WEBVTT 00:00:08.480 --> 00:00:11.179 Welcome to LITE Bites, an occasional podcast 00:00:11.179 --> 00:00:13.279 from Leeds Institute for Teaching Excellence 00:00:13.279 --> 00:00:16.280 at the University of Leeds. Episodes will be 00:00:16.280 --> 00:00:18.559 hosted by members of the LITE team. And we'll 00:00:18.559 --> 00:00:20.379 be showcasing the scholarship of teaching and 00:00:20.379 --> 00:00:30.070 learning from across the university. Hello and 00:00:30.070 --> 00:00:32.310 welcome to another episode of the LITE Bites 00:00:32.310 --> 00:00:34.750 podcast. I'm Emma Peasland, Head of Research 00:00:34.750 --> 00:00:37.109 in Leeds Institute for Teaching Excellence at 00:00:37.109 --> 00:00:39.609 the University of Leeds. And today I'm delighted 00:00:39.609 --> 00:00:42.869 to be joined by Will Young, Tom Cooper and Anne 00:00:42.869 --> 00:00:46.509 Talentire, who are going to be sharing the story 00:00:46.509 --> 00:00:48.649 of the fellowship that you have just completed, 00:00:48.869 --> 00:00:51.590 which was called Redefining Sustainability in 00:00:51.590 --> 00:00:55.359 the Curriculum. Hello. Hello, Emma. It's great 00:00:55.359 --> 00:00:58.060 to see you all today. I wonder if a good place 00:00:58.060 --> 00:01:00.159 for us to start would be for you to introduce 00:01:00.159 --> 00:01:02.600 yourselves. So, Will, I don't know if you want 00:01:02.600 --> 00:01:05.859 to go first. Thanks. So I'm William Young. I'm 00:01:05.859 --> 00:01:08.079 Professor of Sustainability and Business in the 00:01:08.079 --> 00:01:12.079 Sustainability Research Institute. And I'm also 00:01:12.079 --> 00:01:15.040 Academic Lead for Sustainable Curriculum, which 00:01:15.040 --> 00:01:17.859 is part of the Climate Plan. Excellent. And Tom? 00:01:18.439 --> 00:01:21.060 Hi, I'm Tom Cooper. I'm Head of Sustainability 00:01:21.060 --> 00:01:23.659 and lead the Sustainability Service here at the 00:01:23.659 --> 00:01:25.959 University of Leeds. And I'm also part of that 00:01:25.959 --> 00:01:28.099 leadership team on the Sustainable Curriculum 00:01:28.099 --> 00:01:31.239 Programme. Brilliant. And finally, Anne. Hello, 00:01:31.299 --> 00:01:33.680 I'm Tantei. I'm the Professor of Sustainability 00:01:33.680 --> 00:01:35.879 and Business, also in Sustainability Research 00:01:35.879 --> 00:01:38.920 Institute. So I'm the second academic in this 00:01:38.920 --> 00:01:42.439 team. I'm part of the... sustainable curriculum 00:01:42.439 --> 00:01:45.519 leadership team and I also have other roles in 00:01:45.519 --> 00:01:47.659 the university which I'll pick up on as we go 00:01:47.659 --> 00:01:51.900 through this podcast. Brilliant and so I mean 00:01:51.900 --> 00:01:55.120 we don't always have fellowships undertaken by 00:01:55.120 --> 00:01:58.140 a group like this and a group of different job 00:01:58.140 --> 00:02:00.299 families as well so I wonder if you wanted to 00:02:00.299 --> 00:02:02.939 start by telling us a bit about how you got together 00:02:02.939 --> 00:02:07.079 and began collaborating. Yeah, so we're all part 00:02:07.079 --> 00:02:09.699 of that leadership team of the sustainable curriculum 00:02:09.699 --> 00:02:12.020 principle, which is part of the university's 00:02:12.020 --> 00:02:15.039 climate plan. So that overall climate plan is 00:02:15.039 --> 00:02:17.860 around committing us to how we reduce our greenhouse 00:02:17.860 --> 00:02:21.020 gas emissions, support a net zero city, deliver 00:02:21.020 --> 00:02:23.379 our sustainable travel ambitions, responsible 00:02:23.379 --> 00:02:27.400 investments, a really broad climate plan, but 00:02:27.400 --> 00:02:31.199 also shaping how we refocus our research and 00:02:31.199 --> 00:02:33.449 teaching and the sustainable. curriculum principle 00:02:33.449 --> 00:02:36.330 commits to giving all of our students that opportunity 00:02:36.330 --> 00:02:40.349 to engage in sustainability through their course, 00:02:40.469 --> 00:02:43.310 through their community, both now and in the 00:02:43.310 --> 00:02:46.870 future. So we've been working together, the three 00:02:46.870 --> 00:02:49.449 of us, for a long time on sustainability in the 00:02:49.449 --> 00:02:51.729 curriculum already, but the climate plan gave 00:02:51.729 --> 00:02:55.669 it a real momentum and emphasis so that we could 00:02:55.669 --> 00:02:58.310 we could kind of really push forward with the 00:02:58.310 --> 00:03:02.159 delivery and have more space and capacity. to 00:03:02.159 --> 00:03:04.159 be able to step back from the everyday activity 00:03:04.159 --> 00:03:08.159 and kind of do some reading and thinking and 00:03:08.159 --> 00:03:10.819 actually get into some understanding together 00:03:10.819 --> 00:03:14.879 through the fellowship. It's probably worth noting 00:03:14.879 --> 00:03:17.360 in terms of what do we mean by sustainable curriculum. 00:03:17.639 --> 00:03:21.580 So we use the QAA's definition of education for 00:03:21.580 --> 00:03:25.099 sustainable development. which is the process 00:03:25.099 --> 00:03:27.819 for creating curriculum structures and subject 00:03:27.819 --> 00:03:30.340 relevant content to support and enact sustainable 00:03:30.340 --> 00:03:33.039 development. And by sustainable development, 00:03:33.139 --> 00:03:36.620 we mean an aspirational ongoing process of addressing 00:03:36.620 --> 00:03:40.560 social, environmental, economic concerns to create 00:03:40.560 --> 00:03:43.520 a better world. So, yeah, we've been working 00:03:43.520 --> 00:03:45.139 together for a while on the sustainable curriculum 00:03:45.139 --> 00:03:47.860 programme, but to get things really moving, the 00:03:47.860 --> 00:03:50.099 fellowship was the ideal opportunity to be able 00:03:50.099 --> 00:03:53.219 to do that. Brilliant. So tell us a little bit 00:03:53.219 --> 00:03:55.580 about what you did for the fellowship. So then 00:03:55.580 --> 00:03:57.419 what was the research? What was it that you wanted 00:03:57.419 --> 00:04:01.240 to investigate and so on? So with all good projects, 00:04:01.340 --> 00:04:04.419 we had some research questions. So we had two 00:04:04.419 --> 00:04:09.300 that we really based the fellowship on. The first 00:04:09.300 --> 00:04:12.060 was, what does it mean to embed sustainability 00:04:12.060 --> 00:04:15.020 into the curriculum? And the second one was, 00:04:15.139 --> 00:04:17.980 what processes support successful embedding? 00:04:19.389 --> 00:04:23.129 Really, we're looking for three things from this 00:04:23.129 --> 00:04:27.750 fellowship. The first was to give us some evidence 00:04:27.750 --> 00:04:31.930 to base the curriculum at Leeds on, sustainable 00:04:31.930 --> 00:04:33.970 curriculum on, so that from the literature, policy 00:04:33.970 --> 00:04:40.269 and practice, to provide a better framework that's 00:04:40.269 --> 00:04:44.649 grounded. And then the second one really was 00:04:44.649 --> 00:04:49.300 about practice. So we wanted to embed systematization 00:04:49.300 --> 00:04:55.100 into the curriculum, but in a way for there to 00:04:55.100 --> 00:04:59.800 be institutional level embedding as opposed to 00:04:59.800 --> 00:05:05.779 just in modules or at the top where you have 00:05:05.779 --> 00:05:09.139 a commitment and there's this void in between. 00:05:09.959 --> 00:05:13.300 So that we have an importance of having stories 00:05:13.300 --> 00:05:17.040 of what works here. at Leeds is about sustainable 00:05:17.040 --> 00:05:22.639 curriculum and then also I think one of the key 00:05:22.639 --> 00:05:26.839 things for us was this working across the university 00:05:26.839 --> 00:05:29.819 so we've got the partnership between academics 00:05:29.819 --> 00:05:34.839 and sustainability service and there's that partnership 00:05:34.839 --> 00:05:39.500 moving forward as opposed to as individuals doing 00:05:39.500 --> 00:05:42.759 our little things and contributing our pet projects. 00:05:43.439 --> 00:05:47.819 So that's really bringing together what we wanted 00:05:47.819 --> 00:05:52.439 to do and to use that evidence from practice, 00:05:52.540 --> 00:05:55.339 best practice and the literature and so on to 00:05:55.339 --> 00:05:58.720 ground what we're doing on the university -wide 00:05:58.720 --> 00:06:04.660 project. Excellent. And I mean, that sounds marvellous, 00:06:04.660 --> 00:06:06.680 doesn't it? To learn from stories of what's going 00:06:06.680 --> 00:06:08.839 well already and to work in partnership across 00:06:08.839 --> 00:06:12.360 the university. So I wonder if you would expand 00:06:12.360 --> 00:06:14.660 a little bit and tell us about how you went about 00:06:14.660 --> 00:06:17.019 answering the questions that you started with. 00:06:17.399 --> 00:06:19.480 Yeah, of course, I'll take over on that bit. 00:06:19.519 --> 00:06:21.339 And I suppose just building on what Will just 00:06:21.339 --> 00:06:24.500 said about the gaps in the literature, about 00:06:24.500 --> 00:06:26.800 that institutional perspective. So I think that's 00:06:26.800 --> 00:06:28.990 where we were trying to think about it. in a 00:06:28.990 --> 00:06:32.189 very holistic sense. So as we started looking 00:06:32.189 --> 00:06:36.149 at the literature, trying to find some core concepts 00:06:36.149 --> 00:06:39.350 to help us frame the research and then also route 00:06:39.350 --> 00:06:41.310 our analysis and what's happening in Leeds. So 00:06:41.310 --> 00:06:43.250 we found a bit of a gap, actually. There wasn't 00:06:43.250 --> 00:06:45.230 an awful lot. So we've had to look at, this is 00:06:45.230 --> 00:06:47.110 where other pieces of work have helped inform 00:06:47.110 --> 00:06:49.449 what we're thinking about. So we're looking at 00:06:49.449 --> 00:06:51.470 not just what's in the sustainable curriculum 00:06:51.470 --> 00:06:54.110 literature, but also organisational change literature 00:06:54.110 --> 00:06:57.250 to try and get that whole university perspective. 00:06:58.110 --> 00:07:00.769 Anyway, so big literature search at the beginning 00:07:00.769 --> 00:07:04.810 and ongoing. And as Will said, we wanted to route 00:07:04.810 --> 00:07:06.850 our analysis of what's happening at Leeds and 00:07:06.850 --> 00:07:09.910 multiple points, multiple levels. So we've used 00:07:09.910 --> 00:07:13.069 a combination of sort of 19 interviews with people 00:07:13.069 --> 00:07:17.529 across the university involved in different aspects 00:07:17.529 --> 00:07:21.300 of student education policy. So some who were 00:07:21.300 --> 00:07:22.899 looking at education more broadly because we 00:07:22.899 --> 00:07:25.339 were thinking about education, but also those 00:07:25.339 --> 00:07:28.600 who were engaged explicitly at trying to bring 00:07:28.600 --> 00:07:32.120 sustainability into their own practice. So there 00:07:32.120 --> 00:07:36.920 was a broad 19 interviews. And then we followed 00:07:36.920 --> 00:07:39.639 that up with a series of four case studies with 00:07:39.639 --> 00:07:41.779 these colleagues who were testing out and engaging 00:07:41.779 --> 00:07:45.100 with sustainability education. Interestingly, 00:07:45.339 --> 00:07:50.000 well, importantly. We didn't go to our own colleagues 00:07:50.000 --> 00:07:53.000 in the Sustainability Research Institute. Not 00:07:53.000 --> 00:07:55.279 because we didn't appreciate their practice, 00:07:55.360 --> 00:07:57.139 but we were trying to see what people across 00:07:57.139 --> 00:08:01.540 the university were doing. We wanted to build 00:08:01.540 --> 00:08:04.279 on the experience of colleagues right across 00:08:04.279 --> 00:08:06.980 the university who didn't necessarily see themselves 00:08:06.980 --> 00:08:10.240 as sustainability professionals and start from 00:08:10.240 --> 00:08:13.019 a very appreciative inquiry perspective about 00:08:13.019 --> 00:08:15.980 what they were doing. Not there to critique, 00:08:16.160 --> 00:08:18.079 not there to criticise what they were doing, 00:08:18.259 --> 00:08:21.920 but learn from them and follow their learning 00:08:21.920 --> 00:08:25.720 journey. And there was quite a focus on reflection 00:08:25.720 --> 00:08:28.959 with our case study educators and also listening 00:08:28.959 --> 00:08:30.660 to students' perspectives where we could. It 00:08:30.660 --> 00:08:32.360 was a bit of a challenge in that, but trying 00:08:32.360 --> 00:08:36.519 to have that reflective approach. We had hoped 00:08:36.519 --> 00:08:41.139 to do some more kind of action research, but 00:08:41.139 --> 00:08:44.399 it didn't prove. possible in the time that we 00:08:44.399 --> 00:08:46.759 had available. But still the focus was very much 00:08:46.759 --> 00:08:48.659 on that reflective learning in the case studies. 00:08:49.360 --> 00:08:53.940 So that was the sort of data collection. So the 00:08:53.940 --> 00:08:55.799 interviews and the case studies with the support 00:08:55.799 --> 00:08:59.679 from students in light, the student... Our student 00:08:59.679 --> 00:09:01.320 research assistants. That's the word, student 00:09:01.320 --> 00:09:05.980 research assistants in light to help us do that. 00:09:07.879 --> 00:09:09.860 So once we got all the data, we went to the usual 00:09:09.860 --> 00:09:13.580 process of qualitative coding, generating themes, 00:09:14.059 --> 00:09:17.100 pulling out insightful quotes, trying to understand 00:09:17.100 --> 00:09:19.840 and tease out the contrast and sometimes the 00:09:19.840 --> 00:09:22.440 contradictions within that, and trying to pull 00:09:22.440 --> 00:09:25.320 together a narrative of what we saw as a process 00:09:25.320 --> 00:09:28.379 of embedding. So embedding became a key word 00:09:28.379 --> 00:09:31.159 for us about what that means in practice at different 00:09:31.159 --> 00:09:34.659 levels for different people associated with their 00:09:34.659 --> 00:09:38.850 different roles. within the institution. Excellent. 00:09:38.870 --> 00:09:40.830 And I'm interested, I'm sure you'll say a little 00:09:40.830 --> 00:09:43.070 bit more about your case studies in a minute, 00:09:43.090 --> 00:09:48.610 but I'm curious about the fact that you chose 00:09:48.610 --> 00:09:51.269 people who didn't see themselves as sustainability 00:09:51.269 --> 00:09:53.909 professionals to work with in developing these 00:09:53.909 --> 00:09:56.230 case studies. So were there particular parts 00:09:56.230 --> 00:09:59.450 of the university that you approached for that 00:09:59.450 --> 00:10:03.460 or where your case studies emerged from? We did 00:10:03.460 --> 00:10:05.720 have a frame to try and get some breadth across. 00:10:05.820 --> 00:10:09.320 We ended up having probably more STEM people 00:10:09.320 --> 00:10:16.740 than others. So we have got one of them, Arts 00:10:16.740 --> 00:10:18.440 and Humanities. So we tried to get a breadth, 00:10:18.480 --> 00:10:20.799 but it was quite challenging to get more Arts 00:10:20.799 --> 00:10:24.259 and Humanities people involved. I think we still 00:10:24.259 --> 00:10:26.779 got some interesting stories about working across 00:10:26.779 --> 00:10:31.360 disciplines from that. maybe should qualify a 00:10:31.360 --> 00:10:33.399 little bit in terms of how we pick the people 00:10:33.399 --> 00:10:38.259 or in terms of how they're they were they were 00:10:38.259 --> 00:10:40.399 engaged with sustainability they were enthusiasts 00:10:40.399 --> 00:10:42.700 they were interested and some of them came from 00:10:42.700 --> 00:10:45.779 our emerging LUNSHE community so the Leeds university 00:10:45.779 --> 00:10:47.720 network for sustainability in higher education 00:10:47.720 --> 00:10:50.100 and it's sort of responding to a demand from 00:10:50.100 --> 00:10:52.399 the people in that community of thinking about 00:10:52.399 --> 00:10:55.940 where do i start How do I get involved? I'd like 00:10:55.940 --> 00:10:58.440 to do this, but not sure how. So it was almost 00:10:58.440 --> 00:11:01.679 like we were picking people like you in that 00:11:01.679 --> 00:11:04.860 LUNSHE community. It was part of that approach 00:11:04.860 --> 00:11:08.340 to try and select. Excellent. So I'd love to 00:11:08.340 --> 00:11:10.139 hear a bit about what you found out then from 00:11:10.139 --> 00:11:11.960 your interviews and through these case studies. 00:11:12.340 --> 00:11:16.340 So I will continue this story. So through that 00:11:16.340 --> 00:11:21.100 process of coding, generating themes, and I think 00:11:21.100 --> 00:11:23.740 we started, we ended up with... 60 plus themes 00:11:23.740 --> 00:11:27.240 at one point and it was at multiple levels and 00:11:27.240 --> 00:11:31.139 really where we came to was identifying three 00:11:31.139 --> 00:11:35.720 spaces so three clusters that we saw very much 00:11:35.720 --> 00:11:39.159 so three clusters of themes that we saw very 00:11:39.159 --> 00:11:42.360 much as spaces of activity and these were spaces 00:11:42.360 --> 00:11:45.220 that shaped embedding sustainability into the 00:11:45.220 --> 00:11:48.149 curriculum These are the sustainability space, 00:11:48.429 --> 00:11:52.090 the education space and the institutional space. 00:11:52.450 --> 00:11:55.850 So the sustainability space is about the vision 00:11:55.850 --> 00:11:59.129 for sustainability that our colleagues were expressing. 00:11:59.370 --> 00:12:03.049 The knowledges and capabilities, the pedagogies 00:12:03.049 --> 00:12:06.809 they used and how those are integrated into a 00:12:06.809 --> 00:12:09.470 subject or indeed university life more broadly. 00:12:11.049 --> 00:12:13.409 So the second space was the education space, 00:12:13.610 --> 00:12:15.610 and this is given that we are looking at sustainable 00:12:15.610 --> 00:12:19.129 curriculum and not sustainability in its entirety. 00:12:20.429 --> 00:12:24.789 We're obviously focusing on how sustainability 00:12:24.789 --> 00:12:28.350 is articulated across education activities, and 00:12:28.350 --> 00:12:30.970 that includes structures, norms, themes, relating 00:12:30.970 --> 00:12:34.110 to how education is organised, managed and conceptualised 00:12:34.110 --> 00:12:36.539 in the institution. Which leads to the third 00:12:36.539 --> 00:12:39.259 space, which is the institutional space, which 00:12:39.259 --> 00:12:41.879 captures the broad ambitions of the organisation 00:12:41.879 --> 00:12:45.740 with respect to sustainability, but also the 00:12:45.740 --> 00:12:47.980 structures and processes that affect the time 00:12:47.980 --> 00:12:50.759 and recognition for staff to engage with these 00:12:50.759 --> 00:12:53.519 kinds of ideas, particularly sustainability and 00:12:53.519 --> 00:12:57.220 education, and how that might help genuine efforts 00:12:57.220 --> 00:12:59.960 on the part of the university to foreground and 00:12:59.960 --> 00:13:03.379 prioritise sustainability. So having these three... 00:13:04.479 --> 00:13:06.840 helped us think through not just what was going 00:13:06.840 --> 00:13:10.679 on in these three spaces, but also how they interconnected 00:13:10.679 --> 00:13:13.480 and the overlap. So some of our codes were very 00:13:13.480 --> 00:13:15.840 much in that, oh gosh, is this education? Is 00:13:15.840 --> 00:13:19.039 this sustainability? So a lovely Venn diagram 00:13:19.039 --> 00:13:22.019 came out of this to help us think through the 00:13:22.019 --> 00:13:27.360 interconnectedness of the three spaces, but also 00:13:27.360 --> 00:13:30.259 the tensions between them. And it helped us think 00:13:30.259 --> 00:13:34.080 much more about... the way sustainability and 00:13:34.080 --> 00:13:37.159 education is supported and valued in the organisation. 00:13:37.620 --> 00:13:40.059 And it helped us think through a better model 00:13:40.059 --> 00:13:44.840 for furthering and understanding the context 00:13:44.840 --> 00:13:49.279 of embedding. Just to maybe just double back 00:13:49.279 --> 00:13:52.360 to the interviews a little bit more. So I think 00:13:52.360 --> 00:13:54.679 through our interviews, there was lots of enthusiasm 00:13:54.679 --> 00:13:57.559 for sustainability in the curriculum, but not 00:13:57.559 --> 00:13:59.779 always an understanding of how to do it. So again, 00:13:59.840 --> 00:14:01.600 this is helping to point us about what we need 00:14:01.600 --> 00:14:04.440 to do going forward. And whilst there was an 00:14:04.440 --> 00:14:06.679 institutional commitment, well, there is an institutional 00:14:06.679 --> 00:14:10.240 commitment, and that's getting more clearly articulated. 00:14:11.879 --> 00:14:14.120 So this institutional commitment to embedding 00:14:14.120 --> 00:14:16.440 sustainability, what this means for different 00:14:16.440 --> 00:14:19.000 colleagues wasn't always very clear. There was 00:14:19.000 --> 00:14:23.820 often this sense of constraints. And it's not 00:14:23.820 --> 00:14:27.580 just sometimes about time, but also lack of direction 00:14:27.580 --> 00:14:33.019 sometimes. And also how busy that space for education 00:14:33.019 --> 00:14:36.639 can be was another challenge that we found. So 00:14:36.639 --> 00:14:39.000 that's why the education space was pretty important 00:14:39.000 --> 00:14:43.559 to us. Some things were about the challenges 00:14:43.559 --> 00:14:46.559 to doing sustainability, some misunderstanding 00:14:46.559 --> 00:14:48.419 from some colleagues that it was all about the 00:14:48.419 --> 00:14:52.559 tech and a more scientific approach and sometimes 00:14:52.559 --> 00:14:55.399 a confusion about terms. Sometimes there was 00:14:55.399 --> 00:14:57.340 a bit of a defensiveness about what they could 00:14:57.340 --> 00:14:59.860 or they couldn't do in their disciplines. So 00:14:59.860 --> 00:15:02.879 it was interesting to think about how we could. 00:15:04.460 --> 00:15:07.120 help colleagues unpack some of that. But it was 00:15:07.120 --> 00:15:10.159 useful to recognise that starting point from 00:15:10.159 --> 00:15:12.960 some people, as well as that balancing with an 00:15:12.960 --> 00:15:15.720 enthusiasm and a willingness, but also a bit 00:15:15.720 --> 00:15:19.919 of confusion. And just to build on the case studies 00:15:19.919 --> 00:15:23.019 a bit as well. So these four case studies provided 00:15:23.019 --> 00:15:25.519 some really good examples of the different starting 00:15:25.519 --> 00:15:29.059 points for how sustainability is being embedded 00:15:29.059 --> 00:15:32.809 in different disciplines. through projects and 00:15:32.809 --> 00:15:35.629 collaboration, sustainability skills development 00:15:35.629 --> 00:15:39.870 to the sustainable development goals or how it's 00:15:39.870 --> 00:15:42.309 been linked to sort of programme level to outcome 00:15:42.309 --> 00:15:47.830 level, programme level outcomes. So the first 00:15:47.830 --> 00:15:51.490 case study looked at a final year capstone module 00:15:51.490 --> 00:15:57.700 and it was a STEM example. And it adopts a sort 00:15:57.700 --> 00:16:00.679 of a grand challenges approach, encouraging student 00:16:00.679 --> 00:16:04.600 -led groups through projects to address global 00:16:04.600 --> 00:16:09.399 issues. And that case study in particular highlighted 00:16:09.399 --> 00:16:11.740 the need to scaffold skill development throughout 00:16:11.740 --> 00:16:15.179 the programme to build student skills and confidence 00:16:15.179 --> 00:16:17.320 in preparation for that capstone rather than 00:16:17.320 --> 00:16:19.759 landing it on them in that sort of final year. 00:16:22.240 --> 00:16:24.200 The second case study was more about bringing 00:16:24.200 --> 00:16:27.700 interdisciplinary and critical thinking into, 00:16:27.799 --> 00:16:31.220 again, a science master's programme. But it aimed 00:16:31.220 --> 00:16:33.399 to challenge conventional thinking more and to 00:16:33.399 --> 00:16:35.799 encourage students to rethink their disciplinary 00:16:35.799 --> 00:16:38.980 knowledge and consider different perspectives 00:16:38.980 --> 00:16:42.620 and engage in discussion and collaboration together 00:16:42.620 --> 00:16:45.620 to kind of explore those different perspectives. 00:16:47.759 --> 00:16:50.779 The third... case study was was the one that 00:16:50.779 --> 00:16:54.320 we had that wasn't a stem module or program actually 00:16:54.320 --> 00:16:58.200 and that was really about sort of building that 00:16:58.200 --> 00:17:01.080 critical understanding of sustainability for 00:17:01.080 --> 00:17:04.779 art students who want to engage in sustainability 00:17:04.779 --> 00:17:08.579 in their careers but they need guidance as to 00:17:08.579 --> 00:17:11.180 what that means in theory and and in practice 00:17:11.180 --> 00:17:14.180 so one of the key findings there was that the 00:17:14.180 --> 00:17:18.180 challenge of enabling colleagues across a whole 00:17:18.180 --> 00:17:21.160 programme to recognise the sort of multiple dimensions 00:17:21.160 --> 00:17:24.519 of sustainability and not just think about those 00:17:24.519 --> 00:17:27.000 tech solutions, as Anne was referring to before, 00:17:27.500 --> 00:17:30.680 but perhaps it's about better understanding it 00:17:30.680 --> 00:17:32.819 within the discipline and that disciplinary context. 00:17:33.539 --> 00:17:38.059 And then the last case study sort of brings together 00:17:38.059 --> 00:17:41.920 sustainability into group work in an enterprise 00:17:41.920 --> 00:17:47.339 -focused Level 3 module. And the students are 00:17:47.339 --> 00:17:51.200 introduced to the idea of wicked problems, you 00:17:51.200 --> 00:17:53.579 know, those challenges with no clear solutions. 00:17:54.240 --> 00:17:57.539 And then they use the SDGs as a framework for 00:17:57.539 --> 00:18:00.480 the students to focus in on the sort of project 00:18:00.480 --> 00:18:04.490 outcome. particularly interesting in that case 00:18:04.490 --> 00:18:06.930 study was how the module leader was learning 00:18:06.930 --> 00:18:09.089 about sustainability alongside the students. 00:18:09.250 --> 00:18:10.930 They were also developing their knowledge, their 00:18:10.930 --> 00:18:13.710 understanding of sustainability and that SDG 00:18:13.710 --> 00:18:18.250 context, UN SDG context. So broadly across the 00:18:18.250 --> 00:18:21.269 case studies, they all highlight the importance 00:18:21.269 --> 00:18:24.940 of that critical thinking. thinking outside or 00:18:24.940 --> 00:18:27.460 beyond the sort of traditional disciplinary boundaries 00:18:27.460 --> 00:18:30.079 that they may otherwise have been doing. And 00:18:30.079 --> 00:18:32.680 there's the theme of identifying a need to support 00:18:32.680 --> 00:18:36.119 students with complexity across them all, how 00:18:36.119 --> 00:18:38.180 they consider those wicked problems and how they 00:18:38.180 --> 00:18:40.299 understand that there isn't just one solution, 00:18:40.400 --> 00:18:42.859 but a need for systems thinking, for collaboration 00:18:42.859 --> 00:18:46.440 in problem solving, those kinds of areas. That's 00:18:46.440 --> 00:18:48.839 really interesting. And there's kind of two themes 00:18:48.839 --> 00:18:51.859 that I think that both you, Tom and Anne spoke 00:18:51.859 --> 00:18:56.019 about in your discussion of your findings then, 00:18:56.140 --> 00:18:58.619 which were the fact that sustainability might 00:18:58.619 --> 00:19:01.119 take or considerations of sustainability might 00:19:01.119 --> 00:19:04.000 take different form or frame in different disciplines. 00:19:04.200 --> 00:19:07.619 And also that there are multiple dimensions of 00:19:07.619 --> 00:19:10.460 sustainability and these might be related to 00:19:10.460 --> 00:19:11.900 how they're viewed in different disciplines. 00:19:12.000 --> 00:19:14.740 But I was wondering if you might be able to maybe... 00:19:15.049 --> 00:19:16.750 say a little bit more about that or give us some 00:19:16.750 --> 00:19:19.430 examples of how those things might occur differently 00:19:19.430 --> 00:19:23.130 in different contexts? I think I'd start by saying 00:19:23.130 --> 00:19:26.450 that it's a really important element of what 00:19:26.450 --> 00:19:28.190 we're trying to achieve through the Sustainable 00:19:28.190 --> 00:19:30.970 Curriculum Programme here at Leeds and this is 00:19:30.970 --> 00:19:33.950 helping to build the evidence around that and 00:19:33.950 --> 00:19:36.809 reinforce the idea that it's hugely important 00:19:36.809 --> 00:19:39.170 that it is done in a discipline -specific way. 00:19:39.720 --> 00:19:42.980 There isn't a one size fits all approach to teaching 00:19:42.980 --> 00:19:45.319 sustainability, but actually if it is taught 00:19:45.319 --> 00:19:48.599 in a discipline specific way and we can empower 00:19:48.599 --> 00:19:50.980 educators to be able to interpret sustainability 00:19:50.980 --> 00:19:53.740 in that context, then they're going to engage 00:19:53.740 --> 00:19:55.759 students in a way that's meaningful to them. 00:19:56.180 --> 00:19:58.299 Yeah, and it doesn't feel like something that's 00:19:58.299 --> 00:20:00.940 kind of added on, like here's your sustainability 00:20:00.940 --> 00:20:04.430 content or... assessment or something like that 00:20:04.430 --> 00:20:06.329 absolutely that's right and there can be a use 00:20:06.329 --> 00:20:08.490 and a need for some basic level understanding 00:20:08.490 --> 00:20:11.029 of what is sustainability or what are the UN 00:20:11.029 --> 00:20:14.349 SDGs for example and we can provide that through 00:20:14.349 --> 00:20:17.829 online training that we provide but there are 00:20:17.829 --> 00:20:20.710 yeah to meaningfully engage with sustainability 00:20:20.710 --> 00:20:23.009 and to understand it in the context of the discipline 00:20:23.009 --> 00:20:25.490 it has to be thought about in that kind of context 00:20:28.399 --> 00:20:30.460 Nice. Absolutely. I think it's all about that 00:20:30.460 --> 00:20:33.200 skills focus and the pedagogy is underpinning 00:20:33.200 --> 00:20:35.220 because then you can help develop that critical 00:20:35.220 --> 00:20:37.759 thinking. And then what does it mean for me? 00:20:37.839 --> 00:20:39.720 What does it mean for my discipline? What does 00:20:39.720 --> 00:20:42.259 this mean for my practice? Pulling that through 00:20:42.259 --> 00:20:45.400 both for the student and for the educator is 00:20:45.400 --> 00:20:49.500 a key thing. And I think I suppose we've already 00:20:49.500 --> 00:20:52.539 all always sort of felt that. And the literature 00:20:52.539 --> 00:20:55.680 says that. But seeing that played out through 00:20:55.680 --> 00:20:58.339 the case studies and. hearing people trying to 00:20:58.339 --> 00:21:01.180 tease out what does this mean for the institution, 00:21:01.400 --> 00:21:05.019 I think was quite helpful, being able to do that 00:21:05.019 --> 00:21:10.240 in situ here. Brilliant. Outside of our sort 00:21:10.240 --> 00:21:13.660 of silos of Sustainability Research Institute 00:21:13.660 --> 00:21:16.359 and the Sustainability Service, we know what 00:21:16.359 --> 00:21:18.799 we're doing, but when we're trying to mainstream 00:21:18.799 --> 00:21:21.299 it across the institution to go out of these 00:21:21.299 --> 00:21:23.460 case studies, it's really opened eyes in how 00:21:23.460 --> 00:21:26.519 to look. how other people see sustainability 00:21:26.519 --> 00:21:29.500 and how they want to implement it in their subjects. 00:21:30.480 --> 00:21:32.539 Brilliant. It's always really interesting, isn't 00:21:32.539 --> 00:21:34.119 it, when you speak to people with a slightly 00:21:34.119 --> 00:21:36.279 different understanding or a slightly different 00:21:36.279 --> 00:21:39.819 viewpoint of the same concept that is key to 00:21:39.819 --> 00:21:44.950 the work that you do every day. So, I mean, it's 00:21:44.950 --> 00:21:47.250 really interesting to hear about what you did 00:21:47.250 --> 00:21:48.809 and how you did it and everything like that. 00:21:48.869 --> 00:21:50.630 But having been through the process, I wonder 00:21:50.630 --> 00:21:52.930 if you were going to start again. Is there anything 00:21:52.930 --> 00:21:55.910 that you might do a little bit differently? Yeah. 00:21:57.470 --> 00:22:00.450 I think the key one would have been starting 00:22:00.450 --> 00:22:03.930 the case studies earlier so that we've had more 00:22:03.930 --> 00:22:07.029 time to get these iterations of reflection that 00:22:07.029 --> 00:22:08.710 we would have liked, that sort of more action 00:22:08.710 --> 00:22:12.819 researchy pace to try and see, you know. follow 00:22:12.819 --> 00:22:16.359 practice in one term see what's changed and see 00:22:16.359 --> 00:22:18.980 how it how it impacted but we didn't manage to 00:22:18.980 --> 00:22:21.859 get those iterations sometimes the academic year 00:22:21.859 --> 00:22:23.579 becomes a bit of a challenge there within the 00:22:23.579 --> 00:22:26.440 time scale of a project and I suppose the other 00:22:26.440 --> 00:22:28.420 thing about starting earlier would have been 00:22:28.420 --> 00:22:30.779 more opportunities to find different ways of 00:22:30.779 --> 00:22:34.380 engaging students and hearing what they What 00:22:34.380 --> 00:22:37.519 they thought, I think case study two was probably 00:22:37.519 --> 00:22:41.059 the best one for getting the students voice thinking 00:22:41.059 --> 00:22:45.000 back. Possibly that's because they were more 00:22:45.000 --> 00:22:49.000 mature students and masters. Anyway, just thinking 00:22:49.000 --> 00:22:52.099 of different ways to have their voice engaged 00:22:52.099 --> 00:22:54.619 would be good. Yeah, it's always easy with hindsight, 00:22:54.799 --> 00:22:57.559 isn't it? To see where we could kind of tweak 00:22:57.559 --> 00:23:00.119 our research designs and our approaches if we 00:23:00.119 --> 00:23:01.859 were going to have the opportunity to start over 00:23:01.859 --> 00:23:05.309 again. And then I guess thinking about the findings 00:23:05.309 --> 00:23:07.609 that you've got from your research, one thing 00:23:07.609 --> 00:23:09.990 that I'm always really interested in is how these 00:23:09.990 --> 00:23:13.349 are going to influence practice here at the university 00:23:13.349 --> 00:23:17.210 and perhaps even beyond. And you are all members 00:23:17.210 --> 00:23:19.710 of the Sustainable Curriculum Leadership Team. 00:23:19.829 --> 00:23:22.690 So I'm wondering how the findings might be influencing 00:23:22.690 --> 00:23:27.190 the work of the programme. So I think we saw 00:23:27.190 --> 00:23:33.509 it in the contribution in four ways. The first 00:23:33.509 --> 00:23:35.450 one was really into the operational implementation 00:23:35.450 --> 00:23:38.630 of how we worked in terms of sustainable curriculum 00:23:38.630 --> 00:23:43.390 principle in terms of our share point for staff, 00:23:43.710 --> 00:23:48.910 workshops on skills and inclusive sustainability, 00:23:49.670 --> 00:23:56.309 embedding the processes at multiple levels as 00:23:56.309 --> 00:23:58.970 opposed to just where we thought it was important. 00:24:01.200 --> 00:24:05.759 But also there was not one approach. And to see 00:24:05.759 --> 00:24:09.859 that as a good thing, that people could own how 00:24:09.859 --> 00:24:12.200 they implemented sustainability and for us to 00:24:12.200 --> 00:24:15.539 support that as opposed to us coming in with 00:24:15.539 --> 00:24:19.359 our structure and saying this is the only way. 00:24:20.660 --> 00:24:26.460 And giving people space and resources to collaborate 00:24:26.460 --> 00:24:29.059 and to think about how they're going to do things 00:24:29.059 --> 00:24:33.789 as opposed to... sort of a tick box approach. 00:24:33.990 --> 00:24:39.430 And I think that's really helped us to work with 00:24:39.430 --> 00:24:42.789 colleagues across the university. The second 00:24:42.789 --> 00:24:48.549 one was reinforcing us working with other theme 00:24:48.549 --> 00:24:52.529 leads across the university, such as ethics and 00:24:52.529 --> 00:24:57.809 enterprise and the careers and so on, to work 00:24:57.809 --> 00:25:05.000 together. to bring the different skills and the 00:25:05.000 --> 00:25:08.119 complementarities that we had in terms of some 00:25:08.119 --> 00:25:12.380 of our pedagogies and our approaches with other 00:25:12.380 --> 00:25:17.460 themes where they have other reaches that we 00:25:17.460 --> 00:25:21.140 don't have and so on. Yeah, and working with 00:25:21.140 --> 00:25:27.180 the education enhancement teams. And I think 00:25:27.180 --> 00:25:30.940 that's really helped to broaden, how we see sustainability 00:25:30.940 --> 00:25:33.740 being implemented across the university. The 00:25:33.740 --> 00:25:37.299 third one of course was our community of practice 00:25:37.299 --> 00:25:41.680 LUNSHE that was growing and being able to share 00:25:41.680 --> 00:25:44.259 findings to discuss and create conversations 00:25:44.259 --> 00:25:48.099 within that across different roles and disciplines 00:25:48.099 --> 00:25:52.259 across services and different academic units 00:25:52.259 --> 00:25:54.759 and so on I think that's been really useful. 00:25:56.250 --> 00:25:59.569 And finally, to feed into another LITE fellowship 00:25:59.569 --> 00:26:03.089 that's looking at sustainability and curriculum 00:26:03.089 --> 00:26:09.049 led by Vasiliki and Claire. And I think that's 00:26:09.049 --> 00:26:12.529 really important to have that connection to keep 00:26:12.529 --> 00:26:16.990 what we've learned and the literature we've got 00:26:16.990 --> 00:26:20.250 and to pass it on to another LITE fellowship. 00:26:21.240 --> 00:26:23.380 Yeah, I mean, that's great, isn't it? That there's 00:26:23.380 --> 00:26:25.640 an ongoing piece of work that can come out of 00:26:25.640 --> 00:26:28.519 this and take your findings and then extend them 00:26:28.519 --> 00:26:31.180 in a new way. I think that's marvellous. I think 00:26:31.180 --> 00:26:32.920 just going back to what we would have done differently, 00:26:33.059 --> 00:26:35.299 it's great that our colleagues, Claire and Vasiliki, 00:26:35.500 --> 00:26:38.140 are working with students from day one. So they're 00:26:38.140 --> 00:26:40.359 really doing much more of a co -production piece, 00:26:40.539 --> 00:26:43.859 working with students. So that voice of students 00:26:43.859 --> 00:26:46.960 gets much more articulated in their work, which 00:26:46.960 --> 00:26:49.700 is great to see. Yeah, we'll look forward to 00:26:49.700 --> 00:26:53.579 seeing how that fellowship develops. And we never 00:26:53.579 --> 00:26:55.720 know, we might be here recording another episode 00:26:55.720 --> 00:26:58.299 of LITE Bites, like a sustainability part two 00:26:58.299 --> 00:27:00.220 with Claire and Vasiliki when they reach the 00:27:00.220 --> 00:27:04.000 end of their fellowship. So, yeah, so you've 00:27:04.000 --> 00:27:05.980 talked about how the findings are influencing 00:27:05.980 --> 00:27:09.119 the Sustainable Curriculum Programme. And then 00:27:09.119 --> 00:27:12.700 I'm wondering if you've seen any changes or impacts 00:27:12.700 --> 00:27:14.940 that have come out of that since you completed 00:27:14.940 --> 00:27:20.480 your fellowship. For the researchers, really 00:27:20.480 --> 00:27:24.400 informed and validated our sort of network approach. 00:27:24.759 --> 00:27:28.819 So certainly, and what we mean by that is that 00:27:28.819 --> 00:27:32.240 many universities are implementing sustainability 00:27:32.240 --> 00:27:34.559 into curriculum by having compulsory modules. 00:27:34.960 --> 00:27:40.200 And we've learned through this, this is not a 00:27:40.200 --> 00:27:43.660 good approach to reach all students and staff. 00:27:44.569 --> 00:27:47.509 So we're using this network approach to embed 00:27:47.509 --> 00:27:49.529 sustainability, so threading through the whole 00:27:49.529 --> 00:27:52.450 institution and not just focusing on pockets 00:27:52.450 --> 00:27:55.569 of good practice or single compulsory courses. 00:27:57.349 --> 00:28:02.789 So it recognises the need to engage at an institutional 00:28:02.789 --> 00:28:08.349 level and understand the practice of sustainability 00:28:08.349 --> 00:28:12.680 in the university. And I think something that 00:28:12.680 --> 00:28:17.420 I've really seen has evolved while we've been 00:28:17.420 --> 00:28:20.740 working on the fellowship is that it's strengthened 00:28:20.740 --> 00:28:23.259 that collaborative relationship between the Sustainability 00:28:23.259 --> 00:28:25.640 Service and the Sustainability Research Institute 00:28:25.640 --> 00:28:29.559 at a time when we're working at the moment on 00:28:29.559 --> 00:28:32.140 refreshing our University of Leeds framework 00:28:32.140 --> 00:28:34.140 for environmental and social responsibility, 00:28:34.259 --> 00:28:36.420 our strategic approach to sustainability most 00:28:36.420 --> 00:28:40.420 broadly. And curriculum is increasingly an area 00:28:40.420 --> 00:28:43.900 of strength for Leeds in terms of our holistic 00:28:43.900 --> 00:28:46.099 approach and particularly around sustainability. 00:28:46.119 --> 00:28:50.400 So it's informing that wider approach to environmental 00:28:50.400 --> 00:28:53.200 and social responsibility. And that links back, 00:28:53.220 --> 00:28:54.940 you know, in terms of our three spaces to the 00:28:54.940 --> 00:28:57.980 institutional space. That's been really important 00:28:57.980 --> 00:29:02.130 for us. Brilliant. And I guess we're talking 00:29:02.130 --> 00:29:04.509 about the way that you've represented those three 00:29:04.509 --> 00:29:06.630 spaces when you were talking about your findings 00:29:06.630 --> 00:29:09.349 in a Venn diagram. And if people are interested 00:29:09.349 --> 00:29:12.569 in seeing that and all the components that are 00:29:12.569 --> 00:29:15.890 within those spaces and to see a bit of a description 00:29:15.890 --> 00:29:17.890 of the case studies and that kind of thing, then 00:29:17.890 --> 00:29:20.950 you've produced a snapshot report from the fellowship 00:29:20.950 --> 00:29:24.549 and that's available on the LITE website. So 00:29:24.549 --> 00:29:29.690 that's teachingexcellence.leeds.ac.uk. I was 00:29:29.690 --> 00:29:31.950 just going to add a little bit more about how 00:29:31.950 --> 00:29:35.369 we're building on the lessons or the impacts 00:29:35.369 --> 00:29:38.109 that the fellowship has had. And some of this 00:29:38.109 --> 00:29:40.549 is, yes, within the work of the programme, but 00:29:40.549 --> 00:29:43.630 also how we're working to influence professional 00:29:43.630 --> 00:29:46.269 development more broadly, particularly for educators, 00:29:46.269 --> 00:29:49.470 but also some of the findings will go in for 00:29:49.470 --> 00:29:55.059 other categories of staff. So we're in discussion 00:29:55.059 --> 00:29:57.619 now with ODPL about how we bring sustainability 00:29:57.619 --> 00:29:59.920 into existing professional development programmes. 00:30:00.220 --> 00:30:04.500 So not creating just new things. Again, that 00:30:04.500 --> 00:30:07.000 thread of embedding into what exists, enhancing 00:30:07.000 --> 00:30:10.079 what exists, rather than just saying new stuff. 00:30:11.059 --> 00:30:14.440 So doing this particularly, we've mentioned lunching 00:30:14.440 --> 00:30:18.599 as a sort of informal space, but also more formally 00:30:18.599 --> 00:30:22.009 through... like Foundations in Teaching and our 00:30:22.009 --> 00:30:24.750 postgraduate certificate in education as well. 00:30:24.869 --> 00:30:27.829 They haven't got there yet, but these are impacts 00:30:27.829 --> 00:30:30.869 that we're hoping to generate and we've got the 00:30:30.869 --> 00:30:33.190 commitment to do so over the next year or so. 00:30:33.410 --> 00:30:37.809 Excellent. And just to clarify that ODPL is Organisational 00:30:37.809 --> 00:30:39.950 Development and Professional Learning here, who 00:30:39.950 --> 00:30:42.849 is the department that offers that kind of professional 00:30:42.849 --> 00:30:47.819 development provision. Indeed. Yeah. And do you 00:30:47.819 --> 00:30:50.579 have any plans for sharing this research then? 00:30:50.619 --> 00:30:53.480 What kind of comes next in the process? Well, 00:30:53.539 --> 00:30:56.339 next month, I'm going to go to the Netherlands 00:30:56.339 --> 00:31:00.880 to EuroSoTL with a bunch of other colleagues 00:31:00.880 --> 00:31:04.880 from Light and across the university. So supported 00:31:04.880 --> 00:31:07.200 by LITE to go there. So that will be presenting 00:31:07.200 --> 00:31:12.440 on our three spaces model and fleshing that out 00:31:12.440 --> 00:31:16.079 a little bit more. We also presented this last 00:31:16.079 --> 00:31:20.880 year at the Advanced HE Conference on Learning 00:31:20.880 --> 00:31:24.299 and Teaching. And I got a sense that some people 00:31:24.299 --> 00:31:27.319 were very keen on us developing that model further, 00:31:27.500 --> 00:31:31.299 the three spaces and that interface between the 00:31:31.299 --> 00:31:33.559 sustainability space and what the practitioners 00:31:33.559 --> 00:31:36.960 are doing, how it fits in with education policy 00:31:36.960 --> 00:31:39.539 of the university, and importantly, that whole 00:31:39.539 --> 00:31:42.319 institution space. So I've got a sense that we 00:31:42.319 --> 00:31:44.960 might be... We'd like to develop that further 00:31:44.960 --> 00:31:47.279 through these presentations in the Netherlands, 00:31:47.359 --> 00:31:49.279 building what we did last year, but hopefully 00:31:49.279 --> 00:31:52.420 a paper too. So watch this space. Excellent. 00:31:52.420 --> 00:31:54.880 We'll look forward to that. And the final thing 00:31:54.880 --> 00:31:57.019 that I'm interested to know, and I'm always interested 00:31:57.019 --> 00:31:59.420 to find this out from all of the fellows that 00:31:59.420 --> 00:32:02.180 we work with in LITE, is whether you experienced 00:32:02.180 --> 00:32:05.359 any personal or professional benefits for yourselves 00:32:05.359 --> 00:32:09.660 from undertaking the research. I'll start then. 00:32:09.700 --> 00:32:12.230 I think... Absolutely, basically. Absolutely, 00:32:12.410 --> 00:32:16.269 yes. I think, as we said at the start, the fellowship's 00:32:16.269 --> 00:32:19.009 given us the space to get into the literature. 00:32:19.250 --> 00:32:21.009 And for me, it was a literature that I always 00:32:21.009 --> 00:32:24.529 knew existed. It was there and dabbled in it 00:32:24.529 --> 00:32:27.789 before, but it was now to get into it. Obviously, 00:32:27.930 --> 00:32:29.930 there's a foundation for doing the research. 00:32:30.150 --> 00:32:33.529 And I think it's opened my eyes to better understanding 00:32:33.529 --> 00:32:35.589 of the scholarship of teaching and learning, 00:32:35.710 --> 00:32:38.589 SoTL, or PEDR as we're talking about it in the 00:32:38.589 --> 00:32:41.880 university. And so doing it as a practitioner 00:32:41.880 --> 00:32:47.500 rather than just reading about it. And so that's 00:32:47.500 --> 00:32:49.400 helped me, I think, in my own development as 00:32:49.400 --> 00:32:52.299 an academic leader. So that insight from learning 00:32:52.299 --> 00:32:55.160 by doing and doing a research project in pedagogical 00:32:55.160 --> 00:32:59.099 research. And that's helped me in my role working 00:32:59.099 --> 00:33:02.880 with, in my new role, working with organisational 00:33:02.880 --> 00:33:05.500 development and professional learning. So I'm 00:33:05.500 --> 00:33:10.779 helping... in that team think about how we might 00:33:10.779 --> 00:33:12.920 create a more supportive culture for education 00:33:12.920 --> 00:33:17.099 and educators. So I think doing this fellowship 00:33:17.099 --> 00:33:20.680 has really helped inform my strategy for that 00:33:20.680 --> 00:33:25.339 activity and I think given me a new language 00:33:25.339 --> 00:33:28.359 and legitimacy in that space. And I think the 00:33:28.359 --> 00:33:31.359 other thing, flag up, that I don't think I would 00:33:31.359 --> 00:33:35.500 have gone forward with getting a principal fellowship 00:33:35.500 --> 00:33:40.019 of the... Higher Education Academy, PFHEA, without 00:33:40.019 --> 00:33:43.319 this. It helped, again, give me that language, 00:33:43.380 --> 00:33:47.619 legitimacy, insights, literature, but also that 00:33:47.619 --> 00:33:51.359 practice thing. So it's helped me enormously. 00:33:51.420 --> 00:33:53.140 I think it's been a really great thing to do. 00:33:53.559 --> 00:33:59.460 Marvellous. I think for me it's been a really 00:33:59.460 --> 00:34:03.160 valuable and interesting experience as a... member 00:34:03.160 --> 00:34:06.079 of the professional services team at the university. 00:34:07.059 --> 00:34:09.400 You know, it's an opportunity to take on a more 00:34:09.400 --> 00:34:12.900 formal academic role as a sort of a percentage 00:34:12.900 --> 00:34:16.440 of my time, you know, and importantly, to increase 00:34:16.440 --> 00:34:19.619 that collaboration with academic colleagues with 00:34:19.619 --> 00:34:22.880 Anne and Will and with others. And I think that 00:34:22.880 --> 00:34:25.380 that sort of probably gives us some of that sort 00:34:25.380 --> 00:34:29.119 of licence to operate as a researcher in education. 00:34:30.099 --> 00:34:34.559 And It's the first time I've done proper, in 00:34:34.559 --> 00:34:39.239 inverted commas, research since my master's degree 00:34:39.239 --> 00:34:43.639 20 years ago or so. And it's been great to have 00:34:43.639 --> 00:34:45.300 that opportunity to just develop those skills 00:34:45.300 --> 00:34:48.320 and gain some insight into academic research. 00:34:49.940 --> 00:34:52.599 I can't pretend that it's been a really easy 00:34:52.599 --> 00:34:54.880 process trying to figure out how to balance time 00:34:54.880 --> 00:34:57.320 and resource, and not least as I had a change 00:34:57.320 --> 00:35:00.039 of my core role partway through the fellowship. 00:35:01.139 --> 00:35:03.900 But by working with Anne and Will and with the 00:35:03.900 --> 00:35:06.000 support of like colleagues, you know, it was 00:35:06.000 --> 00:35:11.300 very achievable and possible. Yeah, and I absolutely 00:35:11.300 --> 00:35:17.039 agree with Anne and Thom. That grounding, yeah, 00:35:17.119 --> 00:35:19.079 I mean, the scholarship authentication standard 00:35:19.079 --> 00:35:22.239 of development really helps me better understand 00:35:22.239 --> 00:35:25.860 my role leading the sustainable curriculum principle 00:35:25.860 --> 00:35:29.199 on the institutional level. So it's really... 00:35:29.389 --> 00:35:33.170 pushed me away from just the sort of subjects 00:35:33.170 --> 00:35:39.269 specific where I teach out into the broader network 00:35:39.269 --> 00:35:45.650 and services and other subjects and really how 00:35:45.650 --> 00:35:51.730 to collaborate better within that space and to 00:35:51.730 --> 00:35:56.849 work in partnership and I think that's really 00:35:56.849 --> 00:36:01.969 the strength of what uh we've found um and that 00:36:01.969 --> 00:36:05.110 I think that's the a great way for we what we 00:36:05.110 --> 00:36:06.909 do at Leeds is one of the great things we do 00:36:06.909 --> 00:36:09.110 is we're very good at working in partnership 00:36:09.110 --> 00:36:11.590 uh when we're given the space and time to do 00:36:11.590 --> 00:36:14.889 it yeah I mean it's great to hear those kinds 00:36:14.889 --> 00:36:18.239 of stories and particularly talking You were 00:36:18.239 --> 00:36:20.860 talking about the collaboration that you've done 00:36:20.860 --> 00:36:23.380 together and how working as a team has really 00:36:23.380 --> 00:36:25.940 helped you to be successful and bring different 00:36:25.940 --> 00:36:28.360 perspectives to the fellowship. And I think that, 00:36:28.360 --> 00:36:32.940 yeah, that's a great example of how fellowships 00:36:32.940 --> 00:36:35.059 with multiple team members can succeed in that 00:36:35.059 --> 00:36:39.079 way. OK, so I mean, that kind of brings us to 00:36:39.079 --> 00:36:41.400 the end of our conversation today. And it's been 00:36:41.400 --> 00:36:43.699 marvellous to hear about a bit more about the 00:36:43.699 --> 00:36:46.420 fellowship. I worked with you. in part on and 00:36:46.420 --> 00:36:48.500 off and we got to check in kind of three times 00:36:48.500 --> 00:36:51.719 a year and see how things were going on. But 00:36:51.719 --> 00:36:55.400 it's wonderful to kind of hear about the whole 00:36:55.400 --> 00:36:58.260 thing and the findings and particularly how they're 00:36:58.260 --> 00:37:00.780 beneficial for the university and the process 00:37:00.780 --> 00:37:03.519 has been beneficial for yourself. So thanks for 00:37:03.519 --> 00:37:06.059 coming along today and sharing your fellowship 00:37:06.059 --> 00:37:07.559 story. Thank you.