The UNESCO Centre for Water Law, Policy and Science hosted this talk which was delivered by Dr Nandan Mukherjee. The presentation discussed the ongoing Disaster Resilient Floating House research project which is designing and developing homes for Bangladesh capable of coping with extreme floods prompted by climate change. The demonstration platform house ensures the provision of water, food, energy and security prior to and during natural disasters. 

The UNESCO Centre for Water Law, Policy and Science hosted this talk, which was delivered by Professor Harry Dixon, Associate Director of International Research & Development at the UK Centre for Ecology & Hydrology (CEH). Harry is also a member of the UNESCO Centre Governing Board and gave a very interesting talk on the opportunities for innovation in water monitoring which encouraged a dynamic Q&A session with the audience.

The UNESCO Centre for Water Law, Policy & Sciences hosted this talk which was delivered by Professor Tania Kovats of the School of Art & Design. Tania’s practice and research is focused on the element of water as the connective element in the landscape exploring the psychological and poetic. In her talk, Tania shared her involvement with water, and how her creative practice and research seeks out engagement and impact with the audience. 

The UNESCO Centre for Water Law, Policy & Science hosted this talk, which was delivered by Tanya Jones, a PhD student based in the Dundee Law School. The presentation discussed Tanya’s research project which explores the potential for the principles and practice of restorative justice to address climate injustice. The interesting talk resulted in an engaging Q&A session where there was discussion on responsibility, governance, participation, practicalities, and creative research methods.

The UNESCO Centre for Water Law, Policy and Science hosted this talk, which was delivered by Aidan Wrethman, a PhD student based within Energy, Environment and Society. The presentation discussed Aidan’s research project which is looking at submarine landslide flood risk and safety evaluation of the UK near-coastal infrastructure. 

The UNESCO Centre for Water Law, Policy and Science hosted this talk, which was delivered by Dr John Matthews, Executive Director of the Alliance for Global Water Adaptation (AGWA). John co-founded AGWA in 2010 and has led the development of a variety of climate risk reduction methodologies that have been used in dozens of countries, prepared green bond criteria that have certified over $15 billion in water resilience investments across six continents, and advised well over 100 countries on their national climate commitments. 

Talk Summary

Media coverage of climate change impacts and trends has long tended towards discouraging if not apocalyptic narratives. Relatively little coverage has occurred of any significant trends in adaptation and resilience, or how freshwater resource knowledge has begun to emerge as an essential solution. The emerging dialogue between climate science and policy on one side and freshwater governance, management, and investment on the other is profound, positive, and actionable. John spoke about water resilience as a new concept and paradigm, how the water and climate change communities are already shifting, and where we might be headed.

Dr. Sam Shields, is a Senior Lecturer in Education at Newcastle University, UK. Her research interests include social inequalities in higher education, particularly focused on social mobility and students’ experiences of university. She has a long-standing interest in the ‘first-year experience’ of undergraduates from widening participation backgrounds. Sam is a member of the Society for Research in Higher Education (SRHE), British Educational Research Association (BERA) and British Sociological Association (BSA). Her new project explores the experiences of international students from less advantaged socio-economic backgrounds. Sam’s teaching is underpinned by her research into qualitative methodologies and intersections between gender, social class and education. Email: [email protected]

It is well known that privately educated young people benefit from access to competitive degree programmes at the most prestigious universities. Less is known about how stratified post-secondary education provision and socio-economic differences impact upon state educated young peoples’ transitions into higher education. This presentation draws upon interview data with undergraduates to explore differences in post-secondary education experiences. Differences in relation to socio-economic background are considered in terms of how they impacted upon the transition to university for participants. Middle-class entrants appeared to be exposed to a number of cultural practices which facilitated a transition to university which could be conceptualised as ‘smooth’. In contrast, a more typical understanding of transition indicating ‘uncertainty’ was relevant to working-class participants. Working-class participants were more likely to encounter structural factors which impacted upon their transition to university, unless tailored support had been provided by teachers. Given the disparities in post-secondary education characteristics, the role of teachers in supporting students from widening participation backgrounds in the transition to university should be the focus of future studies.

Shields, S. (2023). Undergraduates’ Perceptions of how Post-secondary Education Characteristics Shaped their Transition to University. International Journal of Educational and Life Transitions, 2(1): 17, pp. 1–14. DOI: https://doi.org/10.5334/ ijelt.51