Finding the balance between work and study

Sports Management 2017 graduate Bethan Taylor reflects on her time at Birkbeck and shares her top tips on how to find a balance between your job and your studies.

Image: Anna Rachel Photography

I studied MSc Sports Management at Birkbeck from 2015-2017, taking a special interest in women in endurance sport. I’m a civil servant working in the Ministry of Justice, and I also write for a range of publications including my own blog A Pretty Place To Play which features my new podcast The Mental Health Podcast. When I’m not working or writing, I like to run and am currently training for my first ultra-marathon – 56 miles from London to Brighton next year.

There are lots of reasons why I decided to go back and study for an MSc – I’d been working in financial services for around five years and while I loved my job, I wasn’t finding it that intellectually stimulating. At the same time, I’d become really involved in running and was writing for various print and digital publications on the topic of women in sport, which really peaked my curiosity. I decided that I wanted to be able to talk with authority on the social issues in sport, and in my mind, the best way to do that was through postgraduate study.

The whole experience at Birkbeck was amazing! I loved that I was able to study an academically rigorous and challenging course while still progressing my career. The academics I worked with in Birkbeck Sports Business Centre were really open and supportive, encouraging us to question everything and to challenge each other, which I really enjoyed.

Being able to work while I studied meant I could pay my course fees without worrying about debt. Academically, it was great studying over two years – it meant that I could really take advantage of everything Birkbeck had to offer, simply because I was there longer! It also meant I had more time to think about what I wanted to research for my dissertation, which meant I got to dig deep into issues that really fascinated me.

There were challenges, of course, one of the biggest being that I felt like I was constantly saying no to social events and letting people down. That was really hard. Thankfully my friends and family were all really supportive and totally understood when I had to decline a dinner invite again, or sloped off home after one drink to study!

Between working and training for a marathon and a couple of half marathons my time at Birkbeck was pretty busy, and it did mean that I didn’t get involved in any societies or clubs. However, I did have a mentor and she was fabulous – it was great to be able to sit down with someone and discuss my career and direction really frankly.

I think it’s really important for people in the sports/fitness industry to really understand the unique nature of their business, as well as the social issues that surround people’s engagement in sport (my area of interest). Courses like the MSc Sports Management are helping to develop a new generation of professional sports administrators, as well as the academics who’ll be thinking about how we can challenge ourselves and develop the industry in the future.

I think education is a life-long pursuit, and I was really lucky to have great role models in my parents who both studied while working throughout my childhood (in fact my Dad was also at Birkbeck last year!). Learning new things helps to boost your creativity, enhances your problem-solving skills and challenges your perceptions – it makes life a lot more interesting! I also believe that life shouldn’t be all about work, you need some challenges that are just for you, whether that’s studying for an MSc in a subject that fascinates you or running a marathon (or both!).

If you’re thinking of studying at Birkbeck, don’t question whether you can do it, as you absolutely can! You’ll need to be super organised both at work and with your studies, and there will be some sacrifices, but it’ll be worth it in the end.

Before you start your course it’s worth chatting to your employer about flexible working – I always kept my boss in the loop with my timetable so she knew why I was bolting out the door at 5pm. Also make sure you talk to your friends and family, as you will need their support and understanding because there will be times when things feel tough.

When I was studying, being organised was essential! You cannot over-plan when it comes to studying while working. Make sure you leave lots of contingency time, just in case something kicks off at work or you get sick.

Looking back on my time at Birkbeck, I can honestly say it’s one of the best places in the world to study sports management – but beyond that, there’s so much more! Studying while working is a great way to demonstrate to employers a whole range of desirable skills, like time management, organisation and dedication. It really illustrates how dedicated you are to your subject – you have to really want to do something if you’re going to sit through three hours of lectures after a full day at work! Beyond that, I’ve had the opportunity to carry out brand new research on a topic that hasn’t been explored much in-depth before, and I think this contribution to my subject really sets me apart.

Looking forward, I would love to become an expert in my field, specifically focusing on women in sport. The dream is to be cited as an ‘expert’ in a Runner’s World investigation. In the meantime, I am working on building my experience and thinking hard about a PhD (possibly at Birkbeck…).

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Birkbeck’s Digital Transformation Project

Ben Winyard, Digital Publications Officer at Birkbeck, discusses Stage One of our online redesign.

Stage one of Birkbeck’s ambitious Digital Transformation Project went live on 16 May 2017, with the launch of a bold new design and layout for our homepage, corporate site and online prospectus. Since then, External Relations and the ITS Web Team have busily continued with improvements that, while less dramatic in terms of immediate, aesthetic impact, are just as important for bettering the user experience, optimising the accessibility of our website for all users, and making sure visitors can get the information they want quickly and easily.

A core principle of the Digital Transformation Project is that our decisions should be evidence-based and user-focused. In pursuit of this goal, we regularly test users’ responses to our website. Since February 2017, we have run around 50 user testing sessions, which covered the pre-launch, launch and post-launch phases of stage one. Some initial changes we made as a result of user feedback were adjustments to styling and making information clearer and easier to find.

During the June user testing sessions, we looked at how users search for courses and judge their quality, using Google, UCAS, and other comparison and rating sites. As a result, we implemented improvements to usability on our online prospectus, including: rewording and redesigning buttons and signposts; adding links to other available years of entry and to other versions of the same course (‘Related courses’); retitling fields to make browsing easier; and adding career destinations information (pulled from Unistats) to all of our full-time undergraduate courses.

As well as identifying usability issues, regular user testing is also increasing our understanding of how people use our website, which informs future developments. This feedback is proving vital for the next part of the Digital Transformation Project, which is focused on improving our site and course search. We know that the majority of our visitors come to us via Google. But we have learned that an increasing number of visitors – especially younger users – primarily navigate our site via internal course and site search, or externally through Google, rather than using our menus. This makes it even more pressing to ensure our search facility is the best it can be, which is one of our primary aims for the immediate future. User testing sessions in August concentrated on course and site search; they confirmed that improvement is needed and provided vital information on how users expect a search facility to work on a university website.

We are also looking at how students use school/department content on the Birkbeck website and how this content fits into the user journey. This is with a view to launching a project to bring our school/department content into the new visual identity and web design, which will also include rationalising and improving content and navigation, in order to enhance the user experience and ensure all of our users can find the information they need.

In External Relations, our focus so far has been on improving our online prospectus, the most visited and the most important part of our entire website. Depending on the time of year, our online prospectus can total well over 4000 pages, each with its own unique content and each playing a vital role in telling prospective students about Birkbeck and encouraging them to apply. Improving our online prospectus has two strands: rewriting descriptive text for our courses and improving all of the modules that are currently available for undergraduate and postgraduate students. In both instances, we have been applying our new house style and polishing content to make our course and module descriptions accurate and engaging. Our primary aim with any online course description is to grab the reader’s attention and let them know about what is unique, interesting and exciting about the course and about Birkbeck.

An example of a programme page in our new design.

On our programme pages, we have focused attention on the overview, highlights and course structure fields. We know from heat maps and analytics that these are the most visited parts of every programme page, so we wanted to dedicate time and attention to making this text really sing. It’s important to us that we do justice to the intellectually stimulating content of our courses, to the dedicated, world-leading academics who teach them, and to the life-changing opportunities offered by Birkbeck’s unique model of evening study. We have also been working hard with colleagues to ensure our online course pages are compliant with new legal requirements from the Competition and Markets Authority (CMA). These changes will increase the usefulness of our online prospectus by presenting important information on student contact hours, independent learning, learning development and support, and how students are taught and assessed across Birkbeck.

Our module improvement project has one primary focus: ensuring that every available module at Birkbeck is part of our online prospectus and includes rich, appealingly written descriptive text that adheres to our new house style. We have been working closely with our colleagues across Birkbeck’s five schools to source content and have updated and improved around 200 modules so far.

So, what difference has our redesign made, in terms of the number and quality of visits? An important measure of improvement and quality is the increased amount of time people are spending on our site; visitors spend longer engaging with the improved content and are finding it easier to navigate between different areas. There has also been an increase in the number of returning visitors, so we know that people are coming back to us.

Our online prospectus remains the focus of most visitors’ attention and continues to attract the highest interest. User testing and analytics reveal that, for many visitors, our course pages are their first interaction with Birkbeck, so one of our primary aims with the new web design has been to convert each of our online course pages into a ‘mini-homepage’, with links to news, events and research across Birkbeck and to vital information, such as financial support, student services and accommodation. To this end, we added tertiary signposts to every programme page and we are now seeing that people use our course pages as their main entry route into, and the jumping-off point to, other parts of the Birkbeck website. Other parts of our site have been dramatically upgraded: there are far fewer pages and we have consolidated information in one place and converted old information into downloadable documents, where appropriate. This has led to a significant increase in engagement: visitors are now spending more time on these pages and going through the information more thoroughly, because it’s all in one place and easily navigable.

Meanwhile, we have instituted a regular weekly maintenance slot, during which three web editors in External Relations make requested changes to all areas of our new site. Since May, we have implemented hundreds of such requests, all with the purpose of improving the accuracy and helpfulness of our content.

We have also developed an entirely new Digital Standards area on our website, which provides advice, information and support to all Birkbeck staff who need to convey information online. You can read our house style guide, find out about search engine optimisation, get practical information on links, files and redirects, and learn more about our visual identity and our social media guidelines. We are working hard to supplement this online support with bespoke face-to-face training, which we are in the process of developing. We have also begun using new software that identifies accessibility, content and coding issues across our site, which is greatly helping us continually maintain and improve the new site.

We have a series of ‘conversion goals’ on our website, whereby a user’s visit is translated into an action. We primarily want visitors to: order a prospectus; or book an Open Evening; or submit an application to study. We have seen a dramatic increase in these since we launched the new website, so it is pleasing to see that our work continues to support and advance the primary objectives of the Digital Transformation Project.

 

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Building an (Inter)Disciplinary Career

Lucy Tallentire from the School of Business, Economics and Informatics explores the challenges and opportunities in interdisciplinary studies, raised in a recent seminar from the TRIGGER Project (Transforming Institutions by Gendering Contents and Gaining Equality in Research). 

Gender is pertinent to many disciplines, from literary theory to anthropology, film studies to linguistics, and sociology to geography. However, these disciplines sometimes differ in their approaches to how and why gender is studied. So what are the challenges in a field of study that spans several disciplines? And how can scholars make the most of their interdisciplinary roots?

These were just some of the questions considered at a recent event on negotiating careers as a gender studies scholar within a mainstream discipline. In her welcome address, Professor Helen Lawton Smith, who led Birkbeck’s participation in the TRIGGER Project, said: “Over its four-year lifespan the objectives of the TRIGGER project became more than just to support women in Higher Education, but to champion equality and what Birkbeck can do to support diversity.” Organised collaboratively by the Birkbeck Gender Sexuality (BiGS) research group and the Birkbeck TRIGGER project, this event is the first in a series of seminars that will be the TRIGGER project’s legacy, supporting PhD students, early career researchers and aspiring professors.

The seminar took the form of a conversation between Dr Kate Maclean, Director of BiGS, and Dr Gabriela Alvarez Minte, who recently completed her PhD at Birkbeck after many years of working in women’s rights at the United Nations Development Fund for Women (UNIFEM). As a feminist geographer who started her academic career with a PhD in Women’s Studies, Kate reflected on her unique experience of completing her doctorate and moving straight into a career in the “mainstream” Department of Geography:

“It is widely acknowledged that gender, queer, and feminist theory is some of the most intellectually challenging theory across the social sciences and humanities. However you may still face challenges as a gender studies scholar – it is not as prevalent an attitude now as it used to be, but intra-departmental dynamics can be difficult!  And it can be difficult to find a network of people to develop your ideas with – particularly important in the early stages of your career. ”

The conversation then moved to discuss the ways in which the challenges of an interdisciplinary field can be overcome. A real breakthrough for Kate was realising the need to network with other feminist scholars in different departments. When she found that other, even senior, staff were facing similar challenges, she organised a meeting for feminist academics across the institution to come together and discuss the need for a space as feminist academics – for both research and mutual support. The size of the meeting was a real testament to the need for this network, which gave them a space to knock around ideas in a very constructive way. As a result, the Gender Matters @ King’s research group was born.

Taking questions posed by the audience of early career researchers, both Kate and Gabriela were able to reflect on their personal academic journeys. Gabriela sees herself as a combination of academic and practitioner and discussed the benefit of field experience: “working at UNIFEM was extremely beneficial to the development of my ideas and drove me to fill out the knowledge I lacked in gender and development”. Kate recognised that she was lucky to go from a PhD straight into an academic teaching and research position, but emphasised the merits of postdoctoral research opportunities, which allow a unique insight into a different field, the benefit of another’s experience and good networking opportunities. Like in any other profession, networking is very important in academia, and refreshments after the seminar offered participants an informal opportunity to engage with one another’s work, ask questions, and learn from one another.

You can find out more about BiGs and TRIGGER on the Birkbeck website.

Click here to find out more about future seminars.

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How one student makes the most of his 24 hours a day

Samuel Harris, second year BSc Financial Economics student, discusses how combining work with study is furthering his aspirations as part of National Work-Life Week.

Time. It is perhaps the most valuable commodity an individual owns yet we all have 24 hours a day to spend as we see fit. That’s 1440 minutes or 86,400 seconds where we all make individual choices that may or may not have consequences that shape our future with most choices made in the hope it will create a better future. Getting my work-life balance is vital, in my opinion, to avoid burnout in my future career path and aspirations, and will help me be the best I can be as a person, socially and academically.

So, what are my future career aspirations? I’m writing as a member of the Birkbeck Economics and Finance Society and I aspire to, one day, own my own financial investment firm. Financial services and especially investment banking makes the news consistently on the topic of work-life balance for the wrong reasons. You hear the stories of graduates spending 80+ hours a week in the office but to me, I see people chasing a dream – a dream to be the best and to be affluent. To me, work-life balance is about always enjoying what you do, whether at the office or wherever your workspace might be, as well as when you’re out with friends or doing a hobby. If you enjoy what you do, you won’t burn out!

I am starting my second year on the BSc (Hons) Financial Economics course this October and I currently work full-time doing either 7am-5pm, 9am-5pm or during the university summer break, occasionally 9am-9pm. I am always described by my friends who are at traditional universities as crazy and the most frequent comment I get is “how do you do it?”

The answer? Very simply. Whilst they are partying away, I’m studying here in a 6pm-9pm lecture. Whilst they are being lectured to, I’m working gaining practical experience. No amount of reading or memorising will make you successful in life because it is the understanding and application of wise thought that counts – and that is what Birkbeck is all about. I will be job-market-ready. I still have the time to see my friends in London at the weekend after I finish my university work and I make visits to my friends further afield at other universities 3-4 times a year. Whilst sacrifices must be made, and don’t underestimate the sacrifice needed to work full-time and study full-time, I don’t overestimate it either as it is very feasible with a strong work ethic. It’s not for the faint-hearted and I must stress the necessity of a strong work ethic! Working part-time is also an option.

The most important piece of advice I would give to fellow students is not to lose focus on why you do what you do. Whether it is that you are academically inquisitive, or you are hoping to change career, or to become better at your current one, commitment is key. There will be challenges along the way. Being glued to my desk and the library during exam season and using every available term holiday to prepare is just the beginning. You’ll find time goes very quickly and your external commitments will need to be tapered. I manage my time by using a diary on my phone and I put everything in, no matter how small or insignificant.

Life as a Birkbeck student is tough and unforgiving but it could possibly be the best decision you ever make. Everyone who studies here has unique life experiences and you can use one another as a sounding board for great ideas and experiences. Make the most of your time here and you won’t regret it.

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Gender equality in academia

Dr Almuth McDowall discusses how Birkbeck is drilling into the data of the Athena SWAN Charter, an initiative which seeks to address gender inequality in STEMM.

Are women in STEM subjects not progressing as far and fast as their male colleagues? What should universities put in place to nurture and retain female talent? These are questions close to my own heart, not least as some of my own research on work-life balance and also on executive rewards as a science-practitioner in organizational psychology touches on gender issues.

It’s been much debated that women are more likely than men to leave academia in science subjects, and are underrepresented in senior roles. The Equality Challenge Unit’s Athena SWAN Charter, established 12 years ago, seeks to address gender equality through charters. These provide a framework for institutions to apply for an award which recognises their work on equality and diversity. Birkbeck is a member of this Charter, and a number of departments and schools hold awards including Biological and Psychological Sciences.

As a member of the College’s Athena SWAN panel, I am aware that much is being done in the institution to support direct initiatives, such as a dedicated mentoring programme through TRIGGER/ ATHENA SWAN, but also to support culture change by ensuring that any processes and activities are based on evidence and local need, and serve to further, rather than hinder, the equality agenda.

One of the challenges for everyone in academia is that our work is largely driven by the student lifecycle and a tight year-round calendar of events. Friends who tell me ‘oh you academics have all summer off, don’t you’, usually get a rather terse and detailed reply, as I list the number of tasks that have to continue all year around: student supervision, working on academic projects, updating and maintaining our records and so on.  As a result, we often don’t have the time to really drill into the data we have already gathered on issues such as equality and diversity.

Luckily, our ATHENA SWAN panel seeks to address just this. Earlier in the year, I set about a more detailed analysis of (anonymised) data from our staff survey, from all female and male academics in STEM subjects, concentrating on the free comments which people had provided. My question was: do women and men raise different things? And the short answer is: yes, they do.

On the whole, women report to be most concerned about effective communication in the institution, a sense of being valued but also the local facilities and environment. Men, on the other hand, appear more concerned with training, development and progression as well as pay and benefits. These are interesting differences, suggesting that women might focus more on how we work as an institution, whereas men focus more on how they get rewarded for what they do.

The next step is to follow up these issues in dedicated focus groups, to gain more rigorous data and insights on the issue.  Are women more likely to focus on Birkbeck as an institutional environment, but might this come at the expense of focus on individual needs and career progression? Are men more likely to ask, and get what they want? We hope to report back on these issues in due course.

 

 

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How to get your Birkbeck studies off to a flying start

Student Engagement Officer Rebecca Slegg offers top tips to new students, to help you settle into Birkbeck, get your studies off to a flying start and help you make sure you get the most out of your time here.

  1. Set up a study space at home. If possible, decide on one place where you will be able to study. Keep it free from clutter and other distractions as much as possible and make sure that your family/flat mates know that when you’re there they should avoid interrupting you, if possible.
  2. Talk to your friends and family about your course. If the people in your life know why studying is important to you and what it involves they will be able to better support you throughout your course. They’ll understand why you might not be able to go out every weekend at exam or assignment time. They’ll also be interested to hear about the new ideas and topics you’re now an expert on!
  3. Attend BBK Welcome and the Students’ Union Fresher’s Fayre on Saturday 30 September 2017. This is a great opportunity to meet fellow students, find out about life at Birkbeck and join some of the many clubs and societies open to students.
  4. Create a wall planner and use it to map out your first term. Plot on your term dates, exam dates and assignment deadlines. This will help you to know when the pressure points are so that you can plan ahead in other areas of your life to accommodate your study needs and be well prepared to meet all of your course requirements comfortably.
  5. Set up a Whats App group/Facebook group with your classmates. This will enable you to share tips and information between lectures and seminars and help you get to know each other quickly. You will probably find that your classmates quickly become a source of support and encouragement.
  6. Sign up to academic skills workshops. Birkbeck offers a wide-range of resources for students to brush up on their academic skills, whether you need a refresher on essay writing or an introduction to academic referencing – get ahead with these skills now so you’re not trying to master them at the same time as researching and writing your first assignment.
  7. Explore the campus. Get to know Bloomsbury and/or Stratford. There is a wide range of bars, restaurants, coffee shops and cultural and sporting facilities close to both our campuses.
  8. Arrange to meet your personal tutor. Your tutor is there to offer advice and support on issues that may affect your academic progress. Some of the topics you might discuss with your tutor include module choices; exam revision; meeting deadlines; any personal or professional issues that are affecting your studies.
  9. Buy some nice stationery. Investing in some nice paper and pens is a subtle reminder to yourself of the investment you have made in coming to Birkbeck and that this is something that you believe is worth doing and will help you to move ahead with your life goals.
  10. Find out about Birkbeck Talent (the in-house recruitment agency) and the Careers and Employability Service. These two services can offer advice on CV writing, interview techniques, setting up your own business and can suggest suitable short- and long-term positions to match your skills and interests.
  11. Download the Birkbeck app to view your course resources and assignments, help you prepare for the start of term, and communicate with fellow new students from your School prior to starting your course.
  12. Make sure you’ve ticked off all the items in our new student checklist, which includes all the practical details you need to have covered like enrolling on the course, paying your fees and setting up library and wifi access.

At our graduation ceremony we asked those who had made it what advice they would give new students:

If you’re a current student, why not add your own advice for those just starting out in the comments section?

 

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The post-storm city: the very different depictions of Hurricanes Harvey and Katrina

Dr Anna Hartnell comments on the different responses to 2017’s Hurricane Harvey and 2005’s Hurricane Katrina and how in both disasters, it has been the poorest who are hardest hit. This article first appeared on openDemocracy.

‘It happened to Texas and Texas can handle anything’, President Trump said last week, waving the flag of the Lone Star State to an approving crowd in Corpus Christi in the wake of Hurricane Harvey.  ‘They represent truly the very best of America’, he added later. Trump’s characterisation of Harvey as a trial to be met by Texan grit and an all-American resilience couldn’t be further from the portrait painted of those impacted by Hurricane Katrina by President George W. Bush 12 years earlier. Following an aerial tour of New Orleans completed soon after Katrina, he remarked ‘I’ve just completed a tour of some devastated country’; he also claimed to ‘know the people of this part of the world are suffering…’ People ‘from this part of the world’, Bush insisted, would not be forgotten.

Bush’s disconnect from the region reflected a larger sense that post-Katrina New Orleans resembled a ‘Third World’ disaster zone, a sense that also led to storm survivors being widely referred to as ‘refugees’, despite the fact that only a tiny minority were not US citizens. This feeling that the post-storm city was not quite American has a long history. It relates to the fact that New Orleans is a majority-black city, but is also connected to the city’s distinctive and pronounced relationship to its French and Spanish colonial past, its links to West Africa, and its apparent flouting of the Protestant work ethic as evidenced in its calendar of festivals, its rich parading and performance culture, and an economy dominated by tourism. New Orleans has thus come to stand out as a quaint relic amidst a relentlessly forward-looking national culture that dispenses with the past in favour of the future.

This stereotypic understanding of New Orleans culture made it into a New York Times piece written last week, which suggests that when ‘Katrina devastated New Orleans, the disaster played out in an eccentric anachronism, a city of modest economic heft proudly tethered to its exotic past. But Harvey has inundated a city perpetually looking to the future, a place built on boundless entrepreneurialism, the glories of air conditioning, a fierce aversion to regulation and a sense of limitless possibility.’ Where New Orleans has long been cast as a disaster waiting to happen, Houston, the coverage seems to be suggesting, will triumph. It is a ‘muscular’, ‘resilient’ city, whereas New Orleans, historically portrayed in literature as weak and effeminate, is imagined in very different terms. While both cities are sited in improbable locations, vulnerable to floods and storms, it is New Orleans and not Houston that is seen as somehow irresponsible for perpetuating its own existence. In the wake of Katrina, there were widespread calls for footprint shrinkage and some commentators went so far as to suggest that the city should not be rebuilt. Despite the rapid growth that has led to Houston becoming synonymous with unsustainable sprawl and concrete, the merits of rebuilding have not been challenged.

Texas stands at the centre of national narratives of rugged individualism and self-reliance, and Houston in many ways represents the neoliberal expression of these values, a playground of unregulated physical and economic growth. So where the story about New Orleans after Katrina was dominated by a narrative about race and class, the racialised poverty that the Hurricane seemingly uncovered, the story about Houston in the wake of Harvey has been embodied by the image of the white, middle-class home owner. Where, according to grotesquely inaccurate and racist media coverage, New Orleanians behaved badly after the storm, the best is being brought out in Texas.

This is not another Katrina, the narrative insists. Disasters, so the myth goes, are great social levellers.  Another recent New York Times story captures the essence of this political and media messaging: ‘Storm With “No Boundaries” Took Aim at Rich and Poor Alike’.  Although this piece does acknowledge that once disaster has struck, the poor have fewer options, this is an enormous understatement. Where depictions of Katrina survivors were sensationalised and often overtly racist, those who will be hit hardest by Harvey have been rendered all but invisible.

What the very different characterisations of post-Katrina New Orleans as compared to post-Harvey Houston obscure is the very sizeable minority and low-income communities in Texas who did not own cars with which to evacuate or homes against which to claim insurance. 30% of Houston’s population live below the poverty line and more than 40% do not own their own homes. As the lessons of Katrina have shown, it is renters and those living in public housing who are most vulnerable to homelessness and displacement following a disaster of this kind. And just as poor black Americans in New Orleans were more likely to inhabit lower-lying and thus flood-prone land, communities of colour in Houston are similarly exposed to risk, living in close proximity to the oil refineries and chemical plants that in the wake of the storm are leaking dangerous levels of pollutants into the environment.

Hypervisible in the case of Katrina and invisible in the case of Harvey, low-income communities of colour are on the front line of climate change in the United States, just as they are across the rest of the world. Stories about plucky Texans facing up to the storm, or indeed about looting in New Orleans, seek to suck us back into the ‘human interest’ narrative of the here and now, into the seductive rhetoric of everyday survival. Meanwhile, the larger, deeply discomforting significance of storms like Harvey and Katrina, as signs of things to come, remain in shadow.

 

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Everything you need to know about coming to Birkbeck as a school-leaver

This article was contributed by Cecilia Nguyen, a BA Language with Journalism student, who will be going into her second year this autumn. It was first published on her blog

What is it truly like to attend an evening university like Birkbeck? I am writing this blog as when I needed it two years ago, it was nowhere to be found.

‘Will I fit in as a school-leaver?’
The short answer to this question is yes, of course you will! I think there is a misconception that because evening studies can be more appealing to people who work in the day (of which the majority are over 25) that younger people may not fit in.

However, with the introduction of more full-time courses at Birkbeck, the number of under-25s is on the rise every year. The demographics of your classmates are highly dependent on the course you study. I study German and Journalism and find that on my German modules, there are more school-leavers, whereas my Journalism module attracts more mature students.

I truly think that you shouldn’t let this affect your decision when choosing a course if the curriculum perfectly matches your needs.

‘Is it only for part-time students?’
No, it is not. Birkbeck started introducing full-time courses in 2009 and has been working on them ever since!

But in this day and age, education takes on so many forms that I find traditional, daytime, full-time education to be highly overrated. Let’s look at an example: A full-time course takes on average 3 years to complete whereas a 75% intensity part-time course takes 4 years. The cost is the same, you get more time to study and have a healthier life balance. For me, it wasn’t a hard decision!

‘Can I change from full-time to part-time?’
Yes, you absolutely can! I think Birkbeck is rather flexible on this as they understand students’ circumstances and commitments well.

‘Is it super tiring after a hard day of work to sit in a classroom and do more work?’
Personally, I didn’t find it tiring enough to moan about. I’ve got to admit I had it relatively easy; I only worked 22 hours per week, I still live with my parents and I didn’t have any major responsibility that would induce stress.

Birkbeck campus and Senate House in springtime 

But from what my uni mates who work full-time and actually have it hard have told me, you don’t even notice the fatigue. Think of it this way, you go to a place with amazing people who challenge you academically while discussing something you enjoy knowing more about. It’s basically a fun fair!

‘Will I have a social life?’
This really amused me as it’s so typical of school-leavers to ask this question.

To put it bluntly, yes, like any other university. Or how I like to put it: you can have a social life. What I mean by that is, it’s totally up to you whether you want one or not.

At Birkbeck, I feel like you can be more selective when it comes to socialising. So if you want to join societies, go out clubbing or have fun, the opportunity is definitely there. But whenever you need to calm down or focus on work, it is easier for you to do so as everyone understands that sometimes you are studying alongside work or internships and that you need to balance all these aspects of your life.

‘You’ve been going on and on about the perks of evening study, but what about its downside?’
Everything has its downside. I personally felt that studying in the evening meant that I had almost no excuse to not find work in the day.

The opportunity is basically given to you and will give you so many things to talk about in your CV to boost your chances of getting employed. You can say things like ‘I can be fully committed as I have the entire morning free to focus on work,’ or, ‘as an evening student I get to hone my time-management skills and determination to complete tasks’. The list goes on and on.

Another downside is that studying in the evening means that sometimes you might have to come to class with an empty stomach as you rush from work to uni. But most of the time the lecturers understand that you have commitments and will allow you to have your meal in class, as long as you don’t let the rustling noises of your sandwich’s aluminium foil disturb the class too much!

Studying in the evening also means that sometimes you have to miss out on gatherings with friends or family. But if you can cope with occasionally not being able to go out, the amount of knowledge you’re getting back is well worth the sacrifice.

If you have a specific question you can leave a comment below or come meet me at Birkbeck’s Open Evening on 12 September (click here to sign up), where I’ll be working as a Student Ambassador.

Good luck on whatever it is that you decide to do and hopefully I’ll see you this autumn.

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Yes, the monuments should fall

This article was contributed by Dr Joel McKim, from Birkbeck’s Department of Film, Media and Cultural Studies.Lee Park, Charlottesville, VA

Writing in the 1930s, the Austrian writer Robert Musil famously noted that despite their attempted grandeur, there is nothing as invisible as a monument: “They are impregnated with something that repels attention, causing the glance to roll right off, like water droplets off an oilcloth, without even pausing for a moment.” It’s difficult to reconcile Musil’s observation with what we’ve witnessed from afar over the past week – a nation seemingly ripping itself apart, a statue of Robert E. Lee situated at the centre of the conflict.  Michael Taussig has, more recently, suggested an important adjustment to Musil’s theory arguing that it’s not until a monument is destroyed (or is slated for removal) that it succeeds in drawing our attention. The monument, Taussig reminds us, is often the first symbolic target in times of struggle.  “With defacement,” he writes, “the statue moves from an excess of invisibility to an excess of visibility.”

The confederate statues in America and the dilemma over what do with them became extremely visible this past week. It’s a discussion that has actually been taking place for some time now, with the removal in April and May of a number of monuments in New Orleans (including statues of Lee and Jefferson Davis, the president of the Confederacy) being a recent flashpoint. And there are of course many global and historical precedents to this debate, including the removal of racist and imperial icons in South Africa over the past several years and the precarious fate of Soviet-era statuary (see for example the excellent Disgraced Monuments, by our own Laura Mulvey and Mark Lewis). Decisions over what to do with symbols of past shame or troubling history also extend to the realm of preservation. Germany and Austria have recently been debating whether several architectural sites connected to the history of National Socialism, including the Nuremberg rally ground and the birthplace of Adolf Hitler, should be preserved, destroyed, or simply left to decay.

Apart from the abhorrent, but hopefully small faction who sees these symbols as worthy of veneration, another argument for keeping confederate monuments in place surfaces frequently from an apparently more benign viewpoint. We’ve all heard some variation of this position expressed over the past several days: “These monuments are an important reminder of our difficult and troubling history.” Or, “These statues help us to educate ourselves about what we have overcome.” Or, “If we destroy the past we will be doomed to repeat it.” While perhaps well meaning, I believe this line of argument is misguided in a number of ways. I think it’s fundamentally mistaken in its understanding of both the social dynamic and cultural history of monuments. Let me explain why.

Firstly, if monuments do have a significant educational purpose (and even this is questionable), it is certainly naïve to think this is the only mode by which they function. Rather than serving as references to the figure or event of the history they depict, public monuments communicate far more about the collective sentiments of our current period and the period in which they were erected. They express, in other words, rather than simply educate. The majority of confederate monuments, as New Orleans mayor Mitch Landrieu reminds us, were constructed not at the time of the civil war, but long afterwards during moments of resurgence in pro-confederate sentiment and white backlash against black civil rights, such as the Southern Redemption period. They were much less a marker of a tragic, but completed chapter in the nation’s history, than an expression of a renewed commitment to the cultural values of the losing side. Nicholas Mirzoeff points out that the monument to Robert E. Lee in Charlottesville was completed in 1924 and reflects a period of intense KKK organizing in the area. That these monuments can still function today as rallying points for ethnic nationalists and white supremacists, rather than as neutral transmitters of a distant history, should be self-evident after this week’s events. Could whatever nominal educational value these monuments possess, ever justify the continued emboldening role they play for these groups, or the genuine pain and distress they cause to so many who are forced to encounter them in public space? Ask a member of the black community if they are in need of a statue of Robert E. Lee to teach them about the history and continued impact of slavery and discrimination in America.

The second reason I think anxieties of the “destruction of history” type are misguided is that they don’t adequately recognize the always provisional and malleable nature of monuments and memorials. Far from being permanent or stable markers of history, monuments are perpetually being altered, moved, re-interpreted and reconsidered. They are contentious and contingent objects. The memorial landscape is continually in a process of adaptation. As Kirk Savage claims in his insightful history of the National Mall in Washington, “The history of commemoration is . . . a history of change and transformation.” Even the Lincoln Memorial, the most monumental of American memory sites, is an example of adaptation according to Savage. Its adoption as a symbol for the black civil rights movement occurred despite, rather than because of its intended design – the planners deliberately downplayed Lincoln’s role in the abolition of slavery. Artist Krzysztof Wodiczko’s protest-oriented projections onto existing statues are another important example of how the struggle to determine a monument’s meaning may continue long after its construction. Some of the most powerful monuments and memorial proposals of the past few decades have incorporated an element of self-destruction or suspicion into their own form. From the Gerz’s monument against fascism that disappears into the earth, to Maya Lin’s deliberately non-monumental Vietnam Veteran’s Memorial, to Horst Hoheisel’s proposal to blow up the Brandenburg Gates as a memorial for the murdered Jews of Europe. In short, public monuments change; their lifespan is not and probably shouldn’t be infinite. We don’t owe them that. The debate and conflict surrounding the removal of confederate monuments is obviously a clear indication that America is also currently undergoing a process of significant change. While the events of the past week have been worrying and sickening, I am heartened by the number of courageous people committed to ensuring that this change is a move forward, rather than a regression.

Dr Joel McKim is Lecturer in Media and Cultural Studies and the Director of the Vasari Research Centre for Art and Technology. His book Architecture, Media and Memory: Facing Complexity in a Post-9/11 New York is forthcoming in 2018 from Bloomsbury.

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Starting university: tips to manage the transition and be a successful student

Hanneke Kosterink, Counsellor and Supervisor at the Birkbeck Counselling Service offers advice for students managing the transition to university, and explains how visualising success can help you achieve it. 

The transition from school to university brings a range of new experiences and challenges.  During this transition period, it is essential to find the right balance between studying and everything else including:

  • getting to know the university
  • settling into your course
  • learning what is expected of you as a student
  • discovering activities and social opportunities
  • making new friends

Academic Challenges
Many students enjoy the intellectual challenge of university study, opting for courses and subjects that match their interests. However, adapting to academic study and understanding what is expected of you as a university student can be an intimidating experience and will require taking responsibility for your own learning, managing your workload and completing assignments to strict deadlines. This requires self-motivation and dedication.

In addition to making good use of the support services and study resources your university provides it may be helpful to learn the technique of visualisation to reach your academic goals.

Writing over 2000 years ago Aristotle described the visualisation process this way:  “First, have a definite, clear, practical ideal; a goal, an objective.  Second, have the necessary means to achieve your ends: wisdom, money, materials and methods.  Third, adjust all your means to that end.”

Unfortunately, many of us remain stuck at the goal stage.  We start out with good intentions and perhaps a plan, but then we can’t seem to make it happen.  A hectic social life, job, hobbies, anxiety leading to procrastination can get in the way of achieving your academic goals.

Seeing is believing
Before we can believe in a goal, we first must have an idea of what it looks like. To paraphrase the old adage: we must see it before we can believe it.  This is where visualisation comes in, which is simply a technique for creating a mental image of a future event.  When we visualise our desired outcome, we begin to ‘see’ the possibility of achieving it.  Through visualisation, we catch a glimpse of what is our preferred future.  When this happens we are motivated and prepared to pursue our goal.

In the world of sports, this has been developed into a well-researched method of performance improvement.

How do well known British sportsmen and women use visualisation?

Wayne Rooney
Footballer Wayne Rooney is a firm advocate of mental preparation and the visualisation technique. “I lie in bed the night before the game and visualise myself scoring goals or doing well. You’re trying to put yourself in that moment and trying to prepare yourself, to have a ‘memory’ before the game.” Rooney sees his approach as fundamental to his sporting success. “I don’t know if you’d call it visualising or dreaming, but I’ve always done it, my whole life.”

Jessica Ennis-Hill
Ennis-Hill revealed her mental training tactic prior to the 2012 London Olympic Games: “I use visualisation to think about the perfect technique. If I can get that perfect image in my head, then hopefully it’ll affect my physical performance.”

Andy Murray
In order to mentally acclimatise before a major event, Andy Murray visits the centre court when the area is deserted and imagines his future success. “I want to make sure I feel as good as possible so I have a good tournament.”

Applying it to your study
There are two types of visualisation which ideally should be used together.  The first method is outcome visualisation and involves envisioning yourself achieving your goal.  To do this, create a detailed mental image of the desired outcome using all of your senses.

Let’s start with the big goal: getting your degree and attending your graduation ceremony.  Visualise yourself on graduation day receiving your qualification with a good pass.  Hold that mental image as long as possible.  What does it feel like walking across the stage in your robe to collect your certificate from the Master?  Who will be there accompanying you in the audience to cheer you on when it is your turn?  Imagine the pride, relief, satisfaction and thrill as you hug your loved ones before heading for the marquee where the photographer is waiting to capture that special moment in your life.

Visualising how it might feel to graduate might help you to plan your studies and your time at university. 

The second type of visualisation is process visualisation.  It involves envisioning each of the actions necessary to achieve the outcome you want.  Focus on each of the steps you need to achieve your goal, but not the overall goal itself.   What are the demands and deadlines you will need to meet?  Create a vivid mental picture of yourself succeeding, envision what you must do during each step of the process and like Rooney, Ennis-Hill and Murray use positive mental imagery to stay focused and motivated when you experience obstacles or setbacks.

Visualisation does not guarantee success.  It also does not replace hard work and practice.  But when combined with diligent effort and a strong support network, it is a powerful way to achieve positive behavioural change and create the life you desire.

 

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