Search results

It is generally agreed that carers in mental health care play a vital role in helping people to maintain their place in the community and reducing the time clients spend in hospital or residential settings. The purpose of this paper is to develop a conceptual approach to involving carers in higher education by acknowledging their contribution to improving practice and identify the impact upon student learning in mental health and social care professions.

A brief review of the policy and literature on involving carers in mental health services and education explored the historical and current influences upon practice. This was then applied to the experience of the authors when teaching nursing and social work students in a higher educational setting and evaluated as developing outcomes in carer involvement practice.

Relationships between carers and students in health and social care may be created in higher education settings that can develop supportive, informative and recovery‐focused care in practice. Creating such relationships in the higher educational setting helps students to prepare for developing relationships with carers in practice.

Involving carers in education may improve outcomes in recovery for the client and carer experience and the development of professional and self awareness skills in students. Developing involvement practices in higher education begins the process early in the experience of health and social care students, providing a safe environment in which to master such skills.

The purpose of this study is to explore employability skills that employers, university lecturers and graduates value to bring to the workplace, when graduates are applying for entry‐level graduate jobs in the field of computer science in Sri Lanka.

A total of three samples were selected for this exploratory study, namely, graduates, employers, and university lecturers. Three self‐administered survey questionnaires were developed targeting the three groups. In addition to descriptive statistics, paired sample t‐test, Analysis of Variance (ANOVA) and correlation analysis were used for the data analysis.

The findings suggested that there are differences in the priorities given for employability skills by the four groups – male graduates, female graduates, employers, and university lecturers. Further, the findings suggest that employability skills are influenced by the gender of the graduates. Overall, the findings of the study could be used to assist universities, graduates, employers, and career advisers in applying strategic decisions in managing graduates' careers.

Although a considerable amount of the literature addresses employability skills, much of the information is theoretical in nature and offers policy recommendations and prescriptive advice. Further, a majority of the research studies has primarily examined the experiences of a particular higher educational institute where remedial actions were taken to impart employability skills. The paper presents findings of a survey that investigated and compared employability skills that employers, university lecturers and graduates value to bring to the workplace when graduates are applying for entry‐level graduate jobs.

Australia's approach to electronic records in the 1990s has been characterised by strategic approaches which seek to put in place frameworks for recordkeeping in which there is room for collaboration and experimentation in approaches. In doing so, existing paper paradigms relating to records have been reconceptualised in order to define different ways of achieving our goals of reliable and authentic evidence of business activity. This paper explores the variety of strategic recordkeeping initiatives in the context of Australian records management practice.

In the 1990s, North American archivists and records managers shifted some of their concern with electronic records and record keeping systems to conducting research about the nature of these records and systems. This essay describes one of the major research projects at the University of Pittsburgh School of Information Sciences, supported with funding from the National Historical Publications and Records Commission. Specifically, the essay focuses on the project's four main products: recordkeeping functional requirements, production rules to support the requirements, metadata specifications for record keeping, and the warrant reflecting the professional and societal endorsement of the concept of the recordkeeping functional requirements.

It is the rage in the literature today for archivists and records managers to address the issue of recordkeeping in The New Millennium. It is an idea that must be worthy of its own acronym, TNM. It has a nice, seductive ring to it that gives one the sense of joining the ranks of the pundits and visionaries. This author has succumbed like all of the others. And I know I'll do it again — soon. I can't wait. At my age, when one begins to get the idea that it might be the last chance one will have to talk about a TNM, it is downright irresistible. One has to bleed it for all it is worth.

This paper takes as its starting point observations and concerns of quality assurance staff in UK HEIs about the use of computer‐assisted assessment (CAA) collected in the 1999 National Survey into CAA. The issues raised are grouped into three categories: pedagogical; operational; and institutional; and the quality assurance issues for each area are addressed. Emphasis is placed on the institutional management of CAA, the development of quality assurance regulations and protocols and the evaluation of CAA systems. The paper makes suggestions about the co‐ordination of CAA within an institution and speculates on the future developments in computerised assessments and the increased importance of ensuring quality.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

Since the rise of rationalism (Bond, 1935) the imagination has often been considered too subjective, and at times regarded with scholarly skepticism (Burke, 2008). Yet, imagination seems to provide basic psychological functions for the human intellect and our understanding particularly of large problems (Hillman, 1975), (Winnicott, 1971). More than the mere ‘fancy’ criticized by Dr Johnson (Havens, 1943), the imagination serves both speculative and interpretive functions, displaying distinct use of cerebral imagery to solve complex environmental and interpersonal challenges. Yorke (2013) argues that humans experience the world dialectically, interpreting everything as cause and effect. Imagination plays a vital role in these universal narratives, shaping our cultural heritage, expression and experience (Zittoun & Gläveanu, 2018). Our oldest tales feature monsters, creatures who are often more interesting and memorable than the heroes who fight them. Halberstam (1995) theorises that monsters are meaning machines. Monsters serve an admonitionary role, and their transgressive nature defines them while displaying a distinct visuality. Like imagination, monsters enable us to analyse and approach difficult topics in innovative ways.

H. P. Lovecraft is one of the most influential horror writers of the twentieth century (King, 1985). Imagination, the visual and the monstrous find a unique balance in his works. Using Lovecraft's copious correspondence, his drawings and his 1927 short story The Call of Cthulhu as a lens, the relationships between imagination, the visual and the monstrous are examined. These postulate an underlying mutual interdependence between the normative and the monstrous and suggest Lovecraft's imaginative use of the visual and monstrous to transgress the bounds of conventional epistemologies and experiences, thereby displacing the anthropocentric focus of conventional narratives.

Academic integrity in tertiary education is a global concern. This chapter describes academic integrity in Australian universities and proposes an “it takes a village” framework to guide universities toward a re-evaluation of academic integrity education. It takes a village to raise a child – a child needs role models and positive influences from multiple people for healthy growth and development. With regard to academic integrity, the parallel is that the entire university community needs to be involved to foster development of students of integrity. The institution and its community need to provide structures, multiple positive and effective learning experiences, and clear guidelines to support both staff and students. In this chapter, we argue that academic integrity needs to be seen as a complex system, one in which everyone involved has responsibility to develop and maintain a culture of integrity and one which supports a student throughout their academic journey.