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Journal articles on the topic 'Scottish university'
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1
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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Shaw, D. W. D. "Theology in the University — A Contemporary Scottish Perspective." Scottish Journal of Theology 41, no. 2 (1988): 217–31. http://dx.doi.org/10.1017/s0036930600040795.
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There is a tale which Douglas Young tells of a St Andrews University divine and which may well be regarded as cautionary. Thomas Jackson was born in St Andrews in 1797, and held the Chair of Divinity, first in St Andrews and then in Glasgow. When he retired in 1874, he returned to St Andrews to write his great work, designed to settle all the controversies of the centuries and bring discordant Scots into unanimity. He had one of the big houses on the south side of South Street, with its ‘lang rigg’, at the foot of which was an elegant garden room, with table and chair. Thither, daily, the septuagenarian repaired, garbed in his ecclesiastical frock coat, took off his shiny top-hat, and grasped a quill pen to set down his great thoughts on the virgin white folio quire, daily laid on the table. white folio quire, daily laid on the table. After several hours, he would tear it all up and go back to the house. After four years, they found him dead, aged eighty-one, and the garden house yielded a single written sheet with the sum of his wisdom: ‘Theology is everything, and everything is theology’.
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Smailes, R., S. Y. Cooper, and W. Keogh. "Supporting university enterprise: the Scottish and US experience." International Journal of Entrepreneurship and Innovation Management 2, no. 4/5 (2002): 354. http://dx.doi.org/10.1504/ijeim.2002.000490.
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Anderson, Robert. "University History Teaching, National Identity and Unionism in Scotland, 1862–1914." Scottish Historical Review 91, no. 1 (2012): 1–41. http://dx.doi.org/10.3366/shr.2012.0070.
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In the nineteenth century nationalism and historiography were closely linked, and the absence of separatist nationalism in Scotland had consequences for academic history. This article looks at the content of university history teaching, using sources such as lecture notes, textbooks, and inaugural lectures. The nature of the Scottish curriculum made the Ordinary survey courses more significant than specialised Honours teaching. While chairs of general history were founded only in the 1890s, the teaching of constitutional history in law faculties from the 1860s transmitted an older tradition of whig constitutionalism, based partly on the idea of racial affinity between the English and Scots, which was reinforced by the influence of the English historians Stubbs and Seeley. Academic historians shared contemporary views of history as an evolutionary science, which stressed long-term development and allowed the Union to be presented in teleological terms. Their courses incorporated significant elements of Scottish history. Chairs of Scottish history were founded at Edinburgh in 1901 and Glasgow in 1913, but their holders shared the general unionist orientation. By 1914, therefore, university history courses embodied a distinctive Scoto-British historiography, which was a significant factor in the formation of British identity among the Scottish middle classes; there were many European parallels to this state-oriented form of national history.
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Anderson, Robert. "The Efficient Organisation of Public Intellect: Lyon Playfair and Scottish Education." Scottish Historical Review 98, no. 2 (2019): 266–90. http://dx.doi.org/10.3366/shr.2019.0403.
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Lyon Playfair was a champion of scientific and technical education who was professor of chemistry at Edinburgh University before serving as a Liberal M.P., initially for a Scottish university seat, from 1868 to 1892. This article looks mainly at his role in debates on the Education Act of 1872 and the bills which preceded it. Playfair sought to define the democratic traditions of Scottish education, especially emphasising the legacy of John Knox, and to adapt them to the new national system. He idealised the direct connection between parish schools and universities, and the opportunities available to talented boys, using newly available statistics to support his case. He also contributed to the shaping of Scottish secondary education, and to establishing the modern idea of social mobility through educational merit. When the Scottish Office was established in 1885, Playfair opposed the devolution of education and this dissent led him to move to an English seat. His career has a wider interest for the history of Scottish politics in the age of Gladstone.
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Gellera, Giovanni. "The Reception of Descartes in the Seventeenth-Century Scottish Universities: Metaphysics and Natural Philosophy (1650–1680)." Journal of Scottish Philosophy 13, no. 3 (2015): 179–201. http://dx.doi.org/10.3366/jsp.2015.0103.
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In 1685, during the heyday of Scottish Cartesianism (1670–90), regent Robert Lidderdale from Edinburgh University declared Cartesianism the best philosophy in support of the Reformed faith. It is commonplace that Descartes was ostracised by the Reformed, and his role in pre-Enlightenment Scottish philosophy is not yet fully acknowledged. This paper offers an introduction to Scottish Cartesianism, and argues that the philosophers of the Scottish universities warmed up to Cartesianism because they saw it as a newer, better version of their own traditional Reformed scholasticism, chiefly in metaphysics and natural philosophy.
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Bow, Charles Bradford. "In Defence of the Scottish Enlightenment: Dugald Stewart's role in the 1805 John Leslie Affair." Scottish Historical Review 92, no. 1 (2013): 123–46. http://dx.doi.org/10.3366/shr.2013.0140.
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During a transitional period of Scottish history, responses to the French Revolution in the 1790s significantly affected Enlightenment intellectual culture across Scotland and, in particular, its existence in Edinburgh. The emergence of powerful counter-Enlightenment interests—championed by Henry Dundas—sought to censure the diffusion of ideas and values associated with France's revolution. In doing so, they targeted all controversial philosophical writings and liberal values for censorship and, in turn, gradually crippled the unique circumstances that had birthed the Scottish Enlightenment. Alarmed by the effect counter-Enlightenment policies had on Scottish intellectual culture, Dugald Stewart professor of moral philosophy at Edinburgh University (1785–1810) countered this threat with a system of moral education. His programme created a modern version of Thomas Reid's Common Sense philosophy whilst advancing that the best way to prevent the adoption of supposedly dangerous political and philosophical ideas was examining their errors. The tensions between counter-Enlightenment policies and Stewart's system of moral education erupted in the 1805 election of John Leslie as professor of mathematics at Edinburgh University, but the Leslie affair was not an isolated episode. This controversy embodied tensions over ecclesiastical politics in the Church of Scotland, national secular politics, and Scottish Enlightenment moral philosophy. At the same time, Stewart believed the Leslie affair would determine the fate of not only Edinburgh University but also the Scottish universities’ entwined relationship with Enlightenment. This article examines how Dugald Stewart's prominent role in the 1805 John Leslie affair pitted counter-Enlightenment interests against those of an emerging generation of the Scottish Enlightenment.
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Al-Thagafi, Abdulelah, Mike Mannion, and Noreen Siddiqui. "Digital marketing for Saudi Arabian university student recruitment." Journal of Applied Research in Higher Education 12, no. 5 (2020): 1147–59. http://dx.doi.org/10.1108/jarhe-05-2019-0119.
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PurposeThe purpose of this paper is to develop a digital marketing capability maturity model (CMM) as a guiding framework in support of increasing international student recruitment to the public universities in Saudi Arabia (SAPUs).Design/methodology/approachThe CMM was constructed by comparing the common practices of Web 2.0 usage for international student recruitment from five SAPUs and from five Scottish universities. The stages of the awareness, interest, desire and action (AIDA) marketing model were used to guide the analysis of the data and used as the business processes for the CMM.FindingsAll SAPUs use Web 2.0 for the recruitment of international students focusing on awareness and interest, but the content often lacks consistency and depth. Scottish universities use Web 2.0 across all stages of the AIDA model, and the content often has greater consistency and depth.Research limitations/implicationsThe analysis draws on published content from a small sample of SAPUs and Scottish universities but did not solicit the views of the staff about the content's effectiveness.Practical implicationsThis study extends the knowledge about the strategic use of Web 2.0 in SAPUs for addressing international student recruitment marketing challenges.Social implicationsIncreasing the international student population at SAPUs is one strategy in the Kingdom of Saudi Arabia's 2030 vision to reduce its dependency on oil exports.Originality/valueThis study applies the AIDA model to develop a CMM for the use of Web 2.0 in SAPUs explicitly for international student recruitment.
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Macdonald, Catriona M. M. "Andrew Lang and Scottish Historiography: Taking on Tradition." Scottish Historical Review 94, no. 2 (2015): 207–36. http://dx.doi.org/10.3366/shr.2015.0257.
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The career and posthumous reputation of Andrew Lang (1844–1912) call into question Scottish historiographical conventions of the era following the death of Sir Walter Scott which foreground the apparent triumph of scientific methods over Romance and the professionalisation of the discipline within a university setting. Taking issue with the premise of notions relating to the Strange Death of Scottish History in the mid-nineteenth century, it is proposed that perceptions of Scottish historiographical exceptionalism in a European context and presumptions of Scottish inferiorism stand in need of re-assessment. By offering alternative readings of the reformation, by uncoupling unionism from whiggism, by reaffirming the role of Romance in ‘serious’ Scottish history, and by disrupting distinctions between whig and Jacobite, the historical works and the surviving personal papers of Andrew Lang cast doubt on many conventional grand narratives and the paradigms conventionally used to make sense of Scottish historiography.
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Plichtová, Jana. "Scottish and Slovak university student discussions about stigmatized persons: A challenge for education – moving towards democracy and inclusion." Journal of Pedagogy / Pedagogický casopis 4, no. 2 (2013): 188–207. http://dx.doi.org/10.2478/jped-2013-0010.
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Abstract The paper compares discussions in 12 groups of university students (6 Slovak and 6 Scottish) equal in sex and age. The participants discussed the same problem - how to control the spread of HIV/AIDS and respect medical confidentiality (MC). Systematic comparisons revealed striking differences between the two national groups. The Scottish discussants were more cooperative than the Slovaks; they devoted more attention to analysing the problem and to creating a shared understanding of it. Although there was a temptation to contravene MC and the individual rights of those infected with HIV in both the Slovak and Scottish groups, only the Scottish discussants came to the conclusion, collaboratively and through argumentative exchange, that such proposals would be counterproductive in controlling the spread of HIV or in protecting public health. In the Slovak groups even participants who were opposed to discriminative proposals were not able to convince their fellow discussants that MC should not be contravened. Links are drawn between the findings and critical pedagogy and inclusion.
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Anderson, R. D. "SCOTTISH UNIVERSITY PROFESSORS, 1800-1939: PROFILE OF AN ELITE." Scottish Economic & Social History 7, no. 1 (1987): 27–54. http://dx.doi.org/10.3366/sesh.1987.7.7.27.
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Raji, Abdulhakeem, and Abeer Hassan. "Sustainability and Stakeholder Awareness: A Case Study of a Scottish University." Sustainability 13, no. 8 (2021): 4186. http://dx.doi.org/10.3390/su13084186.
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This paper adopted a case study approach to investigate the sustainability practices of a Scottish university in order to understand if sustainability forms part of its central policy agenda. As such, the paper focuses on the levels of awareness and disclosure of their sustainable practices, measuring the impacts and effectiveness of those initiatives. This paper introduces signaling theory to explore the idea that appropriate communication via integrated thinking can close the gap between the organization and its stakeholders. We believe that the provision of this relevant information will lead to better communication between the organization and its stakeholders, supporting a signaling theory interpretation. Therefore, we are suggesting that integrated thinking is an internal process that organizations can follow to increase the level of disclosure as a communication tool with stakeholders. From the literature reviewed, four themes were identified (definition of university sustainability, sustainability awareness, disclosure framework within universities, and level of accountability). The research adopted a pragmatic view and conducted individual interviews with participants belonging to three stakeholder groups (members of the university’s senior management, the governing council, and the student union executive). Although this study focused on just one Scottish university, it should still provide some insight for the better understanding of the underpinning issues surrounding the sustainability accountability practices of Scottish universities in general. The research findings indicated that the university prioritized only two sustainability dimensions—economic and environmental—and that the university still perceived sustainability as a voluntary exercise. Additionally, it is evident that the university had no framework in place for measuring its sustainability delivery—and therefore had no established medium of communicating these activities to its stakeholders. Moreover, research findings showed that the social and educational context of sustainability was lacking at the university. The university has done little or nothing to educate its stakeholders on sustainability.
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Furrow, Melissa. "Dalhousie University." Florilegium 20, no. 1 (2003): 125–27. http://dx.doi.org/10.3138/flor.20.038.
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There are only a handful of scholars who have their primary appointments in Dalhousie departments and a primary interest in medieval fields. In French, we have Hans Runte, best known among medievalists for his work on the Seven Sages of Rome, but his more recent publications have been in the field of Acadian letters. In English, we have Hubert Morgan, who works in Middle English, Old Norse, and Old English (romance, saga, and epic are particular interests), and Melissa Furrow, who has finally completed a long labour on reception of romances in medieval England (Expectations of Romance: Drasty Rymyng or Noble Tales, currently under review) and is now returning to an earlier editorial project (Ten Fifteenth-Century Comic Poems) to revise for a new edition with TEAMS. In History, we have Cynthia Neville, well known personally to members of CSM for her extensive work 011 the national and international scene on prize, review, and adjudication committees, and more broadly known through her scholarship on late medieval English legal history and on Scottish social, political, and cultural history. She is the author of Violence, Custom, and Law: The Anglo-Scottish Border Lands in the Later Middle Ages (Edinburgh UP, 1998) and the forthcoming Native Lordship in Anglo-Norman Scotland: The Earldoms of Stratheam and Lennox, 1170-1350 (Four Courts Press). A recent and exciting addition is Jennifer Bain in Music, a music theorist who works on Hildegard of Bingen, and on fourteenth-century music. This tiny number and the clearcut disciplinary boundaries proclaimed by departmental organisation might suggest that medieval study at Dalhousie has fallen off steeply from the days when we had a formally recognised honours degree in Medieval Studies and a bigger pool of faculty. It is true, a bigger pool would be helpful, and the priority within English for the next appointment is for a medievalist. But in various ways medieval studies at Dalhousie does better than it looks as if it should.
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Reid, John S. "James Clerk Maxwell's Scottish chair." Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 366, no. 1871 (2008): 1661–84. http://dx.doi.org/10.1098/rsta.2007.2177.
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This account of Maxwell as professor of natural philosophy at Marischal College, Aberdeen, fills in many details that have been left out of Maxwell's biographies. It discusses the degree programme that Maxwell taught on, the nature of his colleagues, the type of student he had in his classes and the range of activities involved in his teaching. Evidence is cited that Maxwell was an enthusiastic and effective teacher, contrary to the often repeated but thinly supported view to the contrary. Following a brief summary of Maxwell's research interests while at Aberdeen, the myth that Maxwell was sacked from the University of Aberdeen is exploded and the detail of why he moved on is spelt out.
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Graham, Gordon. "Religion, Evolution and Scottish Philosophy." Journal of Scottish Philosophy 19, no. 1 (2021): 75–89. http://dx.doi.org/10.3366/jsp.2021.0291.
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This paper explores developments in the defence of theism within Scottish philosophy following Hume's Dialogues and the advent of Darwinian evolutionary biology. By examining the writings of two nineteenth-century Scottish philosophers, it aims to show that far from Darwinian biology completing Hume's destruction of natural theology, it prompted a new direction for the defence of philosophical theism. Henry Calderwood and Andrew Seth Pringle-Pattison occupied, respectively, the Chairs of Moral Philosophy and Logic and Metaphysics at the University of Edinburgh in the late nineteenth century. Their books reveal that the challenge of articulating new grounds for philosophical theism was not motivated by a conservative desire to see off a new intellectual threat, but by a desire for a proper understanding of evolutionary biology.
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Ralston, Ian. "Gordon Childe and Scottish Archaeology: The Edinburgh Years 1927–1946." European Journal of Archaeology 12, no. 1-3 (2009): 47–90. http://dx.doi.org/10.1177/1461957109339702.
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This article considers Childe's career in Scotland, where he was Abercromby Professor of Prehistoric Archaeology at Edinburgh University 1927–1946, and assesses his impact on Scottish archaeology and the Scottish archaeological community. Matters discussed include his development of teaching programmes and resources within the university, and his association with the Edinburgh League of Prehistorians. His excavation and fieldwork at Skara Brae and elsewhere, and his publications during this span, are considered. Childe's collaborations with the Royal Commission on the Ancient and Historical Monuments of Scotland and the National Museum, especially during the Second World War, are reviewed. The archaeological achievements of some of his Edinburgh students are briefly summarized.
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Bradford Bow, Charles. "Molyneux's Problem in the Scottish Enlightenment." Historical Reflections/Réflexions Historiques 45, no. 3 (2019): 22–41. http://dx.doi.org/10.3167/hrrh.2019.450302.
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This article examines the “progress” of Scottish metaphysics during the long eighteenth century. The scientific cultivation of natural knowledge drawn from the examples of Sir Francis Bacon (1561–1626), John Locke (1632–1704), and Sir Isaac Newton (1642–1727) was a defining pursuit in the Scottish Enlightenment. The Aberdonian philosopher George Dalgarno (1616–1687); Thomas Reid (1710–1796), a member of the Aberdeen Philosophical Society known as the Wise Club; and the professor of moral philosophy at Edinburgh University Dugald Stewart (1753–1828), contributed to that Scottish pattern of philosophical thinking. The question of the extent to which particular external senses (sight, hearing, touch, taste, and smell) might be improved when others were damaged or absent from birth attracted their particular interest. This article shows the different ways in which Scottish anatomists of the mind resolved Molyneux’s Problem of whether or not an agent could accurately perceive an object from a newly restored external sense.
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Bradley, James, Anne Crowther, and Marguerite Dupree. "Mobility and selection in Scottish university medical education, 1858–1886." Medical History 40, no. 1 (1996): 1–24. http://dx.doi.org/10.1017/s0025727300060646.
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Kuenssberg, Sally. "The discourse of self-presentation in Scottish university mission statements." Quality in Higher Education 17, no. 3 (2011): 279–98. http://dx.doi.org/10.1080/13538322.2011.625205.
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Richards, Eric, and T. M. Devine. "Conflict and Stability in Scottish Society. Proceedings of the Scottish Historical Studies Seminar. University of Strathclyde, 1988-89." Economic History Review 44, no. 1 (1991): 176. http://dx.doi.org/10.2307/2597495.
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Scullion, Adrienne. "Self and Nation: Issues of Identity in Modern Scottish Drama by Women." New Theatre Quarterly 17, no. 4 (2001): 373–90. http://dx.doi.org/10.1017/s0266464x00015001.
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The creation of the devolved Scottish parliament in 1999, argues Adrienne Scullion, has the potential to change everything that has been understood and imagined or thought and speculated about Scotland. The devolved parliament shifts the governance of the country, resets financial provisions and socio-economic management, recreates Scottish politics and Scottish society – and affects how Scotland is represented and imagined by artists of all kinds. The radical context of devolution should also afford Scottish criticism an unprecedented opportunity to rethink its more rigid paradigms and structures. Specifically, this article questions what impact political devolution might have on the rhetoric of Scottish cultural criticism by paralleling feminist analysis of three plays by women premiered in Scotland in 2000 with the flexible, even hybrid, model of the nation afford by devolution, resetting identity within Scottish culture as much less predictable and much more inclusive than has previously been understood. An earlier versions was delivered by the author on 5 March 2001 to the Royal Society of Edinburgh in receipt of the biennial RSE/BP Prize Lectureship in the Humanities. Adrienne Scullion teaches in the Department of Theatre, Film and Television Studies at the University of Glasgow, where she is also the academic director of the Centre for Cultural Policy Research.
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Chew, Cindy, Patrick J. O'Dwyer, Alan Jaap, et al. "Medical student assessments—frequency of radiological images used: a national study." BJR|Open 2, no. 1 (2020): 20200047. http://dx.doi.org/10.1259/bjro.20200047.
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Objectives: Assessments are a key part of life for medical students at University. We know there is variation in these assessments across Universities. The aims of this study were to expatiate summative assessments in Scottish Medical Schools and to examine how frequently radiological images feature in them. Methods: All Scottish medical schools were invited to participate in the study. Data on objective structured clinical examinations (OSCEs; 5 years) and written assessments (3 years) were retrospectively collected for each university and results were collated. Each University was randomly assigned a letter from A to E and anonymised for data presentation. Results: 10,534 multiple choice questions (MCQ) and 1083 OSCE stations were included in this study. There was wide variation in the number, type and timing of assessments across Scottish medical schools. There were highly significant differences in the number of OSCE stations and the number of MCQs set over the study period (p < 0.0001). Radiological images were used on average 0.6 times (range 0–1.1) in each OSCE examination and 2.4 times (range 0.1–3.7) for written assessments. Conclusion: In this detailed study, we demonstrated significant differences in medical student assessments across Scottish Universities. Given the importance of Radiology in modern medicine, the frequency and differences in which radiological images were used in assessments across Universities should be addressed. Advances in knowledge: This is the first national longitudinal study to quantify the role of radiological images in summative Medical Student Assessments. Great variability exists in the extent and how (clinical versus written assessments) radiological images are used to assess Scottish medical students. Radiological images are used infrequently in clinical assessments, but are present in every written assessment. These findings could help inform medical schools and academic radiologists as they prepare medical students for the imminent unified medical licensing examination, where Clinical Imaging is a subject with one of the highest number of associated conditions examinable.
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Buckley, Emma, Alice König, and Ana Kotarcic. "Transitioning between School- and University-Level Latin Learning: A Scottish Perspective." Journal of Classics Teaching 18, no. 35 (2017): 54–64. http://dx.doi.org/10.1017/s2058631017000083.
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Students are arriving to study Latin at university with an increasingly diverse range of qualifications (including no Latin at all). This is something to celebrate. University Classics departments want students from different educational backgrounds; and we want a wide range of qualification authorities to continue to offer students the chance to start learning Latin at school. This diversity is being exacerbated, however, by an increasingly stark differential in the content and rigour of these various qualifications; and that presents challenges for universities aiming to integrate students quickly and acclimatise them to university-style learning. Classes in all subjects have more and less knowledgeable students learning side-by-side; but the dynamics of a Latin language class mean that gaps in knowledge and differences in experience become publicly visible very quickly. This is thus a social problem as much as it is an academic one, and it is particularly acute during that important period of transition, the first year of university study. This trend is not exclusive to the teaching of Latin but has also been a recurring theme of discussion within Modern Languages too, particularly in Scottish universities where the percentage of non-A Level students is higher than is generally the case south of the border.
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Nehring, Holger. "Challenging the Myths of the Scottish Sixties:." Moving the Social 64 (December 1, 2020): 53–80. http://dx.doi.org/10.46586/mts.64.2020.53-80.
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This article challenges two myths about the British and Scottish Sixties: first, that there was no real student radicalism in Scotland in the long 1960s, and second that this radicalism was confined to narrow groups of the extreme left. Rather than focusing on processes of cultural change and their manifestations, this essay conceptualises ‘1968’ as a series of political contestations over the form of university governance and, by implication, government in the United Kingdom from the mid-1960s and to the mid-1970s. Conceptually, this article brings together an analysis of governmental and university policy making with the politics of protest. It draws attention to the interaction between local experiences and central structures in framing the protests, and it highlights how the student protests on the Stirling campus gave expression to broader fractures within the UK polity. Thus, this article demonstrates how students expressed dissatisfaction with the realities of technocratic planning in the context of the centralised UK state by calling for more representation. In doing so, it offers two conceptual messages for scholars working on ‘1968’ more generally: ideological currents and value changes should be connected to specific local places of contestations; and the call for student representation against technocratic planning should be taken more seriously and analysed in the context of these contestations and embedded in a discussion about the relationship between culture and politics.
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Macinnes, Allan I., and Jean-François Dunyach. "Introduction: Enlightenment and Empire." Journal of Scottish Historical Studies 38, no. 1 (2018): 1–17. http://dx.doi.org/10.3366/jshs.2018.0230.
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The Enlightenment is here located in the global transmission of goods, people and ideas. The Scottish participation in Empires is explored through four distinctive themes. The first scrutinises how Whig and Jacobite perspectives on Enlightenment affected Scottish engagement with the British and other Empires. The second relates to the impact of Enlightenment thinking on the reputed decline of Spanish Empire on Scottish commercial access to Latin America. The third deals with enlightened critiques of Empire that were not necessarily sustained by observation and practical experience. The fourth explores through case studies the application of Enlightenment in North America and India. Most of the contributions were primarily given as papers to the Eighteenth Century Scottish Studies Society Conference held in Paris Sorbonne in July 2013 with the Adam Smith Society and the Centre Roland Mousnier (Sorbonne) on ‘Scotland, Europe and Empire in the Age of Adam Smith and Beyond’. This volume is published with the financial support of the Centre Roland Mousnier, Sorbonne University.
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McLuckie, Joseph A., Michael Naulty, Dharmadeo Luchoomun, and Harald Wahl. "Scottish and Austrian Perspectives on Delivering a Master's." Industry and Higher Education 23, no. 4 (2009): 311–18. http://dx.doi.org/10.5367/000000009789346103.
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This article explores the transition in course delivery from a paper-based format to blended learning, and highlights the role of the virtual learning environment (VLE) in this process. Professional practice in postgraduate programmes in particular is investigated during this transition stage at the University of Dundee (UoD) in Scotland, and the University of Applied Sciences Technikum Wien (UASTW) in Austria. In this transition, UoD is developing and implementing a ‘Master's Framework’ supported by the VLE, ‘MyDundee’, which is built on the Blackboard e-learning platform. Similarly, UASTW is exploiting the Campus Information System (CIS) based on the open-source e-learning platform Moodle. Although the methods used to promote and practise e-learning differ at the two universities, their common aim is to support students' and professionals' learning when face-to-face contact time between students and tutors is significantly reduced. The use of collaborative and peer-assessed tools like e-portfolios, newsletters, discussion forums, Wikis and group puzzles are used as means of satisfying a delivery model which reflects socially constructivist principles of learning.
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Bowman, Stephen. "The Scottish-American Association, 1919–1923: A Study in Failure." Journal of Scottish Historical Studies 39, no. 2 (2019): 166–92. http://dx.doi.org/10.3366/jshs.2019.0275.
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This article considers the history of the Scottish-American Association (SAA), an elite society founded in Edinburgh in 1919 in support of British-American friendship by Charles Saroléa, a Belgian diplomat and Professor of French at Edinburgh University.
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Wood, Paul. "Defining the Scottish Enlightenment: Richard B. Sher, Church and University in the Scottish Enlightenment: The Moderate Literati of Edinburgh." Journal of Scottish Philosophy 15, no. 3 (2017): 299–311. http://dx.doi.org/10.3366/jsp.2017.0175.
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Wallis, Jake. "Scottish Academic Periodicals Implementing an Effective Networked Service (SAPIENS) project." Library and Information Research 28, no. 88 (2009): 27–33. http://dx.doi.org/10.29173/lirg162.
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This article describes the aims and continuing progress of the Scottish Academic Periodicals Implementing an Effective Networked Service (SAPIENS) project which has been running at the University of Strathclyde's Centre for Digital Library Research since September 2001. Initially funded for two years, the project has been extended until October 2004.
 The rationale behind SAPIENS is the concern that small Scottish publishers, operating on limited budgets, are in danger of finding themselves marginalised in the modern information environment. The project's primary objectives are to explore the viability of, and launch, an electronic publishing service to assist small-scale Scottish publishers of academic and cultural periodicals to publish online. It has achieved these aims by implementing a demonstration service which is gradually moving into an operational mode, delivering current journals.
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Valentine, Jeremy. "The politics of temporal sovereignty and the subaltern MA." Arts and Humanities in Higher Education 18, no. 2-3 (2019): 99–119. http://dx.doi.org/10.1177/1474022218811622.
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This paper explains the emergence of an MA in Culture and Creative Enterprise at a Scottish University by locating it within a policy context characterised by the attempt of the Scottish Government to establish ‘temporal sovereignty’ through ‘fast policy’. The argument of the paper is that the MA is an outcome of the Scottish Government’s attempt to establish the sovereignty of a ‘future present’ over political and economic temporalities through the inscription of the figure of the entrepreneur in economic, educational and cultural policy. The paper demonstrates that the MA acts as a subaltern vehicle for that project and uses conceptual and empirical research to critically analyse the politics of the entrepreneur within it. The paper concludes with a discussion of the extent to which that policy assemblage has unravelled.
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Ingram, Arthur, Emily Pianu, and Rita Welsh. "Supporting dyslexic Scottish university hospitality students: positive actions for the future?" International Journal of Contemporary Hospitality Management 19, no. 7 (2007): 606–11. http://dx.doi.org/10.1108/09596110710818347.
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Coombs, Bryony. "Material Diplomacy: A Continental Manuscript Produced for James III, Edinburgh University Library, MS 195." Scottish Historical Review 98, no. 2 (2019): 183–213. http://dx.doi.org/10.3366/shr.2019.0400.
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This paper examines a late medieval manuscript produced in northern France and Flanders for a member of the Scottish royal house: Edinburgh University Library, MS 195. The manuscript contains an ornate representation of the royal arms of Scotland, supported by two unicorns. It was commissioned for James III c. 1464–7. Despite its royal provenance, the manuscript has received limited scholarly attention. The text and illuminations are analysed in order to shed light on their origins and on the circumstances of their production. The manuscript is an important example of a continental work produced for Scottish royalty. By studying the text, heraldry, iconography and historical context of the manuscript, this paper provides new insights into the diplomatic relationship between James III, the French court and the continental manuscript trade. It also provides new solutions to old problems, such as the enigmatic letters ‘P’ and ‘L’ found in the border decoration.
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Driscoll, Stephen T. "SERFing in the Scottish heartlands: artefacts and the research strategy." Scottish Archaeological Journal 32, no. 1 (2010): 57–72. http://dx.doi.org/10.3366/saj.2011.0008.
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This paper describes the first phase (2006–11) of the SERF (Strathearn Environs & Royal Forteviot) project and outlines the research strategy developed by a team of prehistorians and medievalists. Particular attention is given to our approaches to material culture and its role in providing a context for field monuments. Previously known archaeological and historical evidence has been utilised to frame the research programme, which has engaged university archaeologists from Glasgow and Aberdeen, public sector archaeologists from Historic Scotland, the RCAHMS and Perth and Kinross Heritage Trust. The fieldwork was undertaken as part of a field school which provides training to university students and volunteers.
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Ambuske, James. "“Ours is a Court of Papers”: Exploring Scotland and the British Atlantic World using the Scottish Court of Session Digital Archive Project." International Review of Scottish Studies 44 (January 31, 2020): 10–19. http://dx.doi.org/10.21083/irss.v44i0.5883.
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This essay describes the Scottish Court of Session Digital Archive Project (SCOS), a multi-institutional collaborative research initiative into Early America and the British Atlantic world. Developed by the digital scholarship team at the University of Virginia Law Library, in partnership with colleagues at the University of Edinburgh, SCOS explores everyday life in the eighteenth and early nineteenth centuries through Session Papers, the printed documents submitted to Scotland’s supreme civil court during litigation. The project provides scholars, genealogists, and the public with open-access digital copies of Session Papers held by the UVA Law Library, the Library of Congress, and other institutional partners. By digitizing these documents, contextualizing them with comprehensive metadata, and providing users with interpretative entry points, SCOS is designed to foster new research on this formative period of Scottish, British, and American history.
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Ferguson, Jennifer, and Dave Griffiths. "Preparing Versus Persuading: Inequalities between Scottish State schools in University Application Guidance Practices." Social Sciences 7, no. 9 (2018): 169. http://dx.doi.org/10.3390/socsci7090169.
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A university education is often regarded as a means for increasing social mobility, with attendance at a leading university seen as a pathway to an advantaged socio-economic status. However, inequalities are observable in attendance levels at leading UK universities, with children from less advantaged backgrounds less likely to attend the top universities (generally known as the Russell Group institutions). In this paper, we explore the different levels of assistance provided to state school children in preparing for their university applications. Guidance teachers and pupils at a range of Scottish state schools were interviewed. We find that inequalities exist in the cultivation of guidance provided by state schools, with high attainment schools focusing on preparing applicants to be desirable to leading universities, whilst low attainment schools focus on persuading their students that university is desirable.
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Holmes, Stephen Mark. "Historiography of the Scottish Reformation: The Catholics Fight Back?" Studies in Church History 49 (2013): 303–16. http://dx.doi.org/10.1017/s0424208400002205.
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In 1926 the Revd James Houston Baxter, Professor of Ecclesiastical History at the University of St Andrews, wrote in the Records of the Scottish Church History Society: ‘The attempts of modern Roman Catholics to describe the Roman Church in Scotland have been, with the exception of Bellesheim’s History, disfigured not only by uncritical partisanship, which is perhaps unavoidable, but by a glaring lack of scholarship, which makes them both useless and harmful.’ The same issue of the journal makes it clear that Roman Catholics were not welcome as members of the society. This essay will look at the historiography of the Scottish Reformation to see how the Catholics ‘fought back’ against the aspersions cast on them, and how a partisan Protestant view was dethroned with the help of another society founded ten years before the Ecclesiastical History Society, the Scottish Catholic Historical Association (SCHA).
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Lee, Rosemary, and Brian Ellis. "Developing and Sustaining Ultrasound Programmes for Nonmedical Practitioners in Scotland: Opportunities and Challenges." Ultrasound 15, no. 3 (2007): 173–76. http://dx.doi.org/10.1179/174313407x208703.
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Medical ultrasound programme development and the initial period of study delivery can be fraught with challenges and pitfalls yet full of opportunities for educational teams in the United Kingdom. The authors report on the experiences from a Scottish university during this critical period.
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Kirk, James. "The Religion of Early Scottish Protestants." Studies in Church History. Subsidia 8 (1991): 361–411. http://dx.doi.org/10.1017/s0143045900001745.
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In Scotland as elsewhere, Protestant reform began as a clerical revolt within the Established Church. Without exception, the earliest leaders of reform in Scotland were disenchanted ecclesiastics, men whose backgrounds were essentially academic and clerical, men who possessed sufficient technical training and expertise to appreciate, before the sloganizing began, the significance (if not all the implications) of Luther’s academic revolt in 1517, and the relevance of his challenging ideas on salvation and his attack on the ‘treasury of merit’: not even the saints, he believed, had sufficient merit to save themselves. Luther, after all, was an Augustinian friar, priest, university teacher (as, for that matter, were Wyclif and Hus), and doctor of theology before his break with Rome. His thinking merited scrutiny, appraisal, and debate, even if only for refutation; and if nothing else, scholastic methodology had fostered theological speculation and critical discussion within an accepted framework of debate. Besides, Erasmus’s initial reaction to Luther’sNinety-Five Theseswas conciliatory: he considered Luther’s beliefs would be approved by all men, apart from a few points on purgatory; and he was later to observe, in 1519, that Luther’s detractors were intent on ‘condemning passages in the writings of Luther which are deemed orthodox when they occur in the writings of Augustine and Bernard’.
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Keen, Michael C. "David Ure and the first illustrations of British fossil Ostracoda." Journal of Micropalaeontology 12, no. 1 (1993): 8. http://dx.doi.org/10.1144/jm.12.1.8.
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Abstract. 1993 is the bicenntenary of the publication of David Ure’s classic work, The History of Rutherglen and East-Kilbride, published with a view to promote the study of antiquity and natural history, and with it the start of studies in Britain of fossil ostracods. To commemorate this occasion, the 2nd. European Ostracodologists Meeting was held in the University of Glasgow July 23–27th, 1993.David Ure was born in 1750 the son of a weaver, a product of the Scottish enlightenment, who studied at Glagow Grammar School and then at the University of Glasgow. He was licensed to preach the gospel in 1783, and soon after was appointed Assistant Minister at East Kilbride, where he remained for seven years. During this time he collected material for his great work which was published after he had left East Kilbride for Newcastle.David Ure’s book was financed by public subscription, and amongst the 700 subscribers can be found many Professors from the Scottish Universities as well as the eminent geologists James Hutton and John Playfair. This was the heroic age of geology, when careful observations were leading to an understanding of basic principles. David Ure is often regarded as the "Father of Scottish Palaeontology". His book contains the first illustrations of fossils from Scotland, and is fairly unique for the period because his specimens are still preserved in the collections of the Hunterian Museum at the University of Glasgow and the City Museum and Art Gallery, Kelvingrove, Glasgow. The macrofossils are beautifully drawn, . . .
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TANNOCH-BLAND, JENNIFER. "Dugald Stewart on intellectual character." British Journal for the History of Science 30, no. 3 (1997): 307–20. http://dx.doi.org/10.1017/s0007087497003105.
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Dugald Stewart (1753–1828) lectured in astronomy and political economy, held the chair of mathematics at Edinburgh University from 1775 to 1785, then the chair of moral philosophy from 1785 to 1810, and wrote extensively on metaphysics, political economy, ethics, philology, aesthetics, psychology and the history of philosophy and the experimental sciences. He is commonly regarded as the last voice of the Scottish Enlightenment, the articulate disciple of Thomas Reid, father of Scottish common sense philosophy. Recently some historians have begun to rediscover elements of the contribution Stewart made to early nineteenth-century British intellectual culture, and his Collected Works have been republished with a new introduction by Knud Haakonssen.
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Thompson, Seth D., and Adrienne Muir. "A case study investigation of academic library support for open educational resources in Scottish universities." Journal of Librarianship and Information Science 52, no. 3 (2019): 685–93. http://dx.doi.org/10.1177/0961000619871604.
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The aim of the research was to investigate why and how Scottish university libraries support open educational resources and to assess their ability to provide support services for their development and use within higher education institutions. There has been little research on the role of academic libraries in supporting open educational resources in Scotland and previous research found that there is a lack of awareness of them in Scottish higher education institutions and few have open educational resources policies. The case study methodology therefore involved two Scottish academic libraries providing open educational resources services. The libraries’ motivation includes supporting teaching and learning and the development of educator digital skills and copyright knowledge. However, there are a number of barriers limiting the services the libraries are able to provide, particularly lack of human resources. The research confirmed the findings of previous research on the importance of institutional commitment, incentives for educator engagement, and understanding of copyright and licensing issues by educators and library staff.