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1. Compendium on Financing of Higher Education: Final Report of the Financing the Students' Future Project

Author

European Students' Union (ESU) (Belgium), European Commission, Education, Audiovisual and Culture Executive Agency (EACEA), Payne, Bethan, Charonis, George-Konstantinos, Haaristo, Hanna-Stella, Maurer, Moritz, Kaiser, Florian, Siegrist, Rahel, McVitty, Debbie, Gruber, Angelika, Heerens, Nik, Xhomaqi, Brikena, Nötzl, Tina, Semjonov, Meeli, Primožic, Rok, Payne, Bethan, Charonis, George-Konstantinos, Haaristo, Hanna-Stella, Maurer, Moritz, Kaiser, Florian, Siegrist, Rahel, McVitty, Debbie, Gruber, Angelika, Heerens, Nik, Xhomaqi, Brikena, Nötzl, Tina, Semjonov, Meeli, Primožic, Rok, European Students' Union (ESU) (Belgium), and European Commission, Education, Audiovisual and Culture Executive Agency (EACEA)

Abstract

Higher education plays a vital role in society and the quality, accessibility, and form of higher education is highly dependent on financing. Financing of higher education is conceived to be of central importance for the future creation and dissemination of knowledge and research. Therefore, the financing of higher education is a topic that has been always at the core of the work of student organisations, even more so in the times of economic and financial crisis. This is why the European Students' Union decided in 2009 to apply for a grant for a project whose purpose was to increase the knowledge of the effects of financing systems in Europe on students and to enhance the capacity of its member national unions of students with regard to active involvement on higher education funding reforms. The Compendium is the culmination of the research process carried out during the project, the rationale being that it neatly brings together the various different research components. The project began with the formulation of a series of hypotheses, with data gathered in order to test them. Certain topics that were of particular interest to the research team were then investigated in more depth through research articles. The Compendium begins with a short overview of higher education funding systems, which should give the reader a basic picture about the current situation in Europe, based on some selected indicators from the "Financing the Students' Future" (FinSt) mapping process. The second part presents a series of hypotheses that have been set to analyse the differences among funding systems and their effects on the student population. The third part consists of several articles on issues that are related to the overall topic of financing of higher education and that provide various insights into the matter. The last part tries to formulate some overall conclusions from the research and policy processes that have been reviewed. In summary, the Compendium should give the reader a fairly adequate picture of the most important issues in connection with higher education financing from a student perspective. The authors hope it will help to encourage a deeper discussion about funding that will encompass views of different stakeholders and that it will encourage building an agreement about the basics of what the financing systems should look like.

Published
2013

2. Familiar collaboration and women writers in eighteenth-century Britain : Elizabeth Griffith, Sarah Fielding and Susannah and Margaret Minifie

Author

McVitty, Debbie and Ballaster, Ros

Subjects
820.9005, Early modern English literature (1550 ? 1780), collaboration, sociability, women, criticism
Abstract

Between 1740 and 1770, a number of women writers choose to make explicit in their printed texts their collaboration with a ‘familiar’: a family member or close friend. In so doing, they strategically enact their personal relationships through the medium of print in order to claim for themselves a level of literary power and delineate the terms on which they entered the marketplace as authors. This thesis argues that familiar relations expressed along a horizontal axis – those of husband, wife, brother, sister and friend – offer a relatively flexible model of familiar relations in which women could acquire a level of agency in self-definition, supported by ideologies that valued women’s contribution to the polite sphere of sociable conversation. It demonstrates that Elizabeth Griffith, Sarah Fielding, Jane Collier, and Susannah and Margaret Minifie not only engage in collaborative literary production that is thoroughly inflected with the pressures of their historical context but that through familiar collaboration women writers display their professional authorial personae and generate social and literary criticism. Through close readings of carefully selected collaborative texts in the corpus of each writer, including the material history of the texts themselves, and the relationships expressed through those texts, this thesis highlights the complexity with which family relations interacted with print culture in the period. Far from using the familiar relation as a means of modestly retiring to the domestic sphere these women writers used their familiar relations as a basis from which to launch, describe and defend their authorial careers.

Published
2007

6. Lives in letters: epistolary fictions past and present: Debbie McVitty alerts us to the continuing attractions of the novel in letters as a vehicle for the protest of the dispossessed

Author

McVitty, Debbie

Subjects
The Color Purple (Novel) -- Criticism and interpretation, The Color Purple (Novel) -- Social aspects, Mansfield Park (Novel) -- Criticism and interpretation, Mansfield Park (Novel) -- Social aspects, Epistolary fiction -- Social aspects
Abstract

The past, as the saying goes, is another country--they do things differently there. Often it is difficult for "s reader to understand why novelists of the past had the preoccupations […]

Published
2007

7. Review of progress in implementing the recommendations of Sir Gareth Roberts, regarding employability and career development of PhD students and research staff

Author

Hodge, Alison, Bownes, Mary, Burgess, Robert, Chambaz, Jean, Dodson, Elizabeth, Johnes, Geraint, Loving, Charles, McVitty, Debbie, O'Carroll, Conor, and Ritchie, Ella

Subjects
policy, skills, continuous professional development, researcher careers
Abstract

This report summarises our findings on the progress with the implementation of the 'Roberts’ Skills Recommendations'. The report addresses the points in our Terms of Reference.The panel is pleased with the progress made and the foundations that are now in place for the development of the generic skills of researchers and the attention now paid to the development of their careers whether in academia or elsewhere. The panel does, however, see risks that the internationally recognised high standing achieved in such matters in the UK, may be lost with uncertainties over future funding mechanisms. We have highlighted our recommendations that we hope will alert stakeholders to the points that need specific attention. Underlying these was the striking observation that the greatest recognition for what has been achieved, is emanating from outside the UK in the international academic community. Therefore considerably greater focus should be paid to engaging with stakeholders outside academia, particularly the employers and potential employers of those who have trained as researchers, to find and optimise the ways in which future development may benefit all involved in relatively shorter timescales.&nbsp

Published
2016
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8. The meanings of student engagement:implications for policies and practices

Author

Curaj, Adrian, Matei, Liviu, Pricopie, Remus, Salmi, Jamil, Scott, Peter, Ashwin, Paul, Mcvitty, Debbie, Curaj, Adrian, Matei, Liviu, Pricopie, Remus, Salmi, Jamil, Scott, Peter, Ashwin, Paul, and Mcvitty, Debbie

Abstract

udent engagement has increasingly been positioned as a defining characteristic of high quality teaching and learning in higher education. This is because as a concept it can comfortably serve the purposes of various stakeholders across learning and teaching, institutional management, and national policy contexts. However, as many commentators have pointed out, its meaning is not clear. In this chapter, we argue that this is not, as some suggest, due to a lack of criticality on the part of researchers or because engagement is poorly defined, but rather because student engagement has many meanings. We argue that by analysing the focus and degree of student engagement, it is possible to address the problems associated with the apparent vagueness of student engagement. This conceptual ground clearing allows us to ask more challenging questions about the relations between different foci and degrees of student engagement, and explore the implications of these questions for future research and policy initiatives related to student engagement

Published
2015

10. Beyond celebration: Student engagement's coming of age.

Author

Jarnecki, Liam and McVitty, Debbie

Subjects
STUDENT engagement, STUDENT leadership, COLLEGE student attitudes, COLLEGE students, HIGHER education
Abstract

The article discusses college student engagement in British higher education. Topics discussed include conflicting definitions of what student engagement means, the ways in which college students are part of the higher educational process in Great Britain, and the involvement of student leaders in British higher education.

Published
2013

11. Student academic leadership: who is engaging whom?

Author

McVitty, Debbie

Subjects
STUDENT leadership, STUDENT engagement, ADULTS, HIGHER education, UNIVERSITIES & colleges
Abstract

The article presents discussion regarding the definitions and underlying rhetoric surrounding the concept of student academic leadership in higher education, criticizing prevalent models for potentially misrepresenting existing aspects of student engagement.

Published
2015

12. When students won't be partners: The problem of discipline in the higher education classroom.

Author

McVitty, Debbie

Subjects
CLASSROOM environment, CLASSROOM environment -- Social aspects, COLLEGE students' conduct of life, COLLEGE student attitudes, COLLEGE teacher attitudes, SCHOOL discipline research, TARDINESS, SELF regulation, HIGHER education, UNIVERSITIES & colleges
Abstract

The author expresses her opinion regarding student behavior and disciplinary methods in higher education classrooms. She discusses disruptive tendencies displayed by college students such as talking during lectures, tardiness, and coming to lectures unprepared, comments on the creation of a classroom environment that encourages self-regulation, and offers suggestions for lecturers dealing with disruptive students.

Published
2014

13. Ask not what your students' union can do for you...

Author

McVitty, Debbie

Subjects
STUDENT unions, EDUCATIONAL leadership, EDUCATIONAL cooperation, STUDENT participation in administration, STUDENT engagement, EDUCATION research, TEACHING awards
Abstract

The author discusses how to promote collaboration between educational developers and students' unions at colleges and universities. She states that students' unions can assist in the development of learning and teaching policies, help engage other students in academic development programmes, and provide data on student experience. In addition, she comments that educational leaders can develop student representatives, mentor education research, and support student-led teaching awards.

Published
2014

14. 'Working and developing learning communities': SEDA Value Number 3.

Author

McVitty, Debbie

Subjects
LEARNING communities, STUDENT engagement, RETENTION of college students, STUDENT activities, HIGHER education, UNIVERSITIES & colleges
Abstract

The article discusses learning communities in British higher education and questions why these learning communities are not always places where all students can succeed. Topics discussed include academic engagement as a means of college student retention, the importance of understanding individual student experiences, and the belief that student initiatives should be accessible and inclusive.

Published
2013

15. How relevant are SEDA's values to students?

Author

McVitty, Debbie

Subjects
ORGANIZATIONAL ideology, STUDENTS, EDUCATIONAL planning, EDUCATIONAL change, PSYCHOLOGICAL feedback, CLASSROOM environment, EDUCATIONAL quality
Published
2013

16. Can somebody please pass the calculator? Measuring student engagement.

Author

McVitty, Debbie

Subjects
STUDENT engagement, ACADEMIC motivation, STUDENT participation, HIGHER education, LEARNING, STUDENT unions
Abstract

The article discusses the measurement of student engagement in higher education (HE) in Great Britain. It argues on the importance of student voice in knowing their learning experiences as there is no national tool to gauge their engagement. The author is also critical on the role of students' unions which work with higher education institutions to spur student engagement in their learning.

Published
2013

17. What are the student academic representatives of 2014-15 prioritising?

Author

McVitty, Debbie

Subjects
COLLEGE student attitudes, STUDENT unions, COLLEGE students, EDUCATIONAL planning, EDUCATIONAL technology, LECTURES & lecturing in universities & colleges, STUDENT engagement, HIGHER education, UNIVERSITIES & colleges
Abstract

The article discusses the wants of British college students for the 2014-2015 school year as shared by elected officers of the nation's college student unions. Topics discussed include attitudes towards areas related to educational development, the use of technology to capture lectures for students not attending class, and the desire for students to be heard on campus about issues.

Published
2014

18. Why debate language?

Author

McVitty, Debbie

Subjects
DEBATE, LANGUAGE & languages, LEARNING, TEACHING, HIGHER education
Abstract

The author contemplates on the debate over language which he believes occur in the sphere of learning and teaching. Given that higher education sector is ridden with jargon, he notes that it can feel like a sideshow, a distraction to discuss language when what he really intends to do is try to work out how to get people education. He questions why there is a need to haggle over language.

Published
2013

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