Technological Impact on Public Engagement in Alternative Educational and Heritage Institutions

2021 ◽  
pp. 203-217
Author(s):  
Natalia Moreira ◽  
Eleanor C. Ward
Keyword(s):  
Public Engagement ◽  
Underrepresented Groups ◽  
Creative Solutions ◽  
Technological Impact ◽  
Revenue Streams ◽  
Collaboration Process ◽  
The Uk ◽  
The University ◽  
University Of Manchester

Cultural institutions and higher education establishments in the UK face significant challenges and uncertainties in the present and foreseeable future, particularly in terms of securing ongoing funding in a period of austerity. In an era of constricting budgets, institutions are encouraged to find creative solutions to generating revenue streams and demonstrating impact, which in turn, offers ample opportunities for innovation and mutual benefit through collaboration between the academic and heritage sectors. This chapter focuses on the ‘REALab' consultancy programme, piloted and funded by the University of Manchester, which allowed a group of multidisciplinary researchers to address representation and inclusion of underrepresented groups at the Museum of Science and Industry in Manchester. The chapter is presented as a case study into the collaboration process between academic and heritage institutions. It will discuss the methods and success of the project and evaluate the importance of the interactive and innovative profile of the museum in the process.

scholarly journals Effective feedback for language assessment

2020 ◽  
pp. 41-45
Author(s):  
Catherine Franc ◽  
Annie Morton
Keyword(s):  
Higher Education ◽  
Language Learners ◽  
Student Experience ◽  
Language Assessment ◽  
Small Scale ◽  
Effective Feedback ◽  
Creative Solutions ◽  
The University ◽  
University Of Manchester

The provision of effective feedback is challenging and remains a much-criticised element of the Higher Education (HE) student experience. This case study examines innovative approaches to providing feedback for modern foreign language assessment, based upon a small scale study at the University of Manchester (UoM). We identify problematic areas in current practice, and propose creative solutions not only to help staff produce clear, useful feedback in a sustainable way, but also to raise student’s awareness and guide them in how to make the most of our provision, in turn becoming efficient language learners.

Can you measure IT? The UK experience of TechQual+

2014 ◽  
Vol 15 (1/2) ◽  
pp. 32-40 ◽  
Author(s):  
Ian Hall ◽  
Jessica Stephens ◽  
Sarah Kennedy
Keyword(s):  
Data Protection ◽  
Senior Managers ◽  
Web Based ◽  
Content Type ◽  
Survey Tool ◽  
Technology Services ◽  
Protection Legislation ◽  
The Uk ◽  
The University

Purpose – The University of York Library, part of its Information Directorate, has successfully run an annual user survey using LibQUAL+ since 2008. The tool has proven invaluable in understanding user needs and measuring improvements. The ability to benchmark performance has been well received by university senior managers. Following this positive experience, the Directorate piloted the TechQual+ survey to assess its technology services. TechQual+ is a total market-survey tool developed on the same principles as LibQUAL+. York was the first university in the UK to do this. The purpose of this paper is to reflect upon the experience and its relevance to information services. Design/methodology/approach – A team was established to co-ordinate the distribution of the survey, which was e-mailed to all university members. The survey was conducted over a period of three weeks in December 2011 using their web-based tool. The team worked with the survey providers to make amendments in order to comply with UK Data Protection legislation. Findings – The TechQual+ tool provided a rich set of data on the IT needs of University of York students and staff, including a wealth of comments. As the first use of the tool in the UK, a number of outcomes arose from the pilot: methods for running the survey in order to meet UK data protection requirements; feedback on the tool itself, with some questions not understood from a UK context; a rich set of results data, with some similarities (and several differences) to those available through LibQUAL+. Originality/value – The paper presents the first application of the TechQual+ survey in UK and discusses the issues faced when implementing it in a UK context. The case study will be of interest to libraries or converged services interested in assessing their IT provision.

Creating and using Web corpora

2005 ◽  
Vol 10 (4) ◽  
pp. 517-541 ◽  
Author(s):  
Mike Thelwall
Keyword(s):  
Search Engine ◽  
Web Sites ◽  
Web Crawler ◽  
Commercial Search Engine ◽  
British National Corpus ◽  
The Uk ◽  
The University ◽  
The Web ◽  
National Corpus

The Web has recently been used as a corpus for linguistic investigations, often with the help of a commercial search engine. We discuss some potential problems with collecting data from commercial search engine and with using the Web as a corpus. We outline an alternative strategy for data collection, using a personal Web crawler. As a case study, the university Web sites of three nations (Australia, New Zealand and the UK) were crawled. The most frequent words were broadly consistent with non-Web written English, but with some academic-related words amongst the top 50 most frequent. It was also evident that the university Web sites contained a significant amount of non-English text, and academic Web English seems to be more future-oriented than British National Corpus written English.

scholarly journals Hardware-in-the-loop simulator of wind turbine emulator using labview

2019 ◽  
Vol 10 (2) ◽  
pp. 971
Author(s):  
Himani Himani ◽  
Navneet Sharma
Keyword(s):  
Wind Turbine ◽  
Condition Monitoring ◽  
Wind Turbines ◽  
Control Strategies ◽  
Hardware In The Loop ◽  
Data Acquisition Card ◽  
Terminal Voltage ◽  
The Uk ◽  
The University ◽  
University Of Manchester

<p><span>This paper describes the design and implementation of Hardware in the Loop (HIL) system D.C. motor based wind turbine emulator for the condition monitoring of wind turbines. Operating the HIL system, it is feasible to replicate the actual operative conditions of wind turbines in a laboratory environment. This method simply and cost-effectively allows evaluating the software and hardware controlling the operation of the generator. This system has been implemented in the LabVIEW based programs by using Advantech- USB-4704-AE Data acquisition card. This paper describes all the components of the systems and their operations along with the control strategies of WTE such as Pitch control and MPPT. Experimental results of the developed simulator using the test rig are benchmarked with the previously verified WT test rigs developed at the Durham University and the University of Manchester in the UK by using the generated current spectra of the generator. Electric subassemblies are most vulnerable to damage in practice, generator-winding faults have been introduced and investigated using the terminal voltage. This wind turbine simulator can be analyzed or reconfigured for the condition monitoring without the requirement of actual WT’s.</span></p>

The Single Most Consequential Thing We Do in Universities

2013 ◽  
pp. 304-329
Author(s):  
Grant Campbell
Keyword(s):  
Decision Making ◽  
Learning Outcomes ◽  
Academic Careers ◽  
Important Thing ◽  
Constructive Alignment ◽  
The University ◽  
University Of Manchester ◽  
Giving Feedback

Assessing students (including giving feedback and making decisions based on assessments) is arguably the single most important thing done in universities in terms of tangible impacts on people’s lives, but assessment is hard to do. Academics are seldom trained in assessment, and for many it is the most worrying aspect of the job. The University of Manchester operates a New Academics Programme for its probationary lecturers, running over three years and encompassing research, teaching, and administrative aspects of academic careers, culminating in a reflective portfolio. This case study describes the introduction of an assessment component into this programme, including its motivation, content, implementation, and evolution, and its reception by the new academics. The assessment component of the New Academics Programme is now delivered in two sessions at different times of the year. The first covers the importance of assessment and gives guidance for designing good assessments and giving feedback. The second session goes more deeply into constructive alignment and learning outcomes, leading on to decision making in exam boards, and ending with a focus on cultivating academic judgement.

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 Open Badges to Encourage Class Representatives’ Reflection and Achievement-Sharing: A Case Study from Edinburgh University Students’ Association (EUSA)

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Tanya Lubicz-Nawrocka
Keyword(s):  
University Students ◽  
Positive Impact ◽  
Pilot Project ◽  
The Uk ◽  
The University ◽  
Uk Higher Education ◽  
The Impact ◽  
Leadership And Change ◽  
Negotiation Problem

This case study describes how Edinburgh University Students’ Association (EUSA) worked in partnership with the University of Edinburgh’s Information Services division to implement one of the first Open Badge schemes used in the UK higher education sector. Based on student feedback, EUSA developed an effective Open Badge model to recognise and reward students’ work as Class Representatives. The paper describes EUSA’s model of badges, badge criteria and implementation, before focusing on qualitative examples of the positive impact of this pilot project for both individual students and for the Students’ Association. It provides examples of how students reflected thoughtfully about the impact of their work as Class Representatives to develop skills in negotiation, problem solving, diplomacy, leadership, and change management. EUSA’s Open Badge scheme now rewards students for sharing their achievements. In turn, students’ Open Badge blog posts have helped EUSA to gain more meaningful insights into the broad work of Class Representatives and how students benefit when they engage fully with the role.

scholarly journals Public engagement with science: Ways of thinking and practicing

2011 ◽  
pp. 45-51
Author(s):  
Elizabeth Stevenson
Keyword(s):  
Public Engagement ◽  
Work Practice ◽  
Education Institution ◽  
Effective Work ◽  
Research And Teaching ◽  
Public Engagement With Science ◽  
Primary Focus ◽  
The Uk ◽  
University Of Bristol ◽  
The University

The primary focus of the Higher Education Institution (HEI) is the generation and dissemination of knowledge. This knowledge is generated and shared throughout the research community and to students specifically enrolled in university programmes. Public engagement with science enables and ensures the generation and sharing of knowledge throughout a wider community.Public engagement with science has enjoyed an increasingly heightened profile in recent years with six „Beacons for Public Engagement‟1 being established across HEIs in the UK, including a National Co-ordinating Centre for Public Engagement2 hosted between the University of Bristol and the University of the West of England In addition, public engagement is a component in the „Pathways to Impact‟ statements3 which have been introduced into all RCUK research funding applications.However public engagement, and in particular public engagement with science, can often be perceived as an add-on or „Cinderella‟ activity to be undertaken only by the dedicated and often only in their own time. This paper argues that public engagement with science is a legitimate area of academic practice in HEIs which complements and extends research and teaching. The paper outlines key principles which underpin public engagement with science and describes effective work practice

scholarly journals Developing your own graduate employees

2016 ◽  
Vol 6 (4) ◽  
pp. 378-383 ◽  
Author(s):  
Valerie Antcliff ◽  
Sue Baines ◽  
Elizabeth Gorb
Keyword(s):  
Early Stage ◽  
Research Programme ◽  
Bachelor's Degree ◽  
Content Type ◽  
University Support ◽  
The Uk ◽  
The University ◽  
Ongoing Dialogue ◽  
Insight Into

Purpose The purpose of this paper is to offer an employer perspective on the value of degree apprenticeships (DAs) less than a year after the first apprentices commenced their studies for a bachelor’s degree in September 2015. Design/methodology/approach This case focusses on one of the first DAs in the UK. It draws on evidence from interviews with HR professionals responsible for the DA in two contrasting companies, an international PLC and a smaller, fast growing enterprise. Findings Both employers consider that the DA meets recruitment needs in ways that other options do not. They particularly value the ability of apprentices to make an immediate contribution in the workplace. For the smaller employer the university support structures are a significant advantage. Only the larger employer formally input into the curriculum prior to validation but both feel they can tailor content to suit their needs. Both see investing in the DA as excellent value for money. Practical implications The value of strong relationships, trust and ongoing dialogue between partners emerges as a key component in fulfilling the need of employers. Originality/value The DA model recasts employers as the purchasers of higher education and affords them a key role in developing provision tailored to their needs. Implications of this new model for employers, universities and learners are potentially profound and hard to predict. This case study is based on part of the early stage of a three-year research programme. It provides a unique, early insight into two employers’ rationales for engaging with the DA programme and their initial experiences.

scholarly journals An interview with Jamie Davies

Development ◽  
2021 ◽  
Vol 148 (15) ◽  
Author(s):  
Seema Grewal
Keyword(s):  
Tissue Engineering ◽  
Developmental Biology ◽  
Public Engagement ◽  
Science Communication ◽  
Significant Contribution ◽  
British Society ◽  
University Of Edinburgh ◽  
The Uk ◽  
The University ◽  
Young Researchers

Jamie Davies is Professor of Experimental Anatomy at the University of Edinburgh. Spanning the fields of developmental biology, tissue engineering and synthetic biology, his research aims to understand the mechanisms by which cells organise themselves into tissues, focussing on the kidney. In addition to his research, Jamie is involved in science communication and public engagement, having written several books for specialist and non-specialist readers, and having given numerous public lectures and broadcasts. In April 2021, Jamie was awarded the inaugural Wolpert Medal from the British Society for Developmental Biology (BSDB), which is presented to outstanding developmental biologists who have made a significant contribution to teaching and communicating developmental biology in the UK. We spoke to Jamie to ask him about his cross-disciplinary research interests, his thoughts on public engagement and his advice for young researchers.

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