Search results

As universities become increasingly accountable for the quality of their teaching and learning, alongside the quality of their research, academics need to improve their understanding of the educational process. The traditional response has been to provide staff development courses for academics to improve their teaching skills. Argues that universities additionally need to strengthen the more strategic role of educational development, working with academics across the institution to enhance academic quality.

TQM in higher education, as in other professions, is a commitment to continuous improvement. Explores issues involved in enhancing the quality of teaching and learning in higher education. In 1992 the Postgraduate Certificate in Higher Education was introduced to accredit formally the work done by new lecturers. The course included survival teaching skills, assessment, course design, equal opportunities issues, information technology and multimedia. The course proved popular and more than half of the newly‐appointed staff continued into the second year. Supported by trained mentors, they became increasingly confident in sharing good practice with academic colleagues; staff development within schools was enhanced. Developments in information technology, resource‐based learning and student learning support have further improved the quality of teaching and learning.

Coming to terms with the far‐reaching changes introduced by the 1992 legislation and faced with the tighter accountability of public funds allocated to higher education, British universities have been keen to emphasize the quality of their institutions. However, persuading academic and support staff that quality issues are as important at an individual and departmental level as at an institutional level takes more than a memo from the vice‐chancellor. Quality issues must be an integral part of the corporate planning process: they need to be applied to the complex web of relationships involved in any higher education institution and supported by explicit staff‐development strategies. Since 1992, South Bank University, one of the largest HE institutions in London, has been committed to a total quality management initiative: this has involved a thorough and ongoing review both of the quality of service it provides for its students and the wider community and of its academic quality, particularly in the area of teaching and learning. The first of two articles explores these parallel strands and illuminates some of the issues related to the strategic management of quality in higher education.

This study examines the relationships between parents' and children's occupations to determine the existence of intergenerational transmission of occupations.

To achieve the purpose of the study, four predominant occupational types based on the International Standard Classification of Occupations (ISCO): agriculture and forestry; services and sales; managerial/administrative; and professional/technical are examined using data from the latest (7th) round of the Ghana Living Standards Survey (GLSS). Two complementary methods involving the correlational analysis and regression-based techniques are used.

The findings indicate the presence of parental influences on children's occupational choices (same-sex and cross-sex) in the Ghanaian labour market, with maternals and same-sector effects having a more substantial influence on children's occupational choices, especially in agriculture and forestry, and services and sales sectors.

The lack of panel data in observing children's occupational choices over time makes it challenging to assume direct causation.

The study is the first to highlight the relative strengths of paternal influence (father's effect) and maternal impact (mother's effect) on sons' and daughters' occupational choices in Africa. The findings have several implications for intergenerational (im)mobility of occupations including how policymakers can make career guidance more effective.

The peer-review history for this article is available at: https://publons.com/publon/10.1108/IJSE-10-2022-0705

The surge of artificial intelligence (AI) applications and subsequent adoption by consumers and marketers has ignited substantial research exploring the benefits and opportunities of AI. Despite this, little attention has been given to its unintended negative consequences. In this paper, the authors examine both the practitioner and academic sides of ethical AI. In doing so, the authors conduct an extensive review of the AI literature to identify potential issues pertaining to three areas: individual consumers, societal and legal. The authors identify gaps and offer questions to drive future research.

The authors review recent academic literature on AI in marketing journals, and top ethical principles from three top technology developers (Google, IBM and Meta) in conjunction with media reports of negative AI incents. They also identify gaps and opportunities for future research based on this review.

The bibliographic review reveals a small number of academic papers in marketing that focus on ethical considerations for AI adoption. The authors highlight concerns for academic researchers, marketing practitioners and AI developers across three main areas and highlight important issues relating to interactive marketing.

This paper highlights the under-researched negative outcomes of AI adoption. Through an extensive literature review, coupled with current responsible AI principles adopted by major technology companies, this research provides a framework for examining the dark side of AI.

Focusing on the relatively unstudied status of women in classical political economy, this important collection of essays will inform, delight, and even surprise the reader. The essays provide testimony both to the intellectual richness of the period, as well as the extraordinary social and political events of the time. The most striking unifying theme of the work is how social and political contexts served to generate the economic ideas of and about women.

Bertrand Candelon is a professor in International Monetary Economics. He received a PhD from Universite Catholique de Louvain. After a postdoctoral fellowship at the Humboldt Universität zu Berlin, he joined University Maastricht, School of Business and Economics in 2001. He has written extensive works in the area of international finance, in particular on contagion and on the analysis of financial market co-movements. He is one of the founders of the Methods in International Finance Network.