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Over the last decade, British universities have become increasingly reliant on an instrumentalist rhetoric to defend the ongoing relevance of research and teaching in the Humanities. This has resulted in a new chapter in the long-running saga concerning the crisis (purported or real) of Modern Languages alongside the study of literature. The very flexibility condemning traditional Modern Languages curricula to the past nevertheless offers new opportunities for literary study when used for the development of new skills. In this article, I employ my experience of a research-led undergraduate project on the UK stage legacy of Federico García Lorca as a case study to suggest ways in which the study of literature and theatre might be revamped. [ABSTRACT FROM AUTHOR]

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]

Purpose: With the outbreak of the COVID-19 pandemic, online assessment has become the dominant mode of examination in higher education institutions. However, there are contradictory findings on how students perceive online assessment and its impact on their academic performance. Thus, the purpose of this study is to evaluate the potential impact of online assessment on students' academic performance. Design/methodology/approach: This study proposes a research model based on the task–technology fit theory and empirically validates the model using a survey from students in the UK. In addition, the study conducted four experiments based on paper-based and online assessments and analysed the data using paired sample t test and structural equation modelling. Findings: The findings show that the use of online assessment has a positive impact on students' academic performance. Similarly, the results from the experiment also indicate that students perform better using online assessments than paper-based assessments. Practical implications: The findings provide crucial evidence needed to shape policy towards institutionalising online assessment. In addition, the findings provide assurance to students, academics, administrators and policymakers that carefully designed online assessments can improve students' academic performance. Moreover, the study also provides important insights for curriculum redesign towards transitioning to online assessment in higher education institutions. Originality/value: This study advances research by offering a more nuanced understanding of online assessment on students' academic performance since the majority of previous studies have offered contradictory findings. In addition, the study moves beyond existing research by complementing assessment results with the views of students in evaluating the impact of online assessment on their academic performance. Second, the study develops and validates a research model that explains how the fits between technology and assessment tasks influence students' academic performance. Lastly, the study provides evidence to support the wide use of online assessment in higher education. [ABSTRACT FROM AUTHOR]

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]

European countries in which universities rely on public funding increasingly follow the lead of the United Kingdom and run Research Assessment Exercises. Given the subjective nature of such evaluations, some scientists prefer verifiable measures such as citation counts. This, however, also is prone to problems since the number of cites is correlated, among others, with the order of appearance in an issue. In particular, leading papers are more cited. It is, thus, difficult to assess whether they are of better quality, or whether this happens because they appear first in an issue. We make use of a natural experiment that was carried out by a journal in which papers are randomly ordered in some issues, while this order is at the editors’ discretion in other issues. Our estimates suggest that approximately two thirds of the additional cites are due to going first, and one third to higher quality. [ABSTRACT FROM PUBLISHER]

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]

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.

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]

Mathematics Learning Support (MLS), which is available in the majority of Higher Education Institutions (HEIs) in Ireland and the UK, is traditionally available only to students of those institutions. In this paper, we describe a drop-in model of MLS at Maynooth University (MU) which has been available for secondary school students since 2009. This service is mainly staffed by volunteer undergraduate trainee teachers. Their feedback, the main focus of this paper, which has been collected over ten years, indicates that this experience has had a positive impact on their teaching practice. School students are also very positive about the support and MU enthusiastically endorses the service. We conclude that there are no obvious downsides to the provision of this type of support and we believe that more institutions should consider making it available. [ABSTRACT FROM AUTHOR]

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.

Comments on the Green Paper on the future of higher education in Great Britain by Sir Keith Joseph, the Secretary of State for Education and Science, in 1985. Challenge to the conservative complacency of universities; Analysis of the British government's policies on education; Implications on higher education.

Reports on the launch of a new biennial award by the "Journal of Geography in Higher Education" in Great Britain. Purpose of the award in maintaining and raising the status of research into teaching and learning geography; Criteria for the nomination of winners; Basis for the nomination of paper to receive the award.

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]

The purpose of this case study research paper is to provide unique and in-depth data and understanding of Enterprise-Wide Risk Management within the real-world context of a private HEI. The research presented adoption of risk management practices within a UK higher education (HE) setting that demonstrates the evolution of processes towards enterprise-wide educational governance in support of a sustainable HE sector. Effectively managing enterprise wide risk ensures sustainability is on the governance agenda. Within this research paper a wide spectrum of risk management practices and theories is assessed and a case study review shows a mature adoption, over time, of a holistic approach to managing risk. This research paper therefore, provides valuable lessons learned and gives practical guidance for policy makers, governors and senior management in Higher Education Institutions (HEIs). The case study organisation provides a best practice view of enterprise-wide risk management system taking guidance from global standards, national regulatory bodies, universities, colleges and experts in risk management from all levels. The main gap in current published knowledge presented is that the drivers for successfully implementing sustainable risk management in the HE sector are not known. The research questions have led the inquiry to provide three contributions to a better understanding of adopting Enterprise-Wide Risk Management in HE with a new roadmap for implementation; thematic direction for governance; and six drivers for successfully implementing sustainable risk strategies. [ABSTRACT FROM AUTHOR]

Aim: To capture and retain healthcare staff in postgraduate courses relevant to individual career aspirations, service requirements and continuous practice development (CPD) within an English UK university. Design: Two virtual career clinics for postgraduate practitioners to engage in CPD offers within the university. An online post‐enrolment online survey to explore their experiences of engagement with the university. Methods: Mixed: qualitative and quantitative methods. Engaging 10 participants attended the career clinics, and 42 participants with an online survey. Results: The career clinics were well received by participants who mapped CPD requirements and individual career aspirations. The surveys exposed challenges with marketing and enrolment; however, these were mitigated with support. Four recommendations are presented within this paper applicable to the international postgraduate education of all health practitioners. [ABSTRACT FROM AUTHOR]

Purpose: Higher education institutions (HEIs) are critical in the sustainability agenda, not only as catalysts for promoting sustainability practices but also because their activities have substantial social, economic and environmental impacts. Yet there is limited research that examines their sustainability performance. This paper aims to investigate the factors that are associated with sustainability performance in HEIs. Specifically, drawing from the stakeholder theory and exploiting Ullmann's (1985) conceptual framework, this study examines the association between sustainability performance and stakeholder power, strategic posture and financial slack resources. Design/methodology/approach: The authors draw the sample from the People & Planet University Green League Table for the period 2011–2019 and use the generalised estimating equations for the modelling approach. Findings: This study finds that stakeholder power, in particular, funding grant income, tuition fee income and student and staff numbers, are positively associated with sustainability performance. In relation to strategic posture, this study finds that sustainability performance is negatively associated with governing body independence and gender diversity, and positively associated with internal structures. Finally, regarding financial slack resources, this study finds that surplus income (staff costs) is positively (negatively) associated with sustainability performance. Practical implications: To the best of the authors' knowledge, this research contributes to several existing literature focusing on the not-for-profit sector by documenting, for the first time, the role of stakeholder power, strategic posture and slack financial resources on sustainability performance. Social implications: The paper includes relevant implications for HEI managers and regulators for promoting sustainability. Originality/value: These results contribute to the literature on the factors influencing sustainability performance. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to generate knowledge about relevant evaluation topics that align with and represent the unique character of the midwifery programme for students living in the rural and remote areas of Scotland. Design/methodology/approach: The first two central concepts of Practical Participatory Evaluation (P-PE) framed the research design: the data production process and (2) the knowledge co-construction process. The data were collected using a semi-structured approach via online discussions, dialogues and email-based consultation among programme stakeholders. A structural analysis was performed: the units of meaning (what was said) were extracted, listed and quantified in units of significance (what the texts were talking about), from which the key topics for evaluation emerged. Findings: A community of 36 stakeholdersengaged in the discussions, dialogues and consultations. The stakeholders identified 58 units of significance. Fifteen subthemes were constructed in five main themes: student profile, student well-being, E-pedagogy, student journey/transition from being a nurse to becoming a midwife and learning in (an online) geographically remote and isolated area. The themes, or topics of evaluation, are dynamic functions and underlying mechanisms of the commonly used evaluation measures student progress and student evaluation. Research limitations/implications: This P-PE is a single-site study, focusing on a unique programme consisting of a specific group of students living and studying a specific geographic area, affecting the transferability of the findings. Originality/value: In collaboration with stakeholders, parameters to evaluate the uniqueness of the programme in addition to higher education institution routinely collected data on student progress and satisfaction were systematically identified. The themes highlight that if student progress and satisfaction were the only evaluation parameters, knowledge and understanding of the contributing factors to (un)successfulness of this unique online midwifery programme could be missed. [ABSTRACT FROM AUTHOR]

In Australian and British universities, creative discourse is often devalued as a research activity in favour of hard scientific paradigms, and even though the artefact is the primary research activity for the Ph.D. in Creative Writing, it is relegated to a secondary way of knowing, which needs to be translated into more 'respectable' academic discourse in order to be recognised as legitimate or 'real' research. This paper re–affirms the creative artefact as primary research activity, an end in itself, not a means to another, and asserts itself in the academic arena as its own discourse which is not accountable to any other discourse for its legitimacy. It needs no exegetical justification, sets its own parameters, and needs to be evaluated as a literary work using literary tools to measure its research value. This paper also examines the distinction made between Creative Writing and Creative Writing Studies in defining how an artefact creates knowledge and offers a series of philosophical experiments to examine if and how a creative artefact can be considered research, and suggests that the exegesis, rather than being the main conduit of research, is a shorthand device to demonstrate the competencies of the artefact as research. [ABSTRACT FROM AUTHOR]

In 2012, in a bid to improve the quantitative methods training of social science students in the UK, the £19.5 million Q-Step project was launched. This investment demonstrated a significant commitment to changing how we train social science students in quantitative research methods in the UK. The project has involved eighteen higher education institutions exploring and trialling potential ways of engaging social science students with quantitative approaches. This paper reflects on the activities of one Q-Step centre based in the School of Social Sciences at Cardiff University. As well as describing some of the pedagogic changes that have been implemented, the paper draws on data to begin to evaluate the success of new approaches. Specifically, data showing the proportion of students undertaking a quantitative final-year dissertation project is used to measure the impact of these activities. The data presented in this paper suggest that resistance to learning quantitative research methods and engaging with such techniques has decreased. The data also indicates that students see this learning as beneficial for their own employability. Despite this, closer analysis reveals that several students change their mind about employing quantitative methods in their own research part way through their dissertation journey. We argue that while social science students are comfortable learning about quantitative approaches, they are less confident at applying these techniques. Thus, the paper argues that there is a wider challenge of demonstrating the relevance and appropriateness of such approaches to understanding the social world [ABSTRACT FROM AUTHOR]

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]

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]

Copyright of Journal of Advanced Nursing (John Wiley & Sons, Inc.) is the property of John Wiley & Sons, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose In 2017 the UK Government decided that the suite of National Professional Qualifications (National Professional Qualifications for Middle Leadership, National Professional Qualifications for Senior Leadership and National Professional Qualifications for Headship) needs to be updated in order to ensure they remained relevant to the changing shape of the educational landscape, particularly through the expansion of multi-academy trusts (MATs). At the same time, the Government proposed a new National Professional Qualification for Executive Leadership aimed at the CEOs of MATs. The purpose of this paper is to explore the way in which the new National Professional Qualification (NPQ) programmes are having master’s level criteria embedded into them to facilitate a seamless progression into the master’s level study.Design/methodology/approach The paper combines desk research with reflections on the experience of developing the new NPQ programme within higher education institutions (HEIs) and considers the implications of this upon current and emerging HEI practice and research into educational leadership.Findings There were a number of key issues highlighted by the paper. Notably, the process of embedding academic criteria into a training programme, which was not used to support the notion of critical reflection. Also, the associated mechanisms of accreditation, existing professional networks and the upskilling of staff delivering the NPQ programme, and a professionally oriented interface between the university, employer and deliverer of the training.Originality/value This paper provides an original perspective involving the embedding of master’s level criteria into professional qualifications in the field of educational leadership. [ABSTRACT FROM AUTHOR]

Purpose: Most Higher Education Institutions (HEIs) have silos of distributed processes, which adds to the confusion and conflict concerning the Customer Relationship Management (CRM), desires, expectation and needs (DEN). Where possible, in order to maximise resource impact and minimise organisational disruption, HEIs should practically map these DEN to processes, roles, events, activities, channels, and technologies (PRE-ACTs) that already exist within the organisation. The paper iteratively considers use of additional practical approaches that need be considered in order to ensure that strategic HEI CRM DEN are effectively captured, and that the requirements are appropriately mapped to existing HEI activities. Design/methodology/approach: Content from 27 JISC cases, 10 semi-structured interviews and three focus group sessions have been collected and analysed using thematic analysis to understand how to develop preliminary stage 2 steps and assess the applicability of the final CRM strategy orientation support (CRM-SOS) framework stage 2 methods. Findings: The authors believe that this study provides substantial practical support to CRM implementation practitioners when analysing customer CRM desires, expectation, and needs requirements. The developing practical tools aim to 1) support practitioners better comprehend the multifaceted life cycles, needs, and requirements of HEI customers, and 2) aid in the planning and management of CRM change more effectively. Originality/value: The paper is extending the recent research around CRM strategy in HEIs by proposing additional practical approaches that need be considered to ensure that strategic CRM are effectively captured. The paper also offers considerable practical support to CRM implementation practitioners when analysing customer CRM desires, expectation, and needs' requirements. [ABSTRACT FROM AUTHOR]

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]

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]

Copyright of Urban Studies (Sage Publications, Ltd.) is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

The COVID-19 pandemic has had far-reaching effects, not only on public health but also on the global economy, social interactions, and daily life. It has highlighted the importance of global cooperation and the need for more investment in public health and emergency preparedness. The pandemic also exposed weaknesses in many countries' educational management systems; it has forced many higher education institutions to adopt new teaching and learning methods to minimize the risk of transmission. This resulted in the need for comparative studies to evaluate the effectiveness of different pedagogical responses and to find common ground on the most effective practices and responses that would help higher education institutions better prepare for similar challenges in the future. The present study provides a comparative study and outcomes through a record of the pedagogical responses by higher education authorities in two completely different contexts (Algeria and the UK). The authors of the paper adopted a desktop analysis approach through valid and first-hand reliable sources like government and university official releases. This research methodology would involve a systematic and rigorous approach to data collection and analysis to ensure the reliability and validity of the research findings. Through coding and thematic analysis of the collected data, the researchers concluded that the efficiency of the responses and decisions adopted by higher education institutions varied depending on a range of factors such as the institution's resources, infrastructure, and student population. However, the pandemic highlighted the need for agile and serious responses to ensure the safety and well-being of students and the campus community. [ABSTRACT FROM AUTHOR]

This paper examines the heterogeneous effect of student spending in UK NUTS-2 regions. Impact analyses of the more than £45 billion students spend each year have so far been agnostic of the regional absorptive capacity to benefit from this expenditure. Building a multi-regional input–output model for the UK and combining it with data on student expenditure, domicile and level of study, the paper finds significant regional heterogeneity in gross value added and employment multipliers as well as in interregional spillovers. The analysis shows how important student expenditure is for regional economies and the symbiotic relationship between student spending and regional industrial structures that produce varying impact outcomes. [ABSTRACT FROM AUTHOR]

This paper reflects on an Ethical Review Board's (ERB) established structure of practice throughout a student-led project. We use the research project as a means of exploring the three questions set by the Editors, Fox and Busher, regarding the role of ERBs throughout the research process. We gained full university-level ethical approval in October 2020. This project initially focused on collecting data from students, from a UK university. The participatory way we collaborated with both undergraduates and postgraduates illuminated their individual unique perspectives and successfully facilitated their agentive contributions. This required on-going simultaneous negotiation of predetermined ethical procedures through the ERB. We termed this iterative process 'circumnavigating the revolving door' as it summarised revisiting ethical approval in the light of requests from our student participants. The participants were also invited to be part of the analysis and dissemination phase of this research. Original data collected related to personalised experiences of learning during the on-going global pandemic. The philosophical approach adopted was through an adaptation of Photovoice. That is, with limited direction by the researchers, the participants were invited to construct images (photos or hand drawn pictures), with captions (written text or voice), to explore their own educative circumstances. With this in mind, this paper explores the students' participatory agency throughout this visual methods project through three lenses: namely, the appropriateness of ethical practices within a contextualised scenario (i.e., researching learning during lockdown in a higher educational institution); how the ethical process of an educational establishment supported the dynamic and iterative nature of participant-led research; and finally, how the original researchers' experiences can inform ethical regulations and policy, both nationally and internationally. The circumnavigation of the revolving door of participatory ethics has proved invaluable during this research. This iterative cycle was necessary to incorporate the students (or co-researchers) suggested contributions. One example includes gaining the ERB's approval, post full approval, for participants to audio record their own captions for a public facing website. From originally welcoming the students as participants, to facilitating them to become agentive co-researchers, it became increasingly important to provide them with opportunities to be actively involved in all parts of the research process. The reciprocal iterative relationship developed between co-researcher, researchers and the ERB served to strengthen the outcomes of the project. [ABSTRACT FROM AUTHOR]

Performance management systems are intended to positively influence employee behaviour but do they also motivate significant gaming? This concern is increasingly noted in the literature yet research into gaming and how it arises has been very limited. Using data collected from 65 semi-structured interviews with academics working in 13 research intensive business schools/schools of management in the United Kingdom, this article demonstrates how performance management systems can encourage employees to engage in a range of behaviours termed gaming in order to navigate performance management systems. It categorises gaming behaviours into five types: gratuitous proliferation, hoarding performance, collusive alliances, playing safe and cooking the books. The article then examines the distinctive features of each type and illustrates how it arises as a response to performance management systems. Given the widespread use of performance management systems and the close similarities in the way they are implemented in different public and private sector organisations, the derived categories are relevant to contexts beyond the university setting. [ABSTRACT FROM AUTHOR]

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]

In November 2010, the British Government, modifying one of the proposals in the Browne Report published in October, decided to allow English universities to charge tuition fees of up to £9,000, while removing almost all the public funding previously provided in the form of a block grant. This had consequences the Government should perhaps have foreseen. HEIs, unsure whether they could remain financially viable if they did not, went for the highest fee allowed. The consequence is that the new system could cost the taxpayer more in providing loans for students at this level than the continuance of direct public funding would have done. Policy was developed to reduce this cost, and one of the ideas which emerged was to allow more providers into the system, including private providers. This has prompted discussion of the resulting value for money, for students and for taxpayers, and then of the meaning of 'value', and then of the need to protect the quality of the courses on offer and the 'value' of the resulting qualifications. A number of changes seem likely to be necessary in consequence, among them the revision of the rules for granting degree-awarding powers and university title to private providers both profit-making and non-profit-making. This article explores the case for and against these changes. [ABSTRACT FROM AUTHOR]

Introduction: The development of safe, competent and capable paramedics is one of the key concerns of education providers or Higher Education Institutions (HEIs). To achieve this, paramedic programmes need to focus on teaching leadership to students. The aim of this literature review was to identify the current leadership development opportunities for paramedic students during their undergraduate training across the United Kingdom, in order to identify current gaps and make suggestions on how HEIs could increase leadership opportunities for student paramedics. Methods: During August 2018, the Scopus, Medline, CINAHL and Academic Search Premier databases were searched (the last three accessed via EBSCOhost). Grey literature was also manually reviewed. Both authors screened the title and abstract and agreed on final papers eligible for full-text review. CASP and COREQ checklists were used to assist in critically appraising the quality of the research and to help decide on the papers chosen for inclusion. Results: The search yielded 511 results (455 after duplicates were removed). The grey literature search also yielded one additional document that incorporated a framework based on primary research integrated within the paper itself. After title and abstract review, seven papers were included for full text critical review. Two papers were then excluded, resulting in a total of five papers being included in the review. Conclusion: Current evidence, although limited, demonstrates the benefit of educational programmes in developing educational and non-educational leadership opportunities for paramedic students. Moreover, there is value to individuals being provided or seeking extra-curricular activities, and students should be encouraged to engage in societies, the College of Paramedics, events and conferences, and to work or volunteer in healthcare or emergency service-related sectors to further enhance their leadership potential and skills. [ABSTRACT FROM AUTHOR]

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]

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]

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]

Purpose - Publication in quality journals has become a major indicator of research performance in UK universities. The purpose of this paper is to investigate the notion of "quality journal". Design/methodology/approach - The paper examines the situation in management studies and finds dizzying circularity in the definitions of "quality journal". Findings - The paper finds that what a quality journal is does not really matter: agreement that there are such things matters very much indeed. As so often happens with indicators of performance, the indicator has become the target. So, the challenge is to publish in quality journals, and the challenge rewards gamesmanship. Vested interests have become particularly skilful at the game, and at exercising the winners' prerogative of changing the rules. All but forgotten in the desperation to win the game is publication as a means of communicating research findings for the public benefit. The paper examines the situation in management studies, but the problem is much more widespread. Originality/value - This original and topical paper concludes that laughter is both the appropriate reaction to such farce, and also, perhaps, the stimulus to reform. [ABSTRACT FROM AUTHOR]

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]

Purpose: The purpose of this paper is to understand the meaning and operationalisation of quality of service (QoS) in the context of higher education institutions (HEIs). Design/methodology/approach: A systematic literature review of 167 articles published in various peer-reviewed journals between 1990 and 2019 is performed. Findings: The findings reveal that around 40 dimensions have been used to conceptualise QoS in HEIs. Reliability followed by responsiveness, tangibility, empathy, assurance, programme design, academic and non-academic processes, reputation and facilities have received the highest attention. The most popular approach is empirical, and surveys and single-context studies are the most popular methods. The United Kingdom (UK) leads research on quality in HEIs, followed by the United States of America (USA) and India. Research limitations/implications: This paper contributes to the body of knowledge by presenting a comprehensive synthesis of articles addressing QoS in HEIs. Practical implications: Policymakers and academic administrators can use the findings of this study to conceptualise student satisfaction along the educational value chain. The discussion on HEIs' and students' perspectives will help policymakers create teaching excellence. Originality/value: This paper contributes to the body of knowledge by presenting a unified synthesis of various strands of the literature on QoS in HEIs. [ABSTRACT FROM AUTHOR]

This paper examines the link between the composition of university entrepreneurial ecosystems and performance of higher education institutions (HEIs) in academic entrepreneurship, specifically founding academic spinoff companies. The paper studies a sample of 160 UK HEIs and their university entrepreneurial ecosystems related to formation of 784 academic spinoffs. It employs social network analysis (SNA) to inspect the composition and connections between university entrepreneurial ecosystems. It finds that HEIs based in better developed university entrepreneurial ecosystems are associated with formation of greater numbers of academic spinoff companies. The best performing ecosystems are based in the Greater South East region. It is concluded that policymakers need to recognize the importance of the composition of the university entrepreneurial ecosystems and the role it plays in academic entrepreneurship. [ABSTRACT FROM AUTHOR]