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ADM-HEA BULLETIN -week ending 12 March 2010

Date posted: 15/03/2010

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Art Design Media Teaching Fellowship Scheme 2010-11 - update

Please note: the deadline for submission of applications has been extended to Wednesday, 31 March 2010.

The Scheme is part of the Art Design Media Subject Centre (ADM-HEA) Subject Centre’s aim to support the professional development and recognition of staff teaching art, design and media in HE and to ensure that their teaching is recognised, valued and rewarded. The particular focus of this award is on studio-based teaching staff who have previously been under represented in institutional and national award schemes.

ADM-HEA has allocated £30,000 in support of the Fellowship Scheme and we anticipate awarding funding of between £1,000 and £3,000 per project. It is expected that institutions will contribute matched funding via in-kind support.

If you would like advice or guidance on your application, please contact Carolyn Bew, Academic Developer:  
Tel: 01273 643175.

For more information, including an application form:


SEDA Special 27  Creating a Profession - Building Careers in Educational Development
Edited By Stuart Boon, Bob Matthew and Louisa Sheward

SEDA Specials is a series of relatively short monographs on up-to-the-minute topics in higher education. All SEDA Specials are directed at new or relatively inexperienced lecturers - though experienced lecturers will also find many new ideas and approaches among the more familiar.

For more information:


A SPACE FOR ASSESSMENT: Exploring assessment and feedback in practice and studio based learning environments
Kingston University
27 - 28 May 2010
An ADM-HEA & PALATINE symposium hosted by Kingston University

The notion of the ‘studio’ as a space for work and learning is integral to both art and design and performing arts education. The Art Design Media Subject Centre (ADM-HEA) and PALATINE, the Subject Centre for Dance, Drama and Music, are organising a symposium to explore assessment and feedback in practice and studio based work. This event will be hosted by Kingston University.

Although there is a good deal of pedagogic literature and a growing body of research around feedback, assessment and learning in higher education, there remain varied interpretations and understandings, held by students, academics and practitioners, on how feedback is defined and how this can inform learning.
So, do our current assessment and feedback processes guarantee student learning and understanding?

Formative assessment and feedback has been an integrated and established part of the curriculum practice in art, design, architecture and the performing arts for over 50 years.  This is seen as a positive and critical element in the student’s learning process. The creation, performance and presentation of work, portfolio reviews, self and peer assessment, tutorials, seminar presentations and – in art and design - the critique (“crit”), together with a  practice and studio-based culture and environment, all allow the opportunity for formative feedback and assessment to take place.

A Space for Assessment symposium will contribute to the current debates around assessment and aims to enhance further our understanding and practice of assessment and feedback through a number of facilitated discussion groups and presentations.

Speakers confirmed so far:
-       Dr Bernadette Blair, Director of Academic Development, Faculty of Art, Design & Architecture Kingston University
-       Dr Paul Kleiman, Deputy Director, PALATINE
-       Jackie McManus, Head of Widening Participation Programmes, University of the Arts London
-       Professor Susan Orr, Deputy Dean, Faculty of Arts York St John University
-       Edinburgh College of Art (TBC)
For more information:


‘Shaping the Future’: The Higher Education Academy Annual Conference 2010
de Havilland Campus, University of Hertfordshire
22-23 June 2010

The Academy’s conference this year aims to:

  • disseminate and showcase evidence informed practice from the sector
  • facilitate the discussion and debate of pertinent issues relating to the student learning experience
  • provide networking and professional development opportunities for participants

The theme of this year's conference is "Shaping the future", exploring impacts and changes to the student learning experience over the next five years. There are four main tracks:

  • Future Staff
  • Future Students
  • Future Partners and Policy
  • Future Learning

Early bird bookings opens on 15 March.

For more information:
‘Widening Participation in the 21st Century: A Decade of Learning’
Accenture Training and Conference Centre, Kents Hill Park, Timbold Drive, Milton Keynes
24 - 25 June 2010

The Open University is pleased to announce that booking for its research conference  is open and places are filling up quickly.
Guest speakers:
·        Professor Claire Callender, Department of Social Policy and Education, Birkbeck University;
·        Professor Alison Fuller, School of Education, University of Southampton;
·        Professor Penny Jane Burke, School of Education, Roehampton University.
This two day residential conference will be an ideal time to take stock of progress, identify the gaps in our knowledge and understanding and look to what can be achieved in the next ten years.  Keynote addresses will be delivered, as well as a wide range of quality papers and posters, presenting research covering three broad themes:         
1.       Evidence gaps
2.      Learning design for widening participation
3.      Knowing the learner.
If you would like further information please contact John Rose-Adams or Ally Smith by email:
Academic Identities for the 21st Century
University of Strathclyde, Glasgow
16-18 June 2010

The 2nd International Conference focusing on Academic Identities will be hosted by the Centre for Academic Practice and Learning Enhancement.

They hope this conference will be of interest to all those who work in higher education: in teaching, research, learner support and the 'new professional' roles.

The programme is now available and registration is open. For more information:
PhD: original contribution to knowledge?
SB5 188 Tottenham Court Road (corner of Tottenham Court Road and Tollington Place)
Wednesday 24 March 2010, 3.30-5.00pm

UCL are pleased to invite you to their next "Debates in Higher Education" seminar series

After the publication of the Roberts' Report 'Set for Success' and that of the Joint Skills Statement by the Research Councils, main funders of doctoral studies in the UK, there has been a shift in the aims, focus and structure of doctoral programmes in the UK.

Data for this paper was collected from in-depth interviews with PhD supervisors in the Social Sciences.

The new 'research training' paradigm changes, according to some, the nature of the PhD. The new PhDs are seen by some as a less significant piece of work than the PhDs produced by the current supervisors. The main stated reasons for the perceived difference in quality between old and new theses are the research councils' imposed deadline and the need to spend time on various, compulsory or otherwise, training courses which are often seen as distracting students from what should be their main (for some, unique) focus: the thesis.

These challenge previously accepted individual conceptions of what the PhD should be and should attain. Expectations on doctoral outcomes are said to have changed. The current paper argues that this will in turn have an impact on the type of researchers and academics Universities are producing. Producing simplified and efficient researchers appears to be the objective of doctoral programmes presently. Plus, universities are privileging forms of knowledge with a operational and strategic character (Barnett 1993). More risky, even speculative, topics are being censored. This paper will consider what the long term impacts of these changes in the creation of knowledge and disciplinary practices may be. This would be done within a frame of long-term trends in sociological thought and some contributions from epistemology.

Speaker: Frederico Braga de Matos, CALT, UCL

To book a place, please contact Peter Phillips by e-mail: 
or if you have any queries telephone 020 7679 1792.


8th International Qualitative Research Conference
Performative Social Science
Talbot Campus, Bournemouth University
6 – 8 September 2010

Deadline for submissions is 30 April 2010

The Centre for Qualitative Research at Bournemouth University is pleased to announce its biennial conference. A not so quiet revolution is currently taking place in the application of qualitative research in the social sciences. “Performative Social Science”
( PSS ) has become a catchphrase for the work of qualitative researchers wishing to move beyond typical PowerPoint conference presentations and truly engage their audiences.

The use of tools from the arts and humanities, in both qualitative investigations and dissemination of data, is gaining critical mass. Photography, music, dance, poetry, video installations, dramatic monologues and theatrical performances are now part of both the researcher's investigative toolbox and presentation skills.

What "performative" refers and relates to in social science is the communicative powers of research and the natural involvement of an "audience". The Performative section of the 2010 conference is seeking presenters who will connect with their audience in order to establish a dialogue of engagement and emotion.

Abstracts are invited from scholars and practitioners engaged in qualitative research from a range of disciplines or perspectives which may include health, social care, psychology, sociology, anthropology, media studies, product design, education, organisational studies and any other areas through which qualitative research is being advanced.

For more information:
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Art Design Media Subject Centre
The Higher Education Academy
University of Brighton
68 Grand Parade

Tel: 01273 643119
Fax: 01273 643429

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