DOCSLIB.ORG

Quality Assurance Schedule – School of Advanced Study Quality Assurance Schedule: School of Advanced Study (SAS)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Quality Assurance Schedule – School of Advanced Study Quality Assurance Schedule: School of Advanced Study (SAS) 2018–2019 (2019) Schedule Quality Assurance Schedule – School of Advanced Study Quality Assurance Schedule: School of Advanced Study (SAS) The University of London’s distance learning programmes are delivered through a partnership between the University of London Worldwide (UoLW) and Member Institutions (MIs) of the University of London. The terms and conditions of the partnership are set out in collaboration agreements that detail the division of responsibilities between the UOLW and Member Institutions. The Quality Assurance Schedule forms part of the Collaboration Agreement. It reflects policy, process and operational responsibilities between the UOLW and Member Institutions. The following frameworks inform the policies and responsibilities: . United Kingdom Quality Code for Higher Education, which contains nationally agreed formal expectations that all UK higher education providers reviewed by Quality Assurance Agency are required to meet; . Competition and Markets Authority (CMA) guidance on consumer protection law and the framework for higher education qualifications in England, Wales and Northern Ireland. Quality Assurance Schedules are maintained by the Quality Team, Student and Academic Services Directorate of the UOLW and are updated annually in consultation with the Member Institution. For any queries please contact [email protected] Common acronyms APPR Annual Programme Planning and Review process APR Annual Programme Review report BULW Board of the University of London Worldwide EID Educational Innovation and Development Directorate, UoLW MI Member Institution QLTC Quality, Learning and Teaching Committee SLT Senior Leadership Team, UoLW SVG Student Voice Group UoLWAC University of London Worldwide Academic Committee TCC Teaching Centre Committee UOLPB University of London Programme Board Quality Assurance Schedule // UoLW Nov 2018 Quality Assurance Schedule: School of Advanced Study (SAS) 1. PROGRAMME LIFECYCLE PROCESS or FUNCTION RESPONSIBILITIES GOVERNANCE UNIVERSITY OF LONDON MEMBER INSTITUTION UNIVERSITY OF LONDON MEMBER INSTITUTION 1.1 Academic Management and Leadership Appointment of Programme Director Considered by Institute N/A Director Appointment of Module Leader/Tutor Considered by Programme N/A Director in consultation with Institute Director 1.2 Academic Programme Approval Key document: Academic Programme Approval Process a. Approval of new programmes/awards New programmes, including the re-packaging of Reference to Programme Reference to Programme UOLWAC (including sub- Academic Quality and existing provision under a new award title Approval Process Approval Process committees as appropriate) Standards Committee (AQSC) Reference to Form A1: Reference to Form A1: BULW Board of SAS Agreement Pro-forma Agreement Pro-forma Vice-Chancellor sign off Major changes may include consultation/involvement of EID A new named award within an existing Reference to Programme Reference to Programme UOLWAC (including sub- Academic Quality and programme (e.g. pathways, exit awards) Approval Process Approval Process committees as appropriate) Standards Committee (AQSC) Reference to Form A1: Reference to Form A1: BULW Board of SAS Agreement Pro-forma Agreement Pro-forma Vice-Chancellor sign off Major changes may include consultation/involvement of EID b. Revision to programmes/awards Reference to Form A1: Reference to Form A1: Academic Quality and Agreement Pro-forma Agreement Pro-forma Standards Committee (AQSC) Changes to the structure of a programme which have the potential to impact on the programme’s Major changes may include Board of SAS aims, level, learning outcomes or award title. consultation/involvement of EID Quality Assurance Schedule // UoLW Nov 2018 Quality Assurance Schedule: School of Advanced Study (SAS) 1. PROGRAMME LIFECYCLE PROCESS or FUNCTION RESPONSIBILITIES GOVERNANCE UNIVERSITY OF LONDON MEMBER INSTITUTION UNIVERSITY OF LONDON MEMBER INSTITUTION Removal and/or addition of core (compulsory Reported through APPR Programme Director Reported to QLTC through Institute Higher Degrees modules) APR Committee (HDC) Academic Quality and Standards Committee (AQSC) Changes to pre-requisite modules or co-requisite Reported through APPR Programme Director Reported to QLTC through Institute Higher Degrees modules APR Committee (HDC) Academic Quality and Standards Committee (AQSC) Changes to the overall assessment strategy or Reference to assessment Programme Director Institute Higher Degrees scheme of award policy Committee (HDC) Coordinated by Academic Academic Quality and Services Manager Standards Committee (AQSC) Reported through APPR Board of SAS Significant change to the mode of delivery of a Coordinated by Academic Programme Director Signed off by UOLWAC with Academic Quality and programme (e.g. blended learning, block mode, Services Manager and EID sub-committees as Standards Committee (AQSC) face to face elements) appropriate Academic Committee sign off Board of SAS Reported through APPR Change to progression Coordinated by Academic Programme Director Reported to QLTC through Academic Quality and Services Manager and EID APR Standards Committee (AQSC) Reported through APPR Board of SAS c. Modular changes Introduction of new option/elective module Coordinated by Academic Module Leader Reported to QLTC through Academic Quality and Services Manager, with APR Standards Committee (AQSC) Programme Director involvement from EID Quality Assurance Schedule // UoLW Nov 2018 Quality Assurance Schedule: School of Advanced Study (SAS) 1. PROGRAMME LIFECYCLE PROCESS or FUNCTION RESPONSIBILITIES GOVERNANCE UNIVERSITY OF LONDON MEMBER INSTITUTION UNIVERSITY OF LONDON MEMBER INSTITUTION Reported through APPR Withdrawal of module Coordinated by Academic Module Leader Reported to QLTC through Institute Higher Degrees Services Manager, with APR Committee (HDC) Programme Director involvement from EID Academic Quality and Reported through APPR Standards Committee (AQSC) Change to a module title Coordinated by Academic Module Leader Reported to QLTC through Institute Higher Degrees Services Manager, with APR Committee (HDC) Programme Director involvement from EID Academic Quality and Reported through APPR Standards Committee (AQSC) Change to a module’s learning outcomes Coordinated by Academic Module Leader Reported to QLTC through Institute Higher Degrees Services Manager, with APR Committee (HDC) Programme Director involvement from EID Academic Quality and Reported through APPR Standards Committee (AQSC) Change to credit value or level of a module Coordinated by Academic Module Leader Reported to QLTC through Institute Higher Degrees Services Manager, Quality APR Committee (HDC) Programme Director Manager and EID (if required) Academic Quality and External input may be Standards Committee (AQSC) required. This may be the External Examiner Reported through APPR Changes to the assessment of a module Coordinated by Academic Module Leader Reported to QLTC through Institute Higher Degrees Services Manager APR Committee (HDC) Programme Director Reported through APPR Academic Quality and Standards Committee (AQSC) 1.3 Approval of learning materials Appointment of authors of learning materials Appointment/contract Nomination N/A Quality Assurance Schedule // UoLW Nov 2018 Quality Assurance Schedule: School of Advanced Study (SAS) 1. PROGRAMME LIFECYCLE PROCESS or FUNCTION RESPONSIBILITIES GOVERNANCE UNIVERSITY OF LONDON MEMBER INSTITUTION UNIVERSITY OF LONDON MEMBER INSTITUTION Appointment of External Assessors of learning Appointment/contract Nomination by Programme N/A materials Team Consideration and follow-up of External Reported through APPR Programme Team N/A Assessors’ comments on draft learning materials 1.4 Approval of Programme Specification Academic Services Manager Programme Director Institute Higher Degrees Committee (HDC) 1.5 General Regulations Coordinated by the Head of Supported by Programme Signed off by UOLWAC N/A Academic Services Provision Director annually 1.6 Programme Regulations Academic Services Manager Programme Team Institute Higher Degrees Committee (HDC) 1.7 Suspension of Programme Regulations Reference Suspension of Programme Director Reported to UOLWAC Institute Higher Degrees Regulations Policy Committee (HDC) Signed off by Chair of Coordinated by Academic UOLWAC Academic Quality and Services Manager Standards Committee (AQSC) 1.8 Suspension of General Regulations Reference Suspension of Supported by Programme Signed off by UOLWAC Institute Higher Degrees Regulations Policy Director Committee (HDC) Coordinated by Academic Academic Quality and Services Manager Standards Committee (AQSC) 1.9 Discontinuation of awards and programmes Reference Closure Policy Programme Director SLT Institute Higher Degrees Committee (HDC) Coordinated by Academic Reported to UOLWAC Services Manager and/or Academic Quality and Relationship Director Standards Committee (AQSC) Quality Assurance Schedule // UoLW Nov 2018 Quality Assurance Schedule: School of Advanced Study (SAS) 1. PROGRAMME LIFECYCLE PROCESS or FUNCTION RESPONSIBILITIES GOVERNANCE UNIVERSITY OF LONDON MEMBER INSTITUTION UNIVERSITY OF LONDON MEMBER INSTITUTION Reported through APPR Board of SAS 1.10 Review and revision of learning materials Coordinated by EID along with Programme Team Monitored through APPR N/A Publications or Learning Reported to QLTC through Solutions team (subject to MI APR specific arrangements) 2. ASSESSMENT PROCESS or FUNCTION RESPONSIBILITIES GOVERNANCE UNIVERSITY OF LONDON MEMBER INSTITUTION UNIVERSITY OF LONDON MEMBER
Load more

Recommended publications
  • Fighting Economic Crime - a Shared Responsibility!
    THIRTY-SEVENTH INTERNATIONAL SYMPOSIUM ON ECONOMIC CRIME SUNDAY 1st SEPTEMBER - SUNDAY 8th SEPTEMBER 2019 JESUS COLLEGE, UNIVERSITY OF CAMBRIDGE Fighting economic crime - a shared responsibility! Centre of Development Studies The 37th Cambridge International Symposium on Economic Crime Fighting economic crime- a shared responsibility! The thirty-seventh international symposium on economic crime brings together, from across the globe, a unique level and depth of expertise to address one of the biggest threats facing the stability and development of all our economies. The overarching theme for the symposium is how we can better and more effectively work together in preventing, managing and combating the threat posed by economically motivated crime and abuse. The programme underlines that this is not just the responsibility of the authorities, but us all. These important and timely issues are considered in a practical, applied and relevant manner, by those who have real experience whether in law enforcement, regulation, compliance or simply protecting their own or another’s business. The symposium, albeit held in one of the world’s leading universities, is not a talking shop for those with vested interests or for that matter an academic gathering. We strive to offer a rich and deep analysis of the real issues and in particular threats to our institutions and economies presented by economic crime and abuse. Well over 700 experts from around the world will share their experience and knowledge with other participants drawn from policy makers, law enforcement, compliance, regulation, business and the professions. The programme is drawn up with the support of a number of agencies and organisations across the globe and the Organising Institutions and principal sponsors greatly value this international commitment.
    [Show full text]
  • Annual Report 2007–8
    School of Advanced Study University of London annual report 2007–8 www.sas.ac.uk he School of Advanced Study unites the Tinternationally-known research institutes in the humanities and social sciences at the centre of the University of London, maintaining and developing their resources for the benefit of the national and international scholarly community. Founded in 1994, the School has worked to develop intellectual links between its Institutes and the diverse constituencies that they represent, to foster the model of advanced study that they stand for, and to provide a focus for scholars from the widest possible backgrounds within the disciplines that it covers. Through its many activities, the unrivalled libraries of its Institutes, its electronic research resources, its Fellowship programmes, and the scholarly expertise of its members, it aims to provide an environment for the support, evaluation and pursuit of research which is accessible to postgraduate and senior members of all Higher Education institutions in the United Kingdom and abroad. Cover image: Photograph by Oliver Blaiklock, winning entry in the 2008 University of London photography competition. Copyright University of London. Unless otherwise stated, all other images are also copyright of the University of London Contents I SCHOOL ACTIVITIES I SCHOOL I SCHOOL ACTIVITIES Dean’s Foreword.................................................................................................................................. 4 Governance ..........................................................................................................................................
    [Show full text]
  • Response Rate Was 81.98%; Very Good, and Near the Record of 85.4% (Section 3);
    SLS/BIALL Academic Law Library Survey 2013/2014 David Gee Deputy Librarian Institute of Advanced Legal Studies, School of Advanced Study, University of London By-line This is the latest report analysing the results of the Society of Legal Scholars and BIALL Survey. It has been written by David Gee, Deputy Librarian at the Institute of Advanced Legal Studies, School of Advanced Study, University of London Summary of key findings The response rate was 81.98%; very good, and near the record of 85.4% (section 3); There was a marked increase again in new universities enrolling PhD and MPhil students (section 5); 22% of respondents failed to meet the SLS Statement of Standards 3.1 on space and physical facilities, through not housing all relevant collections in one place (section 6); The ratio of students to seats continued to worsen to its least favourable since statistics were first collected in the 1990s, with a median of 6.42 students to every seat in study areas by the law collection and a mean of 9.07 students per seat. Some respondents noted the difficulty of accurately identifying such seating where the law collection is just one of many collections or activity areas on a particular floor of the library building (section 7); On the other hand, the ratio of students to PC workstations located adjacent to the law collections and in the law school has improved, although some respondents noted difficulties when trying to identify accurately the number of PC workstations earmarked specifically for the use of law students (section 8); WiFi access was almost universally available within libraries in general, but less frequently available in the law collection itself (section 8); 24% of respondents reported an increase in the number of visits to the law library; 64% said numbers were constant and 12% reported a fall (section 9); The results for term-time weekday opening indicate that there has been a significant increase in the number of libraries open for longer and a marked increase in the number of libraries opening for more than 100 hours per week.
    [Show full text]
  • Download Download
    314 Amicus Curiae, Series 2, Vol 2, No 3, 314-333 BLACKSTONE’S TOWER IN CONTEXT FIONA COWNIE School of Law, Keele University, & Institute of Advanced Legal Studies, School of Advanced Study, London University EMMA JONES School of Law, University of Sheffield Abstract This article contextualizes the contribution of Blackstone’s Tower within the discipline of law, arguing that its publication was both significant and radical at a time when research into legal education was much less well-developed within the legal academy than it is today. Twining’s approach, acting as a ‘tour guide’, was also important in a period when the ‘private life’ of the English university law school was virtually unexamined. This article also highlights the ways in which the other contributions to this special edition demonstrate the continuities and changes that have occurred within legal education since Blackstone’s Tower was published. Keywords: legal education. law schools; legal scholarship; legal research; William Twining. [A] THE CONTEMPORARY CONTEXT hen William Twining delivered the Hamlyn Lectures in 1994, Wunder the title ‘Blackstone’s Tower: the English Law School’, it was an event which not only reflected his own eminence as a scholar, but one which held considerable significance for the sub-discipline of legal education. The prestigious Hamlyn lectures, of which Professor Twining’s was the 46th series, were established in 1948 to fulfil the terms of the Hamlyn Trust, created by Miss Emma Hamlyn in memory of her father, a solicitor in Torquay. Essentially, the objectives of the Trust are to further the knowledge of the general public about the law of the UK and other European countries.
    [Show full text]
  • Quality Assurance Framework Postgraduate Teaching
    School of Advanced Study University of London Senate House Malet Street London WC1E 7HU This booklet can be made available in a range of formats. Please contact registry for further information. Quality Assurance Framework for Postgraduate Teaching with effect from October 2018 sas.ac.uk sas.ac.uk QUALITY ASSURANCE FRAMEWORK 2018–19 The Quality Assurance Agency’s mission is to safeguard standards and improve the quality of UK higher education. Its kitemark assures students that the School of Advanced Study, University of London has undergone a review and achieved a successful result through an independent quality assurance process. Quality Assurance Framework 2018–19: Contents CONTENTS STUDENT CHARTER .......................................................................................................................... 4 SECTION 1. Academic Standards and Quality Assurance ............................................................................ 6 2. Exercise of responsibility in the School ..................................................................................... 7 The Board Academic Quality and Standards Committee Higher Degrees Committee Research Degrees Committee The Dean 3. Provision of information and admission of Students .................................................................. 9 4. Quality Assurance Procedures: Postgraduate Taught Degrees ............................................... 11 Institute Higher Degrees Committees Boards of Examiners Board of Examiners for Distance Learning programmes External
    [Show full text]
  • RED Letter the Newsletter of the Reading Experience Database
    RED Letter The Newsletter of the Reading Experience Database SPRING 2007 Edited by Rosalind Crone and Katie Halsey The last few months have been busy ones at the RED nerve centre in the IT department at the Open University. Earlier this year, we were joined by three new members of the RED team: two Research Associates, Jenny McAuley and Sarah Johnson, and a data input assistant, Isabel DiVanna, who are all doing excellent work finding and entering reading experiences. Thanks to David Wong, our technical developer, our new online form is up and running, and getting lots of use, and an experimental version of our search functions has been built. We are grateful to all of you who have been using the online form to enter reading experiences, and thanks also for your feedback on it. Our trial online launch is now also complete, and we are indebted to all those who took the time to try out our search functions and complete our user feedback form. Feedback was in general positive and enthusiastic, and we will make every effort to act on your suggestions for improvements to our current version when it goes fully live in June this year. But the Reading Experience Database is not, and never will be, only about technology. It is, of course, also about the people whose enthusiasm for the project makes it possible. At the heart of the project is the individual reading experience, and we are, as always, extremely grateful to all our volunteers who have been busily entering a wide range of fascinating material, from the reading experiences of heavyweight Victorians such as John Ruskin, Thomas Carlyle and Charles Dickens to descriptions of the reading of more humble cobblers, butchers and printers.
    [Show full text]
  • Student Terms and Conditions 2019–2020
    School of Advanced Study, University of London : Student Terms and Conditions 2019-20 (2018) Student terms and conditions 2019–2020 sas.ac.uk School of Advanced Study, University of London : Student Terms and Conditions 2019-20 (2018) Table of Contents Important information regarding the Terms and Conditions 3 1 INTRODUCTION 3 2 APPLICATION 6 3 EVIDENCE OF QUALIFICATIONS 6 4 OFFERS 6 5 CHANGES TO AN OFFER 7 6 ACCEPTANCE OF AN OFFER 7 7 CHANGES TO THE PROGRAMME 7 8 STUDYING ON THE PROGRAMME 8 9 FEE PAYMENT AND PAYMENT METHODS 8 10 TUITION FEES 9 11 STUDENT WITHDRAWAL OR INTERRUPTION OF STUDIES 9 12 PAYMENT OF FEES BY A THIRD PARTY 9 13 NON-PAYMENT OF FEES 9 14 LIABILITY 10 15 YOUR RIGHT TO CANCEL 10 16 COMPLAINTS PROCEDURES 11 17 DISCIPLINARY OFFENCES 12 18 INTELLECTUAL PROPERTY 12 19 DATA PROTECTION 12 20 GENERAL 12 School of Advanced Study, University of London : Student Terms and Conditions 2019-20 (2018) IMPORTANT INFORMATION REGARDING THE TERMS AND CONDITIONS About this document Last revised 13 June 2019 The study of programmes through other Central Academic bodies of the University of London or at member institutions of the federal University of London are governed by separate Student Terms and Conditions. (Other Central Academic Bodies of the University of London are University of London Worldwide and the University of London Institute in Paris). See the individual websites for further information. 1 INTRODUCTION 1.1 These terms and conditions (“Terms and Conditions”) represent an agreement between the University (“us”, “we” or “our”) and you (“you” or “your”) for this Academic Year.
    [Show full text]
  • The English Law School London: Sweet & Maxwell
    Amicus Curiae The Journal of the Society for Advanced Legal Studies Inside ... Special issue: ‘Reflecting on Blackstone’s Tower’ Introduction Read more on pag e 311 Articles Read more on pag e 314 Notes Read more on pag e 501 News and Events Read more on pag e 523 Contributors’ Profiles Read more on pag e 526 Visual Law Read more on pag e 531 Series 2, Vol 2, No 3 310 Amicus Curiae CONTENTS Special Issue: ‘Reflecting on Blackstone’s Tower’ Guest Editors: Fiona Cownie & Emma Jones Editor’s Introduction Notes Michael -Palmer . 311 The Independent Panel’s Report on Special Issue Articles Judicial Review (CP 407) and the Government’s Consultation Document Blackstone’s Tower in Context on Judicial Review Reform (CP 408) Fiona-Cownie & Emma-Jones Patrick -J- Birkinshaw . 501 . 314 University of London Refugee Law Twining’s Tower and the Challenges of Clinic Online Launch Making Law a Humanistic Discipline Carl -Stychin . 521 David-Sugarman .. 334 The Tower News and Events Completion of IALS Anthony-Bradney . 352 Transformation Project . 523 Rutland Revisited: Reflections on Georg Schwarzenberger Prize . the Relationships between the Legal 524 Academy and the Legal Profession IALS Library . 524 Steven-Vaughan . 371 Selected Upcoming Events . 524 Experiencing English Law Schools: Contributors’ Profiles . 526 The Student Perspective Visual Law Jessica-Guth, Fiona-Cownie China’s Three Internet Courts & Emma-Jones . .. 390 Yang-Lin . 531 Building Access Routes into Blackstone’s Tower: Including Disability Perspectives in the Liberal Law School Amicus Curiae Contacts Abigail-Pearson .. 406 Editor: Professor Michael Palmer, SOAS and IALS, University of Should We Rethink the Purposes of London the Law School? A Case for Decolonial Thought in Legal Pedagogy Production Editor: Marie Selwood Foluke-Adebisi .
    [Show full text]
  • Development of a Learning Model for Large Class Cohorts to Strengthen Students Learning Outcomes Based on Differentiated Instruction
    Development of a learning model for large class cohorts to strengthen students learning outcomes based on differentiated instruction 1,^Siva PR Muppala and 2Chandramohan Balasubramanyam School of Engineering and the Environment, Kingston University London Friars Avenue, Roehampton Vale, London, SW15 3DW, United Kingdom 2Institute of Commonwealth Studies School of Advanced Study University of London Senate House, Malet St, Bloomsbury, London WC1E 7HU Abstract We propose a new sequential numeral-division-based approach to classroom learning. It takes into roots from the concept of trichotomy – division of students based on creamy-level, middle- level and weaker-level students, proposed by the present authors. A sequenced series of formative assessments can map student progress and achievement, particularly in the case of weaker students. The idea behind the development of this model is to study if weak students perform better on critical-thinking tests in a collaborative learning setting rather than when they study individually. We propose a mathematical model to measure group activity/achievement, which is a complex function of several parameters. We collect data on different parameters for validation of the model and hope to publish the findings in 2020-21. Keywords: numerical learning model, measurement/quantification of learning, formative assessment, large class cohorts, weaker students, group learning Introduction & Literature This study proposes a new sequential numeral-division-based approach. The concept of this classification (division and classification are used interchangeably) of the students based on their learning levels/abilities is presented in a very recent paper by the present authors [1]. This approach is targeted at large class cohorts because the division is more evident.
    [Show full text]
  • Justice, Injustice and Brexit
    JUSTICE, INJUSTICE AND BREXIT Northampton Suite, City, University of London, Northampton Square, EC1V 0HB (Friday 19 October 2018) DRAFT CONFERENCE PROGRAMME: JUSTICE, INJUSTICE AND BREXIT 10.00AM - 10.15AM WELCOME AND INTRODUCTION Elaine Fahey and Tawhida Ahmed, City Law School, City, University of London 10.15 - 11.30am CITIZENS AND VULNERABLE GROUPS AND PERSONS Chair and Discussant Samantha Velluti, Sussex European Institute, University of Sussex The EUCFR and Human Rights Post-Brexit Adrienne Yong, Institute for the Study of European Laws (ISEL), City, University of London Rights and Remedies at Risk: Implications on the Protection of Rights in the Brexit Process Joelle Grogan, Middlesex University, London EU Area of Justice, Brexit and Injustice? Certainty and Rights as Means of Preserving Trust in Asylum Matters Ermioni Xanthapoulou, Brunel Law School, Brunel University, London 11.30 - 11.45am Break 11.45 - 1PM WHOSE AND WHITHER JUSTICE AFTER BREXIT? Chair and Discussant Gabriel Siles-Brugge, University of Warwick ‘Lexit’ and Populism David Seymour, City Law School, City, University of London ‘Lexit’ Mazen Masri, City Law School, City, University of London Taking Back Control Joseph Corkin, Middlesex University, London Health Care and Brexit Sabrina Germain, City Law School, City, University of London 1.00 - 2.00PM KEYNOTE ADDRESS DURING LUNCH FOLLOWED BY DISCUSSIONS Chair & discussants Elaine Fahey and Tawhida Ahmed, City Law School, City, University of London Keynote Speaker Dora Koskakopolou, University of Warwick 2.00 - 3.15PM
    [Show full text]
  • Annual Report 2010-11
    Institute for the Study of the Americas Annual Report 2010-2011 Mission and Aims Institute for the Study of the Americas Annual Report 2010-2011 Table of Contents Governance 2 Te Institute was founded in August 2004 through a merger of the Institute of Latin American Studies (ILAS) with Staf List 3 the Institute of United States Studies (IUSS), both of which had been founded in 1965 at 31 Tavistock Square. Like its predecessors, the new Institute forms part of the University of London’s School of Advanced Study. Director’s Report 4 ISA occupies a unique position at the core of academic study of the region in the UK. Internationally recognised as a centre of excellence for research and research facilitation, ISA also provides resources to the wider academic Academic Staf Profles 8 community, serving and strengthening national networks of North Americanist, Latin Americanist and Caribbeanist Fellowships 20 scholars. Te Institute actively maintains and builds ties with cultural, diplomatic and business organisations with interests in the Americas and, as part of the School of Advanced Study within the University of London, benefts from Events 25 academic opportunities, facilities and stimulation across and between a wide range of subject felds in the humanities and social sciences. Postgraduate Programmes 36 Te Council of the University of London approved the establishment of ISA on the understanding that it would be dedicated to teaching and research, not just on the USA and Latin America, but to the Americas as a whole, with Publications 40 proper attention to Canada and the Caribbean. ISA will uphold the dedication to area studies and multi-disciplinarity that animated its predecessors.
    [Show full text]
  • Access Librarian (Academic Services)
    Access Librarian (Academic Services) INTRODUCTION The Institute of Advanced Legal Studies Library has a central role in legal research provision in the UK and houses collections of national and international importance. The Library serves academic and professional lawyers and postgraduate law students in London, the UK and internationally. A dynamic and enthusiastic librarian is required to: Manage and participate in the popular library training programmes (over 2,700 researchers attended legal information skills training sessions in 2015/16); Manage and participate in the reference enquiry service by telephone, email and fax, to external enquirers; Promote the use of the library by academic researchers throughout the UK through a full range of outreach activities. These will include presentations to researchers at university law departments, the creation and distribution of promotional material and engagement with users on social media; Supervise and participate in the creation of web-based legal research guides using the LibGuide software http://ials.sas.ac.uk/library/ials-collections/ials-library-guides; Supervise and participate in the creation of Law Port online legal research training tutorials for the UK legal research community http://ials.sas.ac.uk/digital/ials-digital- resources/law-port; Manage the Current Legal Research Topics database: http://193.62.18.232/dbtw-wpd/textbase/clrtsearch.htm Create additional content for the Eagle-i Internet Portal for law: http://ials.sas.ac.uk/eaglei/project/eiproject.htm Participation in general research support duties including participation in Enquiry and Issue desk services. ACADEMIC SERVICES 1. This exciting post is based within the Academic Services department. This friendly team is dedicated to supporting and promoting use of the legal research facilities of the Institute Library.
    [Show full text]