In Due Course: The Government Decides

2008 ◽  
Author(s):  
James Herbert
Keyword(s):  
Higher Education ◽  
Research Council ◽  
Department Of Education ◽  
Early Years ◽  
Government Support ◽  
Arts And Humanities ◽  
Steering Group ◽  
Slow Progress ◽  
The Government ◽  
The Uk

This chapter discusses how the government agreed to the commitment of establishing an Arts and Humanities Research Council. Following the achievement, aspiration, and resistance in the early years of the AHRB, Margaret Hodge, who was the Minister of Lifelong Learning and Higher Education in the UK Department of Education and Skills, formulated a Review of Arts and Humanities Research Funding. This review was carried out on behalf of the Ministers responsible for the higher education in England, Northern Ireland, Wales and Scotland. The review aimed to recommend how to enhance support for arts and humanities, including how to encourage government support on such relevant issues. Of the 117 responses from the formal consultations, 114 – 97 per cent – agreed to the need for an organisation dedicated to arts and humanities. The review was subjected to the deliberations and considerations of the Steering Group. The report made by the group was eventually given to the Education Ministers. The Report of the Steering Group lauded the AHRB which despite its provisional start and status made contributions to society and the sciences. Whilst the government made slow progress on the approval of the creation of the AHRB, in January 22, 2003 the government approved the establishment of an Arts and Humanities Research Council which according to the government should be a fully functioning and statutory research council by 2005.

Back on to the Agenda

2008 ◽  
Author(s):  
James Herbert
Keyword(s):  
Higher Education ◽  
Research Council ◽  
Higher Education System ◽  
The Public ◽  
Arts And Humanities ◽  
The Government ◽  
Education And Employment ◽  
The Uk ◽  
Financing Higher Education ◽  
Research Facilities

This chapter discusses the reintegration of the need for Humanities Research Council back onto the public agenda and into the policy stream of the UK government. The issue of the Research Council for the humanities came into public and governmental attention when it was fastened to the dilemmas of financing higher education, which itself was tied to the uncertainty of the UK economy. In May 1996, the Secretary of State for Education and Employment together with Secretaries of State for Wales, Scotland and Northern Ireland appointed Chairman Ron Dearing to create a body that would inquire into the higher education system of the UK. In 1997, the committee produced a report, Higher Education in a Learning Society, or the Dearing Report. The report charted a course for higher education in the UK for the next twenty years. This so-called intellectual capital called for a higher quality of teaching and the need for researchers and research facilities. It offered 93 specific recommendations, among which was a recommendation advocating the immediate establishment of a new Arts and Humanities Research Council (AHRC). In 1998, the government recognized the need for the establishment of a research council for humanities and announced the provision of £8M in 1998–1999 for arts and humanities research, albeit after lengthy considerations.

AHRB: The Early Years

2008 ◽  
Author(s):  
James Herbert
Keyword(s):  
Higher Education ◽  
Research Council ◽  
Chief Executive ◽  
Early Years ◽  
Higher Education Funding ◽  
Arts And Humanities ◽  
The Arts ◽  
The Creation ◽  
The Government ◽  
Funding Council

The call for a separate Research Council for humanities was initially met with unfavourable comment. Although the government eventually announced support for the creation of such a research council, it was only after lengthy deliberations that the Dearing Report recommendations were finally granted, hence creating the Arts and Humanities Research Council (AHRC). This chapter discusses the early years of the AHRC. During these years, the funding of the ARHC was under the prerogative of the Higher Education Funding Council of England (HEFCE). The Funding Council was then initiating new models of funding institutions of higher education and the AHRC was generally given less funding. This neglect of the funding of AHRC discouraged humanities scholars to entail directed research. In 1998, the British Academy through Tony Wrigley asked for additional funds from the HEFCE. Upon the commencement of its official existence, the AHRC with its first chief executive Paul Langford prepared the new Board, planned the creation of the research awards department, and planned the integration of the postgraduate awards section in the British Academy within the overall structure of the new organisation. This new organisation was driven by the goal to improve the breadth and depth of the knowledge and understanding of human culture in the past and in the present and thereby enhance the quality of life and the creative output of the nation.

Board to Council

2008 ◽  
Author(s):  
James Herbert
Keyword(s):  
Research Council ◽  
The Core ◽  
Arts And Humanities ◽  
Strategic Initiatives ◽  
The Arts ◽  
Public Body ◽  
The Creation ◽  
The Government ◽  
The Uk ◽  
Research Councils

The AHRB was given the core responsibility to produce 12,000 active arts and humanities researches over the UK. As of 1998, the Board had made over 4000 awards involving over 5000 researches. Across the UK, in the institutions of the government and the academy, several have been engaged with the AHRB and were actively committed to the fulfilment of the AHRB as a true Research Council. In 2005, the Arts and Humanities Research Council achieved its desired transformation after having built an impressive array of assets. This chapter discusses the transformation of the Arts and Humanities Research Board to a Research Council. In the process of the transformation of the Board, several changes were made. Among of these are the transition of the charitable status of the board and the transition of the AHRB's assets and obligations in to the new Non-Deparmental Public Body (NDPB). It also meant that the now AHRC must provide multi-year funding and the creation of strategic initiatives that would support intellectual urgency. The integration of the AHRC within the Research Councils also meant the restoration of arts and humanities to the circle of serious sciences and knowledge.

Archives of the Dance (21): Siobhan Davies Dance Online

2008 ◽  
Vol 26 (2) ◽  
pp. 244-257 ◽  
Author(s):  
SARAH WHATLEY
Keyword(s):  
Research Council ◽  
Research Community ◽  
Limited Resources ◽  
Digital Archive ◽  
Arts And Humanities ◽  
The Uk

In 2006, an Arts and Humanities Research Council (AHRC) grant was awarded to researchers at Coventry University to create a digital archive of the work of Siobhan Davies Dance. The award is significant in acknowledging the limited resources readily available to dance scholars as well as to dance audiences in general. The archive, Siobhan Davies Dance Online, 1 will be the first digital dance archive in the UK. Mid-way through the project, Sarah Whatley, who is leading the project, reflects on some of the challenges in bringing together the collection, the range of materials that is going to be available within the archive and what benefits the archive should bring to the research community, the company itself and to dance in general.

Teaching and learning French – A tale of desire in the humanities

2016 ◽  
Vol 16 (2) ◽  
pp. 127-140
Author(s):  
Catriona Cunningham
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Personal Perspective ◽  
Learning And Teaching ◽  
Arts And Humanities ◽  
The Arts ◽  
Close Textual Analysis ◽  
The Uk ◽  
French Language Learning

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual analysis of literary language learning memoirs highlight the sensual and physical effects of language learning that can remain muted in our everyday conversations. As a result, the author suggests that rather than lament the death of the humanities in 21st century higher education, learning and teaching a language offers a pedagogy of desire that embodies the transformation aspect of our disciplines, as we deal with the business of being human.

Exploring Funding in Higher Education Sector in Oman

2021 ◽  
Vol 12 (2) ◽  
pp. 10-20
Author(s):  
Mouza Said Al Kalbani ◽  
Ahmad Bintouq
Keyword(s):  
Higher Education ◽  
Private Education ◽  
Education Sector ◽  
Decision Makers ◽  
Government Support ◽  
Tuition Fees ◽  
Funding Sources ◽  
The Us ◽  
Different Types ◽  
The Uk

Funding of higher education institutions is a major growing expense for the Oman government (13–14% of the total spending in 2016) and is at par with that of other governments (e.g., 11% in the UK and 15.5% in the US). However, there has been little investigation into the funding of quality higher education in Oman. The present research project aims to explore the sources of funding at Oman universities after it opened the private education sector in 1996. The research methodology includes conducting interviews with leaders in higher education to explore different types of funding (e.g., gifts, tuition fees, government support). This will enhance our understanding, as well as that of decision-makers, regarding universities' funding sources and of the higher education landscape.

A beta bailout: the near future of state intervention

Soundings ◽  
2020 ◽  
Vol 75 (75) ◽  
pp. 37-54
Author(s):  
Craig Berry ◽  
Daniel Bailey ◽  
Katy Jones
Keyword(s):  
State Intervention ◽  
Government Support ◽  
Social Infrastructure ◽  
Active Labour Market Policy ◽  
Employment Opportunities ◽  
New Public ◽  
Active Labour ◽  
The Government ◽  
The Uk ◽  
Near Future

This article asks what kind of state intervention is needed for a post-Covid recovery. The government bailout will seek to sustain a modified form of neoliberalism, but what is needed is a bailout for society from the wreckage of the neoliberal paradigm. The outlines of a strategy for the UK economy are presented: at its heart is a radical industrial policy that prioritises social infrastructure, a green transition and providing quality employment opportunities, while paying particular attention to the functioning of the foundational economy. An active labour market policy (ALMP) is also needed, which turns away from a focus on conditionality for those on benefits, and instead focuses support on industries less affected by the pandemic and its implications for demand, including through securing a workforce that is ready to populate them. Conditionality should, on the other hand, be imposed on firms receiving government support. Bailout 2.0 must also involve intervention designed to create new public assets, managed via new forms of democratic ownership.

Valuing Interdisciplinary Collaborative Research

2017 ◽  
Keyword(s):  
Interdisciplinary Research ◽  
Collaborative Research ◽  
Research Council ◽  
Future Directions ◽  
Research Paradigms ◽  
Arts And Humanities ◽  
The Future ◽  
Community Evaluation ◽  
The Uk

This book articulates what it is to do collaborative interdisciplinary research drawing on projects from the UK based Arts and Humanities Research Council funded Connected Communities programme. This book tells stories of the value of collaborative research between universities and communities. It offers a set of resources for people who are interested in doing interdisciplinary research across universities and communities. It provides a lexicon of key ideas that researchers might find useful when approaching this kind of work. The book aims to enhance ways of doing collaborative research in order to improve the ways in which that kind of research is practiced and understood. Nine chapters, based on particular projects, articulate this value in different ways drawing on different research paradigms. Chapters include discussions of tangible and intangible value, an articulation of performing and animation as forms of knowing, explorations of such initiatives as community evaluation, a project on the role of artists in collaborative projects and ways in which tools such as community evaluation, mapping and co-inquiry can aid communities and universities to work together. Chapters also focus on the translation of such research across borders and the legacy of such research within universities and communities. The book ends by mapping the future directions of such research.

scholarly journals The rationale for the DREaM: Developing Research Excellence and Methods Project

2011 ◽  
Vol 35 (110) ◽  
pp. 43-49 ◽  
Author(s):  
Hazel Hall ◽  
Stephanie Kenna ◽  
Charles Oppenheim
Keyword(s):  
Research Council ◽  
Arts And Humanities ◽  
The Arts ◽  
Research Excellence ◽  
The Uk

The article describes the background to the development of the DREaM project, which is aimed at expanding the range of skills of UK-based researchers in the LIS field, and at developing a network of active researchers, both in academia and amongst LIS practitioners. The project, which is funded by the Arts and Humanities Research Council involves two major conferences and a number of workshops throughout the UK starting in July 2011. Details of the events, and how the project will be evaluated, are provided.

I Join the Punjab Education Department

2018 ◽  
Author(s):  
Ruchi Ram Sahni
Keyword(s):  
Higher Education ◽  
Assistant Professor ◽  
Early Years ◽  
Government College ◽  
Science Class ◽  
Education Department ◽  
The Government ◽  
The University ◽  
University Science

In this chapter Ruchi Ram Sahni recounts his early years as Assistant Professor of Science at the Government College, Lahore. In addition to teaching and running experiments, Sahni delivered three lectures a week in Urdu at the University science class at the Oriental College as a Kapurthala Alexandra scholar. He also found the time to attend carpentry classes for six months at the Mayo School of Art, where he made the acquaintance of Lockwood Kipling and learned carpentry from the famous master architect, Bhai Ram Singh. The chapter also describes an unfortunate episode involving the leaking of examination papers by an English colleague in which Sahni was unfairly implicated, and discusses some British policies which discriminated against Indians in the field of higher education.

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