scholarly journals EDINA Digimap: New Developments in the Internet Mapping and Data Service for the UK Higher Education Community

2000 ◽  
Vol 10 (4) ◽  
pp. 445 ◽  
Author(s):  
Barbara Morris ◽  
David Medyckyj-Scott ◽  
Peter Burnhill
Keyword(s):  
Higher Education ◽  
The Internet ◽  
Data Service ◽  
New Developments ◽  
Education Community ◽  
The Uk ◽  
Uk Higher Education

Finding and preserving visual arts resources on the Internet

1997 ◽  
Vol 22 (3) ◽  
pp. 19-25 ◽  
Author(s):  
Tony Gill ◽  
Catherine Grout
Keyword(s):  
Visual Arts ◽  
Information Services ◽  
The Internet ◽  
Data Service ◽  
Internet Resources ◽  
Education Community ◽  
Intrinsic Complexity ◽  
The Uk ◽  
Uk Higher Education ◽  
Arts Community

Internet resources in any discipline are difficult to locate reliably, but the problem is exacerbated for the visual arts community by the intrinsic complexity of retrieving visual resources. After a brief examination of the problems associated with the discovery of networked resources, this paper outlines the development, integration and future objectives of two visual arts information services, the Art, Design, Architecture & Media Information Gateway (ADAM) and the Visual Arts Data Service (VADS), both funded for the benefit of the UK Higher Education community by the Joint Information Systems Committee.

scholarly journals Talking the Talk and Fitting In: Troubling the Practices of Speaking? ‘What you are Worth’ in Higher Education in the UK

2015 ◽  
Vol 20 (2) ◽  
pp. 27-39 ◽  
Author(s):  
Michelle Addison ◽  
Victoria ◽  
G. Mountford
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Research Projects ◽  
University Staff ◽  
Cultural Meanings ◽  
The North ◽  
The Uk ◽  
Fitting In ◽  
Uk Higher Education

In this article we raise questions about fitting in pertaining to various classed identities within two UK Higher Education Institutions (HEI). We discuss the pains and privileges attached to accent and ways of speaking worth: Who is able to mobilize and capitalize on inscribed values, as they come to be attached to ways of talking? Accents and ways of talking are part of embodied class identities and whilst some carry connotations of intelligence, other ways of talking are positioned as lacking value, as well as other cultural meanings ( Sayer 2002 ; Spencer, Clegg and Stackhouse 2013 ; Lawler 1999 ; Skeggs 1997 ; Southerton 2002 ; Taylor 2007 ; Macfarlane and Stuart-Smith 2012 ). In this article we discuss our empirical research carried out in two separate qualitative ESRC-funded research projects in the north of England with undergraduate students (Victoria Mountford) and university staff (Michelle Addison). Focusing primarily on white British ways of talking, we examine how embodying particular accents or ways of talking affect classed notions of ‘fitting in’ or ‘standing out’ (Reay et al 2009: 1; Abraham and Ingram 2013 ) in HE. In a climate of uncertainty in Higher Education we are concerned that the importance of demonstrating one's impact, value and worth comes down to more than just productivity, it is becoming demonstrably about being able to ‘talk the talk’. Here we trouble the practices of speaking ‘what you are worth’.

Characteristics of UK higher education institutions that disclose sustainability reports

2018 ◽  
Vol 19 (7) ◽  
pp. 1279-1298 ◽  
Author(s):  
Remmer Sassen ◽  
Dominik Dienes ◽  
Johanna Wedemeier
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Research Question ◽  
Corporate Sustainability ◽  
Public Funding ◽  
Sustainability Reporting ◽  
Content Type ◽  
Sustainability Reports ◽  
The Uk ◽  
Uk Higher Education

Purpose This study aims to focus on the following research question: Which institutional characteristics are associated with sustainability reporting by UK higher education institutions? Design/methodology/approach To answer the aforementioned research question, this study uses logistic regression. Findings The results show that 17 per cent of the UK higher education institutions report on their sustainability (July 2014). In line with legitimacy and stakeholder theory, logistic regressions provide evidence that the larger the size of the institution, the higher the probability of reporting. By contrast, high public funding decreases this probability. Research limitations/implications The findings show characteristics of higher education institutions that support or hamper sustainability reporting. Overall, the findings imply a lack of institutionalisation of sustainability reporting among higher education institutions. Originality/value Although a lot of research has been done on corporate sustainability reporting, only a small number of studies have addressed the issues of sustainability reporting of higher education institutions. This study covers all sustainability reports disclosed among the 160 UK higher education institutions. It is the first study that investigates characteristics of higher education institutions that disclose a sustainability report.

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