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This paper provides an overview of UK Arabic language teaching in supplementary and mainstream schools from available research papers and provides a synopsis of recent developments in supporting Arabic teaching at school level and pathways to Higher Education. The largest study cited is the 2016 research collaboration between the British Council, the Universities of Leeds, Edinburgh, Goldsmiths, and London, and Alcantara Communications [Snowden et al. (2016. Teaching Arabic as a Foreign Language in the UK – Strand 1 Research: How Arabic is Being Taught in Schools. London: British Council)], exploring current teaching techniques, teachers' perceptions of diglossia and variation in Arabic, and these are incorporated when designing teaching activities and materials. With surveys, interviews and lesson observations, Snowden et al. show teachers believe in the importance of communication as a learning aim and are familiar with the communicative approach but many base learning activities on traditional writing tasks and less on listening and speaking. It shows that Arabic diglossia remains a challenge with teachers stating that learning dialects is important, yet they struggle to find appropriate approaches and materials for it. This paper presents challenges faced by Arabic teachers including foundational teacher training, continuous professional development and material design, concluding with recent developments in supporting teaching Arabic as a community language and recommendations for addressing current challenges. [ABSTRACT FROM AUTHOR]

This paper examines the current crisis in education research and how we might confront it. It begins by arguing that the 'coming crisis' facing empirical sociology identified by Savage and Burrows (2007) applies equally – if not more so – to empirical education research. Education researchers can no longer lay claim to specialist expertise in the analysis of social institutions and our 'tools of the trade' are increasingly unviable. These developments are compounded by the dominance of the 'cultural turn' within British education research which has made it difficult for education researchers to develop a cumulative evidence base, leading to a lack of traction with policymakers and a privileging of cultural inequalities in education over economic inequalities. The paper discusses how the education research community might respond to the challenges and considers whether we might do worse than follow the suggestion offered to sociologists that they should take 'a descriptive turn'. Taking such a turn will not be easy, but the alternative may be that education research in the UK will be even more marginalised as it becomes increasingly out-of-step with the developments in data, evidence and analysis being fostered outside the academy. [ABSTRACT FROM AUTHOR]

College governing boards are widely held to be the keystone of institutional strategy and the prime locus of support, challenge and accountability in respect of the actions of the senior Executive. Whilst there are many normative prescriptions about the conditions and arrangements required for effective college governance, relatively little is known about how and to what extent the practices of boards reflect or realise these prescriptions. This paper draws upon a unique research study of eight further education colleges across the four nations of the UK. Following Chia and MacKay and Hendry et al., our 'strategy as practice' approach gives primacy to emergence and immanence through board practices. Video and observational data, supplemented by some interview and documentary data are used to develop an understanding of governing practices. Our analysis suggests that current normative prescriptions lack the conceptual sophistication required to support governing as it really happens. We offer a reconceptualisation of both strategy and accountability suggesting that the latter includes lateral, inward- and outward-facing functions that make conflicting demands on governors. We argue that these distinctions are vital in enabling further positive development of governing in the college sector. [ABSTRACT FROM AUTHOR]

Following lockdowns in 2020 owing to Covid‐19, schools needed to find a way to ensure the education of their pupils. In order to do this, they engaged in digital learning, to varying extents. Innovations emanated from all school staff including, for example, teachers, leaders and teaching assistants. Some were already innovating in this area and brought forward and implemented digital strategies, while others engaged with digital learning for the first time. While research is emerging about the effects of the pandemic restrictions on pupils and staff in relation to key issues such as mental health and educational attainment, very little is known about the impact on school leaders' strategic planning processes. To address this gap, this paper draws on a UK Research and Innovation funded study adopting a strategy as learning approach to report on 50 qualitative interviews with school leaders to examine digital strategy in English secondary schools, before, during and after July 2021, when restrictions were lifted in England. It draws on strategy as learning literature to evaluate if schools have changed their strategic planning for digital learning, as a direct response to having learned and innovated during the pandemic. The paper concludes that there is evidence that digital innovations during the pandemic have changed the ways in which leaders think about their digital strategy, thus supporting a strategy as learning approach. However it also concludes that although there is ample evidence that the pandemic has changed the way many schools view digital learning, for some schools, there remain persistent barriers to digital integration and planning. These emanate both from material and cultural considerations, as well as leader vision and belief in digital learning. [ABSTRACT FROM AUTHOR]

The challenge of research methods teaching is gaining attention among policy-makers keen to build social science research capacity and, critically, among educationalists keen to enhance the pedagogy. This paper addresses pedagogy, presenting a new conceptual-empirical typology of pedagogy for social science research methods teaching. Taking a sociocultural perspective, pedagogy is seen as encompassing both actions and underlying values. A mix of qualitative methods was used to engage more than 100 methods teachers (plus students) from diverse UK and international contexts. An expert panel method and focus groups helped elucidate pedagogical knowledge. Video-stimulated reflective dialogue added detail to that knowledge. Thematic analysis was used to make sense of teaching practice with individuals and across the dataset. A typology of research methods teaching developed iteratively across this process, proposing the core categories of approach, strategy, tactics and tasks. In-depth case studies helped to gain nuance and test the emergent typology in situ. The paper argues that the typology contributes a dynamic tool for developing practice. It transforms the way we think about teaching and can be applied in any social science research method teaching context, benefitting the pedagogic community by enabling greater focus in planning and reflection. [ABSTRACT FROM AUTHOR]

Opportunities for children to be involved in the decisions made about them is a part of current statutory educational legislation. Person‐centred planning (PCP) has been proposed as an appropriate method of meeting statutory requirements. However, there is a dearth of research into its application within education. The paper describes a systematic literature review of current research into PCP within education for pupils with SEMH and the associated outcomes. PCP appears to be an effective way of engaging children, young people and their families but research within education is currently limited and methodologically weak. More rigorous research is needed into PCP and its effectiveness and should include the use of standardised and/or observable measures, more varied ranges of contexts and participants, and longitudinal and child‐led designs. [ABSTRACT FROM AUTHOR]

Research on international students' post-study plans centres on factors influencing migration and career decisions. However, few studies have considered the impacts of individual institutions on students' aspirations and their subsequent transitions after graduation. In this paper, I employ the notion of institutional habitus in order to explore the extent to which higher education institutions expand or limit the range of options that international students could envisage or realise. Drawing on semi-structured interviews with 55 non-EU international postgraduate students from three different UK universities, this study aims to uncover the complex diversity that underpins ostensibly similar UK higher education degrees. Notwithstanding the overlapping influences of individual, family, friends and institution, I argue that individual institutions play a significant role in shaping the ways in which participants imagine and experience the field of possibilities after graduation. This perspective also enables a more detailed examination of differences between and within the institutions. [ABSTRACT FROM AUTHOR]

Much of the research examining students' university choosing in England focuses on rates of access to 'elite' universities for high-attaining state-educated students. By contrast, the experiences of students applying to 'new' universities remain under-researched. This paper considers moderately attaining 16–18 years olds as a discrete group and highlights how a combination of England's Higher Education (HE) policy and school performance measures may influence levels of support for students' university applications. Drawing on an ethnographic study of a London state school, it finds that support for students' university applications was differentiated in ways which overwhelmingly disadvantaged moderate attainers. A competitive school market, combined with a policy focus on 'fair access' to 'elite' institutions, meant high attainers' university applications were consistently prioritised. Some teachers were found who navigated dominant HE discourses, drawing on an ethical teacher habitus and their social and cultural capital to support students applying to less prestigious universities. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to quantify the relative importance of four key entrepreneurial characteristics identified in the literature (proactiveness, attitude to risk, innovativeness and self-efficacy) in predicting students' entrepreneurial intention (EI) across a range of faculties offering different subjects at a UK higher education institution (HEI). This approach will help to identify whether there are variations across the faculties in the predictors of EI. This enables recommendations to be made with regard to the development of educational delivery and support to encourage and develop the specific predictors of EI within the different subject areas. Design/methodology/approach: This research uses a 40-item questionnaire to obtain information on students' demographics, entrepreneurial characteristics and EI, based on a five-point Likert-type scale. Principle component analysis, correlation analysis and multiple hierarchical regression analysis are used to analyse the data from 1,185 students to develop models which predict EI for each of the six faculties. Findings: Individual models which predict EI are developed for each of the six faculties showing variations in the makeup of the predictors across faculties in the HEI. Attitude to risk was the strongest predictor in five of the six faculties and the second strongest predictor in the sixth. The differences, together with the implications, for educational approaches and pedagogy are considered. Originality/value: This research breaks down the level of analysis of EI to the individual faculty level in order to investigate whether different entrepreneurial characteristics predict EI in different academic disciplines across a UK HEI. This enables entrepreneurship educational approaches to be considered at a faculty level rather than a one size fits all approach. [ABSTRACT FROM AUTHOR]

Much importance is now placed upon the evaluation of outreach interventions by higher education institutions (HEIs). Accompanying this focus are requests that HEIs prepare evaluation plans. Yet, whilst some now have plans in place, others do not. One of the challenges for those preparing such documents is that official guidance is not prescriptive in what these should include. Instead, institutions are asked to ‘build’ their own plans. Whilst there is a rationale to this approach, given the autonomy of HEIs, there is also a recognised value in the provision of case studies and the sharing of practice. Accordingly, this paper describes the framework developed by one institution in preparing its evaluation plan – a process informed by desk research. To assess the wider value of this ‘five-point framework’, the views of practitioners in three other HEIs who are involved in their own institution’s evaluation plans were sought. Evidence from these interviews confirms the value of the framework in terms of guiding the preparation of new plans and in informing existing ones. Whilst the paper lends support to the case for a structured approach to evaluation practice, it also acknowledges the limitations of planning and the need to recognise plans as working documents. [ABSTRACT FROM AUTHOR]

This paper investigates the development of teaching practice of the multinational staff delivering UK programmes in a higher education institution in Oman hosting these programmes. It presents a tool to evaluate the teaching practice, and points to those elements of an academic development framework that were found to be most useful in supporting staff in moving towards a student-centred, learning-focused teaching approach. The majority of the lecturers made this shift. We therefore conclude by arguing for long-term CPD aimed at enhancing teaching quality to be part and parcel of a partnership. [ABSTRACT FROM AUTHOR]

This paper discusses some of the qualitative data obtained from a small number (23) of semi-structured interviews of academic staff who are involved in module design, and who are employed within one UK university. Analysing the interview transcripts produced eight main themes. One of these themes was the perceived pressures or constraints on design. Using verbatim responses given by the interviewees, a discussion of the data used to illustrate this theme compares the findings of this project with those from the existing literature. [ABSTRACT FROM PUBLISHER]

For many universities around the world, internationalisation means the recruitment of fee-paying international students (so-called export education) for primarily commercial reasons. For UK universities, international (non-European Union) students account for approximately 13% of their annual revenues, making them highly dependent on international student recruitment. This paper discusses the attempt by one UK university to change direction and develop a new approach to internationalisation which puts an international learning experiencefor all studentsat the heart of its new strategic plan. It discusses the obstacles to changing direction in this way and shares some of the lessons learned about how to roll out an alternative university-wide internationalisation strategy. [ABSTRACT FROM AUTHOR]

Data envelopment analysis (DEA) has often been used to evaluate efficiency in the context of higher education institutions. Yet there are numerous alternative non-parametric measures of efficiency available. This paper compares efficiency scores obtained for institutions of higher education in England, 2013–2014, using three different methods: the original Charnes et al. method and two slacks-based methods (SBM-Min and SBM-Max) developed by Tone. The findings suggest that results are highly sensitive to methodology chosen. Hence caution is required in applying the results in any policy context. [ABSTRACT FROM PUBLISHER]

This paper examines the future of Western higher education. Situated midway between an analysis and a polemic, it concerns itself with how we might begin to actively design the universities of the future. That will require a productionist account of higher education which is so far sadly lacking. But there are signs that such an account might be possible if we could at least begin to remove the blinkers provided by the tired old narratives of what universities are like. [ABSTRACT FROM AUTHOR]

This paper reports on research into the operation of English further/higher education, with a focus on the role of partnerships in supporting the massification of higher education. The research draws on the bottom-up policy implementation tradition to provide analysis of the effects on partnerships of a quasi-marketised environment. The rationale and effects of market orientated policy are discussed with reference to empirical data from college staff and partnership managers. In employing the concept of the 'street-level bureaucrat' as an agent of policy implementation, this research contributes to the interpretation of policy and partnership which has previously been unexplored within the further/higher education context. Conclusions are drawn with implications for the development of college higher education delivered in partnership. [ABSTRACT FROM AUTHOR]

Large-scale questionnaire surveys tend to treat learners' vocabulary strategy use as relatively stable and removed from their context. More research is needed to explore learners' vocabulary strategy use within particular contexts. Using data collected from classroom observation, interviews and VOCABlog (including photovoice and diaries), the researcher investigated the strategic vocabulary learning process of two Chinese students who were on a pre-university course at two British universities from both cognitive and sociocultural perspectives. This paper provides a more holistic view of strategic vocabulary learning, and examines the dynamic, complex and contextually situated nature of learners' strategy use. The findings imply that in order to enhance their vocabulary learning, international students should seek opportunities to engage with target language speakers and pay particular attention to the contexts where they learn vocabulary. They also need make deliberate and continuous efforts to form dynamic strategy combinations through verbal interaction with more capable others. [ABSTRACT FROM AUTHOR]