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In 2016 the Government invited English local authority employers of social workers and university providers of social work qualifying programmes to apply jointly for funding to become social work teaching partnerships. This was in response to its concerns about the limited engagement of local authorities with qualifying training programmes. It was also part of the Government's strategy to ensure that students qualified as social workers with what it considered to be the right knowledge and skills and to improve their recruitment, retention and development and overall quality of practice. Following an evaluation of one partnership, this discussion paper addresses the evolution of these arrangements as found in consultations with representatives of 10 social work teaching partnerships (held 2017–18), the four original pilots and the six others that were subsequently funded. Drawing on a synthesis of the partnerships' reported experiences, this paper reports the variations in their approaches and sets out the challenges they faced and addressed, contextualising this in the policy landscape in which they were introduced and operated. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the performance of a sample of general practitioner (GP) trainers in the multiple choice paper (MCP) of the Membership Examination of the Royal College of General Practitioners (MRCGP) and to obtain their views of the content of the paper and its relevance to general practice using a written knowledge test and self-administered questionnaire. The participants were volunteer GP trainers in the Northern, Wessex, Kent, Surrey and Sussex (KSS) and Northwest deaneries of the UK. The trainers completed a shortened version of an MRCGP MCP paper under examination conditions and provided feedback immediately afterwards. Of 191 trainers invited to participate, 86 (45%) sat the paper and of these, 81 completed the questionnaire. Most trainers believed that the paper assessed knowledge of common or important topics relevant to general practice, that the majority of questions were appropriate, clear and unambiguous and that time pressure was not a problem. Trainers performed significantly better compared to registrars overall, and in questions on medicine related to general practice and practice administration but not research methodology or critical appraisal. They did so without making prior preparation. The findings from this group of trainers lend support to the face validity and content validity of the MRCGP MCP examination as an assessment of applied knowledge of general practice. [ABSTRACT FROM AUTHOR]

The article offers information on the twentieth anniversary of the publication of the Swann Report in Great Britain in 2005. The issues investigated by Swann remains resonating both in Great Britain and beyond and the significance and the legacy of the report remain subjects of significant debate. There were 51 papers presented over the two days conference at the University of Birmingham. The subject of Gary McCulloch's article is about class and more particularly the education of the middle age class. Christine Mayer's article is providing details on the changing educational practices for girls and women between the sixteenth and eighteenth centuries in Germany.

Interprofessional education (IPE) is being built into the mainstream of professional education for all health and social care professions throughout the United Kingdom (UK) driven by the Labour Government elected in 1997, coincidentally the year that this Journal hosted the first All Together Better Health conference in London. The incoming government prioritized pre-qualifying IPE to be provided in partnership by universities and service agencies supported regionally by workforce development confederations, later absorbed into strategic health authorities (SHAs), and centrally by educational, professional and regulatory bodies. Ambitious agenda for pre-qualifying IPE set by government are being tempered by realistic assessment of current outcomes borne of experience and corroborated by evidence. This paper suggests some ways to ease constraints and improve outcomes, but emphasizes the need to generate continuing interprofessional learning opportunities that build on the basics. It argues that accumulating experience and evidence must be brought to bear in formulating criteria for the approval and review of IPE within regulatory systems for professional education. Can IPE be sustained within mainstream professional education once initial enthusiasm ebbs and earmarked funds run dry? That is the issue. [ABSTRACT FROM AUTHOR]

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

Universities face an uncertain funding environment and turbulent marketplace. Financial scenario modelling offers a potential mechanism to assist in navigating a way forward. Our previous paper on UK universities' practice found some variation in the sophistication of the approaches taken, but the overall impression was of a relatively simple approach, with spreadsheets generally viewed as having sufficient functionality to meet current strategic needs. This subsequent paper offers guidance on the construction of financial scenario models. It addresses the key variables that universities may wish to include, and it offers advice on how models might be formulated and evolve. The characteristics of differing approaches taken by universities in meeting their own scenario modelling requirements are explored by identifying three forms of model: basic, intermediate and advanced. The contribution of this paper is to enable universities, in the UK and beyond, to evaluate and improve their own financial scenario modelling practices. [ABSTRACT FROM AUTHOR]

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

The paper critiques key international teaching excellence and higher education outcomes frameworks for their lack of attention to epistemic equality. It subsequently argues that adequate 'datafication' of these frameworks, to demonstrate the extent to which universities offer teaching experiences which promote intellectual equivalence of all 'knowers' could advance present understandings of teaching excellence beyond benchmarked performativity. The paper theorises the philosophical basis of a changed 'datafication' process under selected national and supra-national frameworks for measuring teaching excellence at universities and shows, by statistically modelling selected national data, how a 'metric' evaluating universities on epistemic equality could work in practice. [ABSTRACT FROM AUTHOR]

This paper focuses on the Colleges of Advanced Technology (CATs), specialist providers of advance science and technology which existed in England and Wales for ten years after the 1956 White Paper Technical Education. Its central argument is that recasting the CATs as broader-based universities following the 1963 Robbins Report was a significant error which attenuated the progress of science and technology, and prevented the Colleges' development as viable providers of higher education (HE) outside the university sector. This decision, it is argued, was shaped by typically English views about the relative value of different forms of learning, the nature and purpose of HE, and particular beliefs about the primacy of the university. It also conflated the general desire to increase participation in higher education with the wish to promote science and technology in particular. A bolder option, it is proposed, would have been to build the CATs up as prestigious institutes of technology, along the lines of those found in the USA and continental Europe – although this, it is recognised, would have entailed a substantial shift in the role of the state and reduced the individual and collective autonomy of HE institutions in England and Wales. [ABSTRACT FROM AUTHOR]

The paper proposes a statistical model for a TEF metric that could liberate the "oppressed" (international students) and the "oppressors" (home students) from the influence of public policies which, through constructions of international students as "supplicants" and "beneficiaries" of the prestigious British education system, have created conditions for their exclusion in the classroom. It is argued in the paper that such representations have contributed to international students' subordination through coloniality and have also limited home students' agency to engage with their international peers on socially and politically equal terms. The paper conceptualises the design and philosophical nature of a supplementary TEF metric that could prevent such symptoms of public policies. It also shows how such a metric could work in practice by modelling the UK Engagement Survey (UKES) data from a case study university. The paper proposes ideas about how understandings and practice of internationalisation could be re-articulated through the proposed metric. As such, it also discusses new "standards" of internationalisation that could enter reputational rankings and ways in which they could be applied internationally. [ABSTRACT FROM AUTHOR]

UK Higher Education (HE) is going through a process of unprecedented change, where large numbers of its student body now come from internationally diverse contexts. These students come from different cultures, backgrounds and educational systems which influence the way they interact, learn and engage with UK HE. Key participants in this engagement and interaction are UK HE academics, who play a significant role in the development of the international student teaching and learning experience. This paper aims to investigate this role and investigate the academic expectations and perceptions of 22 academic tutors across 3 UK HE Business Schools. Within this context the paper will explore how academic knowledge and understanding of international students influence their pedagogical approaches; the participants in the research each had a minimum of three years' teaching experience. Data were analysed using template analysis through the lens of an interpretive approach. The findings indicate that more needs to be done to support the integration of international students in UK HE. [ABSTRACT FROM AUTHOR]

This paper explores the processes and outcomes of an action research project, which utilised action learning sets to explore the experiences of a community of academics, who promote pedagogical enhancement in a UK university. Five academics acted as participant action researchers in a longitudinal study exploring the issues they face within their community of practice. Action learning sets were used as the forum through which the participants could discuss the issues they face. The result is an interwoven fabric of action learning and action research, with participants utilizing their reflections on the action research process itself as a catalyst to achieve greater insight into the issues they sought to address through their action learning. This paper explores the themes that emerged from these reflections: choosing between seeking 'solutions' versus promoting discussion in the action learning sets, the complementarity of action research and action learning, the challenges of a collective mode of inquiry. Ultimately, we offer up the process of incorporating action learning sets within an action research project as a participatory approach that can engage colleagues in different roles to reflect on pedagogical practice. Our findings demonstrate both the potential benefits and challenges inherent in combining action learning and action research. [ABSTRACT FROM AUTHOR]

Over the last 20 years, the UK Higher Education sector has experienced a significant change to its funding base with a shift away from government funding, to operating within a highly competitive marketised environment. This shift has impacted the governance and management structures within the sector, with universities encouraged to adopt a more corporate and managerial style. Moreover, over this period, universities have evolved and adapted to social, economic, environmental and technological changes, necessitating a change in dialogue with the large number of internal and external stakeholders who influence Higher Education policy as well as university practices and operations. Adopting a Stakeholder and Resource Dependency Theory perspective, this paper seeks to calibrate the changing influence and importance of these stakeholders. The paper analyses a survey of 22 university secretaries (In the UK Higher Education setting, the university secretary is responsible for the effective governance of the university and for its professional services. In recent years, several UK universities have changed the title of this role from university secretary to Chief Operating Officer (COO), or to University Secretary and Chief Operating Officer, which is more common internationally.) conducted in mid-2020, and the results show that academic staff and students are seen as the most influential internal stakeholders as the quality of teaching and research is vital to the reputation and attractiveness of the university in a global market. Undergraduate home students are seen as the most influential student group due largely to the numbers enrolled, followed by international postgraduate taught students, an outcome consistent with resource dependency theory. UK and devolved governments (Devolution occurs when a central government delegates power to a region, providing it with autonomy to make legislation relevant to the area, whilst keeping it under national control. In the UK, devolved powers were granted to Scotland, Wales and Northern Ireland from the UK Westminster Government following referenda in each region in the late 1990s. The devolved governments of Scotland, Wales and Northern Ireland have control over a wide range of policy areas and have the authority to pass their own legislation in relation to them. One such devolved policy area is education. Other devolved policy areas include health services, law, and the environment.) are seen as the most influential external stakeholder reflecting their role in university funding and in setting Higher Education policy and regulation, an influence that has increased over the past two decades. The influence of financial stakeholders has also grown over the past two decades. [ABSTRACT FROM AUTHOR]

Higher education institutions (HEI) have undergone fundamental changes driven by ICT developments, globalisation, and the advent of socio-constructivist pedagogic approaches. As a result, within the UK, capital investment in new and retrofitted facilities has reached a record expenditure. Recent research on user-related evaluations of facilities, particularly in HEI learning spaces, highlights the prevalence of evaluations dominated by reductionist approaches focused on measuring outcomes, on users, such as satisfaction, learning outcomes or engagement. These approaches have a major pitfall, neglecting the complexity of the dynamic relationships between people, spaces, technology, institutional structure and pedagogic practices. In response, this paper aims to propose a shift on current approaches by exploring the application of sociotechnical systems theory to learning space design and evaluation. Amid these, it is argued that Cognitive Work Analysis (CWA) offers promising alternatives to inform design and management of higher education learning spaces. Finally, within the paper, three CWA interventions are proposed and discussed, focusing on how these address previously identified shortcomings of predominant approaches used in HEI learning space design and evaluation. [ABSTRACT FROM AUTHOR]

On October 8, 2013, the Royal Swedish Academy of Science announced that the Nobel Prize in Physics for 2013 would go to Peter W. Higgs (University of Edinburgh, United Kingdom) and François Englert (Université Libre de Bruxelles, Belgium). Forty-nine years ago, these two scientists developed a theory to explain the origin of mass in the universe, and it forms the basis for our understanding of particles. Their theory sparked a decades-long experimentalist search for confirmation, which culminated on July 4, 2012, when the discovery of a fundamental particle at the ATLAS and CMS experiments at CERN was announced. The discovered particle shared a substantial number of properties with Higgs and Englert’s predictions. [ABSTRACT FROM PUBLISHER]

Examining academics 'engagement with non-academics in industry, public agencies and charities, this paper examines gender gaps between men and women. Using a large-scale survey of UK academics, we find that although there is difference between women and men in the commercial areas of engagement, with men being more active in this domain than their women colleagues of a similar age and experience and of the same rank, discipline, and university, this pattern is reversed for academic engagement with the third sector, with women more likely to engage with charities, regardless of career stage and research field. We explore the gendered nature of academic engagement, and discuss policy implications arising from it. [ABSTRACT FROM AUTHOR]

The pursuit of inclusion in elite universities has been widely explored from a structural lens concerned with issues of access faced by traditionally underrepresented students and staff. Building from a sociological institutionalist approach, this paper proposes the concept of 'agentic inclusion' to capture the growing valorisation of universities' agency in the pursuit of inclusion, and the underlying shift from inclusion as 'structural pursuit' to inclusion as 'organisational commitment'. Drawing on primary data mapping the presence of inclusion offices, units and teams across 124 UK universities as of 2018, and secondary data such as student and staff inclusion statistics, I show that elite universities are leading in the organisational display of inclusion, irrespective of the actual levels of inclusion across traditionally underrepresented students and staff. The findings call for further research into the gap between universities' organisational commitments to inclusion and inclusion at the structural level and inform several policy recommendations. [ABSTRACT FROM AUTHOR]

This article considers questions of ‘employability’, a notion foregrounded in the Green and White Papers on the Teaching Excellence Framework (TEF). The paper first questions government imperatives concerning employability and suggests a series of mismatches that are evident in the rhetorics in this area. This summary opens up elements of what I am calling the first ‘folly’ in the field. The second section of the paper considers recent research with individual academics engaged in employability activity. This research suggests another series of mismatches in the aims and outcomes of ‘employability initiatives’ and opens up a further series of ‘follies’ in the day-to-day practices of academics and students’ responses to them. The third section of the paper turns to academics’ reports of student behaviour in relation to the outcomes of their degree. This section develops an argument that relates to the final ‘folly’ associated with the current focus on employability. I argue that students’ focus on outcomes (which at face value suggests they have internalized the importance of employment) is contributing to the production of graduates who do not have the dispositions that employers – when interviewed – say that they want. The highly performative culture of higher education, encouraged by the same metrics that will be extended through the TEF, is implicated then innotpreparing students for the workplace. [ABSTRACT FROM PUBLISHER]

The UK higher education system has become increasingly competitive and stratified prompting calls for a reclaiming of the civic role of universities. This paper argues that, if HE is to reclaim its civic function then civic engagement needs to move beyond being a separate strand of activity for universities, instead becoming a guiding principle. This requires an institution-wide commitment. The paper describes a model developed by a Scottish university to support, recognise and embed civic engagement within the curriculum and wider student experience as part of its core mission. The design and delivery of this development are described and early indicators of its efficacy are provided. Findings indicate that it is possible for universities to operationalise a civic mission by focusing on the curriculum as the mechanism through which to highlight and embed common good attributes. The model described could be replicated in other higher education institutions nationally and internationally. [ABSTRACT FROM AUTHOR]

The article discusses various papers published within the issue including one on the 2010-2011 Puerto Rico student strikes, one on the responses of British universities to counterterrorism policy of the British government, and another on the difficulties of separating questions of pedagogy from counterterrorism and radicalism.

Decolonisation is a socio-political movement which challenges Eurocentrism and post-colonial notions of power. This has numerous implications for higher education institutions (HEIs), where the content and delivery of curricula may be seen as products of colonial legacy. The decolonisation agenda has increasing support from students, the academy, and regulatory bodies, which together are invoking HEIs to act. This paper reports on research undertaken within a UK HEI, which benchmarked the extent to which programmes followed characteristics of (de)colonised curricula. A survey, based on existing open access resources, was completed by 99 staff and 290 students across four schools. Findings suggest differences in how curricula are perceived by staff and students, and between white and minority ethnic student groups. Given growing global interest in decolonisation and associated social justice themes, this research has important applications for other HEIs. [ABSTRACT FROM AUTHOR]

This paper considers the likely shape of the next UK Research Excellence Framework (REF). It explores some of the recommendations from the 2016 Stern Review (those concerned with ‘outputs’) and their envisaged impact on the exercise. Drawing on lessons learnt from the previous round of the REF, and some wider commentary, the paper considers some of the problems emergent from REF2014, whether they can be mitigated, and whether new problems might emerge in REF2021. Prominently, the issues of ‘burden’ and ‘gaming’ are explored. Although there are some grounds for optimism, much more detail will be needed before we can be reasonably confident about achieving a less burdensome and a more accurate evaluation of researchqualitywithin universities across the UK. [ABSTRACT FROM PUBLISHER]

As the social and economic landscape changes, universities are coming under growing pressure to contribute to the economic development of their localities. This paper explores the increasing trends towards universities as key actors in the governance of regional economic development through activities to support economic and entrepreneurship development in their regions. A case study is presented of an institution in the UK which is increasingly situating itself in the economic governance sphere. Drawing on the experiences of those working at the coalface of economic governance activities, the opportunities and potential challenges faced by a university when engaging in such activities are explored. The ultimate goal of this paper is to shed light on universities' activities in the realm of regional economic governance, an area currently under-explored in extant literature. [ABSTRACT FROM AUTHOR]

In this paper, we attend to the pedagogical role of reflection within action research practices. We discuss educational considerations of the complex process of improving curriculum, while undertaking collaborative research in which reflection within the iterative process of action research became pedagogical. We draw upon our reflections from an action research project on research-based learning in course-based, professional graduate programs. In particular, our purpose was to think about our reflections from diverse roles and viewpoints, from associate dean, academic coordinator, instructor, and co-researchers, to explore the various ways in which our collaborative understandings informed graduate program design. Our narrative reflections allowed us to learn about our individual and collective beliefs about action research, and the ways in which our beliefs and practices shaped graduate students' experiences learning about and conducting action research. In drawing on our critical reflective processes, we show both the tensions and possibilities of collaboration in action research. We conclude, after reflecting on our collective processes engaged in this paper, that documenting researchers' experiences can be vital in action research for addressing complex educational challenges in the improvement of curriculum and programs, and in creating the conditions for enhanced student learning experiences. [ABSTRACT FROM AUTHOR]

In this paper, we propose a methodology to support the Curriculum Design and Development (CDD) process with the aim of aligning competences provided by Higher Education Institutions (HEIs) with the ones required by companies. The proposed methodology stems from the identification of companies' training needs and aims at classifying a set of specific competences that are derived through a desk analysis of the existing academic offer. The novelty of the proposed methodology is represented by the introduction of quantitative indicators used for competences' classification which may support decision-makers in the individuation of the expected learning objectives of the curriculum. The proposed approach has been developed and tested in the context of a European Project (TrainERGY – Training for Energy Efficient Operations) involving four European countries (Italy, Poland, UK and Greece), whose objective was the definition of a transnational curriculum oriented to qualify better practitioners involved in energy efficiency operations in SMEs. [ABSTRACT FROM AUTHOR]

In this research informed perspective, I discuss some of the barriers students face during progression to higher education. A crucial role can be played by higher education institutions (HEIs) and other public bodies. I discuss some of the measures taken and critically evaluate these to show how these can be improved. In the absence of a centralised admission system and autonomy exercised by HEIs, it is not clear yet how these targets will be achieved. HEFCE and OFFA play a vital role, but there is further scope towards addressing equality and diversity. This paper discusses some of the ways forward. [ABSTRACT FROM AUTHOR]

This paper evaluates the factors affecting the representation of females on governing bodies of UK universities. Applying resource dependence and stakeholder theory, the paper argues that it is in the interests of the organisation that there should be an equitable gender balance on the governing bodies of universities. Using data from university websites and the Higher Education Statistics Agency, the authors observe the proportion of female members of UK university boards to be 32%, higher than the corporate sector and similar to Parliament, but unsatisfactory, given that it fails to reflect the percentage of female staff and students at UK universities. The principal findings of the research are that a gender imbalance persists across the sector with some differences between different types of university. For example, there are lower levels of overall female board membership for ‘New’ (post 2000) universities, but lower female outsider members in pre-92 universities. [ABSTRACT FROM AUTHOR]

This paper examines attitudes to pedagogical change, among teachers within a second level science department in Ireland. It explores the beliefs and contextual constraints that mediate diversification from a primarily didactic pedagogical approach towards more student-led pedagogies. Using a multi-method approach incorporating observations of teaching, focus group interviews, one to one interviews and open-ended questionnaires, findings were analysed inductively to generate a number of themes. The findings suggest that a teacher’s sense of identity and beliefs are significant influences on their predisposition towards pedagogical change. Interestingly, the middle class, academic context of the school and the terminal Leaving Certificate state examination, were both identified as latent contextual barriers to pedagogical change. The implementation of curricular reform at Junior Cycle level in Ireland is ongoing, with a new science specification in place since September 2016. This specification has a significant student-led and skill-based emphasis and varied pedagogical approaches are necessary to effectively deliver this new curriculum. Professional development is available to assist teachers with the curricular reform. However, findings in this paper suggest that intrinsic beliefs and contextual constraints may limit access to, or meaningful engagement with such training, negating pedagogical change for some teachers and their students. [ABSTRACT FROM PUBLISHER]

That compulsory education is datafied is widely acknowledged. A significant body of literature illuminates the policy context and technologies that have given rise to what we now call datafication. Less research has focussed on the consequences of datafication on teachers and learners. In this paper, we offer a unique perspective of these consequences in relation to qualified, experienced teachers as learners on education-based masters courses. Working within a post-qualitative frame, we employ a lesser-known approach to research, 'conversation as methodology', in order to explore our experiences and develop our expertise as HE practitioners. Through conversation, we identify datafication as both affective and effective – it shapes and produces particular learning and teaching encounters and it also shapes and produces subjectivities. We suggest that for education-based masters courses, this is troublesome, and can result in a process of (un)teaching, as we challenge the values and practices on which a datafied education depends. [ABSTRACT FROM AUTHOR]

Student dissatisfaction with assessment and feedback is a significant challenge for most UK Higher Education Institutions according to a key national survey. This paper explores the meaning, challenges and potential opportunities for enhancement in assessment and feedback within the authors' own institution as illustrative of approaches that can be taken elsewhere. Using a qualitative design, a review of assessment and feedback, which included an exploration of students' perceptions, was made in one College of the University. The findings highlighted variations in assessment and feedback practice across the College with dissatisfaction typically being due to misunderstanding or miscommunication between staff and students. Drawing on the review, we assert in this paper that students' dissatisfaction with assessment and feedback is not a 'tame' problem for which a straightforward solution exists. Instead, it is a 'wicked' problem that requires a complex approach with multiple interventions. [ABSTRACT FROM AUTHOR]

A 'new' workplace landscape in the higher education sector leads to employees questioning their fit within the current organisation. This paper presents the findings of an organisational climate study within a South African Higher Education Institution and highlights multi-generational perspectives. The theoretical contribution of this paper is a confirmation of the multi-level as well as the interactionistic nature of the macro (organisational climate), the meso (P–O fit) and micro (turnover intention) variables, as impacted on by the differences between the generational categories. Findings suggest that when thinking of leaving the employ of the university, Generation X considers the congruence between the demands of the job and compensation whereas Generation Y and Baby Boomers consider complementary fit and treatment by the direct manager as instrumental. The study is concluded with practical recommendations to reduce employees' turnover intention to ensure a productive and effective workforce. [ABSTRACT FROM AUTHOR]

As UK Higher Education institutions continue to accept students from ethnically diverse backgrounds, there is now an onus and an expectation for academics to provide learning environments and experiences that are inclusive, validating and affirming. The aim of this paper is to explore, through the lens of the academic tutor, the pedagogical methods employed towards the implementation of 'cultural branching', which we define as helping ethnically diverse students to build bridges between their pre-existing knowledge and what they are expected to learn. To investigate this in more detail, the researchers interviewed 22 academic tutors across three UK Higher Education Institutions in the North of England. The findings suggest that current curriculum structures and pedagogical approaches favour the dominant non-ethnically diverse learner. Our research proposes that additional emphasis needs to be placed on developing a practical and functional approach which embeds cultural branching via technological platforms. [ABSTRACT FROM AUTHOR]

In an era of neoliberal reforms, academics in UK universities have become increasingly enmeshed in audit. A new Teaching Excellent Framework (TEF) emerged in 2017 with results determined primarily by proxy data of National Student Survey (NSS) scores, retention data and Longitudinal Educational Outcomes data (LEO). The TEF has been rapidly repurposed in order to shape the behaviour and priorities of both students and academics. The discourse of the TEF legislation, bolstered by studies from HEA/HEPI, assumes the source of inequality of outcome is poor teaching requiring corrective action by universities. Further justification for surveillance and quasi-regulation is borne by appeals to 'value for money' and 'competition'. I argue that what seems to be an arbitrary constellation of proxy data points has in fact been a calculated plan to render universities, staff and students as neoliberal subjects. The accident of accessibility, inasmuch as it overlaps with the neoliberal imperative, has determined which data shall function as Key Performance Indicators (KPIs) and the whole assemblage is cemented by discursive choices which align with neoliberal principles. The Government White Paper Success as a Knowledge Economy, May 2016, forms the text for corpus analysis of keywords, discourses and metaphors. Abbreviation: BIS: HM Government Department of Business, Innovation and Skills; BME: Black and Minority Ethnic; DLHE: Destinations of Leavers from Higher Education; HEI: Higher Education Institution; HERA: Higher Education and Research Act; HESA: Higher Education Statistics Agency; HEA: Higher Education Academy; Hefce: Higher Education Funding Council for England; HEPI: Higher Education Policy Institute; HND: Higher National Diploma; KEF: Knowledge Exchange Framework; KPI: Key Performance Indicator; LEO: Longitudinal Educational Outcomes; NSS: National Student Survey; NUS: national Union of Students; OfS: Office for Students; POLAR: participation of local areas; QAA: Quality Assurance Agency; RAB: Resource Accounting and Budgeting; REF: Research Excellence Framework; ROI: Return on Investment; SDS: Strategically Deployable Shifter; SKE: Success in a Knowledge Economy; TEF: Teaching Excellence and Student Outcomes Framework; WP: Widening Participation [ABSTRACT FROM AUTHOR]

This paper reports on an investigation of a Higher Education institution's webpages for prospective students. The study is used to illuminate how different conceptions of internationalisation are, or are not, represented to home and international students in university marketing. Multimodal Critical Discourse Analysis (CDA) is used to investigate the webpages' discursive strategies through detailed analysis of linguistic features and images. The research explores how discourses frame or sideline conceptions of internationalisation, and it shows that in this case the dominant discourse of internationalisation is a narrow and exclusionary one. The paper concludes that in the webpages of this non-elite university a broader version of internationalisation is being marginalised in a neoliberal climate perhaps because it cannot be quantified, does not fit the individual consumer model, and so is squeezed out under the pressures of other discourses. [ABSTRACT FROM AUTHOR]

Women constitute just over one fifth of full professors in UK higher education and whilst work has emerged in recent years on professors as leaders, there has been comparatively little research about how this under-represented cadre define and practise their role as intellectual leaders. This paper seeks to analyse how women see their role as full professors through autobiographical accounts of their intellectual and career histories via interviews with women professors, and a small comparison group of male professors. A range of freedoms and responsibilities connected with the professorial role are identified along with personal qualities considered central to success. Both female and male professors understand their role principally in terms of research leadership, but women are more likely to emphasise the importance of academic citizenship, especially mentoring, compared to their male counterparts, an obligation that weighs especially heavily on women working in science, technology, engineering and mathematics areas. While these findings are indicative of the continuing effect of so-called 'academic housework' in holding back the academic careers of women, they are also a positive indicator of a commitment to an all-round role as an intellectual leader. [ABSTRACT FROM AUTHOR]

The aim of this paper is to explore the institutional impact of sustainability league tables on current university agendas. It focuses on a narrative critique of one such league table, the UK's ‘Green League Table', compiled and reported by the student campaigning NGO, ‘People & Planet’ annually between 2007 and 2013. Through a Kafkaesque perspective, this paper offers the proposition that such league tables could be acting as an institutional hegemonic mechanism for social legitimacy, through the desire by universities to show that environmental issues are effectively under control. Espoused eco-narratives of the ‘carbon targets imperative’ and ‘engagement' can serve as a form of deception, by merely embracing the narrative as a rhetorical device. Moreover, they can serve the exclusive, particularistic self-interests of a growing legion of ‘carbon managers’, ‘sustainability managers’ and ‘environmental managers' in satisfying the neo-liberal institutional drive from their vice chancellors. [ABSTRACT FROM PUBLISHER]

This paper examines the usage of institutional and non-institutional technologies to support learning and teaching in UK higher education. Previous work on disruptive technology and disruptive innovation has argued that users prefer simple and convenient technologies, and often repurpose technologies from designers' intentions; this paper evaluates its data in relation to this argument. The paper uses a structured observation as its research instrument; seven participants (three lecturers and four students) were given one of two tasks. Results showed the participants using a narrow range of technologies, and showed a preference for non-institutional over institutional technologies. The paper argues that there is a misalignment between the technologies provided by higher education institutions (HEIs) and the technologies used in practice by students and lecturers, and further argues that disruptive technology and disruptive innovation comprise a useful means of assessing the likely success, in terms of usage, of a technology. [ABSTRACT FROM PUBLISHER]

This paper reflects on approaches to collaborative knowledge exchange projects between UK universities and the creative economy. It develops a preliminary account of cultural ecology as a systematic approach to producing impact in the creative economy. It argues that such an approach is a powerful way to aggregate micro-businesses and small and medium sized enterprises in a meaningful network of new relationships. The paper uses social network analysis software to begin to visualise the pattern of relationships that constitute the ecosystem. The paper reports on the work of the Research and Enterprise for Arts and Creative Technologies Hub, one of four Knowledge Exchange Hubs for the Creative Economy established by the Arts and Humanities Research Council. [ABSTRACT FROM PUBLISHER]

A large and increasing proportion of teaching in UK universities is being fulfilled by staff on casual, rather than permanent, contracts. This paper examines how the proportion of teaching by casual staff affected student satisfaction in 2014–15. We find that an increased proportion of casual teaching leads to lower student satisfaction, even when controlling for respondent's subject, university and faculty. This suggests a trade-off between increasing casualisation and student satisfaction, which could have implications for future student demand. These results can be generalised to the rest of the economy and highlight potential perverse effects arising from casual contracts. [ABSTRACT FROM AUTHOR]

In 1962, the University of Edinburgh proposed that the area adjacent to its central campus should be designated as a Comprehensive Development Area, with the planner (and university senior lecturer) Percy Johnson-Marshall showing how historic tenements could be replaced by a new urban landscape of slab blocks situated on an elevated pedestrian podium above new roads, creating a seamless continuum between the university and the city. The proposals sit alongside contemporaneous 'paper' renewal projects, including SPUR's plans for Boston Manor and the proposals of the 1963 Buchanan Report. Drawing on the archive, the article explores the genesis of the scheme, the terms in which it was presented to the public, and the reaction it gained. It also considers how and why the proposals were abandoned in the early 1970s. At its core, the article reflects on the often messy processes which shaped urban renewal in 1960s and 1970s Britain, the continuities of the period, and the value of looking to the specific local factors which explain why particular approaches were taken. [ABSTRACT FROM AUTHOR]

Early in its period of office the new United Kingdom coalition government produced an Education White Paper containing potentially devastating news for higher education training institutions in England and Wales. Drawing on research papers and policy documents, this article takes an historic approach to map the changing face of teacher training over the past 30 years. A variety of approaches to the training of teachers are examined in terms of the partnership arrangements each model espouses and the training approaches that each locality arrangement represents. A small-scale research project maps early responses from higher education institutions as they consider the implications of new policies. Finally, a future scenario where higher education institutions struggle for survival as meaningful providers of teacher education is postulated. [ABSTRACT FROM AUTHOR]

Many studies into the process of producing and supervising dissertations exist, yet little research into the 'product' of the Masters dissertation, or into how Masters supervision changes over time exist. Drawing on 62 semi-structured interviews with 31 Maths and Computer Science supervisors over a two-year period, this paper explores the Masters dissertation 'product' and the temporal nature of its supervision. The paper argues that the UK Masters dissertation is, for supervisors, a 'chameleon'; i.e. perfect for them to modify and adapt to any student within a diverse body in a short completion time. This, coupled with the evolving nature of supervision, means that although the Masters dissertation possesses a number of 'core' characteristics, it is difficult to define; an 'elusive chameleon'. The paper argues that awareness of this will help counter misassumptions and inform supervision, and that further research into the Masters dissertation product will aid our understanding of supervision. [ABSTRACT FROM AUTHOR]

Assessment is one of the most important tools in teaching and learning in any academic institution, but it is rarely measured in effort, time and effectiveness. As a student practice lecturer, I faced many challenges as well as learning opportunities while working in higher education in the UK. In this paper, I explore some of the important concepts and issues to be considered while assessing or marking students' written work - academic essays and reports - by reflecting on my own experience of learning at a UK university. This paper concludes that providing appropriate advice and guidance, i.e. feedback, would help students develop strategies for improving their learning and performance. [ABSTRACT FROM AUTHOR]

This paper originates from the National Audit Office's 2008 report into widening participation policy in the United Kingdom. The report found that while there appeared to be modest improvements in the proportion of students coming from lower socio-economic groups over the last ten years, reliable analysis was hampered by a high proportion of missing data. In the 2007/08 academic year, the proportion of entrants whose socio-economic status was defined as 'unknown' was 26%, up from just 10% a decade earlier. This paper uses a random sample of 1000 such students, aged 18 or 19 on entry, to investigate why they have been designated as 'unknown' and what other information can be gleaned from their university application form. It was found that 46% of the sample could in fact be coded to a specific socio-economic grouping from the parental information provided by the student and it was difficult to see why this had not happened. The social profile of these students was comparable to the national picture. A further 23% provided information which was too vague to be coded. The focus of the paper, however, was the 32% of students who either did not provide parental information or who stated that their parents were not working. These students were strongly and disproportionately drawn from areas of high deprivation and low participation in higher education; the precise target of widening participation initiatives, yet they are effectively not acknowledged. This finding causes difficulties for the reliability of official statistics on social class. [ABSTRACT FROM AUTHOR]

Academic development has played a significant role in creating university 'learning and teaching' as an object of policy scrutiny and intervention. While academic development is a new field, its practices have been productive of new learning and teaching regimes in both the global 'north' and 'south'. This paper explores the emergence of academic development as a practice and the agentic understandings of its actors in creating the academic development project in the face of global unevenness. The paper offers a critical account of the emergence of academic development practice in both the global 'north', drawing on the intertwined histories of the UK and Australia, and in the global 'south', drawing on the example of South Africa. In looking at the ongoing debates about academic development the paper argues that in constituting teaching and learning as its object, other more radical, feminist and critical pedagogies, which are capable of dealing with the power and curricula, were marginalised. [ABSTRACT FROM AUTHOR]

This paper reconstructs the academic figure of Sraffa at the University of Cambridge as it emerges from his papers, his correspondence with the economists with whom he had special relations, and the official documents of the University, in particular in connection with his role in the Faculty of Economics and Politics, to which he belonged from 1927 to 1965. It presents a detailed examination of the various posts held by Sraffa at the University as Lecturer, Assistant Director of Research, Member of the Degree Committee, Examiner, Member of the Faculty Board, as co-founder of The Department of Applied Economics, Elector to the Chairs of Political Economy, Industrial Relations and Economics, Member of King's College and finally as Fellow of Trinity College. Moreover, the relationship with his fellow economists in Cambridge, in particular Keynes, Kahn, Kaldor and Joan Robinson is also examined and assessed. The broad conclusion of the paper is that Sraffa's relationship with Cambridge University was complex, contradictory and intense, and should be seen within the broader context of the ambiguous relations Sraffa had with academia in general. [ABSTRACT FROM AUTHOR]

The British Isles includes five educational and tourism environments and jurisdictions which have much in common, particularly in terms of their underpinning tourism products. Their higher educational provision likewise exhibits some common features but also significant diversity. This paper addresses the development of tourism education within the colleges and universities of the British Isles, taken to cover the United Kingdom (England, Scotland, Wales and Northern Ireland) as well as the Republic of Ireland. The paper demonstrates the impact of jurisdictional autonomy on educational programmes, their underlying philosophy and structure. [ABSTRACT FROM AUTHOR]

Conference for Research in Dance and Drama University of Leeds Bretton Campus, UK, 11-13 April 2003 [ABSTRACT FROM AUTHOR]

This small-scale unfunded work considers what universities might do better in relation to the employment of autistic researchers and/or lecturers. It is informed by questionnaire responses from twelve UK-based autistic academics. Autistic colleagues were involved in the development of this paper, but it is authored by a non-autistic neurodivergent academic ally. Allyship is demonstrated in working alongside, rather than taking over from, autistic scholars with a view to contributing to improving their working conditions. Information was gathered in 2019 before the global pandemic. Thematic analysis of first-hand testimony underpinned by information from published sources revealed overarching themes. These point to obstacles to secure employment in higher education at every stage, from financing doctoral study, to recruitment practices, to navigating bureaucracy. Structures that are notionally designed to help appear somewhat impenetrable. Attitudinal barriers compound practical difficulties, whereas supportive cultures and practices reduce obstacles. Autistic scholars are networking through grassroots organisations such as PARC but have limited power to affect changes which would move the sector closer to compliance with the Equality Act (2010). Autistic scholars with doctorates, peer reviewed publications and research skills reported difficulties in securing and maintaining UK university employment which is a good match with their proven abilities. Practical, structural and attitudinal obstacles to flourishing in the academy were evident in the accounts of autistic academics. The term 'ableism' can be applied to systems rooted in the idea that there is a way of 'performing' employment and any variance is somehow less acceptable. Autistic scholars have much to offer academia and ableism can get in their way. Autistic-led initiatives such as the (unfunded) Participatory Autism Research Collective (PARC) provide some sort of grassroots supportive infrastructure for autistic academics. A supportive Universal Design (UD) informed approach to employment nurtures diversity. Universal Design is in keeping with expectations around non-discriminatory employment placed on universities by the Equality Act 2010 and has the potential to benefit a wide range of marginalised scholars. [ABSTRACT FROM AUTHOR]