The process of developing and implementing UK legislation for the legal deposit of electronic and other non‐print publications has been lengthy and remains incomplete…
The process of developing and implementing UK legislation for the legal deposit of electronic and other non‐print publications has been lengthy and remains incomplete, although the Government has consulted on draft regulations for implementation in 2013. The purpose of this paper is to provide a short account of progress and review the experience, analysing several factors that have influenced the legislative process and helped shape the proposed regulations. It summarises the regulatory and non‐regulatory steps taken by the UK legal deposit libraries to address the legitimate concerns of publishers and describes some of the practical implications of implementing legal deposit for non‐print publications.
The paper draws upon the personal experiences of the authors, who have been directly involved in the legislative process and negotiations with publishers and other stakeholders.
The paper provides new information and a summary of key issues and outcomes, with explanations and some insights into the factors that have influenced them.
This paper provides new information about the development of legal deposit in the UK and a review of the issues that have affected its progress.
Although much has been written about international students in higher education in Australia, there is a paucity of research and discussion about international academics…
Although much has been written about international students in higher education in Australia, there is a paucity of research and discussion about international academics especially non-whites and their lived experience in the workplace. This paper represents the voices of two academics working in metropolitan universities in Melbourne. The purpose of this paper is to raise awareness of how in spite of all the goodwill and highbrow research, the “corridors of academia” need to be examined in considering the politics of inclusion and internationalisation as the authors still need to address issues of colour as they exist in the academy.
The authors use narrative inquiry and reflection to tell the story as both phenomenon and method where the phenomenon is the story and inquiry is the narrative.
The findings suggest student and staff perceptions of difference are mostly theorised but not practiced within the academy.
The paper includes two voices, a limitation in itself, thus generalisations cannot be made to other academics or institutions. The authors recommend more professional development for staff and students alike to embrace issues of colour, culture and difference.
The authors draw attention to the need for academics to reflect on their behaviour within their own academic communities and be more aware of minority groups in academia.
By including and listening to issues facing minority groups (academics and students) can only improve the social cohesion of university worksites.
This is an original work carried out by both authors. It raises concerns that may also be experienced international staff and or students.