Conclusions

2020 ◽  
pp. 214-236
Author(s):  
Alison Scott-Baumann ◽  
Mathew Guest ◽  
Shuruq Naguib ◽  
Sariya Cheruvallil-Contractor ◽  
Aisha Phoenix
Keyword(s):  
Higher Education ◽  
Religious Literacy ◽  
Cultural Engagement ◽  
Islamic Studies ◽  
High Profile ◽  
Political Ideologies ◽  
Research Findings ◽  
Gendered Roles ◽  
The Uk

These research findings show that the higher education research agenda can become distorted by imperatives coloured by political ideologies and a caricatured polarization of religion and secularity. These impulses originate outside the higher education sector and should be challenged. The UK universities need to improve the religious literacy of university students and to tackle ignorance towards Muslims in order for campuses to be inclusive spaces where all students can learn from the diversity around them. Islamic colleges need to interrogate some of their patriarchal assumptions about gendered roles in line with the important feminist work that their syllabi explore. This would be aided by recruitment of high profile women Islamic Studies lecturers and critical reflection on gender roles on campus. We call for the prophetic role of the universities and the Islamic colleges to be reclaimed through a transparent, joint programme of robust and critical cultural engagement for all.

scholarly journals Navigating an Uncertain Labor Market in the UK: The Role of Structure and Agency in the Transition from School to Work

2020 ◽  
Vol 688 (1) ◽  
pp. 77-92
Author(s):  
Ingrid Schoon
Keyword(s):  
Higher Education ◽  
Young People ◽  
School To Work ◽  
Occupational Attainment ◽  
Employment Opportunities ◽  
Age Cohorts ◽  
Structure And Agency ◽  
The Uk ◽  
Career Options

This article reviews the evidence on young people in the UK making the transition from school to work in a changing socioeconomic climate. The review draws largely on evidence from national representative panels and follows the lives of different age cohorts. I show that there has been a trend toward increasingly uncertain and precarious employment opportunities for young people since the 1970s, as well as persisting inequalities in educational and occupational attainment. The joint role of social structure and human agency in shaping youth transitions is discussed. I argue that current UK policies have forgotten about half of the population of young people who do not go to university, by not providing viable pathways and leaving more and more young people excluded from good jobs and employment prospects. Recommendations are made for policies aimed at supporting the vulnerable and at provision of career options for those not engaged in higher education.

scholarly journals Young People’s Services in an Age of Neoliberalism

2010 ◽  
Vol 8 (2) ◽  
pp. 189-206
Author(s):  
Graham Brotherton ◽  
Christina Hyland ◽  
Iain Jones ◽  
Terry Potter
Keyword(s):  
Higher Education ◽  
Young People ◽  
Higher Education Policy ◽  
Coalition Government ◽  
Youth Services ◽  
Policy Initiatives ◽  
The United Kingdom ◽  
The Uk ◽  
The Way

Abstract This article brings together four different perspectives which explore the way in which various policy initiatives in recent years have sought to construct young people resident in the United Kingdom within particular policy discourses shaped by neoliberalism. In order to do this it firstly considers the way in which the assumptions of neoliberalism have increasingly been applied by the new Coalition Government to young people and the services provided for them; it then considers the particular role of New Labour in the UK in applying these ideas in practice. Specific examples from the areas of young people’s participation in youth services and higher education policy are then considered.

scholarly journals Knowledge Transfer Openness Matrix Facilitating Accessibility in UK Management Education Teaching

2017 ◽  
pp. 230-252
Author(s):  
Jonathan D. Owens ◽  
Usman Talat
Keyword(s):  
Higher Education ◽  
Knowledge Transfer ◽  
Teaching And Learning ◽  
Empirical Investigation ◽  
Management Education ◽  
Learning Technologies ◽  
The Matrix ◽  
The Uk ◽  
Uk Higher Education

This is an empirical investigation considering how the Knowledge Transfer Openness Matrix (KTOM) could facilitate accessibility and Knowledge Transfer (KT) for the UK Higher Education (HE) Management Education Teaching when utilising learning technologies. Its focus is where learning technologies applications currently assist the KT process and support accessibility for the HE teacher and learner. It considers the philosophy of openness, focusing on its usefulness to support accessibility within UK HE Management Education Teaching. It discusses how the openness philosophy may assist the KT process for the HE teacher and learners using learning technologies. In particular, the potential to support accessibility within HE Management Education Teaching environments is appraised. There appear several implications for both teachers and learners. These are characterized in the proposed KTOM. The matrix organises KT events based on the principles of the openness philosophy. The role of learning technologies in events is illustrated with regard to teaching and learning accessibility.

The Role of Social Networking Sites for Language Learning in UK Higher Education

2014 ◽  
pp. 1745-1764
Author(s):  
Billy Brick
Keyword(s):  
Higher Education ◽  
Social Networking ◽  
Language Learning ◽  
Peer Review ◽  
Social Networking Sites ◽  
Language Education ◽  
Text Chat ◽  
The Uk ◽  
Uk Higher Education

This paper seeks to assess the potential for Social Networking Sites (SNSs) to play a role in language learning in the UK Higher Education (HE) sector. These sites are characterised by certain features including learning materials, synchronous and asynchronous video and text chat facilities, a peer review feature, and some sites also incorporate an award system, in the form of points (http://www.livemocha.com) or ‘berries' (http://www.busuu.com). This serves to motivate participants by rewarding them for their progress and for their peer review activities. In order to consider if, or how, to integrate SNSs into the UK HE curriculum it is important to consider the views of practitioners and learners towards such sites and whether they consider them to have a potential role in HE language education. The paper will report on the outcomes of two small research projects which have sought to establish the view of both practitioners and students towards SNSs in the HE context. When considered overall the practitioners were more positive about the site than the learners.

scholarly journals Cultures of caring: Healthcare ‘scandals’, inquiries, and the remaking of accountabilities

2018 ◽  
Vol 48 (1) ◽  
pp. 101-124 ◽  
Author(s):  
Dawn Goodwin
Keyword(s):  
Healthcare Professionals ◽  
Geographical Location ◽  
Collective Responsibility ◽  
Pivotal Role ◽  
Organizational Cultures ◽  
Professional Ideology ◽  
High Profile ◽  
The Uk

In the UK, a series of high-profile healthcare ‘scandals’ and subsequent inquiries repeatedly point to the pivotal role culture plays in producing and sustaining healthcare failures. Inquiries are a sociotechnology of accountability that signal a shift in how personal accountabilities of healthcare professionals are being configured. In focusing on problematic organizational cultures, these inquiries acknowledge, make visible, and seek to distribute a collective responsibility for healthcare failures. In this article, I examine how the output of one particular inquiry – The Report of the Morecambe Bay Investigation – seeks to make culture visible and accountable. I question what it means to make culture accountable and show how the inquiry report enacts new and old forms of accountability: conventional forms that position actors as individuals, where actions or decisions have distinct boundaries that can be isolated from the ongoing flow of care, and transformative forms that bring into play a remote geographical location, the role of professional ideology, as well as a collective cultural responsibility.

Geospatial data in the UK

2019 ◽  
Vol 33 (1) ◽  
pp. 27-41 ◽  
Author(s):  
Suzanne Jozefowicz ◽  
Merlin Stone ◽  
Eleni Aravopoulou
Keyword(s):  
Western Country ◽  
Geospatial Data ◽  
Content Type ◽  
Research Findings ◽  
Potential Benefits ◽  
Uk Government ◽  
The Government ◽  
The Uk

Purpose The purpose of this paper is to explain the rise of geospatial data, its importance for business and some of the problems associated with its development and use. Design/methodology/approach The paper reviews a certain amount of previously published literature but is based mainly on analysis of the very large number of responses to a consultation paper on geospatial data published by the UK Government. Findings The findings are that while there is strong appreciation of the potential benefits of using geospatial data, there are many barriers to the development, sharing and use of geospatial data, ranging from problems of incompatibility in data definitions and systems to regulatory issues. The implication for governments and for providers and users of geospatial data relates to the need to take a long-term approach to planning in resolving the issues identified. Research limitations/implications The research findings are limited to the UK, but similar findings would be likely in any other large Western country. Practical implications This paper confirms the need for a strong and coherent approach to the planning of geospatial data and systems for the establishment of a clear basis for the different parties to work together and the need to clearly separate the roles of the government in establishing frameworks and standards and the role of the private sector in developing applications and solutions. Social implications Society is increasingly dependent on the use of geospatial data, in improving living standards and dealing with social problems. The recommendations identified in this paper, if followed, will facilitate these improvements. Originality/value The value of this paper is the tight synthesis that it provides of a wide ranging and complex range of responses to the UK Government consultation and placing these responses in the wider context of the development of geospatial data.

Teaching Religious Studies

2018 ◽  
Author(s):  
Eugene V. Gallagher
Keyword(s):  
Higher Education ◽  
Twentieth Century ◽  
Religious Studies ◽  
Religious Literacy ◽  
American Higher Education ◽  
Contemplative Pedagogy ◽  
Multiple Contexts ◽  
Teaching About Religion ◽  
The Ideal

Teaching about religion in American higher education has been shaped by multiple contexts, from the personal and institutional through the national and international. One persistent question concerns the purposes of teaching about religion, from Christian character formation to broad religious literacy as a prerequisite for informed citizenship. As the number of departments grew throughout the twentieth century, fundamental disagreements about the purposes of collegiate study of religion, the ideal curriculum, and the role of the teacher persisted. Contemporary movements, like advocating for religious literacy, “contemplative pedagogy,” and the push for infusing “spirituality” into higher education actually reprise earlier arguments. The field remains divided on several fundamental issues.

scholarly journals The Development of Islamic Study Through The Study of Figures: Significance and Methodology

2017 ◽  
Vol 2 (2) ◽  
pp. 147
Author(s):  
Ngainun Naim
Keyword(s):  
Higher Education ◽  
Review Of Literature ◽  
Methodological Study ◽  
Islamic Studies ◽  
Long Time ◽  
Religious Higher Education

This article describes the role of figure studies in Islamic studies. The study of real figures has been around for a long time and developed in the Islamic Religious Higher Education (PTKI). However, it takes various methodological and strategic steps to make its existence enrich the treasures of Islamic studies. Within this framework, this paper provides an affirmative perspective on the significance, methodology, and contributions of the study of the characters in Islamic studies. The study used in this paper is a review of literature that is structured in such a way that the basis of argumentation developed from the thinking of the experts of Islamic studies and other experts who have attention to the study of figures. This article is expected to provide a reinforcing perspective on the importance of theoretical reinforcement and methodological study of figures.

The Role of Institutions in Creating Student-Focused Virtual Learning Spaces with ePortfolio Systems

2012 ◽  
pp. 119-135
Author(s):  
Eva Heinrich ◽  
Yuliya Bozhko
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Virtual Learning ◽  
Practical Experience ◽  
Learning Spaces ◽  
Learning Space ◽  
Web 2.0 Tools ◽  
The World ◽  
Research Findings

In this chapter, we explore the currently dominant virtual learning spaces employed in institutions of higher education and contrast them with the virtual social spaces provided by Web 2.0 tools. Guided by the increasing focus on lifelong learning skills in the world of work and in higher education, we identify the gap that exists between institutional and social virtual spaces. We argue for filling this gap by providing access to institutional e-Portfolio systems to students in higher education, giving students an institutionally supported student-focused virtual learning space. By examining the perspectives of stakeholders involved in higher education, we identify challenges inherent in the adoption of institutional e-Portfolio systems and make recommendations for overcoming these based on practical experience and research findings.

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