Because we're worth it : Do students really define themselves in terms of their market value?

LINK is an online journal published by the University of Hertfordshire School of EducationThis is a position paper that challenges the hegemony of neoliberalism and marketisation as the dominant forces currently shaping higher education. It argues that too much academic commentary focuses on analysis of the problem rather than positing solutions. Principal among the ways in which such challenges can be made is the forging of alliances between students, academics and the wider, campaigning world.Final Published versio

The Collapse Of An Empire? Rating Agency Reform In The Wake Of The 2007 Financial Crisis

In 1996, Thomas Friedman’s remarks echoed the sentiments of many. The rating agency business was booming, and it seemed like the agencies themselves could do no wrong

The Grace of Leading the Assembly

(Excerpt) It is good in nearly every Christian liturgy there comes a moment when all present pray to be forgiven just as they are themselves now offering forgiveness. Thus do assemblies and presiders provide a ground for meeting again next Sunday and giving it another go

The Role of Employees in Training Decisions in Canada

The purpose of this article is not to question the need to provide more employee education and training or to encourage employers to invest more in employee development. Rather, it is to show that the decisions of employees themselves have as much to do with employee education and training as do those of employers. Consequently, the promotion of training requires addressing all workplace partners, not just employers, but also employees themselves, as well as governments, unions and educational institutions.employee training; training

Providing work Placements for disabled students : a good practice guide for further and higher education institutions

"This document provides a guide to institutions’ duties in regard to work placements and offers practical advice on what institutions can do to ensure quality work placement opportunities for disabled students. It is aimed at institution staff responsible for placements: placement organisers, subject tutors and disability officers/learning support coordinators. It is not aimed at employers or students themselves" -- page 2

Leadership and the Role of Information: Making the Creatively Informed Questioner

[Excerpt] The quintessential leader is an informed leader. So it is said. However, this concept of being informed seems to lack definition and purpose. What does it mean to be informed? And what is the role of information in leadership? People often think that leaders are informed because they are educated or quick learners. To some extent this may be true. A more realistic view would be that they use their education in a manner that positions themselves and those around them to succeed and sustain their success. How do they do this? An explanation follows

The need for mass media training in non-traditional settings

It becomes increasingly evident that the traditional university as we know it - set up with quite definite structures, periods of instruction, rigid progressions through involved curricula - does not always lend itself to education needs. There are millions of persons who will never be able to avail themselves of a university education. We do not have the luxury to write off these citizens who do not have the resources to become college graduates. It is dodging the issue to say that these individuals should be taken care of by lower- level educational institutions. There is a need for learning which is not satisfied by lower level education, but which is also not met within traditional university structures.peer-reviewe

Guide to using Evidence in Higher Education

This Guide to Using Evidence has been designed to, to support and encourage students and students’ association and union staff to actively engage with data and evidence. It offers an accessible introduction to a range of key ideas and concepts and a range of activities which allow readers to develop their own thinking and confidence in key areas. The ambition of its authors, QAA Scotland and the students who reviewed early drafts, is that students and students’ association and union staff will reach for this resource as they prepare for committees, devise new campaigns, deliver services, and do all of the other things they do to enhance students’ experiences and outcomes. Underpinning all of this is a belief that students themselves, the institutions they are working with, and the sector as a whole, are better served when students are, and are seen to be, agents in the ‘data landscape’, not just subjects of it. Engaging with this Guide will help students and students’ association and union staff to develop that sense of agency in themselves and foster it in others. This Guide is a product of a student-led project coordinated by QAA Scotland as part of the Evidence for Enhancement Theme (2017-20)

Dressing Up: Exploring the Fictions and Frictions of Professional Identity in Art Educational Settings

What fictions do we tell ourselves in order to teach? How do our stories as educators impact how we see our learners? Building from auto-ethnography research I begin with the personal and then invite co-participants to further illuminate a shared experience (Chang, 2008). In this example, I highlight the self-reflective work toward revealing and concealing identities associated with “teacher.” Using collage pedagogy (Garoian & Gaudelius, 2008), students in a pre-service art education class, created paper doll narratives marking and unmarking themselves through collaged backdrops and clothing choices which performed identities that would impact their role of teacher. Future teachers also “undressed” themselves from fashions that impeded their abilities to see their students beyond stereotypes. Through the design of the dolls and reflexivity, we examined the frictions of identity and representation within the larger social, political, or institutional landscapes of what it means to be “teacher/student” in the 21st century school sphere