scholarly journals The Role of an Effective Supervisor: Case Studies at the University of Manchester, United Kingdom

2005 ◽  
Author(s):  
Norhasni Zainal Abiddin
Keyword(s):  
United Kingdom ◽  
Case Studies ◽  
The University ◽  
University Of Manchester

A Context-Based Approach to Web 2.0 and Language Education

2009 ◽  
pp. 119-136 ◽  
Author(s):  
Gary Motteram ◽  
Susan Brown
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Case Studies ◽  
Language Education ◽  
Language Teacher ◽  
Web 2.0 Tools ◽  
Teachers Perceptions ◽  
The University ◽  
University Of Manchester

Web 2.0 offers potentially powerful tools for the field of language education. As language teacher tutors exploring Web 2.0 with participants on an MA in Educational Technology and TESOL at the University of Manchester, UK, we see that the potential of Web 2.0 is intimately linked with teachers’ perceptions of their teaching contexts. This chapter will describe a “context-based” approach to the exploration of Web 2.0 on a module focusing on the potential role of distributed courseware in language education. It will begin by giving an overall picture of where and how the exploration of Web 2.0 tools fits into the MA program. It will then describe the main aims and aspects of the module and discuss in some detail our context-based approach in relation to participants as well as Web 2.0 in existing literature. The chapter will conclude with two case studies concerning how teachers incorporate Web 2.0 technologies in courseware for their contexts.

A Context-Based Approach to Web 2.0 and Language Education

2011 ◽  
pp. 1141-1158
Author(s):  
Gary Motteram
Keyword(s):  
Educational Technology ◽  
Web 2.0 ◽  
Case Studies ◽  
Language Education ◽  
Language Teacher ◽  
Web 2.0 Tools ◽  
Teachers Perceptions ◽  
The University ◽  
University Of Manchester

Web 2.0 offers potentially powerful tools for the field of language education. As language teacher tutors exploring Web 2.0 with participants on an MA in Educational Technology and TESOL at the University of Manchester, UK, we see that the potential of Web 2.0 is intimately linked with teachers’ perceptions of their teaching contexts. This chapter will describe a “context-based” approach to the exploration of Web 2.0 on a module focusing on the potential role of distributed courseware in language education. It will begin by giving an overall picture of where and how the exploration of Web 2.0 tools fits into the MA program. It will then describe the main aims and aspects of the module and discuss in some detail our context-based approach in relation to participants as well as Web 2.0 in existing literature. The chapter will conclude with two case studies concerning how teachers incorporate Web 2.0 technologies in courseware for their contexts.

Who Controls Whom?

2015 ◽  
pp. 173-186
Author(s):  
Ainurul Rosli ◽  
Peter Robinson
Keyword(s):  
Knowledge Transfer ◽  
Case Studies ◽  
Knowledge Exchange ◽  
Full Understanding ◽  
Boundary Spanner ◽  
Enterprise Network ◽  
The University ◽  
The Relationship ◽  
University Industry

This chapter looks into the importance of having a clear identity of a boundary spanner in determining the role of the partners in a university-industry knowledge transfer programme. It highlights issues around the relationship between the business and the graduate as the boundary spanner, where the university's level of control differs between two programmes: Knowledge Transfer Partnership (KTP) and Knowledge Exchange and Enterprise Network (KEEN) programme. The four case studies illustrate interesting points since the university is the employer for the KTPs associate and the business is the employer for the KEEN associate, whilst successful KTP and KEEN projects rely on a full understanding of the role of the graduate within the business.

scholarly journals The practice of accountability in questioning prime ministers: Comparative evidence from Australia, Canada, Ireland, and the United Kingdom

2021 ◽  
pp. 136914812110585
Author(s):  
Ruxandra Serban
Keyword(s):  
United Kingdom ◽  
Case Studies ◽  
Text Analysis ◽  
Political System ◽  
The Political ◽  
Prime Ministers ◽  
The United Kingdom

This paper compares the practice of holding prime ministers to account in four case studies: Australia, Canada, Ireland, and the United Kingdom. Using text analysis, as well as research on prime ministerial responsibilities, it investigates oral questions asked in parliamentary procedures where prime ministers are questioned together with ministers (Question Period in Canada and Question Time in Australia) versus procedures where they are questioned individually (PMQs in the United Kingdom and Oral Questions to the Taoiseach in Ireland), and explores the degree to which they are questioned for matters that are within their remit. It argues that the practice of prime ministerial accountability is decisively shaped by procedural features such as whether written notice is required for questions, as well as by the broader role of the questioning mechanism in the political system, and less by the collective or individualised nature of questioning.

scholarly journals Upscaling non-residential bio-based circular construction in the United Kingdom

2021 ◽  
Vol 855 (1) ◽  
pp. 012015
Author(s):  
B Dams ◽  
D Maskell ◽  
A Shea ◽  
S Allen ◽  
V Cascione ◽  
...  
Keyword(s):  
United Kingdom ◽  
Case Studies ◽  
Construction Projects ◽  
Large Scale ◽  
The United Kingdom ◽  
Distribution Centre ◽  
Vested Interests ◽  
The Uk ◽  
The University

Abstract Non-residential circular construction projects using bio-based materials have been realised in the United Kingdom. Case studies include the Adnams Distribution Centre, the University of East Anglia’s Enterprise Centre and the British Science Museum’s hempcrete storage facility. The bio-based buildings utilise the natural properties of bio-based materials to insulate and regulate internal environments, particularly with reducing fluctuations in temperature and relative humidity, which can be harmful to sensitive stored products and artefacts. Projects have been successful on both on environmental and physical performance levels; however, they have not led to a subsequent proliferation of non-residential large-scale circular projects within the UK using emerging bio-based materials. This study examines why and uses analysis based upon exclusive interviews with key figures associated with bio-based case studies. Challenges faced include the ability to upscale production by manufacturers of bio-based materials, problems surrounding initial costs, gaining accreditation for materials, the vested interests present in the construction industry and levels of knowledge among clients and construction professionals. Potential upscaling solutions identified include long-term financial savings on running costs and high staff productivity, policies regarding grants, incentives and planning applications and local economic regeneration.

scholarly journals Viewpoint: The role of passion in art librarianship

2015 ◽  
Vol 40 (1) ◽  
pp. 3-4
Author(s):  
Chris Fowler
Keyword(s):  
Higher Education ◽  
Keynote Speaker ◽  
University Libraries ◽  
Essential Component ◽  
Competitive Edge ◽  
The World ◽  
Specialist Knowledge ◽  
The University ◽  
University Of Manchester

The keynote speaker at this year’s ARLIS/UK & Ireland conference in Manchester struck a sobering note and used language and concepts depressingly familiar to those of us working in higher education (HE). Jan Wilkinson, the University Librarian at the University of Manchester and director of the world-famous John Rylands Library, made two confessions to conference delegates. The first was that the majority of subjects at her university no longer had specialist librarians and the second was that she did not feel a great attachment to the profession. From a marketing background, Jan was perfectly attuned to the idea of HE as a business. Whilst she made valid points about the need for librarians to be more strategic in their approach and for university libraries to be seen as an essential component of the competitive edge of the university, I am sure I was not alone in feeling depressed at the lack of value attached to specialist knowledge and collections.

The Co-creation of Exam Support: Students as partners in the research, planning, design and quality assurance of learning resources.

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Nicola Jane Grayson ◽  
Jennie Blake ◽  
Megan Stock
Keyword(s):  
Quality Assurance ◽  
Academic Writing ◽  
Best Practice ◽  
Learning Resources ◽  
Topic Area ◽  
Award Winning ◽  
The University ◽  
University Of Manchester ◽  
Support Students

This case study outlines the role of students as partners in the co-creation of workshops for the University of Manchester Library’s award-winning ‘My Learning Essentials’ (MLE) skills programme. It focuses on a new workshop – developed, piloted and delivered in 2017 and called ’Academic Writing for Exams’ – and situates it within the context of the wider MLE programme. The process of developing new workshops is outlined, to illustrate how student members of staff (the Library Student Team) contribute to the creation of new learning resources. The study reveals the extent of the Library’s partnership with students, in relation to researching the topic area, producing high-quality slides and materials and participating in the quality-assurance processes for all new and refreshed resources. The aim is to share best practice and explore how a student/staff working partnership can be mutually beneficial and lead to the design of excellent, inclusive and relevant academic skills support. The study includes valuation data from the live workshop and reflects on the partnership and the process, with a view to developing current practice for the future.

Sign in / Sign up

Export Citation Format

Share Document