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2. What Is Wrong with Franchise Provision? HEPI Debate Paper 36
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Higher Education Policy Institute (HEPI) (United Kingdom), Nick Braisby, Ian Harper, and Damien Page
- Abstract
Franchised provision of higher education has been under the spotlight in recent times. Without shying away from the challenges faced by those delivering successful franchise arrangements, this paper shows how important franchising can be in extending access to higher education. The authors explain what protections need to be in place to ensure franchise arrangements work out for students. They end with clear recommendations to encourage more collaboration between franchisors, franchisees and regulators, such as the Office for Students.
- Published
- 2024
3. University of Northampton: Waterside Story. HEPI Debate Paper 35
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Higher Education Policy Institute (HEPI) (United Kingdom), Nick Petford, Robert Griggs, and Terry Neville
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In this HEPI Report, Nick Petford, Robert Griggs and Terry Neville explore the rationale and development of the University of Northampton's Waterside Campus, one of the UK's most ambitious university relocation projects. They conclude with a series of lessons learned.
- Published
- 2024
4. Neoliberal or Not? English Higher Education. HEPI Debate Paper 34
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Higher Education Policy Institute (HEPI) (United Kingdom), Roger Brown, and Nick Hillman
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This HEPI Report includes two contrasting views on recent higher education policies and alternatives to the status quo. In Part One, Roger Brown argues neoliberal policies have damaged English higher education in recent decades -- and continue to do so. He says neoliberalism has many adverse effects, including 'increased stratification, the commodification of learning and (for some groups) reduced participation'. In Part Two, Nick Hillman questions if it actually makes sense to paint recent reforms as neoliberal and suggests a wholly different approach might not bring the benefits that many people expect to see. Furthermore, he argues that supply-side reform has not yet gone far enough. [Foreword by Chris Husbands.]
- Published
- 2023
5. A Framework for Developing Student-Faculty Partnerships in Program-Level Student Learning Outcomes Assessment. Occasional Paper No. 53
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National Institute for Learning Outcomes Assessment, Curtis, Nicholas, and Anderson, Robin
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In her April 2010 NILOA paper, "Opening Doors to Faculty Involvement in Assessment," Pat Hutchings called for institutions to involve students in assessment, citing the potential to increase faculty engagement. In Curtis and Anderson (2020), the first author interviewed numerous partnership experts in both the United Kingdom and the United States regarding student-faculty partnerships and the extent to which students currently engage in the assessment process. Findings from the study make it clear that there currently exists little student-faculty partnership in assessment at the program- or system-levels. Combining existing research on partnership and the expert responses from the Curtis et al. study, we present a framework, based on prototyping, for developing student-faculty partnerships in program-level student learning outcomes assessment.
- Published
- 2021
6. The Changing Nature and Role of Vocational Education and Training in Europe. Volume 7: VET from a Lifelong Learning Perspective: Continuing VET Concepts, Providers and Participants in Europe 1995-2015. Cedefop Research Paper No. 74
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Cedefop - European Centre for the Development of Vocational Training, Department for VET Systems and Institutions (DSI)
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This research paper is one in a series produced as part of the Cedefop project The changing nature and role of VET (2016-18). The aim of the paper is to provide an overview of how CVET is conceptualised in various international level policy documents and how it is referred to across countries. It discusses national conceptions of CVET, the providers, participation by IVET graduates in non-formal education and training (NFE), and participation of adults in VET education institutions in European Union Member States, Iceland and Norway. The paper describes how the provision of CVET by different types of provider has changed over the past two decades, discussing the main drivers of this change and speculating about possible future trends. One of the main findings is that there are many dominant conceptions of CVET across Europe and the use of this term is not consistent, sometimes not even within countries. [The research was carried out by a consortium led by 3s Unternehmensberatung GmbH, led by Dr Jorg Markowitch; the consortium includes the Danish Technological Institute, the Institute of Employment Research (University of Warwick), the Institute of International and Social Studies (Tallinn University) and Fondazione Giacomo Brodolini. The Federal Institute for Vocational Education and Training (BIBB) in Germany is supporting the project as a subcontractor.]
- Published
- 2019
7. The True Returns to the Choice of Occupation and Education. Discussion Paper No. 1746
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Clark, Andrew E., Cotofan, Maria, and Layard, Richard
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Which occupations are best for wellbeing? There is a large literature on earnings differentials, but less attention has been paid to occupational differences in non-pecuniary rewards. However, information on both types of rewards is needed to understand the dispersion of wellbeing across occupations. We analyse subjective wellbeing in a large representative sample of UK workers to construct a measure of "full earnings", the sum of earnings and the value of non-pecuniary rewards, in 90 different occupations. We first find that the dispersion of earnings underestimates the extent of inequality in the labour market: the dispersion of full earnings is one-third larger than the dispersion of earnings. Equally, the gender and ethnic gaps in the labour market are larger than data on earnings alone would suggest, and the true returns to completed secondary education (though not to a degree) are underestimated by earnings differences on their own. Finally, we show that our main results are similar, and stronger, for a representative sample of US workers. [Funding for this report was provided by an Écoles Universitaires de Recherche, EUR (University Research Schools, EUR) grant.]
- Published
- 2021
8. Generation COVID: Emerging Work and Education Inequalities. A CEP COVID-19 Analysis. Paper No. 011
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Major, Lee Elliot, Eyles, Andrew, and Machin, Stephen
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The purpose of this brief paper is to present initial findings from the recently collected London School of Economics and Political Science-Centre for Economic Performance (LSE-CEP) Social Mobility survey, which was undertaken as part of the UK Research and Innovation (UKRI) project 'Generation COVID and Social Mobility: Evidence and Policy'. These are the first results from a project that is producing a detailed assessment of COVID-19's impact on education and economic inequalities and offering an assessment for the longer term consequences for social mobility in the UK. Alongside the survey findings, the authors have also analysed economic and education outcomes of individuals in April 2020 in the Understanding Society (USoc) national household panel data. Before the pandemic, younger generations were already facing declining absolute social mobility and real wage decline (Elliot Major and Machin, 2018, 2020a). Education inequalities were also widening. Here new findings are presented on inequalities in the workplace and the classroom that have emerged following the pandemic.
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- 2020
9. COVID-19 -- Potential Consequences for Education, Training, and Skills. SKOPE Issues Paper 36
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University of Oxford (United Kingdom), Centre on Skills, Knowledge and Organisational Performance (SKOPE) and Keep, Ewart
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The main focus of the paper is on youth unemployment and wider transitions into work, but it also has some thoughts on adult unemployment and re-training. This paper is founded upon a basic assumption -- namely that if the public money available across the United Kingdom to support measures around skills and unemployment is finite, then targeting those most at risk and defining which kinds of measures are the most cost-effective will be important. The information already available (Wilson et al, 2020) suggests that it is known which sectors, occupations, localities and kinds of people will most likely be hardest hit by the coming recession. The main issues will be deciding: (1) What groups to prioritise, which interventions will work best and most cost-effectively, and also which can be delivered to swiftly address the immediate problems liable to emerge as the furlough scheme is wound down and school, college and university leavers hit a disrupted labour market; and (2) what additional measures will be needed in the longer term as some groups experience extended periods of unemployment.
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- 2020
10. Perspectives on the Year Abroad: A Selection of Papers from YAC2018
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Research-publishing.net (France), Salin, Sandra, Hall, Damien, Hampton, Cathy, Salin, Sandra, Hall, Damien, Hampton, Cathy, and Research-publishing.net (France)
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This volume draws together a selection of papers from YAC2018, the first meeting in the annual Year Abroad Conference series, which took place at Newcastle University in September 2018. The contributions collected here examine some of the opportunities, gains, and challenges the Year Abroad brings for both students and staff. They are presented around the five broad themes around which YAC2018 was organised: mental health, year abroad preparation, student perception of the year abroad, year abroad assessment, and employability. This volume will be of interest to academics and professional services staff involved in the preparation, administration, and management of the year abroad. [Newcastle University and the School of Modern Languages in particular provided organisational and financial support in the preparation of the event.]
- Published
- 2020
11. Neo-Nationalism and Universities in Europe. Research & Occasional Paper Series: CSHE.7.2020
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University of California, Berkeley. Center for Studies in Higher Education and van der Wende, Marijk
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The European Union is likely the most far-developed cross-border public space for higher education. The European Higher Education Area (EHEA) and the European Research Area (ERA) both span an even larger number of countries including associate and partner countries of the EU. Based on shared European values, such as academic freedom, cross-border cooperation, and mobility, these policy frameworks have been developed in Europe over the last decades and with much success. HE systems in this area are thus well-positioned to benefit from cross-border mobility and collaboration but may at the same time face a certain loss of control over HE, for instance with respect to access due to the cross-border flows of students. This seems to make them vulnerable to populist tendencies and neo-nationalist politics seeking to inhibit the free movement of students, scholars, and data. Such tendencies have never been completely absent on the "old continent" but resurged over the uneven outcomes of globalization, the effects of the global financial and consequent Euro crisis, and the refugee crisis. Meanwhile, the impact of the coronavirus crisis is still by and large unknown. Populist tendencies seem now to be turning against the EU, with its freedom of movement for persons (i.e. open borders) as one of its cornerstones and are therefore of concern for the HE sector. Countries such as the UK, Switzerland, Denmark, and the Netherlands have a different position in the European landscape but are all struggling with the complexity of combining the virtues of an open system with constrained national sovereignty. Sovereignty is required in terms of steering capacity in order to balance access, cost, and quality, i.e. the well-known "higher education trilemma." In open systems this is challenged by the "globalization trilemma", which states that countries cannot have national sovereignty, (hyper)globalization and democracy at the same time. How are the EU, its Member States, and the HE sector responding? Will the Union stay united (i.e. Brexit)? Are the legal competencies of the EU in HE strong enough? What about the many European university associations, leagues, and networks? And what do the millions of (former) Erasmus students have to say?
- Published
- 2020
12. Reforming the UCAS Personal Statement: Making the Case for a Series of Short Questions. HEPI Debate Paper 31
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Higher Education Policy Institute (HEPI) (United Kingdom), Fryer, Tom, Westlake, Steve, and Jones, Steven
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There are increasing calls for the UCAS personal statement to be reformed. These calls are based on the claim that the current personal statement gives unfair advantages to more privileged applicants within higher education admissions. While this topic has attracted political attention, there is much about the personal statement that remains unknown. Of the evidence that does exist, it suggests that applicants from under-represented backgrounds face larger challenges with their personal statements, and that this results in fewer offers from more selective higher education providers. However, there has been less attention on understanding applicants' perspectives and the specific challenges they face in writing their UCAS personal statement. This report offers two new pieces of evidence to address this gap: (1) By analysing 164 personal statement drafts from 83 applicants from under-represented backgrounds, this report outlines the challenges applicants face when writing a UCAS personal statement. Particular challenges were found on including an appropriate academic discussion, with 83 per cent of drafts failing to supply an evidence-based opinion about a topic in their subject area. Similarly, applicants struggled to organise their statement in an effective way, with 35 per cent of applicants struggling in at least one draft to write with cohesive paragraphs; and (2) Surveys and interviews with under-represented applicants. The applicants describe three main challenges in writing their statements: (a) the opening paragraph; (b) meeting the character limit; and (c) knowing what would impress the admissions tutors. Applicants tell of the large toll of the personal statement, with some spending 30 to 40 hours on it, which requires sacrifices in both their studies and their wider lives. Combining this new evidence and the existing literature, the report then assesses the case for reforming the UCAS personal statement by considering its compatibility with Universities UK and GuildHE's "Fair admissions code of practice." Four options for reform are considered, and it is argued that a series of short-response questions is most compatible with the "Fair admissions code of practice." To be compatible, these short-response questions should assess 'baseline' suitability for a course rather than being used to distinguish between applicants that demonstrate competencies above this. The report concludes with three example short-response questions, arguing that these have considerable potential to increase fairness in higher education admissions. [For the related policy note, see ED630778.]
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- 2022
13. Could Universities Do More to End Homelessness? HEPI Debate Paper 30
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Higher Education Policy Institute (HEPI) (United Kingdom) and Hurst, Greg
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Applications to local authorities for homelessness assistance per head are significantly higher in university towns and cities in England compared with areas without a university (1,428 per 100,000, compared with 1,007). Rates of households living in temporary accommodation are more than twice as high (475 per 100,000, compared with 218). The prevalence of rough sleeping is more than three times greater (13 per 100,000, compared with 5). Similar patterns are found in Scotland and, to some degree, in Wales. In this Higher Education Policy Institute (HEPI) Debate Paper Greg Hurst, a former Education Editor at The Times, calls on universities to do much more to tackle homelessness in a variety of ways. [Foreword written by Mary Stuart.]
- Published
- 2022
14. Inequalities in Student to Course Match: Evidence from Linked Administrative Data. CEP Discussion Paper No. 1647
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Campbell, Stuart, Macmillan, Lindsey, Murphy, Richard, and Wyness, Gill
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This paper examines inequalities in the match between student quality and university quality using linked administrative data from schools, universities and tax authorities. We analyse two measures of match at the university-subject (course) level, based on student academic attainment, and graduate earnings. We find that students from lower socio-economic groups systematically undermatch for both measures across the distribution of attainment, with particularly stark socio-economic gaps for the most undermatched. While there are negligible gender gaps in academic match, high-attaining women systematically undermatch in terms of expected earnings, largely driven by subject choice.
- Published
- 2019
15. Teaching Assistants, Computers and Classroom Management: Evidence from a Randomised Control Trial. CEP Discussion Paper No. 1562
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Education Endowment Foundation (EEF) (United Kingdom), Johnson, Helen, McNally, Sandra, Rolfe, Heather, Ruiz-Valenzuela, Jenifer, Savage, Robert, Vousden, Janet, and Wood, Clare
- Abstract
Many students still leave school without a good grasp of basic literacy, despite the negative implications for future educational and labour market outcomes. We evaluate a programme that involves changing how resources are used within classrooms to reinforce the teaching of literacy. Specifically, the programme involves training teaching assistants to deliver a tightly structured package of materials to groups of young children. Further, we compare the effectiveness of computer-aided instruction using available software with the paper equivalent. We implement the experiment in the context of a Randomised Control Trial in English schools. Both interventions have a short-term impact on children's reading scores, although the effect is bigger for the paper intervention and more enduring in the subsequent year. This paper shows how teaching assistants can be used to better effect within schools, and at a low cost.
- Published
- 2018
16. Engineering Graduates for UK Manufacturing: 'Further Confirmation of the Evident Minimal Impact of Possible Workforce-Planning Policy Responses to Sectoral Shortage Reports.' SKOPE Research Paper No. 125
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University of Oxford (United Kingdom), Centre on Skills, Knowledge and Organisational Performance (SKOPE) and Dixson, Matthew
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This paper examines evidence from the HESA DLHE six-month Censuses and 3½ year ('longitudinal') surveys relating to three aspects of the flows of those who have left university with Higher Education Engineering qualifications, to test the robustness of the conclusions of SKOPE Research Paper No. 122 (Dixon, 2015), which showed strong evidence that most Engineering graduates do not go on to work in the sectors of the economy that might be expected, in particular in the 'natural' Manufacturing sub-sector. Specifically, the paper examines three questions: (1) whether evidence of starting salary levels for those from particular disciplines going into particular sectors could explain the relative flows (on the assumption that higher salaries for graduate vacancies in a particular sector would attract more applications); (2) whether evidence of sector destinations three years on from the (six-month after graduation) Census data analysed in Dixon (2015) would show up significantly different levels of 'leakage'; and (3) whether those entering employment having completed Taught Masters (as opposed to First Degree) courses in particular Engineering disciplines would tend (in the light of their apparent greater interest and deeper understanding in the specific discipline) to enter the "expected" sectors more than their Bachelors colleagues. The "bottom line" answers to these questions is that -- with rather minor exceptions -- none of the relevant broader evidence from HESA DLHE data over a ten-year period significantly questions the very considerable 'leakage', away from the 'natural' Manufacturing sub-sector, that was found and presented in Dixon (2015). (1) There is "some" correlation between the "average salaries offered" (by employers in each 'destination' sector to cohorts from each Engineering discipline examined) and the "size of the flows" from each discipline into each sector, but it is limited and rarely strong. While there might be reasons why average salary differences might not be large enough to provide a sufficient incentive for Engineering graduates to choose one sector over another, evidence of considerably greater correlation would have been helpful to justify the traditional response of classical economics to employers' concerns about shortages: "offer more money"! (2) While there are sample size issues constraining the statistical precision of comparisons between the two DLHE surveys, these have been addressed, and comparisons of the "linear flows" of graduates from each discipline into the natural Manufacturing sub-sector show (a) comparatively very small differences, and (b) on balance, slightly "greater" 'leakage' three years on; and (3) More MSc's in "Automotive" and "Aerospace Engineering" have, over the ten years examined, then gone into the "Manufacture of Motor Vehicles"... and "Air and Space craft manufacture" (respectively) than BEng's from these disciplines. However, for the other disciplines compared, there is little difference, and -- in terms of entry into Manufacturing as a whole, for the most recent year in the period - the fraction of the disciplinary cohorts entering "any type of Manufacturing" is slightly "higher" for MSc's than First Degree (FD) graduates in "three" Engineering disciplines, though "lower" for MSc's than FD's in "four"! This new evidence, therefore, only serves to "strengthen" the great importance of NOT assuming linear flows of Engineering graduates into the "natural" Manufacturing sub-sectors corresponding to their discipline, in particular in policy responses to reports of shortages from such sub-sectors.
- Published
- 2017
17. Mixed Media: What Universities Need to Know about Journalists so They Can Get a Better Press. HEPI Debate Paper 26
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Higher Education Policy Institute (HEPI) (United Kingdom) and Bennett, Rosemary
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In this HEPI debate paper on the media and higher education, Rosemary Bennett provides a commentary on the interaction of the two sectors and proposes ideas on how universities might best engage with journalists to promote themselves and their research. [Foreword by Adam Tickell.]
- Published
- 2021
18. Education and Skills: The UK Policy Agenda. Election Analyses Series. Paper No. CEPEA041
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), McNally, Sandra, and Wyness, Gill
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The UK's overall school budget has been protected in real terms but does not provide for funding per pupil to increase in line with inflation. Because pupil numbers are increasing, large falls in expenditure per pupil are expected over the next few years unless more funding is allocated. The situation facing post-16 education is a lot worse. A more widespread adoption of grammar schools is very likely to increase socio-economic segregation by school type and is unlikely to lead to any increase in average educational attainment in the country. Although increasing intermediate skills among young people and adults is needed, many concerns have been raised about the how apprenticeship policy is being implemented. This includes an emphasis on quantity over quality and differences in the provision of training opportunities for large employers compared with small and medium-sized enterprises.
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- 2017
19. Meeting Skills and Employability Demands: Thematic Peer Group Report. Learning & Teaching Paper #13
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European University Association (EUA) (Belgium)
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The 2020 EUA Learning & Teaching Thematic Peer Group on "Meeting skills and employability demands" explored how universities can ensure that their study programmes reflect the dynamic demands of society and the labour market, and address skills demands throughout the student experience. In this paper, employability is considered as part of universities' mission to educate and to contribute in general to future graduates' personal and professional development, including in lifelong learning. It outlines challenges associated with this mission and provides recommendations to tackle them.
- Published
- 2021
20. Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference. Contributions from Science Education Research. Volume 6
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McLoughlin, Eilish, Finlayson, Odilla E., Erduran, Sibel, Childs, Peter E., McLoughlin, Eilish, Finlayson, Odilla E., Erduran, Sibel, and Childs, Peter E.
- Abstract
This edited volume presents innovative current research in the field of Science Education. The chapter's deal with a wide variety of topics and research approaches, conducted in a range of contexts and settings. Together they make a strong contribution to knowledge on science teaching and learning. The book consists of selected presentations from the 12th European Science Education Research Association (ESERA) Conference, held in Dublin, Ireland from 21st to 25th August, 2017. The ESERA community is made up of professionals with diverse disciplinary backgrounds from natural sciences to social sciences. This diversity enables a rich understanding of cognitive and affective aspects of science teaching and learning. The studies in this book will stimulate discussion and interest in finding new ways of implementing and researching science education for the future. The twenty-two chapters in this book are presented in four parts highlighting innovative approaches to school science, emerging identities in science education, approaches to developing learning and competence progressions, and ways of enhancing science teacher education. This collection of studies showcases current research orientations in science education and is of interest to science teachers, teacher educators and science education researchers around the world with a commitment to bridging research and practice in science teaching and learning. [Individual papers are indexed in ERIC.]
- Published
- 2019
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21. Beyond Business as Usual: Higher Education in the Era of Climate Change. HEPI Debate Paper 24
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Higher Education Policy Institute (HEPI) (United Kingdom) and Facer, Keri
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With climate change continuing to be the biggest global threat, this paper argues that universities and colleges should take a leading role in putting the world on a more sustainable footing. Making use of the latest research and powerful case studies, the author makes a series of recommendations for students, staff and policymakers that would deliver a new approach, from changes to day-to-day operations to the core educational mission and civic role of the university. These recommendations include: (1) Redesigning the day-to-day operations of universities and colleges; (2) Reinvigorating the civic role of institutions; (3) Reshaping the knowledge structures of the university; and (4) Refocusing the educational mission of the institution to support students.
- Published
- 2020
22. The Role of Labour Market Information in Guiding Educational and Occupational Choices. OECD Education Working Papers, No. 229
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Organisation for Economic Cooperation and Development (OECD) (France), Hofer, Andrea-Rosalinde, Zhivkovikj, Aleksandra, and Smyth, Roger
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Governments recognise that careers guidance, underpinned by accurate labour market information, can help learners make post-secondary education choices that match their interests, aptitudes and abilities, and lead to rewarding employment. For this reason, they have invested in building linked education/employment information systems and other information resources which are displayed on websites targeted to learners and their families. However, researchers and governments agree that these efforts are often ineffective in informing learners' decisions -- access to information is not sufficient to provide effective support to student choice. Drawing upon the insights of behavioural economics, this paper examines how learners access and use information, and what this implies for the design of public study and career choice websites that aim to effectively support student choice. The report also takes stock of the career guidance websites in use in the majority of OECD countries, and sets out to provide actionable advice for policy makers to guide the design of effective information policy levers that support student choice.
- Published
- 2020
- Full Text
- View/download PDF
23. Graduate Returns, Degree Class Premia and Higher Education Expansion in the UK. CEP Discussion Paper No. 1392
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Naylor, Robin, Smith, Jeremy, and Telhaj, Shqiponja
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We investigate the extent to which graduate returns vary according to the class of degree achieved by UK university students and examine changes over time in estimated degree class premia. Using a variety of complementary datasets for individuals born in Britain around 1970 and aged between 30 and 40, we estimate an hourly wage premium for a "good" (relative to a "lower") class of degree of 7% to 9%, implying a wide spread around the average graduate premium. We also estimate the premium for a good relative to a lower degree for different cohorts (those born between the mid-1960s and early-1980s) and find evidence that the premium for a good degree has risen over time as the proportions of cohorts participating in higher education have increased. Tables and a list of university types are appended.
- Published
- 2015
24. Challenges Faced by International Students Studying in the United Kingdom with Main Focus on Nigerian Students
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Elizabeth Achinewhu-Nworgu, Queen Chioma Nworgu, and Chinuru Achinewhu
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The rational for this research paper is to examine the challenges faced by international students with focus on Nigerian students embracing the British education system and impact on their motivation and academic performance. The paper presents a critical overview in relation to the barriers faced by Nigerian students in terms of obtaining and maintaining their visas, seeking employment, cultural integration, and access to education and how these challenges impact on their motivation and academic performance. The study utilizes both quantitative and qualitative research methods to provide a comprehensive analysis of the challenges faced by Nigerian students in regard to studying in the UK and keeping up to visa requirements with limited working hours given to study. To ascertain the degree of impact, a primary data was carried out to hear from few of the students. Findings of research shows that majority of the Nigerian students that came to study in the UK had high expectations with the hope that coming to study and work in the UK was the best option to escape from the problem of high unemployment and hardship faced back in their home countries. Some expressed the disappointments on how they struggled to find accommodation with family and not sure if coming to the UK was worth the money, they paid to facilitate their study visa. The most disappointed expectations were the cost of living and not being able to get the twenty hours jobs allowed to work while studying to help them with excessive cost of living. Some felt that more support is needed to help international students in their studies in the UK considering the high fees paid to gain British education. [For the complete Volume 22 proceedings, see ED656158.]
- Published
- 2024
25. Miseducation: Decolonising Curricula, Culture and Pedagogy in UK Universities. HEPI Debate Paper 23
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Higher Education Policy Institute (HEPI) (United Kingdom) and Liyanage, Mia
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Decolonisation is rapidly becoming a familiar term in higher education institutions. Students and activist groups have helped decolonisation move onto the national agenda, backed by recent worldwide events surrounding the Black Lives Matter movement. Despite its newfound popularity, there is still substantial disagreement and misunderstanding about what 'decolonisation' actually entails. Using testimony from 16 interview respondents across academia, activism and policy, this report addresses the common misconceptions about decolonisation and recommends a series of practical steps towards its implementation. The recommendations include: (1) Get educated about decolonisation and end its conflation with equality, diversity and inclusion initiatives; (2) Reprioritise: decolonisation is both pedagogically necessary and academically rigorous; (3) Fund Black, Asian & Minority Ethnic (BAME) research; (4) Tackle discrimination, hostility and unconscious bias; and (5) Institutionalise decolonisation: create departmental roles and engage students. The findings of "Miseducation" demonstrate that decolonisation is both a vital and a beneficial next step for our universities. [Foreword written by Iyiola Solanke.]
- Published
- 2020
26. Social Mobility and Higher Education: Are Grammar Schools the Answer? Occasional Paper 22
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Higher Education Policy Institute (HEPI) (United Kingdom), Furlong, John, Lunt, Ingrid, Furlong, John, Lunt, Ingrid, and Higher Education Policy Institute (HEPI) (United Kingdom)
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HEPI's last foray into the debate on academic selection suggested grammar schools are successful in helping their poorer pupils reach highly-selective universities. In this response, a diverse set of voices use the latest evidence to challenge the idea that grammar school systems serve pupils better than comprehensive schools. This collection of essays also asks what lessons comprehensive schools might offer for the UK's highly-selective university system. Chapters in the volume include: (1) Introduction (John Furlong and Ingrid Lunt); (2) A Methodological Critique (Matt Dickson and Lindsey Macmillan); (3) Selective Secondary Education and Progression to Higher Education (Vikki Boliver and Queralt Capsada-Munsech); (4) What Do Cohort Studies Reveal about Grammar Schools, Higher Education and Social Mobility? (Alice Sullivan); (5) Rolling Forward Comprehensive Education: The Case for Including Universities (Tim Blackman); and (6) Concluding Comments (John Furlong and Ingrid Lunt).
- Published
- 2020
27. Paying for Higher Education. Paper No. EA026
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP) and Wyness, Gill
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The United Kingdom (UK) has dramatically increased the supply of graduates over the last four decades. The university system has successfully produced a huge increase in mass higher education over the last 40 years to meet an increased demand for skilled workers. It is one of the UK's most successful export industries in terms of attracting foreign students and is second only to the US in terms of scientific prestige. The coalition government's efforts to transfer the financial burden of higher education away from the taxpayer and towards graduates, and create a more efficient, competitive sector, have not yet materialised. In fact, the current system has almost no price variation and is almost as expensive as the one it replaced. This report discusses the costs and growth of higher education in the UK.
- Published
- 2015
28. Should All Student Loan Payments Be Income-Driven? Trade-Offs and Challenges. White Paper
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Institute for College Access & Success, Asher, Lauren, Cheng, Diane, and Thompson, Jessica
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This white paper analyzes the potential effects of requiring income-driven repayment for all federal loans as well as relying on paycheck withholding for loan payments, with particular attention to the implications for low-income students and families. The Institute for College Access & Success (TICAS) also examines the relevance and evolution of mandatory IDR ["income-driven repayment"] systems in Australia and the United Kingdom, and the paper includes specific recommendations to streamline and improve student loan repayment options in the United States. Two appendices are included: (1) Citation List of Figure 2: "Key Comparisons of IDR Systems and Context: U.S., U.K., and Australia"; and (2) Borrower Example Details.
- Published
- 2014
29. Paying out and Crowding out? The Globalisation of Higher Education. CEP Discussion Paper No. 1299
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Machin, Stephen, and Murphy, Richard
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We investigate the rapid influx of overseas students into UK higher education and the impact on the number of domestic students. Using administrative data since 1994/5, we find no evidence of crowd out of domestic undergraduate students and indications of increases in the domestic numbers of postgraduate students as overseas enrolments have grown. We interpret this as a cross-subsidisation and establish causal findings using two methods. Firstly, we use the historical share of students from a sending country attending a university department as a shift-share instrument to predict enrolment patterns. Secondly, we use a change in Chinese visa regulations and exchange rates in combination with strong subject preferences as a predictor of overseas student growth. The following are appended: (1) Additional Figures and Tables; and (2) Data Description. [This paper was produced as part of the Centre's Education & Skills Programme. The Centre for Economic Performance is financed by the Economic and Social Research Council.]
- Published
- 2014
30. Do Income Contingent Student Loan Programs Distort Earnings? Evidence from the UK. NBER Working Paper No. 25822
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National Bureau of Economic Research, Britton, Jack W., and Gruber, Jonathan
- Abstract
Government backed income contingent student loans are an increasingly being used to fund higher education. An income contingent repayment plan acts as an incremental marginal tax on labor earnings, which could cause individuals to distort their work effort. This paper uses an administrative dataset from the UK that links student loan borrowers between 1998 and 2008, to their official tax records between 2001/02 and 2013/14. Using a combination of techniques, including bunching and difference-in-difference methodology, our findings strongly reject the hypothesis that the UK's income-contingent repayment plan distorts labor supply. [The Economic and Social Research Council's (ESRC's) Centre for the Microeconomic Analysis of Public Policy at IFS provided financial support for this work.]
- Published
- 2019
- Full Text
- View/download PDF
31. Qualifications at Level 5: Progressing in a Career or to Higher Education. Working Paper No 23
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Cedefop - European Centre for the Development of Vocational Training, Grm, Slava Pevec, and Bjørnåvold, Jens
- Abstract
This study addresses qualifications at level 5 of the European qualifications framework (EQF) in 15 countries (Belgium (Flanders), the Czech Republic, Denmark, Estonia, Ireland, France, Croatia, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Austria, Portugal, the United Kingdom (EWNI and Scotland) that had linked their national qualification levels to the EQF by June 2012. EQF level 5 qualifications play an important role in providing access to employment and career advancement as well as enabling further learning and progression to higher education. This double function makes them attractive to learners and employers. Although the extent to which countries use qualifications at EQF level 5 differs, their importance is growing in all countries investigated for several reasons. First, they are developed as response to increased needs for advanced technical and/or management skills. Second, they seem to be especially attractive to students with VET background and those already in employment. They also contribute to lifelong learning by being accessible and attractive for adults and non-traditional learners. The following are appended: (1) List of working definitions; (2) List of interviewees; (3) Available data on EQF level 5 qualifications; (4) Key purposes and functions of qualifications; (5) Further material on learning outcome descriptions of qualifications; and (6) Duration and mode of delivery. A bibliography is also included. [The research was carried out by Panteia in consortium with 3S under Cedefop service contract AO/ECVL/JBSPEV/Qualifications_EQF_level_5/001/12.]
- Published
- 2014
32. Study Abroad and Student Mobility: Stories of Global Citizenship. Research Paper No. 21
- Author
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University College London (UCL) (United Kingdom), Development Education Research Centre (DERC), Blum, Nicole, and Bourn, Douglas
- Abstract
The opportunity to study abroad is broadly hailed as a route for young people to develop a wide range of knowledge and skills, including intercultural understanding, interpersonal skills, and language learning, among many others. Universities around the world are investing significant resources in developing a variety of study abroad programmes, ranging from short or long term in duration, and from guided to independent study. These may have a number of aims, including to promote individual student learning and development and to enhance student mobility and employability, particularly in the context of a rapid and changeable global employment market. The terms 'global citizen', 'global graduate', 'global skills' and 'global mindset' have all taken on increased significance within this context. Limited research has been conducted, however, to explore students' own perspectives of these terms. This small scale study therefore set out to explore the perspectives of students on UCL's BASc programme and especially to better understand where and how the learning they gained during study abroad resonates with UCL's global citizenship and student mobility strategies. [Funding was provided by the UCL Global Engagement Office (GEO).]
- Published
- 2019
33. Education across the UK Nations: Performance, Inequality and Evidence. Program on Education Policy and Governance Working Papers Series. PEPG 12-08
- Author
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Harvard University, Program on Education Policy and Governance, Machin, Stephen, McNally, Sandra, and Wyness, Gill
- Abstract
The four "home countries" of the United Kingdom are becoming increasingly different with regard to education policy. Nevertheless, they are still highly comparable as compared to education systems elsewhere. Over time, they have had a similar legislative framework (particularly in England, Wales and Northern Ireland) and, in a broader sense, there is a similar social context across the four countries. For example, there is a comparable level of inequality across many education indicators, with similar trends emerging in recent times. In-depth analysis by the National Equality Panel (2010) attributed this to the fact that policies most important for influencing distributional outcomes (such as tax and benefits) are UK-wide. In this paper, the authors take the opportunity to appraise differences and similarities in educational policies and outcomes in the four UK nations. The fact that England has pursued very different policies in the recent past than Scotland, Wales and Northern Ireland provides a good testing ground to undertake such a comparative review of what has and has not worked so well in terms of the education reforms that have taken place. The content of the paper is structured as follows. In Section 2, the authors discuss some key areas of education policy in England, Wales, Scotland and Northern Ireland. In Sections 3 and 4, they compare the countries in terms of educational performance and inequality. In Section 5, the authors then discuss evaluation evidence as it relates to key educational issues and the differences and similarities in educational outcomes across the different UK nations. Section 6 offers some concluding remarks. Data Appendix is included. (Contains 8 tables, 1 figure and 6 footnotes.)
- Published
- 2012
34. Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Briefing Paper 28
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National Centre for Vocational Education Research, Lumsden, Marilyn, and Stanwick, John
- Abstract
Taking a gap year--a break between high school and university--is becoming increasingly popular with Australian students. In terms of length and purpose, the traditional notion of a gap year being a year off between school and university has expanded considerably over time. For the purposes of the analysis reported in this paper, a person who takes a gap year is defined as "an individual who commenced university one to two years after completing Year 12. This includes those who accept and defer their university placement for one to two years" (Curtis, Mlotkowski & Lumsden 2012). Highlights of this report include: (1) In Australia the incidence of taking a gap year has increased from 10% in the period 1999-2000 to 24% in 2009-10; (2) The top four primary activities undertaken by gap students in 2009-10 were work (51%), full-time study leading to a non-university qualification (10%), other study (6%), and travel (6%); (3) Characteristics of gap-takers include: (a) being academically less inclined than non-gap-takers; (b) living in regional locations when at school; (c) having English speaking backgrounds; (d) being employed when in Year 12 at school; and (e) being less likely to receive Youth Allowance payments while at school; (4) In their first year of university, gap-takers are more likely to study in the areas of education and creative arts; and (5) Those who don't take a gap year are substantially more likely at age 24 to be employed full-time and to work in professional occupations than gap-takers. Much of this difference can be attributed to the fact that, in terms of their careers, gap-takers are a year or two behind those who don't take a gap year. The data do not allow the authors to measure the longer-term outcomes of both groups because the Longitudinal Surveys of Australian Youth (LSAY) stops at age 25. Appended are: (1) Gap year definitions; and (2) LSAY cohorts sample sizes and durations. (Contains 13 tables.) [For "Bridging the Gap: Who Takes a Gap Year and Why? Longitudinal Surveys of Australian Youth. Research Report," see ED533077.]
- Published
- 2012
35. Shifting Identities, Blurring Boundaries: The Changing Roles of Professional Managers in Higher Education. Research & Occasional Paper Series: CSHE.10.2008
- Author
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University of California, Berkeley, Center for Studies in Higher Education and Whitchurch, Celia
- Abstract
This paper builds on earlier reviews by the author of the changing roles and identities of contemporary professional staff in UK higher education (Whitchurch, 2004; 2006a; 2006b), and describes an empirical study that was undertaken between 2004 and 2007. It progresses the argument that the generic terms "administration" and "management" no longer do justice to the activities of these staff, and uses the concept of identity to develop four categories of "bounded," "cross-boundary," "unbounded" and "blended professionals." Via these categories it is shown how individuals are not only interpreting their given roles more actively, but are also moving laterally across boundaries to create new professional spaces, knowledges and relationships. The paper goes on to introduce the concept of "third space" as an emergent territory between academic and professional domains, in which "unbounded" and "blended professionals," particularly, are likely to work. It considers the implications of these developments for both institutions and individuals, and makes some comparisons with parallel groups of staff in Australia and the United States. Finally, it proposes that "third space" working is suggestive of future trends in professional identities, which may increasingly coalesce with those of academic colleagues who undertake project- and management oriented roles. (Contains 3 figures.) [An earlier version of this paper was presented at the Conference of the Society for Research into Higher Education (Brighton, UK, December 11-13, 2007). The study it describes was supported by a grant from the UK Leadership Foundation for Higher Education.]
- Published
- 2008
36. Examine the Notion That AI Has Come to Replace Education Jobs in Classroom Teaching and Learning Done by Human Beings
- Author
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Elizabeth Achinewhu-Nworgu
- Abstract
There is a growing concern that AI is likely to replace the work done face to face in the classroom by teachers. The concerns also extend to the students use of AI to complete assignments which could impact on their grades either positive or negative and in some cases, when a student work is detected with high AI the work could be classified as plagiarism if AI usage is not declared. On another note, there are increasing debates about the use of AI as a valid tool to support work completed by human beings. Whatever maybe the growing concerns, many researchers have argued that AI is not likely to replace education jobs such as teaching and learning done by teachers and education administrators. The purpose of this paper is to explore debates around the use of AI in education, mostly in teaching and learning and assessment of students university misconduct policy. Teachers work and the link to the opinions on integrating AI in the classroom are illuminated by empirical evidence gathered via interviews. A lot of educators respond to AI in different ways. Some of the debates falls around AI as God of the admin work and assessment of students s sent tools that can help reduce some work such as helping with multiple choice questions, on the other hand, some students have been penalised and in some cases failed their work due to use of AI in completing their assignments without acknowledging the use. In addition, others have argued that AI has come to replace the work done by teachers and are anxious about AI in education jobs done by teachers, hence would not bear the idea for classroom teaching and learning. [For the complete Volume 22 proceedings, see ED656158.]
- Published
- 2024
37. Why Socrates Should Be in the Boardroom in Research Universities. Research & Occasional Paper Series: CSHE.3.10
- Author
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University of California, Berkeley, Center for Studies in Higher Education and Goodall, Amanda H.
- Abstract
There is an extensive literature on the productivity of universities. Little is known, however, about how different types of leaders affect a university's performance. To address this question, this paper blends quantitative and qualitative evidence. First, I establish that the best universities in the world are led by respected scholars. Next, by constructing a new longitudinal dataset, I show that the research quality of a university improves some years after it appoints a president (or vice chancellor) who is an accomplished researcher. To try to explain why scholar-leaders might improve the research performance of their institutions, I draw from interview data with twenty-six university heads in the United States and United Kingdom. These findings have policy implications for governments, universities, and a range of research and knowledge-intensive organizations. (Contains 7 figures and 27 footnotes.)
- Published
- 2010
38. Foreign Language Education in an Age of Global English. Occasional Paper.
- Author
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Southampton Univ. (England). Centre for Language Education. and Mitchell, Rosamond
- Abstract
This paper discusses the broad educational context of the 21st century, focusing on the prevailing language landscape. It examines language use around the world, particularly the place of English as the preeminent international language, which challenges foreign language education in English-speaking countries. The paper discusses possible rationales for foreign language education in this environment, assessing the value of instrumental skills rationales (currently prevalent among learners, policymakers, and strategists) versus broader rationales with a stronger values ethos. It questions both underpinning rationales for current educational practice and arguments of the recent Nuffield Inquiry, which examined these problems. Next, the paper examines the actual pattern of foreign language education in the United Kingdom over the last 30 years, noting the impact of "languages for all" philosophies since the 1980s. The paper highlights the evolution of England's national curriculum for modern foreign languages (MFL), evaluating its use as a vehicle for motivating and engaging today's students with the process of language learning. It draws on recent research to illustrate the poor fit between the current national curriculum for and a central element of student development, their route to mastering the language system itself. Finally, the paper examines alternative approaches to foreign language curriculum and classroom practice. (Contains 60 references.) (SM)
- Published
- 2002
39. The 'Crisis' of Public Higher Education: A Comparative Perspective. Research & Occasional Paper Series: CSHE.18.07
- Author
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University of California, Berkeley, Center for Studies in Higher Education and Vincent-Lancrin, Stephan
- Abstract
Is public tertiary education really in a crisis, and, if so, what is the crisis about? This paper analyses international aggregated data and examines to what extent there has been a crisis of public tertiary education in OECD [Organisation for Economic Co-operation and Development] countries in the past decade. It first focuses on relative enrolments in the public and private sectors to show that enrolments in the public sector have not significantly declined, and only marginally benefited the private for-profit sector. It then analyzes changes in the funding of tertiary education from the perspectives of tertiary education institutions, students and governments. It shows that only students can (to some extent) complain about a recent crisis of funding and of public funding of tertiary education. Finally, the paper points to other possible reasons for the perceived crisis. Throughout the paper, the differences in the structure of public/private enrolments and funding in the United States and other OECD countries are emphasised to help better understand the differences in tertiary education policy debates in the United States and most other OECD countries. (Contains 5 tables, 5 footnotes, and 9 figures.)
- Published
- 2007
40. Can Online Learning Reproduce the Full College Experience? Center for Policy Innovation Discussion Paper. Number 3
- Author
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Heritage Foundation and McKeown, Karen D.
- Abstract
With the tuition cost of traditional colleges and universities soaring and education technology advancing, online courses and degree programs are becoming more common. Some critics argue that an online degree cannot provide all the important features of a traditional college education, from extracurricular activities to new professional networks, but the evidence disputes much of that criticism, especially for certain groups of students. Indeed, some aspects of online education may provide a better experience than a traditional brick-and-mortar college for some students. (Contains 49 footnotes.)
- Published
- 2012
41. Loans for Vocational Education and Training in Europe. Research Paper. Number 20
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Cedefop - European Centre for the Development of Vocational Training
- Abstract
This report reviews the use of loans for learning in 33 European countries and analyses the schemes in eight selected Member States: France, Hungary, the Netherlands, Austria, Poland, Finland, Sweden and the UK. The analysis shows that loan schemes vary considerably across Europe in terms of types and levels of learning covered, conditions of access, repayment and governance. Some loans aim to increase participation in learning in general, while others are designed to promote equity. The report attempts to assess the selected loans and discusses their strengths and weaknesses and determinants of performance, while considering if a given scheme operates on a large scale or targets niche groups. The evaluation results provide a basis for identifying good practice principles for designing and implementing loans. Policy recommendations are formulated based on these findings. Annexed are: (1) Methodology; (2) Key terms and definitions; (3) Information on countries/schemes selected for in-depth analysis; (4) Proposed typologies of VET loan schemes; (5) Tables and figures; (6) Tosmana truth tables; (7) Questionnaires; (8) Basic characteristics of non-European loan schemes. (Contains 37 tables, 5 figures, 20 boxes and 33 footnotes.)
- Published
- 2012
42. Higher Education in TAFE: An Issues Paper
- Author
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National Centre for Vocational Education Research, Moodie, Gavin, Wheelahan, Leesa, Billett, Stephen, and Kelly, Ann
- Abstract
Growth in mixed-sector institutions offering both vocational and higher education qualifications is expected to increase given recent and predicted policy changes. This issues paper focuses on the provision and management of higher education in technical and further education (TAFE) institutes. Issues raised for discussion include the governance of mixed-sector institutions as well as ensuring access and maintaining progression to higher education without sectoral division in the institution. Implications arising from the Bradley review of higher education are canvassed and the authors are inviting discussion on a range of questions related to the nature of policies and practices influencing the provision of higher education in TAFE. A section listing the TAFE institutes that have been registered to offer higher education qualifications and their accredited higher education qualifications, at February 2009 is appended. (Contains 5 tables and 3 footnotes.) [Funding for this document was provided through the Department of Education, Employment and Workplace Relations.]
- Published
- 2009
43. Seeking Sustainable Public Universities: The Legacy of the Great Recession. Research & Occasional Paper Series: CSHE.10.11
- Author
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University of California, Berkeley, Center for Studies in Higher Education and Lyall, Katharine
- Abstract
The business models under which most public universities in the U.S. operate have become unsustainable. They were put in place when state economies were stronger and there were fewer programs making competing claims on state funds. The current Great Recession has made things worse, but the unsustainability of current business models derives from longer-term trends that will prevent state investment in higher education from rebounding to prior levels. States and universities are making both incremental and structural changes in response. Incremental changes work within existing financial and governance parameters to effect cost savings and/or to extend services; they stretch the use of existing or shrinking resources. Structural reforms change financial and/or governance parameters to create different incentives, which focus on performance, outcomes, and stabilizing capacity. A number of these new models are summarized including: "charter" and "public authority" models, the Virginia tiered system model, the Oregon public endowment model, and the UK income-contingent model. Current conditions create both a challenge and an opportunity for statewide higher education systems to re-define their missions and priorities to sustain their public universities for the future. Whether changes are made by drift or by design will determine how well public universities can contribute to the growth of the country in future decades. (Contains 16 endnotes.)
- Published
- 2011
44. What Future for UK Higher Education? Research & Occasional Paper Series. CSHE.5.10
- Author
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University of California, Berkeley, Center for Studies in Higher Education and Brown, Roger
- Abstract
Historically, the UK system has been one of the most successful in combining excellence with access. However the favorable conditions that British universities and colleges have enjoyed in recent years, associated in large part with the introduction of higher tuition fees in 2006, are coming to an end. British universities and colleges face a future of static or even falling local demand, increasing local and international competition, severe public and private expenditure constraints, increased regulation, and greater difficulties in aligning costs with income. In the first instance, these pressures are likely to lead to increased collaboration, often in the form of mergers, where a stronger institution absorbs a weaker partner. In the medium to longer term, the creation of much sharper differences between institutions, and an even more pronounced hierarchy, seem probable. As well as setting back access, these developments (if they occur) will have very adverse consequences for the cohesion, health and standing of UK higher education. (Contains 8 notes.)
- Published
- 2010
45. A New Cycle Of UK Higher Education Reforms: New Labour And New Fees May Foster Mission Differentiation. Research & Occasional Paper Series: CSHE.12.04
- Author
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California Univ., Berkeley. Center for Studies in Higher Education. and Douglass, John Aubrey
- Abstract
A White Paper issued by the Labour government--under Prime Minister Tony Blair--in January 2003 outlines potentially sweeping changes in how British universities might be funded and regulated. These changes would build on three major paradigm shifts and experiments in system building in higher education in the United Kingdom since World War II: the creation and subsequent collapse of a binary system of higher education that included both universities and polytechnics; a decrease in governmental funding and an increase in regulations; and the introduction of student fees into the previously exclusively government-funded higher education sector. The Labour government's new White Paper proposes both to increase funding and to diversify the sources, and more controversially, to allow universities to set their own fees. At the same time, it continues to rely on an accountability and regulatory bureaucracy, and incentive funding, to encourage enrollment growth and to expand access to underserved populations.
- Published
- 2004
46. Higher Education and Management: Discourse and Discord. ASHE Annual Meeting Paper.
- Author
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Thorne, Marie L. and Cuthbert, Rob
- Abstract
This paper examines the relationship between the study of management and the study of higher education (HE) management in the United Kingdom, focusing on the nature of the discourse between academics in the two fields. The paper has three parts. The first part defines the nature of discourse and a context for the discussion, looking at recent changes in HE and its management in the United Kingdom. This is followed by an analogous overview of British research into HE management and a review of the complex issues facing business and management research and the discord that exists in defining its rigor and relevance. The second part of the paper considers the nature of academic discourses; how disciplines, fields, faculties, and cultures are developed; and how they interact or not interact with each other. The third part explores the relationship between theory and practice in HE management and the extent to which management academics engage with the study of management in their own work context. A model is developed to express the inter-relationship between management research, HE management research, and HE management practice. The paper concludes by questioning how far the divisions articulated between the two fields are simply part of an inevitable language game between the disciplines. (Contains 104 references.) (MDM)
- Published
- 1998
47. Quality Convergence Study: A Contribution to the Debates on Quality and Convergence in the European Higher Education Area. ENQA Occasional Papers 7
- Author
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European Association for Quality Assurance in Higher Education (ENQA), Crozier, Fiona, Curvale, Bruno, and Henard, Fabrice
- Abstract
The Quality Convergence Study (QCS) project, a follow-up to a 2002 ENQA (European Association for Quality Assurance in Higher Education) survey of quality assurance practices in European countries, was carried out between September 2003 and October 2004. The project was coordinated by a project team consisting of representatives of ENQA member agencies and conducted by six member agencies of ENQA. The project team also made good use of six external quality assurance experts. This publication at hand is the final report of the project. The objective of the QCS project was to study the possibilities for convergence of national quality assurance systems in Europe through six examples, with the aim of obtaining identifiable reference points for transnational evaluations. In practical terms, the project aimed to find out "why" national quality assurance systems operate in particular, yet commonly identifiable ways in different national contexts. The existing descriptions of "how" these quality assurance processes work, formed the starting point of the project. Consequently, the QCS project had as its distinct purpose to increase understanding of those processes and their context in order to provide a base from which further action might be considered. In that sense, the project broke new ground. The writing of the self-analysis documents (SADs) and their examination constituted an important part of the project. Each participating agency drafted a detailed description about its specific national quality assurance context. After a cross-checking exercise, the SADs were sent to the external experts for analysis on the possibilities of convergence. The SADs have not been included into this paper, but can be found on the ENQA website at: http://www.enqa.net/pubs.lasso. One of the most important findings of the study is that convergence can be achieved not only by identifying similarities in the higher education systems, but also by understanding the different national contexts. The higher education systems are complex and constantly changing contexts for external quality assurance. The overall concept and objectives of the project fit closely with the aims of the Bologna Process. (Contains 20 footnotes.)
- Published
- 2005
48. Changing Conceptions of Teaching in UK HE: Some Implications for DNER Projects. EDNER (Formative Evaluation of the Distributed National Electronic Resource) Project. Issues Paper.
- Author
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Manchester Metropolitan Univ. (England).
- Abstract
This issues paper, the third in a series of eight, is intended to distill formative evaluation questions on topics that are central to the development of the higher and further education information environment in the United Kingdom. The sets of ideas about "good" learning in issues papers 1 and 2 are no longer the private preserve of psychologists and educational theorists, but are beginning to enter into the thinking and conversation of teachers in higher education. The practice and discourse of learning and teaching in higher education is beginning to shift toward a more student-centered model in which the learner's cognitive activity (what the learner does) is acknowledged to be more important than teachers' historic preoccupations about syllabus coverage. The shift from teaching as the transmission of knowledge to teaching as the facilitation of learning has implications for the role of the teacher and for the creator of instructional resources. The focus can no longer be on creating learning resources without regard to their intended contexts. (Contains 11 references.) (SLD)
- Published
- 2002
49. Providing Links to Online Resources for Students. EDNER (Formative Evaluation of the Distributed National Electronic Resource) Project. Issues Paper.
- Author
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Manchester Metropolitan Univ. (England).
- Abstract
This issues paper, the fourth in a series of eight, is intended to distill formative evaluation questions on topics that are central to the development of the higher and further education information environment in the United Kingdom. As the online environment becomes a feature of teaching and learning, it offers lecturers the opportunity to provide their students with active links that will take them direct to learning resources. Preliminary evidence suggests that the context in which this linking is done is not always as helpful as it might be. This paper highlights some of the pitfalls encountered so far in providing links to online resources for students. The need to provide context is apparent. Effective resources for students are organized, with headings that explain their use and explanations that make the purpose of the link clear to the student. It is important to maintain links, and to be sure that URLs have not disappeared or changed ownership. Some sources of help in creating links to online resources include libraries and librarians, Web resource persons, and other members of the teaching or learning unit. (SLD)
- Published
- 2002
50. How Students Search: Information Seeking and Electronic Resource Use. EDNER (Formative Evaluation of the Distributed National Electronic Resource) Project. Issues Paper.
- Author
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Manchester Metropolitan Univ. (England).
- Abstract
This issues paper, eighth in a series of eight, is intended to distill formative evaluation questions on topics that are central to the development of the higher and further education information environment in the United Kingdom. This study focused on the searching behavior of higher education students as they attempted to locate electronic resources. The study was part of a usability study that aimed to evaluate the quality of information environment services. Students were asked to find information on 15 set tasks, completing a questionnaire after each item. Forty-five percent of students used Google as their starting point, and the second most highly used starting point was the university online catalogue, used by 10% of the sample. Nine percent of students used Yahoo and other search engines were used by the rest. Students appeared to like search engines for their familiarity and because they had been useful in the past. Seventy percent of the students thought that they had been successful, and 50% said the search had been easy. A third, however, found it difficult. Results make it clear that more work needs to be done to give students the awareness and skills to use electronic resources other than Google. (SLD)
- Published
- 2002
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