This paper explores the effect teaching in a specially designed 'creative learning space' has on students' engagement with the learning process, their motivation to explore, experience and discover (i.e. to be creative), and on them becoming more active, autonomous learners. It examines the notion of creative space, how it differs from teaching and learning in a typical classroom environment and the impact it has had on students and staff. Socio-economic changes affecting Higher Education are having a considerable impact on the nature of the curriculum and the way in which teaching is carried out. The student body is becoming increasingly diverse and a greater premium is being attached to the development of so-called higher-order skills such as creativity. This is being further affected by an increase in the use of advanced technology and changes in the teaching-learning relationship with the lecturer's role becoming increasingly one of a facilitator of the learning process. Thus, there has been an increased interest in exploring innovative and stimulating practices and learning spaces. It is not an easy task to measure the effectiveness of any learning space as there are many variables: teacher style, learning techniques, the method of delivery, etc. This paper reports on the initial findings of using such a space in an attempt to make a difference to students' learning and their creative capacity. OverviewThis paper concentrates on the notion of 'creative learning space' and its different uses in a Higher Education environment. The C-space (Creative space) is one of the professional spaces of the 'Bridges' Centre for Excellence in Teaching and Learning (CETL) at the University of Bedfordshire. There are 74 CETLs in the UK, which are funded by the Higher Education Funding Council for England (HEFCE) as part of a national initiative. Each CETL has a leading theme, and Bridges' is to support the Personal, Career, and Professional Development of undergraduate students. The name 'Bridges' is not accidental as the centre aims to bridge the gap between students' learning experiences and the world beyond university, smoothing transitions into the workplace and opening opportunities.The relationship between learning and space is central to 'Bridges' and it has its own professional working environment, the Bridges Learning Space, comprising three different learning areas:• The S-space (Social Learning Space) -designed to enhance learner engagement in a relaxed setting (see Figure 1). • The F-space (Formal Space) -a 'boardroom' which is used for seminars and lectures and includes a range of technologies to support learning.

The aim of this study was to conduct a systematic literature review to ascertain whether cognitive behavioural therapy (CBT) for social anxiety disorder (SAD) can be successfully used in non-Western contexts and demonstrate sufficient effectiveness. This area is largely under-researched with conflicting evidence presented in quantitative studies, with virtually no qualitative studies published. This review utilized realist review methodology and focused on qualitative case studies presented by clinicians. A systematic search of EBSCO HOST, The Cochrane Library Database, Google, Google Scholar and reference mining, using various combinations of terms relating to: (1) CBT, (2) social anxiety and (3) cultural diversity were employed. Seven case studies of cultural adaptations of CBT treatment for culturally diverse SAD sufferers were included. The treatment outcomes were generally promising in all cases (reporting significant decrease of SAD symptoms, maintained over time) and the success of therapy was often attributed to culturally specific modifications introduced. CBT can be an acceptable and effective treatment for culturally diverse SAD sufferers with ‘modest’ modifications, without major diversions from the original CBT models and protocols, but this finding must be treated with caution and more methodologically rigorous research (qualitative and quantitative) is needed to more fully understand what works, for whom and in what circumstances.

This article reflects on and discusses Central and Eastern European (CEE) learners' adaptability and achievement in one English post-1992 university. There appears to be a scarcity of studies of values, beliefs, attitudes and needs as well as achievement (and factors contributing to it) between CEE and other learners. Since the expansion of the European Union, CEE students' presence in British higher education has become more pronounced. CEE learners are treated as home students (for the purpose of fees) and yet they come from a distinctively different socio-historical background and pedagogic tradition -tradition (as explained further in the article) that is, to a certain extent, common in CEE countries as a result of the sovietisation of education systems within post communistic countries of Central and Eastern Europe. In the British higher education sector there is a move in curriculum delivery towards more personalised learning, which underlines that effective teaching and learning starts with understanding the individual student. Therefore, it is important that universities with a high proportion of EU students attempt to understand where CEE students come from and what their aspirations might be. This article provides some insights into CEE learners' values, attitudes and motivations to learn and looks for possible reasons for their success.

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There is substantial research evidence (e.g. Nygaard and Holtham, 2008, 2009) to indicate that students’ active engagement in co-constructing knowledge, and taking responsibility for their own learning, is key to their achievement and development. This chapter will explore Concept Mapping (CM) not only as one means of gathering research data but also – and most importantly – as a powerful technique to support reflection and offer space for internal dialogue about each student’s personal development.Concept maps were gathered from a sample of students on a postgraduate business programme. In addition to the data from the concept maps themselves, semi-structured individual interviews were conducted with part of the sample to follow-up and illuminate the CM process, as they seemed to deepen the reflective capacity of those students through more structured and socially-mediated activity.Findings from this research indicate that CM introduced within a socially supported and structured process can enable the shift from teacher reliance to student autonomy. It is also suggested that students do need structured and scaffolded activities in the area of Personal Development Planning (PDP), especially in reflective tasks, as they are often not sure how to approach this area of learning.