University of Westminster

About: University of Westminster is a education organization based out in London, United Kingdom. It is known for research contribution in the topics: Population & Politics. The organization has 2944 authors who have published 8426 publications receiving 200236 citations. The organization is also known as: Westminster University & Royal Polytechnic Institution.

Lecturers' everyday writing as professional practice in the university as workplace: new insights into academic identities

Abstract: This paper reports on an investigation into the workplace writing of university lecturers as a significant element of their professional practice The research has focused on lecturers' routine, everyday writing, as opposed to their more prestigious or scholarly writing In order to gain an understanding of writing as professional practice, about 30 lecturers in three different UK universities have been interviewed, focusing on a small number of their everyday workplace documents, chosen by the participants themselves This reflected a particular perspective on written documents in the university workplace - namely, that they actually instantiate practice rather than merely carry along meaning The paper discusses some of the substantive, methodological and theoretical ideas emerging from the research It is argued that the focus on lecturers' experience of producing and working with workplace documents in specific institutional contexts suggests new ways of framing the relationship between academic practice and academic identities, as textual, communicative and situated This in turn has important implications for the way academic development is conceptualised

Formal Versus Agile: Survival of the Fittest

Abstract: Many research have focused on new formal methods, integrating formal methods into agile ones, and assessing the agility of formal methods. This paper proves that formal methods can survive in an agile world; they are not obsolete and can be integrated into it. The potential for combining agile and formal methods holds promise. It might not always be an easy partnership, and succeeding will depend on a fruitful interchange of expertise between the two communities. Conducting a realistic trial project using a combined approach with an appropriate formal methods tool in a controlled environment will help assess the effectiveness of such an approach.

Gender and ethnic minority exclusion from skilled occupations in construction: a Western European comparison

Abstract: Women and ethnic minorities remain seriously underrepresented in skilled construction occupations despite European Union policy to overcome labour market segregation and despite their increasing participation in the economy-wide labour market. The paper seeks to account for differences in female and ethnic minority/migrant participation in both the deregulated, craft-based construction industries of Italy and Spain and to an extent Britain and in the regulated industrial and training-based industries of Denmark and the Netherlands. We found that the only entry route for women is to obtain formal qualifications, with the Dutch and Danish education and training systems being especially pivotal to inclusion. Those from ethnic minorities and recent migrants, whilst proportionately overrepresented in Italy and Spain, face more vertical segregation in being largely confined to the bottom of the job ladder. Key obstacles confronted by both groups are the opportunity to undertake work-based training, output-based wage systems, informal methods of recruitment and lack of proactive implementation of equal opportunities policies. The conclusion drawn is that European and national authorities and social partners need to address equality of access and of employment conditions to ensure that regulation overcomes exclusion.

The Apprenticeship Framework in England: a new beginning or a continuing sham?

Abstract: This paper highlights critical shortcomings in the approach to apprenticeship in England and argues that the proposed Apprenticeship Framework is unlikely to fulfil its stated aims of enhancing quality and quantity. The key weaknesses identified are a clear definition of what constitutes an apprenticeship framework, an educational component, employee involvement and lack of recognition of alternative college-based routes. Drawing on a recent cross-national study, the authors compare the English situation with the vocational education and training systems of other leading European countries. These embody a distinctly different approach and framework, being based on social partnership and the education of young people into a broadly defined occupation. It is shown how the current proposals mark a potential step backwards and a departure from the principles of the 1944 Education Act by ignoring general and civic educational elements in young people's formation. Above all, for any framework to be successful, it needs to take into account the longer term interests of employees, given changes in the labour market, and to address the issue of employer disengagement. The conclusions drawn suggest ways forward.