JISC Observatory Project
“The process used to research and create the Technology Trends in UK Tertiary Education 2011-2016: An NMC Horizon Report Analysis is very much rooted in the methods used throughout the Horizon Project. All editions of the Horizon Report are produced using a carefully constructed process that is informed by both primary and secondary research. Dozens of technologies, meaningful trends, and critical challenges are examined for possible inclusion in the report for each edition. Every report draws on the considerable expertise of an internationally renowned Advisory Board that first considers a broad set of important emerging technologies, challenges, and trends, and then examines each of them in progressively more detail, reducing the set until the final listing of technologies, trends, and challenges is selected.
Much of the process takes place online, where it is captured and placed in the Horizon Project wiki. This wiki is intended to be a completely transparent window onto the work of the project, and contains the entire record of the research for each of the various editions.
The section of the wiki used for the 2011 Report can be found at http://jisc.wiki.nmc.org “
Managing Students’ Expectations of University
1994 Group Student Experience Policy Group, November 2010
“As part of the JISC-funded Student Expectations of University project, aimed at enhancing applicants’ understanding of university experiences, the 1994 Group have produced this report to illustrate innovative and excellent practice in the areas of:
> communicating with prospective students;
> providing information, advice and guidance (IAG) to applicants;
> managing student expectations of university.
All of the examples of best practice given in this report are about universities helping students learn and research as much as possible about their institutions and courses before enrolling, making them therefore less likely to consider dropping out.
The case studies presented highlight the success of engaging students themselves in the provision of IAG. This kind of partnership is particularly valuable when it comes to explaining the difference between learning at school and learning at university which is key to student retention.
The report highlights the need to consider providing IAG in four different areas: capacity building; academic experience; social experience; and professional services; and using a variety of means to achieve this, from websites and web resources to social media.
In an increasingly competitive HE sector the need for the type of IAG highlighted in this report will become more, not less, important, and increasingly so if student contributions to their higher education rise. As the Independent Review of Higher Education Funding and Student Finance indicated, information is essential to deliver choice to a diverse student population, whilst our research indicates that information must be coupled with advice and guidance if it is to drive well-informed decision-making.”
Information Behaviour of the Researcher of the Future
The British Library / JISC, 2007
“This document examines the literature from a wide range of sources – including academic research papers, articles from professional magazines and opinion pieces from library bulletins etc. – to elicit information on the information behaviour of young people. A specific aim was to establish whether there has been a change in the way that teenagers (and young undergraduates) approach information, libraries and research, occasioned by advances in and, as importantly, the availability of ICT (information and communications technology) applications. Of major interest is in the exploitation of Internet search engines – particularly Google – and use of portable ICT devices that can be used for information retrieval.”