The aim of this chapter is to investigate the likelihood of lecturers in higher education adopting interactive technology in the lecture theatre. The technology acceptance model (TAM) has been a widely used and rigorously applied model within educational research. Limited work has been done on TAM with lecturers in higher education, and even less so with interactive technologies, such as smartphone devices. This chapter is based on a quantitative study using a questionnaire administered to all lecturing staff within a selected university. Generally, the technology is accepted but there are significant variables within the data that suggest this is not the case across the sample. The results showed some interesting findings relating to gender, role and age. The chapter suggests that most respondents believe more people are using interactive smartphone technology than actually declare this. An outcome to resolve this for new and existing staff is to create an opportunity within existing forums for people to share technology expertise and apparatus. Furthermore, there is a need to tailor training and development or mentoring to increase awareness of the benefits, risks and operationalisation of this technology across universities.
Dane Anderton and Sue Marriott
Graduate employability has been one of the fundamental foci of universities in the twenty-first century. Many universities believe they are preparing students for work and for jobs that may not exist in ten years’ time. Due to this, the onus is being placed on academics to be innovative in their curriculum design and to ensure employability is intrinsically linked to course content. Yet the question of what employability should look like in the curriculum remains fuzzy and segmented. As a new academic entering academia, this makes understanding employability and your role somewhat unclear. Furthermore, there is limited work focused on joined up employability approaches across the undergraduate curriculum and the designing of simulations and assessments in none profession-based subjects. Hence the aim of this chapter is to propose and explore a holistic employability model across the curriculum that can help shed light on this issue for both new and existing academics. We propose a new way of thinking around employability, focusing on Transition, Empowerment and Enrichment (TEE) across a typical three-year degree. This chapter provides our insight into a new rhythm of thinking about employability and how our best practices can be transferred across non-profession-based disciplines. Hence, it responds to the fact that in the UK we need a more joined up approach to employability in order to satisfy new performance metrics such as the TEF but also to give better value and experiences to our students throughout the standard three years they spend with us.