scholarly journals Cross-disciplinary, collaborative and student-led: developing a change process for diversifying reading lists

2022 ◽  
Vol 20 (1) ◽  
Author(s):  
Barbara Adewumi ◽  
Laura R. Bailey ◽  
Emma Mires-Richards ◽  
Kathleen M. Quinlan ◽  
Evangeline Agyeman ◽  
...  
Keyword(s):  
Critical Race Theory ◽  
White Male ◽  
Library Services ◽  
Culturally Competent ◽  
Pilot Studies ◽  
Sources Of Knowledge ◽  
Student Focus ◽  
The University ◽  
Uk Higher Education ◽  
The Impact

Increasingly across many UK higher education institutions staff and students are questioning and challenging systemic inequalities that affect racially minoritised groups in their learning and sense of belonging within the curriculum. Students are calling for inclusion of diverse sources of knowledge and perspectives, especially from scholars of colour and from the Global South, to enrich what is currently perceived to be a Eurocentric canon. One way to promote more culturally aligned pedagogy is through diversifying reading lists. This article presents findings from two pilot studies that explored the reading lists in one department in social sciences and one in the humanities at the University of Kent, UK. Applying critical race theory as a guiding framework, the first part of the article examines the ways in which a diverse curriculum must include the voices of the marginalised. It then describes the methods: a desk-based review of the reading lists, interviews with academics to inform the work, disseminate the findings, instigate further action and identify future needs, and student focus groups. Crucially, the project resulted from the collaboration between students and staff, and across departments and disciplines. We found that reading lists in both departments overwhelmingly comprised items by White male authors. Students and staff both reflected on the importance of not only curriculum diversification but also barriers to diversification and decolonisation. The article discusses the impact of this project, which has led to a Diversity Mark process, and the Diversity Mark Toolkit, which can be used in any discipline when putting together reading lists to create a more culturally competent curriculum. It concludes by considering other systemic changes needed, with particular attention to changes needed in library services and collections.

The failure of non‐binding declarations to achieve university sustainability

2007 ◽  
Vol 8 (3) ◽  
pp. 301-316 ◽  
Author(s):  
S.A. Bekessy ◽  
K. Samson ◽  
R.E. Clarkson
Keyword(s):  
Best Practice ◽  
Small Scale ◽  
Structured Interviews ◽  
Pilot Studies ◽  
Content Type ◽  
Institute Of Technology ◽  
University Leaders ◽  
The University ◽  
The Impact ◽  
Insight Into

PurposeThis paper aims to assess the impact and value of non‐binding agreements or declarations in achieving sustainability in universities.Design/methodology/approachA case study of Royal Melbourne Institute of Technology (RMIT) University is presented, analysing the reasons for lack of progress towards sustainability and evaluating best ways forward. Using a timeline and analysis of historical records for the 12 years since RMIT first engaged in the sustainability agenda, major trends in the process of implementing policies are identified. Secondly, 15 semi‐structured interviews with university leaders and key sustainability stakeholders from across the university are analysed to provide insight into how and why the university has failed to achieve sustainability.FindingsNew implications for successfully achieving sustainability arise from these findings. Accountability is a key issue, as RMIT appears to reap benefits from being signatory to declarations without achieving genuine progress. To ensure that declarations are more than simply greenwash, universities must open themselves up to scrutiny of progress to determine whether commitments have been honoured.Practical implicationsRelying on small‐scale “club” activities establishing demonstrations and raising awareness is unlikely to lead to permanent change. The evidence of RMIT's engagement with sustainability shows that, for example, even when successful pilot studies are conducted, these initiatives may do little to affect the mainstream practices of a university unless certain conditions exist. Furthermore, given the on‐paper commitments institutions have made, and the role of the university in society, small‐scale and gradual changes in university practice are a far from adequate response to the urgent sustainability imperative.Originality/valueThe initial engagement of RMIT University with the sustainability agenda 12 years ago marked it as a world leader in sustainability best‐practice. Analysing how and why such a disappointing lack of action has resulted from such promising beginnings provides insight into future directions for implementing sustainability in universities. The paper argues that considering the key responsibility of universities in leading the sustainability agenda, a more systemic and serious response is required.

scholarly journals Engaging academic staff with reading lists

2019 ◽  
Vol 13 (2) ◽  
pp. 222
Author(s):  
Allie Taylor
Keyword(s):  
Best Practice ◽  
Academic Staff ◽  
Library Services ◽  
Online Reading ◽  
Learning And Teaching ◽  
Reading List ◽  
Library Use ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Following the implementation of online reading list software, Library Services at the University of Worcester (UW) encouraged academic staff to consider the reading list as a learning tool. Using an interactive teaching session timetabled as part of the Postgraduate Certificate in Learning and Teaching in Higher Education, lecturers are asked to consider how they can maximise the impact of their reading lists and increase library use. The pedagogy of reading lists and student engagement with reading are examined. Participants also discuss the type of content reading lists typically contain and question whether this accurately reflects what the students should be reading. It draws on best practice from academic colleagues at UW, examining (among other things) the effect of list length, structure and lecturer voice and presence.

scholarly journals Open Badges to Encourage Class Representatives’ Reflection and Achievement-Sharing: A Case Study from Edinburgh University Students’ Association (EUSA)

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Tanya Lubicz-Nawrocka
Keyword(s):  
University Students ◽  
Positive Impact ◽  
Pilot Project ◽  
The Uk ◽  
The University ◽  
Uk Higher Education ◽  
The Impact ◽  
Leadership And Change ◽  
Negotiation Problem

This case study describes how Edinburgh University Students’ Association (EUSA) worked in partnership with the University of Edinburgh’s Information Services division to implement one of the first Open Badge schemes used in the UK higher education sector. Based on student feedback, EUSA developed an effective Open Badge model to recognise and reward students’ work as Class Representatives. The paper describes EUSA’s model of badges, badge criteria and implementation, before focusing on qualitative examples of the positive impact of this pilot project for both individual students and for the Students’ Association. It provides examples of how students reflected thoughtfully about the impact of their work as Class Representatives to develop skills in negotiation, problem solving, diplomacy, leadership, and change management. EUSA’s Open Badge scheme now rewards students for sharing their achievements. In turn, students’ Open Badge blog posts have helped EUSA to gain more meaningful insights into the broad work of Class Representatives and how students benefit when they engage fully with the role.

scholarly journals Impact of Text Discussions on the Professional Identity of Higher Education Students

2021 ◽  
Author(s):  
Helena Prieto Sanz
Keyword(s):  
Professional Identity ◽  
Positive Impact ◽  
Education Students ◽  
Teacher Interviews ◽  
Academic Reading ◽  
Student Focus ◽  
The University ◽  
Reading Teacher ◽  
Professional Contexts ◽  
The Impact

Comprehension of academic literature is a key element in the immersion of university students in the academic subcultures of each discipline (Chanock, 2001; Estienne & Carlino, 2004; Gottschalk & Hjortshoj, 2004). To do so, universities opt for the implementation of text discussion such as book clubs (Hartley, 2002; Long, 2003), dialogic literary gatherings (Flecha, 2000; Mirceva & Larena, 2010). or literary circles (Daniels, 2002; Duncan, 2012).This case study, essentially qualitative, seeks to know the impact of text discussions on the professional identity of the students of Teacher Education and Computer Science at the University of Andorra (UdA). Results are obtained by student focus groups, the Likert test Motivational Survey on Academic Reading, teacher interviews and taking notes in situ throughout the discussions.The main results indicate that the text discussions have a positive impact on students as (1) it increases the reflection, understanding and critique of the professional world, (2) they apply evidence-based content in professional contexts and (3) it improves the justification of informed professional decisions.

scholarly journals Collaboration and Change within Library & University Collections: Perspectives from the University of Edinburgh

ABI-Technik ◽  
2020 ◽  
Vol 40 (4) ◽  
pp. 346-356
Author(s):  
Kirsty Lingstadt ◽  
Dominic Tate
Keyword(s):  
Case Studies ◽  
Workforce Planning ◽  
Strategy Development ◽  
Library Services ◽  
Library Service ◽  
Digital Skills ◽  
University Of Edinburgh ◽  
The University ◽  
The Impact ◽  
Organic Change

AbstractKirsty Lingstadt and Dominic Tate discuss approaches to change, cooperation and collaboration within the University of Edinburgh’s library service. We consider organisational context, strategy development, digital skills, equality, diversity & inclusion, the impact of COVID-19 and workforce planning. We discuss planned and organic change and provide short case studies reflecting on recent experiences of changes to the library’s organisation and services, and the importance of cooperation and collaboration with the aim of developing and improving library services.

scholarly journals Counternarratives of Community-Based Advocacy as Sources of Knowledge for Urban Planning

2018 ◽  
Vol 7 (2) ◽  
Keyword(s):  
Critical Race Theory ◽  
Urban Planning ◽  
Public Space ◽  
The United States ◽  
Culturally Competent ◽  
Community Members ◽  
Planning And Design ◽  
Sources Of Knowledge ◽  
Urban Planning And Design ◽  
Planning Processes

Informed by the deliberate work of advocates to address the positioning of community voices as subaltern, the last three decades have seen a growing push for alternative approaches to urban planning. In order to foster the culturally competent use and development of public space in the United States, urban planning education must include a focus on the centrality and persistence of racist ideologies and the current fueling of anti-immigrant sentiments that challenge the idea of who “belongs” in communities. Even planners informed by critical theories of participatory practice face challenges working within systems based on positivist and Western-dominant epistemologies. In this article, the authors present three examples of how typically invisibilized voices in communities can be centered in urban planning and design processes, with the goal of informing and expanding preparatory curricula in more culturally sustaining ways. Specifically, the authors employ the concept of counternarratives from critical race theory to present perspectives that challenge dominant practices and understandings. The counterstories presented here document ways that activists of color have involved community members in documenting their experiences in public spaces and used these insights to promote change. The authors apply an asset-oriented perspective that aims to incorporate overlooked sources of knowledge and expertise in communities in order to imagine new possibilities and futures in shared urban spaces by changing planning processes.

scholarly journals Minorities in higher education : their status and disparities in student and faculty representation

2017 ◽  
Author(s):  
◽  
Shatomi N. Luster
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Kansas City ◽  
Change Agent ◽  
Student Body ◽  
University Of Missouri ◽  
Higher Education System ◽  
The University ◽  
Organizational Value ◽  
The Impact

This manuscript is a qualitative design, which studied diversity disparity in high education that relates to faculty and the student body. The setting dwells within the University of Missouri system, more specifically, this study concentrates on two campuses; the University of Missouri-Columbia and University of Missouri-Kansas City. The research identified the attributes of an effective change agent leader, policy and the impact it has on culture and organizational settings, and understandings of the importance of organizational value in relation to diversity and gender identification. The conceptual frameworks that guided this study were cultural competency, critical race theory, and transformational leadership (Cross, 1989; Gooden and Norman-Major; Northouse, 2013). The reoccurring research themes were: policy, leadership, and core organizational values. The conclusions suggested from this inquiry are transformational leaders should embrace and encourage differences and show empathy. Furthermore, a leader includes attributes of an actionable change agent. The data also supported the notion of inclusive policy and trust within the higher education system that creates organizational value.

scholarly journals Impact of Student Support Services on Students Development at University Level

2020 ◽  
Vol V (I) ◽  
pp. 222-229
Author(s):  
Shabeena Shaheen ◽  
Ziarab Mahmood ◽  
Nazir Haider Shah
Keyword(s):  
Regression Analysis ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Strong Relationship ◽  
Library Services ◽  
University Level ◽  
The University ◽  
The Impact ◽  
Selection Of

The main purpose of the study was to scrutinize the impact of student support services (SSS) on students’ development at the university level. The research design was quantitative in nature. The population of the study comprised of all university students of Islamabad. The simple random technique was used for the selection of the sample. The respondents were 80 students from those universities. Data were collected through a questionnaire and it has consisted of 56 items. Data were analyzed using statically mean, standard deviation and regression analysis of the impact of SSS on students’ development. The findings of study reveal that library services are adequate as compared to the availability of other support services and the results also reveal a strong relationship found among student support services and students’ development. It is recommended that the universities should make sure the availability of SSS.

Surviving the Covid-19 Pandemic Lockdown: a Case Study

2020 ◽  
Vol 20 (4) ◽  
pp. 227-230
Author(s):  
Peter Kargbo
Keyword(s):  
Library Services ◽  
Collection Development ◽  
The University ◽  
The Impact ◽  
Academic Year

AbstractIn this article Peter Kargbo describes the impact of the first national lockdown, due to Covid-19, on students using the Hartley Library at the University of Southampton. He describes some of the ways that library services responded and looks at some aspects concerning collection development. He begins his article by taking a brief look at life in the library for students prior to the arrival of the pandemic before describing the period that followed up to the end of the academic year in summer 2020.

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