scholarly journals Small grants, big impact: The Institute of Classical Studies’ seed funding scheme for public engagement

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Emma Bridges
Keyword(s):  
Public Engagement ◽  
Academic Research ◽  
Lessons Learned ◽  
Academic Disciplines ◽  
Academic Knowledge ◽  
Arts And Humanities ◽  
Classical Studies ◽  
Seed Funding ◽  
Institutional Contexts

This case study provides details of a small-grants scheme (delivered by the Institute of Classical Studies since 2018) which is designed to support researchers in classics and related subjects to undertake activities whereby they are able to share their research with non-specialist audiences (that is, people who do not already have an academic knowledge of the field in which they are researching). It outlines the practicalities of running such a scheme, describes the outcomes and impact which the scheme has had to date, and concludes by offering recommendations for organizations which may be considering setting up such a grant programme specifically to support public engagement with academic research. The lessons learned as a result of this scheme could be readily applied to other academic disciplines (particularly – but not limited to – those with an arts and humanities focus which share characteristics with classics) or institutional contexts.

scholarly journals Knowledge Networking in Agricultural Practice. Case study from Slovenia

2018 ◽  
Vol 24 (1) ◽  
pp. 155-169
Author(s):  
Nives Ličen ◽  
Franja Božnar ◽  
Jože Podgoršek
Keyword(s):  
Agricultural Sector ◽  
Educational Institution ◽  
Academic Research ◽  
Local Environment ◽  
Knowledge Networks ◽  
Agricultural Practice ◽  
Transfer Of Knowledge ◽  
Structured Interviews ◽  
Academic Knowledge

Abstract This study analyses knowledge networking between educational institution/knowledge provider, associations and knowledge users in the agricultural sector within the local environment in Slovenia. It is based on the theory of expansive learning and the concept of knowledge networking. A qualitative research paradigm using ethnography and in-depth semi-structured interviews has been used and involved various actors included in selected activity systems (the educational institution, associations and knowledge users). Our findings indicate that cooperation between associations and the educational institution has advantages for all involved and that, according to research participants, it fosters the transfer of knowledge from the academic/research sphere into practice. In the case studied, we describe the development of new forms of connections between local knowledge and academic knowledge, both developing as a part of real-world complex learning environment. Knowledge networks have thus been built by enabling the transfer of explicit and tacit knowledge through social networks and by the development of new practices.

scholarly journals From conceptualisation to commercialisation: The Gradnet story

2015 ◽  
Vol 17 (1) ◽  
Author(s):  
Zenia Barnard ◽  
Chris Rensleigh
Keyword(s):  
Academic Research ◽  
Innovation Process ◽  
Academic Disciplines ◽  
Original Research ◽  
Case Study Approach ◽  
Holistic View ◽  
Study Approach ◽  
A Company ◽  
Practical Implications

Background: A very small percentage of all the research generated by universities is commercialised. The article is a case study of the transformation from action research to a spin-off company. It looks at the practical implications of such a transformation. Objectives: The aim of this article is to provide a holistic view of what the process entailed to leap from academic research to the commercialisation of the research into a company as was the case for Gradnet. Method: A case-study approach was used to document the conceptualisation and development of the research-based, spin-off company, Gradnet. This includes the background of the original research that formed the basis of the innovation process. Results: It was found that the commercialisation process of academic research is not necessarily a natural process for the researcher in the absence of an appropriate supporting infrastructure. Conclusion: All academic disciplines have the potential for establishing commercially viable research projects. This potential should be actively explored and pursued by the institution.

scholarly journals First Post-Legislative Scrutiny in Georgia: Steps Towards Generating Result-oriented Laws

2019 ◽  
Vol 3 (2) ◽  
pp. 258 ◽  
Author(s):  
Kakhaber Kuchava
Keyword(s):  
Human Resources ◽  
Natural Resources ◽  
Public Engagement ◽  
National Level ◽  
Lessons Learned ◽  
Practical Implementation ◽  
Effective Implementation ◽  
Complex Process ◽  
The Uk

The effective implementation of law is a complex process. This process depends on the availability of human resources, public engagement, funding (at least, on the stage of piloting), among others. Often, the focus is on getting legislation adopted, rather than on practical implementation and its impact. To fill in this gap, oversight over the Implementation of Normative Acts (i.e., Post-legislative scrutiny, hereinafter “PLS”) has been introduced in the Rules of Procedures of the Parliament of Georgia (hereinafter, the “Parliament”). This article scrutinises the procedures that are shaping the Parliament’s ability to conduct PLS as well as its interaction with the executive. The working theory for this paper is that insufficient attention has been paid to the review of legislation after its enactment in Georgia. The paper addresses the work that has been undertaken at the national level, particularly through monitoring the effects of adopted legislation in ensuring benefits for constituents in the ways initially intended. Furthermore, it will reflect on the challenges identified in the ongoing PLS process by the  Environments Protection and Natural Resources Committee (hereinafter “Environment Committee”) and the lessons learned based on the experience. The article uses a case study of Georgia to explore the context and challenges for effective PLS. For comparision, this research adopted  the UK approach, where it is common to review the laws  three to five years after enactment.

scholarly journals Lessons Learned from an Academic, Interdisciplinary, Multi-Campus, Research Collaboration

2020 ◽  
Vol 11 (2) ◽  
pp. 13
Author(s):  
Elaine Nguyen ◽  
Xiaomeng Xu ◽  
Renee Robinson
Keyword(s):  
Research Collaboration ◽  
Academic Research ◽  
Institutional Development ◽  
Lessons Learned ◽  
Research Infrastructure ◽  
Senior Faculty ◽  
Team Members ◽  
Research Collaborations ◽  
Article Type

Background: The formation of productive academic research groups can be difficult, especially in environments without a robust and existing research infrastructure. Idaho and Alaska, are Institutional Development Award (IDeA)-eligible states, historically receiving low levels of funding from the National Institutes of Health (NIH). Purpose/Methods: We present a case study highlighting an academic research collaboration established across two-disciplines, three-career stages, and three-campuses utilizing distance technology. Results: One lesson learned from our experiences is that regardless of position (junior or senior faculty) or time at the institution/department (new or established), it is important to reach out to others. Collaborations require conscientious effort to establish and maintain. Second, a psychologically safe space must be created, establishing trust.  Lastly, in order to eliminate distractions, optimize team performance, and improve deliverables, the team must have a shared mission. Team members must recognize, appreciate, and fully utilize each other and available resources. Conclusion: Our experiences and lessons learned can be utilized by others to strengthen opportunities to form and grow interdisciplinary research collaborations and develop a stronger research infrastructure.   Article Type: Note

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

Radical Subject Acceleration for Gifted Students: One School's Response

2019 ◽  
pp. 29-46
Author(s):  
Kaye Chalwell ◽  
Therese Cumming
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Subject Area ◽  
Lessons Learned ◽  
Gifted Student ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Support Students ◽  
Insight Into

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.

The Changing Nature of Knowledge and Service Work in the Age of Intelligent Machines

2020 ◽  
pp. 343-368
Author(s):  
Crispin Coombs ◽  
Donald Hislop ◽  
Stanimira Taneva ◽  
Sarah Barnard
Keyword(s):  
Ethical Issues ◽  
Work Practice ◽  
Academic Disciplines ◽  
Service Work ◽  
Future Research ◽  
Human Capabilities ◽  
Academic Knowledge ◽  
Intelligent Machines ◽  
Technological Developments ◽  
The Impact

One of the most significant recent technological developments concerns the application of intelligent machines to jobs that up to now have been considered safe from automation. These changes have generated considerable debate regarding the impacts that the widespread adoption of intelligent machines could have on the nature of work. This chapter provides a thematic review, across multiple academic disciplines, of the current state of academic knowledge regarding the impact of intelligent machines on knowledge and service work. Adopting a work-practice perspective, the chapter reviews the extant literature concerning changing relations between workers and intelligent machines, the adoption and acceptance of intelligent machines, and ethical issues associated with greater machine human collaboration. A key finding is that much of the research discusses intelligent machines complementing and extending human capabilities rather than removing humans from work processes. The concept of augmentation of humans and human work, rather than wholesale replacement from automation, flows through the literature across a range of domains. The chapter concludes with a discussion of the main gaps in existing knowledge and ways in which future research may provide a deeper understanding of how people (currently and in the near future) experience intelligent machines in their day-to-day work practice. These include the need for multi-disciplinary research, the role of contexts, the need for more and better empirical research, the changing relationships between humans and intelligent machines, the adoption and acceptance of the technology, and ethical issues.

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