Global universities in local contexts: fostering critical self-reflection and citizenship at branch campuses

There seems to be a race in the global age for universities to be associated with specific attributes: university marketing literature insists on institutions being ‘global’, promising to educate the citizens and leaders of tomorrow thanks to key and transferable skills such as problem solving, research‐based education, independent learning and the ever popular yet rarely defined ‘critical thinking’. Faculties are pressed to demonstrate their progress in the internationalisation of their curriculum, and the trend is fast growing that sees western institutions opening branch campuses abroad, and developing their international network and partnerships

HOW IMPORTANT ARE DIFFICULT ENVIRONMENTS TO ACHIEVING THE MDGS?

Food Security and Poverty,

Servitization of manufacture:exploring the deployment and skills of people critical to the delivery of advanced services

Purpose - This "research note" sets out to fuel the debate around the practices and technologies within operations that are critical to success with servitization. It presents a study of four companies which are delivering advanced services and reports on the organisation and skill-sets of people within these. Design/methodology/approach - This has been case-based research at four manufacturers leading in their delivery of services. Findings - It describes the desirable behaviour of people in the front-line of service delivery, identifies the supporting skill-sets, how these people are organised, and explains why all these factors are so important. Originality/value - This paper contributes to the understanding of the servitization process and, in particular, the implications to broader operations of the firm

Transcriptional regulators of arteriovenous identity in the developing mammalian embryo

The complex and hierarchical vascular network of arteries, veins, and capillaries features considerable endothelial heterogeneity, yet the regulatory pathways directing arteriovenous specification, differentiation, and identity are still not fully understood. Recent advances in analysis of endothelial-specific gene-regulatory elements, single-cell RNA sequencing, and cell lineage tracing have both emphasized the importance of transcriptional regulation in this process and shed considerable light on the mechanism and regulation of specification within the endothelium. In this review, we discuss recent advances in our understanding of how endothelial cells acquire arterial and venous identity and the role different transcription factors play in this process

Legitimacy and innovation in social enterprises

This article examines the interrelationship between legitimacy building efforts – the different ways in which social enterprises (SEs) conform to stakeholder expectations – and types of innovation – the different approaches by which they create social and economic value through product, process and business model innovation. Using a multi-case study research design of twenty SEs in Scotland and Romania, we find that the SEs adjusted their approach to legitimacy building depending upon the types of innovation and stakeholder involved. Also, while all SEs pursued pragmatic and moral legitimacy through conforming with their stakeholders’ expectations, the type of innovation shaped the way in which they prioritised one form of legitimacy over another to deal with the tensions involved in pursuing legitimacy with heterogeneous stakeholders. This finding underscores the importance of innovation type when explaining how SEs balance the tensions involved in trying to conform to a wide range of heterogeneous stakeholders with different expectations

Novel DNA methylation profiles associated with key gene regulation and transcription pathways in blood and placenta of growth-restricted neonates

BB/H012494/1/ Biotechnology and Biological Sciences Research Counci

Dialogic assessment in the context of professional recognition: perspectives from the canoe

This paper draws on the reflective evaluations of four experienced academic practitioners who each have roles in leading or contributing to Fellowship Schemes in a UK context (United Kingdom Professional Standards Framework, 2011) and are all Advance HE accreditors. The focus for the evaluation was the use of a dialogic approach within their respective Fellowship Schemes. The aim of the project was to better understand the conditions in which dialogues can thrive, and to surface the challenges. A collective autoethnographic method was decided upon to frame the evaluative process. Four one-hour online meetings were scheduled over a period of six weeks. The data were transcribed and analysed using a mind-map process and resulted in the emergence of a metaphor – that of a canoe trip in which five phases were identified: designing the vessel, getting aboard, settling in/ settling down, navigating the space and forward-wash. These five phases are overviewed here with the intention of provoking discussion in the academic practice community, drawing into conversation individuals who are concerned with assessment for learning generally, and those who have particular interest in the potential of dialogic assessments which culminate in a summative judgement. It adds to the literature focused on assessment in higher education by drawing to the fore the conditions in which dialogic approaches can thrive for the individual being assessed, while also facilitating reciprocal learning