scholarly journals Precarious Academics: Information Practices and Challenges

2020 ◽  
Author(s):  
Rebekah Willson ◽  
Heidi Julien
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Academic Staff ◽  
Small Scale ◽  
The United Kingdom ◽  
Information Practices ◽  
Canadian Context ◽  
Challenging Environment

This paper reports the results of a small-scale study of the information practices of contract academic staff in the United Kingdom, which is being used as the basis for a broader study in the Canadian context. Neoliberal approaches to the management of higher education across the globe, including Canada, are contributing to a highly challenging environment for contract academic staff, who face marginalization, insecurity, and significant stress. The study seeks togive voice to this growing complement of contract academic staff, to identify practical responses to these challenges. Cet article présente les résultats d'une étude à petite échelle des pratiques d'information du personnel universitaire contractuel au Royaume-Uni, qui sert de base à une étude plus large dans le contexte canadien. Les approches néolibérales de la gestion de l'enseignement supérieur à travers le monde, y compris au Canada, contribuent à créer un environnement très difficile pour le personnel académique contractuel, confronté à la marginalisation, à l'insécurité et à un stress important. L'étude cherche à donner la parole à ce complément croissant de personnel académique contractuel, afin d'identifier des réponses pratiques à ces défis.

SHAPING SOCIAL COMPETENCES OF STUDENTS IN LIGHT OF PUBLIC POLICIES FOR HIGHER EDUCATION IN GERMANY, THE NETHERLANDS, POLAND, LATVIA, CZECH REPUBLIC AND THE UNITED KINGDOM

2020 ◽  
Vol 559 (10) ◽  
pp. 13-21
Author(s):  
Katarzyna Matuszczak ◽  
Ewa Chmielecka
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Czech Republic ◽  
The Netherlands ◽  
Student Attitudes ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Public Policies ◽  
The United Kingdom ◽  
Social Competences

Shaping social competences of university graduates constitutes one of the most important contemporary challenges. The cognitive objectives of the Erasmus + DASCHE project, the selected results of which are presented in this article, were (1) to identify good practices in shaping social competences of students in selected higher education institutions, (2) to support public policies with regard to higher education at both European and national levels, as well as at higher education institutions (HEIs) in the area of designing, shaping and verifying students’ social competences and formulating recommendations in this regard. For these purposes, case studies at 26 selected HEIs were carried out within the project. This article presents an analysis of public policies in Germany, the Netherlands, Poland, Latvia, the Czech Republic and the United Kingdom in the context of influence of these policies on whether and how HEIs shape students’ social competences and whether HEIs are obliged, encouraged or supported by legal regulations and other instruments in this regard. The research shows a large diversity of national public policies in this respect and - with the widespread recognition by the academic staff of the importance of shaping student attitudes - a significant lack of intentional actions leading to shaping students’ competences at the national, institutional and European level.

International strategies of universities in England

2007 ◽  
Author(s):  
Mihoko Toyoshima
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Global Knowledge ◽  
International Dimension ◽  
The Past ◽  
The United Kingdom ◽  
International Strategies ◽  
Foreign Universities

The 'internationalisation' of universities has recently become a keyword in many countries. With the progress of globalisation, the mobility of students and academic staff at universities has drastically increased in the past few decades. As a result, more universities are now trying to bring an international dimension to their institutions. While some universities are focusing on internationalising their curricula to meet the needs of a globalised society, others are emphasising the establishment of new collaboration agreements with foreign universities to raise their profiles further. These changes have made universities main players in the age of global knowledge competition, and consequently it has been important for universities to create solid international strategies in order to survive. In this context, the United Kingdom has probably been one of the most proactive countries in this field. This paper will examine the underlying concepts of internationalisation of universities in England. The aim of the research is to examine the different attitudes towards internationalisation between pre-1992 ('old' universities) and post1992 (former polytechnic) universities, and to explore what kind of factors influenced their international strategies. This paper will also attempt to provide a possible explanation as to why higher education institutions in England are heading for internationalisation.

Role-Emerging Placements are an Essential Risk for the Development of the Occupational Therapy Profession: The Debate

2009 ◽  
Vol 72 (9) ◽  
pp. 416-418 ◽  
Author(s):  
Rachel Cooper ◽  
Rosi Raine
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Occupational Therapy ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Learning Experience ◽  
Voluntary Sector ◽  
Occupational Therapy Education ◽  
The United Kingdom ◽  
Therapy Education

There is an increasing awareness of the use of role-emerging placements within occupational therapy education. A greater number of higher education institutions are recognising the value of their students undertaking at least one of their practice placements within a role-emerging setting. Similarly, students are developing a sense of the depth of the learning experience that can be gained from these placements. However, with these developments are the inevitable challenges, posed to academic staff, students, clinicians, staff within the voluntary sector and the profession as a whole. This opinion piece discusses both the challenges and the opportunities posed by the increasing use of role-emerging placements within the United Kingdom, and whether or not role-emerging placements are actually essential to the development of the profession.

scholarly journals The Hybridisation of Conventional Higher Education: UK Perspective

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Roger Lewis
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Distance Learning ◽  
Full Time ◽  
Open Learning ◽  
Tertiary Sector ◽  
Face To Face ◽  
The United Kingdom ◽  
Part Time ◽  
Radical Approach

Before the creation of the United Kingdom Open University (UKOU) - its Charter was given in 1969 and the first students were admitted in 1971 - the full-time residential model of higher education was pervasive, with part-time and distance modes of study seen as separate and inferior. The UKOU demonstrated the effectiveness of distance learning but also, because of its success, in some ways inhibited change in the mainstream tertiary sector. As social and political pressures on the sector grew, higher education providers were forced to innovate and models of “open learning” offered ways forward. As a result, the distinction between “distance” and “face-to-face” delivery rapidly eroded during the 1990s. However, barriers still remain to a more radical approach to provision as a whole.

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