What are the benefits of student volunteering, beyond enhancing a CV or developing soft skills? Are there other talents developing or changes in behaviour less obvious and unintended when an undergraduate gives their time to a project or cause? I’m presenting a piece of research at the Refugee and Migration Exhibition at De Montfort University that suggests that student volunteers are showing an increase in their political participation as a result as giving time to work with refugees and migrant communities. The Refugee and Migration Exhibition has been organised by the Arts, Designand Humanities Faculty and has been inspired by DMU’s close involvement with the Together Campaign, so look out for any exhibition-related tweets with the hashtag #JoinTogether. Lots of DMU researchers are giving talks on their specialisms too. As part of my talk I’ll discuss how political engagement amongst young people has been lower than other voting groups for several decades. In the United Kingdom, since 2010, the 18 – 24 age group has received considerable scrutiny in the wake a major political decisions and election outcomes. Historically the public good of higher education was considered to not only supply a well-educated workforce for the country but to create well-rounded and civically-engaged individuals that would benefit society. Since the UK Government’s introduction of full tuition fees in 2012, questions have been raised about the purpose of universities, with an increased focus on economic and employability outcomes for graduates. In light of falling political engagement amongst young people, the government’s Electoral Commission has encouraged UK universities to seek new ways to encourage more young people to vote. Volunteering, which is offered in some form by most UK universities, is recognised through various studies as a way of building social capital and creating civic engagement. This research presents a case study of whether a programme of focussed volunteering for university students can better enhance participants’ political awareness by exposing them to people directly affected by political policies, in thiscase refugees and migrant communities. This research seeks to identify whether participation with refugee and migrant communities can lead to increased political engagement, likelihood to vote or future activism. I present the outcome of a pilot study linked to my PhD which used mixed methods of qualitative and quantitative research involving a questionnaire and focus group of a small group of students who discussed the effects working with refugees on a recent trip to Berlin (pictured top), which I podcasted with their permission.
I have gone 28-hours without sleep. I was awake through the coldest night of winter so far with many other hardy souls from De Montfort University, Leicester, to demonstrate our solidarity with victims of breaches of human rights worldwide with a 24-hour vigil. I was willing to deprive myself of sleep and do this is because I believe that being civically and politically engaged is a crucially important attribute all students should learn and develop. Secondly a vigil is really interesting and entertaining, a place where views of different people from a variety of disciplines can come together and pull ideas apart and put them back together again and develop understanding. Finally, I believe that an outdoor vigil that lasts 24-hours is symbolic. It shows an unbroken chain of commitment that gives those suffering violations of human rights hope that there are good people out there who want to make the world a better place.
Using waste ground coffee to grow mushrooms, create a make-do-and-mend culture and find ways to stimulate a ‘sharing economy’ were at least three ideas for a ‘Smart City’ I didn’t see coming. They were given to me at Leicester’s first Proaction Café at the LCB Deport. I was asked to host a table at the event and seek a solution to my challenge – in my case consulting people on what does Leicester as a Smart City mean to you? It is part of what hopefully be a series of Proaction Café’s in the city led by Leicester Interchange. Billed as ‘Idea Generation’, the event invited people to come to support others to generate ideas on how they can address social issues that affect the lives of Leicester’s residents. Around 30 people joined the session and they were invited to choose which subject they would like to contribute to from the five table hosts at the event.
Welcome to this lightning guide to the benefits of blogging at De Montfort University’s Research Conference for Doctoral and Early Career Researchers entitled: Your Research Journey: The challenges of writing. I have a blog that I update when I can. Often it is as a result of doing literature reviews or writing articles and experiences as I pursue my PhD. There is also other stuff on there I like to share – family history, travel and random ideas to get off my chest. As I only have ten minutes I just want to give you some key points about blogging that will hopefully inspire you. I am Head of Public Engagement at DMU so it is important that I encourage all staff and students to deploy a variety of methods of sharing knowledge. Once such was of reaching out and sharing ideas is blogging. Like most engagement, the benefits are usually two-fold for you and the university and your audience. Academic blogging is a valid and useful method of public engagement. It allows you share your work and ideas. Like all forms of public engagement, this can help to build trust and understanding of the work, particularly research, that takes universities, and helps to increase understanding of our relevance to, and impact, on society. That said, there are drawbacks to consider – you may get trolled for your ideas or receive critiques that perhaps you didn’t want to hear. In the main the benefits of blogging outweigh the negatives. Positive outcomes include creating new networks, contacts and building your researcher reputation.
Most people don’t know what a ‘Smart City’ is, and let’s face it why would they care? Even the most simplified definition, like this one, taken from Wikipedia, would switch off any man or woman in the street quicker than a dodgy smartphone battery: “A smart city is an urban development vision to integrate multiple information and communication technology (ICT) and Internet of things (IoT) solutions in a secure fashion to manage a city’s assets – the city’s assets include, but are not limited to, local departments’ information systems, schools, libraries, transportation systems, hospitals, power plants, water supply networks, waste management, law enforcement, and other community services.” If you haven’t already blown your own brains out and get the gist of it, you soon realise that this stuff is much bigger than us, so probably wont engage with it. To quote The Smiths: “It says nothing to me about my life…” I met with my colleague Dr Lee Hadlington who sits with me and on the De Montfort University Smart City Project Board to work out how we can get people more involved in the idea, as we work on a plan to see how Leicester could be a Smart City*.
There’s nothing like a great piece of music, fashion or a movie to set the scene of the 1960s some of the most exciting and creative times in modern history. Earlier this month I was lucky enough to take part in an event in London where a group of De Montfort University staff and students recreated the 1960s cinema experience from the findings of research of more than 1,000 people sharing their memories. The research project was led by DMU’s Dr Matthew Jones and was brought to life in collaboration with staff and students from DMU’s Drama studies course.For me, it was great to see such an innovative way to disseminate research findings. This podcast was recorded at the event, held at the Picturehouse Cinema in London’s Piccadilly Circus. It features first year DMU Drama Student Sophie Dolling, Senior lecturers in Drama Kelly Jordan and Alissa Clarke and Lecturer in Cinema and Television History, Dr Matthew Jones. Read the full blog about the event here. I hope you enjoy the podcast, if you have any questions please email me on email@example.com
There is a growing interest in how universities work with the public to pursue projects that aim to deliver mutual benefits through engagement (Owen and Hill S, 2011; Watson, 2007; NCCPE, 2015) and while public engagement in higher education is not a new concept (Robinson F, Zass-Ogilvie I, Hudson R., 2012), there is now a need for greater accountability from funding bodies and authorities, increasing the need for universities to demonstrate how they connects their work with people beyond the campus (Wellcome Trust, 2011). This literature review aims to discuss two elements. It sets out to provide analysis of the existing literature around university-community engagement. It also identifies a gap in the literature around evaluation of engagement activities. Higher Education sees its third mission, beyond teaching and learning, as sharing its knowledge to benefit the wider public (Goddard J, 2009) (Boyer, 1990). How this is achieved can take many forms, from people taking part in research, school children participating in Higher Education taster days to community groups using campus facilities (Robinson F, Zass-Ogilvie I, Hudson R., 2012).How universities engage with people from outside their organisations differs from institution to institution (Universities UK, 2010) and how this is described is inconsistent across the sector, nationally and internationally (Hart & Northmore, 2011), (Mason O‘Connor K, et al 2011).
Definitions of this work will be considered, along with why different types of engagement need to be evaluated.