741 results
Search Results
2. Social work teaching partnerships: a discussion paper.
- Author
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Baginsky, Mary, Manthorpe, Jill, and Hickman, Ben
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SOCIAL work education , *SCHOOLS of social work , *SOCIAL services , *PARTNERSHIPS in education , *UNIVERSITIES & colleges , *HIGHER education - Abstract
In 2016 the Government invited English local authority employers of social workers and university providers of social work qualifying programmes to apply jointly for funding to become social work teaching partnerships. This was in response to its concerns about the limited engagement of local authorities with qualifying training programmes. It was also part of the Government's strategy to ensure that students qualified as social workers with what it considered to be the right knowledge and skills and to improve their recruitment, retention and development and overall quality of practice. Following an evaluation of one partnership, this discussion paper addresses the evolution of these arrangements as found in consultations with representatives of 10 social work teaching partnerships (held 2017–18), the four original pilots and the six others that were subsequently funded. Drawing on a synthesis of the partnerships' reported experiences, this paper reports the variations in their approaches and sets out the challenges they faced and addressed, contextualising this in the policy landscape in which they were introduced and operated. [ABSTRACT FROM AUTHOR]
- Published
- 2019
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3. Financial scenario modelling: a guide for universities.
- Author
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Cropper, Paul and Cowton, Christopher J.
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ELECTRONIC spreadsheets , *UNIVERSITIES & colleges - Abstract
Universities face an uncertain funding environment and turbulent marketplace. Financial scenario modelling offers a potential mechanism to assist in navigating a way forward. Our previous paper on UK universities' practice found some variation in the sophistication of the approaches taken, but the overall impression was of a relatively simple approach, with spreadsheets generally viewed as having sufficient functionality to meet current strategic needs. This subsequent paper offers guidance on the construction of financial scenario models. It addresses the key variables that universities may wish to include, and it offers advice on how models might be formulated and evolve. The characteristics of differing approaches taken by universities in meeting their own scenario modelling requirements are explored by identifying three forms of model: basic, intermediate and advanced. The contribution of this paper is to enable universities, in the UK and beyond, to evaluate and improve their own financial scenario modelling practices. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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4. What benefits could extension papers and admissions tests have for university mathematics applicants?
- Author
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DARLINGTON, ELLIE
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MATHEMATICS education , *UNIVERSITIES & colleges , *PSYCHOLOGY of Undergraduates , *EDUCATION research , *UNIVERSITY & college admission - Abstract
It is well documented in both the British press and mathematics education literature that many considerA-levels (qualifications for secondary school leavers in England,Wales and Northern Ireland) to be insufficient preparation for undergraduate mathematics study in theUK. A-levelMathematics and FurtherMathematics are not solely intended for those wishing to go on to study undergraduatemathematics, though this is often the onlymathematics study and preparation available to, and done by, most students. A number of British universities now require applicants to perform well on entrance examinations or 'extension' papers in addition to achieving certain grades in A-level Mathematics and, sometimes, Further Mathematics. This article outlines research which used the Mathematical Assessment Task Hierarchy (Smith et al., 1996) and builds upon the work of Darlington (2014) to describe the mathematical skills required to answer the questions in extension papers.These are then contrasted with skills required at A- and undergraduate level. Each of the three extension papers analysed (Advanced Extension Awards, Sixth Term Examination Papers and university admissions tests) were found to differ from each other, as well as from A-level and undergraduate examinations. This suggests that there are benefits for students doing such papers before university mathematics study. The advantages of doing these papers are not only for admissions tutors, who can use them as additional indicators of candidates'aptitudes, but also for the students themselves as they gain insights into the nature of undergraduatemathematics and related furthermathematical challenges. [ABSTRACT FROM AUTHOR]
- Published
- 2015
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5. Weekly Policy Papers.
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EDUCATION policy , *SCHOOL buildings , *COALITION governments , *MEDICAL students , *COVID-19 pandemic , *UNIVERSITIES & colleges - Abstract
The article focuses on policy papers published by Government departments connected with education, training and children's services in Great Britain from July 6-10, 2020. Topics discussed include Priority School Building Programme, implemented by the Coalition Government as a replacement for the previous Building Schools for the Future programme, funding system for healthcare students, medical and dentistry students and paramedics and financial impact on universities on coronavirus pandemic.
- Published
- 2020
6. Decolonising the curriculum: A survey of current practice in a modern UK university.
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Winter, Jennie, Webb, Oliver, and Turner, Rebecca
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DECOLONIZATION , *CURRICULUM , *UNIVERSITIES & colleges , *BENCHMARKING (Management) - Abstract
Decolonisation is a socio-political movement which challenges Eurocentrism and post-colonial notions of power. This has numerous implications for higher education institutions (HEIs), where the content and delivery of curricula may be seen as products of colonial legacy. The decolonisation agenda has increasing support from students, the academy, and regulatory bodies, which together are invoking HEIs to act. This paper reports on research undertaken within a UK HEI, which benchmarked the extent to which programmes followed characteristics of (de)colonised curricula. A survey, based on existing open access resources, was completed by 99 staff and 290 students across four schools. Findings suggest differences in how curricula are perceived by staff and students, and between white and minority ethnic student groups. Given growing global interest in decolonisation and associated social justice themes, this research has important applications for other HEIs. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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7. "My name on the door by the Professor's name": The process of recruiting a researcher with a learning disability at a UK university.
- Author
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Anderson, Rebecca J., Keagan‐Bull, Richard, Giles, Jo, and Tuffrey‐Wijne, Irene
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EMPLOYEE recruitment , *LEARNING disabilities , *UNIVERSITIES & colleges , *DESCRIPTIVE statistics , *DATA analysis software , *REFLECTION (Philosophy) - Abstract
Background: The advantages of including people with learning disabilities in research teams have been well described, but it is rare for researchers with learning disabilities to be employed at a university. This paper explores the extent to which university recruitment procedures are accessible to job applicants with learning disabilities. Methods: We present reflections on the process of recruiting a Research Assistant with a learning disability onto a university research team. The recruitment process is described from the perspectives of the employee, line manager and Human Resources representative. Findings: The recruiting manager and Human Resources representative had to make adjustments to a wide range of standard processes, including centralised online recruitment systems that were difficult to navigate, inaccessible job descriptions and difficult application forms. Finding workarounds to ensure reasonable adjustments were made was time‐consuming. The employee needed significant support from within his own networks to cope with the application process and had concerns about the potential impact of fixed‐term job contracts on future benefits. Despite our efforts, procedures remained difficult for the applicants to navigate. Conclusions: Employing researchers with learning disabilities is important. Fundamental changes to job application systems are required, including easy‐to‐understand information, alternative formats of application forms, and support available where needed. Flexibility from the Human Resources departments is key. They will need support from teams with experience working with people with learning disabilities. Accessible summary: It is important that people with learning disabilities are involved in research, but not many people with learning disabilities have a job at a university as part of the research team.We can learn from examples where people with learning disabilities applied for a university job. One example is Richard Keagan‐Bull, who got a job as a Research Assistant at Kingston and St George's University of London.What was it like to advertise for the job, apply for the job, and get the job? In this article, three people talk about this: Richard (who got the job), Irene (his manager) and Maria (who sorts out the paperwork and computer systems at the university).They found that the university's systems for finding and employing new staff were too complicated for people with learning disabilities. They had to make many changes to it, such as writing an easy‐read job advert and asking easier questions on the application form.This all took a lot of time. Irene and Maria made things easier but didn't always get it right. Richard still found it all quite complicated. They wrote this article because they want other universities to learn from their mistakes. They hope that more universities will employ researchers with learning disabilities.People might lose their benefits when they start a job. Research jobs at universities are usually only for a short time (1 or 2 years). It can be hard and stressful to get back onto benefits. This may put people off doing these jobs.You can see an easy‐read version of this paper in Supporting Information Appendix 4. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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8. Evaluation of a postgraduate examination for primary care: perceptions and performance of general practitioner trainers in the multiple choice paper of the Membership Examination of the Royal College of General Practitioners.
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Dixon, Hilton, Blow, Carol, Irish, Bill, Milne, Paul, and Siriwardena, Niroshan
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GENERAL practitioners , *FAMILY medicine education , *PRIMARY care , *EXAMINATIONS , *UNIVERSITIES & colleges - Abstract
This study aimed to investigate the performance of a sample of general practitioner (GP) trainers in the multiple choice paper (MCP) of the Membership Examination of the Royal College of General Practitioners (MRCGP) and to obtain their views of the content of the paper and its relevance to general practice using a written knowledge test and self-administered questionnaire. The participants were volunteer GP trainers in the Northern, Wessex, Kent, Surrey and Sussex (KSS) and Northwest deaneries of the UK. The trainers completed a shortened version of an MRCGP MCP paper under examination conditions and provided feedback immediately afterwards. Of 191 trainers invited to participate, 86 (45%) sat the paper and of these, 81 completed the questionnaire. Most trainers believed that the paper assessed knowledge of common or important topics relevant to general practice, that the majority of questions were appropriate, clear and unambiguous and that time pressure was not a problem. Trainers performed significantly better compared to registrars overall, and in questions on medicine related to general practice and practice administration but not research methodology or critical appraisal. They did so without making prior preparation. The findings from this group of trainers lend support to the face validity and content validity of the MRCGP MCP examination as an assessment of applied knowledge of general practice. [ABSTRACT FROM AUTHOR]
- Published
- 2007
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9. Education for All: Papers from the 2005 Conference of the History of Education Society (UK).
- Author
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Myers, Kevin, Grosvenor, Ian, and Watts, Ruth
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ANNIVERSARIES , *CONFERENCES & conventions , *MIDDLE age , *EDUCATION , *UNIVERSITIES & colleges , *PUBLICATIONS - Abstract
The article offers information on the twentieth anniversary of the publication of the Swann Report in Great Britain in 2005. The issues investigated by Swann remains resonating both in Great Britain and beyond and the significance and the legacy of the report remain subjects of significant debate. There were 51 papers presented over the two days conference at the University of Birmingham. The subject of Gary McCulloch's article is about class and more particularly the education of the middle age class. Christine Mayer's article is providing details on the changing educational practices for girls and women between the sixteenth and eighteenth centuries in Germany.
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- 2006
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10. Mainstreaming interprofessional education in the United Kingdom: A position paper.
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Barr, Hugh and Ross, Fiona
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CONTINUING education , *MEDICAL personnel , *SOCIAL workers , *MEDICAL care , *CAREER development , *UNIVERSITIES & colleges - Abstract
Interprofessional education (IPE) is being built into the mainstream of professional education for all health and social care professions throughout the United Kingdom (UK) driven by the Labour Government elected in 1997, coincidentally the year that this Journal hosted the first All Together Better Health conference in London. The incoming government prioritized pre-qualifying IPE to be provided in partnership by universities and service agencies supported regionally by workforce development confederations, later absorbed into strategic health authorities (SHAs), and centrally by educational, professional and regulatory bodies. Ambitious agenda for pre-qualifying IPE set by government are being tempered by realistic assessment of current outcomes borne of experience and corroborated by evidence. This paper suggests some ways to ease constraints and improve outcomes, but emphasizes the need to generate continuing interprofessional learning opportunities that build on the basics. It argues that accumulating experience and evidence must be brought to bear in formulating criteria for the approval and review of IPE within regulatory systems for professional education. Can IPE be sustained within mainstream professional education once initial enthusiasm ebbs and earmarked funds run dry? That is the issue. [ABSTRACT FROM AUTHOR]
- Published
- 2006
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11. Does University Level the Playing Field? Impacts of Spatial Inequalities on the Gap in the Earnings of Similar Graduates: Evidence from the UK.
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Lee, Sangwoo
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HIGHER education , *INCOME inequality , *UNIVERSITIES & colleges , *SOCIODEMOGRAPHIC factors - Abstract
This paper examines if universities in the UK mediate the impacts of spatial inequalities on earnings disparities among similar graduates and provides new evidence on the persistent income inequality at the neighbourhood level, using the Destination of Leavers from Higher Education (DLHE) survey data on the population of individuals graduating from universities in 2012/13. The results suggest that graduates from neighbourhoods with the highest university participation rate, on average, have higher earnings than those from the lowest-participation neighbourhoods, holding demographic features and university-related factors constant. The earnings gap by the neighbourhood quality remains substantial so that males from the lowest-participation neighbourhoods with a degree from the Russell Group barely earn higher incomes than their peers from the highest-participation areas who attended a less prestigious university. These results imply that universities in the UK do not fully level the playing field in terms of earnings disparities among graduates from different neighbourhoods. [ABSTRACT FROM AUTHOR]
- Published
- 2023
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12. UK research 'smashed' by US and China in key areas: Britain being outperformed by smaller nations on top-rated papers, study finds.
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Grove, Jack
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HIGHER education , *EDUCATIONAL leadership , *COLLEGE students , *UNIVERSITIES & colleges - Published
- 2023
13. Research users should be referees in order to boost academic papers' impact.
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Blackman, Tim
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RESEARCH grants , *UNIVERSITIES & colleges , *HIGHER education , *POLITICAL agenda - Published
- 2022
14. In Response to "My name on the door by the Professor's name": The process of recruiting a researcher with a learning disability at a UK university (Anderson, Keagan‐Bull, Giles & Tuffrey‐Wijne 2023).
- Author
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Schlothauer, Beate, Pöschmann, Frank, Martick, Steffen, and Kremsner, Gertraud
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TEAMS in the workplace , *JOB descriptions , *EMPLOYEE recruitment , *UNIVERSITIES & colleges , *PEOPLE with disabilities , *INTELLECTUAL disabilities - Abstract
The article describes the process of recruiting a researcher with a learning disability at a United Kingdom (UK) university. Topics discussed include how the editors choose the paper, the job application process, and how the team works together. The support needed by people with learning disabilities when they apply for a job is also mentioned.
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- 2023
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15. Recruiting international students: Analysing the imaginative geographies of three urban encounters.
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Beech, Suzanne E.
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STUDENT mobility , *URBAN geography , *FOREIGN students , *STUDENT recruitment , *UNIVERSITIES & colleges , *BRAND loyalty , *IMAGINATION , *JOB fairs - Abstract
International students are a critical source of income for UK universities, and yet reports indicate that their numbers have been in decline since academic year 2010-2011. Consequently, UK universities need to work harder to attract international students than ever before. This paper uses qualitative interviews with international office staff based at UK higher education institutions together with observational research at recruitment events which took place in Hong Kong in 20l7 to demonstrate how the urban has a critical role to play in the international student migration industry. The paper showcases three urban encounters in the recruitment process: the higher education recruitment fair; the connections universities draw between themselves and other urban locations; and by considering how predeparture events mobilise the urban landscape to communicate dynamic learning experiences. The retelling and analysis of these encounters demonstrate how universities, and the UK, create, foster and embed the geographical imaginary in their recruitment processes in order to entice and encourage brand loyalty from prospective students. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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16. Calibration of stakeholder influence in the UK higher education sector.
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McCann, Laura, Hutchison, Norman, and Adair, Alastair
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HIGHER education , *UNIVERSITY & college administration , *STAKEHOLDER theory , *RESOURCE dependence theory , *CORPORATE governance , *UNIVERSITIES & colleges - Abstract
Over the last 20 years, the UK Higher Education sector has experienced a significant change to its funding base with a shift away from government funding, to operating within a highly competitive marketised environment. This shift has impacted the governance and management structures within the sector, with universities encouraged to adopt a more corporate and managerial style. Moreover, over this period, universities have evolved and adapted to social, economic, environmental and technological changes, necessitating a change in dialogue with the large number of internal and external stakeholders who influence Higher Education policy as well as university practices and operations. Adopting a Stakeholder and Resource Dependency Theory perspective, this paper seeks to calibrate the changing influence and importance of these stakeholders. The paper analyses a survey of 22 university secretaries (In the UK Higher Education setting, the university secretary is responsible for the effective governance of the university and for its professional services. In recent years, several UK universities have changed the title of this role from university secretary to Chief Operating Officer (COO), or to University Secretary and Chief Operating Officer, which is more common internationally.) conducted in mid-2020, and the results show that academic staff and students are seen as the most influential internal stakeholders as the quality of teaching and research is vital to the reputation and attractiveness of the university in a global market. Undergraduate home students are seen as the most influential student group due largely to the numbers enrolled, followed by international postgraduate taught students, an outcome consistent with resource dependency theory. UK and devolved governments (Devolution occurs when a central government delegates power to a region, providing it with autonomy to make legislation relevant to the area, whilst keeping it under national control. In the UK, devolved powers were granted to Scotland, Wales and Northern Ireland from the UK Westminster Government following referenda in each region in the late 1990s. The devolved governments of Scotland, Wales and Northern Ireland have control over a wide range of policy areas and have the authority to pass their own legislation in relation to them. One such devolved policy area is education. Other devolved policy areas include health services, law, and the environment.) are seen as the most influential external stakeholder reflecting their role in university funding and in setting Higher Education policy and regulation, an influence that has increased over the past two decades. The influence of financial stakeholders has also grown over the past two decades. [ABSTRACT FROM AUTHOR]
- Published
- 2022
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17. The reverse engagement gap: gender differences in external engagement among UK academics.
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Lawson, Cornelia and Salter, Ammon
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GENDER differences (Psychology) , *COLLEGE teachers , *COLLEGE students , *HIGHER education , *UNIVERSITIES & colleges - Abstract
Examining academics 'engagement with non-academics in industry, public agencies and charities, this paper examines gender gaps between men and women. Using a large-scale survey of UK academics, we find that although there is difference between women and men in the commercial areas of engagement, with men being more active in this domain than their women colleagues of a similar age and experience and of the same rank, discipline, and university, this pattern is reversed for academic engagement with the third sector, with women more likely to engage with charities, regardless of career stage and research field. We explore the gendered nature of academic engagement, and discuss policy implications arising from it. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
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18. Performances of care: Questioning relationship‐building and international student recruitment.
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STUDENT recruitment , *FOREIGN students , *STUDENT unions , *UNIVERSITIES & colleges , *HIGHER education - Abstract
This paper analyses how performances of care are a critical feature within the international student recruitment process through an investigation of three distinctive geographical encounters: caring for students; supporting third‐party recruiters; and acting collegially. Caring and the recognition of students as emotional beings is often cited as overlooked within internationalisation agendas brought about by the neoliberalised higher education system. This paper shows how performances of caring are mobilised as part of this as an attempt to secure international student enrolments. International students are a critical income stream in the university sector and, within the UK, higher education is a major export industry. However, growing competition from new markets, limited longer‐term migration prospects, and evidence that international students are primarily viewed as cash cows, means that it is ever more difficult to recruit these students. This paper uses qualitative interviews with international office staff based at 10 UK higher education institutions together with observational research at recruitment events in Hong Kong in 2017 to offer critical and as yet unresearched insights into this aspect of the student recruitment process. It questions the validity of these caring practices and whether the university can ever be a "caring" entity if wider policy agendas are focused on the marketised and the neoliberal. This paper uses three encounters to show how performances of caring are mobilised as an attempt to secure international student enrolments within the neoliberal university. It uses information from a series of interviews with international student recruitment recruitment staff and observational research to offer critical and as yet unresearched insights into this aspect of the student recruitment process. The paper questions whether the university can truly be a 'caring' entity if wider policy agendas are focused on the neoliberalisation of the higher education system. This paper uses three encounters to show how performances of caring are mobilised as an attempt to secure international student enrolments within the neoliberal university. It uses information from a series of interviews with international student recruitment staff and observational research to offer critical and as yet unresearched insights into this aspect of the student recruitment process. The paper questions whether the university can truly be a "caring" entity if wider policy agendas are focused on the neoliberalisation of the higher education system. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
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19. Experiences of higher education for students with chronic illnesses.
- Author
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Hamilton, Pippa R., Hulme, Julie A., and Harrison, Emma D.
- Subjects
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DIVERSITY & inclusion policies , *ETHICS , *SOCIAL support , *CHRONIC diseases , *SELF-evaluation , *PERSONAL space , *SOCIAL stigma , *STUDENTS with disabilities , *SURVEYS , *ACADEMIC achievement , *COMPARATIVE studies , *PSYCHOSOCIAL factors , *GRADUATE education , *UNIVERSITIES & colleges , *STUDENTS , *RESEARCH funding , *DESCRIPTIVE statistics , *STUDENT attitudes , *SOCIAL attitudes , *THEMATIC analysis , *HEALTH equity , *EMOTIONS - Abstract
This paper explores the experiences of students with chronic illnesses in UK universities. Sixty-seven students with chronic illnesses completed an online survey with open-ended questions about their experiences in higher education. Questions covered four main topics: academic work; university staff; social and extracurricular activities; and participants' miscellaneous opinions. Using thematic analysis, the data were analysed with references to the social model of disability and social representations of chronic illness. Participants wrote of misconceptions surrounding chronic illnesses, a sense of inequality, and feeling undervalued. Many staff members seemed to lack understanding and so 'policed' academic regulations rather than accommodating for their chronic illnesses. However, some participants wrote of social and academic 'allies' who offered understanding and proactive support. The findings add substance to the chronic illness literature with the focus on students at university, and we offer recommendations to universities for improving inclusivity for students with chronic illnesses. Disabled students with energy-limiting chronic illnesses are frustrated by a lack of support and feel that they have fewer opportunities than non-disabled students. Some university staff may hold negative views of disabled individuals, and so provide inadequate support. This can lead to students' reluctance to disclose chronic illnesses. Students with chronic illnesses felt that some staff and peers did not class chronic illnesses as 'real' disabilities and felt that they were perceived lesser than those with visible disabilities. Some students proudly owned the label of 'disabled' to educate others, including staff, who sometimes used university regulations inappropriately to excuse not adjusting support for disabled students. Some staff and students were perceived as supportive allies. Universities must listen to disabled students and those with chronic illnesses to ensure they fulfil their legal and moral obligations of providing equality of opportunity, enabling all students to succeed. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
20. SCIENCE AND TECHNOLOGY IN ENGLAND AND WALES: THE LOST OPPORTUNITY OF THE COLLEGES OF ADVANCED TECHNOLOGY.
- Author
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Simmons, Robin
- Subjects
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SCIENCE education (Higher) , *TECHNOLOGY education , *UNIVERSITY autonomy , *TECHNICAL institutes , *UNIVERSITIES & colleges - Abstract
This paper focuses on the Colleges of Advanced Technology (CATs), specialist providers of advance science and technology which existed in England and Wales for ten years after the 1956 White Paper Technical Education. Its central argument is that recasting the CATs as broader-based universities following the 1963 Robbins Report was a significant error which attenuated the progress of science and technology, and prevented the Colleges' development as viable providers of higher education (HE) outside the university sector. This decision, it is argued, was shaped by typically English views about the relative value of different forms of learning, the nature and purpose of HE, and particular beliefs about the primacy of the university. It also conflated the general desire to increase participation in higher education with the wish to promote science and technology in particular. A bolder option, it is proposed, would have been to build the CATs up as prestigious institutes of technology, along the lines of those found in the USA and continental Europe – although this, it is recognised, would have entailed a substantial shift in the role of the state and reduced the individual and collective autonomy of HE institutions in England and Wales. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
21. International students' perspective on developing employability during study abroad.
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UNIVERSITIES & colleges , *EMPLOYABILITY , *GLOBALIZATION , *FOREIGN students , *ADULTS , *HIGHER education - Abstract
In the last three decades, the role of higher education institutions (HEIs) in employability skill development has been emphasised in UK national policy. Within the same time frame, internationalisation has emerged as a key strategy in higher education (HE), nationally and globally. However, the connection between the internationalisation of higher education and developing graduate employability is an understudied area of research. This paper addresses an identified gap in extant literature by examining the intersection of internationalisation, employability and the international student experience. The paper focuses on non‐EU international students' perspectives which is neglected in dominant discourses on employability. Thematic analysis of data collected from 36 semi‐structured interviews with students from 11 non‐EU countries reveals the importance international students place on employability development opportunities during their study abroad. The findings highlight how international student agency is enabled or constrained within the affordances of international HE, and the implications for employability policy development in an increasingly internationalised context of the delivery of higher education. In conclusion, the implication of the findings is considered in view of the constraints on mobility brought on by COVID‐19. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
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22. An investigation of the push–pull factors influencing student selection of higher education: The case of Arabian Gulf students in the UK.
- Author
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Hailat, Khaled Qassem, Alsmadi, Sami, Nassar, Mona, and Chung, Sean B.
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HIGHER education , *UNIVERSITIES & colleges , *FOREIGN students , *POSTSECONDARY education , *STUDENTS - Abstract
The internationalization of students in tertiary education has increased worldwide for the past 20 years. International students (IS) are considered consumers of Higher Education (HE) in host countries and are often a significant contributor to many countries' economies. This paper explores the push and pull factors that influence international Gulf Cooperation Council (GCC) students to select Higher Education in the UK as a preferred destination of choice and the potential implications this may have for the wider international student body. The authors utilized face‐to‐face interviews and purposive sampling of 40 undergraduate students from a university in the UK North West. The sample was nationals from Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, and the United Arab Emirates. NVivo11 software was utilized by the researchers to facilitate data management and analysis. Analysis revealed six main push factors that led those sampled to depart their home country and pursue their university education in the UK. Alternatively, there were 10 pull factors that encouraged GCC students to pursue their university education in the UK. It is imperative that UK Higher Education institutions/universities are cognizant of the push/pull factors that boost GCC international students' intake at their institutions since there is an observable decline in international student numbers in recent years that can negatively impact the said universities and the wider UK economy. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
23. Weekly Policy Papers.
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EDUCATION policy , *HIGHER education , *SOCIAL mobility , *UNIVERSITIES & colleges - Abstract
The article gives details of all policy papers published by Government departments connected with education, training and children's services as of 9 to 13 December, 2019. It mentions that the higher education policy Institute has published a new report on access to higher education and social mobility which, that will take 96 years to hit the Office for Students' targets for access to highly-selective universities.
- Published
- 2019
24. Reflection as pedagogy in action research.
- Author
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Simmons, Marlon, McDermott, Mairi, Eaton, Sarah Elaine, Brown, Barbara, and Jacobsen, Michele
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ACTION research in education , *STUDENT research , *GRADUATE education , *CURRICULUM planning , *CRITICAL thinking , *UNIVERSITIES & colleges , *HIGHER education , *YOUNG adults - Abstract
In this paper, we attend to the pedagogical role of reflection within action research practices. We discuss educational considerations of the complex process of improving curriculum, while undertaking collaborative research in which reflection within the iterative process of action research became pedagogical. We draw upon our reflections from an action research project on research-based learning in course-based, professional graduate programs. In particular, our purpose was to think about our reflections from diverse roles and viewpoints, from associate dean, academic coordinator, instructor, and co-researchers, to explore the various ways in which our collaborative understandings informed graduate program design. Our narrative reflections allowed us to learn about our individual and collective beliefs about action research, and the ways in which our beliefs and practices shaped graduate students' experiences learning about and conducting action research. In drawing on our critical reflective processes, we show both the tensions and possibilities of collaboration in action research. We conclude, after reflecting on our collective processes engaged in this paper, that documenting researchers' experiences can be vital in action research for addressing complex educational challenges in the improvement of curriculum and programs, and in creating the conditions for enhanced student learning experiences. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
25. Action learning: how can it contribute to a collaborative process of pedagogical action research?
- Author
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O'Siochru, Cathal, Norton, Lin, Pilkington, Ruth, Parr, Elizabeth, Anderson, Babs, and Maslen, Joseph
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ACTIVE learning , *ACTION research , *UNIVERSITIES & colleges , *CAREER development , *EDUCATION of college teachers , *HIGHER education , *YOUNG adults - Abstract
This paper explores the processes and outcomes of an action research project, which utilised action learning sets to explore the experiences of a community of academics, who promote pedagogical enhancement in a UK university. Five academics acted as participant action researchers in a longitudinal study exploring the issues they face within their community of practice. Action learning sets were used as the forum through which the participants could discuss the issues they face. The result is an interwoven fabric of action learning and action research, with participants utilizing their reflections on the action research process itself as a catalyst to achieve greater insight into the issues they sought to address through their action learning. This paper explores the themes that emerged from these reflections: choosing between seeking 'solutions' versus promoting discussion in the action learning sets, the complementarity of action research and action learning, the challenges of a collective mode of inquiry. Ultimately, we offer up the process of incorporating action learning sets within an action research project as a participatory approach that can engage colleagues in different roles to reflect on pedagogical practice. Our findings demonstrate both the potential benefits and challenges inherent in combining action learning and action research. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
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26. Whois the Practitioner in Faculty-Staff Sexual Misconduct Work?: Views from the UK and US.
- Author
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Coy, Maddy, Bull, Anna, Libarkin, Julie, and Page, Tiffany
- Subjects
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CORRUPTION prevention , *PREVENTION of sexual harassment , *RESEARCH , *HUMAN sexuality , *COLLEGE teachers , *ATTITUDE (Psychology) , *ORGANIZATIONAL behavior , *COMPARATIVE studies , *CRIME victims , *SEX customs , *DECISION making , *UNIVERSITIES & colleges , *DISEASE prevalence , *INTELLECT , *RESEARCH funding , *MANAGEMENT , *PERSONNEL management - Abstract
This article maps and compares four universities' policies and procedures for addressing faculty and staff sexual misconduct in higher education in the UK and US. While universities have engaged in significant work to grapple with student-student sexual misconduct, attention to misconduct perpetrated, and experienced, by higher education employees is relatively nascent. In this paper, we explore the maze of institutional processes and actors that victimsurvivors of FASSM might encounter. We describe what is known about prevalence of FASSM in the US and UK and offer an overview of the policy landscape in both settings. Inspired by Patricia Yancey Martin, we analyze publicly available policy documents on FASSM from two US and two UK universities and map out visually the range of investigative, reporting, and sanctioning processes. We introduce an analytic distinction between an actor and a practitioner within the FASSM context, whereby actors are those tasked with administrative duties in handling sexual misconduct reports, while practitioners are those with specialized knowledge and training that enables them to prioritize victim-survivor needs. These illustrative diagrams suggest that while university employees are tasked to act on reports and disclosures of sexual misconduct, it is difficult to identify specialist practitioners with expertise to support victim-survivors of FASSM. Ultimately, this work provides a deeper understanding of what practice looks like in relation to higher education FASSM, and we outline implications for future research directions. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
27. The state of nursing research from 2000 to 2019: A global analysis.
- Author
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Yanbing, Su, Hua, Liu, Chao, Liu, Fenglan, Wang, and Zhiguang, Duan
- Subjects
- *
BIBLIOMETRICS , *INTERNATIONAL relations , *INTERPROFESSIONAL relations , *LONGITUDINAL method , *NURSING research , *PUBLISHING , *RESEARCH funding , *SERIAL publications , *UNIVERSITIES & colleges , *DESCRIPTIVE statistics , *MIDDLE-income countries , *LOW-income countries ,DEVELOPED countries - Abstract
Aim: This study aims to present a general bibliometric overview of the development status of global nursing research from 2000 to 2019. Design: A longitudinal bibliometric analysis of nursing research was conducted. Methods: Nursing research publications (N = 88,665) were obtained from Web of Science. Bibliometric method was used to map the output and citation impact trends of countries/regions, institutions, disciplines, and journals and analyse the research collaboration among countries/regions and institutions. Results: The global paper output in nursing research increased steadily over the past two decades and it varied in different countries/regions with the USA being far ahead of the others. The paper output and cross‐border collaboration are mainly distributed in several developed countries like the USA, the UK, Australia, and Canada. The University of Pennsylvania, Harvard University, University of Toronto, and University of North Carolina at Chapel Hill have high academic influence in the field of nursing. Increasing attention from academic fields has been paid to research on nursing. Journal of Advanced Nursing is the most prolific and most cited journal in nursing field. Conclusion: Nursing research has developed steadily over the last two decades. Both the scientific output and research collaboration are disproportionally distributed between high‐income countries/regions and low‐ and middle‐income countries/regions. Most research and collaboration have taken place in a few developed countries across North America, Europe, and Oceania. Impact: The study highlighted the need for policy makers and funding agencies, especially those from low‐ and middle‐income countries/regions, to allocate research funding that supports the nursing higher education and international cooperation so as to promote the development of high‐quality nursing research in those countries/regions. At the same time, researchers from non‐English‐speaking countries/regions should attach more importance to publishing papers in English, strengthening the academic exchanges with international nursing colleagues and better integrating into the international academic community. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
28. Dynamic Knowledge Sharing Within Functional Uses of Substances, Products and Practices.
- Author
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Stepanek, Lukas, Elayan, Suzanne, and Sykora, Martin
- Subjects
- *
KNOWLEDGE transfer , *INFORMATION sharing , *UNIVERSITIES & colleges , *ETHNOLOGY , *SOCIAL media - Abstract
This paper explores aspects of knowledge sharing; the creation and alteration of knowledge within the complex and turbulent systems of four major functional uses as well as within their fused versions identified amid students of one mid-size British University, on both micro and macro levels. The uses that have been examined are Cognitive Enhancement, Physical Performance Enhancement, Physical Transformation and Health - Treatment and Prevention. This qualitative study applied combined methodological approaches of phenomenology and ethnography, adopting concepts of domestication and boundary-work as a main theoretical framework. Various qualitative data originating from physical and online environments (three social media platforms) were collected from 36 subjects. Drawing onto Bronfenbrenner's bioecological model, this paper utilises its simplified version. This depicts links found at subjects within micro (family, friends, colleagues) and macro level (social media platforms) as well as amid these levels themselves, where an array of complex knowledge; posing a significant importance to specific functional (fused) uses; were shared, created and/or modified and further disseminated. In view of gathered data communicating a frequent occurrence of advertising products and practices for multiple purposes, manifesting at the macro level, the research proposes and adopts a novel 5th dimension of the domestication concept and four new instances of boundary-work. These represent substantial conceptual developments which together with presented empirical data exploring various links and interdependencies serve as a solid base to a future research that could investigate such relationships on larger - quantitative scale. Various combinations of the 5th dimension and novel instances of boundarywork were found in 69% of participants. This represents a significant involvement originating directly out of the macro level where variety of social media influencers operate, fuelling participants' functional (fused) uses particularly by sharing of knowledge and promotion of related products and practices. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
29. Information literacy outreach between universities and schools: A case study.
- Author
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Wagg, Sharon and McKinney, Pamela
- Subjects
- *
INFORMATION literacy , *OUTREACH programs , *UNIVERSITIES & colleges , *INFORMATION sharing , *ACQUISITION of data - Abstract
Research shows that students starting higher education (HE) often lack an essential level of information literacy (IL). To address this issue, a growing number of Higher Education Institutions (HEIs) engage with schools through Information Literacy Outreach Programmes (ILOPs). This paper explores the forces and motivations behind how and why HEIs engage with schools through ILOPs, and discusses their impact on beneficiaries. Using a UK research-led university in the North of England as a single case study (hitherto XXXX), this research project adopted a qualitative case study approach and used Situational Analysis to explore and analyse the data collected. Data collection involved semi-structured interviews with key staff that participated in the IL outreach programme, and a model was developed to illustrate diagrammatically the key outcomes and phases of the IL Outreach Programme. Key findings revealed that the IL Outreach Programme at XXXX is an effective mechanism for bridging the social worlds of schools and HE; for creating partnerships and knowledge sharing between institutions; for breaking down social barriers and inequalities; and for developing critically aware, independent learners. The significance of this paper is that it helps us understand the impact of IL outreach programmes, and how such programmes provide schools and HEIs with an opportunity to work collaboratively and share knowledge and best practice. It also provides a valuable addition to IL literature. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
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30. Discussing Atypical Sexual Harassment as a Controversial Issue in Bystander Programmes: One UK Campus Study.
- Author
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Bovill, Helen, Waller, Richard, and McCartan, Kieran
- Subjects
- *
SEXUAL harassment , *BYSTANDER effect (Psychology) , *GENDER stereotypes , *SUBJECTIVITY , *UNDERGRADUATES , *UNIVERSITIES & colleges - Abstract
This research emanates from an anti-sexual violence bystander programme delivered at an English university. Fifteen students were identified through purposive and convenience sampling to take part in focus groups. Discussions emerged regarding atypical sexual harassment. There is a gap in the literature exploring sexual harassment outside of the male perpetrator and female victim narrative which this paper contributes to. This paper considers four conversational themes: 'unwanted touching: women to men', 'sexual banter: women to men', 'sexual stereotypes: women and men', and 'developing stronger ethical subjectivity'. This paper recognises most sexual harassment occurs from men to women, and acknowledges criticism of focussing otherwise when resources are limited, noting this risks obscuring the enduring power differentials between the sexes. It contends that exploring a controversial issue, such as male experience of sexual harassment, might help bystander programmes by developing ethical subjectivity in undergraduate students. Exploring sexual behaviour as a spectrum may lead to counter hegemonic discourses to emerge. [ABSTRACT FROM AUTHOR]
- Published
- 2020
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31. The effect of casual teaching on student satisfaction: evidence from the UK.
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Williams, Rhys J.
- Subjects
- *
HIGHER education , *STUDENT engagement , *SATISFACTION , *CONTRACTS , *UNIVERSITIES & colleges - Abstract
A large and increasing proportion of teaching in UK universities is being fulfilled by staff on casual, rather than permanent, contracts. This paper examines how the proportion of teaching by casual staff affected student satisfaction in 2014–15. We find that an increased proportion of casual teaching leads to lower student satisfaction, even when controlling for respondent's subject, university and faculty. This suggests a trade-off between increasing casualisation and student satisfaction, which could have implications for future student demand. These results can be generalised to the rest of the economy and highlight potential perverse effects arising from casual contracts. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
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32. The rise of agentic inclusion in the UK universities: maintaining reputation through (formal) diversification.
- Author
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Baltaru, Roxana-Diana
- Subjects
- *
UNIVERSITIES & colleges , *ORGANIZATIONAL commitment , *ORGANIZATIONAL behavior , *DIVERSITY in education - Abstract
The pursuit of inclusion in elite universities has been widely explored from a structural lens concerned with issues of access faced by traditionally underrepresented students and staff. Building from a sociological institutionalist approach, this paper proposes the concept of 'agentic inclusion' to capture the growing valorisation of universities' agency in the pursuit of inclusion, and the underlying shift from inclusion as 'structural pursuit' to inclusion as 'organisational commitment'. Drawing on primary data mapping the presence of inclusion offices, units and teams across 124 UK universities as of 2018, and secondary data such as student and staff inclusion statistics, I show that elite universities are leading in the organisational display of inclusion, irrespective of the actual levels of inclusion across traditionally underrepresented students and staff. The findings call for further research into the gap between universities' organisational commitments to inclusion and inclusion at the structural level and inform several policy recommendations. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
33. The Values of English Universities: Questioning the Role of Value Statements and Mapping Their Current Focus.
- Author
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Elwick, Alex
- Subjects
- *
UNIVERSITIES & colleges , *ACADEMIC achievement , *PROFESSIONAL learning communities , *EDUCATIONAL quality , *POSTSECONDARY education - Abstract
Universities now routinely promote value statements in order to express their beliefs and moral principles—adopting the practice of many commercial organisations. However, such value statements have rarely been collated or studied across the sector, which is what this paper sets out to do. Focusing on English universities, current value statements were collected and thematically analysed in order to assess what values universities in England claim to embrace; whether there are patterns in these value statements; and how these values are used to characterise the 'business' of higher education. A small number of key themes are used to typify value statements across a majority of institutions and differences between sub-groups of universities are identified. The paper concludes by questioning why universities adopt and publicise value statements and what role they might play in universities' projections of themselves. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
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34. Beyond Boundaries: Developing Grant Writing Skills across Higher Education Institutions.
- Author
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Cunningham, Kay
- Subjects
- *
GRANT writing , *UNIVERSITIES & colleges , *KNOWLEDGE gap theory , *ABILITY - Abstract
Much of the literature on grant writing does not explicitly identify the skills needed to be an accomplished grant writer, or how these skills are acquired. This paper reviews literature on grant writing and argues the need to identify key grant writing skills to improve the quality of grant applications. The ability to persuade, to weave a clear and compelling narrative, to structure and edit text and to be empathic to researchers, are all key grant writing skills. Effective grant writers also need to understand the funding landscape, individual sponsor requirements, and how to transform a research idea into a project. This paper examines these skills in more detail, drawing on existing research and provision to identify knowledge gaps and potential areas for further development. The paper also considers how UK higher education institutions in particular can develop a stronger grant writing culture. It explores the existing pathways for developing grant writing skills, arguing that the often-bifurcated nature of these pathways results in only partial attainment of the knowledge, skills and experience required to become an effective grant writer. In so doing, the paper argues the need for a more strategic, flexible and responsive approach that recognises and embeds grant writing skills into organisations through a structured development program. [ABSTRACT FROM AUTHOR]
- Published
- 2020
35. Embracing complexity: a sociotechnical systems approach for the design and evaluation of higher education learning environments.
- Author
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Navarro-Bringas, Eduardo, Bowles, Graeme, and Walker, Guy H.
- Subjects
- *
COGNITION , *COMMUNICATION , *HEALTH facility design & construction , *INVESTMENTS , *LEARNING , *SCHOOL environment , *SYSTEMS theory , *TECHNOLOGY , *UNIVERSITIES & colleges , *BUILT environment , *TASK performance - Abstract
Higher education institutions (HEI) have undergone fundamental changes driven by ICT developments, globalisation, and the advent of socio-constructivist pedagogic approaches. As a result, within the UK, capital investment in new and retrofitted facilities has reached a record expenditure. Recent research on user-related evaluations of facilities, particularly in HEI learning spaces, highlights the prevalence of evaluations dominated by reductionist approaches focused on measuring outcomes, on users, such as satisfaction, learning outcomes or engagement. These approaches have a major pitfall, neglecting the complexity of the dynamic relationships between people, spaces, technology, institutional structure and pedagogic practices. In response, this paper aims to propose a shift on current approaches by exploring the application of sociotechnical systems theory to learning space design and evaluation. Amid these, it is argued that Cognitive Work Analysis (CWA) offers promising alternatives to inform design and management of higher education learning spaces. Finally, within the paper, three CWA interventions are proposed and discussed, focusing on how these address previously identified shortcomings of predominant approaches used in HEI learning space design and evaluation. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
36. Nurturing innovation and creativity in educational practice: principles for supporting faculty peer learning through campus design.
- Author
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Winks, Lewis, Green, Nicholas, and Dyer, Sarah
- Subjects
- *
HIGHER education , *COLLEGE campuses , *PEERS , *UNIVERSITIES & colleges , *CREATIVE ability , *EDUCATIONAL innovations - Abstract
While much work has focused on pedagogical innovation processes within universities, less has been said of the processes and cultures which foster and give rise to creativity within higher education and the ways in which faculty members are encouraged to develop their pedagogy across disciplines and within their departments. This paper examines the ways campus spaces at a UK university are utilised by staff for peer learning and the barriers and affordances for innovation and creativity in educational practice. Utilising an interdisciplinary design, this paper suggests that the various spaces available to university teaching staff are able to be further utilised to support creative practice and peer learning, presented as four design principles: innovation happens in everyday spaces, communal spaces need social functions, forums have different scales, and collaborative spaces require a collective culture. The normalising of a culture of innovation requires both physical and behavioural adjustments to the use of space, suggesting that both faculty and institutions need to work together to reimagine spaces for faculty peer learning. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
37. Datafication of epistemic equality: advancing understandings of teaching excellence beyond benchmarked performativity.
- Author
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Hayes, Aneta and Cheng, Jie
- Subjects
- *
FOREIGN students , *CRITICAL pedagogy , *EFFECTIVE teaching , *CLASSROOM environment , *COLLEGIATE Learning Assessment , *UNIVERSITIES & colleges , *HIGHER education - Abstract
The paper critiques key international teaching excellence and higher education outcomes frameworks for their lack of attention to epistemic equality. It subsequently argues that adequate 'datafication' of these frameworks, to demonstrate the extent to which universities offer teaching experiences which promote intellectual equivalence of all 'knowers' could advance present understandings of teaching excellence beyond benchmarked performativity. The paper theorises the philosophical basis of a changed 'datafication' process under selected national and supra-national frameworks for measuring teaching excellence at universities and shows, by statistically modelling selected national data, how a 'metric' evaluating universities on epistemic equality could work in practice. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
38. Liberating the "oppressed" and the "oppressor": a model for a new TEF metric, internationalisation and democracy.
- Author
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Hayes, Aneta and Cheng, Jie
- Subjects
- *
DEMOCRACY & education , *GLOBALIZATION , *FOREIGN students , *COLLEGE students , *HIGHER education , *UNIVERSITIES & colleges , *EQUALITY - Abstract
The paper proposes a statistical model for a TEF metric that could liberate the "oppressed" (international students) and the "oppressors" (home students) from the influence of public policies which, through constructions of international students as "supplicants" and "beneficiaries" of the prestigious British education system, have created conditions for their exclusion in the classroom. It is argued in the paper that such representations have contributed to international students' subordination through coloniality and have also limited home students' agency to engage with their international peers on socially and politically equal terms. The paper conceptualises the design and philosophical nature of a supplementary TEF metric that could prevent such symptoms of public policies. It also shows how such a metric could work in practice by modelling the UK Engagement Survey (UKES) data from a case study university. The paper proposes ideas about how understandings and practice of internationalisation could be re-articulated through the proposed metric. As such, it also discusses new "standards" of internationalisation that could enter reputational rankings and ways in which they could be applied internationally. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
39. Academics' perspectives of international students in UK higher education.
- Author
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Jabbar, Abdul, Teviotdale, Wilma, Mirza, Mohammed, and Mswaka, Walter
- Subjects
- *
HIGHER education , *FOREIGN students , *COLLEGE students , *MULTICULTURAL education , *ACTIVE learning , *UNIVERSITIES & colleges - Abstract
UK Higher Education (HE) is going through a process of unprecedented change, where large numbers of its student body now come from internationally diverse contexts. These students come from different cultures, backgrounds and educational systems which influence the way they interact, learn and engage with UK HE. Key participants in this engagement and interaction are UK HE academics, who play a significant role in the development of the international student teaching and learning experience. This paper aims to investigate this role and investigate the academic expectations and perceptions of 22 academic tutors across 3 UK HE Business Schools. Within this context the paper will explore how academic knowledge and understanding of international students influence their pedagogical approaches; the participants in the research each had a minimum of three years' teaching experience. Data were analysed using template analysis through the lens of an interpretive approach. The findings indicate that more needs to be done to support the integration of international students in UK HE. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
40. Higher Education Estate Data Accountability: The Contrasting Experience of UK and Poland.
- Author
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Rymarzak, Małgorzata and Marmot, Alexi
- Subjects
- *
HIGHER education , *UNIVERSITIES & colleges , *REAL property - Abstract
Higher education estates are large and valuable assets that affect diverse stakeholders. Despite recent growth, data on university estates has received little concerted attention from national and international statistics bodies. This paper examines and contrasts the evolution of universities and their estates in the UK and Poland, in the light of the degree of central government control versus institutional autonomy. Given increased international competition for students, staff and research funding, the paper argues that universities and their stakeholders would benefit from more transparency, the development of an agreed set of estate definitions, standards and regular statistical reports. Data based on agreed standards would provide a basis for comparative analysis and help to run better university estates and facilities, thereby enhancing HEI efficiency, effectiveness and environmental sustainability. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
41. An experimentalist approach to equality: a case study of retirement in the UK university sector.
- Author
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Blackham, Alysia
- Subjects
- *
AGE discrimination , *EQUALITY laws , *RETIREMENT , *REGULATORY reform , *UNIVERSITIES & colleges - Abstract
Experimentalism is a theory of regulation in which change is achieved via a process of 'directly deliberative polyarchy' within an experimentalist architecture. This paper argues that experimentalism offers a normatively desirable model for legal interventions relating to the ageing workforce, and age equality law in particular, and offers new insights into existing UK scholarship on reflexive law. Drawing on qualitative and quantitative data from UK universities, this article considers the extent to which reforms to retirement ages have promoted a form of experimentalism among UK universities. This paper offers concrete suggestions and reforms for how an experimentalist framework could be adopted in this context to enhance regulatory reform. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
42. Organisational climate, person–organisation fit and turn over intention: a generational perspective within a South African Higher Education Institution.
- Author
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Grobler, Anton and Rensburg, Mari Jansen van
- Subjects
- *
UNIVERSITIES & colleges , *WORK environment , *PERSPECTIVE (Philosophy) , *GENERATION X , *MILLENNIALS , *BABY boom generation , *HIGHER education , *YOUNG adults - Abstract
A 'new' workplace landscape in the higher education sector leads to employees questioning their fit within the current organisation. This paper presents the findings of an organisational climate study within a South African Higher Education Institution and highlights multi-generational perspectives. The theoretical contribution of this paper is a confirmation of the multi-level as well as the interactionistic nature of the macro (organisational climate), the meso (P–O fit) and micro (turnover intention) variables, as impacted on by the differences between the generational categories. Findings suggest that when thinking of leaving the employ of the university, Generation X considers the congruence between the demands of the job and compensation whereas Generation Y and Baby Boomers consider complementary fit and treatment by the direct manager as instrumental. The study is concluded with practical recommendations to reduce employees' turnover intention to ensure a productive and effective workforce. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
43. B(u)y the book: evaluation of a university initiative to provide students with funds to buy books.
- Author
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Porritt, Frances, Murphy, Linda, Wells, Gemma, and Burns, Emma
- Subjects
- *
UNIVERSITIES & colleges , *ACADEMIC libraries , *BOOKS , *INTERNET , *INTERPROFESSIONAL relations , *INTERVIEWING , *LIBRARY circulation & loans , *MEDICAL schools , *SHOPPING , *STUDENT assistance programs , *STUDENT attitudes , *SURVEYS , *PILOT projects , *QUANTITATIVE research , *UNDERGRADUATES , *DESCRIPTIVE statistics - Abstract
Purpose: In the era of high student fees and intense market competition, many universities now buy books for their new students, and recently have incorporated student choice into the offer, enabling students to choose how to spend funds. Teesside University has successfully piloted such an approach with one academic School, the School of Social Sciences, Humanities and Law. The pilot has now been extended to all academic Schools, with all students receiving £100 per academic year to spend on reading list books. The scheme covers new full-time undergraduate students at the University, and is operated in collaboration with an external company, John Smiths. The purpose of this paper is to evaluate the Teesside University Advance scheme against baseline data of book borrowing and reservation patterns of reading list titles. The paper explores the impact upon the student experience and student perceptions of the Library. Design/methodology/approach: The project used a mixed methods approach. The quantitative strand analysed book borrowing and reservation patterns data from library systems and from book purchasing patterns data provided by the online store supporting the scheme. Students were also surveyed about the scheme. The qualitative strand, via one-to-one interviews conducted by the student researcher, gained an insight into why students select certain titles to purchase; and what their expectations of the university library are for the supply of reading list titles. Findings: Analysis revealed an overall decline in book borrowing from the library of the titles selected for purchase by students via the scheme. Student perceptions of the library were positive and demonstrated a strategic use of library resources alongside book purchases and open web resources. At early stages of university undergraduate study, students need guidance on most appropriate resources to use and why, from either reading lists or book bundles. Originality/value: Teesside University scheme is unique in the UK in covering all new full-time undergraduates and letting them choose which reading list titles to buy with the university funds provided. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
44. How can universities contribute to the common good?
- Author
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MacFarlane, Karen
- Subjects
- *
HIGHER education , *UNIVERSITIES & colleges , *COMMON good , *SERVICE learning , *CURRICULUM - Abstract
The UK higher education system has become increasingly competitive and stratified prompting calls for a reclaiming of the civic role of universities. This paper argues that, if HE is to reclaim its civic function then civic engagement needs to move beyond being a separate strand of activity for universities, instead becoming a guiding principle. This requires an institution-wide commitment. The paper describes a model developed by a Scottish university to support, recognise and embed civic engagement within the curriculum and wider student experience as part of its core mission. The design and delivery of this development are described and early indicators of its efficacy are provided. Findings indicate that it is possible for universities to operationalise a civic mission by focusing on the curriculum as the mechanism through which to highlight and embed common good attributes. The model described could be replicated in other higher education institutions nationally and internationally. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
45. A methodological framework for the implementation of circular economy thinking in higher education institutions: Towards sustainable campus management.
- Author
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Mendoza, Joan Manuel F., Gallego-Schmid, Alejandro, and Azapagic, Adisa
- Subjects
- *
UNIVERSITIES & colleges , *PRODUCTION planning , *STAKEHOLDER theory - Abstract
Many higher education institutions have started to develop academic curricula, research capacity and outreach activities related to circular economy. However, little is known yet on how to apply circular economy thinking to sustainable campus management. In an attempt to address this gap, this paper proposes a methodological framework and guidance to help universities develop a circular economy strategy aimed at improving resource efficiency and environmental sustainability of their campus operations. The approach is compatible with sustainability management frameworks as it follows the well-known iterative process of planning, doing, checking and improving. The framework involves three main steps: analysis of current situation with respect to circular economy within the organisation; stakeholder engagement to get a buy-in and inform the development of a circular economy strategy; and implementation of the strategy following the guidelines provided within the framework. Application of the framework is illustrated through a case of the University of Manchester, demonstrating how circular economy principles can be used to benchmark existing sustainability policies and action plans. The paper also shows how engaging key stakeholders can be used to identify challenges and opportunities for embedding circular economy thinking into the university's sustainability management systems. The proposed framework and the guidelines for implementation of circular economy thinking are generic and can be applied by any institution across the higher education sector. Image 1 • There is a lack of knowledge on how to implement circular economy in universities. • A simple but powerful framework is proposed to guide institutions in that process. • Application of the framework is illustrated through a real case of a large UK university. • Challenges and opportunities for CE are discussed based on stakeholder interviews. • Guidelines are provided for the development and implementation of a CE strategy. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
46. Exploring Knowledge Creation and Absorption in Higher Education Partnerships.
- Author
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Elezi, Enis
- Subjects
- *
KNOWLEDGE management , *HIGHER education , *PARTNERING between organizations , *ABSORPTIVE capacity (Economics) , *UNIVERSITIES & colleges - Abstract
This paper focuses on investigating the role of Knowledge Management (KM) in the development of UK HE partnerships. Even though KM is an extensive area and involves numerous activities that take place in managing the knowledge, this paper aims to explore aspects of knowledge creation and knowledge absorption in the UK Higher Education Partnerships. Therefore the ontology of this research study embraces a subjective approach which establishes the grounds for an interpretivistic epistemology. The author explores the phenomena of knowledge creation and knowledge absorption through an expert panel methodology. The panel was composed of eight individuals with an extensive amount of experience in initiating, developing and managing UK HE partnerships at operational and executive levels. The demographic details of the panellists are presented in the Research Methodology section. Applying an expert panel methodology allowed the author to use elicitation techniques and gather experiential knowledge. The author was able to establish an understanding of how HE staff can create new knowledge and what HE institutions could do to absorb and improve institutional absorption capacities. Findings suggest that clashes or conflicts amongst staff can have a positive impact in generating new knowledge if they are not related to clarity in instructions, accountability and expectations but focus on strategic vision, managerial philosophies, principles and ways of "doing things". Additionally, this research highlights that HE institutions absorb knowledge, although not consistently or at the best of their capacities. Absorption of knowledge supports the partnership maturity when working collaboratively while allowing institutions to enhance their competitiveness. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
47. 'University in the city': Percy Johnson-Marshall and the reconstruction of Edinburgh's South Side, 1961–76.
- Author
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Fair, Alistair
- Subjects
- *
PEDESTRIANS , *URBAN renewal , *COLLEGE teachers , *UNIVERSITIES & colleges - Abstract
In 1962, the University of Edinburgh proposed that the area adjacent to its central campus should be designated as a Comprehensive Development Area, with the planner (and university senior lecturer) Percy Johnson-Marshall showing how historic tenements could be replaced by a new urban landscape of slab blocks situated on an elevated pedestrian podium above new roads, creating a seamless continuum between the university and the city. The proposals sit alongside contemporaneous 'paper' renewal projects, including SPUR's plans for Boston Manor and the proposals of the 1963 Buchanan Report. Drawing on the archive, the article explores the genesis of the scheme, the terms in which it was presented to the public, and the reaction it gained. It also considers how and why the proposals were abandoned in the early 1970s. At its core, the article reflects on the often messy processes which shaped urban renewal in 1960s and 1970s Britain, the continuities of the period, and the value of looking to the specific local factors which explain why particular approaches were taken. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
48. Perspectives on UK university employment from autistic researchers and lecturers.
- Author
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Martin, Nicola
- Subjects
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UNIVERSITIES & colleges , *WORK environment , *COLLEGE teacher attitudes , *EMPLOYEE selection , *EMPLOYMENT , *AUTISM , *QUESTIONNAIRES , *DOCTORAL programs , *ELECTRONIC publications , *COVID-19 pandemic - Abstract
This small-scale unfunded work considers what universities might do better in relation to the employment of autistic researchers and/or lecturers. It is informed by questionnaire responses from twelve UK-based autistic academics. Autistic colleagues were involved in the development of this paper, but it is authored by a non-autistic neurodivergent academic ally. Allyship is demonstrated in working alongside, rather than taking over from, autistic scholars with a view to contributing to improving their working conditions. Information was gathered in 2019 before the global pandemic. Thematic analysis of first-hand testimony underpinned by information from published sources revealed overarching themes. These point to obstacles to secure employment in higher education at every stage, from financing doctoral study, to recruitment practices, to navigating bureaucracy. Structures that are notionally designed to help appear somewhat impenetrable. Attitudinal barriers compound practical difficulties, whereas supportive cultures and practices reduce obstacles. Autistic scholars are networking through grassroots organisations such as PARC but have limited power to affect changes which would move the sector closer to compliance with the Equality Act (2010). Autistic scholars with doctorates, peer reviewed publications and research skills reported difficulties in securing and maintaining UK university employment which is a good match with their proven abilities. Practical, structural and attitudinal obstacles to flourishing in the academy were evident in the accounts of autistic academics. The term 'ableism' can be applied to systems rooted in the idea that there is a way of 'performing' employment and any variance is somehow less acceptable. Autistic scholars have much to offer academia and ableism can get in their way. Autistic-led initiatives such as the (unfunded) Participatory Autism Research Collective (PARC) provide some sort of grassroots supportive infrastructure for autistic academics. A supportive Universal Design (UD) informed approach to employment nurtures diversity. Universal Design is in keeping with expectations around non-discriminatory employment placed on universities by the Equality Act 2010 and has the potential to benefit a wide range of marginalised scholars. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
49. Policy papers published last week.
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UNIVERSITIES & colleges , *SOCIAL mobility , *EDUCATION policy , *HIGHER education - Abstract
The article offers information on the policy paper, "Social mobility and elite university," by Lee Elliot Major and Pallavi Amitava Banerjee, published by the Higher Education Policy Institute. Topics discussed include the policy report focusing on access to higher education and its conclusion that it will take almost a century to achieve the Office for Students' goals to provide access to highly-selective universities.
- Published
- 2019
50. Policy papers published last week.
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ADULT education , *CONTINUING education , *UNIVERSITIES & colleges , *BRITISH education system - Abstract
The article offers information on policy papers published by government departments in Great Britain in November 2019. "Adult Education and Lifelong Learning for 21st Century Britain," argues that adult education and lifelong learning should be a permanent national necessity. "Independent Commission on the College of the Future: Progress Report," focuses on the progress of the commission.
- Published
- 2019
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