Middlesex University

About: Middlesex University is a education organization based out in London, United Kingdom. It is known for research contribution in the topics: Context (language use) & Population. The organization has 4203 authors who have published 10964 publications receiving 247580 citations.

From Project Supervision to Advising: New Conceptions of the Practice.

Abstract: Project work has been a common feature of undergraduate degree programmes for many years. While it has been named in a variety of ways, it typically involves students undertaking a substantial learning activity that is partly self‐initiated and managed. More recently, programmes organised around the idea of work‐based learning partnerships have emerged. These can be regarded as programmes that rely on significant amounts of work‐based project work. This paper examines the implications of practices in these new programmes for project advising more generally. It argues that the conception of the role of academics in project work needs to change from one focused on project supervision to one of learning adviser. It identifies key features of this practice and discusses differences in advising from one context to another. It suggests that the activities in which academics engage need to be reappraised and that the skills and knowledge of those acting in the role of adviser be extended.

Transcendence over Diversity: Black Women in the Academy

Abstract: Universities, like many major public institutions have embraced the notion of ‘diversity’ virtually uncritically- it is seen as a moral ‘good in itself’. But what happens to those who come to represent ‘diversity’- the black and minority ethnic groups targeted to increase the institutions thirst for global markets and aversion to accusations of institutional racism? Drawing on existing literature which analyses the process of marginalization in higher education, this paper explores the individual costs to black and female academic staff regardless of the discourse on diversity. However despite the exclusion of staff, black and minority ethnic women are also entering higher education in relatively large numbers as students. Such ‘grassroots’ educational urgency transcends the dominant discourse on diversity and challenges presumptions inherent in top down initiatives such as ‘widening participation’. Such a collective movement from the bottom up shows the importance of understanding black female agency when unpacking the complex dynamics of gendered and racialised exclusion. Black women’s desire for education and learning makes possible a reclaiming of higher education from creeping instrumentalism and reinstates it as a radical site of resistance and refutation.

Web 2.0 and User-Generated Content: Legal Challenges in the New Frontier

Abstract: The advent of Web 2.0 has enabled a host of new services and possibilities on the Internet. Among many new possibilities, users can easily upload online content that can be accessed, viewed and downloaded by other users around the globe. This has resulted in an explosive growth of User-Generated Content (UGC) which although creating exciting opportunities for users, presents many challenges, especially related to law and regulation. This paper discusses Web 2.0, UGC and the legal /regulatory challenges that have arisen in this new 'frontier' characterised by having a liberating democratic ethos (on one hand) but also sometimes tainted with illegal activity and disregard for accepted norms. Citing various researched case studies and legal cases, the paper highlights possible 'dangers' where traditional legal rules may be inadequate to address certain types of online activity, and discusses many of the legal challenges which this new frontier brings. These challenges are widespread and relate to intellectual property, liability, defamation, pornography, hate speech, privacy, confidentiality and jurisdiction among others. The paper also discusses the role of intermediaries (web hosts and service providers) and whether they can aid in effectively policing the new Web 2.0 frontier. Finally the paper attempts to discuss possible solutions for the way forward.

Giftedness in the long term

Abstract: This ongoing investigation was concerned with why some children were labelled gifted while others - of identical measured ability - were not. Each labelled “gifted” child was matched for age, sex and SES with two others in same school class. The first matched child had an identical Ravens Matrices raw score, and the second was chosen at random for ability (n=210). The study, begun in 1974 across the UK, used a battery of tests, including IQ, personality, behaviour and in-depth interviewing for children, parents and teachers. The group of labelled gifted were found to have significantly more emotional problems than the non-labelled group, which they mostly grew out of. Now in their forties, a gifted childhood has not always delivered outstanding adult success. Better predictive factors were hard work, emotional support and a positive, open personal outlook. By 2005, the labelled and unlabelled gifted groups are not very different in life outcomes, though both are much more successful than the random ability group. Joan Freeman is Professor at Middlesex University, London, UK; Founding President of the European Council for High Ability (ECHA); and was Editor-in-Chief of High Ability Studies. Her many publications and international presentations on the development of gifts and talents are based on her considerable research. The Freeman Follow-up Study is generously supported by the Esmee Fairbairn Foundation, UK.

Work after stroke: focusing on barriers and enablers

Abstract: Previous research on work after stroke has used quantitative methods and a medical model approach to identify factors that influence return to work. This study uses an inclusive, qualitative methodology (focus groups) to begin to explore stroke survivors’ own perspectives about what helps and hinders paid or voluntary work after stroke. The research was conducted in partnership with Different Strokes, a British organisation of stroke survivors. Five focus group discussions were held with 37 stroke survivors and 12 of their supporters. Data was analysed using an adapted Framework approach to identify themes within and across individuals and groups. Factors representing barriers to or enablers of work were identified in four key themes: rehabilitation process, employer agency, social structural and personal. The study found evidence of social oppression via infrastructure, institutional structures and practices, and some individuals’ attitudes. Alongside this, some supportive individuals, practices and strategies were identified.