scholarly journals Perceptions of broadcast and film media practitioners in UK higher education

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
John Mateer
Keyword(s):  
Higher Education ◽  
Research Funding ◽  
Negative Impact ◽  
Higher Education Institutions ◽  
Significant Evidence ◽  
Broadcast Television ◽  
Film And Television ◽  
Film Education ◽  
The Uk ◽  
Uk Higher Education

With a growing emphasis on employability and commercial relevance, universities are increasingly involving practitioners in delivery to add perceived value and credibility to their film and television courses. Likewise, film education researchers, including Bergala (2016), see significant value in practitioner involvement in teaching. Yet, from both the academic and industry sides, this integration has been questioned and challenged, resulting in a long-standing discussion of the 'theory/practice divide'. Through analysis of two formal surveys conducted in 2012 and 2014, involving 131 respondents from 64 UK higher education institutions, this paper reports on the perceptions of broadcast television and film practitioners working in academia. It also briefly considers whether the issues raised have changed since the surveys were completed. Responses suggest that an appreciable number of respondents encountered a mixed or negative reaction from new academic colleagues immediately upon joining their institution, and that this has had a potentially lasting negative impact on their productivity. The data indicate that many media practitioners working in higher education do not feel that they are seen as equal to non-practitioner colleagues, although they do still feel part of the academy as a whole. Respondent institutions were broken down by type, and there is statistically significant evidence of perceptions of systematic disadvantaging of media practitioners across all types of UK academic institutions, although Arts-focused universities were seen most favourably. This suggests that, despite the UK government's increased emphasis on teaching and employability, and new commercially focused research funding initiatives, higher education institutions need to do more to redress the perception of a theory/practice divide.

Characteristics of UK higher education institutions that disclose sustainability reports

2018 ◽  
Vol 19 (7) ◽  
pp. 1279-1298 ◽  
Author(s):  
Remmer Sassen ◽  
Dominik Dienes ◽  
Johanna Wedemeier
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Research Question ◽  
Corporate Sustainability ◽  
Public Funding ◽  
Sustainability Reporting ◽  
Content Type ◽  
Sustainability Reports ◽  
The Uk ◽  
Uk Higher Education

Purpose This study aims to focus on the following research question: Which institutional characteristics are associated with sustainability reporting by UK higher education institutions? Design/methodology/approach To answer the aforementioned research question, this study uses logistic regression. Findings The results show that 17 per cent of the UK higher education institutions report on their sustainability (July 2014). In line with legitimacy and stakeholder theory, logistic regressions provide evidence that the larger the size of the institution, the higher the probability of reporting. By contrast, high public funding decreases this probability. Research limitations/implications The findings show characteristics of higher education institutions that support or hamper sustainability reporting. Overall, the findings imply a lack of institutionalisation of sustainability reporting among higher education institutions. Originality/value Although a lot of research has been done on corporate sustainability reporting, only a small number of studies have addressed the issues of sustainability reporting of higher education institutions. This study covers all sustainability reports disclosed among the 160 UK higher education institutions. It is the first study that investigates characteristics of higher education institutions that disclose a sustainability report.

scholarly journals Prevalence of POE in UK higher education institutions

2015 ◽  
Vol 33 (1) ◽  
pp. 4-14 ◽  
Author(s):  
Mike Riley ◽  
Alison Cotgrave ◽  
Noora Kokkarinen
Keyword(s):  
Higher Education ◽  
User Satisfaction ◽  
Online Survey ◽  
Higher Education Institutions ◽  
Second Phase ◽  
Content Type ◽  
Post Occupancy Evaluation ◽  
The Uk ◽  
Uk Higher Education ◽  
Depth Interviews

Purpose – The purpose of this paper is to identify the extent to which Post-occupancy evaluation (POE) is understood and applied within higher education institutions across the UK and identify users’ perceptions of its efficacy. Design/methodology/approach – A mixed methodology was applied to this research. Part one consisted of an online survey intended to generate an overview of the extent of POE use across the sector. The second phase, intended to develop greater insight and understanding of users’ perceptions of POE, relied upon in-depth interviews with a smaller sample drawn those who had completed the survey in part one. Findings – Differing models of POE are used within higher education institutions with varying degrees of complexity. Models exist that are based on standard structures and templates, whilst entirely bespoke options have been developed by some institutions. The work found that there is a clear preference for applying bespoke methods rather than standardised ones. Research limitations/implications – The research is based on a sample of Directors of Estates (DOEs) from UK Universities. The conclusions relate specifically to that sector and context. The extent for broader generalisation is limited by the research sample. Practical implications – The work shows that POE is understood to have differing purpose and effectiveness in individual Universities. As a result there has been a proliferation in the number of models developed and applied. This leads to the conclusion that more coherent and consistent understanding should be promoted within the sector. Social implications – The work has implications for the effective management of university buildings to support user satisfaction. Originality/value – This paper indicates that there is prevalence of applying POE processes in higher education institutions and that specific models have been developed for the sector. However, the extent to which the process is valued and understood is highly variable.

scholarly journals Gathering Evidence of Benefits: A Structured Approach from the Jisc Managing Research Data Programme

2013 ◽  
Vol 8 (2) ◽  
pp. 123-133
Author(s):  
Laura Molloy ◽  
Simon Hodson ◽  
Meik Poschen ◽  
Jonathan Tedds
Keyword(s):  
Higher Education ◽  
Data Management ◽  
Research Funding ◽  
Research Data ◽  
Lessons Learned ◽  
Education Sector ◽  
Research Data Management ◽  
The Uk ◽  
Uk Higher Education ◽  
Structured Approach

The work of the Jisc Managing Research Data programme is – along with the rest of the UK higher education sector – taking place in an environment of increasing pressure on research funding. In order to justify the investment made by Jisc in this activity – and to help make the case more widely for the value of investing time and money in research data management – individual projects and the programme as a whole must be able to clearly express the resultant benefits to the host institutions and to the broader sector. This paper describes a structured approach to the measurement and description of benefits provided by the work of these projects for the benefit of funders, institutions and researchers. We outline the context of the programme and its work; discuss the drivers and challenges of gathering evidence of benefits; specify benefits as distinct from aims and outputs; present emerging findings and the types of metrics and other evidence which projects have provided; explain the value of gathering evidence in a structured way to demonstrate benefits generated by work in this field; and share lessons learned from progress to date.

scholarly journals Current Status of International Cooperation in Higher Education Institutions in the Arts

2021 ◽  
pp. 1-6
Author(s):  
Ling Ding ◽  
◽  
Ambrose Field ◽  
Keyword(s):  
Higher Education ◽  
International Cooperation ◽  
Higher Education Institutions ◽  
Current Status ◽  
Cultural Communication ◽  
Institutional Barriers ◽  
Political Issues ◽  
The Arts ◽  
The Uk ◽  
Uk Higher Education

This article provides current statues of international cooperation between the UK and China in the arts, from the perspectives of UK higher education institutions in particular. The aim is to demonstrate the potential cultural, communication and language barriers from three UK case studies, which extend and contradict the existing literature. In doing so, the article identifies the advantage of conducting international cooperation, and the affects of political issues, environment uncertainties, institutional barriers that would cause problems for UK- China relationships in HEIs. Overall, it argues that mature understanding of working styles and cultural cognition are vital for cooperation in the arts.

scholarly journals Current Status of International Cooperation in Higher Education Institutions in the Arts

2021 ◽  
pp. 1-6
Author(s):  
Ling Ding ◽  
Keyword(s):  
Higher Education ◽  
International Cooperation ◽  
Higher Education Institutions ◽  
Current Status ◽  
Cultural Communication ◽  
Institutional Barriers ◽  
Political Issues ◽  
The Arts ◽  
The Uk ◽  
Uk Higher Education

This article provides current statues of international cooperation between the UK and China in the arts, from the perspectives of UK higher education institutions in particular. The aim is to demonstrate the potential cultural, communication and language barriers from three UK case studies, which extend and contradict the existing literature. In doing so, the article identifies the advantage of conducting international cooperation, and the affects of political issues, environment uncertainties, institutional barriers that would cause problems for UK- China relationships in HEIs. Overall, it argues that mature understanding of working styles and cultural cognition are vital for cooperation in the arts

scholarly journals Parity of participation for autistic students: Mapping provision across UK higher education institutions

2021 ◽  
pp. 003452372098112
Author(s):  
Jonathan Vincent ◽  
Helen Rowe ◽  
Jo Johnson
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Higher Education Institutions ◽  
Social Groups ◽  
Geographical Region ◽  
Teaching Excellence ◽  
University Websites ◽  
The Uk ◽  
Participation In Higher Education ◽  
Uk Higher Education

This paper systematically identifies, maps and evaluates specific types of provision for autistic students published on university websites at 120 institutions throughout the UK. Within these data we identify trends in relation to geographical region, university group, and the Teaching Excellence Framework rating. We employ Nancy Fraser’s theory of social justice to unpack the reasons that underlie the differentials in provision across UK higher education institutions. Findings identify eight categories of provision tailored specifically for autistic students from ‘supporting transition to university’ to ‘social groups’ and suggest that there are institutions across the UK with evidence of more developed provision. Our data show, however, that resources and provision are not distributed equitably, raising implications for autistic students’ parity of participation in higher education.

What does the future hold for the teaching of physiology in UK Higher Education Institutions?

2018 ◽  
pp. 36-37
Author(s):  
Sheila Amici-Dargan ◽  
Nicholas Freestone ◽  
Derek Scott
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
The Future ◽  
Uk Higher Education

scholarly journals What's in a name? Perspectives of dyslexia assessors working with students in the UK higher education sector

Dyslexia ◽  
2018 ◽  
Vol 24 (2) ◽  
pp. 109-127 ◽  
Author(s):  
Denise Ryder ◽  
Brahm Norwich
Keyword(s):  
Higher Education ◽  
Education Sector ◽  
The Uk ◽  
Uk Higher Education

scholarly journals Talking the Talk and Fitting In: Troubling the Practices of Speaking? ‘What you are Worth’ in Higher Education in the UK

2015 ◽  
Vol 20 (2) ◽  
pp. 27-39 ◽  
Author(s):  
Michelle Addison ◽  
Victoria ◽  
G. Mountford
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Research Projects ◽  
University Staff ◽  
Cultural Meanings ◽  
The North ◽  
The Uk ◽  
Fitting In ◽  
Uk Higher Education

In this article we raise questions about fitting in pertaining to various classed identities within two UK Higher Education Institutions (HEI). We discuss the pains and privileges attached to accent and ways of speaking worth: Who is able to mobilize and capitalize on inscribed values, as they come to be attached to ways of talking? Accents and ways of talking are part of embodied class identities and whilst some carry connotations of intelligence, other ways of talking are positioned as lacking value, as well as other cultural meanings ( Sayer 2002 ; Spencer, Clegg and Stackhouse 2013 ; Lawler 1999 ; Skeggs 1997 ; Southerton 2002 ; Taylor 2007 ; Macfarlane and Stuart-Smith 2012 ). In this article we discuss our empirical research carried out in two separate qualitative ESRC-funded research projects in the north of England with undergraduate students (Victoria Mountford) and university staff (Michelle Addison). Focusing primarily on white British ways of talking, we examine how embodying particular accents or ways of talking affect classed notions of ‘fitting in’ or ‘standing out’ (Reay et al 2009: 1; Abraham and Ingram 2013 ) in HE. In a climate of uncertainty in Higher Education we are concerned that the importance of demonstrating one's impact, value and worth comes down to more than just productivity, it is becoming demonstrably about being able to ‘talk the talk’. Here we trouble the practices of speaking ‘what you are worth’.

Sign in / Sign up

Export Citation Format

Share Document