Barriers to engagement at UCL

2017 ◽  
Vol 3 (1) ◽  
pp. 286 ◽  
Author(s):  
Jenny Marie ◽  
Sally MacKenzie ◽  
Steve Rowett ◽  
Moira Wright
Keyword(s):  
Academic Support ◽  
Different Types ◽  
University Life ◽  
Part Time Students ◽  
Part Time ◽  
University College London ◽  
Potential Risks ◽  
Staff Engagement ◽  
Insight Into

This case study considers the views of ten University College London (UCL) staff about ‘hard to reach’ students. Staff were chosen so as to give an insight into the issue for different types of engagement: academic, support, union activities and volunteering. Focusing on these types of engagement together confirms that part-time students face barriers to engaging in many aspects of university life and that all students face barriers to some aspect of university life. This paper also draws attention to the potential risks inherent in focusing on ‘hard-to-reach’ students as an approach to improving inclusivity. It also raises the issue of how barriers to inclusion interact and whether we should be considering ‘staff engagement’ alongside ‘student engagement’.

DISTINGUISHING REGURGITALITES AND COPROLITES: A CASE STUDY USING A TRIASSIC BROMALITE WITH SOFT TISSUE OF THE PSEUDOSUCHIAN ARCHOSAUR REVUELTOSAURUS

Palaios ◽  
2020 ◽  
Vol 35 (3) ◽  
pp. 111-121 ◽  
Author(s):  
CALEB M. GORDON ◽  
BRIAN T. ROACH ◽  
WILLIAM G. PARKER ◽  
DEREK E. G. BRIGGS
Keyword(s):  
Soft Tissue ◽  
Bone Mass ◽  
Behavioral Ecology ◽  
Microstructural Analysis ◽  
Upper Triassic ◽  
Extinct Species ◽  
Chinle Formation ◽  
Different Types ◽  
Insight Into

ABSTRACT Regurgitalites (fossilized regurgitates) can provide insight into the behavioral ecology and physiology of extinct species but they are rarely reported because they are difficult to identify and distinguish from coprolites. A compact mass of skeletal material from the Owl Rock Member of the Upper Triassic Chinle Formation of Arizona reveals features that identify it as a regurgitalite. Characteristics of the teeth and osteoderms in the specimen indicate that these remains belong to the pseudosuchian archosaur Revueltosaurus. Chemical and microstructural analysis revealed a dearth of gastric etching, the preservation of muscle fibers, and the absence of a phosphatic matrix, indicating that this bone mass is a regurgitalite and not a coprolite. It was probably produced by a phytosaur, rauisuchid, or temnospondyl, all of which occur in the Owl Rock Member. We offer an identification key to assist in distinguishing between different types of digestive remains produced by vertebrate carnivores.

Development of Knowledge and Skills with Case Method

2017 ◽  
pp. 104-120
Author(s):  
Kaja Prystupa ◽  
Omar Luethi
Keyword(s):  
Work Experience ◽  
Higher Vocational Education ◽  
Knowledge And Skills ◽  
Institutional Settings ◽  
Part Time Students ◽  
Part Time ◽  
University Setting ◽  
Theoretical Foundations ◽  
Different Levels

The aim of this chapter is to analyze the application of two different variations of the case study method at different levels of education programs in reference to the development of knowledge and skills. Based on theoretical foundations the authors share good practices of their own experience as educators at HSO Business School in Switzerland and Kozminski University in Poland. Both institutions face different challenges created by different institutional settings. These reach from pre-experienced undergraduate and graduate student group in a traditional University setting in Poland to part-time students with several years of work experience in higher vocational education in Switzerland.

Distributed Ship Service Systems Architecture in The Early Stages of Designing Physically Large and Complex Vessels: The Submarine Case

2021 ◽  
Vol 163 (A2) ◽  
Author(s):  
M H Mukti ◽  
R J Pawling ◽  
D J Andrews
Keyword(s):  
Concept Design ◽  
Systems Architecture ◽  
Computer Tools ◽  
Ongoing Work ◽  
Different Types ◽  
University College London ◽  
The Impact ◽  
Crucial Set ◽  
Synthesis Approach

In the initial sizing of complex vessels, where recourse to type ship design can be overly restrictive, one crucial set of design features has traditionally been poorly addressed. This is the estimation of the weight and space demands of the various Distributed Ship Services Systems (DS3), which include different types of commodity services beyond those primarily associated with the ship propulsion system. In general, naval vessels are typified by extensive and densely engineered DS3, with the modern naval submarine being at the extreme of dense outfitting. Despite this, the ability for the concept designer to consider the impact of different configurations for the DS3 arrangements has not been readily addressed in concept design. This paper describes ongoing work at University College London (UCL) to develop a novel DS3 synthesis approach utilising computer tools, such as Paramarine™, MATLAB®, and CPLEX®, which provide the concept designer with a quantitative network-based evaluation to enable DS3 space and weight inputs early in the design process. The results of applying the approach to a conventional submarine case study indicate quantitative insights into early DS3 sizing can be obtained. The paper concludes with likely developments in concluding the research study.

Aligning corporate and business strategy: managing the balance

2019 ◽  
Vol 40 (4) ◽  
pp. 44-52 ◽  
Author(s):  
Pontus Wadström
Keyword(s):  
Business Strategy ◽  
Corporate Strategy ◽  
Two Dimensions ◽  
Future Research ◽  
Content Type ◽  
Different Types ◽  
Field Notes ◽  
Potential Risks ◽  
Practical Implications

Purpose This study aims to expand the knowledge on strategy and alignment by exploring how executives and strategists can manage alignment between corporate and business strategy to leverage synergies, from a corporate strategy perspective, without limiting local responsiveness, from a business strategy perspective. Design/methodology/approach The study is characterized by privileged access and richness of data. A case study design was used to explore the results. Data include interviews, observations in workshops, material produced in workshops and personal field notes. Findings The study provides insights about how alignment between corporate and business strategy can be managed to balance requirements on both corporate and business strategy. To do so alignment needs be understood and managed based on its contribution to the competitiveness of the firm. In addition, alignment encompasses two dimensions: direction of alignment (which can be vertical and horizontal) and relation of alignment (which can be numerical and non-numerical). This leads to four different types of alignment. Research limitations/implications Explorative case studies yield results less generalizable. Future research is thus encouraged to confirm or contradict the results of this study. Practical implications When formulating strategy, executives and strategists need to consider what type of alignment is appropriate for what parts and elements of the strategies (e.g. goals and activities) to gain competitive advantage. By using different types of alignment, it is possible to balance the need for both corporate synergies and business responsiveness. Originality/value This study fulfils an identified need to study what alignment between strategies on different organizational levels encompasses and the potential risks of alignment.

Perceptions of regular and special education teachers of their own and their co-teacher’s instructional responsibilities in inclusive education: A case study

2020 ◽  
Vol 23 (2) ◽  
pp. 140-158 ◽  
Author(s):  
Tanja Lindacher
Keyword(s):  
Special Education ◽  
Inclusive Education ◽  
Special Education Teachers ◽  
Development Process ◽  
Qualitative Content Analysis ◽  
Community Schools ◽  
Different Types ◽  
Depth Interviews ◽  
Insight Into

Co-teaching is fundamental to inclusive education. However, the way co-teaching is implemented, varies considerably, and establishing and allocating instructional responsibilities does not follow a standardized pattern. This study is based on four cases – two located at traditional secondary schools and two at newly created community schools – and includes semi-structured in-depth interviews with four regular teachers and four special education teachers. It aims at providing insight into how co-teaching partners in Germany perceive their own and their partner’s instructional responsibilities. Data are analyzed with a structuring technique of qualitative content analysis. It becomes evident that the partners in each case do not always follow identical instructional intents. Nonetheless, different types of teacher knowledge seem to complement each other effectively in co-teaching relationships. Although, of course provided primarily for pupils with special needs, special education expertise also seems to support pupils without such needs. The results indicate a need to secure and integrate co-teaching relationships structurally into a school’s development process. The article concludes with some options for development in practice.

scholarly journals Developing Transferable Management Skills through Action Learning

2013 ◽  
Vol 27 (1) ◽  
pp. 67-75 ◽  
Author(s):  
Annie Yeadon-Lee ◽  
Roger Hall
Keyword(s):  
Positive Impact ◽  
Learning Experience ◽  
Action Learning ◽  
Master Of Business Administration ◽  
Management Skills ◽  
Potential Response ◽  
Managerial Skills ◽  
Part Time Students ◽  
Part Time ◽  
Insight Into

There has been increasing criticism of the relevance of the Master of Business Administration (MBA) degree in developing skills and competencies. Action learning, devised to address problem solving in the workplace, offers a potential response to such criticism. This paper provides an insight into one university's attempt to integrate action learning into the curriculum. Sixty-five part-time students were questioned at two points in their final year about their action learning experience and the enhancement of relevant managerial skills and competencies. The results showed a mixed picture. Strong confirmation of the importance of selected skills and competencies contrasted with weaker agreement about the extent to which these were developed by action learning. There was, nonetheless, a firm belief in the positive impact on the learning process. The authors conclude that action learning is not a panacea but has an important role in a repertoire of educational approaches to develop relevant skills and competencies.

scholarly journals Remote learning in basic education schools in Latvia during COVID-19 Pandemic: Experience of pedagogical internship

2021 ◽  
Vol 16 (5) ◽  
pp. 2559-2574
Author(s):  
Arija Kolosova
Keyword(s):  
Learning Process ◽  
Research Study ◽  
Basic Education ◽  
Full Time ◽  
Case Study Method ◽  
Qualitative Empirical Research ◽  
Part Time Students ◽  
Part Time ◽  
Remote Learning

Due to the outbreak of the COVID-19 pandemic, most students were forced to study remotely, including students in Latvia. This publication aims to reflect on the remote learning process during Covid-19, analysing the results obtained by students during their internships. The research study involves 81 full-time and part-time students of Liepaja University study programmes. This publication is based on qualitative empirical research, using the case study method within a natural environment. The results were analysed using content analysis. As the result of this study, the conclusions are drawn, revealing the identified problems, strong points and contradictions in the learning process, providing a basis for improvements. The obtained research results can serve as a foundation for the research in future. Keywords: consequences of Covid -19, remote learning process, internship

Development of Knowledge and Skills with Case Method

2018 ◽  
pp. 407-423
Author(s):  
Kaja Prystupa ◽  
Omar Luethi
Keyword(s):  
Work Experience ◽  
Higher Vocational Education ◽  
Knowledge And Skills ◽  
Institutional Settings ◽  
Part Time Students ◽  
Part Time ◽  
University Setting ◽  
Theoretical Foundations ◽  
Different Levels

The aim of this chapter is to analyze the application of two different variations of the case study method at different levels of education programs in reference to the development of knowledge and skills. Based on theoretical foundations the authors share good practices of their own experience as educators at HSO Business School in Switzerland and Kozminski University in Poland. Both institutions face different challenges created by different institutional settings. These reach from pre-experienced undergraduate and graduate student group in a traditional University setting in Poland to part-time students with several years of work experience in higher vocational education in Switzerland.

scholarly journals Doctoral research education in Canada: Full-time and part-time students’ access to research assistantships

2017 ◽  
Vol 26 (1) ◽  
Author(s):  
Ewelina Kinga Niemczyk
Keyword(s):  
Graduate Students ◽  
Full Time ◽  
Education Students ◽  
Research Education ◽  
Doctoral Research ◽  
Part Time Students ◽  
Part Time ◽  
Informal Practices ◽  
Context Specific

Graduate students’ development as researchers is a key objective in higher education internationally. Research assistantships (RAships) nurture graduate students as novice researchers as they develop theoretical and methodological knowledge. However, few studies have investigated the ways institutional regulations, informal practices, and students’ academic status may influence graduate students’ access to RAships. Based on a larger case study exploring RAship experiences of full-time and part-time doctoral Education students at an Ontario university in Canada, this paper reports key arguments and conclusions specific to students’ unequal access to RAships. Although the study is context specific and cannot be generalized, described practices and recommendations can inform other institutions and programs nationwide. 

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