Edge Hill University Research Articles

All for one, one for all: collaboration between NHS and Higher Education in establishing provision of a multi-disciplinary, hospital-based library and information services.

Developing multi-disciplinary library and information services is high on the agenda for many NHS trusts and this brings with it a climate of change for both those who manage and work in services today. The development of such new services needs to be carefully managed and developed, and this presents a challenge for librarians and service managers. In the UK during 1999 and 2000, Aintree Hospital Trust, in conjunction with Edge Hill College of Higher Education, established a truly multi-disciplinary service based at its hospital site and managed by Edge Hill. This paper outlines the key stages in the development of the Library and Information Service with the focus on the management of change, collaboration and the development of a unique partnership between Higher Education and an NHS trust. The case study example will provide an outline of strategic and project planning, with insights into staff management and development, delivering user expectations and developing stakeholder relationships in the health library setting.

Parliament and Parliamentarians: The Worrying Case of the City of London (Ward Elections) Bill

The Political QuarterlyVolume 75, Issue 2 p. 155-167 Parliament and Parliamentarians: The Worrying Case of the City of London (Ward Elections) Bill Lee Salter, Lee Salter Edge Hill College, LancashireSearch for more papers by this author Lee Salter, Lee Salter Edge Hill College, LancashireSearch for more papers by this author First published: 01 April 2004 https://doi.org/10.1111/j.1467-923X.2004.00598.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Volume75, Issue2April 2004Pages 155-167 RelatedInformation

Multilingual Classroom Ecologies: Inter-relationships, Interactions and Ideologies

Multilingual classroom ecologies - inter-relationships, interactions and ideologies, Angela Creese (University of Birmingham) and Peter Martin (University of Leicester) legal discourse and decisions, teacher policymaking and the multilingual classroom - constraining and supporting Khmer/English biliteracy in the United States, Ellen Skilton-Sylvester (Temple University College of Education) interactions and inter-relationships around text - practices and positionings in a multilingual classroom in Brunei, Peter Martin (University of Leicester) talk around text - literacy practices, cultural identity and authority in a Corsican bilingual classroom, Alexandra Jaffe (California State University) language, ethnicity and the mediation of allegations of racism - negotiating diversity and sameness in multilingual school discourses, Angela Creese (University of Birmingham) constructing discursive practices in school and community - bilingualism, gender and power, Deirdre Martin (University of Birmingham) Baro Afkaaga Hooyo! - a case study of Somali literacy teaching in Liverpool, Jo Arthur (Edge Hill University College) bilingual resources and funds of knowledge for teaching and learning in multi-ethnic Classrooms in Britain, Marilyn Martin-Jones (Old College, Aberystwyth) and M Saxena (Universiti Brunei Darussalam) foreign-born teachers in the multilingual classroom in Sweden - the role of attitudes to foreign accent, Sally Boyd (Goteborg University) afterword - ecology and ideology in multilingual classrooms, Nancy Hornberger (University of Pennsylvania).

Learner Support Staff in Higher Education

This research is concerned with exploring role changes within a particular group of higher education staff - those involved with learner support in a library and information service context. It examines what impact, if any, the Dearing Report of 1997 had on these staff and how they felt about their posts five years later. Research was undertaken initially through an examination of job advertisements in the professional press and then by sending a questionnaire to 76 learner support staff within seven HE institutions. In order to further extend the research, seven of the survey respondents were interviewed. It was discovered that job titles were indeed changing to reflect new roles and new descriptors were emerging. Staff had also positively identified role change and were able to select, firstly, specific activities which were becoming increasingly important, secondly, those remaining core tasks and, thirdly, and most interestingly, new growth areas of work. Respondents also selected a number of activities which they identified as core to the learner support role. The response of one institution, Edge Hill College of Higher Education, is followed in greater detail particularly in relation to how the Library and Information Service attempted actively to anticipate needs and develop the relevant skills and expertise of its staff. The conclusion makes recommendations relating to possible management strategies and in particular focuses on motivation and the development of team approaches in order to manage rapid and complex change.

Nokia, electronics and the knowledge based economy

The author discusses his findings on a comparative study between the design and technology cultures of the UK and Scandinavia which is being carried out in the Design and Technology Department at Edge Hill College of Higher Education. The programme aims to identify elements of Scandinavian culture, teaching methods and best practices which could enhance the teaching of Design and Technology in the UK.

The Rise of Caring Power: Elizabeth Fry and Josephine Butler in Britain and the Netherlands, Annemieke van Drenth and Francisca de Haan

Journal Article The Rise of Caring Power: Elizabeth Fry and Josephine Butler in Britain and the Netherlands, Annemieke van Drenth and Francisca de Haan Get access Fiona Montgomery Fiona Montgomery Edge Hill University College, Ormskirk Search for other works by this author on: Oxford Academic Google Scholar The English Historical Review, Volume 116, Issue 467, June 2001, Pages 740–741, https://doi.org/10.1093/ehr/116.467.740 Published: 01 June 2001

Conducting a Withdrawal Survey

Withdrawal of students from courses in higher education institutions is an issue that is attracting special attention in the United Kingdom. Earlier studies, primarily in the United States and Canada, have used a model that is founded on the concepts of integration and adjustment. Other perspectives can be developed by using concepts associated with motivation and service quality. The article describes a telephone survey based on semi-structured interviews, which was conducted at Edge Hill College of Higher Education and demonstrates how a withdrawal survey can be embedded in the mechanism for monitoring and evaluating the quality of the student experience. Key factors influencing withdrawal at Edge Hill are: course not as expected, travelling difficulties, institution not as expected, domestic difficulties, and financial difficulties. These factors coincide with other work on withdrawal. Issues for further development include the relationship between the withdrawal survey and the Student Charter and student satisfaction survey.

Key skills through collaboration: a Library and Information Services and Business, Management and Leisure partnership

Information and Communication Technology (ICT) skills are crucial to the development of graduate skills and employability. This paper will explore the research undertaken at Edge Hill College of Higher Education to integrate and contextualise ICT skills within an undergraduate marketing programme, with the research and curriculum implementation undertaken through collaboration between Library and Information Services (LIS) and the subject area of Business, Management and Leisure (BML).

Learning the MI Way: The Effects on Students’ Learning of Using the Theory of Multiple Intelligences

Since the 1988 Education Reform Act, issues of curriculum differentiation, varied learning styles and teaching approaches relevant to the needs of individual pupils have maintained high priority on the education agenda. This article discusses the effects on pupils’ learning of using Howard Gardner’s theory of multiple intelligences. It is based on explorations carried out in a project ‘using multiple intelligences in the classroom’, initiated by co-ordinators Brenda Hopper, Val Chamberlain and Barbara Jack in the School of Education at Edge Hill College of Higher Education. The project aimed to focus equally on teachers’ individual professional development, and the learning experiences and development of the pupils involved, and was carried out with teachers in local primary and secondary schools, across a wide range of subjects.

Trainee Teachers' Perceptions of School-based Training in England and Germany with Regard to their Preparation for Teaching, Mentor Support and Assessment

In the past three years, a considerable number of graduates from European member states have applied for the PGCE course at Edge Hill College of Higher Education with the intention of teaching their mother tongue in secondary schools in England. In their country of origin they often experienced an education system which reflects different values and expectations from those prevailing in England. Whilst the diversity in trainees' educational background adds a new dimension to their learning and development, it also provides an opportunity for stimulating discussion and critical evaluation of their experiences as trainee teachers.

The Pricing Decision in the Micro-Business: A Study of Accountants, Builders and Printers

PAUL GREENBANK IS A SENIOR LECTURER IN the Centre for Business and Management Studies at Edge Hill University College, Lancashire, England. This paper is based on research involving 55 semi-structured interviews with owner-managers of microbusinesses. The purpose of the study was to determine what factors ownermanagers take into account when they are making their pricing decisions. Previous research suggests that both small and large-scale organisations predominantly adopt a cost-plus approach to pricing, making reference to the 'market' when deciding on the level of mark-up. As such, most of the research has focused on economic determinants of pricing. This study, however, found that non-economic factors played an important role in the way ownermanagers made their pricing decisions. Indeed, the way individuals make decisions relates to a complex interrelated combination of factors. This paper develops a theory of pricing that takes into account the individual, social and economic context of pricing in the micro-business.

REVIEWS

Journal Article REVIEWS Get access CATHERINE BURROUGHSCloset Stages Joanna Baillie and the Theater Theory of British Romantic Women Writers Pp xii+328Philadelphia, Pa University of Pennsylvania Press, 1997 £37 95 HARRIET DEVINE JUMP HARRIET DEVINE JUMP Edge Hill University College Search for other works by this author on: Oxford Academic Google Scholar The Review of English Studies, Volume 50, Issue 197, February 1999, Pages 113–115, https://doi.org/10.1093/res/50.197.113 Published: 01 February 1999

Measuring customer satisfaction in higher education

Evaluates a methodology which was developed to measure student satisfaction with significant components of the service experience delivered to students at Edge Hill University College. Uses a questionnaire‐based survey to collect information on student satisfaction. The methodology has two unique features: the Student Charter informed the survey design; and student responses were collected electronically through on‐screen questionnaires accessible over an intranet. Outcomes suggest that there remains some resistance to the completion of an electronic questionnaire and both paper and electronic versions are likely to continue to be necessary in order to achieve optimum response rates. The methodology has identified specific aspects of the service experience where there was either an absence of student satisfaction or the level of student satisfaction was variable. These aspects have been further explored with focus groups and fed into the quality plan for the college. A “negative quality” model is proposed which may offer a framework for response to different types of feedback from students.

Midwifery education: Part 5 The North West region

Midwifery education in the North West of England, like elsewhere in England, has undergone amalgamation and downsizing in recent years. Before the 1990s in the old Mersey Region Health Authority alone there were seven schools of midwifery. By 1996, these had been subsumed into four institutions of higher education University of Central Lancashire, Edge Hill University, University College Chester and Liverpool John Moores University.

Foundation for the future? Marketing in a management learning context

The organization and management studies degree (OMS) was constituted at Edge Hill University College, Ormskirk, UK in October 1990. The degree is validated by the University of Lancaster. Briefly, the course explores organizational issues, needs and techniques through a variety of management models and multiple management disciplines and applications. Explores the theoretical underpinnings in the OMS approach and their application to the teaching and learning of marketing. Evaluates the contribution of the marketing programme within that process, and its relevance and effectiveness in imbuing students with the skills for adaptation and flexibility necessary to deal with the constant change and rapid evolution of work.

REVIEWS

Journal Article REVIEWS Get access The Early Journals and Letters of Fanny Burney. Vol III, The Streatham Years: Part I, 1778–1779 Edited by LARS E. TROIDE and STEWART J. COOKE. Pp xxii+478Oxford: Clarendon Press, 1994. £50. HARRIET JUMP HARRIET JUMP Edge Hill College Search for other works by this author on: Oxford Academic Google Scholar The Review of English Studies, Volume XLVII, Issue 188, November 1996, Pages 596–597, https://doi.org/10.1093/res/XLVII.188.596 Published: 01 November 1996

The Phallacy of Genesis: A Feminist-Psychoanalytic Approach (review)

Hebrew Studies 37 (1996) 161 control by the Israelite rulers and cult officials, rather than the divine care of the people of the land. On the whole, this is an excellent book, accomplishing what it sets out to do economically and effectively. Students will be led to consider key issues of biblical scholarship, past and present, under the guidance of an openminded mentor. Heather A. McKay Edge Hill College. Ormskirk Lancashire L39 4QP UK THE PHALLACY OF GENESIS: A FEMINIST-PSYCHOANALYTIC APPROACH. By Ilona N. Rashkow. Literary Currents in Biblical Interpretation. Pp. 144. Louisville: Westminster/lohn Knox, 1993. Paper, $15.99. Overlaying feminist psychoanalytic Freudian theory and a version of reader-response criticism, Ilona Rashkow in the role of reader/analyst offers readings/interpretations of Genesis passages as psychoanalytic processes . Aware that a reading of a "reading of [a/]this reading" flirts with the danger of double distancing, this reader/reviewer tries to resist the temptation of psychoanalyzing reader/writer and reading yet again. Chapter I explores parallels between reading the Bible and "the psychoanalytic process." "See[ing] reading as a replication of the psychoanalytic process itself' (p. 22), Rashkow utilizes such Freudian categories in her analysis/reading of the Bible as the reader's "unconscious" and "selfconsciousness ," "identification," "wish gratification," and openness to "the process" as a prerequisite for possible change. For example, she links Aristotle's "catharsis" with "pleasurable relief' via readers' identification with (biblical) narrative. Chapter 2 offers a reading/analysis of Gen 12:10-20 and 20:1-18 in the context of the psychoanalytic concept of "transference" (and by implication "countertransference," I would think), tracing the transference between reader and text in a "constant exchange." It is this interdependence that Rashkow identifies as constituted by intertextuality. "A reader re-creates a text. combining intertextual episodes with his or her own characteristic process of mind (transference)" (p. 37). A triangular schema of "powerful male"t'powerless female"/"sexual exploitation" ensues. Transference supposedly results in empathy with the silencing of Sarah on all levels of the Hebrew Studies 37 (1996) 162 Reviews story (narrative, textual, lexical, and editorial) and/or in identification with Pharaoh who opposes sexual exploitation by refusing her. Understanding "the immorality of adultery" probably better than Abraham, the main actor himself, indeed, "a reader's innocence cannot remain intact" (p. 48) (if that was a desirable goal in the first place). Freudian dream analysis functions as a model for reading Abimelech's dream (Gen 20) in Chapter 3. Interpretation of dreams as symbolic fulfillment of unconscious wishes leads Rashkow to read Gen 20:3 as Abimelech's "unconscious desire" for "sexual possession of Sarah" (p. 54). His skilled use of "regression in the service of progression" in the secondary process of dreamwork (20:4-5) and waking action (20:6-7), however , allows the king to "rebuke" Abraham and "vindicate" himself by avoiding the divine punishment, which he had anticipated by gUilt (according to Freud)-all thanks to sensitivity to dream analysis. In Chapter 4, Freud and the biblical narrator(s)/editor(s) play musical chairs as Rashkow parallels "the narrative erasure of biblical daughters" in Genesis with "Freud's rejection of the seduction-theory of hysteria" (p. 66). Noting the "conspicuous absence of daughter" in Leviticus 18 incest taboos (pp. 70-71), she shows biblical (Deut 22) and Freudian instances where the female filial threat leads to paternal abandonment and accusation of seduction. The most daring (and somewhat confusing) interpretation cites Genesis 1-3 as another example where "seduction is displaced first onto the (phallic) serpent" (p. 76) (implying Adam as "father" of the first woman, thus reorganizing somehow the creation events). An interpretation of the fate and relationships of Lot's daughters in Genesis 19 serves as the final biblical reference in a chapter where the intriguing thesis of psychoanalytic parallelism of erasure of biblical daughters with Freudian rejection of seduction-theory of hysteria loses some of its power due to added cognitive dissonances. Various issues regarding female sexuality as problematic for Freud as well as for the Hebrew Bible are addressed in Chapter 5 under the umbrella of "Oedipus." Rashkow sees the Freudian Oedipus conflict as "strikingly parallel to the family...

Footnotes to Play‐Doh: Reflections on the first British Consultation with Professor Matthew Lipman, Edge Hill College, July 1989

In the course of these brief reflections I shall try to give some impression of how Lipman's materials and methods work in the classroom. I shall discuss some of the distinctive features of these methods and consider the theoretical background to them, and briefly refer to some of the important implications of Lipman's approach. 1 1 The structure of this account broadly follows that of the Consultation, in which simulation sessions themselves duplicated the methods of operation of the Philosophy for Children Program as used in schools. These were then followed by separate discussions of the educational theory behind the Program. The closing session was devoted to a summary of the quantitative research on the effects of the Program (see note 10 below). I shall conclude with some thoughts on the significance of Lipman's work for Religious Education. I start by providing two passages from the novels ‘Elfie’ and ‘Lisa’, written for ages seven and fourteen as part of the Philosophy for Children Program of the Institute for the Advancement of Philosophy for Children.

Enterprise, Economic and Industrial Awareness: making the links in initial teacher education ‐‐ two case studies

Abstract Two case studies of work in initial teacher education provide the stimulus for a discussion of the incorporation of enterprise, economic and industrial issues within student programmes’. The first case study describes a seminar at Manchester University where these issues are introduced to students within the constraints of a 36‐week PGCE course. The second describes IT‐INSET activities undertaken by primary BEd students from Edge Hill College of Higher Ecucation. A number of issues are raised, not least of which is the need to overcome student concerns about the incorporation of the National Curriculum cross‐curricular themes into teaching. The conclusion reached is that much work remains to be done and some possible future developments are examined.

Teacher Views on Teaching in a Large Split-site Junior School

What do teachers feel about working on split sites? This study compares views from a junior school with other research. The authors are, respectively, deputy head of the school and at Edge Hill College of HE 1.