scholarly journals Redefining peer learning: Role of student entrepreneurs in teaching entrepreneurship in the UK higher education context

2021 ◽  
pp. 095042222110126
Author(s):  
Stella Xu ◽  
Zimu Xu ◽  
Fujia Li ◽  
Arun Sukumar
Keyword(s):  
Student Engagement ◽  
Course Design ◽  
Cultural Backgrounds ◽  
School Students ◽  
Arts And Humanities ◽  
The Arts ◽  
Wide Range ◽  
Student Entrepreneurs ◽  
The Uk ◽  
Uk Higher Education

Entrepreneurship-related modules have become increasingly popular over the years, not only among business school students but also among those from other disciplines, including engineering and the arts and humanities. In some circumstances, they are offered as optional modules for students across different faculties and disciplines. While it is beneficial to mix students with different backgrounds, bringing in a wide range of perspectives, there are also challenges relating to course design and student engagement. With these challenges in mind, the authors trialled a new approach in the hope of motivating students from diverse academic and socio-cultural backgrounds to engage more fully in the classroom by utilising student entrepreneurs as guest speakers. The student-centric approach has proved effective in enhancing student engagement, as evidenced by both informal and formal feedback.

scholarly journals Embedding constructive alignment of reading lists in course design

2018 ◽  
Vol 52 (1) ◽  
pp. 67-74 ◽  
Author(s):  
Dan Croft
Keyword(s):  
Student Engagement ◽  
Learning Outcomes ◽  
Course Design ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Module Design ◽  
Reading List ◽  
Constructive Alignment ◽  
The Uk ◽  
Uk Higher Education

Reading list practices are long-standing but cause confusion and misunderstanding between module leaders and students. Constructive alignment (Biggs and Tang, 2011), although widely applied in course design across the UK Higher Education sector, has not previously been applied to the practice of reading lists but offers a practical and pedagogically sound method for reinventing reading list practice and bridging the gap of understanding between the intentions of module leaders and the interpretation of students. The module leaders of seven modules were offered the support of a project led by Oxford Brookes Library to redesign their modules so that the reading lists were constructively aligned with the learning outcomes of the modules. After an initial run of the redesigned modules the module leaders were asked whether they would embed the practice of constructively aligned reading lists in their modules. Five of the modules were redesigned and continued with the redesign past the initial instance, one of the modules exited the project before it was redesigned, and one of the modules returned to the pre-project module design and reading list practice. The project was successful in embedding constructively aligned reading list practice in Oxford Brookes University modules past the first run of the module, but several barriers to effective learning and teaching were identified with the most significant being a lack of student engagement with the redesigned reading lists. The implication for practice is that constructively aligned reading lists should include an element of summative assessment to increase the chances of student engagement and the successful embedding of constructively aligned reading lists in the design of modules.

The French Language in Russia

2018 ◽  
Author(s):  
Derek Offord ◽  
Vladislav Rjéoutski ◽  
Gesine Argent
Keyword(s):  
French Language ◽  
Speech Community ◽  
Historical Sociolinguistics ◽  
Arts And Humanities ◽  
Imperial Russia ◽  
The Arts ◽  
The Social ◽  
National Boundaries ◽  
Eighteenth And Nineteenth Centuries ◽  
The Uk

-- With support from the Arts and Humanities Research Council of the UK and the Deutsches Historisches Institut Moskau -- The French Language in Russia provides the fullest examination and discussion to date of the adoption of the French language by the elites of imperial Russia during the eighteenth and nineteenth centuries. It is interdisciplinary, approaching its subject from the angles of various kinds of history and historical sociolinguistics. Beyond its bearing on some of the grand narratives of Russian thought and literature, this book may afford more general insight into the social, political, cultural, and literary implications and effects of bilingualism in a speech community over a long period. It should also enlarge understanding of francophonie as a pan-European phenomenon. On the broadest plane, it has significance in an age of unprecedented global connectivity, for it invites us to look beyond the experience of a single nation and the social groups and individuals within it in order to discover how languages and the cultures and narratives associated with them have been shared across national boundaries.

Teaching and learning French – A tale of desire in the humanities

2016 ◽  
Vol 16 (2) ◽  
pp. 127-140
Author(s):  
Catriona Cunningham
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Personal Perspective ◽  
Learning And Teaching ◽  
Arts And Humanities ◽  
The Arts ◽  
Close Textual Analysis ◽  
The Uk ◽  
French Language Learning

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual analysis of literary language learning memoirs highlight the sensual and physical effects of language learning that can remain muted in our everyday conversations. As a result, the author suggests that rather than lament the death of the humanities in 21st century higher education, learning and teaching a language offers a pedagogy of desire that embodies the transformation aspect of our disciplines, as we deal with the business of being human.

Heritage at the Interface

2018 ◽  
Keyword(s):  
North America ◽  
Case Studies ◽  
Complex World ◽  
Arts And Humanities ◽  
The Arts ◽  
Wide Range

Drawing together a number of established as well as emerging scholars, Heritage at the Interface explores the heterogeneous and complex world of contemporary heritage. Using a series of case studies in addition to more theoretically engaged analyses, this international collection offers a number of specific examples drawn from Europe, North America, and Australia, while an afterword by John Tunbridge offers some insightful recommendations for further study. The text will be of interest to a wide range of readers, both specialist and non-specialist, and will be of particular use to practitioners and academics working in the museum sector as well as in the arts and humanities more generally.

scholarly journals The rationale for the DREaM: Developing Research Excellence and Methods Project

2011 ◽  
Vol 35 (110) ◽  
pp. 43-49 ◽  
Author(s):  
Hazel Hall ◽  
Stephanie Kenna ◽  
Charles Oppenheim
Keyword(s):  
Research Council ◽  
Arts And Humanities ◽  
The Arts ◽  
Research Excellence ◽  
The Uk

The article describes the background to the development of the DREaM project, which is aimed at expanding the range of skills of UK-based researchers in the LIS field, and at developing a network of active researchers, both in academia and amongst LIS practitioners. The project, which is funded by the Arts and Humanities Research Council involves two major conferences and a number of workshops throughout the UK starting in July 2011. Details of the events, and how the project will be evaluated, are provided.

scholarly journals Making connections and building resilience: Developing workshops with undergraduates

2017 ◽  
pp. 404-418
Keyword(s):  
Higher Education ◽  
Vital Role ◽  
Education Sector ◽  
High Achieving Students ◽  
Financial Pressure ◽  
Wide Range ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

While defining resilience is recognised as complex with recent research highlighting the disparity of interpretations, there is however, a common appreciation of the wide range of contributory factors impacting on students’ resilience within the Higher Education sector. These can include but are not limited to, an increasingly competitive environment for graduate jobs, increased financial pressure from student tuition fees, alongside the more traditional concerns of moving away from home and transitioning towards greater independence. Building on previous research at the University of Surrey with high achieving students, this paper outlines the development and delivery of a student focused workshop designed to enable the participants to build their understanding of resilience using different but complementary pedagogic approaches: LEGO® SERIOUS PLAY® and Concept Mapping. The case study included within this paper demonstrates one student’s reflection of the workshop and previous experiences which have contributed to their own resilience. What has become apparent at the University of Surrey, and more broadly within the UK Higher Education sector, is that universities have a vital role to play in fostering positive mindsets amongst students and developing strong and resilient independent learners.

The value of arts and humanities research to life in the UK

2008 ◽  
Vol 12 (3-4) ◽  
pp. 216-222
Author(s):  
Iain Borden
Keyword(s):  
Arts And Humanities ◽  
The Arts ◽  
Uk Government ◽  
The Uk ◽  
Architectural Research

The document that follows was written by Iain Borden as the contribution on ‘Architecture’ to the Arts and Humanities Research Council's report for the UK Government on ‘The Value of Arts and Humanities Research to Life in the UK’ and offers a further contribution to arq's ongoing discussions about the nature of architectural research.

Who sets the agenda on student engagement?

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Emily McIntosh ◽  
Duncan Cross
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Agenda Setting ◽  
Student Experience ◽  
Education Funding ◽  
Higher Education Funding ◽  
Opinion Piece ◽  
Setting Approach ◽  
The Uk ◽  
Uk Higher Education

 The rise in UK university fees has prompted significant investment in the student experience, with increased emphasis on an agenda that promotes student engagement and partnership. Government papers, both white and green, have set out a policymaking agenda and have led to a reorganisation of the UK higher education funding structures, with the dissolution of long-standing funding bodies into the Office for Students. This enshrines chapter B6 of the QAA UK quality code for higher education with regard to student engagement and would appear to be a positive move forward. However, the Office for Students has limited student representation and this raises the question: ‘Who sets this agenda and who are the stakeholders?’ This opinion piece seeks both to highlight the necessity for a joint agenda-setting approach and to engage the community in developing a joint agenda on student engagement and partnership.

scholarly journals Who owns educational research? Disciplinary conundrums and considerations

2015 ◽  
Vol 15 (4) ◽  
pp. 472-488 ◽  
Author(s):  
Bethan Marshall ◽  
Kate Pahl
Keyword(s):  
Educational Research ◽  
Educational Settings ◽  
English History ◽  
Arts Based Research ◽  
Content Type ◽  
Arts And Humanities ◽  
The Arts ◽  
The Social ◽  
The Uk ◽  
Research Councils

Purpose – The purpose of this paper is to consider the dynamics of submitting arts-based research in a climate that is dominated, in the UK, by the social sciences. Design/methodology/approach – It begins by taking a view on arts-based research, considering mainly Eisner and Dewey but exploring the possibilities of other forms such as baroque research. It goes on to look at some examples of arts-based research that has been carried out, funded by the Arts and Humanities Research Council. The authors conclude by saying that interdisciplinary research, while being encouraged by research councils, is also made more difficult by these same research councils’ funding structures. Findings – The authors consider that this has an effect on defining what educational research is and could be. The authors argue that this is important not only in relation to the range of disciplinary perspectives that can be drawn upon within educational settings, for example, the need to engage with disciplines such as English, History, Philosophy, Music and Fine Art, but also in relation to methodological understandings of how research should be conducted within educational settings. Originality/value – The research studies are arts based but with an original educational orientation.

scholarly journals Current Status of International Cooperation in Higher Education Institutions in the Arts

2021 ◽  
pp. 1-6
Author(s):  
Ling Ding ◽  
◽  
Ambrose Field ◽  
Keyword(s):  
Higher Education ◽  
International Cooperation ◽  
Higher Education Institutions ◽  
Current Status ◽  
Cultural Communication ◽  
Institutional Barriers ◽  
Political Issues ◽  
The Arts ◽  
The Uk ◽  
Uk Higher Education

This article provides current statues of international cooperation between the UK and China in the arts, from the perspectives of UK higher education institutions in particular. The aim is to demonstrate the potential cultural, communication and language barriers from three UK case studies, which extend and contradict the existing literature. In doing so, the article identifies the advantage of conducting international cooperation, and the affects of political issues, environment uncertainties, institutional barriers that would cause problems for UK- China relationships in HEIs. Overall, it argues that mature understanding of working styles and cultural cognition are vital for cooperation in the arts.

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