scholarly journals HE staff’s attitudes and expectations about their role in induction activities

2021 ◽  
Author(s):  
Camila Devis-Rozental ◽  
Susanne Clarke
Keyword(s):  
Induction Period ◽  
Small Scale ◽  
Induction Process ◽  
Effective Training ◽  
The Uk ◽  
Training And Support ◽  
The University ◽  
First Time ◽  
Support Students ◽  
Difficult Situations

The views of higher education staff regarding their role on the induction period has not been fully explored. Yet this transition to university is a complex for students. In the UK, many students who are going to university leave home, some for the first time, having to learn to deal with many new and sometimes difficult situations they may not have come across before. During the induction period students come across many staff within the university and these interactions are vital to support students in developing a sense of belonging within the university community. This small-scale project sought to evaluate the current provision for the induction process in a UK university to identify areas for improvement, by seeking the views regarding the induction activities from staff within a UK university. Findings from a staff survey with 58 participants suggest opportunities to improve practice. The main areas identified were a need for better communication between teams and effective training and support for staff to understand the issues students may face and type of support they will need. Additionally, the need to develop a more unifying understanding of every member of the university as an active participant within the induction process was highlighted.

scholarly journals Stakeholder attitudes towards employability in a Sino-British university

2012 ◽  
Vol 3 (1) ◽  
pp. 26-40 ◽  
Author(s):  
Sarah Speight ◽  
Natasa Lackovic ◽  
Lucy Cooker
Keyword(s):  
Research Literature ◽  
Branch Campus ◽  
Specific Context ◽  
Graduate Employability ◽  
The Uk ◽  
The University ◽  
Global And Local ◽  
Support Students ◽  
Stakeholder Attitudes

In 2004 the University of Nottingham opened its branch campus, the University of Nottingham Ningbo China (UNNC). Degree-awarding powers for UNNC remain with the UK, but there is recognition that Nottingham must understand the specific context of its Chinese branch; provision therefore operates according to the principal of equivalence rather than of replication. This paper explores stakeholder attitudes towards the university's Nottingham Advantage Award. This is an extra-curricular programme designed to support students in the development of their 'employability'. Launched in the UK in 2008, it was piloted at UNNC in 2010-11 and is now nearing the end of its first full year of operation. Twenty-three interviews were conducted with staff and students at UNNC. These were analysed alongside interviews carried out in the UK and with reference to the research literature. This provided an understanding of the role of the Award overall and in the UNNC context. The study shows that while stakeholders hold broadly similar views in the UK and China, there are subtle differences of emphasis concerning the understanding of, and responsibility for, learning for employability. In addition, a group of China-specific themes emerged from the UNNC interviews that indicated recognition of the need to differentiate priorities and provision for each site. The paper concludes that the challenge for the Award at UNNC is to serve both global and local agendas and that it should strive to reduce the 'information asymmetry' existing between stakeholders to promote effective graduate employability.

Re-Purposing MOOCs and OER for Academic Credit in the UK Using a Flexible Work Based Learning Program at an English University

2016 ◽  
pp. 121-143
Author(s):  
Jon Talbot
Keyword(s):  
Online Courses ◽  
Rapid Development ◽  
Open Educational Resources ◽  
Pedagogical Practices ◽  
Flexible Work ◽  
Learning Program ◽  
Learning Framework ◽  
The Uk ◽  
The University ◽  
First Time

The rapid development of open educational resources (OER) and massive open online courses (MOOCs) has resulted for the first time in high quality higher education learning materials being freely available to anyone in the world who has access to the internet. While the emphasis in the literature is principally upon such matters as technology and cost pressures, rather less attention has been paid to ways in which pedagogical practices can be adapted to address these changes. This chapter reports on a UK university where innovative pedagogical practices have developed over a twenty-year period, which enables such adaptation. The development of a flexible work based learning framework enables the exploitation of these developments for the benefit of learners, tutors, and the university. The case study also highlights the importance of quality assurance and cost as key to competitive advantage in an increasingly globalised context.

Is the RIBA taking research seriously? At long last, it looks as if it is

2003 ◽  
Vol 7 (2) ◽  
pp. 104-106
Keyword(s):  
Initial Response ◽  
Research Assessment ◽  
Research Assessment Exercise ◽  
The Uk ◽  
Architectural Research ◽  
The University ◽  
First Time ◽  
As If

The repercussions of the results of the UK Government's highly controversial 2000 Research Assessment Exercise (RAE) for architecture (arq 6/3, pp 203–207) continue to resonate. But this time the university architecture schools are not alone. For the first time ever, the RIBA, recognizing the seriousness of the situation for the profession, is giving architectural research the attention it deserves. Jack Pringle is masterminding the Institute's response. In late September, arq reminded him of his initial response to the RAE debacle (arq 6/3, pp 197–198), and asked him about current developments.

scholarly journals Developing a Guiding Protocol for the Moderation of Summative Assessments

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Willie McGuire ◽  
Rille Raaper
Keyword(s):  
Small Scale ◽  
School Of Education ◽  
Education Experience ◽  
Collegial Support ◽  
Summative Assessments ◽  
Reliable Assessment ◽  
Academic Units ◽  
Research Findings ◽  
The Uk ◽  
The University

According to literature, assessment moderation is a process for assuring ‘valid, fair and reliable’ assessment outcomes but also consistency of applied marking criteria. While being an important area in assessment, moderation is often referred as an ‘under researched area of higher education’. The School of Education in the University of Glasgow, like many other academic units in the UK and internationally, adopts a range of approaches to moderating assessment within any one programme and across programmes. By drawing on a small-scale study carried out in academic year 2014/2015, this article introduces the ways course leaders and markers from the School of Education experience moderation practices and their own roles within this process. The paper argues that both groups experience assessment moderation as being a diverse and often problematic part of assessment that requires time and collegial support. Furthermore, their detailed suggestions for institutional and practice level improvements will be highlighted. When exploring and analysing the research findings, the paper draws on recent scholarly work on social moderation and the development of communities of practice in assessment.

Thinking beyond the binary: Barriers to trans* participation in university sport

2019 ◽  
pp. 101269021988962 ◽  
Author(s):  
Catherine Phipps
Keyword(s):  
Sport Participation ◽  
Research Area ◽  
Lgbt Students ◽  
Student Union ◽  
Trans People ◽  
University Life ◽  
Sport Clubs ◽  
The Uk ◽  
The University ◽  
First Time

Sport is a significant part of university life in the UK, where students may try new sports for the first time. Research also demonstrates links between sport participation and mental health and employment prospects. Despite the positive aspects of university sports, by mimicking wider sport practices, they may also be environments that exclude non-normative bodies, including those who are trans*. The experiences of trans* people in sport is still a limited research area, with existing studies suggesting a range of exclusionary practices are evident. However, it is currently unclear to what extent these practices are replicated in the university sport environment across institutions in the UK. As part of a broader study on LGBT+ inclusion in UK university sport, focus groups with student union officers and LGBT+ students were conducted, with one student identifying as trans*. Data derived from the trans* student, alongside the viewpoints of officers, suggests further action can be taken to ensure university sport is inclusive to all, particularly in regard to the reliance on wider binary gender structures in sport, which are also evident in the British Universities and Colleges Sport transgender policy. This research may be useful for student unions, university sport clubs and other bodies in control of sport provision to increase inclusion for all.

A note on algal population dynamics

2018 ◽  
Vol 83 (4) ◽  
pp. 783-796
Author(s):  
C E Brennen ◽  
G Keady ◽  
J Imberger
Keyword(s):  
Algal Blooms ◽  
Small Scale ◽  
Special Issue ◽  
Reduced Order ◽  
Cambridge University ◽  
Freshwater Phytoplankton ◽  
The Uk ◽  
Micro Organisms ◽  
The University ◽  
Appl Math

Abstract This is a contribution to the special issue honoring the late John R. Blake of the University of Birmingham. All three authors had the pleasure of extensive technical interactions with John Blake during his career in the UK, USA and Australia and benefited both professionally and personally from his friendship. John’s work in developing fundamental mathematical solutions for Stokes’ flows and his application of those mathematical tools to analyses of microorganism locomotion led to special new insights into the world of small-scale swimming. This special issue devoted to John’s memory seems an appropriate occasion to present another fluid mechanical challenge associated with microorganisms, namely the dynamics of algal blooms. Though it is a special reduced-order model that is of limited practical value, John would have particularly enjoyed the analytical solution to the dynamics of algae that was presented by Rutherford Aris (1997, Reflections on Keats’ equation. Chem. Eng. Sci., 52, 2447–2455) in a somewhat eccentric paper. We revisit that solution in this paper and present an extension to Aris’ solution that includes sedimentation of the algae. We think that John would have enjoyed this solution and would, in all likelihood, have been able to expand upon it to include other features such as microorganism buoyancy variations (see, e.g. Kromkamp & Walsby 1990; Belov & Giles, 1997, Dynamical model of buoyant cyanobacteria. Hydrobiologia, 349, 87–97; Brookes & Ganf, 2001, Variations in the buoyancy response of Microcystis aeruginosa to nitrogen, phosphorus and light. J. Plankton Res., 23, 1399–1411), the death of algae (see, e.g. Serizawa et al., 2008a, Computer simulations of seasonal outbreak and diurnal vertical migration of cyanobacteria. Limnology, 9, 185–194; Reynolds, 1984, The Ecology of Freshwater Phytoplankton. Cambridge University Press), the swimming of algae (see, e.g. Pedley, 2016, Spherical squirmers: models for swimming micro-organisms. IMA J. Appl. Math., 81, 488–521) and other relevant hydrodynamic matters.

Others, Spectatorship, and the Ethics of Verbatim Performance

2013 ◽  
Vol 29 (2) ◽  
pp. 146-158 ◽  
Author(s):  
Patrick Duggan
Keyword(s):  
Performance Studies ◽  
The United States ◽  
Small Scale ◽  
Ethical Implications ◽  
Live Music ◽  
Performance Texts ◽  
And Performance ◽  
The Uk ◽  
The University ◽  
Performance Research

In this article Patrick Duggan interrogates The Paper Birds' 2010 production Others to explore the political and ethical implications of embodying the (verbatim) texts of others. Built from a six-month exchange of letters between the company and a prisoner, a celebrity (a very non-committal Heather Mills, apparently), and an Iranian artist, Others fuses live music with verbatim and physical theatre texts to investigate the ‘otherness’ of women from vastly divergent cultural contexts. With equal measures of humour and honesty the performance deconstructs these voices both to highlight their particular concerns and problems and to interrogate larger issues relating to ‘others’ with whom we have conscious or unconscious contact. The ethical implications of continuing or discontinuing the correspondences with the three women are explored, and trauma and embodiment theories are used alongside Lévinasian and Russellian theories of ethics to ask what an encounter with such others might teach us about ourselves, about the traumatized other and about the ethics of encounter within performance texts. Patrick Duggan is Lecturer in Theatre and Performance Studies at the University of Exeter. A practising director, he has also taught extensively in the UK and Ireland as well as in Germany and the United States. He is author of Trauma-Tragedy: Symptoms of Contemporary Performance (Manchester University Press, 2012) and co-edited Reverberations: Britishness, Aesthetics and Small-Scale Theatres (Intellect, 2013) and a special issue of the journal Performance Research ‘On Trauma’ (Taylor and Francis, 2011).

scholarly journals PENGARUH KONSUMSI ANIME DAN MANGA TERHADAP PEMBELAJARAN BUDAYA DAN BAHASA JEPANG

IZUMI ◽  
2018 ◽  
Vol 7 (1) ◽  
pp. 1 ◽  
Author(s):  
Lufi Wahidati ◽  
Mery Kharismawati
Keyword(s):  
Language Learning ◽  
Japanese Language ◽  
Culture Learning ◽  
Language And Culture ◽  
Japanese Students ◽  
Language Learning Motivation ◽  
Question Form ◽  
The University ◽  
First Time ◽  
Support Students

(Title: The Effect of Anime and Manga Consumption on Japanese Language and Culture Learning) This research was conducted to look at how far anime and manga effect Japanese language learning among the students of the Japanese Program in the Vocational College of Universitas Gadjah Mada. The data were collected via a question form. The question form was distributed to 2nd year and 3rd year Japanese students in May 2017. The questions in the questionnaire include the Japanese language learning motivation, the level of interest in Japanese anime and manga, frequency of consuming anime/manga, as well as the effect on the Japanese language learning by consuming the products. From the data obtained, things can be concluded as follows: 1) most of the students stated that the first time they knew Japanese was through anime/manga; 2) watching anime can support students’ Japanese learning, especially for vocabulary enrichment, listening exercises, and understanding the context of the use of Japanese words or expressions; and 3) most of the students experienced a change of perceptions about Japanese language and culture after learning Japanese in the university. However, the language used in the anime contains stereotypical elements (known as role language or yakuwarigo) and therefore yakuwarigo and sociological context in Japanese should be introduced to the students.

scholarly journals Davids Still Exist among Goliaths: A Story of Modest Self-Access Centre Establishment and Survival in Times of Economic Decline

2013 ◽  
pp. 281-294
Author(s):  
Salomi Papadima-Sophocleous
Keyword(s):  
Language Learning ◽  
Small Scale ◽  
Economic Decline ◽  
New Period ◽  
Learning Pathways ◽  
Field Notes ◽  
Economic Constraints ◽  
The University ◽  
Support Students ◽  
University Setting

In a university setting, self-access language learning centres (SALLC)s are generally created out of the need to support students and other members of the university and extra-mural community to explore and expand their language learning horizons. The nature of SALLCs depends on the needs of each institution and its community. They range from fully self-directed to semi-guided, from virtual online-self-access centres (OSAC)s to real centres, with traditional print, and more contemporary electronic and digital materials. While much of the research so far has dealt with different aspects of SALLCs, particularly of prominent ones, this article reports on the case of a small-scale SALLC, which was designed and developed, and which has operated, during difficult circumstances. This report describes how despite the administrative and financial constraints faced during the establishment of the host university and language centre, current theories and practices in SALLC were still taken into account. Also, despite these difficulties and the economic constraints being endured by the country as a whole, a number of strategies were implemented enabling the SALLC to be accessible to all students, with a view to promoting both autonomy and lifelong learning. The data used consisted of field notes collected during the period of operation as well as results from an evaluation of the use of different learning pathways on offer. Finally, the challenges still being faced as the SALLC enters a new period in its development are outlined.

scholarly journals Examining the Challenges Faced by International Women with Preschool Children Studying for a Postgraduate Built Environment Degree in the UK

2021 ◽  
Vol 11 (4) ◽  
Author(s):  
Maureen D Rhoden ◽  
Francia Kinchington
Keyword(s):  
Preschool Children ◽  
Built Environment ◽  
International Student ◽  
Academic Experiences ◽  
Small Scale ◽  
Full Time ◽  
Student Parents ◽  
One Year ◽  
The Uk ◽  
The University

This paper examines the academic experiences of five mature, mid-career female international student-parents with preschool children studying on a one-year Built Environment master’s degree in the United Kingdom. The group was selected to form a purposive small-scale study because they had preschool children with them while studying. Tinto’s “sense of belonging” was used as a theoretical framework and the data revealed the stress that this group experienced when returning to full-time study while caring for a preschool child or children. Balancing the academic demands of a one-year full-time degree with childcare was compounded by a lack of appropriate support from the university. Although universities in general were viewed as offering a welcoming environment, this group of students often felt disappointed with their experience. Strategies for addressing identified barriers are proposed that contribute to widening existing inclusive university policies that address the specific needs of this group of female students. 

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