Brilliant Minds: A Snapshot of Successful Indigenous Australian Doctoral Students

2016 ◽  
Vol 45 (1) ◽  
pp. 70-79 ◽  
Author(s):  
Michelle Trudgett ◽  
Susan Page ◽  
Neil Harrison
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Demographic Data ◽  
Indigenous Australians ◽  
Full Time ◽  
Indigenous Australian ◽  
Arts And Humanities ◽  
The Arts ◽  
Time Basis ◽  
Completion Times

Drawing on demographic data collected from interviews with 50 Indigenous Australians with a doctoral qualification and 33 of their supervisors, this paper provides the first detailed picture of Indigenous doctoral education in Australia, with the focus on study modes, age of candidates, completion times and employment. It also analyses data produced through interviews with supervisors including age, employment levels and academic background. The study confronts a number of common perceptions in the higher education sector, to find that many Indigenous Australians are awarded their doctoral qualification in the middle stages of their career. This particular cohort is more likely to be studying in the arts and humanities, employed in higher education and enrolled on a full-time basis. This Australian Research Council (ARC) funded research provides new and important data to inform government policy, and to allow universities to implement strategies and recommendations arising from the Behrendt Report of 2012.

scholarly journals The Crisis, the Humanities and Medical History

2011 ◽  
Vol 55 (3) ◽  
pp. 283-287
Author(s):  
Bill Luckin
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Medical History ◽  
Cultural Landscapes ◽  
Status Quo ◽  
Academic Community ◽  
Arts And Humanities ◽  
The Arts ◽  
History Of ◽  
New Ideas

Non-controversially, the full version of this article argues that the crisis in British higher education will impoverish teaching and research in the arts and humanities; cut even more deeply into these areas in the post-1992 sector; and threaten the integrity of every small sub-discipline, including the history of medicine. It traces links between the Thatcherite reforms of the 1980s and the near-privatisation of universities proposed by the Browne Report and partly adopted by the coalition. The article ends by arguing that it would be mistaken to expect any government-driven return to the status quo ante. New ideas and solutions must come from within. As economic and cultural landscapes are transformed, higher education will eventually be rebuilt, and the arts and social sciences, including medical history, reshaped in wholly unexpected ways. This will only happen, however, if a more highly politicised academic community forges its own strategies for recovery.

Teaching and learning French – A tale of desire in the humanities

2016 ◽  
Vol 16 (2) ◽  
pp. 127-140
Author(s):  
Catriona Cunningham
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Personal Perspective ◽  
Learning And Teaching ◽  
Arts And Humanities ◽  
The Arts ◽  
Close Textual Analysis ◽  
The Uk ◽  
French Language Learning

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual analysis of literary language learning memoirs highlight the sensual and physical effects of language learning that can remain muted in our everyday conversations. As a result, the author suggests that rather than lament the death of the humanities in 21st century higher education, learning and teaching a language offers a pedagogy of desire that embodies the transformation aspect of our disciplines, as we deal with the business of being human.

scholarly journals Critical thinking and the humanities: A case study of conceptualizations and teaching practices at the Section for Cinema Studies at Stockholm University

2020 ◽  
pp. 147402222094879
Author(s):  
Joel Frykholm
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Cinema Studies ◽  
Arts And Humanities ◽  
Political Critique ◽  
The Arts ◽  
Alternative Facts ◽  
Scholarly Pursuit ◽  
Elusive Concept

The raison d’être of the humanities is widely held to reside in its unique ability to generate critical thinking and critical thinkers. But what is “critical thinking?” Is it a generalized mode of reasoning or a form of political critique? How does it relate to discipline-specific practices of scholarly pursuit? How does it relate to discourses of “post-truth” and “alternative facts”? How is it best taught? This essay explores these issues via a case study of conceptualizations of critical thinking among cinema scholars at Stockholm University, whose views are interpreted against the backdrop of (a) debates about the value of the humanities; (b) higher education scholarship on critical thinking; and (c) the legacy of certain disciplinary traditions within cinema studies, especially the paradigms of “post-theory” and “political modernism.” The interviews attest to the persistence of critical thinking as a fundamental, yet highly elusive, concept to higher education in the arts and humanities.

scholarly journals Branches from the same tree: The case for integration in higher education

2019 ◽  
Vol 116 (6) ◽  
pp. 1865-1869 ◽  
Author(s):  
David Skorton
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Albert Einstein ◽  
The United States ◽  
The Public ◽  
Arts And Humanities ◽  
Science Technology ◽  
The Arts ◽  
Integration Of Disciplines ◽  
And Mathematics

The nature of work is changing rapidly in the digital age, increasing the demand for skills in specific disciplines. Across the United States and beyond, this evolution has led to an increased emphasis on science, technology, engineering, and mathematics (STEM) education at every level. Meanwhile, at US institutions of higher education, the proportion of undergraduate students who earn a degree in the humanities is declining. However, while the public discussion often pits the disciplines against one another, the sciences, arts, and humanities are—as Albert Einstein once wrote—“branches of the same tree” [(2006)The Einstein Reader]. They are mutually reinforcing. Therefore, the best way to prepare the next generation for the future of work, life, and citizenship is to provide broad, holistic educational experiences that integrate the STEM disciplines with the arts and humanities. A new study from the Board on Higher Education and Workforce of the National Academies of Sciences, Engineering, and Medicine bolsters the case for such an approach, finding considerable evidence that the mutual integration of disciplines leads to improved educational and career outcomes for undergraduate and graduate students.

Deliberations and Predispositions

2008 ◽  
Author(s):  
James Herbert
Keyword(s):  
Higher Education ◽  
Research Council ◽  
Final Approval ◽  
House Of Commons ◽  
Standing Committee ◽  
Higher Education Act ◽  
Arts And Humanities ◽  
The Arts ◽  
House Of Lords ◽  
Education Act

This chapter discusses deliberations and predispositions that were made before the final approval of the establishment of the Arts and Humanities Research Council/Board. After the second reading of the Higher Education Bill, the AHRB and the Bill was subjected to a more detailed review. Between February and March, fifteen sittings of the Standing Committee H were conducted to examine the proposal and the legislation clause by clause. Whilst the head of the committee, Alan Johnson declared a seemingly unanimous support for the Bill as no demonstrations against the arts and humanities aspect of the Bill occurred. Many of the members of the committee averted that they needed time to consider and scrutinize every aspect of the bill. In the House of Lords the Bill was warmly welcomed. However, as with the House of Commons and the Standing Committee, some of the aspects of the Bill were met by antagonism. The most serious opposition against the Bill was against Part 1 of the Higher Education Bill which expressed that devolved administrations can perform arts and humanities research on their own. After much deliberation and considerations, on the evening of July 1, 2004, the Higher Education Bill received Royal Assent and was considered as the Higher Education Act.

Playful approaches to learning as a realm for the humanities in the culture of higher education: A hermeneutical literature review

2021 ◽  
pp. 147402222110508
Author(s):  
Julie Borup Jensen ◽  
Oline Pedersen ◽  
Ole Lund ◽  
Helle Marie Skovbjerg
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Student Performance ◽  
Approaches To Learning ◽  
Human Flourishing ◽  
Arts And Humanities ◽  
Educational Culture ◽  
The Arts ◽  
Teaching Learning ◽  
Future Education

This article presents playfulness as an emerging approach to learning in higher education that emphasises the arts and humanities across disciplines. The article is based on a qualitative, hermeneutical literature review in light of educational culture in higher education. The literature review indicates that playful approaches to learning stand in opposition to educational cultures that focus on rapidness and student performance. However, an educational culture of play is about to establish itself, and this culture of play emphasises creativity in learning and human flourishing in education, perspectives that are connected to arts and humanities. The main findings cultures of time, performance and play lead to several questions about societal, institutional, and organisational educational culture, and regarding approaches to teaching, learning, humanity and society. The main contribution of this article is that a focus on playfulness offer the field of arts and humanities new possibilities in future education.

scholarly journals Developing researchers in the arts and humanities: lessons from a pilot programme to develop discipline‐specific research skills

2009 ◽  
Vol 1 (1) ◽  
pp. 45-69 ◽  
Author(s):  
Clare Saunders
Keyword(s):  
Doctoral Students ◽  
Research Training ◽  
Training And Development ◽  
Religious Studies ◽  
Research Skills ◽  
Pilot Programme ◽  
Specific Research ◽  
Arts And Humanities ◽  
The Arts ◽  
Research Students

Although increasing emphasis is placed on the provision of research training for doctoral students, much of the support currently available is generic in nature, rather than tailored to the student’s particular field(s) of study. In this paper, I briefly review UK graduate education for arts and humanities research students, and some of the ways in which the distinctive demands of their discipline(s) shape the research student experience and hence their development needs. I describe the design and delivery of a pilot programme of discipline‐specific research skills development, co‐ordinated by the Subject Centre for Philosophical and Religious Studies, which aims to address such needs; and I evaluate its success. I conclude with some recommendations for future practice; in particular, I argue that doctoral training provision is more effective when it involves a subject‐specific approach in which practising academics from the discipline(s) play a significant role – both in terms of fostering an improved level of student engagement with the programme, and of delivering training and development opportunities which are tailored to the student’s particular context and needs.

Using the ‘Arts’ to Teach Indigenous Australian Studies in Higher Education

2005 ◽  
Vol 34 ◽  
pp. 107-112 ◽  
Author(s):  
Karen Vaughan
Keyword(s):  
Higher Education ◽  
Role Play ◽  
Indigenous Australian ◽  
The Arts

AbstractThis paper will discuss some personal philosophies and rationales in approaching and delivering Indigenous Australian studies – approaches that have been influenced and informed by experienced and knowledgeable educators both Indigenous and non-Indigenous. It doesn’t aim or pretend to be unique or innovative in its arguments or approach; instead, it is a reflection on the pathway taken by one Indigenous educator and the thinking behind this – at least at this point in time. As such, it adopts a philosophy that “it’s important to know where we’ve come from in order to make sense of where we are and where we might be heading”. It is hoped that through this reflection and by offering an example of how art (as performance/role-play) has been used in one of my teaching sessions that I might make more sense of my personal practice and contribute in some small way to the important and ongoing debates surrounding teaching Indigenous Australian studies.

Rural Shakespeare and the Tragedy of Education

2019 ◽  
pp. 106-114
Author(s):  
Jeffrey Osborne
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
General Education ◽  
First Generation ◽  
Economically Disadvantaged Students ◽  
Arts And Humanities ◽  
Literature And Philosophy ◽  
Democratic Practice ◽  
The Arts ◽  
Education Seminar

How do professors connect Shakespeare to “something like social justice and democratic practice” when students see higher education as suspect and “learning as an act of cultural betrayal”? This is the challenge faced by many of those teaching early modern texts to first-generation economically disadvantaged students in rural com- munities who have been raised to doubt that “the arts and humanities have any positive value at all.” This chapter proposes that the first step in engaging such students is helping them see that their disaffection is the result of their having actually been “the objects of an injustice.” Osborne describes a general education seminar in literature and philosophy which gives students space to temporarily “suspend and question their values.” Here, the tragedies of Shakespeare and other authors enable the kind of productive disorientation (aporia) that enables rediscovery and leads to a hunger for justice.

A Policy Framework for Networked Information: History and the Humanities

1995 ◽  
Vol 7 (1) ◽  
pp. 22-29
Author(s):  
Richard Heseltine
Keyword(s):  
Higher Education ◽  
Information Resources ◽  
Policy Framework ◽  
Policy Initiatives ◽  
Arts And Humanities ◽  
The Arts ◽  
Uk Higher Education ◽  
Information History ◽  
Improve Access

This paper describes the policy initiatives which are currently underway in UK Higher Education to improve access to networked information resources in the Arts and Humanities, with particular reference to History.

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