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2. The Attractiveness of European HE Systems: A Comparative Analysis of Faculty Remuneration and Career Paths. Research & Occasional Paper Series: CSHE.1.2023
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University of California, Berkeley. Center for Studies in Higher Education (CSHE), Civera, Alice, Lehmann, Erik E., Meoli, Michele, and Paleari, Stefano
- Abstract
The academic professoriate is a determinant of successful higher education systems. Yet, recently, worsening conditions of employment, deteriorating salaries, and threats to job security have made the academic profession less attractive, especially to young scholars, in several countries. This paper investigates the salaries as well as the recruitment and retention procedures in public higher education institutions from a cross country perspective. The UK, Germany, France, and Italy are adopted as case studies to determine the attractiveness of European higher education systems. The evolution over the last decade creates an extremely variegated picture.
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- 2023
3. Intersectionality in Education: Rationale and Practices to Address the Needs of Students' Intersecting Identities. OECD Education Working Papers. No. 302
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Samo Varsik, and Julia Gorochovskij
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Intersectionality highlights that different aspects of individuals' identities are not independent of each other. Instead, they interact to create unique identities and experiences, which cannot be understood by analysing each identity dimension separately or in isolation from their social and historical contexts. Intersectional approaches in this way question the common classification of individuals into groups (male vs. female, immigrant vs. native etc.), which raises important implications for the policy-making process. In education, analyses with an intersectional lens have the potential to lead to better tailored and more effective policies and interventions related to participation, learning outcomes, students' attitudes towards the future, identification of needs, and socio-emotional well-being. Consequently, as elaborated in this paper, some countries have adjusted their policies in the areas of governance, resourcing, developing capacity, promoting school-level interventions and monitoring, to account for intersectionality. Gaps and challenges related to intersectional approaches are also highlighted.
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- 2023
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4. Autonomous Schools, Achievement and Segregation. Discussion Paper No. 1968
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London School of Economics and Political Science (United Kingdom), Centre for Economic Performance (CEP), Natalie Irmert, Jan Bietenbeck, Linn Mattisson, and Felix Weinhardt
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We study whether autonomous schools, which are publicly funded but can operate more independently than government-run schools, affect student achievement and school segregation across 15 countries over 16 years. Our triple-differences regressions exploit between-grade variation in the share of students attending autonomous schools within a given country and year. While autonomous schools do not affect overall achievement, effects are positive for high-socioeconomic status students and negative for immigrants. Impacts on segregation mirror these findings, with evidence of increased segregation by socioeconomic and immigrant status. Rather than creating "a rising tide that lifts all boats," autonomous schools increase inequality
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- 2023
5. 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.
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- 2024
6. 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.]
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- 2023
7. Learning with Treescapes in Environmentally Endangered Times. Occasional Paper Series 50
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Bank Street College of Education, Samyia Ambreen, Kate Pahl, Samyia Ambreen, Kate Pahl, and Bank Street College of Education
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Issue #50 of the Bank Street Occasional Paper Series, "Learning With Treescapes in Environmentally Endangered Times Learning with Treescapes in Environmentally Endangered Times," is intended to be hopeful. Articles in this issue contribute to the envisioning of new practices and to an architecture of knowledge to waymark a more sustainable route into the future. Trees are vital for the present and future health of the planet, its inhabitants, and ecosystems. They store carbon and breathe out oxygen. Their leaves filter dangerous pollutants. Their branches provide shade and a shelter for a myriad of other beings, allowing diverse species to thrive. They provide cooling, control erosion, and filter water. Articles in this issue include stories from teachers and their students about learning with trees, and descriptions of how engagements with trees can transform research and ways of thinking, feeling, and being. Across multiple pieces, authors reflect on how connecting with trees facilitates greater connection among humans and between humans and the more-than-human occupants of our planet.
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- 2023
8. Indicators of Inclusion in Education: A Framework for Analysis. OECD Education Working Papers. No. 300
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills, Cecilia Mezzanotte, and Claire Calvel
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Calls for increased monitoring and evaluation of education policies and practices have not, so far, included widespread and consistent assessments of the inclusiveness of education settings. Measuring inclusion in education has proven to be a challenging exercise, due not only to the complexity and different uses of the concept, but also to its holistic nature. Indeed, measuring inclusion implies analysing a variety of policy areas within education systems, while also considering the different roles of the system, the school and the classroom. This paper discusses the application of the input-process-outcome model to the measurement of inclusion in education, and key indicators that can be adopted by education systems and schools to this end. It makes considerations relevant to policy makers when designing indicators to measure inclusion, such as the extent of their application, the constraints related to data disaggregation and the relevance of intersectional approaches to inclusion.
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- 2023
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9. Catching up on Lost Learning Opportunities: Research and Policy Evidence on Key Learning Recovery Strategies. OECD Education Working Papers. No. 292
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Organisation for Economic Cooperation and Development (OECD) (France) and Minea-Pic, Andreea
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Climate change and natural disasters, the COVID-19 pandemic, and geopolitical shocks have increasingly disrupted school education around the world in recent years. Whether leading to school closures, school destructions or repeated interruptions in students' learning experiences, these external shocks have translated into lost learning opportunities for students. In this context, education systems face heightened pressure to become ever more resilient, enhance the efficiency of public spending and address emerging learning gaps. This working paper highlights key education strategies for helping students catch up on lost learning opportunities and bridge learning gaps, based on a review of research and policy evidence from OECD and non-OECD countries. It examines a range of academic strategies to address learning gaps, including: (1) adapting instructional strategies and pedagogies to individual needs; (2) extending and adapting the time of instruction; and (3) providing curricular flexibility and enabling fluid learning pathways within the school system. It provides research evidence on the effectiveness of such strategies, together with examples of their large-scale implementation and cost-effectiveness considerations. While this paper presents programmes of general interest for all countries, a separate policy brief targets learning recovery strategies for students in Ukraine.
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- 2023
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10. Economic Benefits of Meeting the Ambitions Set out in the Schools White Paper
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Department for Education (DfE) (United Kingdom)
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This government's Levelling Up mission for schools is that, by 2030, 90% of children will leave primary school having achieved the expected standard in reading, writing and maths, up from 65% in 2019. In addition, this white paper sets an ambition to increase the national GCSE average grade in both English language and in maths from 4.5 in 20193 to 5, for all secondary school pupils by 2030. In this report it is estimated the economic returns associated with achieving these ambitions. To achieve the Levelling Up mission, around one in four pupils will need to make sufficient improvements in Key Stage 2 (KS2) attainment by 2030 to reach the expected standard. It is estimated that the size of the attainment improvement will need to be equivalent to 0.87 of a standard deviation, or around 10 months of progress.
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- 2022
11. Managing Student Transitions into Upper Secondary Pathways. OECD Education Working Papers. No. 289
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills and Perico E Santos, Anna Vitoria
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Many factors influence students' experiences in upper secondary education and beyond, including upper secondary curricula, programme design and support for students. But a good transition from earlier levels of education is the first, essential step in a successful journey through upper secondary education and into further education and/or employment. The design of transition systems can mitigate existing inequities in education, but it can also accentuate them. Transitions can also influence student well-being. They can have either a negative impact, for example through highly competitive systems that can be stressful for students and narrow their development, or a positive impact, for example by helping to construct young people's sense of agency and ability to make informed decisions about their future. This paper looks at how countries manage students' transition into upper secondary education and the main policy implications of each transition point and how they can influence student outcomes.
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- 2023
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12. 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.
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- 2021
13. A Half Century of Progress in U.S. Student Achievement: Ethnic and SES Differences; Agency and Flynn Effects. Program on Education Policy and Governance Working Papers Series. PEPG 21-01
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Harvard University, Program on Education Policy and Governance, Shakeel, M. Danish, and Peterson, Paul E.
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Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the first to assess consistency of results by agency. We find results vary by agent, but consistent with Flynn effects, gains are larger in math than reading, except for the most recent period. Non-whites progress at a faster pace. Socio-economically disadvantaged white, black, and Hispanic students make greater progress when tested in elementary school, but that advantage attenuates and reverses itself as students age. We discuss potential moderators.
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- 2021
14. 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
15. The Inclusion of LGBTQI+ Students across Education Systems: An Overview. OECD Education Working Papers. No. 273
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Organisation for Economic Cooperation and Development (OECD) (France), McBrien, Jody, Rutigliano, Alexandre, and Sticca, Adam
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Students who identify as lesbian, gay, bisexual, transgender, queer, intersex or somewhere else on the gender/sexuality spectrum (LGBTQI+) are among the diverse student groups in need of extra support and protection in order to succeed in education and reach their full potential. Because they belong to a minority that is often excluded by heteronormative/cisgender people, they are often the targets of physical and psychological harassment. Such discrimination can place them at risk for isolation, reduced academic achievement, and physical and mental harm. This paper provides a brief history of how the LGBTQI+ population has often been misunderstood and labelled in order to understand challenges faced by students who identify as a part of this population. It continues by considering supportive educational policies and programmes implemented from national to local levels across OECD countries. Finally, the paper considers policy gaps and discusses policy implications to strengthen equity and inclusion for LGBTQI+ students.
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- 2022
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16. 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.]
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- 2022
17. The Social and Economic Rationale of Inclusive Education: An Overview of the Outcomes in Education for Diverse Groups of Students. OECD Education Working Papers. No. 263
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Organisation for Economic Cooperation and Development (OECD) (France), Directorate for Education and Skills and Mezzanotte, Cecilia
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Since UNESCO's Salamanca Declaration in 1994, inclusive education has progressively attracted attention in international debates around education policy. While some evidence exists on the positive impact that inclusive education reforms can have on the academic and personal outcomes of diverse students -- and in particular of students with special education needs -- limited information is available on the economic sustainability of such reforms. Starting from the literature on the correlations between education and individuals' life outcomes, this paper reviews the existing evidence on the potential benefits and costs of inclusive education reforms. Specifically, the paper discusses the evidence on the shortcomings of current education settings for diverse groups of students -- with specific sections on students with special education needs; immigrant and refugee students; ethnic groups, national minorities and Indigenous peoples; gifted students; female and male students; and LGBTQI+ (which stands for 'lesbian, gay, bisexual, transgender, queer and intersex') students. It highlights the individual and societal costs deriving from the low academic, social and emotional outcomes of these students and the socio-economic costs these yield for societies. Where possible, the paper also presents evidence on the effects of inclusive education reforms on diverse student groups.
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- 2022
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18. Exploring Historical Colonial Relationships in North-South School Partnerships. Connecting Classrooms through Global Learning. Practitioner Research Fund Paper 13
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University College London (UCL) (United Kingdom), Development Education Research Centre (DERC) and England, Ruth
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This small-scale qualitative research study examines the extent to which teachers involved in Global North-South School Partnerships engage with learning about shared colonial histories. Existing research in this field suggests that teachers' lack of knowledge and confidence leads to historical context being largely absent from such projects. Further, it is suggested that such omissions can fuel unhelpful stereotypes and assumptions about Global South regions and peoples. In this study, Postcolonial theory has been used to reflect on the importance of including historical colonial context for learning in Global North-South Partnerships and its potential for helping to develop historically conscious practice and a more critical view of development and global issues. The study involved interviews with two UK-based teachers involved in school partnerships to discuss and explore the challenges and barriers they faced in engaging with historical colonial relationships in Global North-South Partnerships and also the benefits to diverse British communities. The recommendations build on the findings from these discussions and aim to contribute to shifting Global North-South Partnerships from sites that potentially uphold, reinforce and reproduce colonial framing, to sites that critically engage with colonial history and its legacy. [This paper was published by Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre (DERC). The Connecting Classrooms through Global Learning (CCGL) programme is funded by the British Council and UK aid.]
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- 2022
19. Exploring the Impact a School Partnership Can Have on the School Community in Challenging Stereotypical Images. Connecting Classrooms through Global Learning Practitioner Research Fund Paper 12
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University College London (UCL) (United Kingdom), Development Education Research Centre (DERC) and Cook, Stewart
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This research project aims to evaluate the impact that a British Council Connecting Classrooms through Global Learning project had on the children and parents' stereotypical views and images of the Middle East. This study focuses on a largely monocultural school in rural Lincolnshire and a large, diverse school in the centre of Beirut, Lebanon. It begins by identifying the children and parents' initial perceptions and views of the Middle East. After a series of small-scale projects to widen children's knowledge of the area, pupils and parents' perceptions are collected again, using the same method. These results are then analysed and compared to see if the project can impact on the stereotypical views of the parents and pupils. [This paper was published by Connecting Classrooms through Global Learning in collaboration with the Development Education Research Centre (DERC). The Connecting Classrooms through Global Learning (CCGL) programme is funded by the British Council and UK aid.]
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- 2022
20. Indicators of Teenage Career Readiness: An Analysis of Longitudinal Data from Eight Countries. OECD Education Working Papers. No. 258
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Organisation for Economic Cooperation and Development (OECD) (France), Covacevich, Catalina, Mann, Anthony, Santos, Cristina, and Champaud, Jonah
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The aim of the OECD Career Readiness project is to identify patterns of teenage attitudes and activities that are associated with better transitions into employment by analysing multiple national longitudinal datasets. This paper looks for further evidence of the link between teenage activities, experiences and career-related thinking and adult career outcomes by analysing 10 new datasets from eight countries. Overall, the results of this paper find further evidence that secondary school students who explore, experience and think about their futures in work frequently encounter lower levels of unemployment, receive higher wages and are happier in their careers as adults. The findings of this paper are analysed together with the evidence from the two previous working papers of the Career Readiness project, concluding that there is international evidence to support 11 out of the 14 potential indicators that were explored as indicators of career readiness.
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- 2021
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21. Looking through Both Lenses: Exploring Long Term School Partnerships from the Perspectives of Both Cumbrian and Tanzanian Teachers. Connecting Classrooms through Global Learning. Practitioner Research Fund Paper 10
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University College London (UCL) (United Kingdom), Development Education Research Centre (DERC) and Ager, Jen
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This research project aims to illustrate the journey of school partnerships between primary schools in Cumbria, UK and Moshi, Tanzania. Using a qualitative approach, the study shares the processes involved from making first contact with an oversees link school to expanding a successful model of partnership working to a cluster of schools in both countries. The shift of moving from a charitable giving approach to one of social justice, and how this has been achieved, is a suggested method for other schools who currently have school partnerships or are due to embark on the journey. This research focuses on three main themes: sustainability; reciprocity, and equity. By using an insider researcher to construct the narrative of the research and explore the themes, an honest, subjective insight highlighting the successes, obstacles and scope for longevity is shared.
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- 2022
22. A Study Exploring the Impact of the COVID-19 Pandemic on Overseas School Partnerships. Connecting Classrooms through Global Learning. Practitioner Research Fund Paper 2
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University College London (UCL) (United Kingdom), Development Education Research Centre (DERC) and Meredith, Alyson
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The aim of this research was to assess how the COVID-19 global pandemic impacted overseas school partnerships in 2020, through to January 2021. It was undertaken with teachers involved in the British Council Connecting Classrooms through Global Learning (CCGL) programme to provide insight into how and why partnerships have been impacted. It also looks at what these teachers perceive to be the challenges that make it difficult for schools to maintain partnerships in a time of global crisis and provides examples of how schools have overcome these challenges. Online questionnaires were used to collect both qualitative and quantitative data and were distributed to teachers in UK using a network of British Council Local Advisors. 52 questionnaire responses were collected and analysed to explore the impact of the global pandemic on overseas school partnerships.
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- 2022
23. 'Best paper' prize winners for 2023 and in the current issue: entry to UK ENT specialist training.
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Fisher EW and Fishman J
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- Humans, United Kingdom, Awards and Prizes
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- 2024
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24. Weekly Policy Papers.
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EDUCATION ,TEACHERS ,EDUCATIONAL leadership ,CHILD abuse - Abstract
The article focuses on providing details of policy papers published in the past week, covering topics such as the 2024 pay award for teachers and leaders, the Lifelong Learning Entitlement overview, and duties to report child abuse in England. It categorizes the papers into sections, including those from the UK Government, parliamentary libraries, and other think tanks or non-governmental bodies, offering comprehensive insights into recent policy developments within the education sector.
- Published
- 2024
25. Evaluation of Dried Blood and Cerebrospinal Fluid Filter Paper Spots for Storing and Transporting Clinical Material for the Molecular Diagnosis of Invasive Meningococcal Disease.
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Kwambana-Adams, Brenda A., Clark, Stephen A., Tay, Nicole, Agbla, Schadrac, Chaguza, Chrispin, Kagucia, Eunice W., Borrow, Ray, and Heyderman, Robert S.
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MENINGOCOCCAL infections , *FILTER paper , *MOLECULAR diagnosis , *CEREBROSPINAL fluid examination , *CEREBROSPINAL fluid , *NEISSERIA meningitidis , *NUCLEOTIDE sequencing , *WHOLE genome sequencing - Abstract
To improve the storage and transport of clinical specimens for the diagnosis of Neisseria meningitidis (Nm) infections in resource-limited settings, we have evaluated the performance of dried blood spot (DBS) and dried cerebrospinal fluid spot (DCS) assays. DBS and DCS were prepared on filter paper from liquid specimens previously tested for Nm in the United Kingdom. Nm was detected and genogrouped by real-time PCR performed on crude genomic DNA extracted from the DBS (n = 226) and DCS (n = 226) specimens. Targeted whole-genome sequencing was performed on a subset of specimens, DBS (n = 4) and DCS (n = 6). The overall agreement between the analysis of liquid and dried specimens was (94.2%; 95% CI 90.8–96.7) for blood and (96.4%; 95% CI 93.5–98.0) for cerebrospinal fluid. Relative to liquid specimens as the reference, the DBS and DCS assays had sensitivities of (89.1%; 95% CI 82.7–93.8) and (94.2%; 95% CI 88.9–97.5), respectively, and both assays had specificities above 98%. A genogroup was identified by dried specimen analysis for 81.9% of the confirmed meningococcal infections. Near full-length Nm genome sequences (>86%) were obtained for all ten specimens tested which allowed determination of the sequence type, clonal complex, presence of antimicrobial resistance and other meningococcal genotyping. Dried blood and CSF filter spot assays offer a practical alternative to liquid specimens for the molecular and genomic characterisation of invasive meningococcal diseases in low-resource settings. [ABSTRACT FROM AUTHOR]
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- 2022
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26. Developing a disease-specific patient reported outcome measure to enhance understanding of the lived experiences of ANCA associated vasculitis: A protocol paper.
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Floyd, Lauren, Dhaygude, Ajay, Mitra, Sandip, and Rowland, Christine
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PATIENT reported outcome measures , *PATIENT experience , *RENAL replacement therapy , *ANTINEUTROPHIL cytoplasmic antibodies , *PATIENTS' attitudes - Abstract
Anti-neutrophil cytoplasmic antibody (ANCA) associated vasculitis (AAV) is a chronic, relapsing-remitting condition associated with increased morbidity. Previous research has shown patients with AAV report high levels of fatigue, pain, depression and anxiety. Over recent years successful work has been carried out to improve clinical outcomes, resulting in reduced mortality and end stage kidney disease (ESKD). Despite this, little work has been done to better understand the role of the patient within this condition. The prevalence of AAV is increasing and to date, there is a shortage of specific tools that assess and measure key features relating to patient reported outcomes (PROs). This protocol details how we can better understand the lived experiences of those with AAV through the development of a disease specific, patient reported outcome measure (PROM), to be used in clinic practice. This will allow us to recognise and validate PROs and the impact the disease and its treatment has on patients' health related quality of life (HRQoL). In addition, we aim to identify potential differences in PRO's between demographics, organ involvement and treatment subgroups in AAV as well as outcomes relating to the patient experience. Patients from a single centre in the UK will be recruited to take part in the exploratory qualitative study which will include focus groups and semi-structured interviews. The inclusion criteria comprise anyone with a diagnosis of AAV and willing to participate, including those who have active or relapsing disease, those are economically active, unemployed, retired and patients receiving renal replacement therapy. The aim of the project is to identify key issues patients experience in relation to their disease and its management and how these can be better assessed in a new PROM developed for use in the clinic setting. This will enable better delivery of individualised care and inform shared decision making, while also serving as a platform for future research looking at PROs in other glomerulonephritides. [ABSTRACT FROM AUTHOR]
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- 2024
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27. The Quality of Lower-Track Education: Evidence from Britain. Working Paper 30174
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National Bureau of Economic Research (NBER) and Clark, Damon
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For much of the 20th century, British students were tracked into higher-track (for the "top" 20%) or lower-track (for the rest) secondary schools. Opponents of tracking contend that the lower-track schools in these systems will inevitably provide low-quality education. In this paper I examine this claim using a 1947 reform that increased the minimum school leaving age from 14 to 15. First, I show that over 95% of the students affected by the reform ("compliers") attended lower-track schools. Second, using new data, I show that for both men and women, the additional schooling induced by the reform had close to zero impact on a range of labor market outcomes including earnings. Third, I show that lower-track schools featured, among other things, large classes and a curriculum that promoted practical education. I conclude that my findings shed new light on the potential consequences of educational tracking.
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- 2022
28. "The Will to Survive": The Lives of Young People with "No Papers" in the United Kingdom.
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Deveci, Yeṣim
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YOUNG adults , *WELL-being , *RESEARCH personnel - Abstract
This article considers how undocumented youth in the UK survive and construct their everyday lives in precarious circumstances. Drawing on multiple in-depth narrative interviews with (n = 7) undocumented youth, I illustrate how these young people focus on the future and engage in purposeful activities as a way of enduring the everyday challenges of living with no papers. I reflect on the relationships, which young people draw on to enable them to endure adversity and rebuild their everyday lives. I conclude that the presence of love and community is critical for young people's survival, safety and wellbeing, and I suggest how practitioners and researchers might make use of these findings. [ABSTRACT FROM AUTHOR]
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- 2024
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29. High stakes. Commentary on the 2023 United Kingdom government white paper on gambling reform.
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Rogers J, Roberts A, Sharman S, Dymond S, Ludvig EA, and Tunney RJ
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- Humans, Government, Advertising, United Kingdom, Gambling
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- 2023
- Full Text
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30. Management of Impacted Fetal Head at Caesarean Birth: Scientific Impact Paper No. 73 (June 2023).
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Cornthwaite, Katie, Bahl, Rachna, Winter, Cathy, Wright, Alison, Kingdom, John, Walker, Kate F., Tydeman, Graham, Briley, Annette, Schmidt‐Hansen, Mia, and Draycott, Tim
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BRAIN injuries , *PENILE prostheses , *INFANTS , *CLINICAL prediction rules , *PELVIS , *UTERUS - Abstract
Plain language summary: Over one‐quarter of women in the UK have a caesarean birth (CB). More than one in 20 of these births occurs near the end of labour, when the cervix is fully dilated (second stage). In these circumstances, and when labour has been prolonged, the baby's head can become lodged deep in the maternal pelvis making it challenging to deliver the baby. During the caesarean birth, difficulty in delivery of the baby's head may result – this emergency is known as impacted fetal head (IFH). These are technically challenging births that pose significant risks to both the woman and baby. Complications for the woman include tears in the womb, serious bleeding and longer hospital stay. Babies are at increased risk of injury including damage to the head and face, lack of oxygen to the brain, nerve damage, and in rare cases, the baby may die from these complications. Maternity staff are increasingly encountering IFH at CB, and reports of associated injuries have risen dramatically in recent years. The latest UK studies suggest that IFH may complicate as many as one in 10 unplanned CBs (1.5% of all births) and that two in 100 babies affected by IFH die or are seriously injured. Moreover, there has been a sharp increase in reports of babies having brain injuries when their birth was complicated by IFH. When an IFH occurs, the maternity team can use different approaches to help deliver the baby's head at CB. These include: an assistant (another obstetrician or midwife) pushing the head up from the vagina; delivering the baby feet first; using a specially designed inflatable balloon device to elevate the baby's head and/or giving the mother a medicine to relax the womb. However, there is currently no consensus for how best to manage these births. This has resulted in a lack of confidence among maternity staff, variable practice and potentially avoidable harm in some circumstances. This paper reviews the current evidence regarding the prediction, prevention and management of IFH at CB, integrating findings from a systematic review commissioned from the National Guideline Alliance. [ABSTRACT FROM AUTHOR]
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- 2023
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31. The UK Gambling White Paper: comments on implementation and timing.
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Chamberlain SR, Ioannidis K, and Bowden-Jones H
- Subjects
- Humans, United Kingdom epidemiology, Gambling diagnosis, Gambling epidemiology
- Published
- 2023
- Full Text
- View/download PDF
32. Weekly Policy Papers.
- Subjects
GOVERNMENT policy ,ASSOCIATIONS, institutions, etc. ,ADULT education ,UNEMPLOYMENT statistics ,LEGISLATIVE libraries - Abstract
The article discusses the publication of policy papers in the United Kingdom, categorizing them into three parts: government policy papers, parliamentary policy papers, and those from think tanks and other organizations. Topics include government policies on devolved adult education, the United Kingdom Space Agency's Space Sector Skills Survey, and parliamentary inquiries on children's social care reforms, multi-academy trusts, university strike action, youth unemployment statistics, and more.
- Published
- 2023
33. Digital skills to enhance engineering.
- Author
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Irons, Alastair
- Subjects
- *
CAREER development , *ELECTRONIC paper , *ENGINEERS , *EDUCATIONAL accreditation , *REQUIREMENTS engineering - Abstract
The professional skills required to be a successful engineer continue to grow and expand as the engineering disciplines evolve. In the United Kingdom, the Engineering Council has released the latest version of the Accreditation of Higher Education Programmes (AHEP). AHEP4 as it has become known covers a wide range of topics central to engineering disciplines. As well as traditional core professional and subject requirements for engineering this document introduces challenges for the future such as sustainability, EDI, and cybersecurity. In addition, there is an expectation that appropriate digital skills for engineers form part of the toolkit for engineers as they move towards chartered engineering status. This paper discusses the digital skills that will enable engineers to develop their skill set as engineering professionals, enhance their employability by developing digital skills in the context of their engineering specialism and ensure that they have the digital skills to enable their activities to contribute to the betterment of society. In the paper the work done to embed digital skills in the engineering curriculum will be discussed. We will then go on to discuss the work done with engineering employers to identify the digital skills expectations for graduates entering employment and finally how the continued professional development process for digital skills can be embraced as engineers move through their careers. The session will conclude with a discussion on how colleagues from the UK and from Malaysia can work together to develop a framework to support engineers in developing their digital skills. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
34. The Effect of Education on the Relationship between Genetics, Early-Life Disadvantages, and Later-Life SES. Working Paper 28750
- Author
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National Bureau of Economic Research, Barcellos, Silvia H., Carvalho, Leandro, and Turley, Patrick
- Abstract
This paper investigates whether education weakens the relationship between early-life disadvantages and later-life SES. We use three proxies for advantage that we show are independently associated with SES in middle-age. Besides early, favorable family and neighborhood conditions, we argue that the genes a child inherits also represent a source of advantages. Using a regression discontinuity design and data for over 110,000 individuals, we study a compulsory schooling reform in the UK that generated exogenous variation in schooling. While the reform succeeded in reducing educational disparities, it did not weaken the relationship between early-life disadvantages and wages. This implies that advantaged children had higher returns to schooling. We exploit family-based random genetic variation and find no evidence that these higher returns were driven by genetically-influenced individual characteristics such as innate ability or skills. [Additional support was provided by Open Philanthropy and the USC Population Research Center.]
- Published
- 2021
35. Weekly Policy Papers.
- Subjects
GOVERNMENT policy ,RESEARCH institutes ,UNEMPLOYMENT statistics ,LEGISLATIVE libraries ,SCHOOL attendance - Abstract
The article provides a comprehensive overview of recent policy papers released from February 12-16, 2024. It covers papers from various sources, including the UK government, parliamentary libraries, and other think tanks or non-governmental bodies. It highlights government policy papers, outlines parliamentary policy papers, including topics such as youth unemployment statistics and school attendance in England.
- Published
- 2024
36. Weekly Policy Papers.
- Subjects
EDUCATION policy ,NATIONAL Curriculum (Great Britain) ,STRIKES & lockouts ,MATHEMATICS education - Abstract
The article offers insight to policy papers on education published in Great Britain from 24 to 28 April, 2023. Topics discussed include "2022 National Curriculum Assessments: Lessons Learnt;" "School Strike Action in the UK;" and "Maths to 18' Plan," and "Examining Exams. Are there credible alternatives to written examinations?."
- Published
- 2023
37. Multidisciplinary paper on patient blood management in cardiothoracic surgery in the UK: perspectives on practice during COVID-19.
- Author
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Al-Attar N, Gaer J, Giordano V, Harris E, Kirk A, Loubani M, Meybohm P, Sayeed R, Stock U, Travers J, and Whiteman B
- Subjects
- Humans, State Medicine, Blood Transfusion, United Kingdom, COVID-19, Specialties, Surgical
- Abstract
The coronavirus (COVID-19) pandemic disrupted all surgical specialties significantly and exerted additional pressures on the overburdened United Kingdom (UK) National Health Service. Healthcare professionals in the UK have had to adapt their practice. In particular, surgeons have faced organisational and technical challenges treating patients who carried higher risks, were more urgent and could not wait for prehabilitation or optimisation before their intervention. Furthermore, there were implications for blood transfusion with uncertain patterns of demand, reductions in donations and loss of crucial staff because of sickness and public health restrictions. Previous guidelines have attempted to address the control of bleeding and its consequences after cardiothoracic surgery, but there have been no targeted recommendations in light of the recent COVID-19 challenges. In this context, and with a focus on the perioperative period, an expert multidisciplinary Task Force reviewed the impact of bleeding in cardiothoracic surgery, explored different aspects of patient blood management with a focus on the use of haemostats as adjuncts to conventional surgical techniques and proposed best practice recommendations in the UK., (© 2023. The Author(s).)
- Published
- 2023
- Full Text
- View/download PDF
38. Methods for living guidelines: early guidance based on practical experience. Paper 2: consumer engagement in living guidelines.
- Author
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Synnot A, Hill K, Davey J, English K, Whittle SL, Buchbinder R, May S, White H, Meredith A, Horton E, Randall R, Patel A, O'Brien S, and Turner T
- Subjects
- Humans, Australia, United Kingdom, Patients, Caregivers
- Abstract
Objectives: To describe and reflect on the consumer engagement approaches used in five living guidelines from the perspectives of consumers (i.e., patients, carers, the public, and their representatives) and guideline developers., Study Design and Setting: In a descriptive report, we used a template to capture engagement approaches and the experiences of consumers and guideline developers in living guidelines in Australia and the United Kingdom. Responses were summarized using descriptive synthesis., Results: One guideline used a Consumer Panel, three included two to three consumers in the guideline development group, and one did both. Much of our experience was common to all guidelines (e.g., consumers felt welcomed but that their role initially lacked clarity). We identified six challenges and opportunities specific to living guidelines: managing the flow of work; managing engagement in online environments; managing membership of the panel; facilitating more flexibility, variety and depth in engagement; recruiting for specific skills-although these can be built over time; developing living processes to improve; and adapting consumer engagement together., Conclusion: Consumer engagement in living guidelines should follow established principles of consumer engagement in guidelines. Conceiving the engagement as living, underpinned by a living process evaluation, allows the approach to be developed with consumers over time., (Copyright © 2023 The Authors. Published by Elsevier Inc. All rights reserved.)
- Published
- 2023
- Full Text
- View/download PDF
39. Worth the paper it's written on? A cross-sectional study of Medical Certificate of Stillbirth accuracy in the UK.
- Author
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Rimmer MP, Henderson I, Parry-Smith W, Raglan O, Tamblyn J, Heazell AEP, and Higgins LE
- Subjects
- Infant, Newborn, Female, Pregnancy, Humans, Cross-Sectional Studies, Fetal Death etiology, Gestational Age, United Kingdom epidemiology, Stillbirth epidemiology, Placenta
- Abstract
Background: The Medical Certificate of Stillbirth (MCS) records data about a baby's death after 24 weeks of gestation but before birth. Major errors that could alter interpretation of the MCS were widespread in two UK-based regional studies., Methods: A multicentre evaluation was conducted, examining MCS issued 1 January 2018 to 31 December 2018 in 76 UK obstetric units. A systematic case-note review of stillbirths was conducted by Obstetric and Gynaecology trainees, generating individual 'ideal MCSs' and comparing these to the actual MCS issued. Anonymized central data analysis described rates and types of error, agreement and factors associated with major errors., Results: There were 1120 MCSs suitable for assessment, with 126 additional submitted data sets unsuitable for accuracy analysis (total 1246 cases). Gestational age demonstrated 'substantial' agreement [K = 0.73 (95% CI 0.70-0.76)]. Primary cause of death (COD) showed 'fair' agreement [K = 0.26 (95% CI 0.24-0.29)]. Major errors [696/1120; 62.1% (95% CI 59.3-64.9%)] included certificates issued for fetal demise at <24 weeks' gestation [23/696; 3.3% (95% CI 2.2-4.9%)] or neonatal death [2/696; 0.3% (95% CI 0.1-1.1%)] or incorrect primary COD [667/696; 95.8% (95% CI 94.1-97.1%)]. Of 540/1246 [43.3% (95% CI 40.6-46.1%)] 'unexplained' stillbirths, only 119/540 [22.0% (95% CI 18.8-25.7%)] remained unexplained; the majority were redesignated as either fetal growth restriction [FGR: 195/540; 36.1% (95% CI 32.2-40.3%)] or placental insufficiency [184/540; 34.1% (95% CI 30.2-38.2)]. Overall, FGR [306/1246; 24.6% (95% CI 22.3-27.0%)] was the leading primary COD after review, yet only 53/306 [17.3% (95% CI 13.5-22.1%)] FGR cases were originally attributed correctly., Conclusion: This study demonstrates widespread major errors in MCS completion across the UK. MCS should only be completed following structured case-note review, with particular attention on the fetal growth trajectory., (© The Author(s) 2022. Published by Oxford University Press on behalf of the International Epidemiological Association.)
- Published
- 2023
- Full Text
- View/download PDF
40. 'As straight as they come': Expressions of masculinities within digital sex markets.
- Author
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Rand, Helen M
- Subjects
INTERNET marketing ,QUEER theory ,MASCULINITY ,GENDER identity ,ELECTRONIC paper ,DATA privacy ,MASCULINE identity ,DESIRE - Abstract
The research presented in this paper supports claims by feminists and queer theorists that there are numerous and diverse sex/gender/desire categories (Bem, 1995). Taken from a broader digital ethnography of digital sex markets in the United Kingdom, the findings are based on ten in-depth interviews with those who identified as men or 'gender flexible' and who buy and/or sell sex within digital markets. The participants featured in this paper used digital sex markets as a space to explore and express non-normative/subversive sexual and gender identities. Yet for many of them, these subversive acts were bounded by the market, so they were able to uphold masculine heterosexual identities outside of sex markets. The relative privacy of digital sex markets empowered them to maintain heterosexist power, reducing the social risks of stigmatisation and ostracisation associated with subversive sexual and gender identities. The thematic analysis revealed the limitations of heteronormative and homonormative labels and assumptions of sex work relations, thus, prompting the need to write this paper. Framing sex markets in narrow binary terms, as either homosexual or heterosexual markets, or research participants as customers or workers do not reflect the fluidity and diversity evident in this small yet revealing sample. The study shows multiple and fluid expressions of sex/gender/desire; and a duality in market roles as workers and/or customers amongst men engaged in digital sex markets. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
41. Weekly Policy Papers.
- Subjects
EDUCATION policy ,CHILD sexual abuse ,FEDERAL aid to education ,HIGHER education - Abstract
gives details of all policy papers on education published in Great Britain from 22 to 26 May, 2023. Topics discussed include "Government Response to the Final Report of the Independent Inquiry into Child Sexual Abuse;" "Funding for Levelling Up;" and "Accessing Higher Education in the UK's Overseas Territories."
- Published
- 2023
42. Weekly Policy Papers.
- Subjects
SEXUAL harassment ,TEACHER recruitment ,TEACHER retention ,GOVERNMENT policy - Abstract
The article focuses on presenting policy papers covering topics such as teacher recruitment and retention in England, youth unemployment statistics in the United Kingdom and the European Union, and concerns about sexual harassment in English schools. Part 1 details government policy papers, Part 2 covers parliamentary policy papers, and Part 3 includes contributions from think tanks and non-governmental organizations.
- Published
- 2023
43. Weekly Policy Papers.
- Subjects
GOVERNMENT policy ,PRIVATE schools ,EDUCATION policy ,YOUTH employment - Abstract
The article focuses on the all policy papers published by the United Kingdom government from June 12 -16, 2023. It includes parliamentary policy papers on charitable status and independent schools, think tank and third-party policy paper regarding homophobia and transphobia in schools and youth employment statistics.
- Published
- 2023
44. Microfibrillated cellulose films for mending translucent paper: an assessment of film preparation and treatment application options.
- Author
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Henniges, Ute, Angelova, Lora, Schwoll, Sonja, Smith, Holly, and Brückle, Irene
- Subjects
JAPANESE films ,NATIONAL archives ,OPTICAL properties - Abstract
Copyright of Journal of the Institute of Conservation is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
- View/download PDF
45. Impact of sampling and data collection methods on maternity survey response: a randomised controlled trial of paper and push-to-web surveys and a concurrent social media survey.
- Author
-
Harrison, Siân, Alderdice, Fiona, and Quigley, Maria A.
- Subjects
RANDOMIZED controlled trials ,SOCIAL media ,ACQUISITION of data - Abstract
Background: Novel survey methods are needed to tackle declining response rates. The 2020 National Maternity Survey included a randomised controlled trial (RCT) and social media survey to compare different combinations of sampling and data collection methods with respect to: response rate, respondent representativeness, prevalence estimates of maternity indicators and cost. Methods: A two-armed parallel RCT and concurrent social media survey were conducted. Women in the RCT were sampled from ONS birth registrations and randomised to either a paper or push-to-web survey. Women in the social media survey self-selected through online adverts. The primary outcome was response rate in the paper and push-to-web surveys. In all surveys, respondent representativeness was assessed by comparing distributions of sociodemographic characteristics in respondents with those of the target population. External validity of prevalence estimates of maternity indicators was assessed by comparing weighted survey estimates with estimates from national routine data. Cost was also compared across surveys. Results: The response rate was higher in the paper survey (n = 2,446) compared to the push-to-web survey (n = 2,165)(30.6% versus 27.1%, difference = 3.5%, 95%CI = 2.1–4.9, p < 0.0001). Compared to the target population, respondents in all surveys were less likely to be aged < 25 years, of Black or Minority ethnicity, born outside the UK, living in disadvantaged areas, living without a partner and primiparous. Women in the social media survey (n = 1,316) were less representative of the target population compared to women in the paper and push-to-web surveys. For some maternity indicators, weighted survey estimates were close to estimates from routine data, for other indicators there were discrepancies; no survey demonstrated consistently higher external validity than the other two surveys. Compared to the paper survey, the cost saving per respondent was £5.45 for the push-to-web survey and £22.42 for the social media survey. Conclusions: Push-to-web surveys may cost less than paper surveys but do not necessarily result in higher response rates. Social media surveys cost significantly less than paper and push-to-web surveys, but sample size may be limited by eligibility criteria and recruitment window and respondents may be less representative of the target population. However, reduced representativeness does not necessarily introduce more bias in weighted survey estimates. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
46. Digital geographies of everyday multiculturalism: 'Let's go Nando's!'.
- Author
-
Bennett, Katy, Gardner, Zoe, and De Sabbata, Stefano
- Subjects
- *
MULTICULTURALISM , *ELECTRONIC paper , *CITIES & towns , *GEOGRAPHY , *SOCIAL media - Abstract
As UK cities and towns become increasingly ethnically and culturally diverse, researchers have tuned into how people inhabit multiculturalism. Ethnographic approaches have focused on the kind of togetherness that people generate as they go about their everyday lives, observing the affective textures of interactions and happenings of the here and now in granular detail. Missing from these accounts is what crowdsourced data might add to understandings of how multicultural places are experienced. What is vital about this kind of data is that it is 'big', involving a diversity of voices similarly intent on messaging their experiences, presenting opportunities to scale up the affect of encounters and to quantify what is difficult to qualify. This paper brings Digital Geographies into conversation with research on everyday multiculturalism to examine qualitatively and quantitatively how social media use folds into and expresses various practices of sociality and connection. Our paper involves Twitter, Nando's and the city of Leicester in the UK to challenge and advance ways of understanding everyday multiculturalism in an era of global migration and ethnically complex populations. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
47. Why do health professionals need to know about the nutrition and health claims regulation? Summary of an Academy of Nutrition Sciences' Position Paper.
- Author
-
Stanner, Sara, Ashwell, Margaret, and Williams, Christine M.
- Subjects
- *
HEALTH insurance reimbursement laws , *GOVERNMENT regulation , *DIET , *ORGANIZATIONAL goals , *MEDICAL protocols , *HEALTH insurance reimbursement , *INTERPROFESSIONAL relations - Abstract
The article presents the discussion on claims about the nutritional and health benefits of foods and drinks Position Paper emphasises the learnings gaining through the implementation of the European Food Safety Authority evidence‐based process for assessment of proposed claims; and main audience for the Academy's work is the nutrition science community/profession and its stakeholders.
- Published
- 2023
- Full Text
- View/download PDF
48. Bourdieu's field theory applied to the story of the UK radiography profession: A discussion paper.
- Author
-
Louise McKnight K
- Subjects
- Humans, United Kingdom, Radiography
- Abstract
Objectives: There are many suggestions offered within the literature to decide if a job type is a profession, some using tick box type trait and characteristics analyses to compare the actions and qualities of individuals to a predefined list. However, there is no specific way to resolve what makes or defines a profession. Writers in many disciplines, including radiography, have used these different models, sometimes with conflicting results. This paper explores the use of Bourdieu's replacement of the concept of profession with that of a 'field', meaning a network of occupants with common attributes, in this case radiographers, in an attempt to resolve this issue., Findings: In the UK, radiography practitioners and professional bodies generally use the term profession to describe radiography, and this paper explores a defence of the term for radiography. Using Bourdieu's field theory not only helps define a profession, but also explains the difficulties at the boundaries of professions, and the work needed to protect a profession as a credible entity., Conclusion: This paper supports the argument that radiography is a profession when using Bourdieu's field theory. Radiography continues to work to maintain its status by increasing its symbolic capital by increasing the research output and evidence base of the profession and through role extension., Implications for Practice: Radiographers can perhaps be assured that radiography is a profession when using Bourdieu's field theory. This paper shows how theoretical frameworks and concepts from outside radiography can be used to support new ways of thinking within the profession., Competing Interests: Declarations of competing interest This article is based on a thesis successfully submitted for a Professional Doctorate of Education (EdD) at Birmingham City University which was funded by Birmingham City University., (Copyright © 2022 The College of Radiographers. Published by Elsevier Ltd. All rights reserved.)
- Published
- 2023
- Full Text
- View/download PDF
49. Weekly Policy Papers.
- Subjects
GOVERNMENT policy ,INTERNATIONAL organization ,NONGOVERNMENTAL organizations ,RESEARCH institutes - Abstract
The article provides information regarding policy papers published in the UK. It is noted that is has been divided into three parts: government policy papers, parliamentary policy papers, and think tank and third-party policy papers. It is further mentioned that part 1 covers White and Green Papers published by the UK Government, part 2 covers papers by three parliamentary libraries, and Part 3 includes papers from think tanks, other non-governmental bodies, and international organizations.
- Published
- 2023
50. Perimeter description of research publications on drones by prolific engineering writers.
- Author
-
Suryani, I., Basir, N., Norkhairi, A., Halim, M. Z. A., and Zubir, F.
- Subjects
BIBLIOMETRICS ,CONFERENCE papers ,ENGINEERING ,ACADEMIC discourse ,AUTHORS - Abstract
Teaching technical writing to engineering researchers particularly post graduate students is a demanding and complex task. Often the challenge faced by the language instructor is in having inadequate understanding on students' expected writing output which is engineering research publication. While the language instructors may find the language use aspect manageable, it is the understanding on expected writing output for engineering discipline that is a challenge; therefore, supporting language module developers to understand those expected outputs is essential and needed for the advancement in language teaching. In view on the need for the description of the targeted output which is engineering publication, this study focuses on supporting the understanding of engineering research publication specifically on drones. This study is aimed to describe the perimeter of research publication on drones written by prolific engineering writers. This paper uses bibliometric analysis method which is based on identifying the core research and authors, as well as the works that cited them. This study examines 275 research publications indexed in SCOPUS database and also investigates 1947 research publications that cited the 275 publications as reference source. The findings show that the publications are mostly articles, conference papers and reviews deriving mostly from the US, China and the UK whereas the citing documents are mostly from China, the UK and the US. This paper presents the description on the perimeter for both groups. Such description provides a ready narrative to language instructors as well as ready narratives and guidance on writing/content dimension for young scholars embarking on writing scholarly articles on drone research. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
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