All Outputs (12)

Participatory Design with Domain Experts: A Delphi Study for a Career Support Chatbot (2024)
Presentation / Conference Contribution
Wilson, M., Brazier, D., Gkatzia, D., & Robertson, P. (2024, July). Participatory Design with Domain Experts: A Delphi Study for a Career Support Chatbot. Presented at ACM Conversational User Interfaces 2024 (CUI ’24), Luxembourg, Luxembourg

We present a study of collaboration with expert participants for the purpose of the responsible design of a conversational agent. The Delphi study was used to identify and develop design and evaluation criteria for an automated career support interve... Read More about Participatory Design with Domain Experts: A Delphi Study for a Career Support Chatbot.

Pedagogical paradox or tension? What our research on assessment deadlines is telling us about constructive alignment (2024)
Presentation / Conference Contribution
Cameron, J., Gutu, M., & Kurtzke, S. (2024, June). Pedagogical paradox or tension? What our research on assessment deadlines is telling us about constructive alignment. Presented at The Gathering: Edinburgh Napier's Learning & Teaching Conference, Edinburgh, UK

In this 15-minute talk, we present the theoretical twists and turns of our research on deadline extensions at The Business School, Edinburgh Napier University. We share preliminary findings of our quantitative data analysis on high-stakes assessments... Read More about Pedagogical paradox or tension? What our research on assessment deadlines is telling us about constructive alignment.

UK perspectives & experiences of "Queering the Academy - Policies, Practices, and Barriers" (2024)
Presentation / Conference Contribution
Kulpa, R. (2024, May). UK perspectives & experiences of "Queering the Academy - Policies, Practices, and Barriers". Presented at Queering the Academy - Policies, Practices, and Barriers, Jagiellonian University, Kraków, PL

In this invited contribution, Dr Kulpa will share reflections on how EDI (equality, diversity, and inclusion) and decolonialisation work in the UK academic contexts, embedded in the processes of neoliberalization of higher education in the anglophone... Read More about UK perspectives & experiences of "Queering the Academy - Policies, Practices, and Barriers".

Mapping so-called ‘anti-gender’ discourses in parliamentary and media debates: lessons and recommendations in the future fight for LGBTIQ+ equalities. (2024)
Presentation / Conference Contribution
Kulpa, R. (2024, May). Mapping so-called ‘anti-gender’ discourses in parliamentary and media debates: lessons and recommendations in the future fight for LGBTIQ+ equalities. Presented at UCU Equality Research Conference 2024, University of Manchester, UK

Anti-feminist and anti-LGBTIQ+ mobilisations have taken roots transnationally, denying individuals autonomy, rights to bodily integrity, and self-determination, and attacking selected groups of people (e.g. trans* people, people doing abortion) in or... Read More about Mapping so-called ‘anti-gender’ discourses in parliamentary and media debates: lessons and recommendations in the future fight for LGBTIQ+ equalities..

Generating AI Alternatives: collaborating and creating intersections (2024)
Presentation / Conference Contribution
Drumm, L., Beetham, H., Cronin, C., & McIlwhan, R. (2024, May). Generating AI Alternatives: collaborating and creating intersections. Presented at Fourteenth International Conference on Networked Learning, University of Malta, Valetta, Malta

May 2024 finds us eighteen months on since the release into the wild of unregulated generative AI models and their chatbot front-ends. While Higher Education (HE) has been playing catch-up in terms of policy and regulation (e.g. Russell Group 2023, C... Read More about Generating AI Alternatives: collaborating and creating intersections.

Career Development as Freedom (2024)
Presentation / Conference Contribution
Robertson, P. (2023, December). Career Development as Freedom. Presented at iCEGS annual lecture 2023, University of Derby

This lecture explores the Capability Approach and its potential to provide a way of thinking about career development that links theory, practice, and policy. Considering theory first, the Capability Approach provides a broad-brush way of looking at... Read More about Career Development as Freedom.

Are We Post-Enlightenment? Queer Questions for Epistemic (In)Justices. A Commentary to Dr Polynczuk-Alenius': ‘Reality’, ‘truth’, and the democratic imagination in journalistic reporting on antiracist, queer, and feminist activism in Poland
Presentation / Conference Contribution
Kulpa, R. (2024, May). Are We Post-Enlightenment? Queer Questions for Epistemic (In)Justices. A Commentary to Dr Polynczuk-Alenius': ‘Reality’, ‘truth’, and the democratic imagination in journalistic reporting on antiracist, queer, and feminist activism in Poland. Presented at Public Lectures of the Institute of Philosophy and Sociology, Polish Academy of Sciences, Warsaw, Poland

On the 08 May 2024, Dr Kulpa presented a Commentary: "Are We Post-Enlightenment? Queer Questions for Epistemic (In)Justices. A Commentary to Dr Polynczuk-Alenius': ‘Reality’, ‘truth’, and the democratic imagination in journalistic reporting on antira... Read More about Are We Post-Enlightenment? Queer Questions for Epistemic (In)Justices. A Commentary to Dr Polynczuk-Alenius': ‘Reality’, ‘truth’, and the democratic imagination in journalistic reporting on antiracist, queer, and feminist activism in Poland.

RESISTing B/ORDERS: Navigating Meaningful Research Process in the Spirit of the Queer-Feminist Epistemologies within Neoliberal, Institutional B/Orders of Multi-National Funding Grant Systems
Presentation / Conference Contribution
Kulpa, R. (2023, September). RESISTing B/ORDERS: Navigating Meaningful Research Process in the Spirit of the Queer-Feminist Epistemologies within Neoliberal, Institutional B/Orders of Multi-National Funding Grant Systems. Presented at Contesting 21st Century B/Orders, Frankfurt

In this presentation Roberto and the RESIST project team will reflect on the meanders of the contemporary higher education and research sectors across Europe from the perspectives of queer-feminist researchers located in diverse geopolitical contexts... Read More about RESISTing B/ORDERS: Navigating Meaningful Research Process in the Spirit of the Queer-Feminist Epistemologies within Neoliberal, Institutional B/Orders of Multi-National Funding Grant Systems.

The humanities and Higher Education in the UK and beyond: lineages and legacies
Presentation / Conference Contribution
Frayn, A. (2024, February). The humanities and Higher Education in the UK and beyond: lineages and legacies. Presented at The Humanities Today: Global and Social Responsibilities, IIS University, Jaipur, India

I argue for the need to maintain democratic and egalitarian principles of access to higher education in the face of the many challenges of the present day. I think about this in terms of both the broadening of literary canons and the development of... Read More about The humanities and Higher Education in the UK and beyond: lineages and legacies.

Employability attributes: Meeting deadlines, time management
Presentation / Conference Contribution
Cameron, J., Gutu, M., & Kurtzke, S. (2024, June). Employability attributes: Meeting deadlines, time management. Presented at Marketing Professional Advisory Group Meeting, Edinburgh Napier University, UK

This talk aims to excavate marketing practitioner insights on whether meeting deadlines and time management are important graduate attributes that should be carefully considered in an employability-focused curriculum. The presentation sets out debat... Read More about Employability attributes: Meeting deadlines, time management.

Integrating AI Literacy in Higher Education: A Practical Framework
Presentation / Conference Contribution
Kurtzke, S. (2024, June). Integrating AI Literacy in Higher Education: A Practical Framework. Poster presented at The Gathering: Edinburgh Napier's Learning & Teaching Conference, Edinburgh, UK

This project is a rapid response to the UK Russell Group's 2023 first principle on the use of generative AI (GAI) tools to "support student and staff to become AI literate" (Russell Group, 2023, p. 1). The author, a lecturer in marketing, developed a... Read More about Integrating AI Literacy in Higher Education: A Practical Framework.

AI Literacy Framework for Marketing Education and Assessment Design.
Presentation / Conference Contribution
Kurtzke, S. (2024, June). AI Literacy Framework for Marketing Education and Assessment Design. Presented at Marketing Professional Advisory Group Meeting, Edinburgh Napier University, UK

This talk aims to collect feedback from marketing practitioners on an evidence-based AI Literacy Framework that shows how higher-order human and applied AI skills can be embedded in marketing curricula and through assessment. It sets out debates on A... Read More about AI Literacy Framework for Marketing Education and Assessment Design..