scholarly journals ‘Why I Am Not a Fan of the Lion King’: Ethically Informed Approaches to the Teaching and Learning of South African Dance Forms in Higher Education in the United Kingdom

2018 ◽  
pp. 115-129
Author(s):  
Sarahleigh Castelyn
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
South African ◽  
Teaching And Learning ◽  
African Dance ◽  
The United Kingdom

scholarly journals Introduction: 5 years of ELEUK

2020 ◽  
pp. 1-4
Author(s):  
Amparo Lallana ◽  
Lourdes Hernández Martín ◽  
Mara Fuertes Gutiérrez
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
United Kingdom ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Spanish Language ◽  
The United Kingdom ◽  
The Uk

We are delighted to be able to present to you this fifth anniversary volume which inaugurates a series of publications emanating from conferences organised by ELEUK, the Association for the Teaching of Spanish in Higher Education in the United Kingdom (www.eleuk.org). Nearly a decade ago, Spanish Language Teaching (SLT) was going from strength to strength across higher education; however, there were hardly any conferences or professional development events within the UK dedicated specifically to the teaching of Spanish. University colleagues and language professionals got together to launch a space from where to promote the teaching and learning of Spanish, foster research in SLT, provide opportunities for teacher development, facilitate collaboration among its members, and enhance subject expertise.

Excellence in Teaching and Learning in Higher Education: Institutional policies, research and practices in Europe

2021 ◽  
Author(s):  
Isabel Huet ◽  
Teresa Pessoa ◽  
Fátima Teresa Sol Murta
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Teaching And Learning ◽  
Policy Research ◽  
Pedagogical Practices ◽  
The Czech Republic ◽  
The United Kingdom ◽  
Research And Teaching ◽  
Initial Idea ◽  
The University

The initial ‘idea’ for the book emerged during the seminar Sharing of Innovative Pedagogical Practices that occurred at the University of Coimbra (Portugal) in 2018. Like all ‘good ideas’, this one originated in a conversation between colleagues from the University of Coimbra and the University of West London in the United Kingdom. The ‘idea’ of this book was to move away from sharing experiences related to teaching and learning in higher education in just one or two countries, but instead to organise a more European view about the policy, research and teaching practices that are shaping the way our students learn, academics teach and do research. We have a total of 16 chapters from academics in Portugal, the United Kingdom, Ireland, Sweden, the Netherlands, Spain, Italy, and the Czech Republic.<br>The book is organised in four interrelated themes: (1) policy and quality; (2) professionalisation of teaching and academic development; (3) research and teaching nexus; and (4) pedagogy and practice. <br>Enjoy reading the book!

scholarly journals Art Education in the Age of Metrics. A critical exhibition about how we teach and learn art under neoliberal conditions

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Emma Brasó
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Art Education ◽  
Teaching And Learning ◽  
The United Kingdom ◽  
University Life ◽  
The University ◽  
The Impact ◽  
Data Culture ◽  
The Town

The higher education sector in the United Kingdom finds itself immersed in a data culture that evaluates every aspect of the university life according to a metrical paradigm. Art education, an area with its own teaching and learning characteristics, is particularly incompatible with a model that favours efficiency, productivity and success over all other aspects. In this essay I describe an exhibition, Art Education in the Age of Metrics, which took place in 2017 at the campus gallery of a specialist university located in the town of Canterbury. This was a curatorial project that tried not only to represent the difficulties of art education in the current climate, but that by engaging the university community—particularly students— in the process of organizing the exhibition, tried to actively intervene in the debates on the impact of this neoliberal model in how we teach and learn art today.

Call in UK Higher Education: A Preliminary Survey by the CTI Centre for Modern Languages

ReCALL ◽  
1990 ◽  
Vol 2 (2) ◽  
pp. 1-4 ◽  
Author(s):  
Brian Powell
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Teaching And Learning ◽  
The Other ◽  
Preliminary Survey ◽  
Current Range ◽  
Attitudes And Practices ◽  
The United Kingdom ◽  
Actual Use ◽  
Uk Higher Education

Since the principal objectives of the CTI Centre for Modem Languages (CTICML) and of the other CTI Centres are to increase awareness of the potential of computers and other forms of IT in teaching and learning and to stimulate their actual use, it seemed a reasonable first step after the establishment of the CTICML in April 1989 to try to establish the current range of attitudes and practices in the field of lan- guages in higher education in the United Kingdom. We considered that this would both help us to gain a view of what had to be done and give us one yard- stick against which to measure the effect which our activities over the next few years will have had.

scholarly journals Comparing National Approaches to the Study of Intelligence

2020 ◽  
Vol 21 (3) ◽  
pp. 298-337
Author(s):  
Damien Van Puyvelde ◽  
James J Wirtz ◽  
Jean-Vincent Holeindre ◽  
Benjamin Oudet ◽  
Uri Bar-Joseph ◽  
...  
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
Teaching And Learning ◽  
The United States ◽  
Learning Opportunities ◽  
Government Information ◽  
The United Kingdom ◽  
Intelligence Studies ◽  
Scientific Meetings

Abstract This forum compares and contrasts national experiences in the development of intelligence studies from the perspective of seven countries: France, Japan, Israel, Romania, Spain, the United Kingdom, and the United States. The discussion is structured around a comparative framework that emphasizes five core dimensions that, we posit, are essential to the emergence of this subfield: access to relevant government information, institutionalization of research on intelligence and security in a higher education setting, periodic scientific meetings and networks, teaching and learning opportunities, and engagement between researchers and practitioners. The forum demonstrates how researchers working in different contexts and disciplines have overcome similar challenges to broaden our understanding of secret government practices.

A CUSTOMISED FRAMEWORK FOR EFFECTIVE PODCAST INTEGRATION IN A SOUTH AFRICAN HIGHER EDUCATION ENVIRONMENT

2016 ◽  
Vol 38 (1) ◽  
pp. 14-32
Author(s):  
Shane Pachagadu ◽  
Liezel Nel
Keyword(s):  
Higher Education ◽  
Conceptual Framework ◽  
South African ◽  
Teaching And Learning ◽  
Teaching And Learning Environment ◽  
Education Environment ◽  
University Of Technology ◽  
African Higher Education ◽  
South African Higher Education ◽  
Effective Integration

Numerous studies have explored the potential of podcast integration in teaching and learning environments. This paper first presents and organises perspectives from literature in a conceptual framework for the effective integration of podcasting in higher education. An empirical study is then discussed in which the guidelines presented in the framework were evaluated for applicability in a selected course at a South African University of Technology. Since the results of the study revealed a number of aspects not accounted for in the conceptual framework, the framework was customised to make it more applicable for the particular higher education environment. The customised framework identifies four principles and a series of related guidelines for the effective integration of podcasts in a South African higher education teaching and learning environment. This framework can become a valuable resource for effective podcast integration in similar environments.

More about Diamonds

2019 ◽  
pp. 115-119
Author(s):  
Vladimir Shubin
Keyword(s):  
United Kingdom ◽  
South African ◽  
Personal Experience ◽  
African Studies ◽  
Short Term ◽  
Soviet State ◽  
The United Kingdom ◽  
De Beers

The article is a rejoinder to the work of Yury S. Skubko, previously published in the Journal of the Institute for African Studies, on Moscow’s relations with De Beers. It is based not only on the available literature but also on the author’s personal experience. The author shows that under the monopoly of this South African company in the field of diamond sales, Soviet organizations, even in the conditions of a South African boycott, were forced to deal with its subordinate structures and the attempts to sideline them were in vain. In particular the article analyses the attitude to a controversial agreement signed by the Soviet state-owned “Glavalmalmazzoloto” and De Beers Centenary in 1990, when, like in many other cases in the “Gorbachev’s era” Moscow’s principle stand was eroded for short-term results even personal gains. The author comes to the conclusion that the responsibility for Moscow’s dealings with De Beers must be borne not by our country, but above all by the United Kingdom, which allowed De Beers have the headquarters of its Central Selling Organisation (CСO) in London.

scholarly journals A Comparative Discussion of the Judicial Disqualification of Directors under the South African Companies Act

2020 ◽  
pp. 1-24
Author(s):  
Rehana Cassim
Keyword(s):  
United States ◽  
United Kingdom ◽  
South African ◽  
United States Of America ◽  
The United States ◽  
The South ◽  
The United Kingdom ◽  
Locus Standi

Abstract Section 162 of the South African Companies Act 71 of 2008 empowers courts to declare directors delinquent and hence to disqualify them from office. This article compares the judicial disqualification of directors under this section with the equivalent provisions in the United Kingdom, Australia and the United States of America, which have all influenced the South African act. The article compares the classes of persons who have locus standi to apply to court to disqualify a director from holding office, as well as the grounds for the judicial disqualification of a director, the duration of the disqualification, the application of a prescription period and the discretion conferred on courts to disqualify directors from office. It contends that, in empowering courts to disqualify directors from holding office, section 162 of the South African Companies Act goes too far in certain respects.

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