Extending conceptualisations of the diversity and value of extracurricular activities: a cultural capital approach to graduate outcomes

This report presents the findings from the research project Extending conceptualisations of the diversity and value of extra curricular activities: a cultural capital approach to graduate outcomes. Very little research has directly addressed the question of what constitutes extra-curricular activities (ECA), the extent to which students engage in ECA, and how students experience and conceptualise benefits from their engagement. Nor is there research that looks at how staff understand ECA. This research sought to address these questions from a cultural capital approach. Traditionally conceived ECA include campus-based cultural and sporting activities and volunteering. An awareness is required of the fact that many students work for economic reasons, continue their faith and caring activities, and continue to live at home. The researchers were interested in the possible differential recognition and valuing of activities undertaken by different groups of students. This research explores issues of inter-generational capital that might shape both the capacities to participate and how students understood the benefits

Agency and Ontology within Intersectional Analysis: A Critical Realist Contribution

© 2016 Informa UK Limited, trading as Taylor & Francis Group.The article analyses the historical roots of intersectional theory and argues that the ambiguities and elisions that mark intersectional analysis are a weakness not a strength. It makes an argument for why Archer's morphogenetic approach provides a more secure basis for analysing the overlapping oppressions that intersectional theory highlights. It avoids conflating experience with structural and cultural conditions and their elaboration, and provides an analytical framework for the development of explanatory accounts of how intersections between gender, race, class and other markers of difference operate in concrete historical circumstances. Equally importantly, critical realism provides rich resources for theorizing agency and in particular corporate agency, which is central to understanding the emergence of social movements, including feminism. The article argues that critical realism provides a basis for maintaining the significance of the normative in analysing social life and, in contrast to poststructuralism, provides a secure philosophical basis for the research programme opened up by a consideration of intersectionality

Particle-stabilized oscillating diver: a self-assembled responsive capsule

We report the experimental discovery of a self-assembled capsule, with density set by interfacial glass beads and an internal bubble, that automatically performs regular oscillations up and down a vial in response to a temperature gradient. Similar composites featuring interfacial particles and multiple internal compartments could be the solution to a variety of application challenges.Comment: 7 pages, 3 figure

Extra-Curricular Activities: creating graduates with impact in education

Staff from the Carnegie Faculty’s Centre for Social and Educational Research across the Life-course (SERL) have completed a project for the Higher Education Academy subject group for education, ESCalate, into ‘Creating Graduates with Impact in Education’. Jacqueline Stevenson, Professor Sue Clegg and Paula Sealey undertook research with students and staff across a range of education-related courses as well as with employers from schools, local authorities and other education settings

A multi-purpose modular system for high-resolution microscopy at high hydrostatic pressure

We have developed a modular system for high-resolution microscopy at high hydrostatic pressure. The system consists of a pressurised cell of volume ~100 microlitres, a temperature controlled holder, a ram and a piston. We have made each of these components in several versions which can be interchanged to allow a wide range of applications. Here, we report two pressure cells with pressure ranges 0.1-700MPa and 0.1-100MPa, which can be combined with hollow or solid rams and pistons. Our system is designed to work with fluorescent samples (using a confocal or epifluorescence microscope), but also allows for transmitted light microscopy via the hollow ram and piston. The system allows precise control of pressure and temperature [-20-70C], as well as rapid pressure quenching. We demonstrate its performance and versatility with two applications: time-resolved imaging of colloidal phase transitions caused by pressure changes between 0.1MPa and 101MPa, and imaging the growth of Escherichia coli bacteria at 50MPa. We also show that the isotropic-nematic phase transition of pentyl-cyanobiphenyl (5CB) liquid crystal provides a simple, convenient and accurate method for calibrating pressure in the range 0.1-200MPa

Pair programming teams and high-quality knowledge sharing: A comparative study of coopetitive reward structures

© 2015, Springer Science+Business Media New York. There has been a growing research interest in understanding knowledge sharing in agile development. Yet, empirical research that sheds light on its underlying practices, such as pair programming, is evolving. This study uses insights from coopetition and software literature to focus inquiry on the relation between coopetitive rewards and high-quality knowledge sharing in pair programming teams. Theoretical hypotheses are developed and validated, suggesting that: ‘coopetitive rewards influence high-quality knowledge sharing both directly and over time through their impact on the level of knowledge sharing satisfaction’, and, ‘the impact of coopetitive rewards on high-quality knowledge sharing is dependent upon task complexity and the history of working under similar reward structure’. This study generates new understanding related to the use of rewards in pair programming teams, and offers a rigorous and replicable seven-step experimental process for simulating coopetitive structures and investigating their role in pair programming and in similar collaborative contexts