I have gone 28-hours without sleep. I was awake through the coldest night of winter so far with many other hardy souls from De Montfort University, Leicester, to demonstrate our solidarity with victims of breaches of human rights worldwide with a 24-hour vigil. I was willing to deprive myself of sleep and do this is because I believe that being civically and politically engaged is a crucially important attribute all students should learn and develop. Secondly a vigil is really interesting and entertaining, a place where views of different people from a variety of disciplines can come together and pull ideas apart and put them back together again and develop understanding. Finally, I believe that an outdoor vigil that lasts 24-hours is symbolic. It shows an unbroken chain of commitment that gives those suffering violations of human rights hope that there are good people out there who want to make the world a better place. Continue reading
Using waste ground coffee to grow mushrooms, create a make-do-and-mend culture and find ways to stimulate a ‘sharing economy’ were at least three ideas for a ‘Smart City’ I didn’t see coming. They were given to me at Leicester’s first Proaction Café at the LCB Deport. I was asked to host a table at the event and seek a solution to my challenge – in my case consulting people on what does Leicester as a Smart City mean to you? It is part of what hopefully be a series of Proaction Café’s in the city led by Leicester Interchange. Billed as ‘Idea Generation’, the event invited people to come to support others to generate ideas on how they can address social issues that affect the lives of Leicester’s residents. Around 30 people joined the session and they were invited to choose which subject they would like to contribute to from the five table hosts at the event. Continue reading
Welcome to this lightning guide to the benefits of blogging at De Montfort University’s Research Conference for Doctoral and Early Career Researchers entitled: Your Research Journey: The challenges of writing. I have a blog that I update when I can. Often it is as a result of doing literature reviews or writing articles and experiences as I pursue my PhD. There is also other stuff on there I like to share – family history, travel and random ideas to get off my chest. As I only have ten minutes I just want to give you some key points about blogging that will hopefully inspire you. I am Head of Public Engagement at DMU so it is important that I encourage all staff and students to deploy a variety of methods of sharing knowledge. Once such was of reaching out and sharing ideas is blogging. Continue reading
Here is a piece of writing that I did recently that ambitiously I was hoping to turn into a research paper and send to an academic journal. My PhD supervisors’ feedback was that the scope was too broad and I should refine it. Since that conversation, I have taken those words on board and I’m currently developing a more focused research plan, which will potentially spin-off a number of pieces of research from this initial idea. I wanted to investigate where students’ awareness of austerity is motivating them to volunteer in the new era of Higher Education tuition fees.I thought I would blog my original writing as it will prove a useful reference point as my ideas and writing develops on this subject area. Obviously I’ve made it blog friendly and cut some details around data gathering and methodology out – oh and there’s no findings! On the other hand, it does present the notion that somewhere within this subject matter, there is an opportunity for further investigation.
There’s nothing like a great piece of music, fashion or a movie to set the scene of the 1960s some of the most exciting and creative times in modern history. Earlier this month I was lucky enough to take part in an event in London where a group of De Montfort University staff and students recreated the 1960s cinema experience from the findings of research of more than 1,000 people sharing their memories. The research project was led by DMU’s Dr Matthew Jones and was brought to life in collaboration with staff and students from DMU’s Drama studies course.For me, it was great to see such an innovative way to disseminate research findings. This podcast was recorded at the event, held at the Picturehouse Cinema in London’s Piccadilly Circus. It features first year DMU Drama Student Sophie Dolling, Senior lecturers in Drama Kelly Jordan and Alissa Clarke and Lecturer in Cinema and Television History, Dr Matthew Jones. Read the full blog about the event here. I hope you enjoy the podcast, if you have any questions please email me on email@example.com
I don’t know if it was the offer of a free sherbert lemon from an usherette or the constant flashing of torches throughout the film, but, on a wet Wednesday in London, the experience of sights, sounds and colour of 1960s movie-going was convincingly brought to life by staff and students of De Montfort University, Leicester. In terms of attention to detail, it couldn’t have looked better. The Picturehouse in Piccadilly Circus, London, still exhorts the splendour of a classic cinema of yesteryear, so it was the ideal location for a group of DMU academics and drama students to take a venue back in time.
I recently presented at the Annual Conference of the University Association of Life-long Learning at the University of Oxford. As I am not an academic, rather a practictioner as Head of Public Engagement at De Montfort University, I do not present things too often. In fact this was the first time I presented anything related to my PhD research. The University of Oxford was one of the pioneers of the University Extension movement in the United Kingdom. My presentation was in Rewley House, Oxford’s home of extramural activity where for over 100 years academics and communities have undertaken learning activities together (see photo). I was very proud to be presenting my work in such historic surroundings, if a little nervous. In my verbal introduction to the delegates, I explained that this research, done specifically for this particular conference, was an opportunity for me to investigate something that had been bugging me for a while. Namely, do the great things universities say are happening when they work with communities actually happen? Or do they assume they happened? As it was a conference for academics and practitioners, the research was written for a broad audience and the presentation was not particularly framed in the language of social science. With this in mind, if you have any questions about the detail or methodology, please tweet me @TheNewStatsman – otherwise here is the corresponding article I wrote for the presentation:
There is a growing interest in how universities work with the public to pursue projects that aim to deliver mutual benefits through engagement (Owen and Hill S, 2011; Watson, 2007; NCCPE, 2015) and while public engagement in higher education is not a new concept (Robinson F, Zass-Ogilvie I, Hudson R., 2012), there is now a need for greater accountability from funding bodies and authorities, increasing the need for universities to demonstrate how they connects their work with people beyond the campus (Wellcome Trust, 2011). This literature review aims to discuss two elements. It sets out to provide analysis of the existing literature around university-community engagement. It also identifies a gap in the literature around evaluation of engagement activities. Higher Education sees its third mission, beyond teaching and learning, as sharing its knowledge to benefit the wider public (Goddard J, 2009) (Boyer, 1990). How this is achieved can take many forms, from people taking part in research, school children participating in Higher Education taster days to community groups using campus facilities (Robinson F, Zass-Ogilvie I, Hudson R., 2012).How universities engage with people from outside their organisations differs from institution to institution (Universities UK, 2010) and how this is described is inconsistent across the sector, nationally and internationally (Hart & Northmore, 2011), (Mason O‘Connor K, et al 2011).
I always like reading about PhD students’ experiences and like to contribute to the work of the staff who work in De Montfort University’s Centre for Learning and Study Support who have really helped me find my feet after returning to academic study after 20+ years… A lot has changed in that time, from advances in technology, to support for study. This week the centre asked me to answer three questions in order to create materials to help new research students due to start at the university in September. I thought I’d blog my answers (as it’s merely a copy and paste):
I. What three research-related words would you have liked to have defined for you when you first started your PhD?
1) Paradigm – heard this a lot. I’d much rather they’d said theories, patterns or concepts! Continue reading