56,902 research outputs found
John Canning interview
No full textCanning, scaffolder and BLF union member and steward, speaks of his family and personal background, emigration to Australia, working conditions, union activism and health and safety issues. -- Recorded 10 June 2005
Statistics for the Humanities
Get PDFStatistics for Humanities was developed by John Canning, Senior Lecturer in Learning and Teaching in Higher Education at the University of Brighton. It was mostly written when he was Senior Academic Coordinator at the LLAS Centre for languages, linguistics and area studies at the University of Southampton. The work was funded through a British Academy grant. Just 15% of students in England study mathematics beyond GCSE level. However, many of this non-mathematics studying majority find that they need for mathematical skills for the advanced study of other subjects, including humanities and social science subjects at school or university or in their job. Without mathematical, and in particular statistical skills whole areas of the social sciences and humanities are inaccessible to research students and future academics
Statistics for the Humanities
Get PDFStatistics for Humanities was developed by John Canning, Senior Lecturer in Learning and Teaching in Higher Education at the University of Brighton. It was mostly written when he was Senior Academic Coordinator at the LLAS Centre for languages, linguistics and area studies at the University of Southampton. The work was funded through a British Academy grant. Just 15% of students in England study mathematics beyond GCSE level. However, many of this non-mathematics studying majority find that they need for mathematical skills for the advanced study of other subjects, including humanities and social science subjects at school or university or in their job. Without mathematical, and in particular statistical skills whole areas of the social sciences and humanities are inaccessible to research students and future academics
Placing Quebec nationalisms: constructing English identities in Quebec's Eastern Townships
No full textMost studies of nationalism in Quebec have tended to focus on national questions such as sovereignty, language laws and anglophone-francophone conflicts. The examination of national identities on an everyday level is neglected and minority and regional specificities are rarely considered. This article examines the construction of anglophone identities in the mainly rural Eastern Townships region of Quebec
The invisible developers? Academic coordinators in the UK subject centre network
No full textStaff of Subject Centres have been largely invisible from discussions about the nature of Educational Development in the UK, which has largely focused on the institutional context. This article seeks to enhance the visibility and identity of subject centre academic coordinators who provide discipline-based teaching and learning support across the UK
Scholarship of Teaching and Learning, SoTL:Q&A with Dr. John Canning and Dr. Rachel Masika
No full textIn this Q&A post, Dr. John Canning (The University of Brighton, UK) and Dr. Rachel Masika (Rachel Masika Consulting) respond to our questions which were formed based on the reading of their paper, “The scholarship of teaching and learning (SoTL): The thorn in the flesh of educational research”, published by Studies in Higher Education. In brief, their paper contends that SoTL, through its integration into higher education quality frameworks in the UK, has lost its distinct purpose by being too inclusive. This has resulted in existing higher education research being sidelined and created ambiguity as to what constitutes valuable teaching and learning research in the higher education context
Disciplinarity: a barrier to quality assurance? The UK experience of area studies
No full textQuality assurance in UK higher education has maintained a very strong disciplinary bias. This brings about important challenges in assessing the quality of multidisciplinary courses as well as assessing the quality of the student experience of joint honours and combined honours degree courses. Area studies is a critical case of multi/interdisciplinarity. The area studies benchmarking statement delegates assessment (and thereby disciplinary conventions) to its constituent disciplines, but offers little guidance about the quality implications of this process. The paper concludes that quality assurance in higher education needs to develop a greater sensitivity to the disciplinary nature of the identity of academics, whilst at the same time assessing teaching and learning from a perspective that reflects the multidisciplinary experience of the student, rather than the disciplinary identity of teaching staff
Scholarship of Teaching and Learning, SoTL:Q&A with Dr. John Canning and Dr. Rachel Masika
No full textIn this Q&A post, Dr. John Canning (The University of Brighton, UK) and Dr. Rachel Masika (Rachel Masika Consulting) respond to our questions which were formed based on the reading of their paper, “The scholarship of teaching and learning (SoTL): The thorn in the flesh of educational research”, published by Studies in Higher Education. In brief, their paper contends that SoTL, through its integration into higher education quality frameworks in the UK, has lost its distinct purpose by being too inclusive. This has resulted in existing higher education research being sidelined and created ambiguity as to what constitutes valuable teaching and learning research in the higher education context
A skill or a discipline? An examination of employability and the study of modern foreign languages.
Get PDFThe connection between employability and modern languages is frequently framed within a utilitarian discourse about the importance of foreign language competence for business and national security in an age of globalisation.Whilst these arguments have significant merit, they often obscure thehumanities nature of Modern Languages (ML) degrees and the skills and attributes that ML students develop in the course of their studies. Examining messages about the connections between languages and employability in contemporary and historical perspectives, this article aims to bring a greater sophistication to our understanding of the relationship between language competence and employability
Five years on: the language landscape in 2007
Get PDFIn 2003, the Subject Centre for Languages, Linguistics and Area Studies was commissioned by the Nuffield Languages Steering Group to explore post-16 language provision. Describing itself as “a wake up call” the report A New Landscape for Languages (Kelly and Jones 2003) found that the long term trends identified by the Nuffield Languages Inquiry just three years earlier had intensified. New Landscape predicted that even greater changes were likely in the following five years. Using the most recent statisitc Five years on revisits the orginal report
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