The QAA have just published the report on a project they funded: Student Induction and Transition: Reciprocal Journeys, carried out by Alicia Prowse and Penny Sweasey from CELT. The project, described in an earlier post, took academic staff from MMU to a local sixth-form college, and invited staff and students from the college back to the university. Their impressions and expectations were recorded and are summarised in the accompanying video, produced by Eleanor Hannan.
Do the experiences of these staff and students match your own? What actions do you, or might you, take to support transition into Higher Education? Do let us know.
Source: MMU launches film to aid students from ‘non-traditional backgrounds’ step into HE
Orlagh McCabe, Senior Lecturer in Sociology and Childhood and Youth Studies at MMU Cheshire, recently made a MMU Good Practice Exchange film with us. Here, she expands on her research into the use of student response systems in learning and teaching. Continue reading
Colleagues – please note this event for MMU colleagues on Wednesday 5th November
Date: Wednesday 5th November 2014
Place: Birley 2.28
Alicia Prowse, Manchester Metropolitan University, Manchester, UK.
Lynne Parmenter, Nazarbayev University, Astana, Kazakhstan.
We examine the perceptions and views of senior leaders at one higher education institution regarding the process of crossing the bridge from aspirational vision statements to implementation, as global citizenship as a concept at various levels of policy and practice was being developed. This initiative included professional development for faculty and staff and the introduction of a global citizenship award for students. While the project involved data collection from a wide range of stakeholders within the University, this paper focuses on the perspectives of senior leaders in the University, exploring their understandings of global citizenship in the local context, and their views about strategies to implement global citizenship and the requirements in terms of changes in institutional culture. In particular, we ask how certain discourses in a University manage to get onto the agenda? How do Universities perceive and adopt strategies and why do certain discourses become powerful and not others? We used twelve semi-structured interviews conducted with senior managers of the University, including members of the University’s central leadership team, heads of major administrative departments, and Deans of faculties. Here, analysis concentrates on senior staff concepts of global citizenship, and plans for implementation via strategic activity. Interviews were transcribed and coded using qualitative analysis methods and categories were elicited from the data. Themes appearing across the interviews were then identified and integrated with theory to analyze the ways in which senior leaders perceive global citizenship and their views of translating this from aspirational vision to reality through implementation.