Staff Perspectives on ILT

2011 ◽  
pp. 106-124
Author(s):  
Colin McCaig ◽  
Maria Smith
Keyword(s):  
Staff Development ◽  
Teaching Method ◽  
Subject Area ◽  
Pedagogical Issues ◽  
Learning Technology ◽  
Cultural Issues ◽  
Staff Perceptions ◽  
Alternative Teaching ◽  
The Uk ◽  
The Impact

This chapter examines staff perceptions of information and learning technology (ILT) in the UK learning and skills sector. It is divided into two sections dealing in turn with pedagogic and cultural issues. The section on pedagogical issues explores the use of the VLE/intranet as an alternative teaching method, and asks why these modes of learning are comparatively rare in the learning and skills sector. This section is also concerned with perceptions of the impact of ILT on students’ retention and attainment and explores the concept of variable use and variable impact by level and subject area. The cultural and infrastructure issues explored in the second section relate to staff development and training opportunities (such as the number and type of courses offered), the additional help requested, and the barriers to further uptake.

The impact of service cutbacks, job insecurity and globalisation

2020 ◽  
pp. 103-120
Author(s):  
Nigel Malin
Keyword(s):  
Staff Development ◽  
Public Service ◽  
Job Insecurity ◽  
Analytical Framework ◽  
Main Argument ◽  
Economic Productivity ◽  
Deficit Reduction ◽  
Pay Cuts ◽  
The Uk ◽  
The Impact

The austerity agenda links deficit reduction to cuts in public service budgets. The main argument is that de-professionalisation lies at the heart of assessing the impact of the ‘commercial model’ in the form of efficiencies, pay cuts, rationing, reduced training/staff development and potentially affecting overall economic productivity. This chapter begins to shape an analytical framework for understanding the UK context in which a process of de-professionalisation exists within an employment culture dominated by inequality, precarity, globalisation and declining solidarity.

Behind the veil

2011 ◽  
Vol 1 (2) ◽  
pp. 1-5
Author(s):  
Alexandra Snelgrove ◽  
Ariane Ryan
Keyword(s):  
Value Chain ◽  
Rural Women ◽  
Business Environment ◽  
Subject Area ◽  
Cultural Issues ◽  
Content Type ◽  
Development Tool ◽  
A Value ◽  
The Veil ◽  
The Impact

Subject area The case addresses issues related to value chains, sustainable businesses, business environment in emerging economies and cross-cultural issues. applicability/applicability This case would be best addressed by students in upper years of their undergraduate degree or at a Master's level. Case overview The case addresses a project conducted by MEDA in Pakistan which focused on developing a value chain in the embroidery sector with the end goal of improving the livelihood of homebound rural women. The case walks the students through the local cultural constraints, the project design the development of the various value chain actors and the most significant outcomes. The primary issue requires the students to evaluate the most appropriate exit strategy for MEDA which would not harm the existing networks and allow the whole value chain to continue sustainably. Expected learning outcomes To appreciate the complexity of value chain development while understanding the benefits and opportunities they offer. To understand the importance of sustainability and how this can be achieved using market tools. To grasp the concept of exit strategies in the context of development projects and explore various ways these can be structured. To identify the impact of culture on business environment. Integrating the poor into thriving markets. Business as a development tool. Supplementary materials Teaching notes

scholarly journals The Study of Religion in the UK in its Institutional Context

2017 ◽  
Vol 71 (1) ◽  
pp. 44-57
Author(s):  
Kim Knott
Keyword(s):  
Public Funding ◽  
Subject Area ◽  
Institutional Pressures ◽  
The Public ◽  
Institutional Structures ◽  
Institutional Contexts ◽  
The Uk ◽  
Relationship Of ◽  
The Impact ◽  
The Relationship

Abstract How has the study of religion in the UK been shaped by its institutional contexts? Consideration is given to the Christian and secular foundations of universities and higher education colleges, the relationship of theology and religious studies, and the impact of institutional structures and drivers associated with teaching and research. The formation of ‘TRS’ as an instrumental and contested subject area is discussed, as is the changing curriculum. Research on religion is examined in relation to new institutional pressures and opportunities: the assessment of university research and the public funding of research. The importance of the impact agenda and capacity building are illustrated.

EU Law Directions

2018 ◽  
Author(s):  
Nigel Foster
Keyword(s):  
Case Law ◽  
Subject Area ◽  
Free Movement ◽  
Eu Law ◽  
Academic Quality ◽  
Experience Teaching ◽  
Free Movement Of Persons ◽  
The Uk ◽  
Substantive Law ◽  
The Impact

EU Law Directions explains the key topics and developments in this fast-paced and increasingly important subject area. Based on 35 years’ experience teaching and examining European Union (EU) law, this book provides a student-friendly text which is readable without compromising on academic quality. The text is easy to follow, with useful features throughout such as case summaries, key definitions, and diagrams. Cross-references and end-of-chapter summaries demonstrate how topics link together and enable students to quickly build up a comprehensive understanding of EU law. The text is clearly broken down into logical sections, guiding students through institutional, procedural, and substantive law from a European perspective, as well as taking into account the fast-moving events in the UK generated by the result of the Brexit referendum. A clear and uncomplicated writing style ensures students new to EU law quickly grasp the central elements of the subject. This book has been fully revised in this new edition to take account of new legislative and case law developments, in particular relating to the free movement of persons and equality law. This new edition includes a full consideration of the impact of the Lisbon Treaty, including changes to Article 263 TFEU; consideration of the latest case law, in particular the growing post-Keck cases in the free movement of goods; and new and expanded case summaries. This edition also includes an introductory chapter on competition policy and law.

Interlending and document supply: a review of the recent literature; 92

2016 ◽  
Vol 44 (2) ◽  
pp. 88-91
Author(s):  
Mike McGrath
Keyword(s):  
Open Access ◽  
Resource Sharing ◽  
Information Science ◽  
Recent Literature ◽  
Subject Area ◽  
Library And Information Science ◽  
Content Type ◽  
The Uk ◽  
The Impact ◽  
Regular Review

Purpose This paper aims to review the current Library and Information Science (LIS) literature for document supply, resource sharing and other issues such as open access that have an impact on the service. Design/methodology/approach The approach is based on the scanning of about 150 journals, reports, websites and blogs. Findings Open access continues to grow and, hence, the impact of document supply. There is a particularly useful progress report on open access in the UK which is widely relevant. Originality/value This paper is the only regular review of LIS literature in this subject area.

scholarly journals QUILT: a case study in the impact of a staff development programme

2011 ◽  
Vol 8 (3) ◽  
Author(s):  
Kevin Donovan ◽  
Daniel Atwere
Keyword(s):  
Staff Development ◽  
Learning Technology ◽  
Training Methods ◽  
Technological Readiness ◽  
Survey Report ◽  
College Staff ◽  
Survey Results ◽  
Original Survey ◽  
The Impact

The QUILT programme was designed and delivered on the basis of a major FE sector survey of 15,000 college staff and a series of consultation events during 1996. The survey results were included in FEDA's submission for funding for the QUILT programme to the FEFC. The events, to which a senior manager and the member of staff responsible for IT in every sector college were invited, took place in every English region and in Wales. Theseestablished training and other needs, the extent of technological readiness in colleges, and preferred training methods. QUILT was launched in Wales in 1996 and in England during the following year. Its design has been adjusted to account for a follow-up survey in 1998 and an impact study in 1999. Both of these (like the original survey report) were unpublished FEDA documents; data from them was used in internal reports to the FEFC and its Information and Learning Technology Committee (FEILTC). Other evidence for change was provided by (for example) comments from delegates at events and from members of the FEILTC. Subsequent initiatives also accounted for adjustments to the programme to avoid duplication and to maximize synergy.DOI:10.1080/0968776000080308 

The Impact of Computer-Based Alternatives on the Use of Animals in Undergraduate Teaching: A Pilot Study

1995 ◽  
Vol 23 (4) ◽  
pp. 521-530
Author(s):  
David Dewhurst ◽  
Linda Jenkinson
Keyword(s):  
Pilot Study ◽  
Academic Staff ◽  
University Teaching ◽  
Undergraduate Teaching ◽  
Computer Assisted ◽  
Staff Perceptions ◽  
Alternative Approach ◽  
Computer Based ◽  
The Uk ◽  
The Impact

— The impact of computer-assisted learning (CAL) packages on the use of animals in university teaching has been investigated in universities in the UK and abroad. The pilot study has focused on two issues: a) academic staff perceptions of the usability of CAL packages designed to offer an alternative to animal practicals in physiology and pharmacology; and b) whether the use of such programs has led to a reduction in the number of animals used. A questionnaire survey of purchasers of a minimum of three commercially available programs, which offer an alternative approach to traditional laboratory experiments, was conducted. The study found that in most departments the packages were used in a staff-supervised learning situation, to either replace or support a practical class. Their use saved academic and non-academic staff time, and they were considered to be less expensive and an effective and enjoyable mode of student learning. It was also clear that their use had contributed to a significant reduction in animal use.

scholarly journals The Perceptions of Postgraduate International Students of Examinations

2016 ◽  
Vol 4 (3) ◽  
Author(s):  
Peter Cruickshank
Keyword(s):  
Higher Education ◽  
International Students ◽  
Assessment Instrument ◽  
Policy Support ◽  
Cultural Issues ◽  
University Policy ◽  
Postgraduate Level ◽  
The Uk ◽  
Main Barrier ◽  
The Impact

The increasing internationalisation of higher education means that many students in the UK are not native English speakers, possibly putting them at a disadvantage in an examination environment. However, exams continue to be used even though they are often deprecated as an assessment instrument in postgraduate courses. This article explores the implications from these observations for module leaders and for higher education institutions. Three themes emerge: the impact of internationalisation, the use of exams at postgraduate level and the language and cultural issues faced by international students. A review of university policy and quality documents revealed a general commitment to internationalisation but some gaps in policy support, for students with English as a second or foreign language. A survey of students in two computing programmes evaluated these themes. The results did not show up any major issues, though there were a number of suggestions to improve the exam process to address feelings of bias to UK or native-English-speaking students. The research therefore established that the university’s internationalisation and diversity strategy is broadly reflected in students’ experiences, with the possible exception of students who were recruited with insufficient English to be able to engage successfully with the material. The contrast in responses when analysed by home country or English proficiency suggest that learning, teaching and assessment (LTA) practice in this context should be clear whether and when language or culture are the main barrier to students. Pragmatic recommendations are made for improvement in examination practice, and to assessment processes generally in this context. Areas for further work are identified.

scholarly journals Editorial -Time for an experiment

2011 ◽  
Vol 9 (2) ◽  
Author(s):  
Gráìnne Conole
Keyword(s):  
Staff Development ◽  
Teaching And Learning ◽  
Online Courses ◽  
Learning Technologies ◽  
Learning Technology ◽  
Small Group Teaching ◽  
Virtual University ◽  
National Initiative ◽  
The Impact ◽  
Academic Resources

This issue of the journal contains six very different papers exploring the issues around the use of learning technologies, which reflect the growing diversity of research interests and activities in this area. Oliver, Bradley and Boyle describe a project that is concerned with the development of online courses as part of a pan-European virtual university. The issues raised by the paper are timely given the current national initiative to develop a UK euniversity. McSporran and Young consider the impact of gender issues on online learning and contend that there is evidence to suggest that women achieve better results than men and that it is the loner male that is disadvantaged by distance learning. Condron reports on a TLTP (Teaching and Learning Technology Programme) 3 project and in particular on the use of electronic resources to support dialogue in small-group teaching. Campbell, Littlejohn and Duncan also look at resources but from the perspective of encouraging the reuse of academic resources as part of an initiative to develop a Scottish electronic staff development library. Shaikh and Macaulay report on a study of the use of groupware to support collaborative learning. Finally, Davies and Denning identify six conceptual areas which they suggest are of relevance and significance for online behaviour.DOI:10.1080/0968776010090201 

Public services, the UK economy and the Brexit debate

2020 ◽  
pp. 27-50
Author(s):  
Nigel Malin
Keyword(s):  
Staff Development ◽  
Universal Access ◽  
Professional Service ◽  
Economic Regulation ◽  
Positive Role ◽  
Economic Productivity ◽  
The Public ◽  
Pay Cuts ◽  
The Uk ◽  
The Impact

Social investment has become a social policy concept that can be seen as a way to find a new economic legitimacy to social programmes. This has been as means of increasing economic productivity; it plays a positive role in economic regulation and investment in human capital (training and education) and social programmes like universal access to childcare and early childhood education, viewed as good for the economy. Interrogating ‘cuts to services’ as socially and politically contentious places the notion of ‘de-professionalisation’ at the heart of assessing the impact of the commercial model within the NHS, social care, education and criminal justice domains of the public sector. How have these cuts helped to downsize professional service-inputs in the form of efficiencies, pay cuts, rationing, reducing training and staff development, all of which potentially affect overall economic productivity? Will Brexit impact on the role and status of professionals living in the UK?

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