Search results

This chapter discusses the institutional contextual narratives provided as part of the evaluation of universities in the Teaching Excellence Framework (TEF) in England. The purpose of the TEF is to allow differentiation between higher education institutions on the basis of teaching quality, but the equality challenge unit has expressed reservations about the TEF’s ability to make sense of, or reflect, diverse student experiences of being taught. The authors follow the methodology of critical policy ethnography using higher education and government policy documents as a field of anthropological data and contend that, in order to understand large-scale transformations, such as the educational experience of students, the authors have to examine the ‘policy field’ and then locate more precise sites, in this case the TEF, for understanding the larger environment. The authors have systematically determined our search terms and used text-mining tools to search all the institutional narratives and obtain a broad ‘policy field’; we then select some key examples to analyse particular cases in more detail. This provides us with evidence from the statements to determine both how the perspective of students has been included in preparing the TEF contextual narratives and how diversity is being addressed.

The chapters in this book focus on how higher education can cultivate and promote a more inclusive and equitable environment in higher education, especially with regard to gender diversity as well as those non-conforming, non-heteronormative groups. The chapters in this volume cover the broad picture/context of diversity in various countries as well as a specific focus on gender. The chapters discuss the factors relating to inclusion and equity, what is driving campuses to be more inclusive, and practical steps and case studies that higher education institutions can implement to create more inclusive and equitable learning environments. Finally, this volume discusses the need for inclusive leadership which involves building institutional capacity for inclusion and creating the right conditions under which inclusion and equity can grow and thrive and crafting policies and practices whose end result is to create a culture of inclusion.

The purpose of this paper is to explore the function of crisis incidents in prisons within the UK and USA. The incidents reviewed included riots and hostage incidents, focusing only on information that was available publically. It did not intend to capture official reports not in the public domain.

Publically available information on incidents were systematically reviewed. Functional assessment and grounded theory were employed to examine background factors, triggers and maintaining factors. In total, 25 crisis incidents were analysed (UK =10 and USA =15) from the past 30 years. It was predicted that crisis incidents would be motivated by negative and positive reinforcement, with negative more evidenced than positive. Precipitating factors (i.e. triggers) were predicted to include negative emotions, such as frustration and anger.

Similarities in triggers and background factors were noted between hostage taking and riot incidents. Positive reinforcement was primarily indicated. Riots appeared driven by a need to communicate, to secure power, rights, control and/or freedom, whereas for hostage taking these functions extended to capture the removal of negative emotions, to inflict pain, to punish/gain revenge, to effect a release, to manage boredom and to promote positive emotions.

The study is preliminary and focused on the reporting of incidents in publically available sources; consequently, the data are secondary in nature and further limited by sample size. Nevertheless, it highlights evidence for similarities between types of crisis incidents but also some important potential differences. The need to understand the protective factors preventing incidents and minimising harm during incidents is recommended.

It highlights evidence for similarities between types of critical incidents but also some important potential differences. Understanding differences between incidents is important in the tailoring of specific policies to address these areas. Understanding motivation and reinforcement is valuable in working towards the prevention of critical incidents. Understanding the protective factors preventing incidents and minimising harm during incidents is recommended.

This is an under-researched area. The study contributes to the field not only by focusing on providing a detailed analysis of an under-used source (public reporting) but by also identifying where gaps in research remain. The results demonstrate the value in understanding incidents through their motivation, particularly in distinguishing between negative and positive reinforcement.

This article describes ResearchNet, a project based within the Oxleas Foundation NHS Trust that involves service users and carers in research as a means of supporting recovery. A key element of their approach to service user and carer research is to combine volunteering and network building.

The identification of variables related to faculty publishing productivity is essential in promoting campus information and work environments that foster creativity. This study explores personal and institutional factors, especially the emerging role of the campus telecommunications environment, that support faculty productivity.

Entering a work organisation is a time of uncertainty both for the newcomers and for the organisations they join. For new graduates, uncertainty surrounds their own skills and attitudes, their future work and colleagues, and organisational practices. This uncertainty is particularly marked for the many graduates who have never worked full‐time. For the organisation, sources of uncertainty include the graduates' competence, motivation and ability to “fit in” with their work colleagues.