Teaching and learning German language and culture in higher education in Britain:problems, challenges and didactical implications. A case study

The aim of this thesis is to explore key aspects and problems of the institutionalised teaching and learning of German language and culture in the context of German Studies in British Higher Education (HE). This investigation focuses on teaching and learning experiences in one department of German Studies in the UK, which is the micro-context of the present study, in order to provide an in-depth insight into real-life problems, strengths and weaknesses as they occur in the practice of teaching and learning German. Following Lamb (2004) and Holliday (1994), the present study acts on the assumption that each micro-context does not exist in vacuo but is always embedded in a wider socio-political and education environment, namely the macro-context, which largely determines how and what is taught. The macro-analysis of the present study surveys the socio-political developments that have recently affected the sector of modern languages and specifically the discipline of German Studies in the UK. It demonstrates the impact they have had on teaching and learning German at the undergraduate level in Britain. This context is interesting inasmuch as the situation in Britain is to a large extent a paradigmatic example of the developments in German Studies in English-speaking countries. Subsequently, the present study explores learning experiences of a group of thirty-five first year students. It focuses on their previous experiences in learning German, exposure to the target language, motivation, learning strategies and difficulties encountered, when learning German at the tertiary level. Then, on the basis of interviews with five lecturers of German, teaching experience in the context under study is explored, problems and successful teaching strategies discussed.

Gender and subject in higher education

This thesis is concerned with the issue of gender inequality in higher education. It examines the relationship between gender and subject specialisation, looking in particular at the reasons for the predominance, at undergraduate level, of men in the physical sciences, and of women in the humanities. It investigates ideas of `masculinity' and `femininity' and how these relate to constructions of `science' and `arts'. The thesis argues that students choose which subject to study on the basis of certain qualities these subjects are seen to hold, and that these qualities have close connections with beliefs about `masculinity' and `femininity'. It examines this through an interview study of male and female students on six higher education courses: two university courses of physics, two university courses of English, a polytechnic course in communications and a polytechnic course in physical science. The interview study demonstrates that the science subjects are perceived by science students as more certain, more useful and more important than the humanities, and emphasise the value of their degree in gaining a well-paid and important job. Female science students, however, experience conflict between being `a good scientist' and being `feminine'. English and communications students emphasise the breadth, uncertainty and individuality of their subjects, and find science restrictive and narrow. They make little link between their degree and their future career. Men, however, feel no conflict between their identity as men and their chosen subject. It is argued that there is a close link between the construction of masculinity and the construction of physical science, but that English and communications are more ambivalent: in some senses `masculine', in some `feminine'. Men are advantaged in these subjects because of their greater visibility and assertiveness. The thesis concludes that the division between `science' and `arts' reinforces ideas of masculinity and femininity, and argues that female `failure' in education is in part the result of higher education's inability to transcend that division.

The analysis and prediction of the quantity and composition of household refuse

This thesis describes the development of a simple and accurate method for estimating the quantity and composition of household waste arisings. The method is based on the fundamental tenet that waste arisings can be predicted from information on the demographic and socio-economic characteristics of households, thus reducing the need for the direct measurement of waste arisings to that necessary for the calibration of a prediction model. The aim of the research is twofold: firstly to investigate the generation of waste arisings at the household level, and secondly to devise a method for supplying information on waste arisings to meet the needs of waste collection and disposal authorities, policy makers at both national and European level and the manufacturers of plant and equipment for waste sorting and treatment. The research was carried out in three phases: theoretical, empirical and analytical. In the theoretical phase specific testable hypotheses were formulated concerning the process of waste generation at the household level. The empirical phase of the research involved an initial questionnaire survey of 1277 households to obtain data on their socio-economic characteristics, and the subsequent sorting of waste arisings from each of the households surveyed. The analytical phase was divided between (a) the testing of the research hypotheses by matching each household's waste against its demographic/socioeconomic characteristics (b) the development of statistical models capable of predicting the waste arisings from an individual household and (c) the development of a practical method for obtaining area-based estimates of waste arisings using readily available data from the national census. The latter method was found to represent a substantial improvement over conventional methods of waste estimation in terms of both accuracy and spatial flexibility. The research therefore represents a substantial contribution both to scientific knowledge of the process of household waste generation, and to the practical management of waste arisings.

A study of the effects of orally administered female hormones on the volume and composition of lacrimal fluid related to the toleration of corneal contact lenses

This study was designed to evaluate the effects of certain orally active contraceptive steroids on the eye, related to the tolerance of a corneal contact lens. An oestrogen, ethinyloestradiol BP. 0.05 mg, a progestogen, norethisterone acetate BP. 2.50 mg and a control tablet (vitamin C, 50 mg) were utilised. The effect of these preparations on corneal curvature, lacrimal fluid volume and protein composition and directly on corneal lens tolerance was monitored in a group of 23 volunteer patients. The progestogen was found to produce a significant (P≥ 0.05) decrease in tear volume as measured by a 3 minute Schirmer test. A smaller volume reduction was observed with ethinyloestradiol. A normal cornea appears unaffected, within the measurement limits available, by the use of either hormone. However, in the presence of a corneal lens, oestrogen was found to induce substantial corneal steepening, indicative of tissue oedema, during the initial 2-3 weeks of medication. Progestogen occasionally produced a similar effect, which could recur with either hormone shortly after the end of the treatment period. A new method of acrylamide gel electrophoresis was developed for examination of the protein concentration and composition of lacrimal fluid. This allowed much greater resolution of microquantities of unconcentrated fluid than anything previously reported. Quantitation by densitometry has permitted the recording of medication and lens-induced changes in the protein pattern. Tear albumin has been shown to differ from serum albumin and to consist of up to 3 subfractions, 7 further protein fractions may also be resolved. The concentration and probable origin of these proteins have been established and the overall effects of hormone administration described. Individual idiosyncratic responses are also discussed. The study has established tbenature of some effects of contraceptive steroids on the anterior eye, and the probable reasons for resultant corneal lens intolerance.

Costs and efficiency of higher education institutions in England:a DEA analysis

As student numbers in higher education in the UK have expanded during recent years, it has become increasingly important to understand its cost structure. This study applies Data Envelopment Analysis (DEA) to higher education institutions in England to assess their cost structure, efficiency and productivity. The paper complements an earlier study that used parametric methods to analyse the same panel data. Interestingly, DEA provides estimates of subject-specific unit costs that are in the same ballpark as those provided by the parametric methods. The paper then extends the previous analysis and finds that further student number increases of the order of 20–27% are feasible through exploiting operating and scale efficiency gains and also adjusting student mix. Finally the paper uses a Malmquist index approach to assess productivity change in the UK higher education. The results reveal that for a majority of institutions productivity has actually decreased during the study period.

IT and learning in Higher Education

Educational institutions are under pressure to provide high quality education to large numbers of students very efficiently. The efficiency target combined with the large numbers generally militates against providing students with a great deal of personal or small group tutorial contact with academic staff. As a result of this, students often develop their learning criteria as a group activity, being guided by comparisons one with another rather than the formal assessments made of their submitted work. IT systems and the World Wide Web are increasingly employed to amplify the resources of academic departments although their emphasis tends to be with course administration rather than learning support. The ready availability of information on the World Wide Web and the ease with which is may be incorporated into essays can lead students to develop a limited view of learning as the process of finding, editing and linking information. This paper examines a module design strategy for tackling these issues, based on developments in modules where practical knowledge is a significant element of the learning objectives. Attempts to make effective use of IT support in these modules will be reviewed as a contribution to the development of an IT for learning strategy currently being undertaken in the author’s Institution.

The sociological approach to teaching and learning in higher education with special reference to first year sociology courses at a technological university

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New lecturers' beliefs about learning, teaching and assessment in higher education:the role of the PGCLTHE programme

This study was carried out with new lecturers on a two year Post Graduate Certificate in Learning and Teaching in Higher Education programme in a UK university. The aim was to establish their beliefs about how studying on the programme aligned with their teaching and learning philosophy and what, if anything, had changed or constrained those beliefs. Ten lecturers took part in an in-depth semi-structured interview. Content analysis of the transcripts suggested positive reactions to the programme but lecturers’ new insights were sometimes constrained by departments and university bureaucracy, particularly in the area of assessment. The conflicting roles of research and teaching were also a major issue facing these new professionals.

Motivation to study in Higher Education:a comparison between Germany and Great Britain

This article deals with reasons for the motivation to study in higher education. To find out about motives, around 200 A-level students in Germany and Great Britain were asked about their plans for the time after completion of their A-levels. Through socio-demographic data the authors could deploy facts about social backgrounds and the affiliations to socio-economic classes. There are some expected findings (e.g., British A-level students are more likely to study than their German comrades) and some pretty unexpected results (e.g., social classes do not seem to divide students into choosing university or not).

Studies on the composition and nutritional value of the cultivated mushroom, agaricus bisporus (Lange) Sing

The effects of various cultural conditions on the composition and nutritional quality of Agaricus bisporus (Lange) Sing. were investigated. Variation in composition was found between different classes of sample. Sampling techniques were standardised to allow for major variations in the different developmental stages and culture ages. Fruitbodies were found to be of low calorific value but contained protein of high digestibility and quality, containing all the essential amino acids required by man. Quantitative estimates of the sulphur-containing amino acids indicated that fruitbodies were deficient in methionine and cysteine. The extent of water application and the supplementation of conventional substrates with various nitrogen-containing substances, influenced yield and composition, establishing the importance of these two factors in the physiology of fruitbodies and cultural management. Storage conditions influenced composition, high temperatures being deleterious to the nutritional value of fruitbodies. Submerged culture techniques were used to investigate the effects of various nutrients on growth and composition of mushroom mycelium, with special reference to the sulphur-containing amino acids. Yield and composition were greatly affected by the carbon:nitrogen ratio of the medium and by the nitrogen source. Significant increases in mycelial methionine content were observed on the addition of inorganic sulphate, the methionine derivative N-acetyl-L-methionine, and L-methionine. A greater increase in methionine content was obtained when the biomass of a thermophilic bacterium isolated from compost was used as a nitrogen source.

Perceptions of learning and teaching quality in Higher Education:developing a culture of co-creation of value

Perceptions about the quality of learning and teaching in Higher Education has for many years focused upon the application of market based principles. This includes the notion of students as “customers” of the Higher Education Institutions (HEI) service. We argue that the application of the customer analogy is unhelpful however, as students this approach is likely to affect student expectations about the service and their judgements about its quality. The purpose of this paper is to propose a study consisting of a series of interventions to develop a culture of value co-creation at a UK based HEI. By introducing CCV principles, it is hoped to steer students away from seeing themselves as “customers”, and passive recipients of in the learning and teaching process, to one where they take responsibility for their own learning experience, to be explored and acted upon in partnership with their lecturers and other stakeholders.

Complex skills and academic writing:a review of evidence about the types of learning required to meet core assessment criteria

Assessment criteria are increasingly incorporated into teaching, making it important to clarify the pedagogic status of the qualities to which they refer. We reviewed theory and evidence about the extent to which four core criteria for student writing-critical thinking, use of language, structuring, and argument-refer to the outcomes of three types of learning: generic skills learning, a deep approach to learning, and complex learning. The analysis showed that all four of the core criteria describe to some extent properties of text resulting from using skills, but none qualify fully as descriptions of the outcomes of applying generic skills. Most also describe certain aspects of the outcomes of taking a deep approach to learning. Critical thinking and argument correspond most closely to the outcomes of complex learning. At lower levels of performance, use of language and structuring describe the outcomes of applying transferable skills. At higher levels of performance, they describe the outcomes of taking a deep approach to learning. We propose that the type of learning required to meet the core criteria is most usefully and accurately conceptualized as the learning of complex skills, and that this provides a conceptual framework for maximizing the benefits of using assessment criteria as part of teaching. © 2006 Taylor & Francis.

Self-adaptive volunteered services composition through stimulus-and time-awareness

Volunteered Service Composition (VSC) refers to the process of composing volunteered services and resources. These services are typically published to a pool of voluntary resources. Selection and composition decisions tend to encounter numerous uncertainties: service consumers and applications have little control of these services and tend to be uncertain about their level of support for the desired functionalities and non-functionalities. In this paper, we contribute to a self-awareness framework that implements two levels of awareness, Stimulus-awareness and Time-awareness. The former responds to basic changes in the environment while the latter takes into consideration the historical performance of the services. We have used volunteer service computing as an example to demonstrate the benefits that self-awareness can introduce to self-adaptation. We have compared the Stimulus-and Time-awareness approaches with a recent Ranking approach from the literature. The results show that the Time-awareness level has the advantage of satisfying higher number of requests with lower time cost.

Linking labour force participation, education, labour wages and household consumption in developing countries:push and pull effects in self-employment - evidence from Nigeria

The contribution of this thesis is in understanding the origins in developing countries of differences in labour wage and household consumption vis-à-vis educational abilities (and by extension employment statuses). This thesis adds to the labour market literature in developing countries by investigating the nature of employment and its consequences for labour wage and household consumption in a developing country. It utilizes multinomial probit, blinder-oaxaca, Heckman and quantile regressions to examine one human capital indicator: educational attainment; and two welfare proxies: labour wage and household consumption, in a developing country, Nigeria. It finds that, empirically, the self-employed are a heterogeneous group of individuals made up of a few highly educated individuals, and a significant majority of ‘not so educated’ individuals who mostly earn less than paid workers. It also finds that a significant number of employers enjoy labour wage premiums; and having a higher proportion of employers in the household has a positive relationship with household consumption. The thesis furthermore discovers an upper educational threshold for women employers not found for men. Interestingly, the thesis also finds that there is indeed an ordering of labour wages into low-income self-employment (which seems to be found mainly in “own account” self-employment), medium-income paid employment, and high-income self-employment (which seems to be found mainly among employers), and that this corresponds to a similar ordering of low human capital, medium human capital and high human capital among labour market participants, as expressed through educational attainments. These show that as a whole, employers can largely be classed as experiencing pulled self-employment, as they appear to be advantaged in all three criteria (educational attainments, labour wage and household consumption). A minority of self-employed “own account” workers (specifically those at the upper end of the income distribution who are well educated), can also be classed as experiencing pulled self-employment. The rest of the significant majority of self-employed “own account” workers in this study can be classed as experiencing pushed self-employment in terms of the indicators used.