Staff Profiles

Winner: Student Union Led Teaching Awards Best Academic Advisor (2017-18)

Nominee: Student Union Led Teaching Awards Best Taught Module, and Best Academic Advisor (2018-19)

Nominee: Advance HE Collaborative Award for Teaching Excellence with the Brookes Student Research Launchpad Project (2019)

Committee Member: Student Research Launchpad

Modules taught

Module lead: Human Growth and Development, Research Methods (UG and PG), Dissertation Supervisor (UG and PG), Academic advisor

 

Supervision

I welcome enquiries from potential PhD students who would like to work broadly within of my areas of interest in Developmental and Educational Psychology, Social Work, Children and Families, and Teaching and Learning in Higher Education. Specific topics may include resilience in social workers, well being of looked-after children, development of fantasy and creativity, and the student-as-consumer approach in higher education and its effects on academic performance. Please see 'Research' for more information.

 Current PhD students

Josie Jacobs Developing a wellbeing and resilience programme for parents of Key Stage 1 primary school children

Factors affecting human growth and development, particularly in relation to education and wellbeing:

Supporting students who experience racial discrimination in higher education - working towards equality of outcomes

Resilience and wellbeing of social work students and social workers in the UK and Burundi, Africa

The student-as-consumer approach in higher education: effects on staff and student motivation, autonomy and performance

 

Previous projects:

Impact of engaging in fantasy on creative performance in children and adults (collaboration with Dr Jacqueline Woolley, University of Texas at Austin, and Dr Elizabeth Boerger, Slippery Rock University, and The Science Museum, London).

Children's perspectives of museum objects (collaboration with the Oxford University Museum of Natural History)

Children's understanding of the fantasy-reality distinction (collaboration with Prof. Margaret Harris, Prof. Paul Harris, Harvard)

Understanding the electric vehicle driver's experience - a user perspective (collaboration with Prof. Margaret Harris, Dr Mark Burgess, and Dr Naomi King).

Research group membership

Inclusion, Diversity and Gender Research Network (Steering Group Member)

Prevention Science Research Group

Children and Families Research Group

Research grants and awards

Recent funding

2020: Oxford Brookes University Teaching Innovation Project (£3000)

2019: Social Prescribing Public Health England via  Citizens Advice North Oxon and South Northants (£9000)

2019: Global Challenges Collaborative Research Award to investigate resilience in social work students in Burundi, Africa, and the UK (£11,300)

2018: Action for Children: Evidence review of mental health and the early years in the UK, with Prof. Jane Appleton and Sarah Howcutt (£8,000)

2017: Oxford Brookes University Teaching and Learning Project Scheme, Supporting engagement and academic success in BME students (£3,000)

2016: Oxford Brookes University, Building academic success and resilience in social work students using a self-determination theory approach (with Jill Childs and Adam Lonsdale) (£5,000)

2016: British Psychological Society, Undergraduate Research Assistantship. The impact of engaging in fantasy on cognition in children and adults (£1,600)

2015: The University of Winchester Learning and Teaching Award: Staff perceptions of the student-as-consumer approach in Higher Education and implications for pedagogy (£2,000)

2014: Developmental Section of the British Psychological Society, International Collaboration Scheme (£1,500) ​

2010: British Academy, Small Research Grant with Prof. Westermann. Young children's understanding of the fantasy/reality distinction: Perceptual or conceptual processing? (£7150)

Further information

My research in the media

https://www.thesun.co.uk/news/3494095/students-more-concerned-about-university-canteen-than-learning-expert-claims/

https://thepsychologist.bps.org.uk/merchants-knowledge

https://www.telegraph.co.uk/education/educationnews/11268200/Fake-Santa-wont-ruin-the-magic-of-Christmas-for-infants.html

https://www.londonplay.org.uk/blog_entry/3518/news/latest_play_news/latest_play_news/fantasy_play_boosts_creativity

https://www.daynurseries.co.uk/news/article.cfm/id/1566617/santa-impersonators-children-father-christmas-real

https://www.timeshighereducation.com/news/students-consumer-mindset-get-lower-grades

https://www.eab.com/daily-briefing/2016/02/19/consumer-mindset-may-hurt-students-academics

https://www.sciencedaily.com/releases/2016/09/160915085731.htm

https://www.bbc.co.uk/news/uk-england-london-19964887

https://www.telegraph.co.uk/motoring/green-motoring/10053526/Why-electric-cars-could-be-sold-like-phones.html

Journal articles

• Taylor Bunce L, 'Open dialogue. Seeking equality of educational outcomes for Black students: A personal account'
  Psychology of Education Review 42 (2) (2021)
  ISSN: 1463-9807 eISSN: 2396-8788
  Abstract

  
  

  Website 
• Latif KF, Bunce L, Ahmad MS , 'How can universities improve student loyalty? The roles of university social responsibility, service quality, and “customer” satisfaction and trust'
  International Journal of Educational Management x (2021)
  ISSN: 0951-354X
  Abstract

  Purpose – Student loyalty is important if universities are to stay in business by recruiting and retaining
  satisfied students who provide positive evaluations of their university to others. The current study employed a
  theoretical framework established by consumer researchers to test the hypothesis that university social
  responsibility (USR) would predict student loyalty, but that this relation would be mediated by perceived
  service quality, student satisfaction, and student trust in their university.
  Design/methodology/approach – Fee-paying university students in Pakistan (n 5 608) completed a
  questionnaire to assess their perception of USR and service quality, their satisfaction with and trust in their
  university, and loyalty toward their university.
  Findings – Structural equation modelling with partial least squares software supported the hypotheses that
  higher perceived USR would be related to higher student loyalty, and that this relation would be mediated by
  perceived service quality, student satisfaction, and student trust.
  Originality/value – This study provides a novel contribution to the limited literature on USR and its relations
  with student loyalty. Several models have previously examined the relation between corporate social
  responsibility and general consumer loyalty, but these have limited applicability to the education sector. The
  data in this study support a model showing that USR supports student loyalty through its positive impact on
  perceptions of service quality, student satisfaction, and student trust. The findings suggest that USR could be a marketing tool that supports student loyalty, as long as USR initiatives increase students’ perceptions of
  service quality, satisfaction and trust in their university.
  

  Website 
• Blackham L, Cocks A, Taylor Bunce L, '"Our Forest School isn’t just the Trees." Forest Schools: Micro-Communities for Social and Emotional Development '
  Journal of Adventure Education and Outdoor Learning x (2021)
  ISSN: 1472-9679 eISSN: 1754-0402
  Abstract

  Forest School provision is a growing phenomenon in the UK due to its perceived impact on participant learning and wellbeing. This study sought to understand the impact of Forest School provision on the social and emotional development of participants using practitioner’s  reflections. Semi-Structured interviews with six qualified Forest School Leaders explored practitioner experiences working with children and young people. A thematic analysis with a social-constructionist epistemology revealed three interrelated themes, which are inherent in the Forest School ethos. These themes show Forest Schools to be micro-communities constructed by participants. 

  The study concluded that Forest School micro-communities are established by each Forest School that is formed. These micro-communities contribute to the social and emotional development of children and young people through the construction of a shared space,  fostering a sense of community and a shared power paradigm between leaders and participants.

• Bunce L, Woolley JD, 'Fantasy orientation and creativity in childhood: A closer look'
  Cognitive Development 57 (2020)
  ISSN: 0885-2014
  Abstract

  Fantasy orientation (FO) in childhood has previously been investigated in binary terms, with play being categorised as fantastical or not. This study examined the relation between FO and creativity by considering FO on a linear-type scale, with 0 = reality-oriented (e.g., playing basketball), 1 = possible fantasy (e.g., having a pretend tea party), 2 = improbable fantasy (e.g., pretending an alligator is hiding under the bed), and 3 = impossible fantasy (e.g., pretending to be a unicorn). Seventy-two 4- to 7-year-old children completed verbal, physical, and artistic creativity tests, and an FO interview. FO was only positively related to physical creativity when measured in binary terms. However, it positively related to both verbal and physical creativity when measured using the four-point scale, although, FO remained unrelated to artistic creativity. Future work could use this more nuanced coding of children’s FO to explore further the potential relations between FO and creativity.
  

  Website 
• King N, Bunce L, 'Academics' perceptions of students' motivation for learning and their own motivation for teaching in a marketized higher education context'
  British Journal of Educational Psychology x (2019)
  ISSN: 0007-0998 eISSN: 2044-8279
  Abstract

  Background. The marketisation of higher education (HE), which positions students as consumers and academics as service providers, may adversely affect students’ motivation for learning and academics’ motivation for teaching. According to self-determination theory (SDT), high-quality forms of motivation are achieved when individuals experience fulfilment of three psychological needs: competence, autonomy, and relatedness. Aims. This study applied SDT to examine academics’ perceptions of whether the marketized HE context in England, UK, supported or undermined these three psychological needs for their students and for themselves. It also examined their perceptions of the impact that this context had on their teaching. Sample. Participants were 10 academics teaching at five post-1992 higher education institutions in England, UK. Method. Semi-structured interviews were conducted and subsequently analyzed using thematic analysis. Results. Academics observed that students identifying as consumers seemed to display lower levels of competence, autonomy, and relatedness. This contributed to an HE environment that diminished the academics’ own psychological needs. Although some felt able to improve student motivation through their teaching, others felt demotivated and disempowered by top-down pressure from managers and bottom-up pressure from students. Conclusions. The marketized HE context may undermine high-quality motivation for students’ learning and academics’ teaching. Academics should be supported to teach in ways that facilitate competence, autonomy, and relatedness in their students and themselves.
  

  Website 
• Bunce L, Bennett M, 'A degree of studying? Approaches to learning and academic performance among student "consumers"'
  Active Learning in Higher Education x (2019)
  ISSN: 1469-7874 eISSN: 1741-2625
  Abstract

  The marketization of higher education and focus on graduate employability and earnings data has raised questions about how students perceive their roles and responsibilities while studying for their degree. Of particular concern is the extent to which students identify themselves as consumers of their higher education, for example, whether they view their degree as a purchasable commodity to improve future earnings. This is because research has found that a stronger consumer identity is related to lower academic performance. This study examined whether this relation could be explained by the impact of a consumer identity on the extent to which students adopt deep, surface or strategic approaches to learning. The hypotheses were that the relation between consumer identity and academic performance would be mediated by approaches to learning, whereby a consumer identity would be related to adopting a more surface approach, a less deep approach and less strategic approach. Undergraduates completed an online questionnaire that assessed the extent to which they identified as a consumer, their approaches to learning and academic performance. The analysis partly supported the hypotheses: a stronger consumer identity was related to a more surface approach to learning. However, a surface approach to learning did not mediate the relation between consumer identity and academic performance. Conversely, a deep approach to learning mediated the relation between consumer identity and academic performance, whereby a stronger consumer identity was related to lower academic performance through its negative impact on a deep approach to learning. There was no relation between consumer identity and strategic approach to learning. Implications of students identifying themselves as consumers of their higher education are discussed.
  

  Website 
• Bunce L, King N, Saran S, Talib T, 'Experiences of black and minority ethnic (BME) students in higher education: Applying self-determination theory to understand the BME attainment gap'
  Studies in Higher Education 46 (3) (2019) pp.534-547
  ISSN: 0307-5079 eISSN: 1470-174X
  Abstract

  British university students from black and minority ethnic (BME) backgrounds are less likely to achieve a ‘good’ degree classification than white students, despite taking prior attainment into account. To examine this gap, the current study conducted focus groups with 17 BME students studying health and social care related subjects to understand their experiences of learning and teaching. This was theoretically informed by self-determination theory, which proposes that achieving one’s full potential for learning, alongside experience of wellbeing, is supported by environments that help individuals to meet their needs for relatedness, competence, and autonomy. Thematic analysis revealed that BME students encountered many obstacles that inhibited their experience of fulfilment of these three needs, which often undermined their initial desire to achieve their full potential. The findings are discussed in light of how universities can support BME students to achieve their full potential, and in doing so, address the BME attainment gap.
  

  Website 
• Bunce L, Lonsdale AJ, King N, Child J, Bennie R, 'Emotional intelligence and self-determined behaviour reduce psychological distress: Interactions with resilience in social work students in the UK'
  British Journal of Social Work 49 (8) (2019) pp.2092-2111
  ISSN: 0045-3102 eISSN: 1468-263X
  Abstract

  Social workers in the UK experience higher levels of burnout compared with other healthcare professionals, making it important to understand how they can develop resilience to protect themselves from psychological distress. The current study aimed to deepen our understanding of the psychological predictors of resilience, which include emotional intelligence, reflective ability, social competence, and empathy, using self-determination theory. This theory suggests that fulfilment of the psychological needs for autonomy, competence, and relatedness will support resilience and protect against distress. We expected these needs to explain additional variance in resilience and distress beyond other emotional and social competencies. Analysis of questionnaire data from 211 social work students in the UK provided partial support for these hypotheses. Autonomy, competence, and relatedness were significantly positively correlated with resilience, and hierarchical regression analysis revealed that they explained somewhat more variance in resilience than previous factors alone (p=.06). Autonomy, competence, and relatedness explained significantly more variance than previous factors alone in psychological distress, although only autonomy and competence correlated with less psychological distress. Unexpectedly, relatedness correlated with more psychological distress. Furthermore, resilience played a mediating role between key variables and psychological distress. Implications for supporting the development of resilience in social work students are discussed.
  

  Website 
• Bunce L, King N, 'Experiences of autonomy support in learning and teaching among black and minority ethnic students at university'
  Psychology of Education Review 43 (2) (2019)
  ISSN: 1463-9807 eISSN: 2396-8788
  Abstract

  In higher education in the UK, there is an unnecessary and inequitable attainment gap of approximately 15% between the number of black and minority ethnic (BME) students and white students who receive a first class or upper second class degree. The aim of this study was to explore whether BME students experienced structural inequalities in teaching and learning that thwarted the extent to which they experienced satisfaction of their need for autonomy, which may contribute to the existence of an attainment gap. Three focus groups were conducted to explore these issues with 17 BME students studying at one UK university. They were all female, aged between 18–50 years, and most described their ethnicity as Black African. Thematic analysis combining an inductive and deductive approach generated two themes: lack of satisfaction of the need for autonomy, and satisfaction of the need for autonomy. All students predominantly discussed situations in which they felt unable to behave in ways that were concordant with their true sense of self, due to factors including course material that did not address diverse cultural issues and negative stereotypes held by students and staff. They described how this often led to a sense of isolation, diminished motivation, and lower wellbeing. In contrast, some students described specific lectures in which diversity was discussed in a way that satisfied their need for autonomy. Implications for teaching are discussed.  
  

  Website 
• Bunce L, 'Still life? Children’s understanding of the reality status of museum taxidermy'
  Journal of Experimental Child Psychology 177 (2018) pp.197-210
  ISSN: 0022-0965 eISSN: 1096-0457
  Abstract Taxidermied animals provide an important source of information about the natural world, but failure to understand their reality status may result in missed learning opportunities for museum visitors. This study explored 4- to 10- year-old children’s and adults’ (n=207) reality status judgments, and biological and authenticity property attributions for a taxidermied rabbit during a museum visit. The aim was to examine their understanding of its former status as a living animal and its current status as an authentic piece of natural history under different presentation conditions, including: 1) as a touchable exhibit; 2) inside an exhibition case – untouchable; and 3) an experimental context paired with a toy rabbit – both touchable. Analysis revealed that there was an increase with age both in judgments that taxidermy was real and authentic, and in accuracy of biological property attributions. The toy condition resulted in more accurate reality judgments, whereas the touchable condition resulted in more accurate biological property attributions. There was no effect of age or condition on authenticity property attributions. Accuracy of biological property attributions was also associated with reality status judgments, suggesting that understanding the real and authentic nature of taxidermy was associated with understanding its biological status. Implications for the development of biological cognition and museum learning are discussed.Website 
• Bunce L, 'The use of a Facebook group to enhance student recruitment and the student experience: A cohort study'
  Higher Education Journal of Learning and Teaching 9 (2) (2018)
  ISSN: 2515-4400 eISSN: 2515-4400
  Abstract Universities routinely use Facebook as a marketing tool, but little is known about its impact on recruitment or the student experience. The current study evaluated the development of a subject-specific Facebook group for students at Oxford Brookes University (OBU). It was expected that creating a sense of connectedness among potential students and with the university through a Facebook group would help them to decide to accept their offer of a place to study and have a positive impact on their experience of OBU. A cohort of 116 first year students, who had been offered a place to study a health and social care subject, were invited to become members of the Facebook group. Sixty-three students became members. Subsequently, students who joined the University in September completed a survey to assess their perceptions of belonging or not belonging to the Facebook group. In support of the hypothesis, there was a significant association between Facebook group membership and accepting an offer to study at OBU: 59% of those in the Facebook group accepted their offer whereas only 32% of those who were not in the Facebook group accepted their offer. Analysis of open-ended responses revealed that students were positive about their experience of belonging to the group, but the majority of OBU students said that it did not influence their decision to study at OBU because they had already decided to accept their place prior to joining the group. Implications for student recruitment and the student experience are considered.Website 
• Afolabi O, Bunce L, Lusher J Banbury S, 'Postnatal depression, maternal-infant bonding and social support: A cross-cultural comparison of Nigerian and British mothers'
  Journal of Mental Health x (2017)
  ISSN: 0963-8237
  Abstract Objectives: The high prevalence of Post-Natal Depression (PND) in low and lower-middle income countries of Africa raises questions about the functionality of the abundant informal support accessed in the enmeshed family structure. This study examined the interaction between social support, parity and culture in the development of PND and Maternal Infant Bonding (MIB) among Nigerian, British and Nigerian Immigrant mothers in the UK. Methods: Participants (N=124) were recruited from the UK and Nigeria via local support groups for mothers, websites offering motherhood-related content and social media. Questionnaires including the Edinburgh Postnatal Depression scale (EPDS), Postpartum Bonding Questionnaire and Norbeck's Social Support Questionnaire were uploaded onto SurveyMonkey®. 
  
  Results: Findings revealed significant cultural differences in PND and social support. Multiple Regression analyses revealed that PND, social support and culture could predict Maternal Infant Bonding (MIB), with PND being the only significant independent predictor. Conclusions: Our findings highlight the importance that cultural factors play in the development of PND and the establishment of MIB in the context of culturally attuned healthcare services. 
   
  Website 
• Bunce L, 'Corrigendum: Appreciation of authenticity promotes curiosity: implications for object-based learning in museums'
  Journal of Museum Education 42 (2) (2017) pp.190-192
  ISSN: 1059-8650 eISSN: 2051-6169
  Website 
• Bunce L, 'Dead Ringer? : Visitors’ Understanding of Taxidermy as Authentic and Educational Museum Exhibits'
  Visitor Studies 19 (2) (2016) pp.178-192
  ISSN: 1064-5578 eISSN: 1934-7715
  Abstract Museum professionals value authentic museum specimens because they are believed to promote inspirational and educational experiences for visitors; however, limited research has tested whether visitors value museum specimens in these ways. In this study, 4- to 10-yearolds and adults (n = 228), who were visiting the Oxford University Museum of Natural History, were asked to explain whether a taxidermied rabbit belonged in a museum and could help museum visitors learn about rabbits. Participants responded about a taxidermied rabbit that was presented either as a touchable object, inside an exhibition case, or alongside a realistic soft toy rabbit. As expected, the number of visitors who thought that the taxidermied rabbit belonged in a museum and could help visitors learn about rabbits increased with age and was greater when it was presented alongside the toy rabbit. Visitors explained their decisions by referring to the stillness of a taxidermied animal that permitted detailed study, its authentic features, and its previous status as a living animal. Implications for promoting visitors’ understanding of museum taxidermy are discussed.
  Website 
• Bunce L, 'Appreciation of Authenticity Promotes Curiosity: Implications for Object-based Learning in Museums'
  Journal of Museum Education 41 (3) (2016) pp.230-239
  ISSN: 1059-8650 eISSN: 2051-6169
  Abstract Museum professionals suppose that interacting with authentic objects promotes curiosity and engagement, but this has not been tested. In this research, children and adults visiting the Oxford University Museum of Natural History were shown a taxidermied rabbit or rabbit skeleton. They were asked “Is it real?”, “Why?” and were given the opportunity to ask a question about it to measure their curiosity and engagement. As predicted, visitors who perceived the rabbits as authentic were more likely to ask a question than those who judged them as inauthentic. Perceived authenticity also promoted more why questions. In general, these findings became more robust with increasing age. However, approximately 25% of visitors did not perceive the rabbits as authentic. This study thus supports the assumption that authentic objects are associated with increased curiosity and engagement but museum professionals need to ensure that visitors know when they are interacting with the real thing.Website 
• Bunce L, Baird A, Jones S, 'The student-as-consumer approach in higher education and its effects on academic performance'
  Studies in Higher Education 42 (11) (2016) pp.1958-1978
  ISSN: 0307-5079 eISSN: 1470-174X
  Abstract Students studying at universities in England have been defined as customers by the government since the introduction of student tuition fees. Although this approach has been rejected by educators, there is a lack of empirical evidence about the extent to which students express a consumer orientation and its effects on academic performance. These issues were examined in the current study by surveying 608 undergraduates at higher education institutions in England about their consumer attitudes and behaviours in relation to their higher education, learner identity, and academic performance. The analysis revealed that consumer orientation mediated traditional relationships between learner identity, grade goal and academic performance, and found that a higher consumer orientation was associated with lower academic performance. Furthermore, responsibility for paying tuition fees and studying a Science, Technology, Engineering and Mathematics subject were associated with a higher consumer orientation and subsequently lower academic performance. Implications for academic performance are discussed.Website 
• Stansfield J, Bunce L, 'The relationship between empathy and reading fiction: Separate roles for cognitive and affective components'
  Journal of European Psychology Students 5 (3) (2014) pp.9-18
  ISSN: 2222-6931
  Abstract Research suggests that both life-time experience of reading fiction and the extent to which a reader feels ‘transported’ by the narrative are associated with empathy. This study examined these relationships further by delineating empathy into cognitive and affective components. Thirty-three participants were tested on prior exposure to fiction, transportation, and different measures of cognitive empathy, affective empathy and helping tendency. The results revealed that exposure to fiction was associated with trait cognitive, but not affective, empathy, while the experience of being transported was associated with story-induced affective empathy. Story-induced affective empathy was also associated with helping tendency. The results are discussed by considering implications for relationships between reactions to fictional worlds and reactions to real-world behaviours.Website 
• Bunce L, Harris M, Burgess M, 'Charge Up Then Charge Out? Drivers' Perceptions and Experiences of Electric Vehicles in the UK.'
  Transportation Research Part A: Policy and Practice 59 (2014) pp.278-287
  ISSN: 0965-8564
  Abstract

  The UK government has made substantial investments in electric transport as a potential means of reducing CO2 emissions (DoECC, 2012). This paper investigates responses to recharging plug-in battery electric vehicles from the perspective of electric vehicle (EV) drivers. Drivers in the UK Ultra Low Carbon Vehicle trial (n = 135, 29% female, M = 47 years) completed questionnaires and were interviewed to assess their attitudes and experiences before they obtained their EV and after driving the EV for 3 months. The results demonstrated that drivers were positive about recharging – preferring it to ‘refuelling’ – and they became more relaxed over time about the frequency of recharging. Drivers managed without using a public charging infrastructure although such an infrastructure may be desirable to promote EV use. Finally, there was an interesting difference in drivers’ awareness of the environmental impact of driving and recharging an EV before and after the trial in relation to CO2 emissions and the energy cycle. The results are discussed in relation to the implications for developing the future EV market.

  Website 
• Bunce L, Harris P, 'Is it real? The development of judgments about authenticity and ontological status'
  Cognitive Development 32 (2014) pp.110-119
  ISSN: 0885-2014
  Abstract We examined children's judgments of the real/not-real status of fictional characters given that such judgments can be based either on the ontological status of the character or on the authenticity of a representation of the character. Sixty 3 - 5 year-olds and 20 adults were shown paired photographs of fictional characters (e.g., Bob the Builder) and people dressing up as those characters (e.g., a person wearing a Bob the Builder costume). They were asked whether each depicted character lives in ‘the real world’ (ontology question) and whether each character is ‘the real’ fictional character (authenticity question), and why. As expected, younger children, and to some extent older children, made more accurate authenticity judgments than ontology judgments about the characters, whereas adults made accurate judgments in reply to both questions. Furthermore, younger children did not differentiate between the two questions in their justifications, unlike the older children and adults. Implications for the development of children's ability to make reality judgments about fictional characters are discussed.Website 
• Bunce L, Harris M, 'He Hasn't Got the Real Toolkit! Young Children's Reasoning About Real/not-real Status'
  Developmental Psychology 49 (8) (2013) pp.1494-1504
  ISSN: 0012-1649 eISSN: 1939-0599
  Abstract During the preschool years, children develop an understanding of 2 types of real/not-real distinctions: ontological status and authenticity (Bunce & Harris, 2008). Two studies compared 3- to 5-year-old children’s real/not-real judgments and justifications for 3 types of contrast involving a real entity and either a fictional character, a child dressing-up, or a Lego toy. As expected, all children discriminated between the real entities and toys and dressing-up, and they justified their judgments on the basis of authenticity. In contrast, only older children consistently discriminated between the real entities and fictional characters on the basis of ontological status. In Study 2, the real and not-real entities were presented as pairs rather than individually to define the intended contrast. This manipulation increased children’s ability to discriminate between the real and not-real entities on the basis of authenticity. Together, these results support the hypothesis that understanding reality status on the basis of authenticity develops before ontological status. The development of reasoning about real/not-real status is discussed.Website 
• Triantafyllopoulou P, Wiggs L, Bunce L, 'Sleep difficulties in adults with ID: personal and parental perception'
  Journal of Applied Research in Intellectual Disabilities 23 (5) (2010) pp.519-519
  ISSN: 1360-2322 eISSN: 1468-3148
  Abstract Abstract of the poster presented in the Third International Conference of IASSID-Europe
  
  
  Aims: To investigate: (a) the sleep problems that young adults (YA) with ID might be experiencing taking into account their own perspective, (b) the relationship between the YA and their parents’ sleep and (c) the coincidence between the YA and their parents’ perception of the YA’s sleep. 
   
  Method: Twelve adults aged 19–25 years and their parents were recruited from day centres. The parents completed sleep questionnaires regarding the YA sleep, their own sleep and daytime sleepiness. A structured interview was also held with nine of the YA, investigating their sleep habits. 
   
  Results: A high prevalence of sleep problems was found in YA with ID with the most common being: day-time sleepiness, sleep onset delay and night waking. Parents underestimated their children’s overall sleep problems. There was an association between the parents’ and the YA sleep. Parents’ perception of their children’s sleep problems (i.e. parasomnias, night waking, sleep anxiety, duration and delay) coincided with the YA perception of their problems. 
   
  Conclusion: Findings are in line with previous research and confirm the expectation that YA with ID experience sleep problems. The importance of including the individuals’ input when assessing complex states such as sleep was revealed. Future research is needed with a larger sample to confirm the results.
  Website 

Book chapters

• Bunce L, 'The student "experience" in commercialised higher education: a psychological needs perspective' in M Kek, H Huijser & F Padro (ed.), Student support services: Exploring impact on student engagement, experience and learning, Springer (2021)
  eISSN: 2522-5634 eISBN: 9789811333644
  Abstract

  The socio-political context in which learning takes place has a significant impact on students’ ‘experience’ in higher education. In England, UK, and other countries such as Australia and the United States of America, the influence of neoliberalism has extended to higher education; as a result, individual students, not the state, have become responsible for its cost. This act of commercialisation transforms students into consumers and universities into service providers. It challenges the traditional roles of students and academics by placing different emphases and new demands on learning and teaching. Within this context, this chapter discusses research examining how commercialisation may impact some aspects of the student experience, including academic performance, motivation for learning, and how academics perceive the effects of commercialisation on students and themselves. This chapter also considers the experience of a specific group of students—those from Black and minority ethnic backgrounds. Much of the research discussed is underpinned by a theory of motivation, self-determination theory. This theory is supported by empirical research showing that when our psychological needs for autonomy, competence, and relatedness are met, we experience optimal forms of motivation to achieve our goals and have greater wellbeing. Unfortunately, the environment created by the commodification of higher education may cause conflict between what students think they want as consumers with what they need as learners, which undermines motivation for learning and academic success. These findings are discussed in light of implications for facilitating student engagement, experience, and learning, with resources provided at www.brookes.ac.uk/SIIP.
  

• Woolley JD, Bunce L, Boerger B, 'Relations between imagination and creativity' in Preiss D, Kaufmann J, Cosmelli D (ed.), Creativity and the Wandering Mind, Academic Press (2020)
  ISBN: 9780128164006 eISBN: 9780128166147
  Abstract

  This chapter explores the relation between imagination and creativity, with an emphasis on its origins and development. We discuss different models of creativity, debates about its nature, and different ways of measuring both imagination and creativity. The bulk of the chapter reviews empirical studies with children, both correlational and experimental, and we conclude from these studies that, although the evidence is promising with regard to uncovering a causal relation between imagination and creativity, there is still much work to be done. We report our own research exploring how the content of children's imagination may play an important role in relation to creativity and also discuss our findings on the effects of various personality variables on adult creativity. We conclude with directions for future research.
  

  Website 
• Bunce L, 'The Voice of the Student as a "Consumer"' in Winstone N, Lygo-Baker S, Warburton S, Kinchin I (ed.), Engaging Student Voices in Higher Education, Palgrave Macmillan (2019)
  ISBN: 9783030208233 eISBN: 9783030208240
  Abstract

  Bunce discusses the impact of students being defined as ‘consumers’ of their higher education. The chapter first considers when and why students came to be defined as consumers in England and Wales, UK, and then reflects upon the advantages and disadvantages associated with treating students as consumers of their education. This discussion includes the perspectives of both students and academic staff, and reviews empirical evidence about the effects of students themselves identifying as consumers on their approaches to learning and academic performance. The chapter concludes with a summary of the challenges for universities when listening to the student as consumer voice and emphasises the importance of striking a balance between making students feel heard, while resisting the notion that ‘the customer is always right’.
  

  Website 
• Shaw S, Bunce L, 'Electrifying London: Connecting with mainstream markets' in Filho WL, Kotter R (ed.), Electrifying London: Connecting with mainstream markets, Springer International Publishing (2015)
  ISBN: 978-3-319-13193-1 eISBN: 978-3-319-13194-8
  Abstract London’s Mayor Johnson has given a high priority to Electric Vehicles (EVs) as the most appropriate road transport technology to reduce CO2 emissions and improve air quality. This chapter outlines the policy rationale that underpins the Mayor’s strategy to stimulate the early market for EVs, and reviews its implementation over the period 2009–2014. The Mayor of London’s commitment has been demonstrated through initiatives that include the development of the diesel-electric hybrid ‘New Bus for London’, experimental hydrogen fuel cell powered buses and taxis, by collaboration with commercial operators to pilot electrification of freight transport, and by plans to create ‘the world’s first Ultra Low Emission Zone’ by 2020. Another key objective has been to create an extensive infrastructure for recharging electric scooters, motorcycles, cars, vans and light trucks by 2015. The authors consider these developments with reference to recent research on early market adaptation to electric driving, and the prospects for converting mainstream private drivers and firms. This leads to a discussion of some important challenges that suggest the need for further research to help decision-makers improve the effectiveness of interventions, especially at the user interface: locating and designing EV infrastructure, supporting longer distance electric driving and informing current and potential EV users.Website 

Conference papers

• Bunce L, Childs J, Lonsdale A, King N, 'Building Academic Success and Resilience in Social Work Students: An Application of Self-Determination Theory'
  4 (5) (2017)
  Abstract A major concern for the Social Work profession concerns the frequency of burn-out and high turnover of staff. The characteristic of resilience has been identified as playing a crucial role in social workers’ ability to have a satisfying and successful career. Thus a critical role for social work education is to develop resilience in social work students. We currently need to know more about how to train resilient social workers who will also increase the academic standing of the profession. The specific aim of this research was to quantify characteristics that may contribute towards resilience and academic success among student social workers in order to mitigate against the problems of burn-out and low academic standing. These three characteristics were competence (effectiveness at mastering the environment), autonomy (sense of control and free will), and relatedness (interacting and connecting with others), as specified in Self-Determination Theory (SDT). When these three needs are satisfied, we experience higher degrees of motivation to succeed and wellbeing. Thus when these three needs are met in social work students, they have the potential to raise academic standards and promote wellbeing characteristics that contribute to the development of resilience. The current study tested the hypothesis that higher levels of autonomy, competence, and relatedness, as defined by SDT, will predict levels of academic success and resilience in social work students. Two hundred and ten social work students studying at a number of universities completed well-established questionnaires to assess autonomy, competence, and relatedness, level of academic performance and resilience (The Brief Resilience Scale). In this scale, students rated their agreement with items e.g., ‘I bounce back quickly after hard times’ and ‘I usually come through difficult times with little struggle’. After controlling for various factors, including age, gender, ethnicity, and course (undergraduate or postgraduate) preliminary analysis revealed that the components of SDT provided useful predictive value for academic success and resilience. In particular, autonomy and competence provided a useful predictor of academic success while relatedness was a particularly useful predictor of resilience. This study demonstrated that SDT provides a valuable framework for helping to understand what predicts academic success and resilience among social work students. This is relevant because the psychological needs for autonomy, competence and relatedness can be affected by external social and cultural pressures, thus they can be improved by the right type of supportive teaching practices and educational environments. These findings contribute to the growing evidence-base to help build an academic and resilient social worker student body and workforce.Website 

Other publications

• Carrol S, Walsh C, Burgess M, Harris M, Mansbridge S, King N, Bunce L, 'Assessing the viability of EVs in daily life'
  (2014) Website 

Joseph-Green, H. & Bunce, L. (Spring, 2017) To imagination and beyond…my experience as a BPS research assistant. Developmental Psychology Forum, British Psychological Society, 85, 16-17.

Baird, A. & Bunce, L. (2016) To what extent do undergraduates perceive themselves as learners or consumers? ALFRED, 5, 8-15

Other Reports

Shaw, S., Bunce, L. & Kotttasz, R. (2014) Recommendations to inform the setting up of regional e-mobility information centres. E- Mobility NSR, Workload Package 6.8

Shaw, S. & Bunce, L. (2014) Mapping public and private gaps in the electric vehicle market. E-Mobility NSR, Workload Package 6.6 Visit the E-Mobility website

Bunce, L. (2014, Jan) “The Butler” A poignant history lesson. The Psychologist

Bunce, L. & Westermann, G. (Spring 2010) Babylabs: What can they tell us about development? Developmental Psychology Forum, British Psychological Society.

Bunce, L. (2007) Children's understanding of distinctions between real and not-real. PhD Thesis. Oxford Brookes University.

Membership of professional bodies

Chartered Psychologist (CPsychol)

Associate Fellow of the British Psychological Society (AFBPsS)

Senior Fellow of the Higher Education Academy (SFHEA)

 

Consultancy

In the past I have conducted consultancy for Action for Children, OASIS Art, Disneyland Paris, and the Office for Low Emission Vehicles.

I am available for consultancy in areas broadly related to my teaching and research.

 

Conferences

Recent:

Beck, S. R., Whalley, C., Bunce, L. & Lagaha, S. (2021) Can priming spatial distance improve children’s ability to innovate tools? Symposium presentation at Society for Research in Child Development, Online

Invited speaker: Bunce, L. (2020) How can we meet the needs of students as ‘learners’ and ‘consumers’ in post-pandemic higher education? The Higher Education Sector in the Post Pandemic Landscape, online

Invited keynote speaker: Warwick University Annual Learning and Teaching Conference (2020)

Foxcroft, D., Howcutt, S., Matley, S., Bunce, L. & Davies, E. (2019) Testing social status and family socialisation hypotheses of alcohol use in Norwegian young people: a causal mediation analysis. Poster presentation at 10^th European Society for Prevention Research. Ghent, Belgium.   

Boerger, E., Woolley, J. & Bunce, L. (2019) Development and validation of a creative thinking task for young children, Poster presentation at Cognitive Development Society Biennial Conference, Louisville, KY

Talib, S., Bunce, L., King, N. & Saran, S. (2019) Experiences of BME students at university and implications for academic success: an application of self-determination theory. Talk at Department for Education, University of Oxford Inclusivity Conference STORIES.

Invited speaker: Westminster Insights Policy Forum, Student consumers (2018)

Bunce, L., King, N., Saran, S. & Talib, S. (2018) Understanding experiences of black and minority ethnic students: implications for academic success. Talk at Access and Participation across the student lifecycle: highs and lows of research and practice conference, Reading, UK.

Bunce, L. & King, N. (2018) Academics’ perception of attitudes towards learning in undergraduate student 'consumers': a self-determination theory approach. Talk at the British Psychological Society Education Section Annual Conference, Oxford.

Bunce, L., King, N., Saran, S. & Talib, S. (2018) Understanding the psychological needs of black and minority ethnic students at university. Talk at the British Psychological Society Education Section Annual Conference, Oxford.

Bunce, L. & Bennett, M. (2018) A degree of studying? Approaches to learning and academic performance among undergraduate student ‘consumers’. Talk at the British Psychological Society Education Section Annual Conference, Oxford.

Bunce, L., King, N., Saran, S. & Talib, S. (2018) Inclusive learning and teaching practices to enhance academic achievement for black and minority ethnic students in social work. Talk at Joint Social Work Education and Research Conference, Canterbury.

Bunce, L. (2018) Research-informed practice? How to co-produce research with social work students in the classroom. Talk at Joint Social Work Education and Research Conference, Canterbury.

Bunce, L., Lonsdale, A., King, N., Childs, J. & Bennie, R. (2018) Emotional intelligence and self-determined behaviour reduce psychological distress: Interactions with resilience in social work students in the UK. Talk at Joint Social Work Education and Research Conference, Canterbury.

Bunce, L., King, N., Saran, S., Sheriff, M. & Talib, S. (2018) Understanding the psychological needs of black and minority ethnic students at university. Talk at the British Psychological Society Division of Academics, Researchers, and Teachers in Psychology Inaugural Annual Conference, Birmingham.  

Bunce, L. & King, N. (2018) How do academics respond to student ‘consumers’? An exploration using self-determination theory. Talk at the British Psychological Society Division of Academics, Researchers, and Teachers in Psychology Inaugural Annual Conference, Birmingham.  

Bunce, L., King, N., Saran, S., Sheriff, M., Talib, S. & Bell, J. (2018) Learning and teaching to enhance academic achievement among black and minority ethnic students. Talk at Oxford Brookes University Annual Learning and Teaching Conference, Oxford.

Bunce, L. (2018) Perception of value for money and educational engagement in undergraduate students. Talk at Oxford Brookes University Annual Learning and Teaching Conference, Oxford.

Beck, S., Whalley, C., Cutting, N. & Bunce, L. (2018) Tool innovation, manufacture, and use in evolutionary, ontogenetic, and neurocognitive perspectives. Symposia at the 26th Conference of the European Society for Philosophy and Psychology, Rijeka, Croatia.

Bunce, L., King, N., Saran, S., Childs, J. & Sheriff, M. (2018) Understanding the psychological needs of black and minority ethnic social work students at university. Poster presentation, Talk at CRISOWO Professional Social Work and Sustainable Development in Africa, Rwanda.

Bunce, L., Lonsdale, A., King, N., Childs, J. & Bennie, R. (2018) Resilience and psychologicalwellbeing in social work students: supporting social work education in challenging times. Talk at CRISOWO Professional Social Work and Sustainable Development in Africa, Rwanda.

Beck, S., Whalley, C., Cutting, N. & Bunce, L. (2018) Social and psychological contexts for tool-innovation Poster presentation at Eighth Annual Budapest CEU (Central European University) Conference on Cognitive Development, Hungary. 

 

Other experience

External Examiner, Staffordshire University (2016-2020)

Committee member: Joint University Council for Social Work Education and Research Committee (2017-

Co-Editor Psychology Teaching Review (2020-

Mentor: Feminist Leadership in Science (FELISE) (2020-2021)

You can book me to give a talk about my areas of interest https://www.speakezee.org/speaker/profile/307/louise-bunce

Further information

See my website containing teaching resources on inclusion and identities www.brookes.ac.uk/SIIP

Blog Posts

WonkHE Imagining a more flexible post-pandemic university

A degree of studying

Learning versus Earning

How to build creativity

https://www.heacademy.ac.uk/blog/business-attending-university-negative-impact-student-consumer-mindset-academic-performance

https://morethanadodo.com/2017/01/03/the-power-of-real/

 

Fiction

Collaboration with myself and a writer, Deborah Fielding, who wrote a short story inspired by research entitled 'Is it real?' https://www.brookes.ac.uk/poetry-centre/projects/science-writes-to-life/louise-bunce-and-deborah-fielding/

 

Social Media

Follow me on twitter https://twitter.com/l_bunce or connect with me on linked in https://uk.linkedin.com/in/lbunce, researchgate https://www.researchgate.net/profile/Louise_Bunce and academia https://oxfordbrookes.academia.edu/LouiseBunce

 

Google scholar profile https://scholar.google.co.uk/citations?user=ihpyOoMAAAAJ&hl=en&authuser=2

 

The British Psychological Society - the regulatory body for Psychologists in the UK.

 

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