B(u)y the book: evaluation of a university initiative to provide students with funds to buy books

2019 ◽  
Vol 20 (3) ◽  
pp. 196-200
Author(s):  
Frances Porritt ◽  
Linda Murphy ◽  
Gemma Wells ◽  
Emma Burns
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Market Competition ◽  
Full Time ◽  
Content Type ◽  
Reading List ◽  
Undergraduate Study ◽  
The Uk ◽  
The University ◽  
The Impact

Purpose In the era of high student fees and intense market competition, many universities now buy books for their new students, and recently have incorporated student choice into the offer, enabling students to choose how to spend funds. Teesside University has successfully piloted such an approach with one academic School, the School of Social Sciences, Humanities and Law. The pilot has now been extended to all academic Schools, with all students receiving £100 per academic year to spend on reading list books. The scheme covers new full-time undergraduate students at the University, and is operated in collaboration with an external company, John Smiths. The purpose of this paper is to evaluate the Teesside University Advance scheme against baseline data of book borrowing and reservation patterns of reading list titles. The paper explores the impact upon the student experience and student perceptions of the Library. Design/methodology/approach The project used a mixed methods approach. The quantitative strand analysed book borrowing and reservation patterns data from library systems and from book purchasing patterns data provided by the online store supporting the scheme. Students were also surveyed about the scheme. The qualitative strand, via one-to-one interviews conducted by the student researcher, gained an insight into why students select certain titles to purchase; and what their expectations of the university library are for the supply of reading list titles. Findings Analysis revealed an overall decline in book borrowing from the library of the titles selected for purchase by students via the scheme. Student perceptions of the library were positive and demonstrated a strategic use of library resources alongside book purchases and open web resources. At early stages of university undergraduate study, students need guidance on most appropriate resources to use and why, from either reading lists or book bundles. Originality/value Teesside University scheme is unique in the UK in covering all new full-time undergraduates and letting them choose which reading list titles to buy with the university funds provided.

scholarly journals The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

2018 ◽  
Vol 8 (3) ◽  
pp. 102 ◽  
Author(s):  
Matt Elphick
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Student Body ◽  
Learning And Teaching ◽  
Digital World ◽  
Key Skills ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

Loyalties divided or identities as resources? The role of external relational identification in facilitating socialization

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Peter Anzollitto ◽  
Danielle Cooper
Keyword(s):  
Undergraduate Students ◽  
Well Being ◽  
Initial Study ◽  
Conservation Of Resources ◽  
Full Time ◽  
Resource Base ◽  
Socialization Process ◽  
Content Type ◽  
Relational Identification ◽  
The Impact

PurposeAlthough research regarding socialization processes recognizes the importance of organizational identification for newcomer adjustment outcomes, it has less frequently considered the impact of newcomer identification with targets external to the organization. This study aims to investigate whether relational identification with identities external to the organization can be beneficial for socialization outcomes, a relationship the authors describe through the conservation of resources theory. At a time when newcomers are expending resources and may not have a support system inside the organization, important identities may foster success through building a resource base of support available to the newcomer.Design/methodology/approachTwo studies were conducted with newcomers, both groups responded to multi-wave surveys. The authors conducted an initial study with undergraduate students (n = 45) in their first semester of college and a second study with working individuals employed full time in their first year in a new organization (n = 148).FindingsRelational identification with identities external to the organization is positively related to job engagement through the dual mediation of social support and psychological well-being. The results indicate that these external resources encourage well-being and free newcomers to invest in becoming physically, emotionally and cognitively engaged with their new jobs.Practical implicationsThe results suggest that organizations may wish to take care in helping newcomers maintain strong relational identities outside the organization while becoming connected with their new organization.Originality/valueThe findings suggest that external relational identities are a neglected and important element influencing the socialization process.

Community responses to the removal of bottled water on a university campus

2014 ◽  
Vol 15 (3) ◽  
pp. 330-342 ◽  
Author(s):  
Katja Mikhailovich ◽  
Robert Fitzgerald
Keyword(s):  
Undergraduate Students ◽  
Environmental Sustainability ◽  
Action Learning ◽  
Bottled Water ◽  
Extensive Literature ◽  
University Campus ◽  
Community Responses ◽  
Content Type ◽  
The University ◽  
The Impact

Purpose – This paper aimed to examine the impact of the removal of bottled water on the campus community. This paper presents the findings of a survey conducted at the first Australian university to remove single-use bottled water from sale on a small regional university campus. The removal of bottled water from sale at the university formed part of the university’s commitment to environmental sustainability. Design/methodology/approach – The study was conducted substantially by undergraduate students who participated in an action learning project in which they assisted in the design, implementation and analysis of an online snapshot survey made available to all staff and students of the university. Findings – The results indicated some evidence of changes to pro-environmental behaviors such as increased use of re-fillable bottles, but there were less desirable outcomes such as drinking less water. Community perceptions were dramatically polarized. Restrictions on freedom of choice, concerns about health as a result of increased use of high-sugar drinks and the continued availability of other plastic drink bottles were provided as strong objections to the removal of bottled water from sale on campus. Practical implications – The study provides useful insights for university sustainability planners and administrators about the complex range of issues associated with the implementation of sustainability initiatives on a university campus. Originality/value – While extensive literature exists about the environmental impacts of bottled water, few studies have explored the impacts or community responses to the removal of bottled water in the university context.

Case study: establishing a social mobility pipeline to degree apprenticeships

2019 ◽  
Vol 9 (2) ◽  
pp. 149-163 ◽  
Author(s):  
Stella McKnight ◽  
Sarah-Louise Collins ◽  
David Way ◽  
Pam Iannotti
Keyword(s):  
Social Mobility ◽  
National Policy ◽  
Development Fund ◽  
Content Type ◽  
Targeted Interventions ◽  
Private And Public ◽  
The Uk ◽  
The University ◽  
The Impact

Purpose The government’s ambition is to have three million more apprentices by 2020. The newness of degree apprenticeships and insufficient data make it difficult to assess their relative importance in boosting the UK economy, meeting higher skills needs of employers, closing educational attainment gaps, increasing social mobility and supporting under-represented groups into professional employment. The purpose of this paper, led by the University of Winchester and delivered by a new collaboration of private and public sector partners, is to build a pipeline between those currently failing to progress to, or engage with, degree apprenticeships and employers seeking higher skills and a broader pool of applicants. Design/methodology/approach The paper provides an analysis of collaborative initiatives and related research in England as the context for university involvement in degree apprenticeships. The case study illustrates the benefits of collaboration in targeted outreach initiatives within the local region to address gaps in progression to degree apprenticeships. Findings This paper illustrates how establishing a regional picture of degree apprenticeship provision, access and participation can inform effective partnerships and build capacity locally to deliver the higher skills employers need, further demonstrating the potential benefits of university involvement in degree apprenticeship provision in contributing to local and national policy ambition. It also shows how effective targeted interventions can help under-achieving groups, including those in social care and women in digital enterprises. Originality/value The authors believe this paper is the only academic analysis of the impact of Degree Apprenticeship Development Fund activity in the region.

Independent and digital reading among undergraduates: the case of the University of Mauritius

2018 ◽  
Vol 10 (3) ◽  
pp. 296-310
Author(s):  
Caroline Rabaud ◽  
Naushad Mamode Khan ◽  
Smita Rampat
Keyword(s):  
Undergraduate Students ◽  
Binary Logistic Regression ◽  
Independent Reading ◽  
Digital Reading ◽  
Multinomial Regression ◽  
Content Type ◽  
Motivation To Read ◽  
Impact Of Technology ◽  
The University ◽  
The Impact

Purpose Undeniably, the growing influence of technology has had a significant impact on the reading process of undergraduate students and it is thus of priority interest now to understand the factors influencing independent and digital reading. The paper aims to discuss these issues. Design/methodology/approach In total, 231 questionnaires were administered among undergraduates at the University of Mauritius. A factor analysis was carried out and it was revealed that the attitude toward reading was mainly influenced by six aspects termed “Entertaining and Important,” “Lack of Interest,” “Convenience of Digital Reading,” “Utilitarian Purposes,” “Difficult Access to Reading Materials” and the “Compulsory Aspect.” This paper focuses also on determinants which could influence the behavior of undergraduates toward independent reading. In this sense, a binary logistic regression was performed. Findings Factors such as gender, the motivation to read and the time spent reading for academic purposes were found to be significant predictors. Also, given the impact of technology on the lifestyle, it was important to determine whether the respondents had adopted digital reading over printed reading by taking into consideration their preferred reading format. This query was taken care by a multinomial regression analysis where gender, faculty belonging and internet connection on mobile were found to influence the preferred method of reading by undergraduates. Originality/value The objectives are to analyze the reading habits and attitude of the undergraduates toward reading, evaluate factors which influence a student to engage in independent reading, determine factors that are likely to encourage students to prefer digital reading given the innovation in the e-reading field and to explore a possible relationship between independent reading and digital reading.

scholarly journals Academics’ experience of copyright

2019 ◽  
Vol 68 (6/7) ◽  
pp. 601-616 ◽  
Author(s):  
Vikee Chauhan ◽  
Peter Willett
Keyword(s):  
Academic Staff ◽  
Academic Librarians ◽  
Single Institution ◽  
Content Type ◽  
The Subject ◽  
Training Programmes ◽  
The Uk ◽  
The University ◽  
The Impact ◽  
Better Than

Purpose The purpose of this paper is to obtain a snapshot of attitudes and comprehension of the University of Greenwich (UoG) academics towards copyright and the impact of same on their teaching, complementing this with a survey of the experience of academic librarians (ALs) throughout the UK when dealing with faculty and copyright. Design/methodology/approach Two questionnaires were created and circulated to capture information from two sampled groups: the UoG academic staff and UK-wide ALs. A total of 55 responses were received to the questionnaire distributed to the former, and 83 responses were received to the questionnaire distributed to the latter. Findings The majority of the UoG academics believed they possessed a fair, or better than fair, understanding of copyright, with numerous respondents self-taught on the subject. Nevertheless, a significant number thought they might have broken copyright when teaching, while also revealing the belief that copyright was a limitation on their teaching. The AL survey suggested an average comprehension of copyright among academics, while noting that some of the latter felt a degree of antipathy towards copyright. Originality/value Although focused on a single institution, this study implies that copyright instruction for academic staff needs to be substantially improved, and it suggests the need for greater visibility of training programmes.

Contested ideas and possible futures for the university

2019 ◽  
Vol 28 (1) ◽  
pp. 22-32 ◽  
Author(s):  
Maree Conway
Keyword(s):  
Future Research ◽  
Extensive Literature ◽  
Content Type ◽  
Non Profit ◽  
Organisational Form ◽  
Social Legitimacy ◽  
The Usa ◽  
The Uk ◽  
The University ◽  
The Impact

Purpose This study aims to identify and explore the nature of ideas of the university in the present to demonstrate how the ideas both enable and constrain the emergence of its possible futures. Design/methodology/approach An integrated literature review of work on the western university was undertaken to identify the defining elements of ideas discussed in the literature – purpose, social legitimacy and embedded future – for the university in each idea. Findings Four contested and co-existing ideas of the university in the present were identified, and the nature of their co-existence and their underpinning assumptions about the purpose and social legitimacy and the embedded future held by each idea are made explicit. Research limitations/implications The paper focuses only on public, non-profit western universities as they exist in Australia, Europe, the UK, Canada and the USA in the present. Whether other forms of the university such as private non-profit and private for-profit “fit” into the four ideas and university types identified here was not explored and is a topic for future research. Originality/value The paper draws on an extensive literature to identify a new frame to understand the evolution of multiple ideas of the university, the impact of these ideas on the empirical organisational form of the university and how they shape assumptions about the university’s possible futures.

Examining the impact of a university mentorship program on student outcomes

2019 ◽  
Vol 8 (1) ◽  
pp. 19-36 ◽  
Author(s):  
Leah K. Hamilton ◽  
Jennifer Boman ◽  
Harris Rubin ◽  
Balreen K. Sahota
Keyword(s):  
Undergraduate Students ◽  
Job Search ◽  
Undergraduate Student ◽  
Self Efficacy ◽  
Psychosocial Support ◽  
Control Group ◽  
Content Type ◽  
Mentorship Program ◽  
The University ◽  
The Impact

Purpose The purpose of this paper is to examine the outcomes of a formal university mentorship program that paired junior and senior (third and fourth year) undergraduate student mentees with mentors from industry. Specifically, the researchers examined the effects of mentorship on mentees’ psychological sense of community at the university, and job search self-efficacy (confidence). Design/methodology/approach The researchers used a mixed-methods design that incorporated survey data and qualitative data from interviews and focus groups. Where relevant, mentees were compared to a control group of students who did not participate in the mentorship program. Findings The results demonstrate that the mentees accrued several benefits from participating in the mentorship program. For mentees (but not the control group), job search self-efficacy increased over time as a result of participating in the program. Mentees valued receiving practical career-related support such as opportunities for networking, resume development and job interviewing skills. Mentees also gained a more realistic view about the workplace and their potential career options, and received important psychosocial support from their mentor. Originality/value Results suggest that junior and senior undergraduate student mentees gained professional and career-related benefits including increased job search self-efficacy from participation in a mentorship program that paired them with mentors from industry. In addition, the qualitative results indicate that mentees reported psychosocial benefits including an increased sense of connection to the university. Altogether, results indicate that undergraduate students experience positive outcomes from participating in mentorship programs designed to prepare them for the transition from university to the workplace.

Think outside: positive risk-taking with people living with dementia

2017 ◽  
Vol 21 (3) ◽  
pp. 157-166 ◽  
Author(s):  
Neil Mapes
Keyword(s):  
Risk Taking ◽  
Well Being ◽  
Social Emotional ◽  
Content Type ◽  
Outdoor Activities ◽  
People With Dementia ◽  
Wide Range ◽  
The Uk ◽  
The University ◽  
The Impact

Purpose The purpose of this paper is to share findings from the evaluation of dementia adventure (DA) holidays provided in 2016 and drawing on these data, to share reflections on positive risk-taking, which are inherent in outdoor activities, and consider the implications for research and practice with people with dementia. Design/methodology/approach Data are drawn from the 2016 internal evaluation report, using mixed methods design, of DA holidays independently reviewed by Dr Ruth Bartlett at the University of Southampton. Findings DA holidays are leading to a range of social, emotional and physical well-being outcomes, as well as wider benefits for the community of people with dementia, their family and carers. Practical implications Drawing on what positive risk-taking means for individuals, families and organisations, top ten considerations for positive risk taking outdoor activities are presented. Originality/value The number of organisations providing adventure experiences and holidays for people with dementia in the UK remains very low with just a handful of organisations. The impact and evaluation of these holidays is just emerging and whilst compelling needs replication, with larger sample sizes supported by clinical and scientific expertise to deepen our understanding of the impact of positive risk-taking outdoor activities. Additionally, there is a need for thinking and acting differently summarised by the phrase “THINK OUTSIDE” in developing a wide range of nature based positive risk-taking activities with people with dementia.

Can you measure IT? The UK experience of TechQual+

2014 ◽  
Vol 15 (1/2) ◽  
pp. 32-40 ◽  
Author(s):  
Ian Hall ◽  
Jessica Stephens ◽  
Sarah Kennedy
Keyword(s):  
Data Protection ◽  
Senior Managers ◽  
Web Based ◽  
Content Type ◽  
Survey Tool ◽  
Technology Services ◽  
Protection Legislation ◽  
The Uk ◽  
The University

Purpose – The University of York Library, part of its Information Directorate, has successfully run an annual user survey using LibQUAL+ since 2008. The tool has proven invaluable in understanding user needs and measuring improvements. The ability to benchmark performance has been well received by university senior managers. Following this positive experience, the Directorate piloted the TechQual+ survey to assess its technology services. TechQual+ is a total market-survey tool developed on the same principles as LibQUAL+. York was the first university in the UK to do this. The purpose of this paper is to reflect upon the experience and its relevance to information services. Design/methodology/approach – A team was established to co-ordinate the distribution of the survey, which was e-mailed to all university members. The survey was conducted over a period of three weeks in December 2011 using their web-based tool. The team worked with the survey providers to make amendments in order to comply with UK Data Protection legislation. Findings – The TechQual+ tool provided a rich set of data on the IT needs of University of York students and staff, including a wealth of comments. As the first use of the tool in the UK, a number of outcomes arose from the pilot: methods for running the survey in order to meet UK data protection requirements; feedback on the tool itself, with some questions not understood from a UK context; a rich set of results data, with some similarities (and several differences) to those available through LibQUAL+. Originality/value – The paper presents the first application of the TechQual+ survey in UK and discusses the issues faced when implementing it in a UK context. The case study will be of interest to libraries or converged services interested in assessing their IT provision.

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