University of Warwick Press: Journals
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Generative AI in Higher Education: Graduate Teaching Assistants’ Practice and Reflection on ChatGPT for Module Assessment
Get PDFThe rapid evolvement of Artificial Intelligence (AI) and the launch of ChatGPT and other Generative AI tools have concerned Higher Education Institutions (HEIs), which now need to develop comprehensive pedagogical guidelines and frameworks in this emerging AI era. These advancements have sparked discussions and research on their implications on assessment design and student assessment, with multiple opposing perspectives emerging. Whilst ChatGPT is perceived as an important opportunity for enhancing student learning, it is considered as a significant threat to academic integrity and student skills development. These differing perspectives create the need for teaching staff to reflect on their pedagogical practices on ChatGPT and Generative AI and propose potential paths forward for HEIs. Although research on Generative AI and assessment design is rapidly growing, the perspective of Graduate Teaching Assistants (GTAs) as teaching staff uniquely positioned to bridge the gap between faculty and students, is under-represented. To this end, in this practice paper, GTAs reflect on their dual identities as student and tutor to evaluate differing positions to the role of ChatGPT to support or hinder assessment. By being involved in a ChatGPT project for student assessment for MSc students in Engineering degrees, the authors present their reflections on the impact that ChatGPT and Generative AI technologies may have on HEIs, with a focus on assessment design, as well as on potential paths forward for the sector. This practice paper contributes to the ongoing discussions and research on the development of pedagogical guidelines and frameworks in the Generative AI era
Social Work Archives and the ‘Classic’ Postwar British Welfare State: Between social democracy and social history, 1945-76
No full textThis paper explores how I have used the collections held at the University of Warwick Modern Records Centre (MRC) to understand how the welfare state works from the inside; or within. Histories of the ‘classic’ postwar British welfare state are mostly either from above or below. This informs the approach and types of sources used. From above, histories of social security, health services and welfare provision are told through legislation, policy documents and government departmental archives. From below, histories of gendered, classed, or racial marginalisation are reconstructed through oral interviews, community and activist archives, and careful reading of official sources against the grain. Using different organisational, professional and individual collections relating to social work held at Warwick, this paper explores how officials did a range of health, welfare and social work whilst being squeezed from above and pressed from below. Ultimately, the view from within revealed by these sources exposes the emergent, contested, and complex relational dynamics of mundane policy and practice which shaped the ‘classic’ postwar British welfare state from 1945 to 1976
Using the Modern Records Centre as an Undergraduate
No full textThe Modern Records Centre holds material from the Chile Solidarity Campaign and that which relates to the experience of Chilean refugees in the aftermath of the 1973 coup d\u27état which overthrew Salvador Allende. In this critical reflection, I will discuss my experience of using the Modern Records Centre as an undergraduate participating in the EUTOPIA Legal History Connected Learning Community (CoLeCo). This reflection aims to share my experience of using a digitised archival collection to research the experience of refugees who fled to the UK and to gauge the differing levels of support for this group. This reflection should enable a greater understanding of the benefits that digitised archival collections have for undergraduate students.
Funding Acknowledgement
The author wishes to note that this paper was developed as part of the EUtopia Legal History CoLeCo for which they received funds from EUtopia Warwick to present their work at the Work in Progress Seminar in Ljubljana in 2023.
Exchanges Discourse Podcast
Learning to Love Archives: In Conversation with Nia Belcher [11:46
From ‘Whiteness’ to the Privilege Continuum: Contemplating EDI, its language and how it supports researcher careers
No full textThis paper makes a case for a significantly different approach to EDI (Equality, Diversity and Inclusion) interventions in the Higher Education research space, focusing on institutional, systemic unconscious biases and supporting an affirmative approach to reaching various diversity targets and aspirations. The challenge here lies in mainstream EDI interventions being generally built around a deficit model, e.g., with a focus on groups or individuals who \u27need to be supported\u27 instead of focusing on adapting institutional processes and \u27ways of working\u27 to support more equitable and inclusive cultures built into institutional processes
Data-Driven Insights for a Holistic Understanding of Research Culture
No full textResearch environments (and their measurement and tracking) are becoming increasingly complex, with rapid Artificial Intelligence (AI) advancements, interdisciplinary collaboration, and global connectivity shaping the way research knowledge is created and disseminated. Within this dynamic landscape, universities hold an ever increasing collection of valuable data, which are stored within core operational systems including research information systems, research management systems or grants databases, human resource systems and course management systems. This treasure trove of information, often overlooked and underutilised, not only serves as a valuable tool in guiding strategic decisions, but also could be further used to provide a comprehensive approach to monitoring research integrity and culture.
This critical reflection follows extensive conversations and debates around defining and assessing ‘research culture’. How can we possibly measure something that has, up until now, been viewed as merely a concept? How can we generate useful metrics that reflect the culture of a research institution? Our reflections will draw attention to the potential of leveraging readily accessible information to gauge and benchmark research integrity and culture practices. We discuss how regular habitual integration of these data sources enables continuous monitoring and measurement of research culture as well as the ability to assist in the assessment of interventions or initiatives designed to improve it. We reflect on how this approach ensures that University leaders have a consistent and up-to-date understanding of the research environment through which they can identify strengths, pinpoint areas for improvement, and cultivate a more robust, inclusive, and transparent research ecosystem.
The current paper, through illustrative examples from one UK-based institution, explores the potential in harnessing existing data, such as collaborative trends and prevailing research practices, to gain valuable insights into the dynamics of academic research. In addition, we explore the advantages and drawbacks of using this data to develop potential metrics that can be used to recognise and reward a healthy research culture
Research Culture Readiness: Editorial Volume 11, Part 3
No full textThis editorial provides an overview of the special issue’s contents, along with the editor’s insights into the progress towards the special issue. It celebrates the contributions by the associate editor team, as well as highlighting current calls for papers the journal has in place. Finally, it also highlights the various opportunities to engage, debate and discuss matters with Exchanges editorial team in the social sphere
Opening up Responsible Research and Innovation: Learning from human and more-than-human knowledge-holders
No full textResponsible research and innovation (RRI) is increasingly being implemented by researchers, and in the UK, its use is encouraged by funders such as UK Research and Innovation (UKRI). The aim of RRI is to ensure that research and its impacts are opened up to broader deliberation, engagement and debate in an inclusive manner, and to enable the complexities and uncertainties of research to be revealed through involvement with those impacted by the research. Taken at face value, RRI appears to challenge the status quo of decisions around scientific and technological developments being left to those with scientific expertise. However, existing RRI frameworks are anthropocentric, and exclude the more-than-human world (animals, plants, soil, water, land etc.,). To address these issues a project was undertaken which aimed to design, co-produce and provide a conceptual framework for including the more-than-human world within responsible research and innovation. Part of the project included a one-day in-person workshop with diverse knowledge-holders to ensure different knowledges and perspectives were feeding into the project. The focus of this article is not on the workshop itself, but what arose from it. Following the workshop, one of the knowledge-holders produced a written piece about game theory and its potential role in RRI. This written piece is presented here and its importance and relevance to RRI is reflected upon. We explain why this written piece about game theory matters to RRI. We conclude by offering recommendations to researchers.
Funding Acknowledgement
This work was supported by Advancing Capacity for Climate and Environment Social Science (ACCESS) Flex Fund under Grant 119281R. Thank you to all the knowledge-holders that participated in the one-day in-person workshop. Your insights were invaluable. At Exchanges: The Interdisciplinary Research Journal, we would like to thank Jacob Thomas for the very helpful feedback, and Dr Gareth J Johnson for his support in bringing this article to fruition
Introduction Afghan Women’s Resistance - Forty Years of Struggle Against Gender Apartheid
Get PDFThe defeat of the U.S. client regime in Afghanistan and the seizure of power by the Taliban in August 2021 marked a real turning point. These events represented another major setback for the United States in the wake of a failed war in Iraq. Journalists rushed to compare the debacle in Kabul in 2021 to Saigon in 1975, as Afghans fearful of Taliban rule scrambled to get onto US planes. Many were left behind as the United States rushed to get its own forces and those of its allies out.
The August 2021 regime collapse in Afghanistan, although sudden in its final manifestation, was a long time coming. The United States realized it had been defeated at least by 2020, as the Trump administration agreed to a total US withdrawal in direct negotiations with the Taliban. The Biden administration continued this policy, which had two basic aspects: the United States would withdraw by the end of August 2021, and the Taliban would not attack US forces during the period of withdrawal. Both sides kept to the bargain; the Afghan people were not consulted at all, nor was the US-backed government of Ashraf Ghani, who was not even included in the negotiations.
There was an important difference from the situation in Saigon in 1975, however. The forces that defeated the United States in Vietnam included female combatants and officers. Moreover, the regime they installed to replace the US client state espoused a modernist, if authoritarian, ideology that extolled gender equality, land reform, and other forms of social and economic transformation.
In contrast, the return to power of the Taliban was instead a setback for women’s rights of epochal proportions, and for other social and political rights as well. They set about establishing an ultra-conservative fundamentalist regime of a type not seen since the Islamic State was driven out of Raqqa, Syria, in 2017. The Taliban have again established a theocracy, which openly supports long-standing hierarchies of gender, ethnicity, religion, and class, albeit with a somewhat modern form of organization, including a surveillance apparatus and modern weapons. With its denial of secondary education to girls, the new Taliban regime’s level of gender apartheid far exceeds those of Saudi Arabia and Iran. At this writing, not a single country, not even Saudi Arabia, has formally recognized the Taliban government
Afghan Refugee Women in Iran: Self-Awareness and Change in Traditional Gender Roles
Get PDFThis article looks at how Afghan migrant women to Iran gained greater self-awareness and experienced many changes in their traditional gender roles. This qualitative study was conducted through in-depth interviews with Afghan working women in Tehran. The women had a median age of 39 (between 23 to 55) and had been living in Iran anywhere between one to twenty-five years. Most of the responders migrated to Iran after the Taliban takeover of Afghanistan in 1995. A few were more recent migrants who arrived after the Taliban took over in August 2021. The article addresses the ways in which Afghan women have attained self-awareness and the multiplicity of factors which have facilitated or impeded this process. We will see that these women have gone far beyond the immediate restrictions and impediments that were imposed by their traditional families, as well as the strict gender division of labour in their community. 
Chronology of Women’s Protests Inside Afghanistan Since the Taliban Took Over Kabul: August 15, 2021 through August 2023
Get PDFCompiled and edited by Frieda Afary, Amir Sadat Khonsari, Kimia Kamoe