by Roland Bloch and Catherine O’Connell
The changing shape of higher education and consequent changes in the nature of academic labour, employment conditions and career trajectories were significant Continue reading
The changing shape of higher education and consequent changes in the nature of academic labour, employment conditions and career trajectories were significant Continue reading →
Before 2015 it can be assumed that (some) refugees had already been studying in Germany, but they were generally not addressed by specific offers. This changed after 2015, when the number of asylum applications peaked in Germany. Continue reading →
In late 2016 the actions of students at one Oxford college caused a small flurry of media attention in the English national press Continue reading →
Q: What happens when you pour root beer into a square glass?
SRHE member Emily Henderson (Warwick) runs the ConferenceInference blog with Jamie Burford (La Trobe), offering a unique gateway to research about HE conferences. Her most recent post is on the role of the discussant, and is reblogged with permission here. Other recent posts include:
Discussing the Discussant – a Queer-ish Role?
Receiving the invitation to act as discussant or respondent at an academic event can be accompanied by all kinds of emotion – excitement, relief at not having to prepare a paper, fear of not having anything to say… Recently, Conference Inference editor Emily was invited to act as a discussant for a one-day colloquium at the SARChI Higher Education and Human Development Research Programme, University of the Free State, South Africa. This was a new experience, as previously she had taken on this role at smaller events with one or just a few papers. As usual, being a conference researcher meant that the lived experience of this role took on the added intensity of reflexivity. Following the event, Emily and James (the other editor of Conference Inference) reflected further on the experience and decided that a fuller discussion on the discussant role – and its queerness – may be of use.
The discussant role is simple in name, queer in nature. The basic definition of a discussant is someone who participates in a discussion, particularly a prearranged discussion. In practice, acting as a discussant does not exactly match its name, in that a discussant tends to have to come up with a set of ideas based on the seminar or conference papers, which acts as a sort of impromptu paper in its own right. Dialogue may follow, but more often than not being a discussant involves something of a monologue. Sometimes, the presentation/s may even be supplied in advance so that the discussant can literally write a paper on the paper. There is a lot of variety in this role, and the format varies hugely, but we have brought together our thoughts on the topic to give experienced discussants some further things to think about, and to introduce this somewhat queer phenomenon to novice conference goers. Continue reading →
By Rob Cuthbert (Editorial from SRHE News, October 2018)
In 1996 physics professor Alan Sokal (New York/UCL) submitted a hoax article to Social Text, a postmodern cultural studies journal. ‘Transgressing the Boundaries: Towards a Transformative Hermeneutics of Quantum Gravity’ argued nonsensically that quantum gravity was a social and linguistic construct. The journal did not at that time practise peer review and the article was not submitted for expert consideration by any physicist. Sokal revealed his hoax on the day of publication and it was understandably seized on by conservative science academics as evidence that some social science academics are predisposed to accept arguments that fit their ideological preferences, a thesis put forward by biologist Paul Gross (Virginia) and mathematician Norman Levitt (Rutgers), in their 1994 book Higher Superstition: The Academic Left and Its Quarrels with Science, which Sokal said had inspired his hoax.
The Sokal affair prompted much comment, ranging from support of his hoax as a legitimate exposure of academic shortcomings to severe criticism of the questionable ethics of his manoeuvring. Social Text editors at Duke University, Bruce Robbins and Andrew Ross, wrote a long response in attempted justification, which variously said the piece had at first been rejected, that it had been accepted in the sense of being a well-meaning attempt by a scientist to engage in an outdated way with a different discipline, that their journal was more like a magazine than an academic journal, and that it was ethically unacceptable for Sokal to behave as he had.
Twenty years on, Continue reading →
By Ian McNay
Lewis died on 29 September. I have missed him, as have many people, since he withdrew from public life when he spotted the early symptoms of dementia a few years ago. What follows is not an obituary but more a written memorial service, a celebration of the admiration and affection we had for him, with contributions from Society members influenced by him.
The first contribution is from Harriet Croft (formerly Greenaway) whose period as Vice-Chair of the Society overlapped with Lewis’s period as Chair, at a challenging time. She also gives some basic background for younger members who may not be familiar with it. So, new readers start here.
Lewis Elton, who has died at the age of 95, was one of the founders of the SRHE. He was Chair for 1976 and 1977. He had an interesting history. His German Jewish father had obtained a post in the UK shortly before the Second World War and, after some difficulty, the rest of the family also made it to London. Lewis and his brother Geoffrey also became academics.
Lewis was a physicist, working at the Battersea College of Advanced Technology. When it became the University of Surrey, he moved to Guildford where he later shifted his career emphasis and set up an Institute for Educational Technology. He defined ‘educational technology’ as ‘research-based practice’ and it was from this base that his work on teaching methods developed.
Lewis was short of stature but large of personality. He could always be relied upon to be the first person to ask a question, or make a comment, when that awkward pause came at the end of a presentation of a paper. His observations were always thoughtful. For instance, at the SRHE Annual Conference in December 1971 when Innovation in Higher Education was the theme, he drew on analogies of both nuclear physics and then on his Jewish awareness. The conference report states that ‘he thought that a university might well be compared to a factory housed in a country house in a kibbutz’. Commenting on another paper, on educational technology, he argued Continue reading →