Search results

External partnerships are crucial to the functioning of a university education department. The purpose of this paper is to explore the underpinning characteristics of such partnerships. It examines different types of partnerships from those in initial teacher education, to continuing professional development to international. Evidence-based data are gathered from both external partners and university staff who deal with partnership. Softer skills and intellectual kingship are identified as the fundamental drivers of partnership and the subsequent implications for universities are examined.

In order to explore the nature of these partnerships, a qualitative approach was essential as the focus was in the motives and perspectives of the authors’ partners, the authors’ colleagues and the university as a corporate entity. To this end, questionnaires were designed for use with a broad range of teacher education partners. Semi-structured interviews were also conducted with university-based colleagues involved in a range of these partnership activities.

The institutional reputation on its own does not appear to be the main driver for partnership and as such, the partner bases their decisions and judgements upon the relationship and discussions with the link person they deal with. In turn, those key actors in the university education department also see the wider university as an inhibitor and constraint upon partnership but maintain their relationships by drawing on autonomous forms of professionalism. Thus, intellectual kinship, collegiality and common goals may be argued as key to generating successful external relationships.

It is important to note that a business relationship which relies on an individual is fragile; people move, become ill and change roles. Clear strategies are essential for succession planning across all such partnerships in an institution, if they are to avoid the potential financial and reputational repercussions arising from unplanned change.

This study highlights the significance of effective communication between the department establishing the partnership and those responsible for broader managerial and administrative systems in the institution, as well as the potential importance of shared values across departments in respect of supporting and maintaining international partnerships. Further, institutions should recognise the fundamental importance of the link person, in terms of the boundary-spanning nature of the role, the importance to that role of intellectual kinship and the potential this has for the development of new or expanded relationships.

Schools exist because of the children they educate but examples of their voice influencing their education in an authentic manner can be rare. This chapter outlines the importance of pupil voice and defines the key aspects of authenticity. It uses the themes emanating from this definition as examples of establishing practices to support pupil voice in the classroom. Such practices are based upon the findings of a pupil voice study into the experiences of 14–16-year-old children in physical education (PE) lessons. This PE project was driven by the pupils and adult voice was militated in order to enhance the authenticity of the findings. The project empowered children to raise and discuss the issues they deemed important and find their own solutions without steering or influence by their teachers. The implementation of these findings in one school demonstrated the dynamism and potential of learning based upon child-centred practice.

This chapter will investigate the philosophical perspective and practical drivers of teacher development programmes delivered by a UK university to serving teachers in China. This chapter will highlight the evolution of the professional development programmes as they were delivered, considering cultural diversity and subsequent impact upon practice. The impact from the participant’s perspective is themed around ‘changing thinking in teaching and learning’. While a significant majority of teacher participants stated that the programmes had changed their thinking, there were several cultural barriers that ultimately constrained the impact of the professional development. The different learning environment in the UK and China led some participants to perceive that it was impossible to implement the strategies in their context. Insight of this nature can support institutions in adapting their international continued professional development programmes, both in content and mode of delivery, to address both teacher perceptions and changing global landscapes.

The Howard Shuttering Contractors case throws considerable light on the importance which the tribunals attach to warnings before dismissing an employee. In this case the tribunal took great pains to interpret the intention of the parties to the different site agreements, and it came to the conclusion that the agreed procedure was not followed. One other matter, which must be particularly noted by employers, is that where a final warning is required, this final warning must be “a warning”, and not the actual dismissal. So that where, for example, three warnings are to be given, the third must be a “warning”. It is after the employee has misconducted himself thereafter that the employer may dismiss.

Daylight plays a crucial role in the attainment of building energy savings. Harnessing daylight in building designs will require the need for daylight illuminance data. However, daylight illuminance data are scarce due to few measuring stations. Aside from being sparse, illuminance measuring stations can be expensive to set up, thus making the luminous efficacy model a better alternative. Hence, this study attempted to model horizontal luminous efficacies under the 15 Commission internationale de l'éclairage (CIE) standard skies. Therefrom, daylight illuminance was estimated from a proposed vertical luminous efficacy model.

Measured solar irradiance, daylight illuminance and luminance distribution data were gathered from the local measuring station in Hong Kong. The luminance distribution data were used to classify the skies into the 15 CIE standard skies. Next, the solar irradiance and daylight data were used to derive the horizontal luminous efficacies under each standard sky. Furthermore, a vertical luminous efficacy model developed using the measured data was described, and this was used to predict vertical illuminance.

It was observed that Skies 1, 8 and 13 seem to be predominant in Hong Kong. Also, the result showed that constant luminous efficacies could be used for deriving illuminance data. Furthermore, horizontal luminous efficacy ranged from 40 to 190lm/W, indicating that daylight can provide sufficient visibility during working hours. The vertical luminous efficacy model proves to offer reasonable estimations of vertical illuminance data.

Further work needs to be done with more measured data to cover for spring seasons. The described model still needs to be fitted with different world climates to ascertain its universal applicability. The evaluations need to be done under obstructed sky conditions to cater for dense and clustered urban centres.

The discussed luminous efficacy model could be used to derive illuminance data in the absence of measured daylight illuminance data, especially in the subtropical region. Also, the comparative advantage of daylight over artificial lighting was highlighted in this study.

Unlike previous studies, this paper discusses the luminous efficacies of global, direct and diffuse components under the 15 CIE standard skies. Furthermore, the described luminous efficacy analysis provides an approach for deriving vertical and horizontal illuminance data. Such vertical data will be required for analysing building lighting requirements, sensible heat from electric lighting, and energy savings from daylighting controls. Also, the information on horizontal luminous efficacies will help evaluate solar roof and skylight designs.