The attitudes of students and academic staff towards electronic course support:are we convergent?

The present study investigates the views and attitudes of both the students and staff with regard to the usefulness of electronic course support throughout all four years of the MPharm programme at Aston University. Students were sampled between January and March 2001 using a self-completion questionnaire administered during the start of a practical or tutorial class. All internal academic staff were interviewed using a semi-structured interview format. Response rates were 100 and 89.5%, respectively. The study found that students rapidly embraced the use of electronic course support within the undergraduate programme, although they view its role as augmenting traditional course delivery. This view was mirrored by the academic staff, although only around a half currently place their material on the University's virtual learning environment (VLE), WebCT. The failure of staff to completely embrace the VLE is grounded in a lack of confidence and ability in its use. A majority of the academic staff indicated that they wish to be trained further in the use of information technology. Academic institutions need to understand and meet these needs in parallel with the introduction of any electronic course support.

Autofiction as a fictional metaphorical self-translation:the case of Reinaldo Arenas' El color del verano

In the past thirty years, autofiction has been at the center of many literary studies (Alberca 2005/6, 2007; Colonna 1989, 2004; Gasparini 2004; Genette 1982), although only recently in Hispanic literary studies. Despite the many common characteristics with self-translation, no interdisciplinary perspective has ever been offered by academic researchers in Literary nor in Translation Studies. This article analyses how the Cuban author, Reinaldo Arenas, uses specific methods inherent to autofiction, such as nominal and personal identity exploitation, among others, to translate himself metaphorically into his novel El color del verano [The colour of summer]. Analysing this novel drawing on the theory of self-translation sheds light on the intrinsic and extraneous motives behind the writer’s decision to use this specific literary genre, as well as the benefits presented to the reader who gains access to the ‘interliminal space’ of the writer’s work as a whole.

Do work placements improve final year academic performance or do high-calibre students choose to do work placements?

This study investigates whether the completion of an optional sandwich work placement enhances student performance in final year examinations. Using Propensity Score Matching, our analysis departs from the literature by controlling for self-selection. Previous studies may have overestimated the impact of sandwich work placements on performance because it might be the case that high-calibre students choose to go on placement. Our results, utilising a large student data set, indicate that self-selection is present, but the effects of a placement on student performance still have an impact. This robust finding is found to be of a remarkably similar magnitude across two UK universities.

Imagined intergroup contact facilitates intercultural communication for college students on academic exchange programs

Imagined intergroup contact (Crisp & Turner, 2009) is a new cognitive intervention designed to improve intergroup relations. In two studies, we examined whether it could also facilitate intercultural communication among international students and host country natives engaged in a college exchange program. In Study 1, international students who had recently arrived in Italy and participated in an imagined contact session displayed increased self-disclosure toward, and improved evaluation of, host country natives. In Study 2, Italian students mentally simulated positive contact with an unknown native from the host country prior to leaving for the exchange. Results from an online questionnaire administered on their return (on average, more than 7 months after the imagery task) revealed that participants who imagined contact reported spending more time with natives during the stay and enhanced outgroup evaluation, via reduced intergroup anxiety. Implications for enhancing the quality and effectiveness of college student exchange programs are discussed.