When arts meets enterprise: Transdisciplinarity, student identities, and EAP

Harvey, Stella; Stocks, Paul

doi:10.18546/lre.15.1.05

Cited by 8 publications

(3 citation statements)

References 5 publications

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“…Haggis, 2003); EAP (e.g. Harwood and Hadley, 2004;Harvey and Stocks, 2017); and SFL (e.g. Coffin and Donohue, 2012).…”

Section: Academic Literacies: My Specific Geo-historical-institutiona...mentioning

confidence: 99%

‘Academic literacies’: sustaining a critical space on writing in academia

Lillis

2019

jldhe

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In this paper, I briefly track the emergence and foci of academic literacies as a field of inquiry, summarising its contributions to understandings about writing and meaning making in academia. Writing from my specific geohistorical location in the UK, I foreground the importance of early key works that encapsulated concerns about deficit orientations to students’ language and literacy practices (e.g. Ivanič, 1998; Lea and Street,1998). I also underline the transnational dimension to the development of academic literacies which has helped drive forward intellectual debates about the relationship between academic language and literacy practices, and participation in academia. I argue that academic literacies provides an important space for critically exploring what are often taken-for-granted assumptions about the nature and value of academic writing conventions, and the ways these (both assumptions and conventions) impact on opportunities for participation in knowledge making. This critical thinking space continues to serve as an intellectual resource for researchers, teachers and students in contemporary neo-liberal higher education, where regimes of evaluation are super-normative, even in (or because of) a context of super-diversity, that is increased mobility of peoples and semiotic practices. Academic literacies as praxis necessarily involves straddling both normative and transformative orientations (Lillis and Scott, 2007) or what Hall (1992) refers to as the ‘academic’ and ‘intellectual’ dimensions to academia.

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“…Haggis, 2003); EAP (e.g. Harwood and Hadley, 2004;Harvey and Stocks, 2017); and SFL (e.g. Coffin and Donohue, 2012).…”

Section: Academic Literacies: My Specific Geo-historical-institutiona...mentioning

confidence: 99%

‘Academic literacies’: sustaining a critical space on writing in academia

Lillis

2019

jldhe

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“…Cultivate excellent marketing talents with dual skills. At this stage, the company can adopt two ways at the same time: first, introduce a group of excellent marketing personnel to form a marketing backbone team; Second, select a group of personnel with basic product knowledge and technical experience and marketing potential from within the company to form the basic force of the marketing team [8,9].…”

Section: Marketing Talentsmentioning

confidence: 99%

Discussion on the Construction of Core Talent (CT) Mechanism in Innovative Enterprises' Reform and Management

2022

IJFS

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The competition faced by enterprises has been transformed into the competition of talents, especially the competition of nuclear talents. CT are an important force for enterprise technology and product innovation. Today, with the rapid development of science and technology and the faster and faster renewal of products -how to attract and retain CT is the key for modern enterprises, especially high-tech enterprises to improve their competitiveness and achieve sustainable development. How to retain CT, mobilize their enthusiasm and give full play to their potential requires enterprises to carry out reform and management. The key is to establish a set of scientific incentive mechanism and corresponding incentive strategies. This paper mainly discusses the enterprise reform and management from the micro perspective. Based on the construction of the core talent mechanism of innovative enterprises, this paper investigates and analyzes the views of the core employees of enterprises a and B on the competitive advantage of the enterprise and the satisfaction of the CT on the salary by means of questionnaire survey. The results show that the CT of enterprises a and B believe that technology and quality are the most important aspects for the company to maintain competition, accounting for 38% and 42% respectively, and that customer resources and human resources are the most important aspects for development, accounting for 15% and 12% respectively; Moreover, most of the CT are not satisfied with the current salary. Compared with the personnel in the same industry and position, 37% of the respondents in enterprise a are not satisfied; In comparison, enterprise B is slightly lower, only 29%; The above survey results show that the company should pay attention to the development of technology and quality; The current salary system can not meet the needs of CT. The company needs to improve the salary system, focus on the construction of the salary system in the incentive mechanism, and pay more attention to the technical core employees.

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“…Hay evidencia que indica que los interrogantes planteados por el enfoque de literacidades académicas, aunque provienen de los márgenes institucionales y disciplinarios, han tenido cierto impacto en marcos de referencia más dominantes; por ejemplo, en los que se centran en las habilidades de estudio en la educación superior (e.g., Haggis, 2003), el de inglés para fines académicos (en inglés EAP) (e.g., Harwood y Hadley, 2004;Harvey y Stocks, 2017) y el de la lingüística sistémica-funcional (e.g., Coffin y Donohue, 2012).…”

Section: Literacidades Académicas: MI Ubicación Geohistórica-institucionalunclassified

El enfoque de literacidades académicas: sostener un espacio crítico para explorar la participación en la academia

Lillis¹

2021

Enunciación

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En este artículo, desde su implicación temprana en el campo de investigación y práctica conocido como literacidades académicas, la investigadora británica Theresa Lillis reconstruye el contexto en el que surge dicho campo, define sus principales intereses de indagación y enseñanza, y resume sus contribuciones, durante veinte años, a la comprensión de la escritura académica en el Reino Unido y otros países. Lillis encuadra históricamente, en un contexto de ampliación de la matrícula universitaria en su país, una serie de trabajos fundacionales del enfoque de literacidades académicas que, mediante investigaciones etnográficas y situadas –que continuaron desarrollándose–, desafiaron las visiones deficitarias de las prácticas de escritura académica de los estudiantes y plantearon la necesidad de explorar críticamente los supuestos sobre la naturaleza y el valor de las convenciones dominantes en este ámbito, que operan como normas de evaluación transparentes e incuestionables. Entre esos trabajos fundacionales, y otros surgidos posteriormente, ubica el interés en la vinculación entre la escritura académica y la identidad, vinculación mediada por relaciones que regulan quién puede decir qué y cómo en la academia y, por tanto, cierran o abren las oportunidades para participar en la producción de conocimiento. Lillis revisa también las proyecciones transnacionales de este enfoque y argumenta a favor de sus potencialidades transformadoras para investigadores, docentes y estudiantes universitarios que se mueven en una academia con regímenes evaluativos cada vez más supernormativos que apuntan a controlar la cada vez mayor superdiversidad de prácticas de creación de sentido.

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When arts meets enterprise: Transdisciplinarity, student identities, and EAP

Cited by 8 publications

References 5 publications

‘Academic literacies’: sustaining a critical space on writing in academia

‘Academic literacies’: sustaining a critical space on writing in academia

Discussion on the Construction of Core Talent (CT) Mechanism in Innovative Enterprises' Reform and Management

El enfoque de literacidades académicas: sostener un espacio crítico para explorar la participación en la academia

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