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2 results

  • 10 - Connected Curriculum, UCL

  • from Part II.1 - Implementation Models in Undergraduate Research
  • Edited by Harald A. Mieg, Humboldt-Universität zu Berlin, Elizabeth Ambos, Angela Brew, Macquarie University, Sydney, Dominique Galli, Indiana University–Purdue University, Indianapolis, Judith Lehmann, Universidad de Buenos Aires, Argentina
  • Book:
    The Cambridge Handbook of Undergraduate Research
    Published online:
    11 August 2022
    Print publication:
    07 July 2022, pp 108-114

  • Summary

    University College London (UCL) is a UK ‘research-intensive’ university with a large undergraduate population. Our aim is to connect world-leading research with world-leading education, and we have achieved this by implementing a Connected Curriculum for Research-Based Education. We focus on the role played by educational developers in joining research with undergraduate education. We discuss different spheres of activity within the Connected Curriculum and show how the process brought different communities together and sparked relationships between fields such as student partnership and quality assurance that had hitherto remained separate. Most significantly, own sense of identity changed as we moved from a more traditional role where our work was almost exclusively with colleagues who taught students, to a more creative position working in partnership with a wider network of colleagues and communities.

  • Is Arctic governance research in crisis? A pathological diagnosis

  • Sebastian Knecht, Paula Laubenstein
  • Journal:
    Polar Record / Volume 56 / 2020
    Published online by Cambridge University Press:
    01 December 2020, e35

  • The governance of the Arctic as a frontier for international environmental and climate cooperation, resource politics and security governance holds the promise to provide important insights into some of the 21st century’s most enduring and pressing global challenges. This article reviews the state of the art of Arctic governance research (AGR) to assess the potential and limitations of a regional studies community for making sense of Northern politics and contributing to the broader discipline of international relations (IR) research. A bibliometric analysis of 398 articles published in 10 outlets between 2008 and 2019 reveals that AGR faces at least four limitations that undermine understanding and explaining the processes and outcomes of regional politics and inhibit generalisable observations applicable to questions of global governance: academic immaturity, methodological monoculturalism, state-centrism and analytical parochialism. The lack particularly of theoretically driven and comparative research is indicative of a deeper crisis in AGR which, if unaddressed, could further solidify the community’s unjustified reputation as quixotic in orientation and negligible in its contributions to IR research.