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Journal articles on the topic 'University of Warwick'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 July 2024

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1

Patel, Joshua. "Breadth, ‘National Needs’, and Reimagining the Role of the University in Society." Exchanges: The Interdisciplinary Research Journal 8, no. 4 (August 3, 2021): 9–33. http://dx.doi.org/10.31273/eirj.v8i4.794.

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A persistent critique of university histories is their lack of consideration for the influence of external forces. How did the political and societal pressures of the 1960s inform understandings of the contributions that students and universities should make to society? This article investigates how pressures that the universities contribute to the ‘national need’ informed the design of studies and the built environment at the University of Warwick. Vice-Chancellor of Warwick ‘Jack’ Butterworth in 1970 found himself and his university criticised for permitting an ‘oligarchy of industrialists,’ to subjugate the university and force it to mass-produce ‘capitalistic,’ managers. For Butterworth this was no coup but a reorientation of the purpose of a university towards public needs. At Warwick, a new university was imagined. Its environment and teaching programme stressed ‘breadth’ and spontaneity so that it might produce students armed with ‘pure’ knowledge to be ‘applied’ to practical issues of the day, particularly those found in industry. The nation needed such broad-minded, productive graduates in order to engender the prosperous liberal society. This educational philosophy is identifiable in Butterworth’s proposals for his business school, Warwick’s foiled attempt to merge with the local college of technology, and its unsuccessful early designs for halls of residence.

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2

Gohir, Tas, and Grier Palmer. "Technology Transfer in HEIs." Industry and Higher Education 19, no. 5 (October 2005): 345–61. http://dx.doi.org/10.5367/000000005775185895.

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The UK's bioscience research base is one of the country's genuine long-term economic assets. It is critically important for the UK not to repeat past mistakes, when financial exploitation of innovative and groundbreaking bioresearch went overseas. This study reviews commercialization from the Department of Biological Sciences at Warwick University as a microcosm of the current state of technology transfer in academia. Its technology transfer operation is typical of many other such organizations. Warwick University does, however, have the benefit of being in the ‘Ivy League’ of UK universities and is regarded as a beacon of entrepreneurial flair. If the power of academic entrepreneurship is to be fully unleashed anywhere, Warwick is as well placed as any to capitalize on the opportunities. While the purpose of the study has been to consider how Warwick's enormous entrepreneurial prowess can be harnessed for the greater commercialization of its bioscience research, many of the conclusions and recommendations are applicable to other departments and academic institutions worldwide.

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3

Bobe, Mark. "The University of Warwick and its Region." Industry and Higher Education 16, no. 2 (April 2002): 91–96. http://dx.doi.org/10.5367/000000002101296162.

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The University of Warwick is one of the UK's top five universities, dedicated to providing research and teaching of an international standard. While the university does function within the national and international contexts, it also places great value on regional (the English West Midlands) and sub-regional (the city of Coventry and the county of Warwickshire) involvement. It is argued that the university makes a strong contribution to the regional economy through The University of Warwick Science Park, the Warwick Manufacturing Group, the Warwick Business School, and other academic departments. Funding through the Higher Education Reach-Out to Business and the Community Scheme (HEROBC) has served to broaden and deepen the university's already substantial regional engagement while allowing it to maintain its national and international roles.

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4

Robinson, Martin. "Warwick University PGCE Mentoring Scheme." Mentoring 1, no. 1 (January 1993): 23–30. http://dx.doi.org/10.1080/0968465930010105.

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5

Shattock, Michael. "University–Industry Research and Training Partnerships." Industry and Higher Education 11, no. 3 (June 1997): 164–67. http://dx.doi.org/10.1177/095042229701100307.

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The author examines the case of the University of Warwick and its institutional strategies for partnership with a variety of external organizations. He argues that universities need to change their missions, and to show strong leadership and an enterpreneurial approach to adapt to their local, national and international markets. In particular, the paper looks at the considerable success of the Warwick Manufacturing Group in developing training programmes and research in partnership with industry.

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6

Scarisbrick, John. "University of Warwick, 21st July 1985." Moreana 41 (Number 157-, no. 1-2 (June 2004): 94–103. http://dx.doi.org/10.3366/more.2004.41.1-2.11.

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Drawing from the details contained in paintings and accounts, the author draws our attention to the considerable knowledge about Thomas More that is available. He then goes on to question why More entered politics and developed his public career? By placing More’s writings firmly in their context, the consistency of More’s political and religious presence is argued. An appeal for scholars to try to comprehend More’s perception of his time leads the writer to define the motive for More’s death as being the unity of the Christian Church.

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7

Breen, Peter. "New cultural studies at Warwick university." Language, Culture and Curriculum 6, no. 1 (January 1993): 53–58. http://dx.doi.org/10.1080/07908319309525136.

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8

Sleight, Lauren. "Towards Inclusivity at the University of Warwick." Exchanges: The Interdisciplinary Research Journal 8, no. 4 (August 3, 2021): 34–54. http://dx.doi.org/10.31273/eirj.v8i4.806.

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As part of the Then & Now project, oral histories were collected from staff and alumni about their experiences at the University of Warwick. During these interviews, participants often spoke about their own experiences of inclusion and exclusion at university, often in comparison to the perceived experience of students at university of today. Looking back to earlier decades of the 1960s, 70s, 80s and 90s, those interviewed described the institution as primarily white, male, and middle-class. But, in their oral history testimonies participants reported feeling that that inclusivity at Warwick has undergone a transformation over the last 50 years. This article reviews these interviews and considers what the interviewees’ experiences can add to discussions about inclusivity and accessibility within universities. By focusing on three themes that were identified from these interviews - gender, race and ethnicity, and class - the article explores changing attitudes and experiences of inclusion and exclusion at the University of Warwick 1965-present. The interviews indicate that significant changes have taken place with regards to gender equality, but that less sustained changes have been perceived to have occurred in relation to class and race. By reviewing a small sample of interviews that were collated as part of Then & Now, this article demonstrates the potential that further oral histories could offer to our understanding of inclusivity at the University of Warwick and the history of Higher Education.

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9

Charles, J. G., D. B. Fleming, and J. Miller. "The hall of the University of Warwick." Applied Acoustics 18, no. 3 (1985): 195–234. http://dx.doi.org/10.1016/0003-682x(85)90034-9.

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10

Iezzi, Francesca, and Francesca Iezzi. "'A New World… Out of Nothing': Review of an interdisciplinary workshop." Exchanges: The Interdisciplinary Research Journal 4, no. 2 (April 30, 2017): 316–23. http://dx.doi.org/10.31273/eirj.v4i2.168.

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The inter-disciplinary workshop, entitled 'A New World… Out of Nothing' took place at the University of Warwick during November 2016. This critical review will explore the rationale for the event and its features, drawing on the organiser's views on inter-disciplinarity and communicating pure mathematics to a wider audience. The workshop was organised by Francesca Iezzi, who has recently finished a PhD in pure Mathematics and is a fellow of the supporting institutions, the Warwick Institute for Advanced Study (IAS) and the Warwick Institute for Advanced Teaching and Learning (IATL).

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11

Oliveira, Helio. "O discurso como prática social." Fórum Linguístico 15, no. 4 (December 28, 2018): 3457–61. http://dx.doi.org/10.5007/1984-8412.2018v15n4p3457.

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12

Sanchez, Hugo Santiago. "Research at the Centre for Applied Linguistics, University of Warwick, UK." Language Teaching 45, no. 3 (June 15, 2012): 399–400. http://dx.doi.org/10.1017/s0261444812000092.

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Established in 1983, the Centre for Applied Linguistics (CAL) at the University of Warwick is committed to a wide range of teaching, research and consultancy activities which focus on language use, language analysis, language learning and language teaching. It is also engaged in the development of multimedia, teaching and research materials and in a number of joint projects with national and international institutions. Its activities are supported by a variety of resources: staff and student expertise, facilities, equipment and materials including collections such as the British Academic Spoken English (BASE) and the British Academic Written English (BAWE) and the Warwick ELT Archive.

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13

Hd., J., T. C. Dann, and D. F. Roberts. "Menarcheal Age in University of Warwick Young Women." Population (French Edition) 49, no. 2 (March 1994): 546. http://dx.doi.org/10.2307/1534045.

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14

Woodman, Connor. "Warwick University plc: neo-liberalism, authoritarianism and resistance." Prometheus 34, no. 1 (January 2, 2016): 39–48. http://dx.doi.org/10.1080/08109028.2016.1222131.

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15

Dann, T. C., and D. F. Roberts. "Menarcheal age in University of Warwick young women." Journal of Biosocial Science 25, no. 4 (October 1993): 531–38. http://dx.doi.org/10.1017/s0021932000021908.

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SummaryData from the final 16 years of a 28-year ongoing survey of menarcheal age are reported. From 1971 onwards, recalled aged at menarche was recorded for all young women entering the University of Warwick. These data show that mean menarcheal age is increasing, a trend which is independent of father's occupation, family size, position of girl in the family, and physique. This continues a similar upward tendency noted in a preceding study in Swansea. It appears that the downward trend to earlier age at menarche of the earlier decades of this century has been replaced by one in the opposite direction.

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16

Gaydon, Philip, and Phil Gaydon. "Anne Fine." Exchanges: The Interdisciplinary Research Journal 2, no. 2 (April 1, 2015): 184–205. http://dx.doi.org/10.31273/eirj.v2i2.110.

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An interview with Anne Fine with an introduction and aside on the role of children’s literature in our lives and development, and our adult perceptions of the suitability of childhood reading material.Since graduating from Warwick in 1968 with a BA in Politics and History, Anne Fine has written over fifty books for children and eight for adults, won the Carnegie Medal twice (for Goggle-Eyes in 1989 and Flour Babies in 1992), been a highly commended runner-up three times (for Bill’s New Frock in 1989, The Tulip Touch in 1996, and Up on Cloud Nine in 2002), been shortlisted for the Hans Christian Andersen Award (the highest recognition available to a writer or illustrator of children’s books, 1998), undertaken the positon of Children’s Laureate (2001-2003), and been awarded an OBE for her services to literature (2003). Warwick presented Fine with an Honorary Doctorate in 2005.Philip Gaydon’s interview with Anne Fine was recorded as part of the ‘Voices of the University’ oral history project, co-ordinated by Warwick’s Institute of Advanced Study.

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17

Scott, Fran, Ji Won Chung, and Kate Scarth. "Picturing Women’s Health (1750-1910) Conference." Excursions Journal 2, no. 1 (September 13, 2019): 49–56. http://dx.doi.org/10.20919/exs.2.2011.148.

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18

Wharton, Sue. "Centre for Applied Linguistics at the University of Warwick." Language Teaching 41, no. 4 (October 2008): 581–86. http://dx.doi.org/10.1017/s0261444808005260.

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The Centre for Applied Linguistics was established in 1983 and has grown from a relatively small teaching unit to a large centre engaged in a wide variety of activities under the broad heading of Applied Linguistics. Our work includes English language teaching, teacher education, undergraduate and postgraduate teaching in applied linguistics, development of teaching and research resources, and small- and large-scale research.

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19

Tian, Zhaohui, and Zi Wang. "Creating a third cultural space: What role does intercultural communication play in PGR teaching?" Journal of PGR Pedagogic Practice 3 (November 23, 2023): 46–54. http://dx.doi.org/10.31273/jppp.vol3.2023.1479.

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As an internationalised space, the University of Warwick has over 9500 international students and more than 40% international academic staff. Thus, intercultural encounters are ubiquitous on campus, including teaching spaces. Among all the international student groups, the Chinese student community emerges as one of the largest at Warwick. This offers a unique teaching experience for those who are involved in teaching this group at Warwick. Therefore, in this reflective piece, we draw on our own cultural experiences as Chinese PGRs teaching Chinese PGTs in a UK-based university, with the aim to reflect on the different cultural values underlying our teaching practices influenced by both Chinese and British education cultures. We also reflect on Chinese students’ learning behaviours based on our observations and how those are formed and negotiated by us as Chinese teachers/students in a multicultural communication space at Warwick. We propose the adoption of the concept of third culture teaching, a teaching practice that goes beyond either Chinese education culture or British education culture. In particular, we use two examples to discuss the relevance of intercultural considerations in PGRs’ teaching practices, one targeting the perceptions of student-teacher relationships in supervision and the other on the concept of classroom engagement. With this discussion, we make suggestions for the intercultural-related areas for PGRs to ponder upon and prepare for better teaching practices encompassing a wide range of learning needs.

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20

Doukmak, Reem. "Mapping Discourse and Agency in a Refugee Context: An Interview With Reem Doukmak." Journal of Interrupted Studies 2, no. 1 (June 14, 2019): 141–46. http://dx.doi.org/10.1163/25430149-00201005.

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Reem Doukmak was born in Syria and studied English literature at al-Baath University. In 2007 she completed her Master’s degree at the University of Warwick. With the help of cara she continued her studies at Warwick where she is now starting her academic career. Her work investigates how the right pedagogic interventions can help children in refugee camps. The use of drama plays a key role in her research and feeds into broader questions surrounding self-representation and agency. These are among the vital issues The Journal of Interrupted Studies has also sought to explore. We were lucky to engage Reem on her research and its implications for addressing the problematic discourses that surround refugees and yet neglect to include their voice.

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21

Teatro & Dança, REPERTÓRIO:. "Warwick Long: articulando Feldenkrais nas artes cênicas [Melina Scialom]." REPERTÓRIO, no. 13 (February 2, 2012): 80. http://dx.doi.org/10.9771/r.v0i13.4016.

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Warwick Long, neozelandês e atual professor da Université du Québec em Montreal e Concordia University no Canadá, esteve no Brasil durante os Seminários Transculturais em Teatro e Dança para ministrar workshops envolvendo sua prática com o Método Feldenkrais. Durante dois dias, as aulas abertas à comunidade participante do evento trouxeram um pouco do que é possível criar e trabalhar com base no Método de Educação Somática desenvolvido por Moshé Feldenkrais.

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22

Cairns, Lilly-Rose. "Life on the other side of the chair." Dental Nursing 16, no. 1 (January 2, 2020): 18–19. http://dx.doi.org/10.12968/denn.2020.16.1.18.

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Fiona Ellwood investigates dental nursing career opportunities, with a look at how passion and hard work paid off for one of the students at Warwick University, orthodontic therapist Lilly-Rose Cairns

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23

Leary, Ruth, Chris Bilton, Hannah Grainger Clemson, Nike Jung, Robert O’Toole, Steve Ranford, Ruth Leary, et al. "Creative Research Methods - a reflective online discussion." Exchanges: The Interdisciplinary Research Journal 1, no. 2 (March 30, 2014): 226–36. http://dx.doi.org/10.31273/eirj.v1i2.88.

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In November 2013, the Institute of Advanced Studies (University of Warwick) hosted a meeting of interdisciplinary colleagues interested in Creative Research Methods. The aspirations were to kick-start the debate at Warwick and create a platform from which researchers can develop projects that embrace new forms of intellectual enquiry and knowledge production. Following the meeting, several of the attendees agreed to develop some of the discussion points and briefly responded to a number of questions in an online document over a period of a few weeks. This paper is the result of that real space and online collaboration.

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24

Ushioda, Ema, Richard Smith, Steve Mann, and Peter Brown. "Promoting teacher–learner autonomy through and beyond initial language teacher education." Language Teaching 44, no. 1 (December 3, 2010): 118–21. http://dx.doi.org/10.1017/s026144481000039x.

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With the growing international market for pre-experience MA in ELT/TESOL programmes, a key curriculum design issue is how to help students develop as learners of teaching through and beyond their formal academic studies. We report here on our attempts at the University of Warwick to address this issue, and consider wider implications for research and practice in initial language teacher education. At the Centre for Applied Linguistics at the University of Warwick, we run a suite of MA programmes for English language teaching professionals from around the world. Most of these courses are for students with prior teaching experience, but our MA in English Language Studies and Methods (ELSM) programme is designed for students with less than two years’ experience and, in fact, the majority enrol straight after completing their undergraduate studies in their home countries.

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25

Aung, Soe Nyunt. "FSRH Annual Scientific Meeting, University of Warwick, UK, April 2013." Journal of Family Planning and Reproductive Health Care 39, no. 3 (June 18, 2013): 224. http://dx.doi.org/10.1136/jfprhc-2013-100681.

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26

Dyson, Robert G. "Strategic development and SWOT analysis at the University of Warwick." European Journal of Operational Research 152, no. 3 (February 2004): 631–40. http://dx.doi.org/10.1016/s0377-2217(03)00062-6.

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27

Toller, S. Van. "Warwick Olfaction Research Group Conference on Human Olfaction and Taste, held at the University of Warwick, 30th May, 1985." Chemical Senses 11, no. 1 (1986): 161–65. http://dx.doi.org/10.1093/chemse/11.1.161.

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28

Hoekman, Bernard. "The Multilateral Trade Regime: Which Way Forward? Report of the First Warwick Commission Coventry, UK: University of Warwick, 2007." World Trade Review 7, no. 2 (April 2008): 455–58. http://dx.doi.org/10.1017/s1474745608003844.

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29

Trenier, Emma, Anne Wilson, and Joanna Rebow. "Standing out from the crowd: Using strengths in career development." Assessment and Development Matters 3, no. 1 (2011): 11–13. http://dx.doi.org/10.53841/bpsadm.2011.3.1.11.

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A strengths approach to graduate career development was pioneered by the University of Warwick in 2010. This article describes some of the challenges faced and the resultant learning that emerged for the team that could be applied by fellow practitioners.

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30

Fisher, Natalie, Clare Lyonette, Sally-Anne Barnes, and Karen Newell. "Current understanding and attitudes relating to work-life balance in the UK armed forces." Work Life Balance Bulletin: a DOP Publication 1, no. 1 (2017): 13–16. http://dx.doi.org/10.53841/bpswlb.2017.1.1.13.

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QinetiQ and the University of Warwick Institute for Employment Research, were contracted by the Ministry of Defence (via the Defence Human Capability Science and Technology Centre) to investigate the current state of knowledge relating to WLB within the UK armed forces.

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31

Podda, Emanuele, and Ignacio Alejandro López. "Introduction." Historical Reflections/Réflexions Historiques 49, no. 2 (June 1, 2023): 1–6. http://dx.doi.org/10.3167/hrrh.2023.490201.

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This special issue features articles based on contributions to the international workshop “The Circulation of State Models and Institutional Designs between Europe and Latin America—Transatlantic Perspectives on Political and Legal History in the Twentieth Century,” which was held virtually on 26 May 2022. The event was co-organized by the research group Modernity and Society 1800–2000 at the History Department, KU Leuven, and the School of Law and the School of Modern Languages and Cultures, University of Warwick. The initiative was also sponsored by the Instituto de Investigaciones de Historia del Derecho (INHIDE), a prestigious legal history research center based in Buenos Aires. We acknowledge the important assistance of Martin Kohlrausch and Magaly Rodriguez Garcia (KU Leuven), Ingrid de Smet (University of Warwick), and Ezequiel Abásolo and Viviana Kluger (INHIDE) in the final settlement of that event. The event was attended by prestigious legal scholars: Carlos Herrera (CY Cergy Paris Université), Peter Heyrman (KU Leuven), Elisa Speckman (Universidad Nacional Autónoma de México), Eduardo Zimmermann (Universidad San Andrés), and Werner Thomas (KU Leuven). Several exponents from diverse institutions in Europe and Latin America also participated as contributors in a rich interdisciplinary dialogue between legal history and political history: Zakia Mestari (University of Toulouse), Luciano Aronne de Abreu (Pontifícia Universidade Católica do Rio Grande do Sul), María Angélica Corva (Universidad Católica Argentina), Ana Brisa Oropeza Chávez (Universidad de Anahuac-Veracruz), Janne Schreurs (KU Leuven), Agustín Parise (Maastricht University), María Rosario Polotto (Universidad Católica Argentina), Pamela Cacciavillani (Universidad de Monterrey), and Horacio García Bossio (Universidad Católica Argentina) attended the meeting.

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Anthony, Christopher, and J. Colin Murrell. "Sir Howard Dalton. 8 February 1944 — 12 January 2008." Biographical Memoirs of Fellows of the Royal Society 62 (January 2016): 89–107. http://dx.doi.org/10.1098/rsbm.2016.0007.

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Howard Dalton was an outstanding microbiologist who, after his remarkably productive DPhil work in the Nitrogen Fixation Laboratory at the University of Sussex, and a short period in the USA, spent his research career at the University of Warwick. He devoted himself to the elucidation of the process of methane oxidation by bacteria that use this relatively inert gas as their sole source of carbon and energy. He discovered two completely novel multicomponent monooxygenase enzymes responsible for the initial oxidation of methane to methanol. He then continued to elucidate their functions, mechanisms, regulation and structures. Their wide substrate specificity led to his interest in using these and related enzymes for biocatalysis, biological transformations and bioremediation. While remaining at Warwick University he also acted as a highly appreciated Chief Scientific Advisor to the UK Government at the Department for the Environment and Rural Affairs (Defra). Howard was a highly effective scientist, a down-to-earth, self-effacing man, outgoing and witty, an inspirational colleague who above all else made science fun.

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Affejee, Youn. "Coaching at a developmental level: informed practices are not limited to teaching." Journal of PGR Pedagogic Practice 2 (October 17, 2022): 93–104. http://dx.doi.org/10.31273/jppp.vol2.2022.1234.

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In this article, I reflect on a semester of coaching handball at the University of Warwick. Discussions revolve around creating a training session plan, delivering a training session, and coaching participants with differing goals. I hope to introduce developmental sports coaching in the context of university societies to an academic audience and showcase an alternative pathway to teaching for the PGR community.

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34

Bramble, David J. "‘Teaching the teachers' — a survey of trainees’ teaching experience." Psychiatric Bulletin 15, no. 12 (December 1991): 751–52. http://dx.doi.org/10.1192/pb.15.12.751.

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With a view to stimulating discussion on the subject of trainee's attitudes towards, and experience of teaching, at an informal meeting of members of the Association of University Teachers of Psychiatry held in Leicester last year, a survey of Trent Region Psychiatric Senior Registrars, as well as delegates to the first College Trainees' Conference (held at Warwick University), was undertaken.

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35

Davies, Peter T. "Innovation Gateways for SMEs." Industry and Higher Education 9, no. 1 (February 1995): 36–38. http://dx.doi.org/10.1177/095042229500900107.

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The Warwick Manufacturing Group at the University of Warwick in the UK has worked with large and small companies, but links with the large companies have been easier to establish and sustain. Various methods have been tried over the years to interact significantly with small and medium-size enterprises and have met with varying success. However, the current SME Programme synthesizes all the successful elements and is proving a coherent and well received approach. In this article, Peter Davies sets out the main principles and activities of the Programme, which combines technology innovation and awareness in the Breakthrough Technologies programme with international best practice and change management in the Manufacturing Excellence Initiative.

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36

Cinelli, Marco, Pedro E. Lima Florencio, Ian Hancox, Yvonne Reddick, Kenneth Uzoechi, Marco Cinelli, Pedro Florencio, Ian Hancox, Yvonne Reddick, and Kenneth Uzoechi. "Approaches to Sustainability Conference, 28th June 2013." Exchanges: The Interdisciplinary Research Journal 1, no. 1 (October 1, 2013): 86–90. http://dx.doi.org/10.31273/eirj.v1i1.75.

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‘Approaches to Sustainability’ was part of a project of the same name, and was organised as part of the programme of events for the Environmental Studies Research Network. The network intends to bridge gaps between disciplines in the field and to explore the synergies of the work taking place in different areas of the University of Warwick and beyond by creating a central hub for all the issues that surround sustainability. The intention is to allow researchers to communicate and collaborate across disciplines, to gain a broader knowledge of work related to their own. We feel that the rich diversity of research carried out at the University of Warwick can and should act as a catalyst for exciting ideas that address the complex problems of sustainability. This account shares some of the main ideas and discussion points arising from the network’s conference in June 2013.Information on the network is available at http://www2.warwick.ac.uk/fac/cross_fac/environnetwork/

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37

Walsh, Julie, and Julie Walsh. "Oliver Sacks." Exchanges: The Interdisciplinary Research Journal 1, no. 1 (October 1, 2013): 1–11. http://dx.doi.org/10.31273/eirj.v1i1.69.

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Renowned neurologist and author Dr Oliver Sacks is a visiting professor at the University of Warwick as part of the Institute of Advanced Study. Dr Sacks was born in London. He earned his medical degree at the University of Oxford (Queen’s College) and the Middlesex Hospital (now UCL), followed by residencies and fellowships at Mt. Zion Hospital in San Francisco and at University of California Los Angeles (UCLA). As well as authoring best-selling books such as Awakenings and The Man Who Mistook His Wife for a Hat, he is clinical professor of neurology at NYU Langone Medical Center in New York. Warwick is part of a consortium led by New York University which is building an applied science research institute, the Center for Urban Science and Progress (CUSP). Dr Sacks recently completed a five-year residency at Columbia University in New York, where he was professor of neurology and psychiatry. He also held the title of Columbia University Artist, in recognition of his contributions to the arts as well as to medicine. He is a fellow of the Royal College of Physicians and the Association of British Neurologists, the American Academy of Arts and Sciences, and the American Academy of Arts and Letters, and has been a fellow of the New York Institute for the Humanities at NYU for more than 25 years. In 2008, he was appointed CBE.

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Roca Lizarazu, Maria, and Rebekah Vince. "Memory Studies Goes Planetary: An Interview with Stef Craps." Exchanges: The Interdisciplinary Research Journal 5, no. 2 (May 31, 2018): 1–15. http://dx.doi.org/10.31273/eirj.v5i2.245.

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Stef Craps is Associate Professor of English Literature at Ghent University, where he directs the Cultural Memory Studies Initiative (CMSI). He is an internationally recognised scholar whose research focuses on postcolonial literatures, trauma theory, transcultural Holocaust memory, and, more recently, climate change fiction. He has published widely on these issues, including in the seminal Postcolonial Witnessing: Trauma Out of Bounds (Palgrave Macmillan, 2013). He visited Warwick to deliver a public lecture and graduate workshop for the Warwick Memory Group in October 2017. In a wide-ranging interview, Stef Craps spoke about present and future directions in memory and trauma studies, the differences between transnational and transcultural memories, the ethics and politics of memory (studies), and the challenges faced by the field looking to the future.

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Davis, A., A. Hajek, and L. King. "GENDER, SUBJECTIVITY AND ORAL HISTORY, University of Warwick, 24 November 2011." History Workshop Journal 73, no. 1 (February 24, 2012): 361–64. http://dx.doi.org/10.1093/hwj/dbs002.

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Turner, Nicholas J. "Biotrans '95, University of Warwick, Coventry, UK, 5–8 September 1995." Journal of Molecular Catalysis B: Enzymatic 1, no. 3-6 (June 1996): 213–16. http://dx.doi.org/10.1016/1381-1177(96)90001-6.

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Calvini-Lefebvre, Marc, Lucy Delap, Sarah Richardson, and Claire Sorin-Delpuech. "Digital Humanities, Citizen Science and Feminist History: The Promise and Limits of Digital Mapping." Histoire sociale / Social History 56, no. 116 (November 2023): 453–70. http://dx.doi.org/10.1353/his.2023.a914572.

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Abstract: One of the co-editors of this special issue of Histoire sociale / Social History, Marc Calvini-Lefebvre, is currently running a digital mapping project which seeks to crowdsource information about the sites of memory dedicated to the suffrage movement around the world and geolocate them on an open-software map. His initiative is one of many digital mapping projects launched by historians of feminism around the world as a means of spreading knowledge about the feminist past to ever-wider audiences but also of exploring new research questions via the methods of the digital humanities. To discuss the promise and limits of digital mapping, Histoire sociale / Social History invited Lucy Delap (University of Cambridge), Sarah Richardson (then University of Warwick, now University of Glasgow), and Marc Calvini-Lefebvre (Aix-Marseille Université) to participate in a forum chaired by Claire Sorin-Delpuech (Aix-Marseille Université). The conversation was edited by Marc Calvini-Lefebvre. L’un des co-rédacteurs de ce numéro spécial d’Histoire sociale / Social History, Marc Calvini-Lefebvre, dirige actuellement un projet de cartographie numérique dont le but est de rassembler des informations sur les lieux de mémoire dédiés au mouvement pour le droit de vote des femmes dans le monde entier et à les géolocaliser sur une carte en logiciel libre. Son initiative est l’un des nombreux projets de cartographie numérique lancés par des historiennes et historiens du féminisme à travers le monde afin de diffuser les connaissances sur le passé féministe auprès d’un public de plus en plus vaste, mais aussi pour explorer de nouvelles questions de recherche à l’aide de méthodes propres aux humanités numériques. Pour discuter des promesses et des limites de la cartographie numérique, Histoire sociale / Social History a invité Lucy Delap (Université de Cambridge), Sarah Richardson (à l’Université de Warwick au moment du forum mais désormais à l’Université de Glasgow), et Marc Calvini-Lefebvre (Aix-Marseille Université) à participer à un forum présidé par Claire Sorin-Delpuech (Aix-Marseille Université). La conversation a été éditée par Marc Calvini-Lefebvre.

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Riley, Helen. "The Challenge of Printed UK Official Publications: Improving Access at Warwick University Library." Legal Information Management 16, no. 3 (September 2016): 184–86. http://dx.doi.org/10.1017/s1472669616000372.

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AbstractThis article by Helen Riley explains how changes in official publishing have affected the provision of official publications at Warwick University Library, and discusses the pros and cons of print versus online publications. It also explains how using and promoting good online databases may help to save staff time and shelf space at a time when library budgets are being curtailed.

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Parker, Martin. "Business Schools: Rex 1970." Historical Studies in Industrial Relations 44, no. 1 (September 2023): 91–102. http://dx.doi.org/10.3828/hsir.2023.44.6.

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On Wednesday 3 June 1970, Warwick University’s Board of Social Studies discussed a memorandum cautioning against the expansion of ‘business studies’ by John Rex, the recently arrived professor of sociology. Distinguishing industrial relations from business studies, he argued that the latter should not be taught as an undergraduate discipline. Coming so soon after the issue of the ‘Warwick Files’, Rex’s memorandum was delivered into a charged situation in which many students and staff had become profoundly disenchanted with the university’s management. However, fifty years later the business school now dominates Warwick and almost all UK universities, being both its cash machine and its operating language. Industrial relations has been eclipsed as a field of enquiry but more important is the way that business and management practice now provides the operating language and governance of the university itself. It is now far too late to imagine that universities might have nothing to do with business, but there is an opportunity to radicalize what ‘business studies’ means. If we shut down the business school, then we must replace it with the School for Organizing, a place for studying how we rescue ourselves from carbon capitalism.

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Loh, Waiyee, and Waiyee Loh. "China Plates and Japanned Trays: British Encounters with Chinese and Japanese Aesthetics in the Long Nineteenth Century." Exchanges: The Interdisciplinary Research Journal 5, no. 1 (October 30, 2017): 106–10. http://dx.doi.org/10.31273/eirj.v5i1.202.

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This is a ‘Critical Reflection’ piece on the research seminar ‘China Plates and Japanned Trays: British Encounters with Chinese and Japanese Aesthetics in the Long Nineteenth Century’, which was held at the University of Warwick on 20 March 2017. The guest speaker was Dr Jenny Holt (Meiji University). In this seminar, we discussed how the British public responded to the increased availability of Chinese and Japanese art objects in the nineteenth century.

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Shorland, Sophie. "'Bites here and there'." Exchanges: The Interdisciplinary Research Journal 7, no. 2 (January 9, 2020): 1–5. http://dx.doi.org/10.31273/eirj.v7i2.550.

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A conference review of the 2018 conference, 'Bites here and there': Literal and Metaphorical Cannibalisms across Disciplines, held at the University of Warwick and organised by Giulia Champion. This one-day interdisciplinary and international conference sought to explore the evolution of the tropes of cannibalism and the use of this taboo across time.

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Prentice, Catherine, and Helena Leongamornlert. "The RSC Goes Walkabout: ‘The Dillen’ in Stratford, 1983." New Theatre Quarterly 18, no. 1 (February 2002): 47–58. http://dx.doi.org/10.1017/s0266464x02000143.

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This article describes and analyzes Barry Kyle's production of The Dillen, a community project staged by the RSC in 1983, in which The Other Place became no more than a base from which the play, its actors, and its audiences set out into the streets, fields and river in Stratford, to re-enact the life of a working-class Stratford man, George Hewins, born around a century earlier. In addition to placing the play in its social, political, and local context, the authors raise questions about the implications of the production for the RSC and the people of Stratford today. The kernel of this article was part of an English M.A. dissertation by Catherine Prentice at the University of Warwick in Summer 1998, supervised by Tony Howard. Catherine Prentice and Helena Leongamornlert, a University of Warwick graduate in English and American Literature, have collaborated in further research and interviews to present the version which follows, and both plan further work on community drama. The authors extend their grateful thanks to Tony Howard for his support and advice.

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Abdelkarim, Shaimaa Ragab, Tabitha Watson, and Alsahira Alkhayer. "Reinterpreting 'Exploring Complex Learning Spaces' (Wood & Warwick, 2018)." Journal of Learning and Teaching in Higher Education 1, no. 1 (May 1, 2018): 82. http://dx.doi.org/10.29311/jlthe.v1i1.2763.

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The paper by Wood and Warwick (2018) explores the “increasingly complex places” that modern universities provide for learners. They proposed a model that describes the universities’ learning spaces as Dynamic, Extended, Ecological, Participatory (DEEP). In this video, we present our personal experiences with learning (and teaching) spaces during the week 27 Nov – 1 December 2017 at the University of Leicester and beyond the campus space. We invite you to reflect with us on how this relates to the DEEP model, and how it relates to your own learning spaces.

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Kremers, Ruben. "Conversation with... Wendy Larner." Exchanges: The Interdisciplinary Research Journal 6, no. 1 (October 31, 2018): 1–10. http://dx.doi.org/10.31273/eirj.v6i1.243.

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Professor Wendy Larner is an internationally acclaimed social scientist whose research sits in the interdisciplinary fields of globalisation, governance and gender. She graduated from Carleton University in 1997 with a PhD in Political Economy and has since worked at the University of Auckland (1997-2005) and the University of Bristol, where she became Research Director, then Dean of the Faculty of Social Sciences and Law (2005-2015). In December 2015, Professor Larner assumed her current role as Provost of the Victoria University of Wellington. Professor Larner visited the University of Warwick in June 2017 at the Institute for Advanced Studies’ invitation. Image credit: Wendy Larner.

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Anderson, Warwick, Marcos Cueto, and Ricardo Ventura Santos. "Applying a southern solvent: an interview with Warwick Anderson." História, Ciências, Saúde-Manguinhos 23, suppl 1 (December 2016): 213–26. http://dx.doi.org/10.1590/s0104-59702016000500012.

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Abstract An interview by the editor and a member of the scientific board of História, Ciências, Saúde – Manguinhos with Warwick Anderson, a leading historian of science and race from Australia. He talks about his training, positions he held at US universities, his publications, and his research at the University of Sydney. He discusses his current concern with the circulation of racial knowledge and biological materials as well as with the construction of networks of racial studies in the global south during the twentieth century. He also challenges the traditional historiography of science, which conventionally has been told from a Eurocentric perspective.

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Rudall, B. H. "Reports and Surveys." Robotica 20, no. 6 (November 2002): 575–84. http://dx.doi.org/10.1017/s0263574702004393.

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I. AUTOMATION REPORTSI.1. UK Manufacturers Buy Largest Number of Robots Since Records Began in 1978Latest research figures from the University of Warwick (UK) show that UK manufacturers installed a record breaking 1,941 robots in 2001 – the largest number of new robots ever installed in the UK in any one year since records began in 1978.

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