James Herbert
- Published in print:
- 2008
- Published Online:
- January 2012
- ISBN:
- 9780197264294
- eISBN:
- 9780191734335
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197264294.003.0003
- Subject:
- Sociology, Education
The call for a separate Research Council for humanities was initially met with unfavourable comment. Although the government eventually announced support for the creation of such a research council, ...
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The call for a separate Research Council for humanities was initially met with unfavourable comment. Although the government eventually announced support for the creation of such a research council, it was only after lengthy deliberations that the Dearing Report recommendations were finally granted, hence creating the Arts and Humanities Research Council (AHRC). This chapter discusses the early years of the AHRC. During these years, the funding of the ARHC was under the prerogative of the Higher Education Funding Council of England (HEFCE). The Funding Council was then initiating new models of funding institutions of higher education and the AHRC was generally given less funding. This neglect of the funding of AHRC discouraged humanities scholars to entail directed research. In 1998, the British Academy through Tony Wrigley asked for additional funds from the HEFCE. Upon the commencement of its official existence, the AHRC with its first chief executive Paul Langford prepared the new Board, planned the creation of the research awards department, and planned the integration of the postgraduate awards section in the British Academy within the overall structure of the new organisation. This new organisation was driven by the goal to improve the breadth and depth of the knowledge and understanding of human culture in the past and in the present and thereby enhance the quality of life and the creative output of the nation.Less
The call for a separate Research Council for humanities was initially met with unfavourable comment. Although the government eventually announced support for the creation of such a research council, it was only after lengthy deliberations that the Dearing Report recommendations were finally granted, hence creating the Arts and Humanities Research Council (AHRC). This chapter discusses the early years of the AHRC. During these years, the funding of the ARHC was under the prerogative of the Higher Education Funding Council of England (HEFCE). The Funding Council was then initiating new models of funding institutions of higher education and the AHRC was generally given less funding. This neglect of the funding of AHRC discouraged humanities scholars to entail directed research. In 1998, the British Academy through Tony Wrigley asked for additional funds from the HEFCE. Upon the commencement of its official existence, the AHRC with its first chief executive Paul Langford prepared the new Board, planned the creation of the research awards department, and planned the integration of the postgraduate awards section in the British Academy within the overall structure of the new organisation. This new organisation was driven by the goal to improve the breadth and depth of the knowledge and understanding of human culture in the past and in the present and thereby enhance the quality of life and the creative output of the nation.
Ian McGrath, Barbara Sinclair, and Chen Zehang
- Published in print:
- 2007
- Published Online:
- September 2011
- ISBN:
- 9789622098671
- eISBN:
- 9789882206861
- Item type:
- chapter
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789622098671.003.0004
- Subject:
- Society and Culture, Asian Studies
This chapter examines the design of innovative online courses in language teaching methodology for middle school teachers of English in China that would encourage learner and teacher autonomy. It ...
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This chapter examines the design of innovative online courses in language teaching methodology for middle school teachers of English in China that would encourage learner and teacher autonomy. It considers how the development of a capacity for autonomy through scaffolded experiences support online programme participants in acquiring the independent learning skills necessary for success in this increasingly popular mode of learning. It also discusses the e-learning project called eChina-UK funded by the Higher Education Funding Council for England (HEFCE).Less
This chapter examines the design of innovative online courses in language teaching methodology for middle school teachers of English in China that would encourage learner and teacher autonomy. It considers how the development of a capacity for autonomy through scaffolded experiences support online programme participants in acquiring the independent learning skills necessary for success in this increasingly popular mode of learning. It also discusses the e-learning project called eChina-UK funded by the Higher Education Funding Council for England (HEFCE).
