scholarly journals ‘Bottoms up’: A case study on integrating public engagement within a university culture

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Aoibhinn Ní Shúilleabháin ◽  
Fergus McAuliffe ◽  
Éidín Ní Shé
Keyword(s):  
Community Of Practice ◽  
Public Engagement ◽  
Collective Leadership ◽  
Institutional Investment ◽  
University Culture ◽  
Structural Support ◽  
Funding Sources ◽  
Leadership Support ◽  
The University

This study tracks the integration of public engagement within the systems, structures and culture of a university in Ireland. Public engagement, as an activity of research institutes, is gaining increased attention from policy and funding sources across Europe. However, little has been heard on the processes and practices which bring public engagement to the fore of conversations and activities in such institutions. In this practice case study, we track the evolution of a community of practice of public engagement in an Irish university over three years, through a bottom-up approach taken by a small group of faculty and staff, and organized through collective leadership to maintain momentum over the time period. With the support of key leadership figures, who provided top-down financial and structural support, we trace the narrative of defining public engagement within the university through stakeholder workshops, recording relevant activities with an institution-wide census, updating university public engagement reporting metrics, and establishing an active community of practice. Four key learnings are identified from this collective narrative: (1) the need for patience in attempting to instigate change within an institution; (2) the importance of establishing a shared understanding; (3) the importance of enacting collective leadership as a community; and (4) the necessity of leadership support with grass-roots activity. Reflection on these learnings suggests that the embedding of public engagement in institutions requires both personal and institutional investment.

scholarly journals On the Cultivation of Their Community of Practice: A Case Study of EFL Malaysian Pre-Service Teachers

2018 ◽  
Author(s):  
Taghreed El Masry ◽  
Mohd Rashid Mohd Saad
Keyword(s):  
Social Interactions ◽  
Student Teachers ◽  
Community Of Practice ◽  
Tacit Knowledge ◽  
Teaching Practice ◽  
Power Relationships ◽  
Self Confidence ◽  
Proficiency Level ◽  
The University

This study examined the experiences of five EFL student teachers/pre-service teachers (PSTs) who participated in a Community of Practice (CoP) during their simulated teaching course and the practicum stage or teaching practice (TP), at The University of Malaya, a public Malaysian university. The experiences and tensions they encountered through this stage were discussed in the light of cultivating their CoP over five stages. Joining the CoP, increasing participation and negotiation of one's tacit knowledge and assumptions were found to be productive at their learning to teach stage. However, some tensions, such as English proficiency level, self-confidence and agency, power relationships and worries of assessment persisted until the end of their practice. The results highlighted the significance of collaboration, reflection and social interactions with other CoP members as key to PSTs' learning.

scholarly journals Construction of Chinese University Culture from the Perspective of Multimodal Metaphor and Metonymy—A Case Study on the 2018 Admissions Film ‘Graduation Answers’ of Tsinghua University

2019 ◽  
Vol 15 (5) ◽  
pp. 191
Author(s):  
Jin Huan ◽  
Duan Youguo
Keyword(s):  
Expressive Power ◽  
University Culture ◽  
Tsinghua University ◽  
Multimodal Discourse ◽  
Chinese University ◽  
The University ◽  
Metaphor And Metonymy

The admissions films of the university are an important way to show their culture to the outside world, which is a typical multimodal discourse. By analyzing the construction of university culture in the “Graduation Answers” from the perspective of multimodal metaphor and metonymy, it is found that there are multi-modal metaphors such as images and words, gestures and words, music and words, and metonymies such as individual representing entirety and clothing representing identity in the admission film, which enhance the expressive power of the video and resonate with the audience.

scholarly journals Public engagement with a twist

2016 ◽  
pp. 12-15
Author(s):  
Elizabeth Stevenson ◽  
Tony Lynch ◽  
John Palfrey
Keyword(s):  
Public Engagement ◽  
Science Communication ◽  
English Language ◽  
First Language ◽  
Science And Engineering ◽  
Language Studies ◽  
University Of Edinburgh ◽  
Scientists And Engineers ◽  
The University

An increasing number of post-graduate students and post-doctoral researchers in the College of Science and Engineering at the University of Edinburgh do not have English as their first language. Indeed some researchers have barely acquired the minimum standard of English required by the College. This hinders their own development as scientists and engineers and also has implications for undergraduate tutoring and laboratory demonstrating in their science and engineering disciplines. To address this issue, an English Language Skills course was developed in collaboration with the Institute for Applied Language Studies (University of Edinburgh). The course uses the techniques and activities of science communication training for Public Engagement in sessions dedicated to learning English. Part of the rationale was that students would find comfort and confidence in their scientific knowledge, and would therefore feel empowered to speak out and improve their English skills. This case study outlines the development and implementation of the course, includes feedback from the participants and observations on the course.

The National Research University

2011 ◽  
pp. 238-247
Author(s):  
Fernando Valle ◽  
Stacy A. Jacob ◽  
Zhaomin He
Keyword(s):  
Research University ◽  
Lessons Learned ◽  
Higher Education Administrators ◽  
Institutional Practices ◽  
University Culture ◽  
Education Administrators ◽  
The University ◽  
Responsive Environments ◽  
Support Students

Higher education administrators constantly face tough decisions when assessing the feasibility of university programs. In fiscally responsive environments, programming traditions, university culture, and institutional practices along with the strategic missions of the university are constantly and carefully cross examined. National Research University represents any major university, and the players contained in this case study are modeled after real administrators and students. You are challenged to bring these participants to life by expanding upon the presented material. Please bring an assessment mindset to the problems as you align your informed decision making to the University mission. By utilizing questions included in the case study and examining the lessons learned, you are challenged to project the possibilities of synergistic endeavors that will support students while satisfying fiscal, programmatic, and personnel issues.

Technological Impact on Public Engagement in Alternative Educational and Heritage Institutions

2021 ◽  
pp. 203-217
Author(s):  
Natalia Moreira ◽  
Eleanor C. Ward
Keyword(s):  
Public Engagement ◽  
Underrepresented Groups ◽  
Creative Solutions ◽  
Technological Impact ◽  
Revenue Streams ◽  
Collaboration Process ◽  
The Uk ◽  
The University ◽  
University Of Manchester

Cultural institutions and higher education establishments in the UK face significant challenges and uncertainties in the present and foreseeable future, particularly in terms of securing ongoing funding in a period of austerity. In an era of constricting budgets, institutions are encouraged to find creative solutions to generating revenue streams and demonstrating impact, which in turn, offers ample opportunities for innovation and mutual benefit through collaboration between the academic and heritage sectors. This chapter focuses on the ‘REALab' consultancy programme, piloted and funded by the University of Manchester, which allowed a group of multidisciplinary researchers to address representation and inclusion of underrepresented groups at the Museum of Science and Industry in Manchester. The chapter is presented as a case study into the collaboration process between academic and heritage institutions. It will discuss the methods and success of the project and evaluate the importance of the interactive and innovative profile of the museum in the process.

Building internal capacity for community disaster resiliency by using a collaborative approach: A case study of the University of New Orleans Disaster Resistant University Project

2006 ◽  
Vol 4 (2) ◽  
pp. 24
Author(s):  
John J. Kiefer, PhD ◽  
Monica T. Farris, PhD ◽  
Natalie Durel, MPA
Keyword(s):  
New Orleans ◽  
Research Team ◽  
Planning Process ◽  
Hazard Identification ◽  
Collaborative Approach ◽  
Leadership Support ◽  
Stakeholder Support ◽  
The University ◽  
Collaborative Methodology

This paper describes the development of a disaster resistant community at the University of New Orleans (UNO). It includes the process for obtaining leadership support and “buy in,” for identifying specific expertise within the university community, and for enlisting and ensuring broad stakeholder support and participation in the plan.In late 2004, the author’s research team at the University of New Orleans successfully sought and was subsequently awarded a FEMA-sponsored grant to develop a Disaster Resistant University (DRU). This resulted in the formulation of a comprehensive mitigation plan aimed at identifying and reducing risks throughout UNO’s campus.Early in the planning process, the research team decided that, unlike other universities who had been awarded FEMA DRU grants, it would be important to develop local, “in-house” expertise in disaster resiliency to ensure sustainability. Rather than contracting an external agency to develop the mitigation plan, the researchers decided to leverage the disaster expertise already resident in the UNO community. At the same time, the UNO researchers considered it essential to use a methodology in developing the plan that would ensure representation from a broad range of stakeholders. To do this, the research team utilized a unique collaborative methodology in the hazard identification and mitigation process.

Thai Buddhist Meditation Practice Tradition and a Case Study

2020 ◽  
pp. 12-15
Author(s):  
Somboon Watana, Ph.D.
Keyword(s):  
Present Article ◽  
Practice Research ◽  
Meditation Practice ◽  
Master Teachers ◽  
Buddhist Meditation ◽  
Good Deed ◽  
University Level ◽  
The University ◽  
The Buddha

Thai Buddhist meditation practice tradition has its long history since the Sukhothai Kingdom about 18th B.E., until the present day at 26th B.E. in the Kingdom of Thailand. In history there were many well-known Buddhist meditation master teachers, i.e., SomdejPhraBhudhajaraya (To Bhramarangsi), Phraajarn Mun Puritatto, Luang Phor Sodh Chantasalo, PhramahaChodok Yanasitthi, and Buddhadasabhikkhu, etc. Buddhist meditation practice is generally regarded by Thai Buddhists to be a higher state of doing a good deed than doing a good deed by offering things to Buddhist monks even to the Buddha. Thai Buddhists believe that practicing Buddhist meditation can help them to have mindfulness, peacefulness in their own lives and to finally obtain Nibbana that is the ultimate goal of Buddhism. The present article aims to briefly review history, and movement of Thai Buddhist Meditation Practice Tradition and to take a case study of students’ Buddhist meditation practice research at the university level as an example of the movement of Buddhist meditation practice tradition in Thailand in the present.

Teaching Computer Based Historical Data Analysis

1994 ◽  
Vol 6 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Charles Anderson ◽  
Robert J. Morris
Keyword(s):  
Data Analysis ◽  
Social History ◽  
Historical Data ◽  
Good Practice ◽  
Computer Assisted ◽  
Historical Data Analysis ◽  
University Of Edinburgh ◽  
Computer Based ◽  
The University

A case study ofa third year course in the Department of Economic and Social History in the University of Edinburgh isusedto considerandhighlightaspects of good practice in the teaching of computer-assisted historical data analysis.

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