Building partnerships in social work education: Towards achieving collaborative advantage for employers and universities

Summary: Better partnership working between employers and academic institutions has recently been identified as one of the key developments needed to improve social work education and practice in the UK (Social Work Reform Board, 2010). However, the praxis of collaborative working in social work education remains under-researched and it is unclear what factors are significant in promoting effective partnership. This article contributes to this debate by reporting research that examined the experience of social work academics working with employers to deliver qualifying level social work education in Northern Ireland.

Findings: This analysis explores key factors in the dynamics of the collaborative process and identifies both congruence and discord in academic and employer perspectives. The findings highlight the collaborative advantage accruing from partnership working, which include the benefits of a centrally coordinated system for the management and delivery of practice learning. However, the results also indicate that engaging in partnership working is a complex process that can create conflict and tensions, and that it is important to ground collaborations in realistic expectations of what can be achieved.

Application: This article identifies opportunities for achieving collaborative advantage and the challenges. It identifies lessons learned about the value of partnership working in social work education and ways to increase its efficacy.

1987-1991. Joint Archaeological Project of the National Museum of Malta and the Universities of Bristol, Cambridge and Malta.

Malone, C.A.T. and S.K.F. Stoddart, Five Year Statement.1991: Cambridge University.

Managing knowledge in internationalizing universities through foreign assignments

Purpose: This article discusses the opportunities presented by the globalization of education and the role of knowledge management in successful global expansion. It seeks to explain why the tacit dimensions of the knowledge transferred during international education provision makes it difficult to provide educational services in offshore campuses, absent the transfer of people. Design/methodology/approach: The article draws on literature in the discipline of international business to explain why internationalizing universities need to consider the role of knowledge transfer as a strategic imperative. As this is a conceptual article, arguments are built on insights from extant theoretical and empirical work. Findings: Based on the analysis of a diverse body of academic literature in the areas of international business, knowledge management and education theory, this article demonstrates the role of foreign assignments in the transfer of tacit knowledge in universities with offshore campuses. Research limitations/implications: The implications of the proposition raised in this article are presented with a focus on how they affirm the need for foreign assignments for effective knowledge management in internationalizing universities. Those implications include the need to use assignments to deliver courses offshore and to create face-to-face interactions with academics at partner universities. Originality/value: Drawing on a diverse body of academic literature, this article provides theoretical and practical insights into how assignments can be utilized in international educational management, international educational delivery, and the creation of an environment in which knowledge resources can be utilized on an international basis. © Emerald Group Publishing Limited.

Free Improvisation in Europe:Lecture and Hands-on Workshop, given at 5 different universities in Brazil during February - June 2014

The lecture traces the beginnings of the free improvisation scene in Europe, commencing in the 1960. I present a multitude of video and audio examples of some of the most prominent improvisers of the time.
I focus specifically on the scene that developed around John Stevens and his SME (Spontaneous Music Ensemble). The work of Derek Bailey, specifically his writings in “Improvisation: its nature and practice in music” (1980), will feature.

The practical workshop invites improvisers (beginners to advanced with any instruments) to work with me on several listening and improvisation exercises.
Many of the exercises will be based on the innovative methods as developed by John Stevens in his work “Search and Reflect”. Participants will be able to experiment with a few essential ‘sound/listening’ exercises, guided by myself.
It is envisaged that a small ensemble is formed which will explore several improvisatory strategies. This part is open to all skill levels, all ages and any instrumental groupings.

Robust bimodal person identification using face and speech with limited training data and corruption of both modalities

This paper presents a novel method of audio-visual fusion for person identification where both the speech and facial modalities may be corrupted, and there is a lack of prior knowledge about the corruption. Furthermore, we assume there is a limited amount of training data for each modality (e.g., a short training speech segment and a single training facial image for each person). A new representation and a modified cosine similarity are introduced for combining and comparing bimodal features with limited training data as well as vastly differing data rates and feature sizes. Optimal feature selection and multicondition training are used to reduce the mismatch between training and testing, thereby making the system robust to unknown bimodal corruption. Experiments have been carried out on a bimodal data set created from the SPIDRE and AR databases with variable noise corruption of speech and occlusion in the face images. The new method has demonstrated improved recognition accuracy.

Universities as Anchor Institutions

Presentation as part of the Economics Panel at the annual conference of the Anchor Institutions Task Force. The presentation highlighted the economic contribution of Queen's University to the City of Belfast, the wider region and more globally. Impact was seen as covering direct and indirect financial factors, the social and economic impact of our research, and the social and civic contribution made through our teaching and the volunteering work of students.