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Although there is an increasing body of literature looking at the postgraduate student experience, there is a lack of research and knowledge in understanding the impact of postgraduate (taught) PGT students' learning experiences prior to their postgraduate study, and their expectations of studying at PGT level. The research undertaken in the Faculty of Science, Engineering and Computing at a post-1992 institution, which focuses on STEM disciplines (science, technology, engineering and mathematics), aims to correct this deficiency by providing valuable data and insights into this nationally and internationally largely neglected area. This paper seeks to report the notable findings of first and second-generation respondents.

Data were collected via a hard copy questionnaire that had been developed through previous research and with staff and PGT course representative input. It was distributed and completed by new taught postgraduate students during the orientation period in September 2012. It was entered into the Statistical Package for the Social Sciences (SPSS) and a range of tests were run on the data.

This original research highlights the similarities and differences between first and second-generation respondents' prior learning experiences and their expectations of studying at postgraduate taught level.

The findings from the research presented was conducted over a one-year period and the findings are based on the limitations that such a time and financially limited project can offer. The university concerned is a post-1992 institution and has a high concentration towards teaching functions. What is observed at this UK HEI could be replicable in other teaching oriented organisations thus merits further research.

The findings from this original piece of research offer potentially important contributions to the current PGT debate looking at developing and expanding PGT provision and ensuring its sustainability.

The purpose of this paper is to report the notable findings of students with different domiciled status. There is a lack of research and understanding of how prior study experiences and the expectations of new students that are due to embark on an MSc by coursework level (also known as postgraduate-taught [PGT]) can impact on their study and ability to persist and succeed. The research available has mainly been confined to post-experience surveys. By identifying prior study experiences and study expectations, education providers in higher education institutions can use these insights not only to attract more students but to improve retention rates and the overall student experience. The research undertaken in the Faculty of Science, Engineering and Computing at a London-based, post-1992 institution aims to provide valuable data and insights into this nationally and internationally neglected area.

New taught postgraduate students provided data on their previous study experiences, study expectations, opinions of postgraduate-level study and demographic data via a hard copy questionnaire which was distributed and completed during the orientation period in September 2012. It was entered into the Statistical Package for the Social Sciences (SPSS), and a range of tests were run on the data.

The findings in this paper and the project in general will be further explored and investigated as a result of the Higher Education Funding Council for England (HEFCE) awarding a major grant to the post-1992 university to undertake research into these areas amongst nine similar English universities.

As the research was conducted over a one-year period, the findings are based on the limitations that such a time and financially limited project can offer. The institution at which the research was undertaken is a post-1992 institution that has high concentration towards teaching functions. The findings in this paper and the project in general will be further explored and investigated as a result of the HEFCE awarding a major grant to the post-1992 university to undertake research into these areas among nine similar English universities.

The research highlights the similarities and differences in prior study experiences and expectations of studying at PGT level between the UK-, the European Union- (EU) and Non-EU-domiciled respondents. The research offers potentially important findings for similar institutions that are currently looking to develop and expand their PGT provision.

Leadership education and training are challenging, multidimensional undertakings that require a willingness to engage in deep personal growth as the most critical antecedent to learning. This article explores the strategic alignment of values, efficacy, and goals using two tools in practice, which are part of a current research design. The Values-Based Leadership Model & Competency Map [Figure 1] and The Values-Based Leadership Taxonomy [Figure 2] are innovative tools for practitioners in Higher Education that may be applied to other industries as well. The powerful and innovative tools are in practice and are part of a current 2016-2017 research aimed at tracking leadership learning at Norwich University which will benchmark data from 9 other graduate degree programs involving over 800 instructors, staff, and executive leadership positions.

The purpose of this paper is to provide a retrospection on the importance, origins and development of the research programs in the author’s career.

The study uses an autobiographical approach.

Most of the articles, research monographs and books that constitute this research and publishing efforts can be categorized into seven distinct, but related, research programs: channels of distribution; marketing theory; marketing’s philosophy debates; macromarketing and ethics; relationship marketing; resource-advantage theory; and marketing management and strategy. The value system that has guided these research programs has been shaped by specific events that took place in the author’s formative years. This essay chronicles these events and the origins and development of the seven research programs.

Chronicling the importance, origins and development of the seven research programs will hopefully motivate and assist other scholars in developing their own research programs.

The aim of this paper is to describe how the authors made a film about recovery.

A number of service users were auditioned for the Recovery Film and four chosen to participate. The film was directed and edited by the second author who has lived experience of mental health problems.

Five main themes are covered in the film: the experience of being mentally ill; causes of peoples' mental illness; personal definitions of recovery; what helps people; and the process of recovery for each of the four participants.

The Recovery Film was short‐listed for a Mind Media Award, has been shown at a number of national conferences and is available on the internet.

The paper aims to explore the anxiety of university students. The authors note that the rhetoric of the snowflake is frequently invoked in lay discourse to characterise a generation of young people as overly sensitive. This misleading conceptualisation is potentially stigmatising.

Interviews were conducted with tweleve young women (18–25 years) about anxiety during their transition through university and into adulthood.

The authors identified three themes: (1) students in a modern world, (2) gendered demands and (3) anxiety of adulting. Analysis demonstrated numerous, transecting and discourse-informed anxieties about modern life.

University professionals may benefit from understanding the gendered dimensions of anxiety associated with transitions to adulthood, including the increased pressures to succeed and achieve.

The arguably pejorative label of “snowflake” could negatively impact the social progress made in recognising the importance of taking care of mental health and help-seeking. This is especially concerning for females, as they have higher prevalence of anxiety conditions than males.