British Lecturers Research Articles

How street‐level dilemmas and politics shape divergence: The accountability regimes framework

AbstractHierarchical accountability often proves insufficient to control street‐level implementation, where complex, informal accountability relations prevail and tasks must be prioritized. However, scholars lack a theoretical model of how accountability relations affect implementation behaviors that are inconsistent with policy. By extending the Accountability Regimes Framework (ARF), this paper explains how multiple competing subjective street‐level accountabilities translate into policy divergence. The anti‐terrorism “Prevent Duty” policy in the United Kingdom requires university lecturers to report any student they suspect may be undergoing a process of radicalization. We ask: what perceived street‐level accountabilities and dilemmas does this politically contested policy imply for lecturers, and how do they affect divergence? An online survey of British lecturers (N = 809), combined with 35 qualitative follow‐up interviews, reveals that accountability dilemmas trigger policy divergence. The ARF models how street‐level bureaucrats become informal policymakers in the political system when rules clash with their roles as professionals, citizen‐agents, or “political animals.”

British and Montenegrin university lecture introductions: A corpus-based study of their rhetorical structure

This study explores the rhetorical structure of university lecture introductions and its linguistic specificities. Applying genre, corpus and contrastive analyses, it aims to identify which moves and steps are used in lecture introductions in English and Montenegrin, as well as to reveal differences and similarities in their structure between the two languages. Drawing upon the Swalesean move approach (1981, 1990) and referring to the models already established in the literature, the study examines academic lectures in the linguistics discipline taken from the electronically available British corpora, and a specially compiled corpus of Montenegrin linguistic lectures. The results show the major difference lying in a more elaborate British lecture introductions framework. It consists of three moves – Move 1: Orienting the students, Move 2: Setting-up lecture framework and Move 3: Putting topic in context, compared to a two-move structure of Montenegrin lecture introductions composed of Move 2 and Move 3. Some specific differences are also noticed in the composition of these two moves. The main similarity exists in the presence of two obligatory moves in both corpora, Move 2 and Move 3 respectively, reflecting the influence of the lecture as an established academic genre in university settings regardless of the language lectures were delivered in. In addition, compared to the established models in the literature, the findings have yielded three steps original to this study.

The Adaptation of Chinese Split-Site Business Students to British Classrooms: A Cross-Cultural Perspective

Chinese business education differs from British business education in many respects. On the whole, it focuses on the acquisition of theoretical knowledge, whereas British business education places far more emphasis on soft management skills and team-work. This paper examines a split-site business degree program offered by a Chinese international school and a British business school, and explores the attitudes and expectations of the Chinese participants and their Chinese and British lecturers from an “English for specific purposes” perspective. The study conducted classroom observation, semi-structured interviews, and a questionaire survey, and identifies areas of difficulty for Chinese business students in the UK, in particular regarding their beliefs about teacher and student roles, their learning priorities and learning strategies, and their “goal-oriented” approach to discussion, which is at odds with the more collaborative and exploratory Western discussion strategies. The findings have implications for pre-sessional and in-sessional English course design, the management of split-site business degree programs, the teaching of Chinese students, and the enhancement of learning experiences generally in international business programs.

A Case Study into the Writing of Chinese Postgraduate Students in a UK Academic Environment

This case study explores the problematic issues in academic writing of three Chinese postgraduate students studying in UK academic environment. It aims to attempt to identify mismatches in lecturer and postgraduate student expectations and to understand the reasoning behind these mismatches from the students’ perspective. This study was carried out based on the extended academic essay assignment feedback of three British lecturers on a Postgraduate Masters course in Human Resource Management. By using research method of qualitative analysis, this present study found that eight categories of negative comments. It contains lack of criticality; lack of voice; unreferenced sources, unsubstantiated statements, plagiarism; inappropriate referencing conventions; lack of clear relevance and focus; inappropriate academic style; unclear expression (language concerns) and cohesive and structural weaknesses. And then, it has been concluded that the pedagogical implications of such research are far-reaching. The students themselves require a far greater understanding not only of what is expected of them, but also of how to meet these expectations in practice and trainers need to focus on the development of the schemata.

Prosodic Variation in Academic Public Presentations

The article reports on a study of the prosodic characteristics of academic public presentations. Prosodic variation is analysed with regard to the social and cultural context which is significant for the adequate description of discourse prosody. The paper draws on the findings made in the course of the analysis (auditory and acoustic) of presentations delivered by British lecturers. The article contains an overview of contextual factors and discourse strategies used in academic presentations. Special focus is given to prosodic variations in spoken discourse determined by the extralinguistic context. The author argues that that the choice of prosodic means depends on a variety of contextual parameters: speaker-audience relationships (reflected in the tenor of discourse), the speaker’s rhetorical competence, method of delivery, rhetorical tradition and others. The observations made in the paper may be useful to develop expertise in the delivery of academic public presentations which is an important aspect of EFL teachers’ professional training.

Perceptions of United Kingdom pharmacy lecturers about teaching pharmaceutical care

AbstractPharmaceutical care is now regarded as the primary mission of pharmacy practice. To help ensure that this mission is fulfilled, pharmacy students need the clinical knowledge and skills that underlie pharmaceutical care, and pharmacy academics need to be aware of this concept and its applications. A survey was conducted of British pharmacy lecturers' views on teaching pharmaceutical care. Correlations between lecturers' characteristics (sex, teaching commitment and teaching experience) and the use of computer-aided learning (CAL) in teaching pharmaceutical care were also evaluated. Self-completion questionnaires were sent to 16 heads of departments of pharmacy practice, or their equivalent, for distribution. There was a 40 per cent response rate. Perceptions varied considerably in terms of the definition of pharmaceutical care, the difference between clinical pharmacy and pharmaceutical care, the application in practice settings, drug-related problems, knowledge and skills required and the barriers to teaching pharmaceutical care. Lecturers' characteristics were not related to views on either the use of CAL generally or the potential use of CAL in teaching pharmaceutical care. Many respondents agreed that a CAL program could be used to supplement pharmaceutical care teaching. Further studies on pharmaceutical care teaching are suggested.

The Middle Way: East Asian Master's Students' Perceptions of Critical Argumentation in U.K. Universities

This article explores the learning experiences of East Asian master's students in dealing with Western academic norms of critical thinking in classroom debate and assignment writing. The research takes a cultural approach and employs grounded theory and case study methodology. The aim is for students to explain their own perceptions of their learning journeys and tell their own stories through in-depth interviews. The data suggest that the majority of students interviewed rejected full academic acculturation into Western norms of argumentation. They instead opted for a “Middle Way” that synergizes the traditional cultural academic values held by many East Asian students with those elements of Western academic norms that are perceived to be aligned with these. This is a relatively new area of research, which represents a challenge for British lecturers and students.

Defying Symmetry

Abstract John Venn, Cambridge don, is best known for the “Venn diagram”, which he introduced in the course of his lectures on logic and published in 1880. But he had other strings to his bow. He wrote The Logic of Chance, which greatly influenced the development of the frequentist viewpoint and included the first drawing of a random walk in the plane (accompanied by the realization that in the limit the figure was fractal, as we should now say). He gave the first British lecture course on Theory of Statistics, in the Moral Science Tripos in 1890, and among historians he is famous for that branch of local history which concentrates on colleges, universities and their members.

The Effect of Cultural Background on Metaphor Interpretation

This article describes a study that investigated the ways in which Bangladeshi students interpreted metaphors used by their lecturers during a short course at a British university. The students were asked to interpret a number of metaphors presented in context. They were also asked to identify the value judgments that were being expressed through these metaphors in these particular contexts. Culture-specific assumptions about the target domains appeared to affect the students' recognition of the lecturers' attitudes to the issues they were discussing. To identify areas of disparity between the (working) cultures of the Bangladeshi students and their British lecturers, Hofstede's (1980) cultural values questionnaire was administered. The students were found to be more likely than their lecturers to favor uncertainty avoidance, and to favor high power distance at work. The kinds of (mis)interpretations that the students made of (the evaluative content of) the metaphors appeared in accordance with these cultural differences. Implications of these findings are discussed.

Science and war. The conflict in the Middle East has started a discussion in academic circles about the responsibility of scientists in times of political turmoil.

‘The intifada reaches the ivory tower’, proclaimed the Israeli daily newspaper Ha'aretz in its May 15 issue. Indeed it has. The shockwaves from Palestinian suicide bombings and Israel's war against terrorism in the West Bank territory are reverberating through scientific and educational organisations around the world. The trigger for the headline was an open letter, published on April 6 in the British daily newspaper The Guardian and signed by more than 130 scientists from Europe and Israel. It called for a moratorium on further European cooperation with Israeli scientific and cultural institutions ‘until Israel abides by UN resolutions and opens serious peace negotiations with the Palestinians […].’ The letter created a flurry of further petitions for and against a boycott as well as articles and editorials in European and Israeli newspapers. The waves of the debate finally reached the secluded shores of various science islands in Europe and the scientific journals at the beginning of May, when Nature devoted its editorial to the topic. The journal has since published correspondence both for and against an academic boycott. The scientists calling for a boycott are dismayed with Israel's incursions into the West Bank and its treatment of the Palestinian population. They think that the political community, particularly the US government and the EU, is not doing enough to restrain either side from further escalating the spiral of violence and thus call for additional pressure on the Israeli government. ‘We view the situation as in the case of the South African boycott,’ explained Steven Rose, a neurobiologist and Director of the Brain and Behaviour Research Group at the Open University in the UK, and the initiator of the open letter. ‘I feel that the civil society has to stand up and do something about it. […] There are ways in which we …

The Oscar Wilde encyclopedia

This is a comprehensive reference work on Oscar Wilde's life and work. The encyclopaedia includes entries covering every work by Wilde, published and unpublished, with bibliographical details and reference sections listing critical studies for futher reading. The author has cited the locations of Wilde's manuscripts with brief descriptions and various works attributed to Wilde, such as Teleny; or the Reverse of the Medal and For Love of the King are also discussed, with evaluations of such attributions. In addition, significant events in Wilde's life, such as his American, Canadian, and British lecture tours, his three trials and his prison years, receive extended treatment, as do such literary and cultural entries as paradox, dandyism, Aestheticism, decadence, the green carnation, the well-made play, the Religion of Art, satires and parodies of Wilde and his works, Freemasonry and the Uranians. Also the bibliographical entries, tracing Wilde's relationships with the many artists and writers of the time as well as family members, bring together information. Finally a comprehensive index provides readers with immediate access to the books contents.

EXPATRIATES

Expatriates are people who live in a foreign country, but this article confines itself, in the main, to British expatriate librarians and lecturers in librarianship working in English‐speaking Black Africa. Most of the examples are taken from Nigeria, where I have worked as a librarian and as a lecturer since 1975. This is not to say that Nigeria is typical of a continent which is as diverse as Europe or any other, but simply to acknowledge, at the outset, that I am aware of the limitations of generalising on the basis of four years in one country. Few would dispute, however, that those parts of Africa and the rest of the world (including Ireland, my own home country) which experienced British rule have been left with something in common as regards approaches to librarianship as well as to other matters; or dispute that Britain showed little interest in developing libraries in its African colonies until independence was imminent.

4 British Lecturers at Cape Town

4 British Lecturers at Cape Town

Aims and objectives of staff

The theme of the paper is that curricula and teaching methods will have to be modified to meet the challenge of mass higher education, and that, if they are to be modified, then the constraints operating on them will need to be known. Among those constraints may prove to be the ideas and attitudes of faculty the aims and objectives of teaching staff in higher education. Researchers at the University of Lancaster, sponsored by the Joseph Rowntree Memorial Trust, have been enquiring through depth interviews into the objectives of teaching staff in English universities and colleges. 1 The research attempts to thread a middle way between a level of discussion which is concerned with such objectives as "the pursuit of truth" and the "advancement of knowledge" and the "real world" level of informal, transitory and unofficial goals of individuals. In brief, lecturers were found to be very willing to discuss their teaching objectives, but ev.en a superficial analysis showed a circularity and lack of content and substance in the reasons advanced by many of them for the curricula and teaching methods adopted. Indeed, operational decisions about courses were taken for largely pragmatic and occasional reasons. The self-concept of lecturers, whether in polytechnic or university, relied heavily on the subject or professional specialism: there was thus a certain specialist identity among teaching staff which cut across the binary divisions of higher education. If the substance of the interviews with British lecturers is reduced to its bare essentials then it is true that all the lecturers acknowledged a common objective. A successful student, they asserted, is one who showed a "critical intelligence" a student who could handle theory, manipulate concepts, and draw up a convincing argument according to the rules of the specialism. There were no "right" conclusions for a student to reach, rather conclusions that were reasoned and well presented. Teaching staff were convinced that it was only a minority of students in higher education who could be expected to display successfully this "critical intelligence"

Alfred Marshall's Lectures on Progress and Poverty

Previous articleNext article No AccessAlfred Marshall's Lectures on Progress and PovertyGeorge J. StiglerGeorge J. Stigler Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Journal of Law and Economics Volume 12, Number 1Apr., 1969 Sponsored by The University of Chicago Booth School of Business and The University of Chicago Law School Article DOIhttps://doi.org/10.1086/466665 Views: 18Total views on this site Citations: 28Citations are reported from Crossref Copyright 1969 The University of ChicagoPDF download Crossref reports the following articles citing this article:Steven G. Medema Between LSE and Cambridge: Accounting for Ronald Coase’s Fascination with Alfred Marshall, (Oct 2020): 231–268.https://doi.org/10.1007/978-3-030-53032-7_10Kristin L. Hoganson, Jay Sexton Introduction, (Jan 2020): 1–22.https://doi.org/10.1215/9781478007432-001 Fur Sealing and Unsettled Sovereignties, (Jan 2020): 25–45.https://doi.org/10.1215/9781478007432-002 Crossing the Rift, (Jan 2020): 46–65.https://doi.org/10.1215/9781478007432-003 “Our Indian Empire”, (Jan 2020): 69–92.https://doi.org/10.1215/9781478007432-004 Empire, Democracy, and Discipline, (Jan 2020): 93–111.https://doi.org/10.1215/9781478007432-005 Medicine to Drug, (Jan 2020): 112–131.https://doi.org/10.1215/9781478007432-006 One Service, Three Systems, Many Empires, (Jan 2020): 135–158.https://doi.org/10.1215/9781478007432-007 Transimperial Roots of American Anti-Imperialism, (Jan 2020): 159–182.https://doi.org/10.1215/9781478007432-008Oliver Charbonneau The Permeable South, (Jan 2020): 183–202.https://doi.org/10.1215/9781478007432-009Ikuko Asaka African American Migration and the Climatic Language of Anglophone Settler Colonialism, (Jan 2020): 205–221.https://doi.org/10.1215/9781478007432-010Julie Greene Entangled in Empires, (Jan 2020): 222–240.https://doi.org/10.1215/9781478007432-011Genevieve Clutario World War II and the Promise of Normalcy, (Jan 2020): 241–258.https://doi.org/10.1215/9781478007432-012Moon-Ho Jung Fighting John Bull and Uncle Sam, (Jan 2020): 261–280.https://doi.org/10.1215/9781478007432-013Margaret D. Jacobs Indigenous Child Removal and Transimperial Indigenous Women’s Activism Across Settler Colonial Nations in the Late Twentieth Century, (Jan 2020): 281–301.https://doi.org/10.1215/9781478007432-014 Bibliography, (Jan 2020): 303–333.https://doi.org/10.1215/9781478007432-015Michael V. White Searching for New Jerusalems: P.H. Wicksteed’s “Jevonian” critique of Marx’s Capital, The European Journal of the History of Economic Thought 25, no.55 (Nov 2018): 1113–1153.https://doi.org/10.1080/09672567.2018.1523938Ayman Reda Abundance and Scarcity: Neoclassical Economic Thought, (Dec 2017): 51–58.https://doi.org/10.1057/978-1-137-56825-0_5John K. Whitaker Marshall, Alfred (1842–1924), (Feb 2018): 8350–8375.https://doi.org/10.1057/978-1-349-95189-5_829NEIL B. NIMAN Henry George and the Intellectual Foundations of the Open Source Movement, American Journal of Economics and Sociology 70, no.44 (Sep 2011): 904–927.https://doi.org/10.1111/j.1536-7150.2011.00802.xJohn K. Whitaker Marshall, Alfred (1842–1924), (Mar 2017): 1–26.https://doi.org/10.1057/978-1-349-95121-5_829-2Rhead S. Bowman Population and Policy in Marshall's Economics, Journal of the History of Economic Thought 28, no.22 (Jun 2009): 199–219.https://doi.org/10.1080/10427710600676504AARON B. FULLER 10 Rae: A Journalist Out of His Depth, American Journal of Economics and Sociology 62, no.55 (Nov 2003): 199–210.https://doi.org/10.1111/j.0002-9246.2003.00260.xMark Blaug Henry George: rebel with a cause, The European Journal of the History of Economic Thought 7, no.22 (Jan 2011): 270–288.https://doi.org/10.1080/096725600361816Jensen Hans E. Dead Economists as Inspirators of Living Social Economists 1, Review of Social Economy 56, no.22 (Jun 1998): 119–135.https://doi.org/10.1080/00346769800000015Peter Groenewegen Neoclassical Value and Distribution Theory: The English-Speaking Pioneers, (Jan 1990): 13–58.https://doi.org/10.1007/978-94-009-2181-8_2John K. Whitaker Marshall, Alfred (1842–1924), (Oct 2016): 1–23.https://doi.org/10.1057/978-1-349-95121-5_829-1A R Prest Some Issues in Australian Land Taxation, Environment and Planning C: Government and Policy 3, no.11 (Mar 1985): 97–110.https://doi.org/10.1068/c030097

Twenty-Second British Commonwealth Lecture

The Twenty-Second British Commonwealth Lecture, “Aeronautical Research in India”, was given by Dr. S. Dhawan, MA, BSc(Eng), MS, FRAeS, Director of the Indian Institute of Science, Bangalore, on 3rd November 1966. The Chair was taken by the President, Mr. A. D. Baxter, MEng, FRAeS, and the distinguished audience included His Excellency Dr. J. Mehta, High Commissioner for India.Before the Lecture the President introduced Lord Caldecote, DSC, MA, FRAeS, immediate Past President of the Society of British Aerospace Companies Limited, who presented the four SB AC Scholarship Awards for 1966 to the recipients.Introducing the Lecturer, Mr. Baxter said that the British Commonwealth Lecture had been established immediately after the Second World War to foster interest and understanding in aeronautical developments between Great Britain and her partners in the Commonwealth. He thought that object had been successfully achieved by the efforts of a long and distinguished list of lecturers, both from home and overseas; now they were to add another distinguished name to that list. Dr. Dhawan had taken his first degree in mathematics and physics at Lahore in 1938; in 1941 he obtained his MA from the Punjab University and, from the same university, his BSc in Engineering in 1944. After a period as an Assistant Supervisor with the Hindustan Aircraft Company, he was selected by the Government of India for advanced studies abroad in aeronautics. Dr. Dhawan had gone to the United States where he took a Masters Degree in Aeronautics at the University of Minnesota and a PhD in Aeronautics at the Californian Institute of Technology. Returning to India in 1951, he joined the Department of Aeronautics at the Indian Institute of Science, becoming Assistant Professor in 1952 and Professor and Head of the Department in 1955 and, since 1963 Director of the Institute.

Notes and news

U.S. trip for export students A distinctly ambitious project starts next April when a group of business executives will assemble at Huntercombe Manor, Slough College's recently modernised residential centre, to start a course on Marketing and Selling in the United States. The following four weeks will see these students immersed in a concentrated study of American marketing. Specialist British and American lecturers and businessmen with wide experience of marketing, selling and advertising in the USA will instruct them, and experts from the Committee for Exports to the USA, the Board of Trade, British Institute of Management and others will give individual help and advice.

Inter-City Transport Development on the Commonwealth Routes

The Fifth British Commonwealth and Empire Lecture was given before the Royal Aeronautical Society by Mr. E. H. Atkin, B.Sc, F.R.Ae.S., on the 15th September 1949 in the Lecture Hall of the Institution of Civil Engineers, Great George Street, S.W.I. Sir John Buchanan, C.B.E., F.R.Ae.S., President of the Society, presided.

The presentation of scientific information

When the organizers of this conference did me the honour to suggest that I should have this lecture on some general aspect of the theme that is engaging our deliberaons, I was somewhat at a loss to know what plan to adopt. Like most of those present I have, in one way and another and at various times, been engaged in the communication of scientific information, but that does not necessarily make it an sy subject to discuss. Not to weary you with my doubts and inward debates, finally decided to attempt a brief historical survey of the subject, for to see how e’s difficulties arose is sometimes a step towards their solution. In any case hope that the considerations that I shall lay before you may prove a mild and ntle, if not soporific, interlude in the strenuous deliberations upon which you are gaged. I wish, then, to consider how the communication of scientific information—more particularly the communication of original scientific discovery, of even the smallest gree of importance and interest—has grown to be the very complex matter that is to-day. The methods of communication that we shall have to consider are, suppose, the spoken word, the book and the scientific periodical, which to-day cludes both the periodical publishing original papers and the periodical publishing stracts of papers. You may be surprised that I have included the spoken word, or, you prefer it, personal communication, but I think that, if you consider, you will me to the conclusion that this personal method still retains its importance. I do ot include radio under this head, because we are, I think, concerned rather with first record of novel scientific results than with the popular exposition of general scientific advances. I would remind you that even in our times when students from over the world flock to such a laboratory as Rutherford’s (I choose a man no nger with us to avoid a selection among the living that might be invidious) it is jot so much to avail themselves of material instruments—the instruments used by utherford could be bought by laboratories in any country—nor to hear a statement what the leader has already achieved, which can be read in the scientific journals, to hear from the leader’s mouth what is going on in his head at the moment, to arn of scientific progress in the making. The writing of a paper comes, in general, fter the results have already been communicated to a small circle in the laboratory ind their friends. The importance of the spoken word has not yet vanished, and it ould do no harm if some of our great men, whose audiences are attracted by their same and retained in their seats by considerations of courtesy, were to remember that he who uses the spoken word should pay some attention to acquiring proficiency the use of the instrument, just as he takes trouble in learning to handle any other instrument of his profession. Occasionally the performance brings to mind the ma who was asked if he could play the violin and replied that he did not know-he ha never tried. The ability to present scientific facts clearly in a lecture is not a gif from heaven; I doubt very much if anybody gives a really good first lecture. A any rate, taking one of the best British lecturers of modern times, one who was particularly good at communicating new scientific advances, Sir William Bragg, is recorded of him that in his early days as professor he was one of the leas impressive lecturers, but by careful application he attained that high eminence i the art for which he was later known.

Trade Announcements

The Fifth British Commonwealth and Empire Lecture will be held on Thursday, September 15, 1949, at 6 p.m. at the Institution of Civil Engineers, Great George Street, Westminster, S.W.1. The lecture will be given by Mr E. H. Atkin, F.R.Ae.S., Chief Designer, Airframe Division, A. V. Roc (Canada) Ltd., on ‘Inter‐City Transport Development on the Commonwealth Routes’.