6,869 research outputs found
The national programme of Centres for Excellence in Teaching and Learning (CETLs) in England and Northern Ireland : a theory driven evaluation of change
No full textEnvironmental economics and the Murray-Darling river system
No full textMuch concern about the negative environmental consequences of agricultural development in Australia, including salinisation, waterlogging and algal blooms, has focused on the problems of the Murray–Darling Basin. The aim of this article is to provide an overview of the environmental problems of the Murray–Darling Basin from an economic perspective, and a selective survey of the relevant economic literature, including theoretical analysis, modelling and contributions to the development of water policy. In attempting to understand the complex problems of the Murray–Darling Basin, an eclectic approach drawing on externality, sustainability and property rights perspectives seems most appropriate.Environmental Economics and Policy, Resource /Energy Economics and Policy,
Setting the scene : the four domains of evaluative practice in Higher Education
No full textThis chapter a departure from convention in that it seeks to dismantle traditional boundaries in approaches to evaluation. It does so in a sector that, ironically, is replete with many forms of evaluation, but has yet to become a focus for research into evaluative practices. The chapter is about how society, through its governance structures, decides on what is worthwhile in higher education, how its agencies attribute value to its policy and programme interventions, how institutions decide on the quality and merit of its internal practices and how groups of stakeholders (teachers, researchers, students, external collaborators) decide on the value of what they are doing. It makes a distinction between the evaluation of Higher Education and evaluative practice in Higher Education
Programmatic evaluative practice in Higher Education : design diversity and degrees of programme alignment
No full textTransformations from without and within the disciplines: the emerging practice landscape
No full textThe way practice is shaped by features of the physical and socio-political environment is a critical issue here. We have been using a consistent notion of practice within this text that understands practice as routine behaviours derived from a personal or collective knowledge base. This knowledge base of the social, technical and political environment yields the basis on which decisions about priorities, actions and compliances are made. We explore these dimensions in more detail in our last chapter. The notions of compliance and complicity are important here. We do not depict higher education actors as robotic dupes, whose actions are devoid of agency and understanding; the way in which leadership from the universities were complicit in the UK design of an individualised and differentiated funding model for UK universities is a case in point. Our analyses require that we often need fine grained and situated distinctions between actors at different points in the system and in different national systems in order to make sense of why it is that academic practice may have the profile it does at a particular point in time and place. We talk of the ‘congruence’ of features that result in catalysing new practices. While we signal the agentic as well as structural quality of determinants of academic practice, there is an implication in which recognition of these catalysts, and acting upon their repercussions, has a hegemonic quality. There is a sense of the irresistible about them, of inevitability. It is simply ‘the way the world works now’ and we, in higher education, either become adept at manoeuvring and managing this environment or we will be ‘left behind’. The idea of ‘externality’ is important here because a ‘catalyst’ is within the ontological basket of social realism which depicts the ‘derivation of behaviours’ in the form of practice, as both outside one’s self, but of one’s self and, in this case, perceived as a required or overriding imperative for action. This non-dualist position is important in explaining the way in which imperatives for action derive both from outside a higher education actors’ mind and body yet become integrated into individual and ‘social’ cognition and are colonised by them in order to provide meaningful frameworks for action. The catalysts provide us with a new ‘logics’ in which certain decisions now provide advantages or disadvantages personally, institutionally and systemically which are broadly accepted as being a winner or loser in the ‘new order’
Murray-et-al-2021
No full textThis repository contains original code from author Jack C Henry for the figures of the Murray et al., 2021 manuscript published in Cell Reports
Eva Murray, author of Well Out to Sea , has been a resident of Matinicus Island
No full textEva Murray, author of Well Out to Sea , has been a resident of Matinicus Island since she moved there to teach at the island\u27s one-room schoolhouse in 1987. She discusses the differences between writing from an island and writing about an island as well as her efforts to dispel some stereotypes and myths about Matinicus through her writing
Margaret Murray (1863–1963): Pioneer Egyptologist, Feminist and First Female Archaeology Lecturer
No full textMargaret Murray, who was born 150 years ago, was one of the first archaeologists to be employed at UCL and one of the most distinguished, although her role in the history of archaeology is often underestimated. This article provides a brief outline of the career and contribution of a highly productive and innovative, if sometimes controversial, scholar, who also participated in the wider social movements of her time, particularly the campaign for women’s suffrage
Reconceptualising evaluation in higher education : the practice turn
No full textThere is high investment in projects that enhance the quality of teaching and learning within the higher education sector. These projects require evaluation, but the higher education sector has not conceptualized such evaluation work. This book aims to aid understanding, drawing on a set of evaluative practices to foster understanding
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