skill set tailored to industry demands. The expected outcome is a more seamless transition from university to employment, with graduates who are confident, competent, and highly employable.
Take-home message: The C.A.R.E. Project shifts study skills from generic modules to embedded, discipline-specific learning, ensuring Sport & Exercise Science graduates are fully prepared for their future careers.
Chieh (James) Lin (School of Business, Computing and Social Sciences)
This presentation relates to a data analytics workshop that I designed and taught to learners at different levels. The workshop provides a detailed introduction to data analytics through a range of Excel activities. The datasets used include product sales, GDP, CEO compensation and Government Procurement Card transactions. A pre- and post-workshop questionnaire was distributed for students to rate their ability to complete the Excel activities.
The presentation will showcase the ‘end-products’ of the workshop activities. Also displayed will be the questionnaire responses that evidenced the workshop’s effectiveness at achieving its learning outcomes: (1) Visualise data using charts; (2) Summarise data using PivotTable; (3) Identify trends and patterns in the data; and (4) Explain the concept and types of data analytics.
The workshop does not assume prior knowledge, is scalable and adaptable to different audiences, utilises private- and public-sector data and above all, intends to promote data literacy. It is therefore aligned with the idea of inclusive and accessible education.
Lisa O’Hehir (School of Health and Social Care) and Daryl Jones (School of Creative Arts)
This project, funded by a UoG Learning Innovation Award (Shape Teaching), plans to explore the potential of co-produced virtual reality (VR) simulations with people with lived experience for social work education by advancing pedagogical innovation. Askaura (2023) raises several ethical concerns around the use of uncritical simulations as a teaching strategy which can be reductive, and in action simulation can reflect developers own biases and unintentionally reproduce unhelpful stereotypes of marginalised communities.
Although digital technologies are not pre-requisite for student-centered learning, and research on VR in social work education shows mixed results, several scholars propose that inconsistent learning outcomes may stem not from technological limitations but from educators’ insufficient pedagogical application of digital tools (Turkle, 2015; Simpson et al., 2023; Selwyn, 2022; Ruiz-Ortega et al., 2023; Liang et al., 2024; Knapp, 2022; Weller, 2019; Mahaley et al., 2022).
By utilizing VR technology as a learning bridge, we propose developing critical VR simulations that offer holistic supplementary reflective learning opportunities to students of social work and ensure content contains contemporary subject matter co-created with professionals and people with lived experience which is authentic and aligned with social work values and reflects contemporary practice. This pedagogic approach seeks to better prepare students for real-world practice while introducing an innovative critical pedagogical framework for social work education. The co-production methodology ensures ethical concerns are addressed through inclusive design that challenges bias and problematic stereotypes (Morris, 2018; Chevalier & Buckles, 2013; Dodd & Epstein, 2012; Ruch, 2007).
Richard Blair and Rachael Bullingham (School of Education and Science)
The Physical Education and Sports Coaching group are proposing a curriculum design that is structured around the explicit connection between, values, contexts, disciplines, and themes. The aim of the curriculum design is to connect research themes with teaching content.
The intended outcomes of this approach are to support the connection between curriculum and research, by creating a sustainable curriculum that is adaptable and flexible in relation to academics’ research interests, contemporary trends and positions of social change.
- Values, whole university, and programme level
- Contexts: Physical Education, Physical Activity, Health, and Youth Sport (to be confirmed)
- Disciplines: Psychology, Philosophy, Sociology, History and Physiology.
- Themes: the themes create the connection between curriculum and research. They have been developed through the core topics of social, developmental, and educational research. The themes are broad and therefore aim to accommodate both incoming or outgoing academic research interests, that can be introduced or taken out of the curriculum. We are not creating a curriculum that is overly specialised to specific niche research, but one that will accommodate and encourage the mutually supportive connection to research and research informed teaching.
The structures presented were developed through a cooperative, team-based approach to social learning theory. This approach allowed members of the Physical Education and Sports Coaching group to collaborate with the aim of designing a curriculum for Physical Education, Youth Sport and Sports Coaching that supports the evolving social, cultural, political and economic context; in which children and young people are taking part on physical activity and sport.
1C – Panel
Venue: TBC
Kimberly Hall (School of Creative Arts) with Tom Arnold, Ellie Chaffey, Jodie Dean, Salem Francis, Holly Levy-So, Molly Pack, Chelsea Shuker and Wilson Venables (Level 6 BA Illustration students)
A panel of final year BA Illustration students, moderated by course leader Kimberly Hall, will discuss research practices in illustration, particularly around how students learn from each other and how teachers learn from students. The panelists will share their dissertation work, which include a game that explores the experience of a neuorological disorder, how tattooing has become commercialised in contemporary capitalist society, ethnological approaches and illustration practice being used to examine history, Queer coding in art, perceptions of beauty in children’s literature, and the human touch in scientific illustration. Discussion topics will explore practice-led research, collaborative and group work, the intersection of student-led research and tutor feedback, and how process has a profound effect on research. This will be followed by a Q&A with the audience, and one student will be actively drawing the session as a live research experiment.
1D – Panel
Venue: TBC
Rachel Bennett (Convenor, School of Education and Science), Matthew Andrews (Chief Operating Officer), Daisy Bodkin (UoG student & current president of STAR society), James Dalby (School of Creative Arts), Eleanor MacDonald-Hill (UoG alumni & former president of STAR society), Adele Owens (Director of Gloucestershire Action for Refugees and Asylum Seekers), Jo Parkin (Chaplain)
2025 marks 10 years since UoG staff first started formally organising to create a culture of welcome and promote understanding of forced migration across our institution and beyond – work which is coordinated by the Sanctuary Steering Group. Significant achievements to date include establishing the Michael Perham Sanctuary Scholarship fund, fundraising-led Sanctuary Support Fund and Student Action for Refugees society, hosting a Council for at Risk Academics Fellow and the deepening of established partnerships with Gloucestershire Action for Refugees and Asylum Seekers and Cheltenham Welcomes Refugees. The panel will discuss opportunities to further develop our culture of welcome over the next decade and beyond with a particular focus on how to mainstream these efforts in teaching and learning activities. The session serves as an opportunity for colleagues to learn more about this work and get involved in shaping future plans and activities.
1.30 – 3pm: Parallel sessions 2
Jump to: 2A – Academic Exchange | 2B – Academic Exchange | 2C – Workshop | 2D -Workshop
2a – Academic exchange: Academic competencies and employability skills
Four presentations of 15 minutes, each followed by 5 minutes of open audience questions, and one lightning presentation* of 5-6 minutes, with 2-3 minutes for questions.
Venue: TBC
Richard Blair, Simon De Waal, Alison Lamont, Hayley Legg, Claire Mills, Juliet Paterson and Louise Turner (School of Education and Science)
Aim: To discuss assessment with a focus on justifying the summative grade and supporting self-assessment.
Overview: Undergraduate (UG) assessment and feedback procedures will be discussed, with a specific focus on being able to recognise and justify the final grade; and support students to self-assess.
A grade descriptor provides description of the qualities expected in academic work. The discussion focusses on how academics and students actively use grade descriptors to support learning and academic attainment.
In the context presented by Professor Henry Giroux, that ‘education in its final analysis is about the production of agency’, self-assessment will be discussed; how can students self-assess their work? How do students use grade descriptors to develop their understanding of content knowledge and to recognise and justify their final grade.
Louise Livesey, Omar El Masri and Niki White (School of Business, Computing and Social Sciences) with a variety of external partners
Following a University Teaching Fellow (UTF) Grant approval, the Graduate Journal of Criminology & Justice has been working towards its launch. This presentation will focus on the highs, lows and otherwise of the process including de-colonising challenges, timeliness, collective working and more. The project rationale and aims are below:
Rationale
Valuing students’ own and co-producing research with students is a priority aim across the social sciences, including Criminology. However, currently, there is no peer-reviewed journal specifically for (UGT, PGT and PGR) graduates in Criminology, Policing, Criminal Justice and allied subjects to publish their work meaning that students may be producing groundbreaking work here and elsewhere and it is not entering into wider public knowledge. Additionally, our students are not aware of how academic publishing works and there is little explicit focus on the technical skills of academic writing (although much is covered implicitly). This proposal would address both of these, create a sustainable publicly accessible resource and a promotional tool for our courses and course content which showcases our innovativeness, commitment to the value of student research and development of student’s academic and employment related skills as well as enhancing public knowledge of small-scale research. The project will also review (against University held data) whether a focus on producing high quality research and coaching students’ writing improves achievement and employment outcomes – this is a way of enhancing our existing community building strategies which often comes up in CER meetings and will be of additional importance following Project Reset.
Aims
1. Establish an online only journal specialising in publishing high quality articles based on student research work (UGT, PGT and PGR).
2. Create ongoing internship positions in Criminology and other subjects to learn about academic writing and editing and marketing.
3. Develop existing work supporting students and graduates to develop their research work into conference papers and journal articles including an online facilitated early morning writing group and an online evening writing workshop.
4. Become the go-to publishing site for high quality articles based on UGT, PGT and PGR student research work.
5. Commit to and develop focus on social justice, fairness, co-production and decolonisation in Criminology and allied subjects.
Tom Hall (Student Futures)
Since its launch, ‘Make an Impact’ has become an integral component of the BCSS school induction program, running at each enrolment stage. It has expanded beyond business-related courses to include both undergraduate and postgraduate students across the school. This year, in collaboration with Student Futures, students were tasked with working collaboratively on a live client brief and presenting their findings in an innovative two-minute elevator pitch video.
Emily Beaumont (School of Business, Computing and Social Sciences)
Employability, enterprise, and entrepreneurship (the 3Es) are critical components of UK higher education but are often treated as distinct concepts, creating challenges for institutions and careers professionals. This study explores the interconnectedness of the 3Es, examining how careers professionals define these terms and identify the shared skills, attributes, and competencies among them. Using survey data from 95 careers professionals across 46 UK higher education institutions, the study reveals that while most acknowledge a relationship between the 3Es, definitional ambiguity persists.
Employability is often perceived as an umbrella concept encompassing enterprise and entrepreneurship, yet statistical analysis suggests weak correlations between employability and the latter two. The findings highlight a significant overlap in key competencies such as problem-solving, creativity, adaptability, leadership, and collaboration, supporting calls for a more integrated approach to careers education. However, the study also identifies gaps in training and institutional structures that reinforce the siloed treatment of these concepts. By addressing these disconnects, higher education institutions can better prepare students for a dynamic labour market that increasingly values entrepreneurial and enterprising competencies. This research contributes to the evolving discourse on employability and enterprise education, advocating for a holistic approach to developing student career readiness.
Ellie May and Harriet Gallagher (School of Health and Social Care)
Within Health and Social Care education there is an increasing emphasis on graduate employability (Wynne et al. 2024). As part of the BSc Occupational Therapy programme here at University of Gloucestershire we are bridging academic learning with professional readiness – ensuring students not only meet regulatory standards but are confident, competent, and aligned with the values and expectations of professional practice.
OT6001: Preparation for Employment is a final-year module designed to support level 6 Occupational Therapy students in making a confident transition from student to practitioner. Central to the module are two authentic assessments: a simulated job interview with professional panel from the local workforce, which enables students to demonstrate their professional identity and communication skills in a realistic setting; and a professional portfolio, mapped directly to the HCPC Standards of Proficiency, allowing students to evidence their readiness for practice (HCPC 2023).
The module is underpinned by NHS Core Values (NHS 2023) and aligns with national workforce priorities outlined in the NHS Long Term Workforce Plan (2023), which calls for a skilled, values-driven, and employment-ready health and care workforce. Through a scaffolded approach to writing personal statements, job applications, reflective practice and interview preparation, students develop both the practical tools, and the confidence needed to secure employment.
OT6001 has received consistently positive student evaluations, with learners valuing its relevance, practical focus, and preparation for real-world challenges. Notably, by March, over 30% of the cohort had already secured job offers, many following successes at their first interview—demonstrating the impact of the module in enhancing employability and confidence.
This academic exchange will showcase how OT6001 delivers meaningful, outcome-focused learning through authentic assessment, and the critical role academic staff play in preparing students for the realities of professional practice.
2b – Academic exchange: Interdisciplinary Practice and Collaboration
Four presentations of 15 minutes, each followed by 5 minutes of open audience questions, and one lightning presentation* of 5-6 minutes, with 2-3 minutes for questions.
Venue: TBC
Emma Rose (School of Health and Social Care) with Frazer Bufton and Yvette Putra (School of Creative Arts)
Occupational therapists are health care professionals who are trained to consider the impact of the physical environment upon an individual’s physical, psychological and emotional well-being (Adaptation Design, 2025). The Occupational Therapy Performance Framework (AOTA, 2020) highlights that “physical environments can either support or present barriers to participation in meaningful occupations”.
Interprofessional collaboration is essential for implementing changes to an existing building or developing new ones, with a view to reducing environmental barriers and enhancing occupational participation (Hoff & MacDermott, 2023). This combines the skillsets of architects, who understand the science behind the build, and occupational therapists, who understand the science behind human function (Richardson, 2020).
Despite this, shared practices between the professions are uncommon in undergraduate programmes. At UoG we are developing this cross-school practice to address this need. This year saw occupational therapy students taught by architecture lecturers to understand architectural plans, which are used by both professions in practice. This received positive feedback from students.
We plan to further develop this collaboration by bringing the students together to learn with and from each other in shared lectures/seminars. This will enhance professional identity and mutual understanding and increase the students’ knowledge of each other’s roles in preparation for future collaborative working.
Sara Hooke and Vassil Rachkov (School of Business, Computing and Social Sciences) with Maxime Keeling and Amy Phillips (Level 5 International Business students)
In Semester 2 of 2024–25, Level 5 International Business students from UoG will, for the first time, take part in a Semester Abroad programme at the University of Economics and Finance (UEF) in Ho Chi Minh City, Vietnam. This initiative offers a valuable international learning experience, supported by UEF’s existing delivery of UoG’s International Business curriculum in English. As a reciprocal exchange, UoG also aims to welcome UEF students in the following academic year.
The partnership project, part-funded by a UoG Learning Innovation Award (Shape Teaching), is designed to strengthen and share teaching and learning practices between staff and students at both institutions. As part of this, UoG staff will visit UEF in April to gain deeper insight into local pedagogic approaches. These insights will help enhance student support for both outbound UoG students and international students studying in the UK, enriching academic experiences and improving learning outcomes.
In our presentation, we will share project progress, key findings from our visit to UEF, and their potential implications for teaching practices at UoG. While the immediate focus is on International Business students, this initiative also offers a potential model for Semester Abroad programmes across other subject areas. By sharing our experiences, we aim to foster a deeper understanding of international pedagogic approaches and inspire further collaboration across the university.
Hazel Roberts, Sabina Fiebig-Lord and Rowan Sweeney (School of Business, Computing and Social Sciences)
This presentation will reflect on how restorative practice principles can be implemented in higher education. The speakers will discuss how completing Restorative Facilitation training has influenced their practice and the potential this methodology offers for developing stronger university communities among staff and students. We will explore how integrating a ‘Circles’ approach into a Level 6 Sociology module has shaped students’ learning experiences and assessment outcomes.
Sam Greedy and Nick Preddy (School of Health and Social Care)
Students from across BSc Nursing and FdSc Nursing Associate programmes have the opportunity to attend an international placement in Zagreb, Croatia. Spending time in specialist services for people with complex presentations, inclusive of Learning Disabilities, Autism and Mental Health needs, students are able to experience working with professionals from across health and social care services.
This experiential learning opportunity allows students to explore international health and social care, and the differences in service provision and culture. Although this can be challenging to observe at times, through supportive debriefs and facilitated reflective discussions with staff, students are able to critically evaluate these experiences and apply this learning to their own Nursing practice.
Students report benefits such as: building independence, initiative, confidence, communication skills, self-management, partnership working and cultural competence. Students have developed relationships with each other and with staff which have continued beyond the trip and continue to be a support.
Utilising compassionate pedagogy, staff create a nurturing environment in which students are encouraged to explore their emotions, vulnerabilities and triumphs. Staff use their Learning Disability Nursing skills and experience to role model positive, evidence-based practice, facilitating the development of skills and competence in an authentic and diverse context.
Jon Harris and Giovanna Di Monte-Milner (School of Creative Arts)
This presentation builds on the 2024 FoL insight piece ‘Making the most of partnership working’, and demonstrates how courses, tutors and Student Futures can work together to make real impact on Gloucestershire communities and enrich student learning, cooperation and project skills ready for the world of professional employment. We are showcasing a 12-month partnership relationship that has supported 22 students, blending together assessed coursework, voluntary placements and interdisciplinary project collaboration.
Through an existing relationship with the Friendship Cafe, a key community facility in Gloucester, we supported the organisation with architectural design concepts to help renovate the building. Through careful strategy planning we were able to:
- Carry out an initial neighbourhood audit
- Develop a detailed professional project for Interior Architects
- Take the findings into a key consultation exercise for urban planners
- Appoint student architects developing their design skills for the external areas
This has given the Friendship Cafe over 1500 hours of thought, capacity building and engagement whilst enabling students from four courses and two schools to work together, drawing on their co-design skills and experience.
It has delivered positive outcomes for student experience, including raising performance on the module, growing mutual respect and better understanding across disciplines, and provided a pan-uni model for managing multidisciplinary projects.
2C – Workshop
Please note: places for this session are limited to 30 and will be allocated on a first-come, first-served basis.
Venue: TBC
Red Kellino (Student Futures) and Anna Hay (Student Experience)
In a rapidly evolving digital world, this interactive workshop invites participants to reflect on what it truly means to be human in the age of artificial intelligence. Rather than resisting change, we explore how AI challenges traditional human roles and how this opens up new opportunities to revalue our unique human skills—particularly emotional intelligence, storytelling, empathy, and creativity.
Through a series of fun, hands-on activities, participants will engage with colleagues in meaningful ways that highlight the irreplaceable qualities we bring to work and life. These exercises are designed to be inclusive, thought-provoking, and energising, encouraging delegates to contribute, share perspectives, and bring their whole selves to the session.
The workshop offers clear take-home messages: that human connection matters more than ever, and that nurturing our emotional and creative capacities is essential in a tech-driven future. The content is accessible to all, regardless of background or expertise, and fosters a supportive environment for dialogue and learning.
This session aims to inspire best practice across the institution by encouraging a culture that values authenticity, collaboration, and the human side of innovation.
Come ready to participate, reflect, and reconnect with what makes us human.
2D – Workshop
Please note: places for this session are limited to 30 and will be allocated on a first-come, first-served basis.
Venue: TBC
Clare Kirkpatrick (School of Health and Social Care)
This workshop invites lecturers to critically examine the transformational potential of higher education and their own role in fostering change through “deschooling” (a term we will unpack during the workshop).
Designed to support all educators across all disciplines, this workshop offers valuable insights for anyone teaching in higher education. It is particularly relevant to those working with students from diverse educational backgrounds including those who may have faced challenges in prior learning environments.
Through discussion, reflection, and theoretical exploration, and drawing on the work of a wide variety of theorists and their perspectives on school, society, and individual development, together we will explore the ways in which adopting a relational pedagogy can positively transform students’ lives and improve student outcomes.
3.15 – 4.15pm: Ask our executive deans
This interactive panel will provide an opportunity to find out more about the University vision, aspirations and intention for action as well as the inter-relationship between the Executive Deans’ corporate responsibilities of Research, Teaching Innovation, Equality, Diversity and Inclusion, and Partnerships. The session will include moderated questions submitted by you in advance (see call for questions below) as well as open questions from the audience.
The following introductory videos will give you an insight into what the Executive Dean team see as the priorities. We encourage you to view these and submit questions to be posed to the Executive Deans in the panel session.
In the chair and moderating events will be Dr Tom Bradshaw, Associate Professor of Media Ethics and Practice at University of Gloucestershire. Tom is an academic in the School of Creative Arts, working with us on a part-time basis. He retains the role of Associate Professor having been an academic at UoG since 2013, however will be chairing this event in his capacity as an international freelance journalist, broadcaster and author.
Call for questions
We welcome questions from colleagues in all parts of the University and our partner institutions.
Questions should:
Align with the panel’s theme, as outlined in the introduction above and the Executive Deans’ videos.
- Be concise and to the point.
- Not have an easily available answer.
- Represent the audience’s interests and challenges.
- Provide insights and takeaways.
Please submit your question by midday on Monday 9 June 2025. We will then review all submissions and theme/select a range of questions to be put to the panel. If your question is selected, we will be in touch with further details after the closing date.
As mentioned previously, there will also be an opportunity for audience members to ask further questions on the day.
4.15 – 4.30pm: Closing remarks
With Dr Matthew Andrews, Chief Operating Officer