By Dan Davison
Examinations are woven into the fabric of student life. From the ‘Key Stage’ National Curriculum assessments I sat in childhood through to the tests I took as a Master’s student, every stage of my education has known the familiar cycle of revision, testing, marking and grading. It was not until I became a precariously employed university tutor that I realised how dangerously uncritical we are of that cycle. By this point it seems so natural to make people sit exams at various points in their lives that it scarcely occurs to the public consciousness that students and teachers might be better off without such a regimented approach to learning.
by Alex Powell
I’m sure you’ve all heard it at least once. ‘40% is all I need. It’s first year, it doesn’t really count for anything.’ It’s obvious, right? If the year doesn’t count towards your final degree classification, then you don’t really need to try. Right?
by Alex Powell
Recently I’ve started teaching as part of my PhD, and through doing so I‘ve been learning a few things myself. The most striking thing I have noticed is how skewed and extreme expectations are for people in various academic roles. Why do we assume that a lecturer in any given subject should know everything there is to know about that subject off the top of their head?
by Toby Gill
When Theresa May announced her snap election, I was travelling across Japan. At the time I was spending a lot of time on a variety of very slow trains (the famous bullet trains were somewhat beyond our budget). This gave me a lot of down-time to ponder my electoral choices, and consider which way I should vote. It also gave me a lot of time to read the latest tome of modern history I had picked up: Martin Pugh’s State and Society; a social and political history of Britain since 1870. It is not a politicised book; it markets itself as a rigorous work of academic history, designed to introduce new undergraduates to the period – a task it performs superbly.
However, this is a politicised book review.Continue Reading
by Bradley Allsop
Postgraduate study and research is a vital part of the higher education sector and yet in the UK it is in crisis, riddled with multiple, endemic problems.
Firstly, there are systemic problems with postgraduate study in terms of who even gets through the door. Research has shown that, graduates who are women, from certain ethnic minority groups or from lower socio-economic backgrounds are less likely to go on to study at postgraduate level. This is a social injustice in itself, and raises serious questions about the cultures and systems that exist within both academia and society more generally, but it is also to the detriment of academia: academia thrives on diversity.Continue Reading
The Norwich Radical contacted all candidates in this year’s UEA Students Union officer elections for comment on why they’re running and what they stand for. These articles are intended to offer an insight into the current and future state of the union and of the UEA more broadly.
UEA Students can vote at uea.su/ueavotes until Tuesday March 21st.
By Lewis Martin
Last week the government announced plans to allow students to complete an undergraduate degree within two years instead of the usual three. To facilitate this fast-track system, universities will be permitted to charge £13,000 a year in tuition fees for these courses. As many have already noted, it’s easy to see what this announcement really is: another step in the marketisation of higher education. UCU general secretary Sally Hunt described it as ‘another misguided attempt to allow for-profit colleges access to UK higher education.’ The government have become less and less tactless when it comes to putting profit before the education of students.