Pub Date : 2011-12-01DOI: 10.11120/elss.2011.04010004
C. Lightowler
{"title":"Knowledge exchange in Scotland","authors":"C. Lightowler","doi":"10.11120/elss.2011.04010004","DOIUrl":"https://doi.org/10.11120/elss.2011.04010004","url":null,"abstract":"","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114337616","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 : 2011-12-01DOI: 10.11120/ELSS.2011.04010003
Linda Moore
{"title":"Current higher education development in Northern Ireland","authors":"Linda Moore","doi":"10.11120/ELSS.2011.04010003","DOIUrl":"https://doi.org/10.11120/ELSS.2011.04010003","url":null,"abstract":"","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132410578","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 : 2011-12-01DOI: 10.11120/ELSS.2011.04010010
C. Pegler
The white paper on higher education (BIS, 2011) refers to the government’s social mobility strategy, Opening doors, breaking barriers (HM Government, 2011). The expressed aspirations of the OER (open educational resources) community resonate with the white paper’s three central challenges: attaining sustainability; improving the learner experience; and taking responsibility for social mobility. Lee (2008), writing of the potential of OER, recalls the actions of the eponymous Jude the Obscure, whose anger at exclusion from university led him to graffiti the closed gates of ‘Biblioll College’ (Hardy, 1895). However, while both groups agree that change is necessary, there is little common ground in mapping solutions to opening doors to HE.
高等教育白皮书(BIS, 2011)指的是政府的社会流动战略，打开大门，打破障碍(HM政府，2011)。开放教育资源(OER)社区表达的愿望与白皮书提出的三个核心挑战相呼应:实现可持续性;提高学习者体验;承担起社会流动性的责任。Lee(2008)在描述OER的潜力时，回顾了同名的Jude the Obscure的行为，他对被大学排斥的愤怒导致他在“Biblioll College”紧闭的大门上涂鸦(Hardy, 1895)。然而，尽管双方都认为变革是必要的，但在制定解决方案以向高等教育敞开大门方面几乎没有共同点。
{"title":"OER: opening doors and breaching boundaries","authors":"C. Pegler","doi":"10.11120/ELSS.2011.04010010","DOIUrl":"https://doi.org/10.11120/ELSS.2011.04010010","url":null,"abstract":"The white paper on higher education (BIS, 2011) refers to the government’s social mobility strategy, Opening doors, breaking barriers (HM Government, 2011). The expressed aspirations of the OER (open educational resources) community resonate with the white paper’s three central challenges: attaining sustainability; improving the learner experience; and taking responsibility for social mobility. Lee (2008), writing of the potential of OER, recalls the actions of the eponymous Jude the Obscure, whose anger at exclusion from university led him to graffiti the closed gates of ‘Biblioll College’ (Hardy, 1895). However, while both groups agree that change is necessary, there is little common ground in mapping solutions to opening doors to HE.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122414484","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 : 2011-12-01DOI: 10.11120/ELSS.2011.04010011
G. Taylor
{"title":"Exploring the connections in the employability agenda","authors":"G. Taylor","doi":"10.11120/ELSS.2011.04010011","DOIUrl":"https://doi.org/10.11120/ELSS.2011.04010011","url":null,"abstract":"","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"10 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132372994","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 : 2011-12-01DOI: 10.11120/elss.2011.04010006
K. Bonnett
{"title":"Manchester blues — or just seeing red? Implementing the HE white paper at MMU","authors":"K. Bonnett","doi":"10.11120/elss.2011.04010006","DOIUrl":"https://doi.org/10.11120/elss.2011.04010006","url":null,"abstract":"","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121138268","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 : 2011-07-01DOI: 10.11120/elss.2011.03030013
Celia Jenkins, Joyce E. Canaan, Ourania Filippakou, K. Strudwick
Abstract This paper provides a narrative of the four authors’ commitment to auto/biographical methods as teachers and researchers in ‘new’ universities. As they went about their work, they observed that, whereas students engage with the gendered, sexualised and racialised processes when negotiating their identities, they are reluctant or unable to conceptualise ‘class-ifying’ processes as key determinants of their life chances. This general inability puzzled the authors, given the students’ predominantly working-class backgrounds. Through application of their own stories, the authors explore the sociological significance of this pedagogical ‘failure’ to account for the troubling concept of class not only in the classroom but also in contemporary society.
{"title":"The troubling concept of class: reflecting on our ‘failure’ to encourage sociology students to re-cognise their classed locations using autobiographical methods","authors":"Celia Jenkins, Joyce E. Canaan, Ourania Filippakou, K. Strudwick","doi":"10.11120/elss.2011.03030013","DOIUrl":"https://doi.org/10.11120/elss.2011.03030013","url":null,"abstract":"Abstract This paper provides a narrative of the four authors’ commitment to auto/biographical methods as teachers and researchers in ‘new’ universities. As they went about their work, they observed that, whereas students engage with the gendered, sexualised and racialised processes when negotiating their identities, they are reluctant or unable to conceptualise ‘class-ifying’ processes as key determinants of their life chances. This general inability puzzled the authors, given the students’ predominantly working-class backgrounds. Through application of their own stories, the authors explore the sociological significance of this pedagogical ‘failure’ to account for the troubling concept of class not only in the classroom but also in contemporary society.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130586168","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 : 2011-07-01DOI: 10.11120/elss.2011.03030005
H. Wright
Abstract After a brief historical overview, this paper considers key challenges that arise when biographical approaches are used to explore education. It focuses on a specific context: a doctoral study of mature women studying to work in childcare that developed into a much broader analysis of their ‘integrated lives’. This is an account of the students’ views on learning and teaching that also draws attention to the ways that biographical strategies made visible such views. It reveals the holistic possibilities of biographical interpretation and demonstrates how its inherent flexibility enables the researcher to address issues that really matter to people.
{"title":"Using biographical approaches to explore student views on learning and teaching","authors":"H. Wright","doi":"10.11120/elss.2011.03030005","DOIUrl":"https://doi.org/10.11120/elss.2011.03030005","url":null,"abstract":"Abstract After a brief historical overview, this paper considers key challenges that arise when biographical approaches are used to explore education. It focuses on a specific context: a doctoral study of mature women studying to work in childcare that developed into a much broader analysis of their ‘integrated lives’. This is an account of the students’ views on learning and teaching that also draws attention to the ways that biographical strategies made visible such views. It reveals the holistic possibilities of biographical interpretation and demonstrates how its inherent flexibility enables the researcher to address issues that really matter to people.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126424648","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 : 2011-07-01DOI: 10.11120/elss.2011.03030007
Roy Williams, Regina Karousou, C. Mallia
Abstract This paper explores the intersections between private and public settings of narratives and narration: the way that individuals narrate ‘the self’, and the way narratives are created and used. Drawing on critical theory and complexity theory, we analyse the relationship between narrators and facilitators. Empirical evidence is drawn from case studies in two universities, which used in-depth interviews. Questions are posed regarding narrative dynamics, the extent to which contexts can affect the way meaning is negotiated, and the implications for individuals and education. Narratives can provide rich data for learning in higher education institutions, with a strong ontological emphasis over and above epistemology.
{"title":"Narrating the self: intersections between the public and the personal","authors":"Roy Williams, Regina Karousou, C. Mallia","doi":"10.11120/elss.2011.03030007","DOIUrl":"https://doi.org/10.11120/elss.2011.03030007","url":null,"abstract":"Abstract This paper explores the intersections between private and public settings of narratives and narration: the way that individuals narrate ‘the self’, and the way narratives are created and used. Drawing on critical theory and complexity theory, we analyse the relationship between narrators and facilitators. Empirical evidence is drawn from case studies in two universities, which used in-depth interviews. Questions are posed regarding narrative dynamics, the extent to which contexts can affect the way meaning is negotiated, and the implications for individuals and education. Narratives can provide rich data for learning in higher education institutions, with a strong ontological emphasis over and above epistemology.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130709087","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 : 2011-07-01DOI: 10.11120/elss.2011.03030004
M. Mclean, Andrea Abbas
The genesis of the collection was a day conference at the University of Nottingham organised by members of the team of the ESRC-funded Pedagogic Quality and Inequality in University First Degrees project, which is a mixed method project that systematically and critically explores how to evaluate the quality of undergraduate degrees in different universities in socially-just ways (see http://www.pedagogicequality.ac.uk/ for further details). The aim of the day was collaboration with potential lecturer and student users of the project findings. The focus of discussion was the notion of ‘quality’ in relation to the trend of using student biographies in the teaching of university sociology (McLean and Abbas, 2009). The concrete outcome is this collection intended to contribute to arguments about whether, in Bernstein’s (2000) terms, biographical methods are a recontextualisation of ‘pure’ sociology which disadvantages some students or whether, on the contrary, it gives all students access to powerful knowledge.
{"title":"Introduction to Biographical Methods","authors":"M. Mclean, Andrea Abbas","doi":"10.11120/elss.2011.03030004","DOIUrl":"https://doi.org/10.11120/elss.2011.03030004","url":null,"abstract":"The genesis of the collection was a day conference at the University of Nottingham organised by members of the team of the ESRC-funded Pedagogic Quality and Inequality in University First Degrees project, which is a mixed method project that systematically and critically explores how to evaluate the quality of undergraduate degrees in different universities in socially-just ways (see http://www.pedagogicequality.ac.uk/ for further details). The aim of the day was collaboration with potential lecturer and student users of the project findings. The focus of discussion was the notion of ‘quality’ in relation to the trend of using student biographies in the teaching of university sociology (McLean and Abbas, 2009). The concrete outcome is this collection intended to contribute to arguments about whether, in Bernstein’s (2000) terms, biographical methods are a recontextualisation of ‘pure’ sociology which disadvantages some students or whether, on the contrary, it gives all students access to powerful knowledge.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132062662","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 : 2011-07-01DOI: 10.11120/ELSS.2011.03030014
Phill Johnson
Abstract This paper proposes the use of visual assessment methods for students in the social sciences at the University of the Future. The current hegemony of the written word does not assist students seeking a degree to further their employment aspirations and the orthodoxy also restricts the development of effective research methods. The incorporation of visual methods such as photography can overcome these problems and provide appropriate learning experiences for the digital world. A new approach to assessments can also reconfigure the student role from a passive consumer into an active producer of knowledge.
{"title":"Reframing assessments for the University of the Future","authors":"Phill Johnson","doi":"10.11120/ELSS.2011.03030014","DOIUrl":"https://doi.org/10.11120/ELSS.2011.03030014","url":null,"abstract":"Abstract This paper proposes the use of visual assessment methods for students in the social sciences at the University of the Future. The current hegemony of the written word does not assist students seeking a degree to further their employment aspirations and the orthodoxy also restricts the development of effective research methods. The incorporation of visual methods such as photography can overcome these problems and provide appropriate learning experiences for the digital world. A new approach to assessments can also reconfigure the student role from a passive consumer into an active producer of knowledge.","PeriodicalId":147930,"journal":{"name":"Enhancing Learning in the Social Sciences","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116646772","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}
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