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About David Andrew

Occupational/organisational psychologist with a background of working in and consulting to not-for-profit organisations and higher education.

I write to you with exciting news! Dr. David Drake has partnered with WBECS to bring the global coaching community a groundbreaking new program called Narrative Coach.

Today, registration has opened for his 90-minute workshop called “Discover the Last Mile Technique”.

Extra sessions now available - 3pm on Dec 5th, 11pm on Dec 6th and 3pm on Dec 7th

Click here to register for this session http://narrativecoach.com/training

In this no-cost immersion experience, David Drake is going to offer you deep insights into a more holistic, experiential coaching process that you can use to uncover, understand and change what truly drives human behavior.

He will walk you through a powerful process that you can use for yourself and your clients to shift from reactive to proactive states when triggered. And, he will reveal his Rewind Process that will help you to achieve more meaningful results with your clients faster — David will show how to complete the “last mile” and go from an aspiration to meaningful action.

 

https://www.bloomsbury.com/uk/pedagogy-politics-and-philosophy-of-peace-9781474282796/

  Shifting identities and blurring boundaries : the emergence of Third Space professionals in UK higher education

http://eprints.ioe.ac.uk/2035/

https://mathwithbaddrawings.com/2017/09/20/the-state-of-being-stuck/#more-7860

Interesting article about learning mathematics. I suspect that it is relevant to the hard sciences, but raises the interesting question about the hunanities, what if anything is the equivalent?

davidandrew52

https://www.theguardian.com/higher-education-network/2017/may/10/university-staff-unhappy-with-institutional-leadership?CMP=share_btn_fb

After a much shorter debate due to the General Election the HE Bill is now an act, leaving us all to wonder if a better outcome would have been possible with fuller discussion.

As ever WonkHE has a good guide and lots of background information.

I recently posted on the Google+ CreativeHE community a comment in which I referred to feeling ambiguous about mindfulness - and was asked to explain.

Basically my criticism is similar to a lot of discussion involving terms like MCMindfullness being used to describe the negative, quick fix aspects of the craze for mindfulness.

Reflecting on it made me wonder what the differences is between that and  genuine approaches to mindfulness which I appreciate, in particular Thich Nhat Hanh's approach to breathing and walking meditation.

It seems to me that these are adaptations of traditional approaches to meditation, and in related areas aikido and other martial arts, which simplify and go to the core of the tradition, taking out the unnecessary and distracting elements but keeping the deep and core elements of life long practice and commitment.

As in other areas of life one of the features of the true master is that they are still learning, and in that demonstrate the long term project as opposed to a short term easy fix.

 

 

It probably doesn't mean anything to those who didn't live through it, but WonkHE reminds us that's it is 25 years since the end to the university/polytechnic divide in the UK

I started my career in a polytechnic and have mixed feelings.  I think there were positive aspects to polytechnic education when it worked well.  It could have a positive focus on the vocational, which was popular with students but often misunderstood by the institution.  I was the programme director for the BTEC programmes in Business.  There was a tendency for everyone to assume that students did HND's because they couldn't get into a degree course, but in a couple of years when managers noticed that in clearing the entry requirements for the degree had fallen below that of the HND and wrote to students offering a switch they were surprised when the majority said no - but they never learnt.  The students had a more positive view of the courses, fortunately shared by the majority of the staff who taught on them.  But it was an interesting microcosm of the fundamental problem of parity of esteem of vocational education. While you can argue the existence of the divide continued that problem, I think the end of the divide did nothing to move us forward.

There was a specific form of teaching which we did well - related to Boyer's Scholarship of Application, although again the institution (or at least managers) didn't recognise it.  We taught student's how to apply academic knowledge.  As I say it wasn't recognised enough.  I inherited a couple of courses on Work Psychology and an introduction to psychology for accountancy, both were unexciting and irrelevant.  I managed to give them a focus on how to apply psychology in business/accountancy and the students got engaged.  It also gave me a different perspective on the academic subject.