Recruitment, Retention and Progression: Navigating the Flashpoints of Gender, Race and Religious Discrimination in Higher Education

2021 ◽  
pp. 229-239
Author(s):  
Heidi Safia Mirza
Keyword(s):  
Higher Education ◽  
Religious Discrimination

Education

2021 ◽  
pp. 123-144
Author(s):  
Catherine Casserley
Keyword(s):  
Higher Education ◽  
Human Rights ◽  
Judicial Review ◽  
Case Law ◽  
Religious Discrimination ◽  
Disability Discrimination ◽  
Code Of Practice ◽  
Unlawful Conduct ◽  
Technical Guidance

This chapter looks at Part 6 of the Equality Act 2010, which sets out what is unlawful conduct in relation to education. Chapter 1 of Part 6 deals with schools; Chapter 2 with further and higher education; and Chapter 3 with general qualifications bodies. At the time of writing, there is no statutory code of practice in relation to either pre-16 education or further and higher education. The Equality and Human Rights Commission has produced non-statutory guidance, referred to as technical guidance, however, for schools and for further and higher education. There has been relatively little case law in the education field though what there has been has either been brought in the First-tier Tribunal (where disability discrimination cases in schools must be brought) or has tended to focus on race and religious discrimination and been litigated by way of judicial review.

Cluttering in the Communicative Disorders Curriculum

2009 ◽  
Vol 19 (2) ◽  
pp. 52-57
Author(s):  
John A. Tetnowski
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Communication Disorders ◽  
Educational Opportunities ◽  
Opportunities For Learning ◽  
Communicative Disorders ◽  
Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

Thriving in Academia: Understanding and Managing the Complexities of Faculty Work

2012 ◽  
Vol 15 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Ketevan Mamiseishvili
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Community Engagement ◽  
Everyday Life ◽  
Work Setting ◽  
Higher Education Research ◽  
Faculty Work ◽  
College And University ◽  
Teaching Research ◽  
University Settings

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.

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