Solihull College & University Centre, formerly called Solihull College of Technology, is a further education college located in the Metropolitan Borough of Solihull, in the West Midlands, England. The College has two main campuses; the Blossomfield Campus near central Solihull and the Woodlands Campus based in Smith's Wood, north Solihull. The Principal of the College is John Callaghan. Solihull College offers full-time, part-time, higher education courses, apprenticeships and bespoke employment training. Facilities include an animal welfare centre, virtual reality lab, industry-standard science labs and health & care skills suite at Blossomfield Campus and aircraft hangar and flight simulators, plus motor vehicle and construction workshops at Woodlands Campus.In February 2018 the College merged with Stratford-upon-Avon College, increasing the size and influence of the combined college in the region. As of 2022 there have been no announcements that university college status will be forthcoming. Former Solihull College & University Centre students include Northern Ireland footballer Will Grigg, England footballer Gary Cahill, celebrity chef Glynn Purnell and film director Malcolm Venville..
Abstract This reflective piece follows a presentation at the British Educational Leadership, Management and Administration Society (Jones et al., 2025), takes up the key theses of that presentation, and sets out the authors’ joint thinking as we move towards designing an empirical study to explore how #FEResearchmeet influenced and professionally developed further education (FE) workers. The paper sets out the systemic problems in the FE Sector around continuous professional development (CPD) and research and the historical failures in these areas before offering models such as #FEResearchmeet as a solution. That is, a voluntary research event by and for practitioners. The paper focuses on their impact, influence, and demonstrable ability to develop knowledge in the sector. The paper concludes with the challenges that this presents and strategic recommendations for policy makers and sector leaders. Whilst we acknowledge that much of the published work around #FEResearchmeet is anecdotal, our analysis of the collective voices exploring the initiative and its impact on participants and the wider sector (Cook et al., 2023; Crowson et al., 2020; Jones et al., 2024; Jones & Scattergood, 2025; Scattergood, in Jones, 2025) creates reliability or ‘trustworthiness’, (Golafshani, 2003), from these numerous sources notably from co-authorship.
The nomenclature used to describe animals working in roles supporting people can be confusing. The same term may be used to describe different roles, or two terms may mean the same thing. This confusion is evident among researchers, practitioners, and end users. Because certain animal roles are provided with legal protections and/or government-funding support in some jurisdictions, it is necessary to clearly define the existing terms to avoid confusion. The aim of this paper is to provide operationalized definitions for nine terms, which would be useful in many world regions: “assistance animal”, “companion animal”, “educational/school support animal”, “emotional support animal”, “facility animal”, “service animal”, “skilled companion animal”, “therapy animal”, and “visiting/visitation animal”. At the International Society for Anthrozoology (ISAZ) conferences in 2018 and 2020, over 100 delegates participated in workshops to define these terms, many of whom co-authored this paper. Through an iterative process, we have defined the nine terms and explained how they differ from each other. We recommend phasing out two terms (i.e., “skilled companion animal” and “service animal”) due to overlap with other terms that could potentially exacerbate confusion. The implications for several regions of the world are discussed.
Previous articleNext article No AccessBook ReviewVersions of Election: From Langland and Aquinas to Calvin and Milton. David Aers. Notre Dame, IN: University of Notre Dame Press, 2020. 330 pp. $45.00. ISBN 978-026810866-3.Stuart A. HartStuart A. HartSolihull School Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmailPrint SectionsMoreDetailsFiguresReferencesCited by Volume 53, Number 4Winter 2022 The journal of the Sixteenth Century Society and Conference Article DOIhttps://doi.org/10.1086/SCJ5304134 © 2022 The Sixteenth Century Society and Conference. All rights reserved.PDF download Crossref reports no articles citing this article.
Drawing on the findings of a Quality Assurance Agency for Higher Education (QAA) funded, multi-institutional, regional project, Transitions West Midlands, this paper works with Further Education (FE) students' transition narratives as they look forward to, and back from the move from FE to HE and explores the role of the local, contextual factors that impact on the student transition experience. We mobilise Reay et al's notion of 'institutional habitus' to draw attention to the discourses about transition at play within the institutional context and explore how these function to pattern and frame students' world figuring and concept making, about what 'transition' might be like. We notice the dominance of a nebulous but fixed/stable concept of skill acquisition, understood as 'HE readiness' that drives particular approaches to student identity work characterised by self-recognitions of deficit, not being 'ready' or 'good enough' to transition. Readiness, we contend, works paradoxically to background and under-value the assets, for example the resilience associated with managing competing demands and navigating complexity, that students might bring to 'transition events'. We trace the reproduction of this mis-recognition in students' reports of their interactions with teachers, which play out, in turn, equally limiting narratives of FE teacher identity. By way of response we suggest that re-imagining 'transition' as essentially social, a process of becoming, rather than skills acquisition might re-position students and their teachers as more active, agentic protagonists in the narratives they make, and make available, about what transition can and might mean. In this sense, working reflexively together to understand transition as identity work might enable students and teachers to recover, recognise and put to work the rich assortment of assets and resources that students bring to the process of FE/HE transition.
Previous articleNext article Book ReviewShakespeare’s Rome: Republic and Empire; With a New Preface. Paul A. Cantor. Chicago: University of Chicago Press, 2017. 228 pp. $22.50. ISBN 978-0-226-46895-2.Stuart HartStuart HartSolihull School, UK Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmailPrint SectionsMoreDetailsFiguresReferencesCited by Volume 49, Number 3Fall 2018 The journal of the Sixteenth Century Society and Conference Article DOIhttps://doi.org/10.1086/SCJ4903169 © 2018 The Sixteenth Century Society and Conference. All rights reserved.PDF download Crossref reports no articles citing this article.
