Centro de Documentación de las Artes Escénicas y de la Música
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Occult Beliefs and the Far Right: The Case of the Order of Nine Angles
No full textThis article investigates the esoteric beliefs of the Order of Nine Angles (ONA) as one way of making sense of its politics. By analyzing the ONA’s primary texts and archival data from the Information Network Focus on Religious Movements (Inform) we propose that, based on some recurring themes in the way the ONA is presented, it can be analyzed usefully as a new religious movement (NRM) with millenarian tendencies. At the same time, the aura of elitism, cool and danger-seeking that characterizes the larger Far Right milieu influences the selective appropriation of the ONA’s symbols and publications amongst violent neo-Nazis
Conveni de col·laboració entre l'Institut de Cultura de Barcelona i el Consorci de l'Auditori i l'Orquestra, per adherir-se al projecte Quadern Cultura
No full textAprovat per resolució del president de l'Institut de Cultura de Barcelona de 05-05-202
Whose Early Career is it Anyway? Asymmetric Reciprocity and Abusive Friendships in Academia
No full textWhat does it mean to build an academic career when the rules are unwritten, and the promises uncertain? This chapter explores asymmetric reciprocity and abusive friendships within academic relationships through four fictocritical stories. These narratives evoke the lived realities of Early Career Academics (ECAs) navigating competitive, often exploitative environments shaped by subtle (and not-so-subtle) hierarchies. Drawing on Bourdieu’s insights, the chapter critiques neoliberal pressures and institutional norms that obscure power beneath the language of mentorship and collegiality. In reflecting on these vignettes, it calls for a culture rooted in autonomy, care, and genuine intellectual mentorship
The emotional labour of online course discussion forums: some autoethnographic insights
No full textOnline discussion forums are now commonplace in Higher Education and Further Education courses, however, the extent to which learners engage in meaningful dialogue in these virtual spaces varies widely. Whilst a body of research has examined a range of issues surrounding discussion forums, less research attention has been paid to the emotional and affective aspects of participation. This paper reports an autoethnography of the first author’s experiences and affective responses to discussion forums whilst studying three online postgraduate microcredential courses. The study was underpinned by the cultural-historical concept of ‘subjective senses and configurations’ (Gonzales Rey, 2012; 2016; 2017) to theorise how a person’s lived experiences create a frame through which they perceive and interpret the social and cultural world. The findings highlight how one learner experienced a broad spectrum of affective responses which could vary rapidly as she progressed through the course. Decisions whether to participate in forums were influenced by an entanglement of personal factors, course-content related factors (or subject matter) and by task related factors. The study illustrates the unpredictability in learners’ responses to, and participation in, discussion forums; it urges educators to avoid typecasting individual learners, or learner groups, and instead, embrace the uncertainty of learners’ responses
The tour guide profession: An attractive option for UAE nationals majoring in tourism?
No full textThe UAE is targeting the tourism sector as part of its drive to diversify away from an overdependence on oil and is seeking to attract more nationals to the tour guide profession. The purpose of this research is to assess what factors influence the likelihood of Emirati tourism students considering this vocation. A model that incorporates Career Decision-Making Profile and Arabian Gulf Social Contract dimensions was developed. Survey results (n = 186) show that the nature of the job is considered attractive and, traits like ‘willingness to compromise’ and ‘independent decision making’, increased the likelihood of choosing the profession. Yet, “classic public sector” job preferences and perceptions on societal sentiment toward the ‘appropriacy’ of nonconventional vocations acted as deterrents. Recommendations are to make higher education internship programs more tailored to the individual student and modify the remit of the tour guide role at government-owned sites and venues
‘Hassle, heartache, abuse’: Transgender experiences of sex and sexual violence in one men’s sex offender prison
No full textPublic debates that position trans women as a sexual danger to non-trans women held in women’s prisons has deflected attention away from crucial questions about how and why sex and sexual violence is produced in carceral spaces as well as the sexual harm that trans prisoners face in men’s prisons. This chapter foregrounds empirical evidence on the materialities of trans lives in one men’s sex offender prison, centring the voices of trans, non-binary and intersex prisoners and prison staff responsible for managing them. Through an analysis of semi-structured interviews, the meanings, moralities and management of trans prisoners’ sexual activity and sexual victimisation is discussed. This reveals how a carceral logic of suspicion increased scrutiny, surveillance and punishment of trans prisoners whilst simultaneously obscuring sexual victimisation. This enabled prison interests in order, security and management to be privileged over the safety and protection of trans prisoners from sexual violence
Coaching and Mentoring Students in Higher Education: A Practitioner Guide to Developing Independent Learners
No full textCoaching and Mentoring Students in Higher Education provides student support and learning development professionals with a comprehensive, evidence-based guide for delivering coaching and mentoring interventions with students.
Focused on the context of higher education, it shares practitioner and research insights from a range of coaching and mentoring programmes and considers their transferability to the international higher education sector. It is a collection of practitioner research based on literature reviews, qualitative and quantitative evaluation of student feedback and scenario case studies. Each chapter offers practical tips and recommendations for colleagues in the sector looking to implement coaching and mentoring as a mode of support. Inviting readers to reflect upon their learning at key stages throughout the book, it addresses many key issues for higher education providers – including student engagement, retention and mental health and wellbeing.
This essential volume contributes to the growing body of scholarship looking at coaching and mentoring support at university and the impact on retention and student outcomes, and is key reading for senior leaders, strategic managers and student-facing staff alike
Blended learning: Concepts and Applications
No full textEducators have always combined or blended various teaching approaches and used a variety of media in their teaching. A topic may be introduced though exposition and watching a video in class; followed by a practical hands-on session in a workshop; and afterwards, students come together to show and discuss what they have produced. The development of online tools and other technologies has led to a focus on combinations of in-person and online teaching and learning, with increasing use of digital technologies across both in-person and remote settings.
However, blended learning is not just about using technologies. It needs to be purposeful, aiming to improve learning outcomes including opportunities for student engagement. It should be informed by learning theories, for instance the idea that learning can be enhanced through social interactions, or that people learn more effectively when they are able to direct and regulate their learning processes. Cronje (2020) has proposed that blended learning is “The appropriate use of a mix of theories, methods and technologies to optimise learning in a given context” (p.120).
Interest in blended learning increased after the Covid-19 pandemic disrupted education. The forced shift to distance and online teaching accelerated more flexible educational approaches, including critical reflection on whether novel blends might be more effective, efficient, and inclusive (Chekour et al., 2022). Increasingly, blended learning is regarded as the 'new normal', meaning that it has become a mainstream approach to delivering education and training. Additionally, blended learning can give students more opportunities to take more personal responsibility, and thus supporting the wider move from “instructor-led teaching to student-centred learning” (Bizami 2023, p.1376)
The use of technology by organisations to enhance social and environmental sustainability: framing and research agenda
No full textPurpose This study aims to explore the current state of research into the use of technology by organisations to enhance social and environmental sustainability and develops a research agenda.
Design/methodology/approach The authors discuss the types of technology that can be used by organisations to enhance social and environmental sustainability. The authors then introduce and discuss 11 papers selected for this special issue, which cover a wide range of social and environmental issues and reflect a variety of different organisational, cultural and economic settings. The authors reflect on these papers in terms of their overall contribution to literature and practice, develop a conceptual framework for how they link to the firm life cycle and develop a research agenda.
Findings Three themes emerge which reflect how and why technology is being used within organisations: to improve efficiency and innovation, to improve governance and to improve decision-making. The authors reflect on these themes in the context of recent exponential advances in artificial intelligence and consider and discuss the social and environmental risks posed by such technological advances.
Practical implications The authors discuss the practical implications of using technology for enhancing social and environmental sustainability in organisations, providing insights relevant to practitioners and policymakers.
Social implications This study’s discussion considers the broader social implications of integrating technology into business practices, highlighting risks and emphasising the need for further research in this area.
Originality/value The authors provide an overview of the current research landscape on the use of technology for social and environmental sustainability, categorise and discuss the special issue contributions and propose future research directions. The authors present a new conceptual framework that links the topics addressed in this special issue to the life cycle of the firm