Relevant bibliographies by topics / Scottish university

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Scottish university'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Scottish university"

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White, Allan. "Dominicans and the Scottish University Tradition." New Blackfriars 82, no. 968 (2001): 434–49. http://dx.doi.org/10.1111/j.1741-2005.2001.tb01775.x.

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Morrison, William R. "The Scottish universities." Proceedings of the Royal Society of Edinburgh. Section B. Biological Sciences 87, no. 3-4 (1986): 185–93. http://dx.doi.org/10.1017/s0269727000004292.

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SynopsisOnly two Scottish universities are directly involved in education in the food area. At Strathclyde students can read for a BSc with honours in Food Science, and for an MSc in Food Science and Microbiology. At Heriot-Watt students can read for a BSc in Brewing, a BSc with honours in Brewing and Microbiology or Biochemistry, and for an MSc in Brewing. Food education in the universities is almost entirely dependent on UGC funding, and sponsorship is rare except for students from overseas. The food industry in Britain has a poor record for supporting university education. In recent years the centralisation of the activities of large manufacturing companies in the South has reduced career prospects for graduates in Scotland. Although few in number, the staff at Strathclyde and Heriot-Watt have earned a high reputation for their research, ranging from basic to applied studies. A significant proportion of doctoral students are from overseas countries, as are most MSc students. Funding for research has always been difficult, except for support from the brewing and distilling industries. However, moves to reorganise and rationalise publicly funded support for R & D in the food and drinks industry are beginning to have an effect, and in some respects the prospects for university food research have never been brighter. There are, however, several unsatisfactory aspects in this situation. Current government policy is to cut-back university funding to the detriment, inter alia, of staffing for food science, thereby restricting the number of research supervisors in a declared area of national priority! This is also harmful in that staff can no longer handle small enquiries and problems from industry, so impairing relations which are already tenuous. Finally, inability to recruit replacement and new staff is preventing the universities from leading the way into new applications of molecular biology and biotechnology in foodstuffs.
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Cree, V. E., L. Croxford, J. Halliwell, C. Iannelli, L. Kendall, and D. Winterstein. "Widening Participation at an Ancient Scottish University." Scottish Affairs 56 (First Serie, no. 1 (2006): 102–30. http://dx.doi.org/10.3366/scot.2006.0039.

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Markus, Thomas A. "Domes of enlightenment: Two Scottish university museums*." International Journal of Museum Management and Curatorship 4, no. 3 (1985): 215–42. http://dx.doi.org/10.1080/09647778509514975.

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Markus, Thomas A. "DOMES OF ENLIGHTENMENT: TWO SCOTTISH UNIVERSITY MUSEUMS." Art History 8, no. 2 (1985): 158–77. http://dx.doi.org/10.1111/j.1467-8365.1985.tb00157.x.

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Frempong, Irene, and William Spence. "Mental disorder stigma among Scottish university students." Journal of Further and Higher Education 43, no. 6 (2017): 861–68. http://dx.doi.org/10.1080/0309877x.2017.1410531.

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Markus, T. "Domes of enlightenment: Two Scottish university museums." Museum Management and Curatorship 4, no. 3 (1985): 215–42. http://dx.doi.org/10.1016/0260-4779(85)90003-2.

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Matheson, Ann. "Libraries working together: a Scottish perspective." Art Libraries Journal 20, no. 1 (1995): 12–16. http://dx.doi.org/10.1017/s0307472200009172.

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Cooperation between libraries is time-consuming, but is both ‘worthwhile and essential. Scottish research libraries commenced active cooperation in 1977: the Scottish Confederation of University and Research Libraries now has 15 active members. More recently, libraries in Scotland have been encouraged to work together following the creation of the Scottish Library and Information Council. The National Library has a key role to play, but in partnership with other libraries rather than invariably taking the lead. Cooperation between Scottish art libraries can be traced back to the 1950s and to the development, under the auspices of the National Library, of a union catalogue of art books in Edinburgh. This project is being extended and it will eventually become a national database. The group of libraries responsible for the project has taken on a wider role and an expanded membership as the Scottish Visual Arts Group, one of several subject groups under the umbrella of the Scottish Confederation of University & Research Libraries. The Group will work closely with the Scottish Library and Information Council, and with ARLIS/UK & Ireland in the wider framework of the United Kingdom. (This article is the revised text of a paper presented to the ARLIS/UK & Ireland 25th Anniversary Conference in London, 7th-10th April 1994).
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Paterson, Lindsay. "Scottish higher education and the Scottish parliament: the consequences of mistaken national identity." European Review 6, no. 4 (1998): 459–74. http://dx.doi.org/10.1017/s1062798700003616.

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The creation of a Scottish parliament in 1999 will crystallize a cultural crisis for Scottish higher education. Scottish universities retained their autonomy after the 18th-century union between Scotland and England because the union was about high politics rather than the affairs of civil society and culture. Unlike in England, the universities developed in close relationship with Scottish agencies of the state during the 19th century, and these agencies also built up a system of non-university higher education colleges. In the 20th century, the universities (and later some of the colleges) sought to detach themselves from Scottish culture and politics, favouring instead a common British academic network. So the new constitutional settlement faces Scottish higher education institutions with an enforced allegiance to the Scottish nation that will sharply disrupt their 80-year interlude as outposts of the British polity.
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McCaig, Marie, Lisa McNay, Glenn Marland, Simon Bradstreet, and Jim Campbell. "Establishing a recovery college in a Scottish University." Mental Health and Social Inclusion 18, no. 2 (2014): 92–97. http://dx.doi.org/10.1108/mhsi-04-2014-0013.

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Purpose – The purpose of this paper is to describe the establishment of the Dumfries and Galloway Wellness and Recovery College (The College) within the University of the West of Scotland. Design/methodology/approach – A narrative approach is taken to outline the project and justify its philosophy. Findings – Progress so far is outlined and the vision for the future is explained. Social implications – It is believed that stigma and discrimination are pernicious and pervasive and a concerted and deliberately conscious attempt is needed to establish an inclusive, egalitarian and aligned approach whereby practices match values base. Originality/value – This is justified as being in keeping with a philosophy based on the concepts of recovery, co-production co-delivery and co-receiving. Although not without precedent this development is innovative in being embedded within the university sector and challenging existing paradigms in terms of the positive and inclusive approach to mental health.
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Dissertations / Theses on the topic "Scottish university"

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Simpson, Matthew. "St Andrews University Library in the eighteenth century : Scottish education and print-culture." Thesis, University of St Andrews, 1999. http://hdl.handle.net/10023/1848.

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The context of this thesis is the growth in size and significance of the St Andrews University Library, made possible by the University's entitlement, under the Copyright Acts between 1709 and 1836, to free copies of new publications. Chapter I shows how the University used its improving Library to present to clients and visitors an image of the University's social and intellectual ideology. Both medium and message in this case told of a migration into the printed book of the University's functions, intellectual, spiritual, and moral, a migration which was going forward likewise in the other Scottish universities and in Scottish culture at large. Chapters II and III chart that migration respectively in religious discourse and in moral education. This growing importance of the book prompted some Scottish professors to devise agencies other than consumer demand to control what was read in their universities and beyond, and indeed what was printed. Chapter IV reviews those devices, one of which was the subject Rhetoric, now being reformed to bring modern literature into its discipline. Chapter V argues that the new Rhetoric tended in fact to confirm the hegemony of print by turning literary study from a general literary apprenticeship into the specialist reading of canonical printed texts. That tendency was not without opposition. Chapter VI analyses the challenge from traditional oral culture as it was expressed in the marginalia added to the Library books at St Andrews University by its students, and argues that this dissident culture helped to form the voice of the poet Robert Fergusson while he was one of those students. Chapter VII goes on to show how Fergusson used that voice to warn his countrymen of the threat which print represented to their culture, and to show how it might be resisted in the interests of both literature and conviviality.
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Verweij, Sebastiaan Johan. ""The inlegebill scribling of my imprompt pen" : the production and circulation of literary miscellany manuscripts in Jacobean Scotland, c.1580-c.1630." Thesis, Thesis restricted. Connect to e-thesis to view abstract, 2008. http://theses.gla.ac.uk/329/.

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Berezi, Guagha Micky. "Governance in higher education : a comparative study of English and Scottish university governing bodies." Thesis, University of Bristol, 2008. http://hdl.handle.net/1983/df615687-d8b2-4ea3-87da-1a12d169dcb5.

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This study explores the governance of higher education institutions in two UK countries, England and Scotland, focusing on the perceptions of lay university governors and their accounts of governance practices as well as observation of some of the activities of university governing bodies. Particular attention is paid to the process of corporatisation of university governance within the context of a series of higher education reforms starting from the 1985 Jarratt Report.
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Bunniss, Suzanne. "Purpose and gift : resisting vocational capture in accounting education : the story from one Scottish university." Thesis, University of Strathclyde, 2006. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21615.

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The existing literature in accounting education identifies much that needs attention. Among the many findings, current research highlights a particularly uneasy relationship between accounting students and their chosen discipline. While accounting students work hard to succeed at university and secure graduate work as accountants, they overwhelmingly display an observable sense of detachment towards their chosen course of study (Lucas, 2005). In the wake of Inman et al's assertion that accounting's 'brightest and best' prefer other disciplines (1989), much work and attention has been directed at understanding what this might mean for the profession. In contrast, there is currently very little research in accounting asking what such detachment might mean for the students themselves. How do accounting students experience the contradictions of accounting education as identified by both literature and practice, and what do these tensions mean for the students and their lives? To explore these questions, the thesis uses the concept of vocation and draws from a number of sources including theological texts. This research proposes the time and energy students invest in accounting, while simultaneously remaining detached and largely unfulfilled by the discipline, represents what is essentially a crisis of vocation. By seeking to understand how the pressures of accounting education exert themselves on the lives of accounting students, and by developing the concept of vocation to inform the ways that they might consider important decisions about their future, the thesis aims to highlight the conflict of hopes experienced by so many accounting students today.
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Barr, Stephen. "University culture and pedagogical innovation : experiences and perceptions of accounting and management academics in three Scottish universities." Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/26247.

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This thesis examines pedagogical innovation within Scottish university business schools and the influence of university culture in supporting or inhibiting this category of innovation. Innovations in pedagogy are often requested by students, required by national policy-making bodies and sponsored by agencies that are both external and internal to education. Yet the reported incidences of where, how and to what extent this category of innovation is being used with Scottish university business schools are relatively sparse within the extant literature. Self- and peer-assessment are selected as forms of pedagogical innovation partly because of the role assessment plays in the learner process and in addressing standards of stakeholder bodies. Using a reconceptualised model adapted and extended from the literature, the research explores the influence of university culture in supporting and inhibiting academics innovating with self- and peer-assessment. Deploying a multi-method data collection approach, the data from three contrasting Scottish university sources are analysed and synthesised to assess the nature of this influence. The findings from the study suggest modest levels of utilisation of self- and peerassessment practice across Scottish University business schools and indicate patterns of adoption and areas for further development. In addition, the findings suggest that organisational culture within a university setting can be measured to portray a cultural typology and profile. However, the resultant cultural profiles extracted from the application of this multi-method approach are complex and proved hard to characterise in a definitive and clear-cut way as to the extent to which these university cultures directly inhibit rather than promote pedagogical innovations such as self- and peer-assessment. The thesis contributes towards the policy-practice debate surrounding pedagogical innovation in Scottish university business schools and UK higher education more generally and provides a number of considerations and implications for government, institutional policy makers, university lecturers and researchers.
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Chhabra, Deepak. "Heritage tourism : an analysis of perceived authenticity and economic impact of the Scottish Highland Games in North Carolina /." VIEW WEB VERSION VIEW RELATED WEB ITEM, 2001. http://www.lib.ncsu.edu/etd/public/etd-54361415410121341/etd.pdf.

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Glozier, Matthew Robert. "A nursery for men of honour : Scottish military service in France and the Netherlands, 1660-92 /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030423.134206/index.html.

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Komlósi, Péter Attila. "Dual aspects of ministerial training in late sixteenth century : Edinburgh's 'Tounis College' and the formation of ministers' early career with special regard to the Exercise'." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/8174.

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This thesis examines the transformation of the clergy in the late sixteenth century Scotland in which ministerial training had a crucial role to play both in the academia and in the Kirk. In order to demonstrate this transformation attention will be focused on the training of ministers at the Town College, Edinburgh and then following the unfolding of their ecclesiastical career including the ‘exercise’. The foundation of the ‘Tounis College’ in Edinburgh is placed within the broader context of the expansion of higher education throughout Europe. A college project had been in the mind of the Edinburgh Town Council since 1561 and had been resurrected from time to time until its final realisation in 1583. The newly-erected college was headed by Robert Rollock, a young and ambitious scholar from St Andrews, who was first the Professor of Divinity and then the Principal. Under his leadership both as a theologian and a churchman the institution became a place of higher learning that shaped the development of the different Scottish professions in general and the transformation and the emergence of the protestant clergy as a new professional elite, in particular. This thesis also provides a detailed analysis on the early career patterns of the College’s ministerial graduates by examining a) their family background, especially those who came from clerical families b) their way into ministry in the Kirk including the “gap-years” spent in another professions or elsewhere upon graduation c) their dissemination through central Scotland. Particular attention is given to the role of the ‘exercise’, as one of the most important functions of the presbytery, in examining and admitting candidates to their charges as well as providing other presbytery members with further training in preaching and theology.
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Sundnes, Ole. "The state, the university and the development of enterprise : a case study of the entrepreneurship education initiative in six Scottish universities." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.391060.

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Melson, Ambrose John. "The social norms approach to alcohol misuse prevention : studies of intervention and methodology among Scottish secondary school pupils and university students." Thesis, University of Strathclyde, 2012. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=17988.

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Early intervention in schools to tackle alcohol problems is a widespread practice, despite patchy evidence of effectiveness. The 'Social norms' approach emerges from studies showing overestimation of 'others' consumption/approval of alcohol use amongst students. To correct such misperceptions of drinking norms, 'true' norms are fed-back in order to modify perceptions, thus relieving possible social pressure to conform to the misperceived norms. This thesis comprises five studies addressing outstanding concerns with the social norms approach. Study One evaluated a two-year social norms intervention in two Scottish secondary schools and reported little effect of the intervention on pupils' alcohol-related perceptions, but several positive behavioural outcomes relative to controls. The failure to modify perceptions means positive behavioural outcomes could not be attributed to distinctive elements of a social norms intervention. However methodological and design limitations mean this m ay indicate absence of good evidence rather than good evidence of ineffectiveness. Studies Two through Five examined a central tenet of social norms theory - the overestimation of peer norms. Thus, in Study Two, secondary pupils reported more extreme alcohol-related perceptions amongst peers when questioned conjointly on their own and peers' behaviour and attitudes, versus the peer target in isolation. Study Three sought to replicate existing research and found that University of Strathclyde students reported a range of other target groups as drinking more heavily than themselves, paving the way for two further, more focussed, studies. In Study Four, heavier consumption among students recruited in a bar environment was found compared to students in a setting remote from this environment, challenging the usual self-other discrepancy effect. In Study Five, university students' responses were also found to be sensitive to questionnaire structure. These findings demonstrate the implications of the 'where' (environmental context and setting) and the 'how' (questionnaire structure) of data collection within social norms paradigms with each shown to play an important role in the nature of the data obtained. These findings ask important questions of social norms theory and interventions.
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Books on the topic "Scottish university"

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M, Devine T., ed. Scottish emigration and Scottish society: Proceedings of the Scottish Historical Studies Seminar, University of Strathclyde, 1990-91. J. Donald Publishers, 1992.

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University of Edinburgh. School of Scottish Studies. School of Scottish Studies: Background information (1951-90). [School of Scottish Studies], 1990.

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Scottish Historical Studies Seminar (1991-1992 University of Strathclyde). Scottish elites: Proceedings of the Scottish Historical Studies Seminar, University of Strathclyde, 1991-1992. J. Donald, 1994.

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McInally, Tom. The sixth Scottish university: The Scots colleges abroad, 1575 to 1799. Brill, 2011.

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Emerson, Roger L. Academic patronage in the Scottish enlightenment: Glasgow, Edinburgh and St Andrews universities. Edinburgh University Press, 2008.

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Gallery, Talbot Rice. The Hope Scott Collection, University of Edinburgh. Talbot Rice Gallery, 1991.

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Smith, George. Mackintosh & others: Aspects of the George Smith collection : Hunterian Art Gallery, University of Glasgow, 8 June-8 October 1988. The Gallery, 1988.

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Macrides, R. J. The Scottish connection inByzantine and modern Greek studies. University of St. Andrews, Centre for Advanced Historical Studies, 1992.

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Church and university in the Scottish Enlightenment: The moderate literati of Edinburgh. Princeton University Press, 1985.

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Sher, Richard B. Church and university in the Scottish enlightenment: The moderate literati of Edinburgh. Edinburgh University Press, 1985.

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Book chapters on the topic "Scottish university"

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Heffernan, Michael, and Heike Jöns. "“A Small Town of Character”: Locating a New Scottish University, 1963−1965." In Geographies of the University. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75593-9_6.

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Mahn, Churnjeet. "Black Scottish Writing and the Fiction of Diversity." In Time and Space in the Neoliberal University. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15246-8_6.

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Cotter, Christopher R. "Without God yet Not Without Nuance: A Qualitative Study of Atheism and Non-religion Among Scottish University Students." In Boundaries of Religious Freedom: Regulating Religion in Diverse Societies. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09602-5_11.

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"St Andrews University." In Reforming the Scottish Church. Routledge, 2017. http://dx.doi.org/10.4324/9781315244983-11.

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"1. The Sixth Scottish University." In The Sixth Scottish University. BRILL, 2012. http://dx.doi.org/10.1163/9789004214620_002.

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"Preliminary Material." In The Sixth Scottish University. BRILL, 2012. http://dx.doi.org/10.1163/9789004214620_001.

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"2. Development of the Colleges – Networks and Political Involvement." In The Sixth Scottish University. BRILL, 2012. http://dx.doi.org/10.1163/9789004214620_003.

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"3. The Education Provided." In The Sixth Scottish University. BRILL, 2012. http://dx.doi.org/10.1163/9789004214620_004.

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"4. The Students and their Backgrounds." In The Sixth Scottish University. BRILL, 2012. http://dx.doi.org/10.1163/9789004214620_005.

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"5. Catholic Missions in Scotland." In The Sixth Scottish University. BRILL, 2012. http://dx.doi.org/10.1163/9789004214620_006.

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Conference papers on the topic "Scottish university"

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Maccallum, N. R. L., and F. S. Reford. "Description of an Industry–University Liaison: Rolls-Royce Scottish Factories–Glasgow University 1968–84." In ASME 1985 International Gas Turbine Conference and Exhibit. American Society of Mechanical Engineers, 1985. http://dx.doi.org/10.1115/85-gt-158.

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The paper describes the liaison that has developed between Rolls-Royce Limited (Scottish Factories) and the Department of Mechanical Engineering of the University of Glasgow and indicates the benefits that have been obtained by both sides. Of benefit to the University have been stimulating contacts with industry, from which have come topics for meaningful investigations, both in projects by undergraduates and in research by postgraduates and staff. Students at the University have also benefited by being able to visit Rolls-Royce’s Scottish Factories, and have Rolls-Royce staff give lectures to the Engineering Society. One advantage to Rolls-Royce is that students at Glasgow University have had frequent contacts with the Company and are aware of its aims and achievements. Also, there has been technical benefit to the Company from the general research and from several specific studies carried out on a consultancy basis.
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Forrest, LF, C. Dibben, Z. Feng, I. Deary, and F. Popham. "P45 Social and spatial mobility and self-reported health in older-age: linkage of the scottish longitudinal study to the 1947 scottish mental survey." In Society for Social Medicine, 61st Annual Scientific Meeting, University of Manchester, 5–8 September 2017. BMJ Publishing Group Ltd, 2017. http://dx.doi.org/10.1136/jech-2017-ssmabstracts.147.

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Tsang, Hiu-Gwen, Lin Cui, Colin Farquharson, Brendan M. Corcoran, Kim M. Summers, and Vicky E. MacRae. "16 Investigating calcific aortic valve disease using novel immortalised sheep and rat valve interstitial cell lines." In 20th Scottish Cardiovascular, Forum Abstracts, February 4th 2017, University of Glasgow, UK. BMJ Publishing Group Ltd and British Cardiovascular Society, 1997. http://dx.doi.org/10.1136/heartjnl-2017-311433.16.

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Tsang, Hiu-Gwen, Emily L. Clark, Stephen J. Bush, et al. "8 Generating a genomic-wide transcriptomic atlas of the mammalian cardiovascular system." In 20th Scottish Cardiovascular, Forum Abstracts, February 4th 2017, University of Glasgow, UK. BMJ Publishing Group Ltd and British Cardiovascular Society, 1997. http://dx.doi.org/10.1136/heartjnl-2017-311433.8.

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Laovitthayanggoon, Sarunya, M. Helen Grant, Catherine J. Henderson, Rothwelle J. Tate, and Susan Currie. "9 COCL2induced cardiotoxicity associated with cocr alloy orthopaedic implants- anin vivoand anin vitrostudy." In 20th Scottish Cardiovascular, Forum Abstracts, February 4th 2017, University of Glasgow, UK. BMJ Publishing Group Ltd and British Cardiovascular Society, 1997. http://dx.doi.org/10.1136/heartjnl-2017-311433.9.

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Markby, Greg, Vicky Macrae, Kim Summers, and Brendan Corcoran. "OP1 Severity-dependent gene expression in canine myxomatous mitral valve disease." In Scottish Cardiovascular Forum – 23rd annual meeting, University of Strathclyde, Saturday 1st February 2020. BMJ Publishing Group Ltd and British Cardiovascular Society, 2020. http://dx.doi.org/10.1136/heartjnl-2020-scf.1.

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Chen, Jun Yu, Sheon Mary, Khai Syuen Chew, et al. "OP10 Skin Na+ excess in hypertensive patients: isotonic nature and clinical correlates." In Scottish Cardiovascular Forum – 23rd annual meeting, University of Strathclyde, Saturday 1st February 2020. BMJ Publishing Group Ltd and British Cardiovascular Society, 2020. http://dx.doi.org/10.1136/heartjnl-2020-scf.10.

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Veerman, Ben, Samantha-Joe McGivern, Yvonne Dempsie, et al. "P1 Dysregulation of endothelial cell connexin-43 localisation in response to doxorubicin." In Scottish Cardiovascular Forum – 23rd annual meeting, University of Strathclyde, Saturday 1st February 2020. BMJ Publishing Group Ltd and British Cardiovascular Society, 2020. http://dx.doi.org/10.1136/heartjnl-2020-scf.11.

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Hyde-Linaker, George, Richard Black, and Asimina Kazakidi. "P2 Fluid-Structure Interaction simulation of multiple bifurcations in arm under transient boundary conditions due to Flow mediated dilation." In Scottish Cardiovascular Forum – 23rd annual meeting, University of Strathclyde, Saturday 1st February 2020. BMJ Publishing Group Ltd and British Cardiovascular Society, 2020. http://dx.doi.org/10.1136/heartjnl-2020-scf.12.

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Asciak, L., J. Dow, R. Brodie, C. Maclean, W. Shu, and C. McCormick. "P3 Towards advanced manufacturing for personalised vascular grafts." In Scottish Cardiovascular Forum – 23rd annual meeting, University of Strathclyde, Saturday 1st February 2020. BMJ Publishing Group Ltd and British Cardiovascular Society, 2020. http://dx.doi.org/10.1136/heartjnl-2020-scf.13.

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Reports on the topic "Scottish university"

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Billing, Suzannah-Lynn, Shannon Anderson, Andrew Parker, Martin Eichhorn, Lindsay Louise Vare, and Emily Thomson. Scottish Inshore Fisheries Integrated Data System (SIFIDS): work package 4 final report assessment of socio-economic and cultural characteristics of Scottish inshore fisheries. Edited by Mark James and Hannah Ladd-Jones. Marine Alliance for Science and Technology for Scotland (MASTS), 2018. http://dx.doi.org/10.15664/10023.23450.

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[Extract from Executive Summary] The European Maritime and Fisheries Fund (EMFF) has funded the ‘Scottish Inshore Fisheries Integrated Data System’ (SIFIDS) project, which aims to integrate data collection and analysis for the Scottish inshore fishing industry. SIFIDS Work Package 4 was tasked with assessing the socio-economic and cultural characteristics of Scottish Inshore Fisheries. The aim was to develop replicable frameworks for collecting and analysing cultural data in combination with defining and analysing already available socio-economic datasets. An overview of the current available socio-economic data is presented and used to identify the data gaps. Primary socio-economic and cultural research was conducted to fill these gaps in order to capture complex cultural, social and economic relationships in a usable and useful manner. Some of the results from this Work Package will be incorporated into the platform that SIFIDS Work Package 6 is building. All primary research conducted within this work package followed the University of the Highlands and Islands (UHI) Research Ethics Framework and was granted Ethical Approval by the UHI Research Ethics Committee under code ETH895.
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