124,721 research outputs found
Are we just engaging ‘the usual suspects’? Challenges in and practical strategies for supporting equity and diversity in student–staff partnership initiatives
No full textHigher education institutions have been identified as inequitable for historically marginalised student and staff populations. Student–staff partnership has recently emerged as one approach to redressing such inequities. To what extent are institutional partnership schemes considering or achieving this goal? Using two phases of qualitative data collection, we explored the perceptions of staff administering student–staff partnership schemes regarding the inclusion of diversity across eight UK higher education institutions. Results highlight conceptual and practical challenges for and strategies to striving for equity in student–staff partnership initiatives. These results are discussed by drawing on the identities of the research team to highlight intersectional approaches to inclusion in partnership
An Analysis of Interpretive Framing in Literature on Students as Partners in Teaching and Learning: Data Tables
No full textData tables for the publication by Matthews, K. E., Cook-Sather, A., Acai, A., Dvorakova, S. L., Felten, P., Marquis, E., & Mercer-Mapstone, L. titled Toward Theories of Partnership Praxis: An Analysis of Interpretive Framing in Literature on Students as Partners in Teaching and Learning. Higher Education Research and Development
Economic Contribution of the Trenton-Mercer Airport
No full textIn 2016, the Rutgers Economic Advisory Service group (R/ECON™) of Rutgers University prepared the second Economic Impact Report of the Trenton Mercer Airport (commissioned by Mercer County’s Office of Economic Development and Sustainability). It follows and expands upon a preceding study conducted for Mercer County’s Division of Economic Development in November 2006.
This study analyzes the contribution of the Trenton-Mercer Airport (TTN) to the Mercer County economy using the following direct sources of economic activity:
•Airport operating expenditures: These mainly account for the people employed to administer and operate the Airport. Operating expenditures also create jobs supported by the purchasing of supplies and materials, as well as spending on contractual services and utilities.
•Capital investments: These are made to improve the Airport’s facilities and support local jobs. Note that capital investments are not perpetual, thus their economic impacts only occur when improvement projects take place.
•Tenant expenditures: The sum of all the spending incurred by airport tenants to operate their respective businesses. This formula only includes tenants that provide aviation services or provide goods and services to airport users.
•Visitor expenditures: These account for the in-county spending by visitors arriving at the Trenton-Mercer Airport. Visitor spending not only supports airport jobs, but also retail and tourism-related employment.
By applying the R/ECON™ Input-Output model to the direct sources of airport-related spending listed above, we estimate the total economic impacts (direct, indirect, and induced) for Mercer County. The model expresses the resulting jobs, income, and wealth impacts in various levels of industry detail.
The current study is designed to inform operation strategies and establish a common base of knowledge from which long-range plans and initiatives can be developed. Additionally, this report includes a thorough property value analysis, which examines the extent to which proximity to the Trenton-Mercer Airport is correlated with the value of area properties
Edward Mercer Cunningham Store Ledger
No full textEdward Mercer Cunningham, born November 15, 1795, was one of the early merchants of Antigonish. He bought the store from R. H. Henry, father of William A. Henry Father of Confederation. [Information from handwritten notes in front of ledger.] The ledger was donated to the Angus L. Macdonald Library by Eileen Cameron Henry. The ledger records purchases in the time period 1827 to 1832
The ‘Partnership Identity’ in Higher Education: Moving From ‘Us’ and ‘Them’ to ‘We’ in Student-Staff Partnership
No full textStudent-staff partnerships in higher education re-frame the ways that students and staff work together as active collaborators in teaching and learning. Such a radical re-visioning of the relationships between students, staff, and the institutions within which they function is both potentially transformational and a significant challenge given the deeply entrenched identities, and attached norms, that form a part of institutional culture. Explicit examination of how identity formation and navigation influences, and is influenced by, student-staff partnership is an important but under-explored area in the partnership literature. Drawing on structured reflective narratives focused on our own partnership experiences, we employ collaborative autoethnographic methods to explore the nexus of partnership and identity through a social identity lens. Results highlight the need to move away from the labelling of dichotomous student/staff roles and identities in the context of partnership to a more nuanced conception that embraces the multiplicity of identity and diverse dimensions of meaning. We highlight the power of the normative conceptions that we attach to different identities, particularly where dissonance arises should those norms conflict. We discuss how this dissonance was particularly salient for us as we crossed the partnership threshold, only to find that the ethos underlying our new partnership identities contradicted the traditional hierarchical structure of the institutions within which we continued to function. Finally, we propose the existence of a ‘partnership identity’ as providing a space where partners might move away from distinctions between group identities of ‘us’ and them’ to a shared space of ‘we’ as partners and colleagues
"I've Seen You": A conversation about the Transformative Potential of Working in Partnership
No full textThis chapter represents an afternoon spent in conversation about partnership relationships at the University of Westminster. We aimed to collectively think through what makes partnership relationships transformative and what conditions are necessary to foster transformative learning. We also considered what success and failure might mean in co-creators projects and if these are useful ways of thinking about partnership. We employed this conversational methodology to foreground local experiential knowledge. The chapter is also illustrated with drawings from the session which capture the conversation and emerging thinking in a different form from traditional academic texts
Mr. Freddie L. Mercer
No full textFuneral Program for Mr. Freddie L. Mercer on Aug. 25, 2002 at Piney Grove Baptist Churchhttps://digitalcommons.georgiasouthern.edu/willowhillheritage-obituaries/8673/thumbnail.jp
Redbird Buzz Episode 36: James Mercer \u2791, February 29, 2024
No full textJames Mercer ’91 is no stranger to the fast-paced world of sports management, and that\u27s certainly the case in his current role as commercial director for Envision Racing\u27s Formula E team.
Formula E is the Fédération Internationale de l\u27Automobile\u27s (FIA\u27s) single-seat car racing series, which uses only electric vehicles. Mercer got his start in sports at Illinois State University as a men\u27s tennis student-athlete and history major, which led him to roles as a player agent and in professional tennis, rugby, and motorsports organizations.
In this episode of Redbird Buzz, Mercer shares why he came to Illinois State sight unseen, how landing his dream job right out of college changed his perspective, and how Formula E and its commitment to sustainability
Recommendations for equitable student support during disruptions to the higher education sector: Lessons from COVID-19
No full textNational Centre for Student Equity in Higher Education Research report
Disasters disproportionately impact marginalised groups. The COVID-19 pandemic has caused unprecedented disruption in higher education students’ experiences. We sought to understand how twelve universities across three countries endeavoured to support students to retain access to learning through COVID-19, particularly those from minoritised and intersectional backgrounds.Lucy Mercer-Mapstone, CI, Tahlia Fatnowna, Pauline Ross, Lisa Bricknell, William Mude, Janelle Wheat, Ryan P. Barone, Doreen E. Martinez, Deborah West, Sarah Jane Gregory, Jessica Vanderlelie, Tricia McLaughlin, Belinda Kennedy, Amanda Able, Philippa Levy, Kasia Banas, Florence Gabriel, Abelardo Pardo, Ian Zucke
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