scholarly journals “Everyone Thought My Library Assistant was My Mum”. Visually Impaired and Blind Students’ Experiences of Interactions with Support and Other Staff in Higher Education.

2021 ◽  
pp. 1-22
Author(s):  
Emma Croft
Keyword(s):  
Higher Education ◽  
Visually Impaired ◽  
Support Staff ◽  
Academic Experience ◽  
Support Worker ◽  
Support Provision ◽  
Uk Higher Education ◽  
The Relationship ◽  
Research Show ◽  
Blind Students

Abstract This article explores visually impaired (vi) and blind students’ experiences of support as an undergraduate student in UK higher education (he) by focusing specifically on relationships and interactions between vi and blind students and support staff within Higher Education. Participants within this research show how their experiences highlight an uneven and often exclusionary Higher Education landscape. Constructions of disability and impairment show a complex relationship between support provision as it is offered and experienced. The findings overall suggest the experience of support is more than the placing together of student and support worker and concerns the management of this relationship, particularly around underlying assumptions about being vi. Support is not unnecessary or unwelcome, instead, the complexity of the relationship, the additional work associated with support experienced by these students, combine to shape academic experience.

scholarly journals Sustainable Practices in research-integrated Education in HE: towards an accepted Development Pedagogy

2020 ◽  
Author(s):  
Erika Corradini
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Action Research ◽  
Teaching Practice ◽  
Integrated Education ◽  
Research And Practice ◽  
New Good ◽  
Uk Higher Education ◽  
The Relationship

It is a truth universally acknowledged that in UK Higher Education Institutions excellent is the new good. With HEIs striving to achieve ‘excellence in teaching’ in order to attract the best students, questions are being asked about how to measure excellence and about whether or not lecturers are supported in doing so. How can lecturers devise reliable measures for evaluating the quality of their teaching? The following piece conceptualises the relationship between education research and practice in HE through discussing the sustainable integration of education research into teaching practice. The overarching aim is to discuss the potential for a pedagogy centred on the development of action research in educator development programmes and thus gauge how sustainable such practices can be in HE.

scholarly journals Lecture capture, social topology, and the spatial and temporal arrangements of UK universities

2021 ◽  
pp. 147490412199398
Author(s):  
James Lamb ◽  
Jen Ross
Keyword(s):  
Higher Education ◽  
Learning Technologies ◽  
Lecture Capture ◽  
Space And Time ◽  
University Life ◽  
Temporal And Spatial ◽  
Social Topology ◽  
University Spaces ◽  
Uk Higher Education ◽  
The Relationship

This article considers how technologies actively shape the topologies of UK higher education. Using the example of lecture capture systems, we examine the relationship between learning technologies and formations of space and time. Combining theories of sociomateriality and social topology, and concepts of assemblage and relationality, we expose the entanglement of interests that influence university spaces and times. Across 3 months coinciding with the onset of COVID-19 we collected over 500 tweets that discussed lecture capture within UK higher education, leading towards 2 central arguments. First, the topology of the lecture is fluid, and, even while being radically technologised, re-spatialised and disrupted, it persists as a lecture and a central pedagogical feature of university life. Second, lecture capture is a rich site of ‘issuefication’, and viewing learning technologies as dynamic issues enables a better understanding of how their meaning, function and influence are contingent on shifting and relational assemblages of human and non-human interests. Lecture capture can be pedagogical, commercial and political, thereby resisting deterministic framings of the relationship between technologies and the temporal and spatial arrangements of higher education.

Physical Fitness of Blind and Visually Impaired Detroit Public School Children

1983 ◽  
Vol 77 (3) ◽  
pp. 117-118 ◽  
Author(s):  
Wilma Seelye
Keyword(s):  
Public Schools ◽  
Physical Fitness ◽  
Visually Impaired ◽  
Physical Fitness Test ◽  
Detroit Public Schools ◽  
Blind And Visually Impaired ◽  
Preliminary Study ◽  
Partially Sighted ◽  
The Relationship ◽  
Blind Students

In a preliminary study on the relationship between visual handicap and physical fitness, the Kraus-Weber Minimum Physical Fitness Test for children was administered to 111 normally sighted, partially sighted, and blind students in the Detroit public schools. Whereas 95 percent of the normally sighted children and 84 percent of the partially sighted children passed the test, only 46 percent of the blind students did so. Suggestions for preventing or correcting this secondary disability are offered.

scholarly journals The Widening Socio-Economic Gap in UK Higher Education

2004 ◽  
Vol 190 ◽  
pp. 75-88 ◽  
Author(s):  
Fernando Galindo-Rueda ◽  
Oscar Marcenaro-Gutierrez ◽  
Anna Vignoles
Keyword(s):  
Higher Education ◽  
Empirical Evidence ◽  
Education System ◽  
Family Background ◽  
Tuition Fees ◽  
Individual Level ◽  
Level Data ◽  
Uk Higher Education ◽  
The Relationship ◽  
Over Time

This paper provides up-to-date empirical evidence on the socio-economic gap in higher education (HE) participation, for the period spanning the introduction of tuition fees. We assess whether the gap has widened and ask whether the socio-economic gap emerges on entry into university or much earlier in the education system. We do this in two ways. Firstly we consider the likelihood of going to university for school leavers in poor neighbourhoods and analyse changes in this likelihood over time. Secondly, we use more detailed individual level data to model the determinants of HE participation, focusing on changes in the relationship between family background and HE participation over time. We find that the growth in HE participation amongst poorer students has been remarkably high, mainly because it was starting from such a low base. However, the gap between rich and poor, in terms of HE participation, has widened during the 1990s. Children from poor neighbourhoods have become relatively less likely to participate in HE since 1994/5, as compared to children from richer neighbourhoods. This trend started before the introduction of tuition fees. Much of the class difference in HE participation seems to reflect inequalities at earlier stages of the education system.

scholarly journals Through the Looking Glass: How the COVID-19 Pandemic Changed International Branch Campuses’ Academic Experience and Home Campus Relationship

2022 ◽  
pp. 102831532110701
Author(s):  
Rachael H. Merola ◽  
Robert J. Coelen ◽  
W. H. A. Hofman ◽  
Ellen P. W. A. Jansen
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Academic Experience ◽  
Structured Interviews ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Collaboration And Communication ◽  
The Relationship ◽  
Looking Glass

This study examines how the COVID-19 pandemic has impacted the academic experience at international branch campuses (IBCs) and has changed the relationship between the IBC and the home campus. Semi-structured interviews with 26 leaders, academic staff, and students at seven IBCs in Malaysia revealed that the COVID-19 pandemic has changed the experience at IBCs in unique ways, including collaboration and communication with the home campus; increasing campus-specific resources for student wellbeing; and playing a larger role in student enrollment, recruitment, and mobility initiatives. Findings provide useful insights for higher education institutions (HEIs) engaged in transnational education (TNE).

The Evolution of Pedagogy for Non-Traditional Students at a UK Higher Education Institution

2017 ◽  
pp. 179-197
Author(s):  
Tim Goodchild
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Learning Experience ◽  
Education Institution ◽  
Learning Technologies ◽  
Education Students ◽  
Learning And Teaching ◽  
Classroom Activities ◽  
Uk Higher Education ◽  
The Relationship

The chapter will critically examine the evolution of pedagogy from a traditional ‘blended learning' approach driven by classroom teaching with some virtual activities, to a more student driven learning experience, where the classroom activities support the learning experience. It will include the use of the ‘carpe diem' framework (Armellini & Jones, 2008) as part of a challenge to the original pedagogic approach of teacher-led learning, and the move to a student-centred pedagogy, which is more inclusive of learning technologies and the unique challenges faced by work-based learning students. This chapter will offer a critical interrogation of the relationship between the notions of traditional teaching and higher education students, with emerging learning and teaching innovations for work-based students via more rounded understanding of blended learning and will conclude that knowledge and support of the diversity of staff and student experience, skills, motivations and capabilities is critical to sustainable and effective student-led, technologically rich approaches for this diverse group of students.

Post Implementation Problems Faced by the Users in the ERP System

2018 ◽  
Vol 8 (2) ◽  
pp. 44-47
Author(s):  
Mahtab Alam
Keyword(s):  
Higher Education ◽  
Enterprise Resource Planning ◽  
Research Study ◽  
Education Institution ◽  
Resource Planning ◽  
Support Staff ◽  
Successful Implementation ◽  
Erp System ◽  
Implementation Problems ◽  
The Relationship

Enterprise Resource Planning (E.R.P.) systems are becoming popular among institute of higher education. This study is oriented to the afterwards of the problems faced by the management and their support staff and students in respect of the issues related to the successful implementation of the educational ERP (e_ERP) software in the sector of the higher education institution (H.E.I.). This research study goes on to define the relationship between the different variables of the e_ERP system.

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