Search

GLAMR placements from four perspectives: Placement students, higher education program providers, placement host institutions, and accreditation bodies. This issue of JALIA features papers presented at the 2022 I Research Applications in Information and Library Studies i (RAILS [6]) conference held virtually over two half days on the 29th and 30th of November 2022. [Extracted from the article]

In 2016 the Government invited English local authority employers of social workers and university providers of social work qualifying programmes to apply jointly for funding to become social work teaching partnerships. This was in response to its concerns about the limited engagement of local authorities with qualifying training programmes. It was also part of the Government's strategy to ensure that students qualified as social workers with what it considered to be the right knowledge and skills and to improve their recruitment, retention and development and overall quality of practice. Following an evaluation of one partnership, this discussion paper addresses the evolution of these arrangements as found in consultations with representatives of 10 social work teaching partnerships (held 2017–18), the four original pilots and the six others that were subsequently funded. Drawing on a synthesis of the partnerships' reported experiences, this paper reports the variations in their approaches and sets out the challenges they faced and addressed, contextualising this in the policy landscape in which they were introduced and operated. [ABSTRACT FROM AUTHOR]

Publishing English papers in journals listed in Science Citation Index (SCI) has become a requirement for degree conferment for doctoral science students at many universities in China. The publication requirement engenders high pressure for doctoral students and their supervisors and shapes the politics of the relationship between the two parties. This is illustrated in the present paper which reports a study conducted at a prestigious university in east China. Focusing on the case of a research group in biochemistry led by an expert writer (the supervisor), the study aimed to find out, from the supervisor's perspective, what revising papers for the students means to him, and what the students learn as a result of their papers being revised. It is shown that the students depend on the supervisor to meet the publication requirement, and the supervisor believes an average student cannot write a publishable paper. The paper discusses the disempowering effect of the publication requirement, and concludes that there is a role for a course on academic English writing, and that the focus on “publishing SCI papers or no degree” should be shifted at the policy level and long-term planning should go into the training of EAP-qualified language professionals. [ABSTRACT FROM AUTHOR]

Problem-solving is a key engineering skill, yet is an area in which engineering graduates underperform. This paper investigates the potential of using web-based tools to teach students problem-solving techniques without the need to make use of class time. An idea generation experiment involving 90 students was designed. Students were surveyed about their study habits and reported they use electronic-based materials more than paper-based materials while studying, suggesting students may engage with web-based tools. Students then generated solutions to a problem task using either a paper-based template or an equivalent web interface. Students who used the web-based approach performed as well as students who used the paper-based approach, suggesting the technique can be successfully adopted and taught online. Web-based tools may therefore be adopted as supplementary material in a range of engineering courses as a way to increase students’ options for enhancing problem-solving skills. [ABSTRACT FROM PUBLISHER]

In October, 2004, the University of California Libraries entered into a two-year contract with JSTOR (Journal Storage) to establish from its journal runs across all UC campuses a paper repository of approximately fourteen million pages (350+ titles). This "dim archive"- accessible to only UC and JSTOR-would benefit JSTOR by making available a reliable and complete print back file, and UC through cost and space savings from no longer having to maintain several copies of low-use volumes. Since January, 2005, the task of establishing system wide support and collaboration, planning and realizing the actual operation itself, and developing strict but realistic guidelines for finding the best UC copy and then validating it (page by page) has been enormous. This article traces the progress of the project thus far, now approximately three-quarters complete, from the original motivations of UCL (University of California Libraries) and JSTOR, to the preparations by the facility housing the repository (the Southern Regional Library Facility), to the planning and re-planning of the project designer/manager. [ABSTRACT FROM AUTHOR]

This paper discusses the building of a full text database of working papers produced by agricultural economics departments in U.S. universities. The authors propose to collect, index, and publish these papers on the Internet (WWWIGOPHER), making them searchable and immediately available for electronic transfer to the computer of any researcher requesting them. [ABSTRACT FROM PUBLISHER]

We examine the effects of computer-based versus paper-based assessment of critical thinking skills, adapted from English (in the U.S.) to Chinese. Using data collected based on a random assignment between the two modes in multiple Chinese colleges, we investigate mode effects from multiple perspectives: mean scores, measurement precision, item functioning (i.e. item difficulty and discrimination), response behavior (i.e. test completion and item omission), and user perceptions. Our findings shed light on assessment and item properties that could be the sources of mode effects. At the test level, we find that the computer-based test is more difficult and more speeded than the paper-based test. We speculate that these differences are attributable to the test's structure, its high demands on reading, and test-taking flexibility afforded under the paper testing mode. Item-level evaluation allows us to identify item characteristics that are prone to mode effects, including targeted cognitive skill, response type, and the amount of adaptation between modes. Implications for test design are discussed, and actionable design suggestions are offered with the goal of minimizing mode effect. [ABSTRACT FROM AUTHOR]

The use of information and communications technology (ICT) in higher education institutions has increased in the past 20 years. While ICT has brought many benefits to students and faculty, research shows that it also creates barriers and challenges for students with disabilities due to the inaccessibility of digital tools and learning materials. Faculty members play an important role in inclusive higher education. Previous studies have emphasised the need to train faculty about digital accessibility to achieve inclusion in higher education. This systematic literature review aims to study existing work on increasing the faculty members' competence in providing accessible and inclusive digital learning materials and environments to students in higher education. Sixteen peer-reviewed papers were included and analysed. Most trainings included topics on disability and awareness, legislation, and methods of producing accessible digital materials and providing inclusive digital learning environments. While surveys and interviews were mostly used to evaluate training outcomes, there was a lack of objective data and commonly accepted instrument for evaluation. Good practices and further research opportunities are identified. This study has implications for researchers and higher education institutions that are interested in research and practice on increasing general competence in digital accessibility and inclusive education. [ABSTRACT FROM AUTHOR]

This study aims to evaluate medical students' impressions and attitudes toward scientific journal articles, and their accessibility to them in one of the developing countries, Jordan. Fourteen questions were asked to medical students to assess their knowledge and accessibility to papers, and to discover the impact of low interest in scientific papers on students' dealing with COVID-19. Data were analyzed using descriptive and analytical statistics. The study found that there is an unsatisfactory reading for scientific journal articles among medical students, with only 47.2% of students reading them. Furthermore, there are unsatisfactory results regarding students' knowledge about journal types from the trust perspective (i.e., predatory and reliable journals). This was mainly because of a lack of adequate universal teaching about scientific journal articles, as 86.7% of medical students reported that their universities do not teach them about scientific journal articles. The absence of comprehensive learning about scientific journal articles had a potential negative impact on the medical student's handling of COVID-19 socially (i.e., advising people in the community about vaccination importance, social distancing, and other preventive measures). Librarians should be involved primarily in undergraduate education related to scientific journal articles, and their role in providing subscription-based journals free of charge, as well as protecting students from predatory journals through suitable library instructions, is essential. [ABSTRACT FROM AUTHOR]

This section lists working papers, technical reports and monographs published by real estate centers, university real estate departments and other research organizations. Working papers featured include, "Estimating Bargaining Effects in Hedonic Models: Evidence from the Housing Market," by J. P. Harding, J. R. Knight and C. D. Sirmans; "A Semiparametric Method for Estimating Local House Price Indices," by J. M Clapp; "Modeling Spatial and Temporal House Price Patterns: A Comparison of Four Models," by B. Case, J. M. Clapp, R. Dubin and M. Rodriguez; "Development Value: A Real Options Approach Using Empirical Data," by R. A. Grovenstein, J. B. Kau and H. J. Munneke, all from the University of Connecticut. The paperwork "Does Credit Quality Matter for Homeownership," by I. Barakova, R. Bostic, P. Calem and S. Wachter, is from the University of Pennsylvania. Other papers about housing include "Globalization and Urban Residential Rents," by A. D. Bardhan, R. H. Edelstein and C. L. Leung, "Maintenance and the Home Equity of the Elderly," by T. Davidoff from the University of California, and J. L. Freund's "Using Home Maintenance and Repairs to Smooth Variable Earnings," from the University of Pennsylvania.

The European Universities Initiative (EUI) was established in 2017. Its aim is to strengthen strategic partnerships between higher education institutions across the EU by building networks of universities. At the end of 2023, there were already 50 European University Alliances gathering 430 higher education (HE) institutions. In each of these Alliances, academic libraries are members, too. These libraries are already involved in intra-alliance projects, and these alliances will probably happen more often due to the EU's project-driven approach. This practice paper is, to the authors' knowledge, the first attempt to describe another challenge that European academic libraries currently face i.e., project management practice. The alliance partner universities operate under distinct national laws and institutional practices, making it challenging to easily align them for effective cross-university collaborations. Familiarity with the theoretical principles of EU project management and project management methodology greatly facilitates the preparation of the proposal and the work of the project. It also allows more effective management of the project as a whole or its individual parts. This paper maps the challenges that work in international projects brings and provides suggestions on how EUI libraries can utilize project management techniques, while also aiming at showing the paths to facilitate cooperation. Drawing from an analysis of the literature on project management that might apply in library-led projects to strengthen communities of purpose, the paper is based on the example of the work experience on the project TRAIN4EU, that was co-led by the academic librarians from the University of Warsaw Library, Poland, and run by 4EU + universities. The paper concludes with a set of recommendations based on TRAIN4EU practices, lessons learned, as well as pitfalls to avoid. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the performance of a sample of general practitioner (GP) trainers in the multiple choice paper (MCP) of the Membership Examination of the Royal College of General Practitioners (MRCGP) and to obtain their views of the content of the paper and its relevance to general practice using a written knowledge test and self-administered questionnaire. The participants were volunteer GP trainers in the Northern, Wessex, Kent, Surrey and Sussex (KSS) and Northwest deaneries of the UK. The trainers completed a shortened version of an MRCGP MCP paper under examination conditions and provided feedback immediately afterwards. Of 191 trainers invited to participate, 86 (45%) sat the paper and of these, 81 completed the questionnaire. Most trainers believed that the paper assessed knowledge of common or important topics relevant to general practice, that the majority of questions were appropriate, clear and unambiguous and that time pressure was not a problem. Trainers performed significantly better compared to registrars overall, and in questions on medicine related to general practice and practice administration but not research methodology or critical appraisal. They did so without making prior preparation. The findings from this group of trainers lend support to the face validity and content validity of the MRCGP MCP examination as an assessment of applied knowledge of general practice. [ABSTRACT FROM AUTHOR]

The selection committee is pleased to announce the best paper of the year award for Volume 14 of the I Journal of Map & Geography Libraries. i The committee was comprised of three current members of the journal's editorial board, who reviewed papers based on overall quality of research, originality of approach or knowledge generated, significance for influencing future research in map and geographic librarianship, and on the quality of the presentation of the work. For example, they provide insights into working with researchers from a range of disciplines to share research datasets with varying states of description and exposure, extending a spatial metadata update workflow developed by their university library, and aggregating research objects into their university's open data site, which leverages ArcGIS Online. Furthermore, the approach outlined by Lafia and Kuhn is format-agnostic and can be applied to link research datasets and documents held in various disciplinary repositories rather than relying entirely on local hosting. [Extracted from the article]

The article lists the titles of working papers and reports on real estate published by real estate centers, university real estate departments and other research institutes in the United States. The names of the universities represented are enumerated. Some of the working papers are "Evaluating House Price Forecasts," by J.M. Clapp and C. Giaccotto, "The Effects of Rail and Highway Transportation Access on House Values: A Case Study of Fairfax County, VA," by J.M. Clapp, R. A. Petitte and S. L. Ross, "Multifamily Rental Housing in the 21st Century," by K.W.Colton and K. Collignon, "Telecom Hotels," by J. Cowley and "Prescription for Survival," by J. Cowley and K. Sheffield.

The purpose of this article is to describe a model for creating a successful service engagement partnership with a community organization that may lead to the development of a short- or long-term service engagement project or course. The article explains how to create a successful partnership, including how to identify and choose the right community partner, the importance and development of a memorandum of understanding, and procedures for evaluating the partnership. Examples of two successful partnerships with two different structures, at two different universities, with one organization (Special Olympics) will be used. One partnership has produced a service-learning course for a sport management program that includes service-engagement opportunities for physical education, health, and exercise science students, while the other partnership has resulted in a three-tiered service-engagement project that involves interns, two community recreation and nonprofit leadership classes, and a co-curricular registered student organization. Lessons learned from this article can be replicated in other higher education programs, as well as in elementary, middle, and secondary education settings. [ABSTRACT FROM AUTHOR]

The collection of teaching evaluation questionnaires in the traditional paper-and-pencil format is a costly and time-consuming process and yet it is a common assessment practice in many university systems. web-based data collection would reduce costs and significantly increase the efficiency of the overall evaluation process in numerous ways. Results for both types of surveys are reported from two years of progressive introduction of the web-based survey by the University of Modena and Reggio Emilia, Italy. In the first year, two faculties representing scientific and humanistic fields were selected for a web-based survey. In the second year, eight out of 12 faculties took part in the web survey. This data collection strategy allowed for responses from non-attending students and facilitated a comparison of attitudes between attending and non-attending students. [ABSTRACT FROM AUTHOR]

The article presents the American College Health Association's (ACHA) Campus Violence White Paper, which aims to examine patterns of campus violence and present methods to address and prevent campus violence. ACHA's "Health Campus 2010" seeks to decrease physical assaults, emotional and sexual abuse, rape, weapon carrying, and homicides. The article discusses campus crime statistics, consequences of campus violence, violence related to a person's religion, race, or sexual orientation, hazing, and suicide. Several practices to prevent violence are presented, including enforcing codes of conduct and creating a campus GLBT office.

The article offers information on the twentieth anniversary of the publication of the Swann Report in Great Britain in 2005. The issues investigated by Swann remains resonating both in Great Britain and beyond and the significance and the legacy of the report remain subjects of significant debate. There were 51 papers presented over the two days conference at the University of Birmingham. The subject of Gary McCulloch's article is about class and more particularly the education of the middle age class. Christine Mayer's article is providing details on the changing educational practices for girls and women between the sixteenth and eighteenth centuries in Germany.

Interprofessional education (IPE) is being built into the mainstream of professional education for all health and social care professions throughout the United Kingdom (UK) driven by the Labour Government elected in 1997, coincidentally the year that this Journal hosted the first All Together Better Health conference in London. The incoming government prioritized pre-qualifying IPE to be provided in partnership by universities and service agencies supported regionally by workforce development confederations, later absorbed into strategic health authorities (SHAs), and centrally by educational, professional and regulatory bodies. Ambitious agenda for pre-qualifying IPE set by government are being tempered by realistic assessment of current outcomes borne of experience and corroborated by evidence. This paper suggests some ways to ease constraints and improve outcomes, but emphasizes the need to generate continuing interprofessional learning opportunities that build on the basics. It argues that accumulating experience and evidence must be brought to bear in formulating criteria for the approval and review of IPE within regulatory systems for professional education. Can IPE be sustained within mainstream professional education once initial enthusiasm ebbs and earmarked funds run dry? That is the issue. [ABSTRACT FROM AUTHOR]

This section presents a list of working papers, technical reports and monographs published by real estate centers, university real estate departments and other research organizations as of September 2005. Ordering information is provided in the listing of universities represented.

Internationally, the emphasis on school reforms is increasing, and school leaders play a key role in realising reform initiatives for school development and change. Often, the formation of partnerships between researchers and practitioners for school improvement is promoted to facilitate professional development and enhance student learning. However, limited attention has been directed towards the underlying ideas, values and beliefs in government-initiated strategies for partnership in the policy context of educational reform. This paper examines how partnerships between schools and higher education institutions are conceptualised and legitimised in Norwegian reform policy documents. We analyse three government white papers, each coupled with an executive partnership strategy document. The analysis applies a discourse analytical approach to policy as text and transmission. Our findings show a shift in the official national discourse on partnerships in education, underscoring new tensions regarding the power to define focus areas in the local reform work. [ABSTRACT FROM AUTHOR]

Publishing in academic journals leads to recognition among peers and contributes to northern scientific knowledge. Brazilian universities have encouraged the internationalization of scientific production in English. The English language has come to be considered the lingua of science and increasingly by the Accounting area. This study aims to is to provide English publications overview made by Brazilian Accounting researchers. We collected the papers published in English through the Lattes curricula of 489 accredited professors in the 36 Graduate Programs in Accounting Sciences over a 21-year period. Results show that the publishing of papers in English has increased over the years. However, the focus of these publications has been broad, diversified and of low impact. Typically, there has been a lack of papers by Brazilian researchers in top journals and/or journals which are specifically dedicated to the Accounting area. [ABSTRACT FROM AUTHOR]

The article lists the names of real estate centers, university real estate departments, and research organizations, that published working papers, technical reports, and monographs, including, the University of British Columbia, City University Business School, and Cleveland State University.

Perceptions of the role and efficacy of written feedback in teaching and learning among teaching staff in British higher education institutions have not been extensively researched. In the present study 48 lecturers in one university and from a cross-section of disciplinary backgrounds were interviewed with respect to their lived experiences with writing assessment feedback. Like most universities, theirs has a stated commitment to academic excellence by, among other things, ensuring timely and useful feedback on assignments. The findings suggest, however, that institutional policies and departmental practices related to formative assessment in this respect are not having the intended effect. Teachers have varied perceptions and beliefs about the purposes of written feedback, and are uncertain about what it achieves and what use students make of it. Far from enhancing written feedback, innovative practices and procedures have created new problems for teachers. There is a clear need for continuing research in this area. [ABSTRACT FROM AUTHOR]

The authors discuss the risk factors associated with the collaborative development of information systems (IS) within the university environment in Nigeria. They use observations and reviews of relevant reports of the project as well as a variation of the Delphi Study in presenting their findings. The study shows that risks were associated with funding, top administrators' commitment, the number of participating universities, the role of the donor, as well as other factors. In addition, the challenges posed by each risk factor and the lessons learned are presented. Primarily, the study reports the scenario of IS development by universities in a developing economy in which the development process is characterized by collaboration. Opportunities for future research on the issue are also outlined. © 2006 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

The article provides information about Raphael Lemkin through his archival collections. Lemkin is a pioneering scholar of Genocide Studies and self-proclaimed founder of the Genocide Convention. The first collection of documents about Lemkin reside at the Jacob Rader Marcus Center of American Jewish Archives located at Hebrew Union College in Cincinnati, Ohio. The second collection was given to the American Jewish Historical Society. The third collection was donated to New York Public Library. Other collections were at the University of Alabama.

This article examines the educational dimension of the General Agreement on Trade in Services of the World Trade Organisation (WTO/GATS), with a special focus on its potential implications for the Latin American region. This ambitious strategy to transform education into a tradable commodity in a global economy cannot be isolated from other international treaties and from the neoliberal policies that have impacted Latin American societies for the last two decades. In this regard, we argue that the WTO/GATS educational agenda has the potential to further the project of privatisation to a higher level, opening the door for international competition. In a continental political economy characterised by large asymmetries in educational export markets and in interactive technologies, such competition will not take place on an even playing field, as the USA is better positioned than most countries in the region to take advantage of a 'free educational market'. If the proposed WTO/GATS goes ahead in such a context, Latin American countries can be adversely affected in terms of their sovereignty on cultural policy, the quality and accessibility of their public education systems, the training of scientists and researchers oriented towards national development, and the contribution of their education systems to the common good and to the equalisation of opportunities in largely unequal societies. We recommend that Latin American governments do not commit themselves to the educational agenda of the WTO/GATS before holding a wide process of public participation, information and reflection in national parliaments and in civil society. [ABSTRACT FROM AUTHOR]

Focuses on the statutory regulation of psychotherapy and counselling. Organization of modern university; Art psychotherapy and group psychotherapy programs; Linearity of university structures.

Focuses on the teaching of counselling and psychotherapy in universities. Guidance for personal problems; Government attention received by professions allied to health.

Lists the top-ranking doctorate-granting institutions in communication studies in the United States. Combination of the National Communication Association and International Communication Association awards from 1994 to 1998; Use of the rankings to assess the programs of particular doctoral institutions.

The purpose of this paper is to contribute to the limited research on universities' decision to innovate, using the network and knowledge-based perspectives as our theoretical underpinning. The first conclusion is that universities are more likely to locate their scientific productivity on a standalone campus than in a multi-campus system when the knowledge effect is more favorable. To make a contribution to industry and collaboration, universities are more likely to locate their scientific productivity in a multi-campus system. The second conclusion is that after controlling for endogeneity bias, the mean of academic performance for scientific productivity on a standalone campus is higher than it is on a multi-campus system. The third conclusion is that locating innovation activities in either a standalone or multi-campus system under theoretically appropriate conditions increases academic performance. These findings pose interesting challenges for knowledge management in innovation through a university's location decision. [ABSTRACT FROM AUTHOR]

Latin American universities have been subject to old and new forms of colonialism that act concurrently. Old forms of colonialism are based on a matrix of race and labour divisions that universities have inherited, reproduced, and reinforced. New forms of colonialism are attaching to global forces that promote a world class university model based on prestige, competition and international rankings. By means of both a bibliometric and a thematic analysis, this paper examines scholarly work on colonialism and internationalisation in Latin American universities and suggests that Latin American universities have developed both local and global-oriented mechanisms so as to deal with old and new forms of colonialism. Both mechanisms take place within universities although one is oriented to local actions, while the second has a more reflective nature. It is argued that both mechanisms are part of what has been called 'border thinking', that is collective and contesting narratives and actions that aim to dissolve colonial forces in the periphery. Although Latin American universities have been proactive in developing concrete initiatives to cope with older local forms of colonialism, a further task remains of promoting and instituting initiatives that confront the newer and global forms of academic colonialism. [ABSTRACT FROM AUTHOR]

Many institutions of higher education have committed to the principles of equity, diversity, and inclusion (EDI). This collective move signifies an effort to identify and confront systemic issues of marginalisation and exclusion of minoritised groups in contexts of higher education. Nevertheless, international students are not always considered an equity-seeking group, despite the structural barriers international students face. As a result, international students' experiences of EDI remain underexplored and are typically examined from a perspective of internationalisation. The purpose of this paper is to investigate the experiences of five international students from the broader perspective of EDI at a Canadian university through a case study design. The findings demonstrate that, in spite of the university's long-standing commitment to aspects of EDI, international students felt excluded and othered in the community. Their experiences pointed to a lack of intercultural awareness and sensitivity on the part of the superficially multicultural community, a lack of institution-led initiatives to include the students through socialisation with peers, and the limited internationalisation of the curriculum. This paper is concluded with a call for universities to recognise international students as a marginalised group in their EDI efforts and, potentially, address structural issues that internationalisation frameworks have neglected. [ABSTRACT FROM AUTHOR]

This paper explores the development of a special interest group bound by common interests, experiences, and access to opportunities in mobile learning as a model of a networked academic development community. With core members spanning eleven educational institutes across three continents, the Mobile Learning Special Interest Group (MLSIG) was established to facilitate mobile learning praxis to enable authentic learning and learner agency through a networked community of academic practitioners and researchers. The paper identifies critical elements of the MLSIG networked community through an autoethnographic narrative from 14 self-nominated participants. These are woven into a proposed framework and model for nurturing networked academic development communities. [ABSTRACT FROM AUTHOR]

Digital technologies are now part of our daily lives, and the speed of their implementation and use has been accelerated as a result of the COVID-19 pandemic. Digital transformation, seen in the past as a problem, is now perceived as an important component in the future of sustainable development (SD), especially at higher education institutions whose operations have been adversely affected by the pandemic in many ways. The purpose of this paper is to analyse the subject matter of digital transformation and how it relates to a SD context. It reports on the results of a worldwide survey at higher education institutions, which identified some areas where the pandemic impacted and/or influenced their activities. The survey received 158 responses and a principal component analysis was performed to model the items associated with digital tools boosting SD, innovative business opportunities and ideas, and needs for improvement at HEIs. The results indicate that most part of the respondents developed digital skills and increased their involvement with e-learning and distance learning; however, more digital training is needed. Findings also support the role played by digital technologies in boosting SD at HEIs, and the role of institutions in promoting innovation through digital tools. Apart from an analysis of the extent to which the COVID-19 pandemic has contributed to digital transformation in an SD context in higher education institutions, the paper provides an assessment of trends and recommendations that may guide future developments in a post-pandemic work. [ABSTRACT FROM AUTHOR]

This paper puts forward a conceptual framework to support the dual challenges of strategic and practical integrative action of Education for Sustainable Development (ESD) across Higher Education Institutions (HEIs). There are numerous existing resources and toolkits providing appropriate actions, guidance or approaches to monitor and measure ESD engagement. Our intended distinctive contribution in this paper is to complement these with heuristic ways of thinking that offer clarity on the context and evolution of progress on ESD at an institutional level. Our proposals were developed through structured comparative discussions by ESD practitioners from seven European universities, leading to a consensus view on key contextual influences across a range of environments, embodied in our proposed heuristic metaphors. The resulting proposed framework, built upon a systems-based visual metaphor of a forest ecosystem of HEIs, proposes the use of the dimensions of capacity and commitment, to define an integrative framework with four positional scenarios: "Pockets of Practice", "Emerging Agenda" to "Integrated Impact" and "Off the Agenda". To illustrate its application, it is used to contextualize relevant steps to progress ESD associated with each scenario in the areas of strategy, staff development, formal education and extra-curricular opportunities. We argue that the adoption of such a framework by HEI practitioners could support day-to-day decision-making and strategic planning towards an integrated approach to ESD that engages with all areas of university activity. [ABSTRACT FROM AUTHOR]

This paper turns our attention to a rather neglected dimension of (de)colonization, namely, the affective elements of (decolonization in the context of higher education. Affective decolonization highlights that decolonization has to also happen at the level of affective life. The notion of affective decolonization complements the work taking placing in the realm of "intellectual decolonization" in higher education, by exploring what it would mean to decolonize the deeply affective structures and sensibilities of coloniality entrenched in contemporary universities, especially in the Global North. The analysis traces the potentiality of a particular affect, namely, decolonizing solidarity, and illustrates how it might be possible to build deep decolonizing solidarities within and across higher education institutions. The paper proposes that the deployment of a "public pedagogy" of decolonizing solidarity pays explicit attention to affective decolonization and works to create teaching and learning environments in higher education that nurture affective practices of decolonizing solidarity. [ABSTRACT FROM AUTHOR]

We provide a simple framework that helps explore the need for contingent (teaching) jobs in academia alongside the usual tenured-professorship positions. It also explains the coexistence of these two types of jobs in research universities as an equilibrium phenomenon. Imprecisions in the academic editorial process, combined with the increasing difficulty of producing academic research, is suggested as a possible explanation for the recent increasing trend in the share of non-tenure-track teaching jobs in academia as well as the widening wage gap between tenured-professors and teaching faculty. Alternative interpretations are explored. [ABSTRACT FROM AUTHOR]

This paper explores the university, industry and government (UIG) research and development (R&D) collaborations that academia in South African higher education institutions (HEIs) with clothing-related programmes engage in. In the research on which the paper is based, Fashion, Consumer Science, Textiles and Clothing Management academia were purposively sampled to gather data regarding the UIG R&D collaborations. Data collection was conducted through an online questionnaire. Descriptive statistics were employed to analyze data and present results in figures and graphs. Findings show that majority surveyed academia had never been involved in UIG R&D collaborations with any government levels, the clothing, textiles, leather and footwear (CTLF) industry or other clothing related organizations. The paper concludes that the ability of surveyed academia to produce 'relevant' new knowledge may be limited due to under developed UIG R&D collaborations. The likelihood of the surveyed clothing-related programmes producing graduates with 'relevant skills' for a changing world may also be negatively impacted. [ABSTRACT FROM AUTHOR]

This paper argues for recognition of the centrality of relational pedagogy for student learning and the important role played by academic developers in supporting this. In the paper, the authors situate relational pedagogy within the context of contemporary marketized higher education, explore the nature and importance of relational pedagogy, and they illustrate some of the ways in which it may be developed and enacted. Academic developers play a significant role in supporting academics' understanding and practice of relational pedagogy. The Covid-19 pandemic has highlighted the importance of a relational pedagogy at a time when care and relationships with others have mattered more than ever. Therefore, the authors suggest that relational pedagogy is an important area worthy of academic developers' attention and institutional backing. [ABSTRACT FROM AUTHOR]

This article describes and reviews the Singapore–Cambridge General Certificate of Education Advanced Level General Paper (GP) examination. As a written test that is administered to preuniversity students, the GP examination is internationally recognised and accepted by universities and employers as proof of English competence. In this article, the GP examination is first described in terms of its characteristics, uses, components, and recent development, and is then reviewed on the basis of Kunnan's (2004) Test Fairness Framework. [ABSTRACT FROM PUBLISHER]

This paper reviews the literature about peer and self-assessment in university courses from the point of view of their use, and the suitability of their use, in the first year of university study. The paper is divided into three parts. The first part argues that although first-year students are involved in many of the studies that report on the use of peer and self-assessment in higher education, the proportion of these studies that do so is somewhat less than in other year levels. In addition, relatively little of this work directly and explicitly discusses the suitability of peer and self-assessment for students and courses at this year level. The second part of the paper provides an introductory exploration of the relationship between peer and self-assessment, and specific features of first-year assessment, learning and teaching. Three issues relating directly to the suitability of peer and self-assessment in the first year are explored. In the third part, the paper briefly discusses the desirability of implementing peer and self-assessment, in general, before seeking to extend this specifically to the first year. The paper concludes by recommending that greater use can and should be made of peer and self-assessment in the first year of university study. [ABSTRACT FROM AUTHOR]

Developing a school as a learning community is a complex process necessitating active engagement from the entire school community. This paper reports on a study from Finland that focused on exploring learning community development grounded in a shared vision. We sought to investigate the development of a school community with a separate primary and lower secondary school as it progressed towards becoming a unified comprehensive school. The research involved close school-university collaboration to support the community's transformative journey. Our particular interest in this paper is the relationship between the shared vision and learning community development. At the conclusion of the development project, seven semi-structured interviews were conducted with members of the school management team. Thematic analysis of the interview data was undertaken to identify their perceptions of how the shared vision was linked to learning community development. The in-depth analysis revealed five major themes: (1) communication of the shared vision and transparency; (2) present and absent themes in the shared vision; (3) tradition and innovation; (4) the long-term nature of school development; and (5) the role of the vision in everyday school life. The analysis drew attention to how a school's past and present influence a shared vision and school development. This study provides insights into how the preconditions of a school community contribute to the implementation of a shared vision as a catalyst for change. Recognising the distinct needs and starting points of schools is crucial, emphasising the importance of understanding the pre-existing context in school development. [ABSTRACT FROM AUTHOR]

Performance assessments have long been viewed as substitutes for or supplements to more traditional paper-pencil testing of students' knowledge. This study examined the relationships among student scores on performance assessments and paper and pencil tests administered over three terms in a college course on food preparation techniques. Overall, the relationships among the measures were weak with correlation coefficients between performance assessments and related paper and pencil tests ranging from -.084 (not statistically significant) to .251. The authors conclude that these two types of assessments measure different aspects of student performance and that both can be valuable toots in guiding student learning. Some possible reasons are the nature of lab assessment and the dimensions of performance being measured. The lab performance focused on soft skills, whereas the paper and pencil tests focused on cognitive skills. [ABSTRACT FROM AUTHOR]

Within the Caribbean, the number of students pursuing postgraduate studies in higher education institutions (HEIs) has increased over the years. Consequently, locally contextualised epistemologies and empowering methods are needed to help adult learners in Caribbean higher education (HE) navigate their studies. This paper presents findings from a photovoice study undertaken with postgraduate adult learners at an HEI in Jamaica. Participants used photographs, written reflections and group discussions to explore their HE journey. Given the intervening nature of the pandemic in the immediate period after the study was conceptualised and participants engaged, this paper focuses on the ways in which photovoice offered participants opportunities to make meaning of their HE journey. Findings demonstrate that the use of photovoice was transformative in how it empowered participants through the opportunity to engage in self-discovery and discuss their thoughts and emotions, facilitated peer support, and how it enabled adult learners to forge resilience as they undertook their studies. [ABSTRACT FROM AUTHOR]

The article presents the discussion on Lantern Project, a collaborative effort to digitize legal records of enslaved individuals in Mississippi and Alabama. Topics include multiple universities and funded by the National Historic Publications and Records Commission; and project's origins from Jennifer McGillan's research, the selection of participating institutions, and the types of records digitized, such as probate records and personal papers.

The dominant public discourse regarding the recruitment and retention of teachers is one that is often framed in terms such as 'crisis'. Data from the Department for Education, the National Audit Office and bodies such as the Education and Training Foundation highlight challenges in filling vacancies across each part of the education sector. This is particularly acute in subject areas relating to Science, Engineering and Technology (SET). This paper analyses discourses relating to teacher training amongst tri-service personnel in the English context. Sources from publications such as FE Week and CTP (Career Transition Partnership) are addressed. In doing so, the paper compares educational and military sources in order to examine how the representation of a civilian teaching career varies between the two. This is about adding to the wider societal narrative regarding the ways in which military to civilian transition can be aided by the reframing of skills and experience acquired during military service. [ABSTRACT FROM AUTHOR]

This paper highlights the importance of involving academic librarians in the development of ethical AI policies. The Academic Librarian Framework for Ethical AI Policy Development (ALF Framework) is introduced, recognizing librarians' unique skills and expertise. The paper discusses the benefits of their involvement, including expertise in information ethics and privacy, practical experience with AI tools, and collaborations. It also addresses challenges, such as limited awareness, institutional resistance, resource constraints, interdisciplinary collaboration, and evolving AI technologies, offering practical solutions. By actively involving librarians, institutions can develop comprehensive and ethical AI policies that prioritize social responsibility and respect for human rights. [ABSTRACT FROM AUTHOR]

Even in the highest-level mathematics courses at undergraduate institutions, most students do not read mathematical research from professional journals. Such depth of content is often reserved for “independent studies” or summer REU's. In this article I describe a course that required students to read research papers, all of which centered on a single theme. The course covered advanced group theory topics while conveying the notion that there is a mathematical community that works together to advance mathematical knowledge. Using a single story as an integrative thread is an approach that can be adapted to any topic in mathematics. [ABSTRACT FROM AUTHOR]

In this invited commentary for the special issue on 'How built spaces influence practices of educators' work: An examination through practice lens,' I discuss how insights from the theory of practice architecture and the theory of practice ontology are helpful in exploring the complexities of educational practices, particularly with reference to the locations within and through which such practices take place. By focusing on the doings, sayings and relatings that take place in such practices and on their material conditions, the contributions add much nuance and detail to the understanding of educational practices, particularly when such practices are 'in transition' due to forces that are often beyond the influence of the actors in such practices themselves. The main critical point I make concerns the sayings utilised by the authors themselves. I suggest that references to 'learning' are problematic in the study of educational practices. I single out the idea of seeing schools, colleges and universities as 'learning environments.' I provide reasons why this way of engaging with educational practices is problematic – both from a research perspective and from a practice and policy perspective – and suggest that the better designation would be that of seeing them as educational practices. [ABSTRACT FROM AUTHOR]