Institutional engagement with digital literacies at the University of Brighton has been promoted through the creation of a Digital Literacies Framework (DLF) aimed at academic staff. The DLF consists of 38 literacies divided into four categories that align to the following key areas of academic work: Learning and teaching Research Communication and collaboration AdministrationFor each literacy, there is an explanation of what the literacy is, why it is important and how to gain it, with links to resources and training opportunities. After an initial pilot, the DLF website was launched in the summer of 2014. This paper discusses the strategic context and policy development of the DLF, its initial conception and subsequent development based on a pilot phase, feedback and evaluation. It critically analyses two of the ways that engagement with the DLF have been promoted: (1) formal professional development schemes and (2) the use of a 'School-based' approach. It examines the successes and challenges of the University of Brighton's scheme and makes some suggestions for subsequent steps including taking a course-level approach.

This paper presents an overview of recent initiatives around digital skills and literacies in UK higher education, highlighting the major projects of several national organisations, and the impact these have had on institutional programmes to improve digital skills and literacies. It examines the national technology enhanced learning initiatives Changing the Learning Landscape and Developing Digital Literacies, and considers the impact that both these schemes had on one project that resulted from them, the University of Brighton’s Digital Literacies Framework. It then explores the changes to this framework in the light of developments of other digital skills frameworks and initiatives, and considers the strengths and weaknesses of using frameworks as an approach to organising digital skills development.

In 2011 Southampton Solent University, a post-1992 university in southern England, introduced a new marking scheme with the aims of changing marking practice to achieve greater transparency and consistency in marking, and to ensure that the full range of marks was being awarded to students. This paper discusses the strategic background to the scheme's development, analyses the role of the working group and stakeholder involvement in developing the initiative, and presents a critical commentary on its success within the frame of the university as a "learning organization" (Senge, 2006).

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The relationship between men and women is of interest to many parties concerned with human behaviour. Feminists and evolutionary biologists are two such groups that have examined gender issues from different positions and have reached frequently opposing conclusions. These divisions have only recently started to be breached as common ground is investigated. This paper examines some of these issues, discusses the implications this rapprochement could have on feminist archaeology, and suggests the path for a development of a social archaeology that traverses the artificial barriers between 'nature' and 'culture'