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Purpose – The purpose of this paper is to explore the views of academics, senior university managers and employer representatives on the design and implementation of an innovative work-based learning (WBL) programme in UK higher education. Design/methodology/approach – The research project draws upon case study research and utilizes data from semi-structured interviews and documentary analysis of policy papers. The experiences of university staff and employer representatives were analysed methodologically using the organisational story-telling framework. Findings – The paper exposes voices which are rarely heard in the public domain and provides insights into the challenges involved in introducing new practices within higher education. The themes that have emerged are: the intensity of the learning experience; tensions amongst academics delivering the programme; and, academic support for students, particularly in relation to the importance of face-to-face contact. Originality/value – The paper addresses key gaps in the WBL literature, most notably a dearth of critical accounts of practice within WBL programmes from the perspective of university staff and employer representatives. This type of research is also needed given the increased priority by governments in relation to forging links between business and higher education. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to provide an analysis of the present situation and recent evolution of entrepreneurship education in Italian universities and to discuss whether these courses and curricula match the demand for entrepreneurial competences. Design/methodology/approach – The empirical analysis is based on a census of entrepreneurship courses and curricula run by universities. The information collected through the internet refers to the academic years 2003-2004 and 2009-2010. Findings – Compared with the situation observed in the USA and in other European countries, entrepreneurship education in Italy is rather "underdeveloped". Only a few universities have courses or specific curricula dedicated to entrepreneurship. The courses are concentrated within business faculties while very few exist in science and engineering faculties. The slow pace with which Italian universities are keeping up with the global trend in entrepreneurship education at university level seems in vivid contrast with the need for the Italian economy to change its industry structure from the so-called "traditional" to "high-tech" sectors. The paper discusses the reasons for this situation. Research limitations/implications – The paper does not evaluate the impact of entrepreneurship education. A suggestion for future research could be to analyze the role of these courses in encouraging entrepreneurial activity of students. Practical implications – Entrepreneurship education at university level can play an important role in the Italian economic system, fostering the creation of new business in knowledge-intensive sectors. Social implications – The exploratory analysis of the state of entrepreneurship education in Italy suggests the need to develop these courses and spread the presence, especially in the science and engineering universities. Originality/value – The paper covers a lack of research on the attitude of higher education institutions towards entrepreneurship education in Italy. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The aim of this paper is to re-examine the unique political economy of Germany|!|#39;s dual apprenticeship training model and its underlying philosophy of corporatist governance. It responds to recent arguments suggesting that Germany|!|#39;s collectivist skill regime is under threat, increasingly giving way to the introduction of |!|#34;segmentalism|!|#34;. Design/methodology/approach |!|#8211; The paper reviews the political roots of a training system, which is moulded and shaped by corporatist interventions and neocorporatist compromises. It applies |!|#34;public choice|!|#34; theory to different interest groups in Germany|!|#39;s training market. The focus is on the German apprenticeship system as a social and political institution. The paper is positioned in the tradition of inductive enquiry, which draws on an interpretive framework and is informed by reference to a cross-section of the extant literature in several social science disciplines. Findings |!|#8211; The German training system is the product of a wider post-war consensus, yet continues to face social inequality concerns, which culminate in significant economic and societal costs. Despite modernisation attempts, the German apprenticeship is the outcome of a complicated political process, linked to its historical origins, which allows for a considerable degree of self-interest alongside its corporatist roots and values. Amongst Germany|!|#39;s social partners, heterogeneous self-interests and corporatism can co-exist, thus identifying an alternative model to collectivism and segmentalism. Originality/value |!|#8211; The paper rejects recent suggestions that the German system moves towards a model of |!|#34;segmentalism|!|#34;. Instead, it interprets the German system as an example for a specific socio-political constellation where significant self-interests and corporatist rules can co-exist. Against this background, it demonstrates that continuing demands to copy the German apprenticeship model |!|#8211; if thought desirable |!|#8211; are unlikely to be successful unless this tangled web of political processes and interests is fully understood. [ABSTRACT FROM AUTHOR]

Purpose - To examine the role that corporations can (and are) playing in removing restrictions to a college or university education for their employees - the educational glass ceiling. Design/methodology/approach - An interview format is used with an experienced academic, and learning and development practitioner, drawing upon experiences and lessons learned from the creation of a corporate university within Sodexho corporation. Findings - Directly connects the introduction of "performance-based degrees" with the opening up of educational opportunities for the previously disadvantaged to corporate performance and achievement of commercial objectives. Research limitations/implications - The paper primarily draws upon insights from the creation of the Sodexho Corporate University, but sets this within the context of best practice elsewhere. It identifies the educational glass ceiling that exists for employees of major corporations, opening the door for further study. Practical implications - There are reputed to be around 2,000 corporate universities in the USA alone. This paper has implications for the scope and objectives for those developing or leading corporate universities and corporate business schools, or contemplating such an intervention. Originality/value - This paper sets out an original train of thought, has useful pragmatic insights, and provides scope for significant further research. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to identify and examine the antecedents that enable or constrain the adoption and diffusion of eLearning in higher education (HE). The key focus of the study is on the examination of how the organisation's diffusion structures, systems or processes influence the individual adoption of eLearning. The findings from this literature review contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies. Design/methodology/approach – An extensive search of the literature was conducted. The selected references were analysed into a number of categories; macro-level studies examining HE context of eLearning, micro-level studies focusing on individual and social factors and articles focusing on management issues of adoption and diffusion of technological innovations. Finally, over 300 articles were used to compile the findings of this paper. Findings – The paper argues that future research studies should not model the adoption and diffusion of eLearning based primarily on either an individualist (Micro) or structuralist (Macro) perspective, but by using a more interactive approach to examine the complexity and multiple levels and dimensions of social reality. Research limitations/implications – A significant exclusion and one which clearly calls for further research, is the aspect of institutional structures such as library systems, virtual learning environments, administrative support systems and other technical systems such as enrolment, registration, assessment and students, with respect to the adoption of eLearning. Future studies may want to explore the interplay between these structures and agency. Practical implications – The study findings contribute to practice through providing a better understanding of the issues associated with institutional diffusion mechanisms that aid the adoption of learning technologies. Considering the slow and often disappointing adoption of eLearning within higher education institutions (HEIs), the study reveals the nature of adoption that may inform the development of institutional eLearning diffusion structures. Social implications – The paper identifies that the importance of individual factors influencing the adoption of eLearning has been acknowledged by the above studies, and the underlying message has emerged that levels of eLearning adoption would be higher if strategic managers recognised the social dimensions of eLearning innovation and diffusion, such as: academic and professional goals, interests and needs; technology interests; patterns of work; sources of support; and social networks. The argument is that currently eLearning is geared towards technically “literate” and innovative staff, and this strategy reduces the likelihood of mainstream faculty actually adopting instructional technology for their own teaching. Originality/value – A review of the eLearning literature shows that there only a few substantive theoretical accounts which adequately integrate multiple levels of analysis and explain adoption and diffusion of eLearning in terms of the interplay between structural influences and individual action. The paper argues for future research to be integrated in a general analytical framework. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to describe and empirically test a comprehensive model on the entrepreneurial intentions of the university students in which some individual and environmental factors were included. Also, the strengths of individual and environmental factors' influence are compared. Design/methodology/approach – A questionnaire survey was completed by a random sample (n=356) of business administration, health sciences and law faculty students across two Turkish universities. Results were based on correlation and regression analysis. Findings – Results indicate that as individual factors locus of control and entrepreneurial self-efficacy (ESE) and as environmental ones social network and access to capital have significant impacts on entrepreneurial intentions of students. However, the results showed that the university environment does not have any significant impact. Research limitations/implications – Self-report bias and cross-sectional data are possible limitations. Longitudinal studies in the future may have different results. Originality/value – The paper demonstrates that ESE is the most important factor on the entrepreneurial intention and besides social network contributes as the second factor. Also it puts personality as the dominant factor of entrepreneurial intention of students. However, paper introduces that the university environment does not have any significant impact on the entrepreneurial intentions. This result adds to the academic literature on entrepreneurial intention and offers several implications especially for university directors about entrepreneurship education. [ABSTRACT FROM AUTHOR]

Purpose – Internships are becoming a more common feature of the career paths of young people, however there has been little consideration of how people learn on internships. The purpose of this paper is report on the experiences of interns and their supervisors on a research internship programme. Design/methodology/approach – This study analyses the experiences of interns and their supervisors on a research internship programme, using communities of practice as a theoretical framework. In total, six interns and six supervisors were interviewed approximately six to eight months after the internships were completed. Findings – Extreme types of experience in the internships are illustrated by four cases derived from the interviews: optimal conditions for development; intern non-development; supervisor frustration; and mutual dissatisfaction. Research limitations/implications – Although the research is exploratory and limited to the experience of a small group of interns and their supervisors in one setting, it suggests that characteristics of the intern (such as motivation to learn) and the supervisor (e.g. willingness to provide support) can reduce or enhance the learning and development that is achieved during internships. Originality/value – This paper questions implicit assumptions that internships are always positive and valuable learning experiences. [ABSTRACT FROM AUTHOR]

The article discusses a research paper, which focuses on contextualising learning at the education-training-work interface, based on case study methodology. It aims to investigate the ways in which learning is contextualised among the intersecting worlds of education, training and work. It informs that this research is the first of a series which report on findings from a three-year research project (2007-2010). Results are discussed which reveal that contextualised learning is integral to industry-school transition strategies in senior secondary school learning.

The article discusses a research paper, which focuses on issues in the adoption of new technology in small technology oriented firms, based on surveys of small information and communication technologies (ICT) oriented firms in the West Midlands region of the United Kingdom. It explores issues which smaller firms face with the adoption of new technologies. It reveals how pressure to adopt new technologies largely emanates from within the small firms and shows what can happen where an owner-manager is or is not willing to listen, learn and provide appropriate resources to ensure the smooth adoption and implementation of new technologies.

The article discusses a research paper which focuses on development of a collaborative learning environment through technology enhanced education (TE3) support. It reports on the development of a knowledge transfer project, part funded through TE3, designed to encourage innovation and improve the capability of SMEs in the West Midlands region of the UK. It outlines a proposal for a collaborative learning environment which will provide value to designers of virtual learning environments and funded support providers. Findings reveals that firms that efficiently tap into all relevant sources of knowledge are likely to thrive and those which cannot may struggle.

The article discusses a research paper, which focuses on the small enterprise in the training market, based on data collected via semi-structured interviews with senior managers, observation and documentary analysis in 25 small firms in South Wales. It presents empirical evidence outlining the ways in which small businesses orientate themselves towards the training market and illuminates the factors influencing small firms' (non-) participation in formal, externally-provided training. It discusses limitations ,practical implications, and findings of research which reveal that the small firm's behavior in relation to the training market is embedded in a complex web of social relations and subjective orientations.

Purpose - The purpose of this article is to explore how higher education (HE) institutions are responding to the workforce remodelling agenda of public services and the emergence of "para-professions" within traditionally low paid/low status employment. Design/methodology/approach - With reference to recent research, the article reviews the authors' experience of foundation degrees (FDs) in education and explores tensions in managing the competing needs of the varying stakeholders. Findings - A model of work-based learning (WBL) results from the study, which includes consideration of the following key areas: employer engagement; CPD and professional bodies - external validation and professional recognition; progression into HE through the workforce; and pedagogy of WBL Research limitations/implications - This article identifies a need for the systematic examination of the issues raised by the implementation of FDs as CPD for employed staff. The assumption that FD provision for employees results in more effective WBL is challenged. The importance of FDs in accreditation for a range of occupations in the Children's Workforce also suggests a need for research into the "professionalisation" of these occupations. Practical implications - The issue of employer engagement is fundamental and that paper argues that HE has a crucial role to play but that ensuring employer engagement requires responsiveness on the part of university structures, as well as the capacity to stimulate employer engagement and/or sanction lack of employer engagement at the level of individual programmes. Originality/value - This article provides information about the new phenomenon of implementation of FDs to support workforce development. [ABSTRACT FROM AUTHOR]

Research results concerning the evaluation of a collaborative virtual learning environment (CVLE) are presented in this paper. The focus of the evaluation is the perceptions of the learners concerning the technical and social qualities of a CVLE. It is argued in this paper that course designers and system developers should put efforts to build technically robust CVLEs with proper social infrastructure. The research results showed that although some of the failures experienced by users in CVLEs are based on technological reasons, some others are based on the lack of proper social arrangements. Additionally, if CVLEs are implemented in an international environment special attention should be paid for language and cultural differences. This research also argues about the evaluation of CVLEs that should follow a socio-technical approach, to cover both technological and social issues. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to evaluate the experiences of tertiary students learning oral presentation skills in a range of online and blended learning contexts across diverse disciplines. Design/methodology/approach – The research was designed as a “federation” of trials of diverse online oral communications assessment tasks (OOCATs). Tasks were set in ten courses offered across all five faculties at University of Newcastle, Australia. The authors collected and analysed data about students’ experiences of tasks they completed through an anonymous online survey. Findings – Students’ engagement with the task was extremely positive but also highly varied. This diversity of student experience can inform teaching, and in doing so, can support student equity. By understanding what students think hinders or facilitates their learning, and which students have these experiences, instructors are able to make adjustments to their teaching which address both real and perceived issues. Student experience in this study highlighted five very clear themes in relation to the student experience of undertaking online oral communications tasks which all benefit from nuanced responses by the instructor: relevance; capacity; technology; time; and support. Practical implications – Using well-designed OOCATs that diverge from more traditional written assessments can help students successfully engage with course content and develop oral communication skills. The student experience can be used to inform teaching by catering for different student learning styles and experience. Student centred approaches such as this allows instructors to reflect upon the assumptions they hold about their students and how they learn. This understanding can help inform adjustments to teaching approaches to support improved student experience of learning oral communications tasks. Originality/value – The importance of learning oral communication skills in tertiary education is widely acknowledged internationally, however, there is limited research on how to teach these skills online in a way that is student centred. This research makes a contribution toward addressing that gap. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to assess the relative effects of participation in cooperative education (co-op) and engagement in reflection upon previous work experiences on undergraduate students’ vocational self-concept (VSC) at graduation. Design/methodology/approach – A cross-sectional survey of graduating students (n=1,483) from a Canadian university was used. Regression models and a mediation analysis were used to test the influence of co-op on VSC through the mechanism of reflection. Findings – Results suggest that both co-op and reflection on previous work experiences have direct effects on VSC, and that reflection partially mediates the relationship between degree type and VSC. Research limitations/implications – This supports the role of work-integrated learning and self-reflection as critical determinants of students’ work-related learning outcomes, and co-op as a potential container in which reflection may occur. Practical implications – Students should be given opportunity to reflect on their work-related experiences in order to strengthen their VSC. Institutions may integrate practices related to reflection in order for their students to reap the benefits of deeper learning. Originality/value – This study represents an inaugural view of the potential links between self-reflection and the development of students’ VSC across both co-op and non-co-op degree types. [ABSTRACT FROM AUTHOR]

Purpose – Cancer care is complex and an integrated cancer pathway involves many health professionals in a variety of care settings using many skills. The widely distributed and heterogeneous nature of the cancer workforce raises significant challenges with respect to professional development. Cancer Learning is a government-funded initiative designed to provide access to a wide range of quality online learning resources for all health care professionals involved in the care of cancer patients and their families. The purpose of this paper is to discuss these issues. Design/methodology/approach – A multi-phase project, led by a consortium of national stakeholders in cancer care, informed the design, build, and deployment of Cancer Learning; an online, evidence based, information and learning portal to support professional development of health professionals across the continuum of cancer care in Australia. An action research approach allowed for an iterative process of ongoing dynamic evaluation and improvement of this workforce improvement resource. Findings – The National Government Agency, Cancer Australia's Cancer Learning online hub has been supporting the professional development requirements of cancer care professionals since the site deployment in 2007. Since launch, site usage continues to grow and evaluations have been positive. Time constraints of health professionals continue to be a major barrier to sustained online learning participation. Originality/value – This research recount of the development and implementation of an Australia first national online learning initiative highlights the rigorous approach undertaken for the delivery of a quality evidence-based resource for the professional development of all health professionals involved in the delivery of cancer care. [ABSTRACT FROM AUTHOR]

Purpose – The main purpose of this paper is to find whether a correlation exists between students’ natural preferences or what is known as psychological type as determined by the Myers-Briggs Type Indicator (MBTI); the extent of their enthusiasm measured by their level of “like” to the subject, and students’ grade point average (GPA). Design/methodology/approach – Data were collected from 89 students who took the MBTI inventory in five selected faculties at Damascus University in Syria. In order to rate the subjects’ like or dislike level, the students were asked to complete a form prepared for this purpose. The students’ GPAs were also included in the analysis. Findings – Using paired sample t-test, the results indicate a statistically significant correlation between type of student and his/her faculty of study, type of student and overall study subject like, and type of student and his/her GPA. There was, however, a statistically significant correlation between various personality dichotomies of the type (Extraversion-Introversion, Sensing-Intuition, Thinking-Feeling, Judging-Perceiving) and faculty, individual subjects like, and GPA. The study also indicates a statistically significant correlation between study like and GPA, and faculty and GPA. The most critical conclusion from the study is that Sensing-Intuition dichotomy of the MBTI inventory has the strongest correlation to distribution of students among faculties, the subject's like or dislike, and the GPA. In addition, the higher the level of like for a subject, the higher the GPA is. Research limitations/implications – The study results were based on a sample of students from a specific subject area of study. To validate the results of the study, future research is highly needed on a larger sample of students from different subject disciplines. Practical implications – Empirically, this study provides decision makers of the higher education sector with relevant information regarding the intended future attempts to reform the university admission policy with regards to the career path. Originality/value – The usefulness of MBTI inventory has not been assessed in the Arab countries before. This study is therefore considered as one of the initial studies in this field. [ABSTRACT FROM AUTHOR]

Purpose – In light of the research-practice gap in youth leadership development, the purpose of this paper is to examine the effectiveness of youth leadership development in Australia, on the basis of a multidimensional and holistic framework of servant leadership. Design/methodology/approach – In total, three separate studies were conducted to achieve the above purpose, namely 33 interviews with student leaders; ten interviews with secondary college teachers and principals, as well as youth leadership facilitators; and 97 survey responses from recent secondary college graduates. Findings – There exists a significant gap between the perceptions of the students and those of the teachers/facilitators on what is being taught and what is required in youth leadership development programs. The study reveals that students have little exposure to ethics training throughout their leadership programs. The application of a holistic framework of servant leadership in youth leadership development programme is recommended and discussed. Originality/value – A framework in which to develop holistic leadership concepts, characteristics and competencies within students was developed from the findings. This framework can be used as the basis for teaching and developing young leaders in particular, as well as in more general leadership programs. [ABSTRACT FROM AUTHOR]

Purpose - The aim of this paper is to report on student perceptions of 24 graduate student internships funded in 2007-2008 by York University's Knowledge Mobilization (KMb) Unit. These internships provided opportunities for students to engage in research with community agencies around real world problems. Design/methodology/approach - The principal sources of data were semi-structured student interviews, conducted as part of an overall evaluation of the unit by an evaluation team, and student responses to surveys administered by KMb staff. Findings - The significant findings were that students reported acquiring research and professional skills, plus a new understanding of theoretical knowledge, and that projects generated concrete outcomes for their community partners. Several students maintained ongoing relationships with their organizational partners beyond the terms of their internship, creating opportunities for ongoing benefits to both students and community partners. Students also identified areas of potential improvement, notably, there is an opportunity to strengthen the experience through integration into a formal curriculum. Research limitations/implications - Limitations to this study are the relatively small sample size (n=20) and reliance on self-report measures. Practical implications - As universities explore their relationships with their local communities, graduate student internships appear to have tremendous potential for supporting research and knowledge-based needs of local communities, while providing valuable skills and training to a cohort of students in bridging academic research to real world solutions. Originality/value - This article makes an original contribution by focusing on benefits to graduate students in scholarship of engagement programs that prioritize true partnership between students, universities and communities. [ABSTRACT FROM AUTHOR]

The article discusses a research paper, which explores the influence of self-identity, motivation and social issues related to term-time employment, based on a qualitative study conducted at Chemnitz University of Technology, Germany. It investigates experiences of students when working during the term and aims to determine central aspects relevant for students when assessing their term-time job. It highlights the influence of self-identity, motivation and social aspects to students' satisfaction and dissatisfaction at work and contributes to the few studies focusing on the experiences students have as flexible employees.

The article discusses a research paper, which focuses on achieving graduate employability through consensus in the South Pacific island nation, based on surveys of senior-level undergraduate business students and employers of Papua New Guinea. It attempts to recognize the important technical and business skills and personal attributes necessary to support the employability of undergraduate business students. It addresses a foundation to support the job-readiness and employability of business graduates as well as the development of industry-relevant courses to improve the employability of business graduates. Results are discussed which indicate that significant differences exist between students and employers in their perceptions of each of the three employability support fields.

The article discusses a research paper, which focuses on financial education in small ethnic minority businesses in Great Britain, based on portal survey of owner/managers in 64 ethnic minority small-medium sized enterprises (SMEs) and a control sample of 23 non-ethnic SMEs of United Kingdom. It evaluates the financial education needs of ethnic minority SMEs in the West Midlands region of the United Kingdom. It makes an empirically rigorous contribution to a relatively under researched aspect of SME research. Results of research are discussed which show that owner/managers of micro-businesses have lower educational achievements as well as higher financial education needs than their counterparts in small and medium-sized firms.

The article discusses a research paper which explores possible implications for graduate employability of economic changes which are affecting the United Kingdom in the wake of the credit crunch. It explores the changing economic context and its implications both for HEIs and for graduates starting their careers. The research is based on current surveys and analysis of the graduate employment market, the labor market and the economy. It comments on the increasing connections between enterprise and employability which are being made by universities. It presents summary of current developments in graduate employability and enterprising learning in order to assess how well-prepared graduates are for the emerging economic environment, and the associated implications for HEIs and educators.

The article discusses a research paper which explores small-medium sized enterprises (SMEs) market orientation in Great Britain. It aims at to developing and enhancing organizational capability through learning within a small firm context. It brings together literature from organizational learning, market orientation and research methodology, to provide new insights on an established area of research, offering useful insight for clarifying past discrepancies. It provides a framework for better understanding disparities between past studies on market orientation.

The article discusses a research paper which focuses on a new approach to small business training and community based education. It examines community based education (CBE) and discusses whether this design is effective in addressing reported barriers to training faced by small business owner-managers. It aims to show that most small business owner-managers are technically competent in their area of business activity even if they do not always have equal managerial competence. Results of evaluation of CBE approach are discussed which reveal that when small business owner-managers participate in a dedicated management skills program, important gains are made that contribute to their personal and business development which can have lasting effects.

The article discusses a research paper, which focuses on training needs for women-owned SMEs in England, based on quantitative data collected through 108 on-line questionnaires. It investigates needs and preferences for training among growth-oriented women-owned SMEs in East of England. It offers original primary research into contributory growth factors for women-owned enterprises in a representative area of Britain, identifies key issues, maps survival and success factors, and assesses women entrepreneurs' training needs and preferences. Findings of research are discussed which reveal that one fourth of respondents received growth-oriented training in the previous two years, with an average duration of 3-5 days per year. The result is limited to service sectors and sole proprietorships.

Purpose - This paper aims to examine how students from foundation degrees (FDs) run at local further education colleges coped (academically and to a lesser extent psychologically) with the transition to a final year honours degree at a university. Design/methodology/approach - This paper is based on the experience of FD graduates who joined the final year of a full-time BSc (Hons) in Business and Management at Edge Hill University. The study utilised questionnaires and focus groups with the FD graduates. It also involved interviews with the lecturers at Edge Hill and the programme managers of the foundation degrees. Findings - The study found that the transition from foundation to honours degree created considerable levels of stress for the students. This largely arose because of the different approaches to teaching and learning adopted in further and higher education. In particular, Edge Hill adopted a more academic approach; there was less support; and there was a greater emphasis on independent learning. This paper identifies the need for more support for students making the transition from foundation to honours degrees. It also discusses different options for improving the transition process and highlights issues requiring further research and debate. Originality/value - The experience of students making the transition from foundation degrees to honours degrees is under-researched. This paper addresses this gap in the research. It will be of interest to policy makers, those involved in delivering foundation degrees and those recruiting FD graduates on to their honours programmes. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to highlight issues concerning the linking of research to teaching. Design/methodology/approach - The paper engages with two assumptions which appear to be taken for granted: there should be an overt and strong link between one's own research and one's teaching; and one's active involvement in the research process should, at the very least, underpin, the quality of one's teaching, and at best, improve it. Findings - There is a link between research and teaching (though the strength of the link is problematic). The link is not only a matter of intellectual or disciplinary import, but is complicated by political and vested interests. The two extremes of research and teaching can be bridged by scholarship or learning, or both together. It is unnecessary and counter-productive to demand of academics that they should be simultaneously good researchers and good teachers, although this requirement is unlikely to be realised in practice. There is no obligation whatever for academics to overtly link their own personal research to their teaching in order to be considered good teachers. Originality/value - The paper queries both these assumptions which appear to be influencing how policy concerning research and teaching is dealt with in higher education institutions, and investigates the implications of feeling obliged to teach students using personal research. [ABSTRACT FROM AUTHOR]

The transition from school to work is a crucial component in a young person's transition to adulthood. Recently data have emerged from one of the very first projects on school to work transitions. This research was undertaken in the early 1960s by researchers at the University of Leicester, and led by Norbert Elias. Nearly 900 interview schedules from the project "Adjustment of Young Workers to Work Situations and Adult Roles" have been discovered, which provide a significant insight into the school to work transitions of the 1960s. This paper aims to present some of this data for the first time. In particular the discussion will focus on the respondents' reflections on education, their expectations of paid employment and their perceptions of a "good job". The paper concludes by reflecting on the value of using such historical data and considers its implications for current debates on transitions and the expectations of school leavers. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to demonstrate that students' self-evaluations contribute to improving academic results and life skills. Design/methodology/approach - Taking as reference a group of previously validated scales (part 1: measurement), a causal model is developed. Hypotheses are tested through the structural equations methodology by using the EQS software. Findings - Advice, students' motivation, responsibility and self-concept are elements that influence the self-evaluation process. A direct and positive relation between self-evaluation and good academic results is also demonstrated. Research limitations/implications - This research has been carried out in the Spanish pre-university context. Possible generalisations to different contexts need to consider their specific characteristics. Practical implications - Because self-evaluation processes contribute to improving academic results and developing students' autonomy, teachers and tutors must develop them, perhaps through the elements which have been shown to be antecedents of such processes. Originality/value - No previous research has either developed or tested these hypotheses. The findings reinforce other studies, but now considering the pre-university educational context, when students can critically develop this skill. [ABSTRACT FROM AUTHOR]

Reports on the Sixth Annual Conference of the Learning and Skills Research Network (Learning and Skills Development Agency) held at the University of Warwick, UK, in December 2002. Presents an overview of keynote speeches and reviews selected conference papers reporting on current research in the learning and skills sector. [ABSTRACT FROM AUTHOR]

Purpose – The information a student receives after they have completed a piece of work is often known as "feedback" and this can be provided in a range of formats. Despite its importance, results of the National Students Survey in the UK consistently suggest that feedback is an area where significant improvements are needed across the higher education sector. The purpose here was to explore and advance a better understanding of the way feedback is given by lecturers as part of teaching and how students perceive and use it in their learning. Design/methology/approach – In all, three methods were used for data collection in 2010-2011. First, semi-structured interviews with 52 students helped to acquire a preliminary understanding of their feedback experiences. Second, a questionnaire completed by lecturers helped to identify their feedback provision methods. Third, a questionnaire completed by 194 students across all year groups helped to obtain their views about the usefulness of various methods of feedback provision. Findings – A content analysis of the data shows the main methods used in Part 1 to provide feedback on assignments are verbal 1:1 and generic feedback in the classroom. The main methods used in Part 2 to provide feedback on assignments are comments written on the submission or a separate sheet. In Part 3, the main methods used to provide feedback are generic feedback given in the classroom; verbal 1:1; a standard template; and comments written on the submission or a separate sheet. However, a majority of students responding to this research prefer one-on-one and personal feedback which can clearly be time-consuming for lecturers. Originality/value – The originality here lies in the use of multiple methods to ascertain feedback practices from both the perspective of its provision by lecturers and its use by students. [ABSTRACT FROM AUTHOR]

Purpose – This study aims to bridge the research gap on the perception of accountants, intention to pursue an accounting career and the role of accountants in driving organizational change among undergraduates in Malaysia. Design/methodology/approach – The study sample comprises 279 undergraduate students from a business school in Malaysia. The constructs of the study are leadership, ethical values, professionalism and role of accountants as drivers of change. Exploratory factor analysis and Cronbach's alpha are used to assess validity and reliability. Descriptive statistics and multiple linear regression are employed for hypotheses testing. Findings – The study found that students perceive accountants positively in leadership, professionalism and ethical values. However, only leadership and professionalism exert a significant positive influence on the role of the accountant as a driver of change. Ethical values was not only insignificant but had a negative relationship. Practical implications – The study suggests that there may be avenues for the profession to improve its branding to engage and retain future talent. It is imperative to embed greater emphasis of ethical values, as well as make business education more engaging. Originality/value – The study explores the perception of the accounting profession among future business leaders in a developing nation. The findings show that students appear to perceive extrinsic characteristics (leadership and professionalism) as more important than intrinsic (ethical values) in driving organizational change. [ABSTRACT FROM AUTHOR]

Graduate underemployment continues to be a serious and growing problem in the UK. Yet, there is a scarcity of research that has attempted to identify the nature, extent and specificity of the problem. This study examines the opportunity for skill use (skill requirements of the job, personal skill levels, congruence between these two measures) and intrinsic (job, career, life satisfaction) and extrinsic career success (salary, promotion) amongst underemployed graduates. Appropriately employed graduates (those who were in jobs for which they required their degree) were used as a comparison group. Questionnaire data were collected from 203 business graduates in the UK. The key findings suggested that underemployed graduates reported significantly lower levels of opportunity for skill use and intrinsic (job, career, life satisfaction) and extrinsic career success (salary). The implications of these findings and avenues for further research are discussed. [ABSTRACT FROM AUTHOR]

This study examines the importance of gender and social origin for the transition of university graduates into the first phase of a research career, the doctoral programme. It also considers whether women and members of lower social classes have better career opportunities in certain fields than in others. The empirical analysis makes use of a panel database that provides information on the education and career paths of Swiss university graduates in all fields of study as of the beginning of the 1990s. The results show that women and people from less educated families are less commonly recruited for research careers than are men and people from university-educated backgrounds. However, the degree of inequality of opportunity is not the same in all of the fields. [ABSTRACT FROM AUTHOR]

Since 1979 colleges of education in Israel have been re-conceptualized as academic institutions. The reform includes professional advancement of teacher educators through the creation of four academic ranks. One of the criteria for moving up the hierarchy from one position to the next is engagement in research activity. What benefits can be derived from the growing involvement in research and how can it impact on the individual and the institution? Responses to a questionnaire administered in one college of education indicate that there is agreement among teacher educators that research work can contribute to their need for professional growth and self-actualization and can contribute to their teaching. However, they agree that research work does not contribute to the development of leadership skills and, although teacher educators are partially ranked for promotion through their research activity, there does not seem to be any increased involvement in the decision-making processes at the college. [ABSTRACT FROM AUTHOR]

Reflects on the changes in the fields of education and training over the 40 years in which the journal "Education + Training" has been in existence. In view of the enormity of this task focuses on the issue of acceleration in the rate of generation of new knowledge. Argues that this is acceleration is not taken seriously enough and aims to redress the balance by addressing three implications which, in the author's view, are most significant: that new knowledge is often tentative and unproved and should be tested carefully; that much new knowledge is ephemeral; and that much knowledge required for problem solving is context-specific and cannot easily be generalized. Examines how each of these affects organizations in general and universities in particular, focusing on the changing views of research degrees and research skills. [ABSTRACT FROM AUTHOR]