Pub Date : 2012-07-01DOI: 10.11120/ELSS.2012.04030014
L. Blackmore, A. Dawkins, Jackie Nettleton, Donald Stewart, Benedicte Wilson
{"title":"Producing Facebook knowledge: sociological analysis of celebrity biographies","authors":"L. Blackmore, A. Dawkins, Jackie Nettleton, Donald Stewart, Benedicte Wilson","doi":"10.11120/ELSS.2012.04030014","DOIUrl":"https://doi.org/10.11120/ELSS.2012.04030014","url":null,"abstract":"","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115256432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.11120/elss.2012.04030004
Sue Bond-Taylor
Abstract This article draws on the author’s experiences of undergraduate student involvement in a research project consulting local young people about what they want from youth services in their local area. It argues that there are clear parallels between the debates about young people’s participation and engagement in public service delivery and the dilemmas posed by the student as producer agenda. Through the comparison of these two sets of literature, the notions of student as producer and the student voice come under scrutiny and the potential and limits of student involvement in research are explored.
{"title":"Lessons in listening: where youth participation meets student as producer","authors":"Sue Bond-Taylor","doi":"10.11120/elss.2012.04030004","DOIUrl":"https://doi.org/10.11120/elss.2012.04030004","url":null,"abstract":"Abstract This article draws on the author’s experiences of undergraduate student involvement in a research project consulting local young people about what they want from youth services in their local area. It argues that there are clear parallels between the debates about young people’s participation and engagement in public service delivery and the dilemmas posed by the student as producer agenda. Through the comparison of these two sets of literature, the notions of student as producer and the student voice come under scrutiny and the potential and limits of student involvement in research are explored.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127219826","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.11120/elss.2012.04030006
J. Jameson, Mandy Jones, K. Strudwick
Abstract This paper presents a critical reflection of the rhetoric of choice offered in the current system of HE. The theoretical foundation of the discussion draws on the work of Bauman (2007) as a support for a critical stance on the implementation of the recent reviews of HE, for instance by Browne (2010) and Dearing (1997). The concept and agenda of the student as ‘producer’, versus the student as consumer or even student as commodity, are further evaluated in the context of the ‘free’ market and the apparent ‘industrialisation’ of HE, which has arguably brought graduate ‘employability’ to centre stage. The work goes on to discuss how student choice of course appears to go beyond judgments about potential job prospects. Along with this, it is argued that the values espoused by consumerism may well have a detrimental effect on the way that students develop the types of skills that employers say they want. Counteracting this, the student as producer is investigated as a means by which students become active producers of themselves as enterprising citizens, which also has benefit in respect of their future employability.
{"title":"Browne, employability and the rhetoric of choice: student as producer and the sustainability of HE","authors":"J. Jameson, Mandy Jones, K. Strudwick","doi":"10.11120/elss.2012.04030006","DOIUrl":"https://doi.org/10.11120/elss.2012.04030006","url":null,"abstract":"Abstract This paper presents a critical reflection of the rhetoric of choice offered in the current system of HE. The theoretical foundation of the discussion draws on the work of Bauman (2007) as a support for a critical stance on the implementation of the recent reviews of HE, for instance by Browne (2010) and Dearing (1997). The concept and agenda of the student as ‘producer’, versus the student as consumer or even student as commodity, are further evaluated in the context of the ‘free’ market and the apparent ‘industrialisation’ of HE, which has arguably brought graduate ‘employability’ to centre stage. The work goes on to discuss how student choice of course appears to go beyond judgments about potential job prospects. Along with this, it is argued that the values espoused by consumerism may well have a detrimental effect on the way that students develop the types of skills that employers say they want. Counteracting this, the student as producer is investigated as a means by which students become active producers of themselves as enterprising citizens, which also has benefit in respect of their future employability.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133139223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.11120/elss.2012.04030003
M. Neary
Abstract This paper presents the further development of the concept of student as producer from a project that seeks to radicalise the idea of the university by connecting research and teaching, to a vision of higher learning and revolutionary science based on the reconnection of the natural and the social sciences. The argument is sustained and developed by a critical engagement with classical texts in management studies as well as Marxist writing that has emerged out of the recent wave of student protests against the increasing privatisation and financialisation of higher education. The paper provides a case study where the natural and the social sciences are being brought together in a postgraduate research education programme at the University of Lincoln. The case study includes a debate about the essence of revolutionary science through an exposition of the work of two major revolutionary scientists, Robert Grosseteste (1170–1253) and Karl Marx (1811–1883).
{"title":"Student as producer: an institution of the common? [or how to recover communist/revolutionary science]","authors":"M. Neary","doi":"10.11120/elss.2012.04030003","DOIUrl":"https://doi.org/10.11120/elss.2012.04030003","url":null,"abstract":"Abstract This paper presents the further development of the concept of student as producer from a project that seeks to radicalise the idea of the university by connecting research and teaching, to a vision of higher learning and revolutionary science based on the reconnection of the natural and the social sciences. The argument is sustained and developed by a critical engagement with classical texts in management studies as well as Marxist writing that has emerged out of the recent wave of student protests against the increasing privatisation and financialisation of higher education. The paper provides a case study where the natural and the social sciences are being brought together in a postgraduate research education programme at the University of Lincoln. The case study includes a debate about the essence of revolutionary science through an exposition of the work of two major revolutionary scientists, Robert Grosseteste (1170–1253) and Karl Marx (1811–1883).","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123824806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.11120/ELSS.2012.04030016
A. McIntyre, E. Oke
Abstract The authors were involved in an international capstone project in their final year in the agribusiness undergraduate programme at the University of Queensland (UQ). The capstone experience required them to conduct a commercial research project for a fee-paying agribusiness client in an overseas market. The students were mentored by experienced academic researchers to provide guidance, acting only as ‘safety nets’. The major components of the project involved conducting market research in China, analysing desktop and field data, preparing a report and presenting findings to the client. During the project the authors developed skills in project management, working to deadlines, communication, teamwork, conflict management, and researching in an international setting. The capstone experience equipped the authors with a broad range of skills, applicable to any job or industry, and a wealth of real-world experience, which is seldom available in other business degrees.
{"title":"Agribusiness international capstone research project: University of Queensland, Australia","authors":"A. McIntyre, E. Oke","doi":"10.11120/ELSS.2012.04030016","DOIUrl":"https://doi.org/10.11120/ELSS.2012.04030016","url":null,"abstract":"Abstract The authors were involved in an international capstone project in their final year in the agribusiness undergraduate programme at the University of Queensland (UQ). The capstone experience required them to conduct a commercial research project for a fee-paying agribusiness client in an overseas market. The students were mentored by experienced academic researchers to provide guidance, acting only as ‘safety nets’. The major components of the project involved conducting market research in China, analysing desktop and field data, preparing a report and presenting findings to the client. During the project the authors developed skills in project management, working to deadlines, communication, teamwork, conflict management, and researching in an international setting. The capstone experience equipped the authors with a broad range of skills, applicable to any job or industry, and a wealth of real-world experience, which is seldom available in other business degrees.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132651548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.11120/elss.2012.04030021
W. Curtis, Amelia Goodson, J. McDonnell, S. Shields, Rob Wyness
Abstract The paper reports on findings from a 2011 ESCalate-funded project, Assessment Reassessed. Three student—lecturer research teams engaged in collaborative enquiry with education studies programmes at six universities in the UK. The paper draws on the reflections of students and lecturers who took part to consider the possibilities and difficulties of this approach for research. It explores the complex dynamics of making and maintaining research teams, and the potential for learning together and expanding horizons. In providing an account of the rich potential of student—lecturer collaborative enquiry, it concludes by reflecting on the lessons all participants took from the process.
{"title":"Learning together and expanding horizons: reflections on a student—lecturer collaborative enquiry","authors":"W. Curtis, Amelia Goodson, J. McDonnell, S. Shields, Rob Wyness","doi":"10.11120/elss.2012.04030021","DOIUrl":"https://doi.org/10.11120/elss.2012.04030021","url":null,"abstract":"Abstract The paper reports on findings from a 2011 ESCalate-funded project, Assessment Reassessed. Three student—lecturer research teams engaged in collaborative enquiry with education studies programmes at six universities in the UK. The paper draws on the reflections of students and lecturers who took part to consider the possibilities and difficulties of this approach for research. It explores the complex dynamics of making and maintaining research teams, and the potential for learning together and expanding horizons. In providing an account of the rich potential of student—lecturer collaborative enquiry, it concludes by reflecting on the lessons all participants took from the process.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123277038","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.11120/elss.2012.04030008
S. Connor
Abstract This paper focuses on the use of multimodal presentations as part of a teaching, learning and assessment strategy. Used as part of an assessment of a final-year undergraduate module on a social policy programme, the rationale was to provide students with the opportunity to develop and demonstrate multimodal and communications skills that form an increasingly important part of policy communications work. Despite a number of challenges, students reported and demonstrated a deep, sustained and meaningful engagement with the subject matter and the technologies employed. It is argued that the use of multimodal presentations as a form of assessment can make a significant contribution to the student as producer (SaP) agenda.
{"title":"Using frames and making claims: the use of multimodal assessments and the student as producer agenda","authors":"S. Connor","doi":"10.11120/elss.2012.04030008","DOIUrl":"https://doi.org/10.11120/elss.2012.04030008","url":null,"abstract":"Abstract This paper focuses on the use of multimodal presentations as part of a teaching, learning and assessment strategy. Used as part of an assessment of a final-year undergraduate module on a social policy programme, the rationale was to provide students with the opportunity to develop and demonstrate multimodal and communications skills that form an increasingly important part of policy communications work. Despite a number of challenges, students reported and demonstrated a deep, sustained and meaningful engagement with the subject matter and the technologies employed. It is argued that the use of multimodal presentations as a form of assessment can make a significant contribution to the student as producer (SaP) agenda.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123474833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.11120/ELSS.2012.04030013
S. Watling
Abstract At the University of Lincoln, the student as producer agenda is seeking to disrupt consumer-based learning relationships by reinventing the undergraduate curriculum along the lines of research-engaged teaching. The open education movement, with its emphasis on creative commons and collaborative working practices, also disrupts traditional and formal campus-based education. This paper looks at the linkages between the Student as Producer project and the processes of embedding open educational practice at Lincoln. Both reinforce the need for digital scholarship and the prerequisite digital literacies that are essential for learning in a digital age.
{"title":"Student as producer and open educational resources: enhancing learning through digital scholarship","authors":"S. Watling","doi":"10.11120/ELSS.2012.04030013","DOIUrl":"https://doi.org/10.11120/ELSS.2012.04030013","url":null,"abstract":"Abstract At the University of Lincoln, the student as producer agenda is seeking to disrupt consumer-based learning relationships by reinventing the undergraduate curriculum along the lines of research-engaged teaching. The open education movement, with its emphasis on creative commons and collaborative working practices, also disrupts traditional and formal campus-based education. This paper looks at the linkages between the Student as Producer project and the processes of embedding open educational practice at Lincoln. Both reinforce the need for digital scholarship and the prerequisite digital literacies that are essential for learning in a digital age.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125161352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.11120/elss.2012.04030012
M. Jackson
Abstract The results of the National Student Survey consistently highlight assessment and feedback as a key concern for students in all higher education institutions. Central to students’ concerns is the promptness, appropriateness and quantity of feedback received. In order to improve the efficiency of the assessment process, many institutions have developed assessment models that save time for academic staff. However, research often suggests that these offer little benefit to learners. This paper reports on a recent case study at the University of Wales Newport in which recorded verbal assessment feedback was used as an alternative to the traditional written feedback process. Participant feedback suggests that this model offers a richer assessment experience for students and an improved relationship between students and academic staff.
{"title":"Improving the assessment feedback experience: a case study","authors":"M. Jackson","doi":"10.11120/elss.2012.04030012","DOIUrl":"https://doi.org/10.11120/elss.2012.04030012","url":null,"abstract":"Abstract The results of the National Student Survey consistently highlight assessment and feedback as a key concern for students in all higher education institutions. Central to students’ concerns is the promptness, appropriateness and quantity of feedback received. In order to improve the efficiency of the assessment process, many institutions have developed assessment models that save time for academic staff. However, research often suggests that these offer little benefit to learners. This paper reports on a recent case study at the University of Wales Newport in which recorded verbal assessment feedback was used as an alternative to the traditional written feedback process. Participant feedback suggests that this model offers a richer assessment experience for students and an improved relationship between students and academic staff.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133598341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-07-01DOI: 10.11120/elss.2012.04030018
Tom Cushan, Kayleigh Laughlin
Abstract During the first months of 2012 a mentoring scheme was introduced at the University of Lincoln in the School of Social Sciences. This scheme brought second-year undergraduate students into first-year students’ research skills seminars to aid them with their studies. This project was led and conducted by a group of third-year undergraduate students, who acted as student research evaluators; they chose to take part because they saw the research as an opportunity to practise key employability skills, to lead a project and to apply methods and knowledge learnt during their three years of study. Focus groups, a World Café event and an interactive blog for the mentors to post on were used to examine the effects of this mentoring scheme for all students involved. This paper is written by two of the student research evaluators. It discusses the methodology adopted and the perceived benefits for all the students involved, and offers suggestions for improvements which may be applied to future mentoring schemes. It examines the findings from the use of an interactive blog, focus groups and World Café event, For a more detailed discussion of the use of the blogs in this project and the data gathered, as well as the impacts on the second-year mentors, see ‘How mentoring can benefit second-year students’ by Burton, Lill and Keen (this issue).
{"title":"A discussion of student research evaluators in ‘student as producer’ activity at the University of Lincoln","authors":"Tom Cushan, Kayleigh Laughlin","doi":"10.11120/elss.2012.04030018","DOIUrl":"https://doi.org/10.11120/elss.2012.04030018","url":null,"abstract":"Abstract During the first months of 2012 a mentoring scheme was introduced at the University of Lincoln in the School of Social Sciences. This scheme brought second-year undergraduate students into first-year students’ research skills seminars to aid them with their studies. This project was led and conducted by a group of third-year undergraduate students, who acted as student research evaluators; they chose to take part because they saw the research as an opportunity to practise key employability skills, to lead a project and to apply methods and knowledge learnt during their three years of study. Focus groups, a World Café event and an interactive blog for the mentors to post on were used to examine the effects of this mentoring scheme for all students involved. This paper is written by two of the student research evaluators. It discusses the methodology adopted and the perceived benefits for all the students involved, and offers suggestions for improvements which may be applied to future mentoring schemes. It examines the findings from the use of an interactive blog, focus groups and World Café event, For a more detailed discussion of the use of the blogs in this project and the data gathered, as well as the impacts on the second-year mentors, see ‘How mentoring can benefit second-year students’ by Burton, Lill and Keen (this issue).","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125048344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：