Barriers to Emerging Technology and Social Media Integration in Higher Education

2013 ◽  
pp. 334-354 ◽  
Author(s):  
Ana Adi ◽  
Christina Gasser Scotte
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Case Studies ◽  
Technological Innovation ◽  
Emerging Technologies ◽  
Higher Education Research ◽  
It Infrastructure ◽  
The Uk ◽  
Training Delivery ◽  
Media Integration

With technological innovation and social media infiltrating every field of activity, it was only a matter of time until universities and faculty would need to embrace the technological challenge. This chapter offers three case studies of social media training delivery in universities and researcher centres in the UK, USA, and Bahrain. These case studies cover the use of emerging technologies in higher education research, teaching and policy, and associated first- and second-order barriers to their implementation. Results and impact of the training sessions, including questions asked and feedback provided by participants are also discussed. The chapter emphasizes the increasing interest in training in emerging technologies for educators and affiliated university staff, but also highlights the challenges faced when promoting tools and platforms not supported by either the IT infrastructure of the universities or the policies in place.

Barriers to Emerging Technology and Social Media Integration in Higher Education

2016 ◽  
pp. 1161-1182
Author(s):  
Ana Adi ◽  
Christina Gasser Scotte
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Case Studies ◽  
Technological Innovation ◽  
Emerging Technologies ◽  
Higher Education Research ◽  
It Infrastructure ◽  
The Uk ◽  
Training Delivery ◽  
Media Integration

With technological innovation and social media infiltrating every field of activity, it was only a matter of time until universities and faculty would need to embrace the technological challenge. This chapter offers three case studies of social media training delivery in universities and researcher centres in the UK, USA, and Bahrain. These case studies cover the use of emerging technologies in higher education research, teaching and policy, and associated first- and second-order barriers to their implementation. Results and impact of the training sessions, including questions asked and feedback provided by participants are also discussed. The chapter emphasizes the increasing interest in training in emerging technologies for educators and affiliated university staff, but also highlights the challenges faced when promoting tools and platforms not supported by either the IT infrastructure of the universities or the policies in place.

scholarly journals Unwaged Posts in UK Universities: Controversies and Campaigns

2015 ◽  
Vol 13 (2) ◽  
pp. 533-553 ◽  
Author(s):  
Kirsten Forkert ◽  
Ana Lopes
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Trade Unions ◽  
Creative Industries ◽  
Early Career ◽  
Higher Education System ◽  
Use Of Social Media ◽  
The Uk ◽  
The University ◽  
Uk Higher Education

This article examines unwaged posts at UK universities, using recent examples of advertised job posts. While unpaid work is common in the UK higher education system, unwaged posts are not. The posts under scrutiny in this article differ from traditional honorary titles as they target early career academics, who are unlikely to have a paid position elsewhere, rather than established scholars. The article contextualizes the appearance of these posts in a climate of increasing marketization of higher education, entrenching managerialism in higher education institutions, and the casualization of academic work. We also discuss resistance to the posts, arguing that the controversy surrounding unpaid internships in the creative industries created a receptive environment for resisting unwaged posts in academia. We analyze the campaigns that were fought against the advertisement of the posts, mostly through social media and the University and College Union. We explore the tactics used and discuss the advantages and limitations of the use of social media, as well as the role of trade unions in the campaigns against these posts, and we reflect on what future campaigns can learn from these experiences.

Teaching of Sustainability

2014 ◽  
pp. 398-409
Author(s):  
Sue Haile ◽  
Jarka Glassey
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Sustainable Design ◽  
Education Institution ◽  
Curriculum Mapping ◽  
Engineering Curriculum ◽  
Higher Education Institution ◽  
Traditional Research ◽  
The Uk ◽  
Mapping Exercise

Following a discussion of the means of introducing sustainability and sustainable design into the engineering curriculum, this chapter provides examples of the approach taken when teaching these subjects through the use of case studies at a traditional research-intensive higher education institution in the UK: Newcastle University. This chapter demonstrates the range of topics that have been addressed through examples of case studies and discusses the methods of delivery and assessment within the curriculum. The result of a cross-curriculum mapping exercise is presented, showing how sustainability teaching can be incorporated into a variety of undergraduate and postgraduate programmes.

scholarly journals Defending the media from itself: Reforming media regulations to minimise the impact of misinformation

European View ◽  
2019 ◽  
Vol 18 (2) ◽  
pp. 210-219
Author(s):  
Juha-Pekka Nurvala ◽  
Amelia Buckell
Keyword(s):  
Decision Making ◽  
Social Media ◽  
Case Studies ◽  
Search Engines ◽  
Behavioural Changes ◽  
Social Media Platforms ◽  
The Media ◽  
The Uk ◽  
The Impact

This article argues that media regulations on correcting incorrect articles are in dire need of reform due to technological and behavioural changes. By using case studies from the UK, the authors demonstrate the huge difference between the number of people who were reached by the original article before the Independent Press Standards Organisation (the regulator in the UK) ruled it incorrect and the number reached by the correction or corrected article. The authors argue that media regulations must be reformed to ensure that corrections reach the same people as the original incorrect article to avoid misinformation impacting peoples’ decision-making, and that reforms must include social media platforms and search engines.

scholarly journals Using Technology to Enhance the Student Experience in Large Cohort Settings: Evidence from a Journey of Innovation at the University of Manchester

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Paul Middleditch ◽  
William Moindrot
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Student Satisfaction ◽  
Classroom Interaction ◽  
Large Cohort ◽  
Peer Instruction ◽  
Learning Tools ◽  
The Uk ◽  
The University ◽  
University Of Manchester

The use of large cohorts in higher education poses significant challenges to institutions and lecturers required to convene in this setting. These challenges have been compounded by recent changes to higher education in the UK that have presented themselves in the form of a new fees structure, a push for student satisfaction and a technological tidal wave. This paper presents innovative approaches, from two large cohort economics courses running over three years at the University of Manchester, using methods of classroom interaction, peer instruction and social media to further engagement. We discuss data collected during this period of time through surveys and observations of how the students used these new learning tools. We have found that a move away from clickers toward utilisation of students’ own mobile devices, and in time the use of social media, meant that we were more able to adapt and evolve our teaching methods at a pace with the needs and interests of our students. We use this evidence to consider the implications and to provide advice to others teaching on large cohort courses whose ambition, like ours, is to make the large cohort class a more positive experience.

scholarly journals Making the second year count: embedding learning development in a progressive student journey

2018 ◽  
Author(s):  
Pat Hill ◽  
Amanda Tinker
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Case Studies ◽  
First Year ◽  
Approach To Learning ◽  
Perceptions Of Students ◽  
Second Year ◽  
Learning Development ◽  
The Uk ◽  
Uk Higher Education

In over a decade of working on embedding skills within the curriculum, it became apparent to us that the second or intermediate year was rather neglected in terms of intervention.  Across the UK higher education sector, focus has been on supporting first year transition and final year projects (Yorke, 2015; Whittle, 2018). The aim of this paper is to explore a progressive approach to learning development within the curriculum which ensures that the second year is fully exploited in terms of bridging the gap between first and final years. Focus groups were used to investigate perceptions of students, subject specialists and learning developers and the subsequent issues are thematically analysed and discussed. Two case studies are then used to demonstrate the design of a curriculum which supports a collaborative and progressive approach to student learning in which learning developers can play a key role. 

Modern research methods: Opportunity knocks

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Imran Alvi
Keyword(s):  
Higher Education ◽  
Big Data ◽  
Financial Crisis ◽  
Case Studies ◽  
Research Methods ◽  
Complex Environment ◽  
National Institutions ◽  
Key Drivers ◽  
The Uk

As economists are working in an increasing complex environment, it is natural that they take advantage of a wider and more advanced set of tools and skills to deliver meaningful solutions. The financial crisis and the advent of big data have been two key drivers in this direction. Through examination of case studies from the UK, research methods are found to be of key importance in addressing the complexity of today's pressing economic questions. Considerable opportunities present themselves to higher education and national institutions that are able to master the application of up-to-date research methods.

Social Media Audit and Analytics

2013 ◽  
pp. 143-162
Author(s):  
Ana Adi
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Public Relations ◽  
Case Studies ◽  
Media Literacy ◽  
Content Management ◽  
Creative Industries ◽  
Media Specialist ◽  
The Social ◽  
High Level

Beyond influencing the ways we communicate and we do business, social media is currently challenging traditional higher education in many respects: from the way in which courses are delivered and students interact with each other and with their lecturers to the content that the courses cover. In particular, the emergence of the social media specialist working in marketing-communications, creative industries or journalism, and their use of ever-changing content management and analytics tools require adaptation of courses to the constant changes in industry. Starting from two case studies of teaching social media auditing and analytics as part of courses taught in Belgium and Bahrain, this chapter aims to present a model exercise for marketing and public relations classrooms covering these topics. The discussion of the challenges of teaching social media audit and analytics emphasizes the need of more and constant collaboration between academia and industry as well as the need to ensure that students have a high level of media literacy before they embark on such a career route.

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