37 research outputs found
The Changing Position of Legal Academics in the United Kingdom: Professionalization or Proletarianization?
This article analyses changes to United Kingdom (UK) university law schools during the period coinciding with Phil Thomasā career as a law teacher ā the latter part of the twentieth century and the first two decades of the twentyāfirst ā in part illustrating the analysis with other examples from Thomasā career. We will focus specifically on the way in which what it means to be a legal academic has altered, with UK legal academics having been professionalized as a community during this era. Yet, seemingly paradoxically, it is also an era during which, many have suggested, academics in UK universities have become a proletariat
How commitment influences students' conversations about higher education
Commitment and word-of-mouth communication are important relational ideas: commitment a central and defining aspect of relationships; word-of-mouth a key relational outcome. This research examines the relationship between commitment and word-of-mouth communication within the context of higher education. The study tests a new conceptual framework which explains the impact of studentsā commitment on studentsā intentions to emit word-of-mouth. It uses structural equation modelling to analyse data from undergraduate students studying at four UK HEIs. Interestingly whilst students feel stronger levels of affective commitment towards their university than towards their academic tutors, it is the affective commitment towards academics which has the greatest influence on studentsā intentions to talk positively about their university experience. This research corroborates extant studies which articulate the importance of affective commitment as a driver of positive word-of-mouth, highlighting the critical contribution of affective commitment directed towards people. If Universities are looking to generate positive stories about the experiences they offer, then the relationships between students and academics are a likely determinant of success
Tracking the Legacy of Inner-City Catholic Schools: An Analysis of U.S. Elementary Catholic School Organizational and Demographic Data
Over the past twenty years, Catholic elementary schools that self identify as āinner-cityā have closed at a higher rate than Catholic schools in other locations. These schools have also long been associated with a legacy of effectively serving low-income students, students of color, and recent immigrant students, suggesting that the persistent closure of these schools may have a negative impact on these communities. In this paper, we set out to assess the extent to which there have been demographic or organizational changes over the past twenty years in these āinner-cityā schools. We found that while these schools do still serve higher proportions of students of color than Catholic schools nationally, there are distinct organizational and demographic trends that have developed in these schools that merit additional analysis or investigation. We conclude this paper with several suggestions for how to build a research agenda around this up-to-date demographic and organizational analysis of this segment of U.S. Catholic elementary schools
Tracking the Legacy of Inner-City Catholic Schools: An Analysis of U.S. Elementary Catholic School Organizational and Demographic Data
Over the past twenty years, Catholic elementary schools that self-identify as āinner-cityā have closed at a higher rate than Catholic schools in other locations. These schools have also long been associated with a legacy of effectively serving low-income students, students of color, and recent immigrant students, suggesting that the persistent closure of these schools may have a negative impact on these communities. In this paper, we set out to assess the extent to which there have been demographic or organizational changes over the past twenty years in these āinner-cityā schools. We found that while these schools do still serve higher proportions of students of color than Catholic schools nationally, there are distinct organizational and demographic trends that have developed in these schools that merit additional analysis or investigation. We conclude this paper with several suggestions for how to build a research agenda around this up-to-date demographic and organizational analysis of this segment of U.S. Catholic elementary schools
Community Worker Perspectives on the Use of New Media to Reconfigure Socio-spatial Relations in Belfast
Cyber enthusiasts as far back as Rheingold have suggested that cyberspatial technologies such as the Internet have the potential to transform spaceātime relations and create new social spaces, thus ameliorating social conflict in contested areas. However, a more sceptical view of cyberspatial communication is provided by Hampton, who argues that on-line interactions cannot be artifically separated from their off-line contexts. This article will analyse whether these technologies are changing the nature of territorial disputes and patterns of social interaction between Protestant and Catholic interface communities in Belfast, Northern Ireland. Interviews were conducted with nine community workers to investigate this issue. Focusing on the possibility of using social media to facilitate intergroup contact, the paper argues that on-line interactions alone do not appear to have the potential to build mutual understanding and trust between rival interface communities. Indeed, community workers fear that may young people use these sites to exacerbate intercommunity tensions
Stres u radu sveuÄiliÅ”nih nastavnika: rodne i pozicijske razlike
The aim of this study was to investigate exposure to stress at work in university teachers and see if there were differences between men and women as well as between positions. The study was carried out online and included a representative sample of 1,168 teachers employed at universities in Croatia. This included all teaching positions: assistants (50 %), assistant professors (18 %), associate professors (17 %), and full professors (15 %). Fifty-seven percent of the sample were women. The participants answered a questionnaire of our own design that measured six groups of stressors: workload, material and technical conditions at work, relationships with colleagues at work, work with students, work organisation, and social recognition and status. Women reported greater stress than men. Assistant professors, associate professors, and full professors reported greater stress related to material and technical conditions of work and work organisation than assistants, who, in turn, found relationships with colleagues a greater stressor. Full professors, reported lower exposure to stress at work than associate professors, assistant professors, and assistants.Cilj rada bio je istražiti izloženost sveuÄiliÅ”nih nastavnika stresu u radu i ispitati postoje li razlike izmeÄu muÅ”karaca i žena te zaposlenika na razliÄitim pozicijama u stupnju izloženosti i prirodi radnih stresora. Istraživanje je metodom on-line ankete provedeno na reprezentativnom uzorku od 1168 nastavnika zaposlenih na sveuÄiliÅ”tima u Hrvatskoj. ObuhvaÄene su bile sve znanstveno-nastavne pozicije: asistenti (51 %), docenti (19 %), izvanredni profesori (15 %) i redoviti profesori (15 %). 57 % uzorka Äinile su žene. Primijenjen je Upitnik izloženosti stresu u radu za sveuÄiliÅ”ne nastavnike (ISR-SN) koji sadržava 37 Äestica i mjeri Å”est latentnih dimenzija izvora stresa: radno optereÄenje, materijalne/tehniÄke uvjete rada, odnose na poslu, studente, organizaciju rada i druÅ”tvene uvjete rada. Žene u odnosu prema muÅ”karcima u prosjeku izvjeÅ”tavaju o veÄoj prisutnosti izvora stresa u svom poslu. Docenti, izvanredni i redoviti profesori u prosjeku procjenjuju veÄu prisutnost stresora vezanih uz materijalne/tehniÄke uvjete rada i organizaciju rada u odnosu na asistente koji, pak, u veÄoj mjeri procjenjuju prisutnost stresora vezanih uz meÄuljudske odnose. Redoviti profesori u prosjeku izvjeÅ”tavaju o manjoj izloženosti stresorima u svom poslu od izvanrednih profesora, docenata i asistenata
Fusion Learning Conference 2023 - proceedings
Welcome to the 3rd annual Fusion Learning Conference
at BU. The event provides a hub for the exchange of
knowledge, pedagogical innovations, and cutting-edge research that shape the landscape of our learning and teaching.
This year we are hosting the largest number of submissions to the conference and look forward to an exciting line up of guest speaker from IBM presenting on the influence of Artificial Intelligence on higher education; a BU panel of experts sharing their insight about some of the emerging themes in our learning and teaching and preparing our students for future of work; staff presentations and discussions including, student engagement, digital transformation, academic integrity, inclusive and sustainability in the curriculum design.
I hope that you find this selection of posters and abstracts to be enlightening
Blackstone's tower in context
This article contextualizes the contribution of Blackstoneās Tower within the discipline of law, arguing that its publication was both significant and radical at a time when research into legal education was much less well-developed within the legal academy than it is today. Twiningās approach, acting as a ātour guideā, was also important in a period when the āprivate lifeā of the English university law school was virtually unexamined. This article also highlights the ways in which the other contributions to this special edition demonstrate the continuities and changes that have occurred within legal education since Blackstoneās Tower was published
Experiencing English law schools: the student perspective
This article examines Blackstoneās Tower: The English Law School from the perspective of law students entering and studying in law schools 25+ years after the publication of the book. The article provides an alternative ātourā of an English law school, the tour that might be given by students. In doing so it asks to what extent students now would recognize the tour on which Twining took us in 1994 and what key sites and debates are either missing or now redundant. In particular, the article aims to encourage us to think about both physical and digital aspects of campus life, the increasing role of marketing, the growing emphasis on student support (particularly relating to wellbeing) and the continuing tensions between the vocational and liberal legal education