Page 2

University of Surrey Fellowships 2009-2010

Fellowship continues to prosper
This year saw the highest number of Fellows appointed and several
team-based projects are being funded through the scheme. There are
thirteen new Fellows from the University of Surrey, including one from
the Guildford School of Acting which joined the University in September.
There are also ten Fellows from other English and overseas universities
and colleges. We look forward to an exciting year ahead. If you would
like to find out more about the Fellowship or see the results of Fellows’
work please visit the Fellowship wiki
http://sceptrefellows.pbworks.com/

Trevor Adams FHMS

Developing a national strategy for
dementia in the UK,
multi-disciplinary 'Living Well with
learning package Dementia' points out that
to enhance many staff working
training in alongside people with
dementia care dementia lack effective
skills. It is envisaged that
the learning materials
developed in this project
will contribute to the
development of these
skills in the workforce.
My project is concerned The materials will draw
with developing learning on person-centred and
materials on dementia relationship-centred
care and to make them approaches and will
freely available on the comprise five 20-minute
internet. The recent training films together
with written learning
materials. The aim of
the learning materials is
to help staff in dementia
care settings develop a
range of interactive skills
that promote the well-
being of people with
dementia and help them
to live well. The learning
materials will also outline
the experience of family
carers and professional
carers and describe
interactive strategies
that will address their
well-being and ability to
provide care.

Stuart Andrews FAHS

Career years: new degree
establishing programme. The
approach will emphasize
ownership of
both curricular and non-
career curricular experience.
preparation This is vital in Theatre
through life-wide Studies, where non-
learning curricular experience
can be of very significant
value in preparing a
student for their working
The project will frame life. In what are often
each year of the Theatre competitive fields,
Studies degree as a students need to be able
‘career year’: a year that to frame their skills and
will prepare students for experiences in multiple
their career from the ways and adapt to
very beginning of the changing interests,
markets and funding/
employment
opportunities. By
drawing in professionals
and by enabling
students to map
complex career areas,
the work will enable
sustained and
substantial focus on
individual career
development that would
not otherwise be
possible in standard
programme delivery.

Jeremy Barham & Lois Davis FAHS & Julia Carey GSA
The project aims to develop
collaborative links, both
internally between the
Departments of Music &
Sound Recording, Dance,
Film & Theatre Studies and
Guildford School of Acting,
and externally between
academia and individuals
working in the creative
industries. Students from
the departments involved
will work together under the
Doris Dippold FAHS
Osama Khan FML
It takes a creative teacher
to see his project as a sort
of ‘Noah’s Ark’ – a beacon
of hope and the
Autumn 2009
guidance of three SCEPTrE
Fellows to produce a
multimedia text showcasing
the learning and teaching
associated with the cultural
industries that take place at
Surrey University. As part
of the production process, a
series of workshops
exploring current
professional practice, will
be led by specialists from
the creative industries. As
After assessing both
students' and employers'
needs for communication
skills through
questionnaires, Doris will
develop a web-based
resource to support the
development of
progressive population of
students' experiences with
excellent practices. The
Faculty of Management
and Law has a lot of
pockets of best practices in
learning and teaching that
are immersive,
technologically enhanced,
innovative and add to
professional development.
What is lacking is the
opportunity to expose
colleagues to such
practices so that they might
be inspired to emulate them
or adapt their own
practices. Through a
Page 3
'If a picture is
worth a thousand
words, then, at 24
frames per
second, the
moving images of
an average 90-
minute film must
well as a catalyst for be worth
collaborative work between
musicians, dancers, film- 129,600,000 -
makers and actors on approximately
campus, the project aims to 568 times
raise the profile of learning
for the creative industries at the number of
Surrey University and words that exist
provide learning and in the English
teaching resources that will
encourage a culture of language.'
collaboration for the future.
professional Professional
communication skills. This
resource will be a basis for
communication:
reflection and personal a web-based
development for students resource
who are about to go on
placement and during their
placement year.
programme of seminars Noah's Ark:
and other professional
development activity
collection of best
Noah’s Ark will find, practice in
critically evaluate and professional
showcase best practices in
student experiences within
development via
the Faculty with at least two learning and
of the elements of teaching
a) immersive experience
b) enquiry learning
c) development of
professional capability.
Students themselves will be
important agents in
Will there be a pot of gold at
discovering best teaching the end of ‘Noah’s Arc?
and learning practices.
 Page 4
Pat Colliety and Lee-Ann Sequeira FHMS
Improving the
Student learning
and Placement
Experience
through Virtual
Action Learning
Sets (VALS)
Nursing students in the
Pre-registration programme
are required to spend half
their credit hours in
practice. During the course
of a 15-week module,
students go out on two
placements of four weeks
each. The four-week-in/
four-week-out schedule of
Team Academy FML & RES
'Our students are
entrepreneurial
and will value
this', says Spinder
Dhaliwal. 'We are
always looking for
ways to be more
innovative in our
teaching and our
learning.'
What is Team
Academy?
Team Academy is an
innovative approach to
entrepreneurial,
knowledge-based
business education
pioneered at the
University of Jyvaskyla in
Finland since 1993, which
the world-renowned
scholar Peter Senge
(MIT) has described as
representing ‘the future of
business education and
the module often results in
a break in the momentum
of the module. It becomes
difficult for students and
tutors to pick up the thread
when they are back from
practice. The aim of the
fellowship is to sustain
tutor/student contact whilst
the students are in
learning’. Undergraduate
students achieve their
degree by creating and
running real businesses
and learning through the
experience of doing it.
Over 30% of the
businesses created by
300 students who have
graduated are still trading
and 60% of graduates are
engaged in
entrepreneurial start-up
businesses. Our aim is to
examine the feasibility of
placement using blended
learning, with some
lectures delivered face-to-
face and some
electronically, through the
virtual classroom system
and the University’s virtual
learning environment
(VLE), ULearn. This form of
blended learning will enable
the students to make
linkages with the theory
and coursework covered in
the classroom and the
experiences in practice/
placement and vice-versa.
It will also reduce the
commuting time for
students, especially some
who live quite far from
campus.
Project Team
Dr Paul Tosey
P.Tosey@surrey.ac.uk
Arie de Geus
Dr Spinder Dhaliwal,
S.Dhaliwal@surrey.ac.uk
Nigel Biggs,
nigel@passionateinnovation.com
Dr Graham Robinson
grahamrobinson@serob.gotadsl.co.uk
adapting the approach to
the UK context and in
particular to develop a
team-based
entrepreneurial business-
generating route for the
professional training year.
This exciting project will
involve members of the
Fellowship team visiting
Jyvaskyla in October and
members of the Finnish
Team Academy visiting
Surrey next year to run a
training workshop.
 Autumn 2009
New Fellows from other institutions
James Corazzo Stockport College
different design agencies,
the agency would do a
placement within the
college. The project ran
from September 2008
until June 2009 and was
developed for the BA
(Hons) Graphic Design
course at Stockport
College in collaboration
The Thoughtful Six
with design practice
Project was an attempt to
Thoughtful (whose clients
rethink the work
include Tate, British
placement for graphic
Council, Howies, Innocent
design students. The idea
and Royal Mail).
we came up with was
simple – rather than the Preliminary findings from
students trying to find a the project fore-fronted
work placement in lots of the need to develop a
Cathryn McConnell Brighton University
I am using my SCEPTrE
Fellowship to investigate
the potential for new
learning resources and
activities that prepare art
and design students for
placements with micro-
businesses. Findings from
previous research show
that students and the
designers hosting
placements need to be
more adequately
prepared, in areas such
Jacqueline Page Roehampton University
work-based learning
module as an option so
that all students may have
the opportunity to enjoy a
placement opportunity
during the course of their
studies. Many excellent
placement opportunities
exist within universities
themselves and part of
The aim of my project is the project is to
to encourage all encourage staff to offer in-
programmes at my house placements, which
university to include a will form part of a
Page 5
curriculum that fosters a Design agency
culture of agility, work placements
unexpectedness,
problem- seeking, rapid
on campus
testing, shifting the focus
a little from outcomes to
process and placing an
emphasis on relationships
and responsibility.
The Fellowship
represents an opportunity
to draw from the
preliminary findings to
produce a resource that
would allow other
institutions to undertake
this approach to work
placements.
as induction, health and Improving work
safety and intellectual placement
property. Once the
resources and activities practices for the
have been implemented, creative industries
detailed observations and
analysis will take place,
as well as informal
discussions to assess the
impact of using these
preparatory tools on the
quality of students’
placement experiences.
placement database. Developing and
This and template
documentation for module supporting service
design should result in learning
greater numbers of placements
students being able to
enjoy benefit from all they
have to offer.
Disseminating knowledge
on the benefits of
placements will also be a
key part of my project.
 Page 6

Deborah Peach, Jill Franz and Tony Sahama

Queensland University of Technology QUT
Creating a cross-
institutional,
trans-national,
collaborative
learning
community
between
Queensland
University of
Technology and
Changing jobs, office plan the seminar series ‘learning set’ with career
the University of relocations, a promotion, which is an integral part and other interested staff
Surrey to a citation along with of their fellowship. at both Surrey and QUT
facilitate the classes and conferences coming together to
sharing of ideas have kept the Surrey critique a set of on line
Fellows at QUT busy career modules
and the
over the past few developed by QUT.
production of months. Yet despite the On October 27 they will
new knowledge in upheaval (and present a seminar on
embedding excitement!) they’ve
Colleagues from QUT Career
Real World Learning
quality work been able to progress Service talk to Surrey
(RWL) and examine the
their fellowship by ways in which QUT has
integrated holding three successful
colleagues through SCEPTrE’s
embedded RWL across
Access Grid Node (AGN)
learning video seminars with the undergraduate
curriculum, colleagues at Surrey and On September 1 and 22 curriculum. They will
practices and drawing up a seminar they facilitated video share posters developed
policies across the plan. seminars on Career on the RWL projects and
On July 30 Deborah, Jill Development Learning have a ’Virtual
disciplines. and Tony met with (CDL) and saw the Showcase’ of this
Surrey colleagues to establishment of our first exciting work.

Olaf Resch Berlin School of Economics

Research in to the
the distribution of
knowledge in a
work based
setting
In a traditional learning
approach, here referred
to as single loop
learning, the learning
objectives are set from
outside the learning
loop, e.g. by the lecturer.
The learner has to use
this knowledge at least
during examinations to
get good marks. If all
stays within a well
structured and not in
question common body
of knowledge this might
be the best way to learn,
because the lecturer
should be well grounded
in the relevant field. If
the examination (or
simply the experience)
takes place in a work
based setting, e.g.
during a placement, the
distribution of knowledge
is not so clear anymore.
The learner will
encounter a theory-
practice-conflict and
maybe even adapt
theory to fit this conflict.
In any case new
knowledge is generated.
The objective of my
fellowship is to capture
this knowledge and to
make it accessible for
learning in order to come
to a double loop learning
where learning
objectives are adapted
by the captured
experience of learners.
olafresch@e-journal-of-pbr.de
 Autumn 2009 Page 7

Julia Smith York St John University

September 2009 will see
the launch of the
Opportunities Gateway at
York St John University,
both a virtual and physical
space enabling students to
access a range of
experiences; work
experience and
volunteering, international
study and flexible learning
courses. The Opportunities
Gateway is a manifestation
of the University’s
aspiration to encourage
culture change for all
students, taking them to a
position of ‘learning to:
perform / participate /
make-sense / be’. Derived
from Activity Theory, they
are the focus around which
the Opportunities Gateway
and the wider university A summative
culture are beginning to evaluation of the
orientate. This project will new ‘Opportunities
deliver a formative
programme evaluation of
Gateway’, at York
the first year of the St Johns University,
Opportunities Gateway, a virtual and
undertaken as part of physical space
institutional research into
changing cultures and the
which enables
resulting policy implications students to access a
for supporting a more range of
diverse student population experiences
to gain a position of
‘readiness for opportunity’.
The project links to Surrey’s
interest in life-wide learning.

Roy Smith Aston University

My project is around
developing and evaluating a
suite of modules
recognising extra-curricular
activity of Combined
Honours students. We are
using PebblePad e-portfolio
to assist students in
articulating the skills they
develop from a range of
non-academic activity. We Accrediting
are trying to capture these
in a framework of employability skills
understanding issues such gained outside the
as equalities, sustainability, taught curriculum
communication, and self-
management. The project
connects to Surrey’s
interest in life-wide learning.

Iwi Ugiagbe-Green Leeds Metropolitan University

Work placement provides
learners with a value
adding opportunity to
develop a range of
professional, technical and
interpersonal skills and
demonstrate their
application in a work-based
learning context. My
Fellowship project will
gather evidence in order to
determine whether the
current conceptual view of
utilising technology as part
of a blended learning
approach in teaching,
learning and assessment is
feasible in terms of Using personal
developing and assessing digital assistants
capabilities and creating (PDAs) to support
opportunities for learning in
the context of work and enhance
placement. I will be assessment,
focusing on the use of PDA learning and
(personal digital assistants) teaching activities
by Level 2 students
studying at Leeds Business in a work based
School, who have been or learning context
are currently on work
placement.

Russ Law Fellowship Coordinator

It’s a privilege and a pleasure to be responsible for supporting
the community of Fellows. It’s a particular challenge this year
because we have now expanded the scheme to involve
Fellows in other institutions. The benefits of being part of a
Fellowship community are clear to see but in the time I have
been coordinator I have seen that some Fellows have made
significant impacts on students and the university. If you would
like to find out more about the Fellowship scheme please
check the SCEPTrE website or contact me
R.Law@surrey.ac.uk.
 Page 8

Teaching with New Technologies (TeNT)

Are you interested example, Osama Khan
in experimenting (TENT 2007/2008) was
awarded the best paper
with new prize - based on his TeNT
technologies in project - by the American
your practice? Real Estate Society and
Lee Gillam’s project
(TENT 2008/2009)
Applications are contributed to his
now open for the successful bid for Higher
TeNT awards for Education Academy
development funding.
2009-2010. This embodies the TeNT
philosophy that small
More details are projects can be catalysts
to larger change.
available at
www.surrey.ac.uk/cead
TeNT employs a
Teaching with New encourage teachers to collaborative model where
Technologies (TeNT) experiment with emerging a mentor works closely
Vicki Simpson and technology in their with each award holder,
Roger Rees, Centre for practice. Since the turning a solo activity into
Educational and scheme was launched in a partnership of different
Academic Development 2006 there have been 20 expertise and this is very
successful TeNT award much valued by the staff
The Teaching with New holders. involved. Roger Rees,
Technologies (TeNT) who joined CEAD in
award scheme is run by The awards have built August, will be co-
the Centre for Educational confidence to explore, ordinating and leading the
and Academic develop and share mentorship scheme for
Development in teaching practice. They the 2009 – 2010 and is
collaboration with have also supported excited about the
SCEPTrE and provides a participants’ professional opportunity to develop the
£500 personal award to development: for TeNT network further.

Virtual Classroom
A "virtual classroom" uses lecturer(s) are at a software to support
web conferencing distance (e.g. a seminar learning at Surrey,
software to enable real with overseas students; • explore a range of
audio and video involving a guest lecturer learning activities that
communication, who is at a distance; or could be supported by
interactive online text supervising a remote PhD this type of software and
chat, sharing of student). how effective they are,
documents and use of a The Centre for • understand the support
shared whiteboard within Educational and needs that academic
a single environment. Academic Development is staff and students have,
Within the educational running a 12 month pilot
context, this type of from August 2009, the • evaluate the software
software can support a project aims being to: chosen for the pilot for
variety of learning its ongoing suitability; &
• inform if there is a need
activities where either or for virtual classroom • make recommendations
both the students and for a post-pilot provision.

SCEPTrE Fellowship Support

We are pleased to be able Lee-Ann Sequeira, who their Fellowship, focusing
to support the SCEPTrE will be using the “virtual on supporting students
Fellows Pat Colliety and classroom” software for whilst on placement.
 Autumn 2009 Page 9

SCEPTrE attracts leading educators

Developing
Professor Michael Eraut (SCEPTrE Senior Research
Consultant) developed a comprehensive on-line Professional
questionnaire to evaluate students’ placement learning and Knowledge and
experiences. It is based on four tools developed from his Competence
longitudinal study off the Early Career Learning at Work of published in 1994 was
accountants, engineers and nurses. just the first step in
Michael’s research
127 students on placement completed the questionnaire and into Professional and
the preliminary results were reported in a seminar in June. Professor Norman Jackson presenting Professor
Vocational Education
The full report will be published as a Chapter in SCEPTrE’s Michael Eraut with a SCEPTrE Outstanding
e-book. Achievement Award for his contribution to with a particular
improving our understanding of 'how focus on learning in
professionals learn'.
the workplace.

Professor Ron Barnett
joined SCEPTrE’s research
enterprise to help improve
our understanding of how
we help our students
develop the capabilities and
dispositions for life-wide
learning. Ron is a world
authority on the conceptual
understanding of what a
university is. He has
published extensively on
higher education research,
policy and practice and has
acted as consultant for
most of the leading national
bodies in higher education
and is Chair of the Society
for Research in Higher
Education.
Amongst his many books
include ‘Engaging the 'What you are doing
Curriculum in Higher at Surrey is very
Education’ (2005) and ‘The special… I think you
Will to Be’ (2000) have are thinking in a deep
influenced SCEPTrE’s
way about what you
thinking and helped us
shape our concept of life- are trying to do…and
wide learning through a life- I think that is unusual
wide curriculum. Ron in Higher Education'
helped us launch the
Centre in June 2006 and so Professor Ron
it is now especially fitting Barnett
that he joins us to help us
deepen our thinking for
better educational
practices.

successful career as a University, and in lifelong 'Our own life

Professor John Cowan,
one of the great champions
of life-long learning, has
joined the SCEPTrE Team
as our Life-Wide Learning
Advisor. John entered
academia after a
structural engineering
designer. He was the first
Professor of Engineering
Education in the UK at
Heriot-Watt University,
Edinburgh before becoming
Director of the Open
University in Scotland. His
passion for and
professional interest in
student-centred learning
now spans over 40 years.
During this time he has
placed an ever-increasing
emphasis on preparing
students to exercise
stewardship over their life-
wide development while at
learning thereafter. In experiences, from
retirement he remains an which we will have
active teacher in
learnt what becoming
undergraduate and
postgraduate studies at professional means,
Edinburgh Napier can provide us with a
University. In September fantastic resource
John helped to launch our from which to create
Learning to be Professional good educational
through a Higher Education designs'
e-book with a master class
on participant-led
conversation and teaching
through story telling and the
first chapter ‘Learning to be
Professional: Reflections
on a life-time of trying!’

Excellent News
SCEPTrE is delighted to
hear that Professor Lewis
Elton (SCEPTrE
Distinguished Scholar) has
been conferred with the
Award of Academician of
the Academy of Social
Sciences. Lewis was given 'I know what an
an Outstanding important role my
Achievement Award by association with
SCEPTrE in 2007 for his SCEPTrE has played
contribution to the
development of higher
in this matter' Lewis
education teaching. Elton
 Page 10
Surrey tells the world
Vancouver WACE Conference June 2009
'During the year In June, Clare Dowding, Prof
Neil Ward, Dr Jenny Willis
the SCEPTrE and Kerry O’Sullivan
attended the 16th World
Conference on Cooperative
team participated
Education and Work
Integrated Learning attended
in three
by 400 delegates.
international and Clare, Neil and Jenny
presented seven papers and
three UK dialogue sessions between
them, showcasing the work
conferences currently being undertaken
making seven
presentations and Network for Academic Renewal Conference
workshops and a Atlanta Georgia October 2009
number of
valuable contacts'
There is a significant
educational movement in N
America founded on the
belief that developing
students’ ability to integrate
and apply learning is
important to what makes a
higher education relevant for
today’s world. On any given
day, newspaper headlines
point to the need for
graduates who are
sophisticated in their thinking,
able to discern complexity in
ASET Conference Lancaster September 2009
The theme of this
conference was ‘Evaluating
Work and Learning:
Reflection and Assessment’
with CPD updates on
international placements,
equal opportunities,
by Surrey to develop the
professional capability of
students.
Clare was especially
interested in the role of
students as employees
within the university
comparing other projects
with Surrey’s CoLab student
enterprise.
This is the second WACE
conference that Surrey has
situations, and motivated to
continuously seek better,
more responsible, solutions
to problems encountered in
work, in life, and in society.
SCEPTrE felt we could learn
a lot from being exposed to
the thinking and practices of
the many universities and
colleges in the Integrative
Learning Network. The
conference has an unusual
design: apart from a few
enterprise and
entrepreneurship, and
employment law.
Clare Dowding ran a
workshop on ‘Students as
co-workers and co-
researchers in a
collaborative university
enterprise’. This focussed
on the setting up of a student
enterprise and the evaluation
of the learning undertaken,
through the ‘Learning
through Experience’
Certificate.
been well represented at
and we are becoming well
known in the international
community.
plenary sessions parallel
sessions are formed around
75min interactive workshops.
Following a short
presentation setting out an
educational proposition the
purpose is to involve
participants in drawing on
their own experiences to
evaluate the proposition and
share practices of relevance.
Norman Jackson built his
interactive workshop around
the theme of the integrating
potential of a Surrey Award.
The session was well
received and a number of
delegates were keen to find
out more about our work and
keep in touch with future
developments.
Lindy Blair and Anne Irving
also attended and ran a joint
workshop on ‘We’ve
embedded employability
skills and plenty of reflection,
but what are we actually
assessing?’
Both workshops were well
received and useful contacts
were made. This conference
is to be thoroughly
recommended to anyone
with an interest in
placements and the student
experience.

Learning to be professional through a higher
education
Professor Norman Jackson
One of Surrey’s core
educational enterprises is
helping students develop
professional capability at
the same time as helping
them develop
academically. Most of
SCEPTrE’s work has
been directed towards
supporting this goal.
In October we invited
students returning from
their professional training
to create a story of less
than 2000 words on the
theme “What did learning
to be professional through
the work placement
experience mean?”
Twenty-eight students
submitted essays from a
broad array of academic
disciplines and
professional fields and
Lori Riley prepared a
synthesis and produced a
booklet illustrated with the
cartoon drawings of
SCEPTrE’s artist in
residence Patrick
Saunders.
In February 2009 our
Senior Research
Consultant Professor
Michael Eraut, developed
an on-line questionnaire
drawing on the extensive
research he has
undertaken into how
Autumn 2009 Page 11
professionals learn, means through which Achievements:
particularly in the early we broadcast and
stages of their careers. archive the products of
127 students on their our knowledge 40 innovation
professional training development. projects
placement responded –
In September we
a fantastic response
rate given it took 40
launched our Learning 25 new
to be Professional Fellowships
minutes to complete.
through a Higher
The results were
Education e-book. It
presented at the 2 student awards
provides another way in
SCEPTrE conference.
which ideas, practices
Our annual conference and research findings 3 student
in April 2009 was can be shared and
formed around the made available through Academies
Learning to be the wiki. The e-book
Professional theme. It will combine text, links CoLab student
brought together nearly to other on-line
150 interested resources and include
enterprise
colleagues and filmed author
practitioners from other presentations and/or Successful
institutions and over 60 conversations. Our aim national
papers and workshops is to publish at least one
were presented. During Chapter per month until
conference
the conference we the end of the project in
streamed and filmed March 2011. New resources for
many sessions and
The next few articles teachers
these were archived on
illustrate some of the
a conference wiki. After
educational research
the conference we are
and development work,
New website and
continuing to offer wikis
in addition to
seminars on this theme
Fellowships, SCEPTrE
and we are streaming
is supporting within our
and filming these to
learning to be
provide an accessible
professional theme.
and sustainable
resource of shared Visit our wiki to find out
ideas and practices. Our more.
wiki has become the
http://learning tobeprofessional.pbworks
 Page 12
Supporting the professional training community
SCEPTrE works
closely with the
professional
training
community,
supporting current
practice and
facilitating new
activities. We are
keen to encourage
SCEPTrE monthly drop-in
transparency and sessions
sharing of expertise This is an opportunity for the
within the PT network to meet colleagues
in an informal setting, for an
community. hour, over coffee & cake.
Each ‘drop-in’ has a theme
chosen by participants.
Sessions can include: an
Clare Dowding invited guest; an opportunity
SCEPTrE Centre for information updates; the
chance to talk with each
Manager & Project other about the current
Coordinator issues affecting work.
Information sharing about
processes and business links
have been of particular help
to the network.
Workshops to support
colleagues giving
placement information and
advice.
A series of three workshops
are offered to colleagues:
Creating rapport with clients;
exploring client need; action
planning - whatever needs to
happen next. These take
place as and when there is a
group of interested
colleagues. Please contact
Clare Dowding if you would
like to know more.
Organising surveys on
topics of relevance to the
For further professional training
community.
information about
To date two areas have been
our support for the
addressed:
professional
(1) When do students (in
training community hindsight) think they should
please visit our have started preparing for
the placement year? This
website. survey has resulted in
SCEPTrE commissioning the
Careers Service to run
departmental pre-preparation
(motivational) workshops at
the end of the first year.
(2) How do students view the
transition experience from
the placement year to the
final year of study? This has
resulted in the current
development of a virtual
‘package’ of useful
information designed to be
sent to students a couple of
months before they return to
university. For example, we
are working with colleagues
in the Centre for Wellbeing to
produce a video
acknowledging the range of
emotions students could be
experiencing when leaving
employment and facing their
final year.
Career Development
Learning
Career development learning
is an important corner stone
in the process students go
through when choosing a
placement. SCEPTrE has
therefore been instrumental
in funding various activities
to strengthen this aspect of
work within the professional
training community.
We funded the pilot for the
Level 1 pre-preparation
workshop to encourage
students to consider the
career and life implications of
taking a placement.
We also initiated and are
funding the developmental
work being undertaken by
the Careers Service for the
English ‘Research and
Development’ module. This
will embed career
development learning within
the English degree.
SCEPTrE developed and
currently funds the ‘Lifting
the Lid…’ series of
workshops aimed at helping
students’ understanding of
careers in relation to
placement choice.
Setting up projects relating
to professional training
A range of projects have
been initiated by or facilitated
through SCEPTrE, some
examples are:
• After seeing a
demonstration of a
university-wide placement
management system, Clare
Dowding suggested that
this could be a useful
addition to the placement
process. Various options
have been reviewed, but
this is an on-going process.
• There is anecdotal
evidence that a placement
year improves degree
performance. With
SCEPTrE acting as
facilitator, two colleagues
are currently undertaking a
statistical analysis to
confirm this.
• Early on in SCEPTrE’s life it
was clear that it would be
helpful to students if there
was one place they could
access all non-academic
curricular activities.
Through negotiation with
the professional training
community, a range of
options were tried, but
ultimately it was agreed that
the Careers Service
brochure would be the best
place to hold this
information. Now the
brochure includes
SCEPTrE, the Student
Union and SPLASH
activities. A calendar of
events has been added to
the back, so that students
can easily see what
activities are being held at
the same time so they can
make informed decisions.
• In addition to this hard copy
version of activities, we are
supporting SPLASH who
are setting up a webpage of
questions students
frequently ask. SPLASH is
designing the page and we
have surveyed students to
find the questions they are
asking around personal and
professional development.
 Autumn 2009 Page 13

Student stories of learning to be professional

Lori Riley
placement students. http:// ‘While
You can access the learningtobeprofession undoubtedly
booklet on the student al.pbworks.com learning occurs
stories page of our wiki gradually
throughout the
year-long
placement,
certain pivotal
learning moments
The Professional stood out more
Training Year (PTY) prominently for
experience is the many students.
first major transition These moments
for many students generally
from university life occurred early on
into the professional
during the initial
world of work. In
October 2008
training period
SCEPTrE invited and later on
students returning during pinnacle
from their points of
placement to reveal challenges and
what they had learnt achievements’
about the process
of becoming
professional.

28 students from a
range of academic
disciplines and
professional fields
submitted a story
and I produced a
booklet drawing out
the lessons from the
collective
experiences of
learning.

The intended aims

were twofold: to
serve as a reflective
account of students’
experiences of
learning to be
professional and to
provide practical
advice for future
 Page 14

Developing deeper understandings of how

students are learning in the workplace
Professor Michael Eraut SCEPTrE Research Consultant
'My role with placement, for better or • The quality of the
SCEPTrE is to for worse. This preparation and
develop some tools provided a wealth of support they received
based on my evidence about the from the University
people who most before and during
research and to affected those their placements
engage staff and students’ placements
students in using to fit alongside their 127 students
these tools to help accounts of what they responded to this
students on learned and its challenging and quite
placements significance for their time consuming
understand their learning about questionnaire (it took
professional work. about 40 minutes to
work environments,
complete). This is a
reflect on their I then developed an good measure of the
experiences and on-line questionnaire considerable interest
Helping students based partly on my
learning goals. I understand how they are students have in their
also want to help earlier studies of how own experience and
learning while they are professionals learn and
students on on placement and learning.
partly on what I had
placement encouraging them to be There are many
learned through my
ascertain their active in creating an interviews. The possible ways of
learning environment that will questionnaire had six analysing this very
opportunities and yield the maximum main sections which interesting and
develop ways of professional dealt with: important data
accessing these development, is an including correlations
important goal of the • The importance and between different
opportunities university’s professional frequency of types of questions, differences
directly, or through training support work activity between the four
helpful systems. During the past faculties and between
intermediaries.' year I have been • Student views of the
quality and career the larger departments.
working with SCEPTrE It has taken some time
and colleagues from the outcomes of their
placements to first analyse and
professional training then consider how best
community to develop a • Support for learning to present the data. A
survey tool that can be tasks, project work number of
administered while a and learning to take presentations have
student is on placement on key roles been given including a
to help support this goal. keynote at the
Following the story • The roles of those SCEPTrE conference
competition I interviewed people who most and the final version
9 students who agreed influenced their will be reported in the
to help me. There were learning at work and New Year.
a few questions about the kind of help they
The results of my work
their essays, but my provided
are being published in
interview focused mainly SCEPTrE's Learning to
• The personal
on the people who most be Professional e-
initiatives which they
influenced their book.
took in order to
placement learning at
improve their learning
different stages of their
 Autumn 2009 Page 15

Developing professional capability

Dr Jenny Willis SCEPTrE Fellow 2008-09
outcomes as revealed in Cooperative Education in Linking Michael
the questionnaires Vancouver (June 2009).
returned by those on The ideas have also been Eraut’s research
placement in 2007/08 utilised in a pilot project on how
(N=455) and the student aimed at supporting the
narratives for SCEPTrE’s development of
professionals
story-telling competition professional capability in learn through
2008/09 (N=28). students in part-time work. work, to the
Outcomes were found to Jenny has now begun to professional
correlate with eight of the systematically examine
learning trajectories the undergraduate
training
identified by Michael Eraut curriculum to see how we experiences of
in his research into how are developing students.
One of SCEPTrE’s aims is professionals learn professional capability for
to develop better tools to through work. This students who do not go on
help placement tutors and enabled her to produce a work placement as well as
students themselves model for envisaging an those who do. This will be
understand how students individual’s development the first time that we make
are learning through the at any given point. Figure our learning and teaching
Professional Training 1 shows a graphical strategies explicit and we
experience. In her representation of this anticipate that we will
Fellowship Jenny Willis model and Figure 2 how identify both excellent
tackled the challenge from a the cords within each practices and areas we
number of perspectives. trajectory are intertwined can improve. The
Firstly, she created a in unique patterns at each information will allow us to
curriculum map for level P stage of a person’s identify, for the first time,
(professional training) and professional development. the generic professional
assessment and desired
The model has been well capabilities we are striving
learning outcomes for all
received at presentations to develop in our
subjects. She compared the
in the University and at graduates.
results with students’
perceived learning the World Federation for

2 1 2 1
2 1 1 1
5 2 5 2
5 3 4 4 4
4 4
5 3 2
5 3 5
3
5
2
5
6
7
6
1
5
1
5
6 6
7
4
1
5
1
5
6
7
6
1 2 1
1
4
8
2
4 7
8
7
4 7
6 9
8
7
2 1
8
7
5
3 5 3
8 5 2
3 4 4
9 5 9
5 9 7
7 2 6
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5 6
9
1
5
6
6
1
5
6
6
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5 3
1 6
8 5
5 1
5
5
2
3
4
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6
3 4
4
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6
2
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6
2
5 6 6 6
7 2
3
2
3 5 7 1
1
3 1 2 1 2
1 2
1
4 1 1
4
8
4 7 7 2
6 9 7
Narrative 3 Narrative 4 Narrative 17 3 5
8
4 5 10 9 3
7
2 6
10 9 10
5 6
2 1
1
2 1 1 1 6
3 4
5
4
5
4
2
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4 8 5 1
6 6
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6 5 6
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6 5 6 6 6 5
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5 7 1
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7 1
3 4 6
4 7
6
7
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2 4 7
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1 2 4
7
2
3 7
2 4
1
3 3
4 1 2 4 1 2
1 1 1

Learning Trajectories: Michael Eraut

Narrative 20 Narrative 22 Narrative 28
1 Task Performance Cords 1-7
2 Awareness and Understanding Cords 1-10
3 Personal Development Cords 1-10
4 Academic Knowledge and Skills Cords 1-10
5
1
5 Role Performance Cords 1-6
6 Teamwork Cords 1-7
4 4
2
5 6
1
1
7 7 Decision Making and Problem Solving Cords 1-6
8 Judgement Cords 1-7
3

7
10
1
5
3
2

1 Figure 1: Graphical representation of the different

dimensions of professional learning found in
Narrative 15 students’ narratives of their own experiences.
Figure 2: Graphical representation of the different cords within each trajectory
intertwined in unique patterns at each stage of a person’s professional
development.
 Page 16
Jane Leng Health and Medical Sciences
Using digital story-
telling to
communicate deep
professional
learning and tacit
knowledge
The starting point of my
project was a concern with
the extent to which student
nurses may underestimate
their own learning in
Values Exchange
The University of
Surrey provides
education that is
designed to ‘ensure that
graduates are……
ethically aware
individuals….’
The Values Exchange web-
based tool for social debate
and ethics education has
been developed by
Professor David
Seedhouse, a world
authority in ethics
education. Following a
seminar and demonstration
of the tool in July,
Values Exchange Project Team
Health Focus: Jane Leng, Dr Trevor Adams, Dr Ann Gallagher, Lee-Ann Sequeira.
Engineering Focus: Dr Janko Calic, Dr Lee Gillam, Professor Caroline Baillie, Dr Norman Creaney.
Professional Training Focus Dr Jenny Willis, Prof Norman Jackson, Dr Tereza Capelos, Dr Peter Alcott.
The way you have
answered the
SCEPTrE contributes to ‘Creative Interventions’
research question In 2008 SCEPTrE was
with clear, pragmatic invited to join a
guidelines and National Teaching
exemplars and mixed Fellowship Project led
by the University for
the format (wiki/ the Arts. The project is
paper/video) makes examining the student
for an inspirational
experience of creative
first case study.
learning in work-
Catherine Smith related activity in
Project Manager educational, cultural,
practice. I was inspired by
the work of Michael Eraut
and his exploration of the
tacit knowledge situated
within work processes. The
sharing of stories is an
effective way of making
hidden learning explicit and
I was interested in how
digital stories may be
utilised to enhance the
power and utility of such
story telling.
I arranged workshops for
third year student nurses to
produce digital stories that
focused upon experiences
from their practice that had
SCEPTrE purchased a
software licence for the
university, a number of
colleagues from across the
university and with interests
in professional training, are
now piloting its use. The
Values Exchange enables
students to engage with
scenarios which require
decisions about ethical
issues. Through the
decision – making tool
which forces the user to
consider the issues from
the perspectives of all the
people who need to be
involved, users reflect in-
depth about any and all
social and ethical issues,
via colourful interactive
community and not-for-
profit settings. In
January we completed
our first Case Study
based on our Creative
Academy which helps
higher education
teachers develop
design thinking skills
that can be applied to
curriculum design
been significant in their own
professional development.
These stories were
presented at an inspiring
event attended by fellow
students, NHS colleagues
and University staff. The
students themselves,
evaluated the project as
worthwhile and enjoyable.
The wide interest shown in
this project has encouraged
me to develop the work
further and embed the use
of digital stories as learning
objects linked to e-
portfolios.
screens. The process is a
powerful educational (and
often emotional) experience
in which respondents learn
much about their own
values. As soon as each
respondent submits he or
she has immediate access
to everyone else's
structured views, which can
be explored in depth by
means of the Reports
Wizard. SCEPTrE is
delighted to be working with
Professor Seedhouse to
help develop its use in
Professional Training.
To find out more visit
www.values-exchange.com
or contact Norman
Jackson.
issues. The Guide
together with film clips
of facilitation
techniques are made
available through a
dedicated wiki.
http://
surreycreativeacademy
.pbwiki.com/
 Autumn 2009 Page 17

Better learning through enquiry

Being able to ask good
questions in order to tackle
a problem and learn is an
essential skill for the
professional and one of
SCEPTrE’s pedagogic aims
has been to help facilitate
the spread of enquiry-based
learning (EBL).
In spring 2008 SCEPTrE
began a project involving 25
colleagues across all four
faculties each agreeing to
adapt a module they were
teaching in the autumn. Dr
George Allan (University of
Portsmouth) provided
expert 1:1 advice and
facilitation as part of his
SCEPTrE Fellowship. He
provided a simple model of
an enquiry learning process
that could be adapted to
any lecture-based module
teaching programme: most
of the participants tried and
adapted the model.
Using the conceptual
framework developed by
Professor Philipa Levy
(University of Sheffield) to
categorise the enquiry
process, some participants
felt that their EBL strategies
were firmly within one of the
four fields, others felt that
different activities enabled
participation in two of the
domains while one teacher
felt that activity spanned all
the domains.
‘EBL provides
opportunities for
students to actively
participate in their
own constructive
thinking. This leads
to better learning
which in turn leads
to higher assessment
results in exams and
in coursework
assignments’

EXPLORING AND ACQUIRING EXISTING DISCIPLINARY KNOWLEDGE Dr George Allan

Pursuing: information-active
Students explore the knowledge-base of the
discipline by pursuing questions, problems,
scenarios or lines of inquiry they have
formulated (“what is the existing answer to
my question?”).
SCEPTrE Fellow
Identifying: information-responsive who facilitated our
Students explore the knowledge-base of the EBL project
discipline in response to questions,
problems, scenarios or lines of inquiry
formulated by staff (“what is the existing
answer to this question?”).

STUDENT-LED STAFF-LED

Authoring: discovery-active Producing: discovery-responsive

Students pursue their own new (or new to
them) questions, problems, scenarios or lines
of inquiry, in interaction with the knowledge-
base of the discipline (“how can I answer my
question?”).
Students pursue new questions, problems,
scenarios or lines of inquiry, as formulated by
tutors, in interaction with the knowledge-base
of the discipline (“how can I answer this
question?”).

PARTICIPATING IN BUILDING DISCIPLINARY KNOWLEDGE

Students’ responses were
varied but on the whole
feedback from staff was
positive and encouraging.
‘Students demonstrated
more independent
research, engaged with
wider readings, and
produced stronger
arguments in their essays’.
‘I think it had a positive
effect on the overall results
of the module. Students
were achieving comparable
marks on their
assessments, and the
stronger students seemed
in particular to excel in the
research essay (evidenced
by the number of marks
given in the first class
range).’
‘Initially with a certain
amount of
reluctance….However once
the research began there
was considerable effort put
in by some students with a
keenness to see this type of
exercise in other modules.’
‘The module was
successful far beyond my
previous approach to the
module last year.’
Most of the teachers
involved felt that the
investments they had made
had been worthwhile
professionally.
‘I have always taken a ‘I think the students
student led EBL approach in my class took on
in seminars and tutorials
EBL quite well both
and it’s been interesting to
see that it can be done in emotionally and
large group lectures as well
– you just have to change practically. It helped
your mindset and be engaging the
prepared to work in a
different way. EBL was
students particularly
the less ‘engagable’
fabulous for getting the
interaction necessary with ones.’
the students, as is running
around the room trying to Participant teacher
talk to as many of them as
possible!’
A ‘Guide to Adapting Your
Module to Enquiry Learning’
is being prepared.
 Page 18
Experiential Learning Academy
Dr Colin Beard Sheffield Hallam University
Colin Beard is a
leading authority
on the pedagogy
of experiential
learning and co-
author of
‘Experiential
Learning: A Best
Practice
Handbook for
People working in the world
Educators and outside the formal study
Trainers’ environments of universities
published by are primarily learning
through their experiences. If
Kogan Page higher education is to
prepare learners for a
lifetime of working in
professional settings, due
consideration must be given
to enabling students to learn
through their own
experiences. To address this
issue, I teamed up with
SCEPTrE to create a
residential Academy to
“a good use of support the professional
two days, it was development of people
both fascinating involved in helping learners
learn through their
and enjoyable” experiences.
Creative Academy and Zooangzi Experience
Fred Buining’s
international
consultancy
‘Fredwerk’ helps
organizations to
change by
Higher education needs to
discovering and see creativity within the
harnessing their important role it plays in
creative preparing people for an
uncertain and ever more
potential. complex world of work; a
www.fredwerk.com/ world that requires people
to utilise their creative
talents as well as their
analytical capacities. The
University of Surrey
recognizes this: we claim to
be developing students as
Over 30 hours participants The final stage of the
were introduced to the six process involved participants
dimensions of the learning in taking a learning and
experience (1) Feeling (2) teaching situation that they
Knowing (3) Doing (4) could influence, e.g. a
Sensing (5) Being and (6) seminar, lecture, module,
Becoming (changing, extra-curricular experience,
transforming, identity and and re-designing it to
self) and encouraged to improve its potential for
develop principles for experiential learning. To find
effective experience-rich out more visit http://
educational designs. experientialacademy.pbworks.com
Through a team-based
educational adventure
designed by Russ Law,
participants’ recorded
important moments in their
experience in images and
created a digital story that
captured what they had
learnt.
‘self-reliant, adaptable, http://surreycreativeacademy.
creative and ethically pbworks.com
aware individuals’ (Surrey
Graduate Skills Statement).
But what exactly are we
doing to develop students’
creativity?
Creative Academy and
our full cost residential
course - Zooangzi
Experience- are
professional training
experiences for higher
education teachers
aimed at developing
understanding of
creativity in educational
designs. Visit our new
Creative Academy wiki to
find out more.
 Autumn 2009 Page 19

Student of the Year Award

The University is proud of
its students and graduates
and every year, in
partnership with the
Professional Training and
Careers Committee,
SCEPTrE offers a £500
prize to a student who has
made an excellent
commitment to developing
themselves into a good
professional. Nominations
were invited from staff
involved in professional
training and others
involved in student
development. Twelve
nominations were
received from tutors
and other members of
staff involved in
professional training.
Judging was a very difficult
task but this year the panel
considered that Shelley
Uprichard, a student on the
Music & Sound Recording
(Tonmeister) course, was
the most deserving
candidate for the £500
prize, based on the
information contained in
her nomination.
Two other
students, Hannah Farnfield
(MSc Chemical Sciences
FHMS) and Saviyen Photo: Shelley
Subrmanyan (Mechanical,
Medical and Aerospace Uprichard
Engineering FEPS) were receives her
close runners up and they award from
received commendations.
All nominated students Professor Norman
received a letter of Jackson
congratulations from the
Vice-Chancellor. The
winner and commended
students received their
Certificate at the
annual USSU ‘Sugar’
Awards Ceremony in
May. This year seven of
the nominated students
helped make a video about
the professional training
experience which is posted
on the front page of our
Learning to be Professional
wiki.

Life-wide Learning Award

In May 2009 SCEPTrE
invited undergraduate and
post-graduate students to
apply for a new ‘Life-
Wide Learning Award’
by writing a short (up to
1000 word) statement
about experiences through
which they had learnt
outside their academic
programme or professional
training experience. They
were also invited to provide
a short summary statement
about what they understood
a more complete education
to mean.
A total of sixty students
submitted accounts (35
undergraduate and 25
postgraduate).
Many of the accounts were Photo:
inspiring and Claire Fellows Undergraduate
(SCEPTrE Professional
Training student) produced
category
a synthesis booklet which Winner – Sharon
can be found on the Life Thangaraj
Wide Learning wiki.
The winners and two
runners up in each
category were selected
by a small panel of judges
and awards were made
(£250) at the USSU ‘Sugar’
Awards ceremony.

Surrey students compete in the

2009 FLUX Young Entrepreneur
finals in Plymouth.

Left to right: Peter Bailey, Latoya

Kessie, Rumina Begum, Paulina
Stepien, Andra Ilie and David Curran
 Page 20
Valuing and recognizing a more complete
education
Surrey Award Development and Feasibility Study
‘In July 2008 we
published our first
Student Experience
Strategy in which
we set out our vision
for a complete
education. We are
inspired by a vision
of a higher
education
experience that
recognises that
Charlotte Rickett
students are
In February 2009 the
engaged in learning
in all aspects of University’s Learning and
Teaching Strategy Group
their lives endorsed a proposal by
throughout their SCEPTrE to actively
time at Surrey.’ examine the idea of an
Award that would
recognise and value
Professor
Christopher students’ learning gained
outside the academic
Snowden curriculum.
Vice-Chancellor
I joined the SCEPTrE
team in April to work with
staff across the university
to help develop and
evaluate the feasibility of
a new award scheme that
would give real meaning
"The business world to the ideals of a more
complete education that
needs people with
academic skills but lie at the heart of our
student experience
it also needs people strategy.
with initiative,
confidence and a My research has shown
desire to learn that we are not alone in
thinking this way. I have
further. A Surrey
Award would discovered nearly 50
universities, many from
demonstrate these the Russell and 94 Group
personal qualities to of Universities, have
employers." already developed or are
developing such awards.
The Higher Education
Graham Nicholson
CEO Tony Gee and Achievement Record,
which encourages
Partners LLP recognition of these forms
of learning and
achievement, now being
developed through the
Burgess Committee, will
give further impetus to
this UK - wide
development. Surrey
cannot afford to be left
behind and we are in a
good position with our
long tradition of
Professional Training, to
make our award truly
distinctive.
I have been supported by
colleagues from all over
the university who have
generously given their
time and ideas. We
established a Surrey
Award Development
Group in July and so far
have held two meetings
attended by over 40 staff.
We also convened an
employer representatives’
forum to get their views
on the idea. They were
overwhelmingly
enthusiastic and
encouraged us to go
ahead.
Students also have had a
strong influence on our
thinking. In May over sixty
students volunteered
stories about their own
life-wide learning
experiences for the first
Life-wide Learning Award.
Many of the stories were
an absolute inspiration
and it was a difficult task
to identify the two
winners. We are working
closely with USSU who
have given us much
support and
encouragement and in
October we established a
small student task group
to make sure that the
award will meet their
needs and interests.
One of the main benefits
of a Surrey Award will be
to enable students to
critically reflect upon, and
gain a deeper
understanding of the
learning gained in
different aspects of their
lives. The ability to
articulate this learning to
themselves and others is
an essential skill
especially when applying
for a job.
Areas that could
contribute to achieving a
Surrey Award may be as
diverse as: part time work
and volunteering, being
enterprising or creative,
mentoring, running a
society, coaching a sports
team or caring for others
or one’s own personal
wellbeing. This variety will
allow for each individual
to find their own unique
pathway through the
award, reflecting their
interests and nurturing the
spirit that enables them to
become who they want to
be.
Proposals for a Surrey
Award will be made in
early 2010.
 Autumn 2009 Page 21

Learning through part-time work gained and

explained
Dr Peter Alcott School of Management
Experience gained during part-time work is often Development
underestimated in terms of its potential for personal team
and professional development. Many part-time
workers focus on the cash benefits without
considering the day to day interactions and Peter Alcott,
exchanges that contribute to their own development. Osama Khan
The purpose of the Learning through Part-Time Work (FML),
Certificate is to help students recognize that they are
learning important things through their work Maxine David
experience and to gain University recognition for this learning.
(FAHS)
With SCEPTrE’s help, a small cross-institutional team has developed and piloted a
framework for recognising learning and a new ‘Share Experience’ website where Janko Calic (FEPS)
students can record and share their learning with a mentor in a weekly blog. A simple
tool (based on Professor Eraut’s research) has been developed for thinking about and Kath Hart (FHMS)
recording what is being learnt. The framework covers:
Cathryn Jobson
• Finding and getting a job
(Careers)
• Understanding how an
organization/business Jenny Willis
works
(Registry)
• Nature of the work
• Roles and responsibilities Charlotte Rickett,
• Communication Norman Jackson
• Problem working and (SCEPTrE)
decision making
• Team working
• Personal development In September, Peter
• Evaluation of personal and retired after 14
professional development years of dedicated
service but his
By using this framework we are saying that part-time work situations can provide commitment to this
opportunities for helping students develop their professional capability.
project continues
To achieve the Certificate a student must have been involved in part-time work (but not
as a volunteer!
necessarily a single job) for 100 hours.

Learning through voluntary service

Sally Edie with four students who
spent a month in Uganda as
volunteer sports coaches
Giving something to others and making a difference to
their lives without seeking financial reward is a value that
must be prized in the modern world and a value that we
should encourage and value as a university. There are
literally hundreds of students all over the University who
are giving their time and energy to organize societies,
coach sports, mentor other students on campus or in
local schools, act as ambassadors, raise money for
charity, work for STAG, GU2 radio and support many
other community situations. The Learning through
Voluntary Service Certificate enables students who are
involved in voluntary service to gain recognition for their
learning and personal/professional development. To find
out more visit http://lifewidelearning.pbworks
 Page 22

Doing things with our students

SCEPTrE’s work with students contributes to the development of the graduate
attributes and capabilities that we are seeking to develop as a University. We work
closely with Careers and the Research and Enterprise Support on a number of
collaborative initiatives.

The University of Surrey provides education that is designed to ‘ensure that

graduates are professional, self-reliant, adaptable, creative, enterprising and
ethically aware individuals, equipped with an excellent mix of subject
knowledge and related skills, experience of the wider world and the graduate
skills necessary for their careers and personal development’. University Skills
Statement 2003

Lets be enterprising
Nigel Biggs, RES Entrepreneur in Residence
HOT NEWS!:
The University of
Surrey was short-
listed for the
THES University
of the Year
‘entrepreneurial
category’.
All professionals need to be
SCEPTrE was enterprising to solve the
part of the complex problems they
encounter in their daily lives
university team
and many professionals will
which was one day run their own
awarded joint business or take on an
entrepreneurial role for their
second in the
company. So helping
awards ceremony students develop skills and
on 15th October attitudes to be enterprising
should be an important part
2009.
of their educational
experience while they are
WELL DONE! with us.
Employers today look for
added value in their new
recruits: something special
that not only makes their
CV stand out from the rest
but which promises energy,
motivation and self-
confidence in working for
the best interests of the
company they join.
An enterprising student
(someone who “does” stuff)
is more likely to be fast-
tracked into not just
thinking about how to
You can start a club.
improve but to be asked to
actually do it. Involve others in football,
walking, computer games
A business needs things to
and so on. You have to
happen. Enterprising
motivate yourself and the
people learn by doing and
others to do something.
they are passionate about
the challenge of being Being enterprising is not
enterprising no matter what necessarily about money. It
the context. is about having ideas and
following them through. So
Enterprising people who
it is not just about invention
start their own businesses
are called entrepreneurs.
but the complete journey to
getting “it” going – whatever
Enterprising people who
the “it” is. So being
make things happen within
enterprising could be
an organisation are often
called intrapreneurs. But
defined as ‘initiating and
completing a project’.
being enterprising is not
just restricted to business; it Over the last two years I
must be seen as a life-long have been working with
and life-wide way of SCEPTrE colleagues in my
engaging with the world. capacity as Entrepreneur in
Residence to develop more
So how do we encourage
opportunities for students to
our students to be
be enterprising and to gain
enterprising? How do we
recognition for it. The things
help them to develop
we are doing can be
enterprising skills? Can we
connected through the idea
do this as part of the
of ‘life-wide enterprise’.
curriculum? Or co-
curriculum? Or do they just At University there are a
develop naturally, perhaps wealth of opportunities to
accelerated by a good be enterprising and many
placement year? students take advantage of
them. Most freshers join a
Of course you can be
student society (or seven!)
enterprising on your own.
to socialise, to learn a new
You can collect fossils,
skill, to play sport and so
stamps or ancient bottles.
on. Now many of those
That is enterprising in itself.
joiners could be considered
You can sell them. You
enterprising just for trying
may even make a profit.
something new but think
That’s being
about those students who
entrepreneurial!
perhaps joined last year

and who have now taken
responsibility for running
the society. They are
enterprising too. They are
doing something new as
well (i.e. running a society,
taking it forward, organising
new events, building new
relationships).
Some students join the
Entrepreneurs Society. It
does not mean that they
are already entrepreneurs
but that they are interested
I work centrally for RES
(Research & Enterprise
Support) as Entrepreneur in
Residence and my aim is
“to find enterprising
students and help them be
enterprising”.
And that’s where SCEPTrE
comes in. SCEPTrE’s
overall aim is to find better
ways for students to learn
and therefore improve the
University’s ability to
provide the best and most
effective learning
experience for students
during their time at Surrey.
SCEPTrE is also a central
unit at Surrey and therefore
operates outside the
Autumn 2009
in the topic. Other students
join SiFE (Students in Free
Enterprise) whose
members are more
interested in social
enterprise i.e. being
enterprising but benefiting
the community or the
environment.
Some students of course
actually study
entrepreneurship either as
a module, for instance in
the School of Management,
faculties and the main
degree teaching
operations. However, in
order to learn from and
influence staff SCEPTrE
has close relationships with
each Faculty and attracts
many staff to its events.
This is extremely useful for
me as together RES and
SCEPTrE can introduce
enterprise across the
University both to students
and to interested staff. It is
the staff interest we need to
ignite if enterprise is to
become a core part of the
student experience
whatever they are studying.
That is why RES and
Page 23
or as a defined course itself Opportunities for
such as “Technology
Enterprise:
Entrepreneurship” in the
School of Engineering.
Some courses (such as Entrepreneurs
economics, tourism, nursing
and music) do a business
Society
planning module and other
courses include occasional SiFE
entrepreneurship or
enterprise sessions often
using local business Business
entrepreneurs as guest Enterprise
lecturers.
Academy
Social Enterprise
Academy
Innovation
Challenge
Summer School
CoLab
FLUX Team
Business
Enterprise
Student Support
Scheme
SCEPTrE have together
developed the Enterprise
Academy, where students
try to make money, and the
Social Enterprise Academy
where students help the
community.
For both RES and
SCEPTrE, these events
provide great stories and
learning to inform other
students and staff and, for
me especially, they act as
an attractor for students to
apply for the pinnacle
enterprise event of the
academic year, the three
day residential Enterprise
Summer School at
Farnham Castle.
 Page 24

Enterprise Academy
RES supported a team of
“Just loved it. six students to participate in
Wished I had the national finals of the
annual FLUX competition in
another chance!” Plymouth. Over two days
27 teams imagine a
business, develop a
“I learnt that business plan and compete
to persuade entrepreneurial
setting up a business people that their
business is not as idea is the best. The Surrey
team did not win but they
easy as it looks. learnt a huge amount
There are a lot of through the immersive
experience.
hurdles that one
You can find out more
has to overcome Members of business enterprise academy about our collaborative Life-
and one has to Wide Learning project at
‘The Apprentice without the for a Learning through
http://
always have the Boardroom’ is the way one Experience Certificate.
lifewideenteprise.pbworks.com
student described our
patience to be Enterprise Academy – a
In addition to the Enterprise
Academies, SCEPTrE &
diplomatic and collaboration between
SCEPTrE and the
commit to making University’s Research and
the idea Enterprise Support unit. We
actually run two Academies
successful.” – a Business Enterprise
Academy in the autumn,
when teams of students
compete to design and put
on a profit making
enterprise on campus, and
a Social Enterprise
Academy in the New Year,
when teams work with local
Students pitch and Nigel listens in Enterprise Academy
community-based
organizations to make a
difference to the lives of
local people. Each
Academy attracts about 25
students (not the same
ones!) and the experience
of trying to be enterprising
provides the resource for
learning. Students who
complete the challenge and
provide an account of what
they have learnt are eligible A neat way to exchange ideas

Enterprising students running a profit making BBQ, selling Halloween cakes around campus and selling Halloween trinkets.
 Autumn 2009 Page 25

Cultural Academy

the THES - QS World amazing multicultural “Being a member

University Rankings 2007. campus party which they
But what are we doing that called the Big Cultural of the cultural
is different to any other Bash. They managed to academy made me
university to optimise the sell nearly 200 tickets for
value of our distinctive the event in Wates House, proud. After the
campus community? The decorate the venue with great success we
idea of a ‘Cultural flags of the world, host a
Academy’ was inspired by fashion show, do face and had with the Big
“I think it is difficult to the belief that we could do hand painting and dance to Cultural Bash
formulate what the benefits more to learn from the a great African drum band.
were. I got to know people cultural diversity within our party. Almost
from different parts of the own campus society. everyone was
world, I learnt about their
Cultural Academy provides fascinated by what
habits and traditions and I
an opportunity for people to
thought about myself and we were doing.”
come together in a relaxed
my culture and what
workshop setting to simply
differentiates it from other
share their cultural
cultures.”
experiences and through
“What I have learned will good conversation learn to
definitely be useful for my appreciate each other’s
future professional career. I cultures and traditions. We
want to work in an also encourage students to
international team with try to have an impact on
people from around the campus life and last year’s
world.” students put on the most
These are just a few of
the many appreciative
comments from
participants in this
year’s Cultural
Academy.
Cultural diversity is a
fact of life for most
people and the effects
of culture on the way
we see the world and
behave in it, make this
world a very
complicated place. With
27% of our students
coming from overseas
we are living on a rich
multicultural campus.
Many international
students experience a
sense of bewilderment
when they first arrive
and Cultural Academy
organised two
Multicultural Welcome
events which proved a
great success. Surrey is
ranked 42nd and 49th
worldwide for its
proportion of
international staff and
students respectively in
 Page 26

The CoLab Enterprise

‘CoLab has helped developed into a professional skills and
me to develop a purposeful, productive demonstrate what they
and effective organisation. can do.
sense of awareness
Staffed entirely by part All students who
on various issues time and full-time students participate in CoLab can
around the campus (two currently on gain recognition for their
and in the lives of placement with us), it sets learning through
out to provide services to SCEPTrE’s Learning
other students.’ Chris and Claire – SCEPTrE’s placement
students and co-leaders of CoLab students, staff and the through Experience
university and to the local Certificate.
CoLab is one of community. It provides a
With its ‘empowering
SCEPTrE’s most exciting real world work
‘CoLab provided student learning projects environment where
students’ tag-line CoLab
has the following main
me with an and over the three years it students can develop and
areas of work.
has been running it has apply their personal and
excellent
opportunity to
develop my team
skills further. It was
also a great
learning experience
in terms of how to
deal with pressure
and demand.’

Undertaking surveys & Organising and taking Successes

promoting the student
voice
Organising on-line
surveys such as the
recent surveys on part-
time work, use of
technology and being
enterprising. The results
of these are summarised
in short feedback reports
and broadcast through the
CoLab website or short
pieces in STAG
newspaper or sometimes
a GU2 radio show.
part in events
CoLab also acts as a sort
of broker to discover the
talent that lies within the
student body. For example
in May CoLab organised a
networking event attended
by 50 business
representatives and 50
students. Ten students
gave useful practical
demonstrations of various
web 2.0 technologies and
these were much
appreciated by the visitors
who also commented
favourably on the Surrey
students’ networking skills.
One spin-off from our
technology event was that
CoLab was approached
by one participant (a
representative from
Surrey County Library
Services) to help them
think about how the
Library Service might
make better use of web
2.0 technology.

Working with the
professional training
community
Each year CoLab has
undertaken a major
university-wide survey for
the professional training
community. They gather
student views and make
recommendations. For
example, last year the
Adding value to our use
of technology
CoLab attracts students
who are passionate about
using technology and they
run hands-on Discovery
Workshops to introduce
staff and students to new
technologies and provide
services to departments
and staff across the
campus linked to filming
and editing of events,
student and staff
interviews, designing and
building websites and
CoLab – Surrey Library Service ‘Technovation’ Project
I'm writing from Surrey
Library Service, and I'm
very interested in the Co-
Lab initiative. I'm working
on a strategy for the
library service for
engaging with customers
and communities online,
and I'd be interested in
participating in anything
that would broaden the
library service's
relationships or
understanding with regard
to new technologies.
Helen Leech
Surrey Library Service
Autumn 2009 Page 27
question was “What is the
students’ experience of
the transition from their
placement year to their
final year and are there
ways the departments can
help with this transition?”
These surveys result in
practical outcomes that
enhance the student
experience.
‘I have come to
recognise the
challenges of
implementing real
ideas. There is a big
CoLab got us
difference from
involved with Twitter! planning a project
to actually making
market research into how to support teaching and
students utilise learning in Second Life it happen.’
technology. Virtual World. Visit the
CoLab website for further
CoLab also helps the
details.
university explore the
practical use
of new
technologies
for teaching
and learning.
For example
last year
CoLab
students
developed
infrastructure
CoLab responded • Public engagement / 'This is a VERY
positively to Helen participation: how we impressive piece of
Leach’s email enquiry and can engage with people work. I've run this
we are now working with and communities using
the Library Services to new technologies
past my boss and a
design and promote a couple of colleagues,
University-wide • Promotion: how we can and we're all seriously
competition in the autumn use new technologies to
reach new audiences impressed.'
with a prize of £250 for
ideas that will help the • Lifelong learning: how Helen Leach
library solve its real world we can encourage
challenge of engaging people to join together to Virtual Content
with customers online, share experience and Manager
with four focuses: skills online. Surrey Library Service
• Library management We are inspired by the
systems; how they can idea of ‘Technovating the
be made more user library!’
friendly, transactional,
interoperable
 Page 28
Business links with the curriculum
Linking with the As a result of the business-
business focused activities,
SCEPTrE is developing
community links with a wide range of
Clare Dowding organisations and
businesses that are
SCEPTrE Centre interested in the concept of
Manager & ‘life-wide learning’ and who
Project would like to work more
Coordinator
Breakfast meeting to promote the placement
year to local businesses
This year we have
enhanced the
links between the
local business
community and
the campus.
SCEPTrE in partnership
The events have with the departmental
placement teams and
been actively Surrey Chamber of
supported by Commerce, organised a
Business Link, breakfast meeting for local
businesses on the
Surrey Chambers university campus. This
of Commerce and had a two-fold objective; to
Surrey Economic publicise the benefits of
recruiting a placement
Partnership. student and to encourage
businesses to come onto
campus and meet
university colleagues.
Forty three business
representatives booked to
attend.
Business coaching
Every year we have a
number of students who do
not find placements and
For further therefore decide to move
directly into their final year.
information We also have students who
about our links choose to move directly
into their final year without
with the business applying for placements.
community
We are aware that seeing
please visit our the skills and attributes
acquired by their post-
website. placement colleagues, they
closely with students and
the university. For
example, competitions and
workshops, accessing
students’ expertise and
creativity, are being
planned with organisations
that have a specific task in
mind. We are currently
The breakfast focused on
round-table discussions,
creating an informal
atmosphere and an
opportunity for participants
to ask questions directly to
an employer
‘ambassador' (who was
able to talk about their
experience of having a
placement student); a
member of university
staff (involved in
professional training); and
a student (who is either
currently on placement or
who was on a placement
last year). All Faculties
may be keen to have a
business coach to discuss
their professional
development and job
search strategy.
We have decided to pilot a
small scale business
coaching scheme from
November 2009 to
February 2010, with a
number of interested
departments. We have
developing a student
competition in conjunction
with the Surrey County
Council Library Services.
Companies are also being
linked with departments to
work on curriculum-based
projects.
were represented at the
breakfast.
Feedback from employer
participants was very
positive. Eight companies
showed an interest in
placements after the event
by contacting SCEPTrE.
Others went directly to the
departments.
If you would like to look at
the film clips of the short
introductory talks and
views of participants please
visit our website.
If you would like to
attend the next
Placement Breakfast
being held on
December 11th, please
email:
sceptre@surrey.ac.uk
chosen the term coaching
(rather than mentoring) as
the conversations would be
focusing on the more
generic skills and aptitudes
rather than the student
following along the specific
career path of the coach. If
the pilot is successful we
hope to extend the scheme
to more departments next
year.

‘A Taste of Technology’ networking event
20th May 2009
In May, SCEPTrE in
partnership with the Surrey
Chamber of Commerce
organised a complex event
with three distinct
purposes:
• To provide networking
experience for students.
• To give the business
community a chance to
meet Surrey
undergraduates and
graduates.
• To give the business
community the
opportunity to see the
web 2.0 technologies
demonstrated by
students who use them
as part of daily life.
The plan was to have a
maximum of 50 business
representatives and 50
students, to make the most
of the networking
‘Grow Your Own Business’ exhibition
13th May 2009
Autumn 2009
opportunities. We were
delighted that we had
waiting lists for both
students and businesses.
To set the scene, two
speakers started the
proceedings with short talks
on the benefits of business
networking and how to use
the web 2.0 technologies
within a business
marketing strategy.
After the talks the
participants moved into the
main concourse where they
were offered a finger buffet
while networking with
students and viewing the
demonstrations. Nine
technologies were
demonstrated.
The evaluation forms
showed that the evening
The University
Entrepreneur in
Residence, the Careers
Service and SCEPTrE
hosted a stand to promote
the university to the local
business community. This
is the first time that the
university has attended an
Page 29
was most successful and ‘The student
fulfilled all three objectives. demonstrations
Please click on the links on
our website to see the film
were uniformly
and newsletter produced to fascinating and
get a flavour of the event. informative.’
Since the event, a student
‘Loved it, found
demonstrator has been talking to
offered a placement and a students exciting
student has run a training
session for a local
and they were full
of ideas’
business. Other students
have been asked to contact
companies when they are
ready to look for
‘Very useful in
employment.
If you would like to terms of
attend the next ‘Taste networking with
of Technology’ event
being held on February
employers.’
25th, please email:
event focused on local
businesses and as a result,
new leaflets and
promotional stands were
produced. Forty two
significant conversations
took place and twenty eight
passing contacts were
made.
 Page 30
Our artists in residence
Our artists add
value to the way
we communicate
our work and also
engage us
differently in
thinking about the Kai Jansen is our talented
problems we are musician in residence.
tackling. They also Having been in the
help us tap into the business for 43 years and
spent much of his youth as
emotional a busker in Covent Garden,
dimension of the he is what you might call an
experiences we are 'old pro' in the best sense
creating for good of the term. He
demonstrated this at our
professional conference when, in spite
learning to make of his wife giving birth the
the occasions so day before our conference
much more he met the challenge we
set him to write and
memorable perform a song about
learning to be professional.
You can see and hear him
at
http://learningtobeprofessional.pb
works.com/Kai-Jansen
Farewell from Professor David Airey
SCEPTrE would like
to thank David for
all the support,
encouragement
and practical
advice he has given
us over the years.
As I am about to retire I can
look back on the five years
I have been involved in the
project. In fact I am the only
person left from the small
group of university staff
who prepared the
successful bid for CETL
funding in 2004! Having
Julian Burton helps
people and organisations
turn conversations into
pictures. He worked with
conference participants to
turn their metaphorical
ideas about being
professional into images
that had meaning for the
participants.
Patrick Saunders is also
an extraordinary artist. He
joined us for our
Experiential Academy and
captured the story of the
event as it unfolded.
worked closely with the
SCEPTrE team as Chair of
the SCEPTrE Executive
Management Group and
Steering Committee
perhaps I am in the best
position to see how our
dream has been realised.
We started with a focus on
the University’s
professional placement
year and on enquiry-led
learning and the work of
SCEPTrE has done a lot to
help us develop our
practices in these areas.
But SCEPTrE has gone
beyond these initial points
of focus. In particular, it has
extended its work to
consider the whole student
experience, the so-called
GSA students provided
wonderfully energetic and
inspiring evening
entertainment at our annual
conference in April 2009
which also provided the
students with a real-life
opportunity to develop
themselves as
professionals.
“life-wide” experience. In
doing so it has acted as a
vehicle to include students
directly in its activities, it
has considered
professional experience,
not only in the context of
the professional year but all
aspects of the students’
engagement with the world
outside the classroom. But
above all it has raised our
understanding of the
importance of the whole
experience of being a
student both at University
and beyond. This is a vital
aspect for the future work
of our University.
Professor David Airey
July 2009

‘Enabling a More Complete Education’ Conference
13th & 14th April 2010
Value Proposition
One of SCEPTrE’s aims as
a CETL is to bring people
together to share their
ideas and practices in a
way that will add value to
their professional learning.
Our annual conferences
have been very successful
in promoting this aim and
our next conference will
aim to connect people who
Behind the scenes at SCEPTrE
SCEPTrE offers a wide-
variety of resources and
support to both staff and
students to aid their
professional and personal
development.
From workshops, seminars,
networking and social
events the list is endless.
Our rooms offer a
welcoming atmosphere with
flexible spaces for staff and
students to experiment in
teaching and creative
learning techniques as well
as providing social and
business networking
opportunities.
Our team can offer
technical advice and
support to those who wish
to use our available
technology, software and
hardware, to test out new
techniques and document
their achievements.
Putting this newsletter
together has revealed the
Autumn 2009
share our interest and
passion for promoting and
supporting life-wide
learning: the learning that
SCEPTrE believes is
essential to be able to
engage with the challenges
of the complex world we
live in.
Many Universities and
colleges (we have identified
nearly 50!) are recognizing
that a more complete
higher education pays
attention to students’
development gained
through informal learning in
the many aspects of their
lives that they choose to
engage in outside their
scale of productivity and
creativity of our team over
the last year.
But the people who tend to
get overlooked in this
process are the people who
provide a supportive role.
Susan Wood is SCEPTrE’s
unsung hero. She beavers
away holding the
enterprise together through
the daily administrative
tasks – dealing with
Page 31
programme of study. We Institutional award
are calling this life-wide schemes for
learning. Our conference encouraging,
provides an opportunity to enabling, recognising
share thinking, practices
and valuing life-wide
and policies that aim to
encourage, support, learning.
recognise and value the Understanding the
ways in which universities nature of life-wide
and colleges are changing
the nature of a higher learning
education so that it is a Demonstrating and
more complete educational evaluating learning
experience. from diverse
experiences
To find out more and Employers’
register visit the conference perspectives: what
website students do to make
http://lifewidelearningconference.
pbworks.com their education more
complete?
Enabling curriculum
and institutional
transformation
enquiries, organising www.surrey.ac.uk/
meetings, sorting out room
bookings and getting rooms sceptre
ready, dealing with
finances, maintaining our
records, databases and our sceptre@surrey.ac.uk
website, chasing and
cajoling members of the
team to complete tasks on
01483 684920
time and a thousand and
one other necessary things.
Designing and putting this
newsletter together is just
one example of her creative
talents that help us present
our work to the world.
Should you wish to book
one of our rooms, hire
some of our equipment or
you need some support or
advice to help develop a
new ‘Surrey’ endeavour
please do not hesitate to
contact us either through
our website, by email or by
telephone. SCEPTrE’s
remit is to ‘enable a more
complete education’ for all
of Surrey’s students.
 Autumn 2009 Page 32

SCEPTrE project evaluation

to undertake an Impact
Study. She will be
assisted by Professor
Caroline Baillie
(Professor of
Engineering Education
University of Western
Pictured from left to right: Lynne Millward
Purvis, Jelena Lezgovko, Emma Wilkinson Australia and a former
(back centre), Emma Phelps and Caroline surrey student) and
Baillie.
three Psychology
students (2 professional
SCEPTrE has training placement
commissioned Dr Lynne students and 1
Millward-Purvis (a volunteer). Their report
Reader in the will provide an overview
Psychology Department) of the effects of all the
work that has been
sponsored and
promoted by SCEPTrE.
‘If you have a story to
share with us, please
contact us directly and
one or more of us will
arrange to meet with you
as soon as possible’.
Dr Millward-Purvis says, 'We
are looking to engage with
anyone who has had some
involvement with SCEPTrE to
talk to us about how this
experience has benefited
them in their personal
and professional
development, as well as
in the interpretation and
implementation of their
professional roles,
whether students or
staff. The more and the
wider the range of views
we can represent
from our conversations,
the richer the
picture and the
better our assessment
of SCEPTrE’s impact'.

Our talented techno-media team

Ben, George and Chris
make up our talented
technology and media
team. Between them (and
Jake who is not featured in
the photo) they support the
use of technology in the
centre and are responsible
for many of our technology-
enabled innovations. This
year they have created new
websites for SCEPTrE and
CoLab, developed the
‘shareexperience’ website
to facilitate the recording of
learning from work and Ben Mercer,
other experiences filmed at SCEPTrE Film Crew
our various seminars and
annual conference. They
have also created over one George Prassinos, IT
hundred YouTube clips for Technician
our wikis, developed our
capacity to support digital
storytelling, streamed live Chris Stanage,
events and facilitated our
early morning video
Technology
conference broadcasts with Placement Student
our Australian partner –
Queensland University of
Technology in Brisbane.

SCEPTrE teamwork SCEPTrE Team Grows in 2009

This year’s significant programme of work and all the Charlie Rickett - Surrey Chris Stanage -
achievements it embraces was carried out by a small but Award and Life-wide Technology Technician
highly effective team. Learning Developer Internal telephone ext 4902
Internal telephone ext 4903 sceptrett@surrey.ac.uk
• Professor Norman Jackson - Director of SCEPTrE c.rickett@surrey.ac.uk
Internal telephone ext 2050 Email norman.jackson@surrey.ac.uk
• Russ Law - Fellowship Co-ordinator Claire Fellows - Networker Emma Phelps & Emma
Internal telephone ext 4903 Email r.law@surrey.ac.uk & Events Organiser- Wilkinson - HEFCE
• Clare Dowding - Centre Manager & Project Co-ordinator Student Placement Evaluation Project -
Internal telephone ext 4911 Email c.dowding@surrey.ac.uk Internal telephone ext 4902 Student Placements
• Susan Wood - Centre Administrator SCEPTrE sceptrept@surrey.ac.uk sceptreeev1@surrey.ac.uk
Internal telephone ext 4920 Email s.wood@surrey.ac.uk sceptreeev2@surrey.ac.uk
• George Prassinos - Technical Expert on SCEPTrE Team
Internal telephone ext 4902 Email G.Prassinos@surrey.ac.uk
• Jessica Lo - Placement Student 08-09
• Jake Pyne - Placement Student Summer 08-09
• Professor Michael Eraut - External Consultant

A Big Thank you from SCEPTrE

SCEPTrE’s core team would like to thank all the staff and students at
Surrey and people outside the University who helped or worked with us
in 2009 and we look forward to working with you again in 2010.