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1.
Einhard Rau 《Higher Education in Europe》1999,24(3):375-383
For many years, higher education systems around the world have been reporting on “new”; and/or “non‐traditional” students which in many institutions represent the majority of all undergraduate enrolments. These students are older, have work experience, study part‐time, carry full‐time adult responsibilities, have to take on full‐time employment, take advantage of open admission policies, and focus their studies on vocational objectives. This article focuses on a small group of German non‐traditional students who enrol through special admission. Their backgrounds, their experiences, their motives, and their expectations will be described. Certain consequences for higher education will be sketched. 相似文献
2.
The paper examines aspects of the relationship between teaching and research in higher education in social science research methods, with particular reference to the subject area of Education. There are three main themes: reflections on how social science research methods should be (or are) taught; a review of current debates about the relationship between teaching and research, both in higher education and for school teachers; and finally, reporting how a group of educational practitioners (mainly school teachers) studying at Masters level experience learned about research methods. The paper is illustrated by qualitative data from a case study of student experiences of research methods teaching on a Masters degree in Education in a research-intensive UK university. It is suggested that studying the journey embarked upon by taught postgraduate students inexperienced in research is helpful in understanding how learning about research methods takes place, which in turn can assist future research methods teaching. 相似文献
3.
Part‐time study in the UK is significant: nearly 40 per cent of higher education students study part‐time. This article reports on a literature review that sought to understand the economic and social benefits of part‐time study in the UK. It concludes that there are substantial and wide‐ranging benefits from studying part‐time. The article also aims to place the discussion in the current policy context by drawing attention to the fact that while part‐time study is seen as important for increasing the global competitiveness of the UK economy, expansion of higher education has tended to focus on the young, full‐time student; furthermore, part‐time study is less generously resourced compared to full‐time study. New policy pronouncements made in 2009 appear to recognise these policy contradictions, which state that most future growth will be in provision other than the full‐time, 3‐year undergraduate degree. Indeed, the Government's independent review of fees has recognized that parity of funding is an issue and its recommendations on part‐time study have been endorsed by the government. 相似文献
4.
Scott McLean 《International Journal of Lifelong Education》2013,32(6):739-755
Part‐time students have accounted for a significant proportion of rising participation in higher education in many countries. The objectives of this paper are to enrich the empirical literature concerning the inclusion of part‐time adult learners in higher education, and to assess the two competing theoretical frameworks that have emerged to explain the international expansion of higher education in recent decades: human capital theory and social exclusion theory. Human capital theorists argue that increasingly complex demands of economies and workplaces have caused the expansion of educational provision. Theorists of social exclusion argue that increasingly intense competition among labour market participants has caused the inflation of educational credentials. This paper uses original, archival research to narrate the history of part‐time, degree‐credit study at McGill University in Canada. It finds that McGill provided a wide range of part‐time study opportunities in the 1920s and early 1930s, resisted the provision of such opportunities from the 1940s through the 1960s, and reinstated extensive part‐time study opportunities for adults in the 1970s. While both educational expansion and credential inflation took place at McGill neither human capital theory nor social exclusion theory can fully account for the rise, fall, and re‐birth of part‐time study for adults. To understand this evolution, more proximate causes, such as institutional politics and government funding models, must be explored. This paper raises important questions for future research, including those relating to gender and equity in the participation of part‐time students in higher education. 相似文献
5.
6.
《Journal of Further & Higher Education》2012,36(2):169-179
In the past decade there has been a dramatic growth in UK student numbers. Widening participation policies are encouraging students from non‐traditional backgrounds to enter higher education. Southampton Institute has found that many non‐traditional students have had little preparation for academic life. These students often have unrealistic expectations of higher education, expectations that sometimes are at odds with a successful transition from secondary to higher education. In addition higher education institutions are often unaware of the way that higher education is perceived by non‐traditional students. This situation cannot remain unchecked and requires some form of discourse. In this paper, a framework used to model a reflective discourse between stakeholders (student, institution) is introduced, and a case study demonstrating the behaviour of an automated negotiation mechanism is presented. 相似文献
7.
Brenda Little 《Tertiary Education and Management》2013,19(3):227-245
Increasing expectations are being placed on higher education institutions to ensure the economic relevance of research and knowledge creation as well as developing the skill needs of workers in modern knowledge‐based societies. In the UK, workplace learning has long been a feature of higher education in certain subject areas, and in the late 1990s the idea of work experience for all students re‐emerged as a significant issue. Various studies have considered the relationship between work placement experiences during higher education and students' subsequent transition into employment after graduation, but there has been less recent research exploring how the placement experience translates into academic development. This article presents some of the findings of a study on the effects, as perceived by undergraduates themselves, of work experience placements on aspects of learning as well as employability. The majority of placement students indicate personal and intellectual development and report increased levels of confidence and enhanced motivation towards study. However, national data show a continuing decline in the numbers of UK students taking up placements, and the study suggests that more general moves towards flexibility within undergraduate programmes may be contributing to this decline. 相似文献
8.
Marissa Rollnick 《Studies in Science Education》2013,49(1):93-121
In this paper we combine the findings from two recent studies relating to participation and attainment in school science – a re‐analysis of existing official data for England and a review of wider international research evidence in the literature relevant to the UK. Although the secondary data are drawn mainly from England, the comprehensiveness of these datasets, together with our inclusion of a review of international studies on maths and science participation provides a useful reference point for an international audience. The research was prompted by concerns over a reduction in the uptake of the physical sciences post‐16 and especially in higher education and interest in ways of encouraging the study of science by students from less prestigious socio‐economic status backgrounds. Such concerns are not unique to the UK. Using large‐scale official datasets we show that participation and attainment in science are stratified by socio‐economic status. Students from poorer families are less likely to take sciences at post‐16 than many other subjects and those who do are then less likely to obtain grades high enough to encourage further study of the subject. No conclusive evidence has been found to explain this satisfactorily. Plausible reasons suggested in the literature include the relative scarcity of local opportunities putting off those who do not wish to study away from home or the perceived time demands of studying science, and so the difficulties of combining part‐time study and part‐time work for those needing to continue earning while studying. Direct support from professional parents may also lead to greater participation in post‐16 science for students from higher SES. Perhaps the simplest explanation is that participation in science at any level is often predicated upon success at the previous educational stage. There are clear differences in science attainment at age 16 between students of differing backgrounds, which could explain the subsequent differential participation. However, these differences are not dissimilar to those for all subjects. The largest gap presented in the paper is between students eligible and not eligible for free school meals. We also show that these patterns appear early in the life of children. At ages 7 and 11, attainment in the three core subjects (English, maths and science) is negatively related to living in an area of deprivation. The paper ends with a discussion of suggestions for research, policy and practice emerging from this review of the evidence. 相似文献
9.
The last few years have seen a growing debate and new initiatives by government and other agencies on the concept of lifelong learning. The objectives of these have been to provide better access to a broad knowledge base and to develop individuals' employability and economic success. But lifelong learning is not a new phenomenon. In the UK and elsewhere many adults have always studied for a variety of reasons and in a variety of ways. Study through part‐time degrees has long been one option for many adult learners. This paper draws on data from a study undertaken for the Department for Education and Employment on the employment of part‐time students and considers whether part‐time study benefits people's careers and whether some people benefit more than others. 相似文献
10.
Don Hummer Barbara Sims Alese Wooditch K. S. Salley 《Journal of Criminal Justice Education》2013,24(3):285-310
Criminal justice programs at traditional institutions of higher learning have been moving toward offering courses online and, in some cases, placing entire programs online for the better part of the past decade. In competition with for‐profit institutions, many traditional colleges and universities have expanded their distance education programming to include online courses and programs to attract students. As a result, the number of criminal justice students has increased, as have the profits for home institutions. With this growth in the online education market, the criminal justice faculty member has been thrust, willingly or unwillingly, into the world of online teaching—a method of instruction foreign to many instructors. From the authors’ experience at their current (and in the case of the lead author a second) institution, this paper addresses many issues that must be considered by faculty members before embarking on this type of time‐intensive initiative. 相似文献
11.
Collaborative working has been part of official government policy for some time and whilst a great deal has been claimed about its benefits, in terms of better quality services and improved outcomes, it would seem that translating policy intentions into practice has hitherto proved a challenge. Moreover, evidence concerning the effectiveness of collaborative working in education, health and social care remains limited and thinly spread. One response to this dilemma has been to introduce shared learning opportunities through the incorporation of inter‐professional education (IPE) modules into the curriculum of professional training programmes. This paper presents the findings from a study to evaluate the experience of a cohort of students from a range of different nursing specialities, undertaking a collaborative working module as part of their professional training at one UK university. The module aimed to critically analyse the philosophy of collaborative working and to encourage role appreciation and the values of different nursing, health and social care cultures. The module used shared learning during lectures, small group work and presentations in order to promote collaborative working within the educational setting. Using a mixed method design, incorporating a pre‐ and post‐survey and semi‐structured interviews, it was found that students revealed a strong commitment to collaborative working despite awareness of the problems that frequently have to be overcome. The major barriers identified from the survey were professional tribalism along with status and power differentials. These themes were explored in greater depth during the interviews where the module was seen to have enabled students to develop greater confidence in applying their professional knowledge, alongside developing improved communication and teamwork skills. The study offers some fresh insights into the most effective way of training nurses for collaborative working and the importance of promoting critical models of collaborative practice. 相似文献
12.
This paper uses Universities and Colleges Admissions Service (UCAS) data on applications and entries to full‐time undergraduate courses to examine the changing flows of students across the boundaries of the four countries of the United Kingdom (UK), over a period (1996–2010) that embraces parliamentary devolution. It asks whether the emergence of more distinct administrative systems of higher education, following devolution, is reflected in more distinct social systems as reflected in reduced cross‐border flows of students. It reveals a declining tendency for UK applicants to apply to, and enter, higher education in another UK country. This trend is partly attributable to devolution and to consequent changes such as differential fees. However the detailed patterns vary widely across the countries of the UK, across categories of student and across types of institution and programme. 相似文献
13.
Jo Watson Melanie Nind Debra Humphris Alan Borthwick 《British Journal of Sociology of Education》2009,30(6):665-681
Occupational therapy pre‐registration education stands at the intersection of the fields of health and social care and higher education. UK Government agendas in both fields have seen an increase in the number of students entering with non‐traditional academic backgrounds, a group noted to experience particular challenges in negotiating the transition to, and persisting and succeeding within, higher education. Drawing on data from an ongoing longitudinal case study, a Bourdieuian lens is applied to exploring the early educational experiences of a group of these students during their first year of study and highlights a number of key issues, including the high‐value status of linguistic capital and its relationship to understanding the rules governing practices within the learning environment, the processes via which students manage to adapt to or interestingly, to resist, the dominant culture of the field, and some of the barriers to finding a foothold and legitimate position within the new field. 相似文献
14.
Understanding persistence in adult learning 总被引：4，自引：1，他引：3
Veronica McGivney 《Open Learning》2013,28(1):33-46
The paper summarizes recent data on the retention and non‐completion patterns of adult students, especially those over the age of 25 who have had a gap since completing full‐time education. While data on further and higher education suggest that older learners are less likely than younger ones to complete longer, qualification‐bearing programmes, central statistics do not distinguish between students in their early‐to‐mid 20s, many of whom still have much in common with those in their late teens, and those in their 30s, 40s and 50s whose lifestyles, learning goals and aspirations are often qualitatively different. The section on retention data is followed by a summary of the reasons for not completing courses commonly cited by adults learning in conventional education settings, and reflection on whether these are significantly different from those cited by younger students and students in open or distance learning programmes. The paper ends with a summary of the kind of factors that might increase adult retention rates in both kinds of learning programme. For the purposes of this paper, ‘adults’ are defined as those over the age of 25 who have had a gap since completing full‐time education. 相似文献
15.
Coral Pepper 《高等教育研究与发展》2010,29(6):693-707
In this paper I report on 625 student responses and analyse student perceptions of Problem‐Based Learning during their first semester at university. The data I present outlines the scope of the implementation at six entry‐level units for the years 2007 to 2009 and is followed by a qualitative analysis of student responses. Eight themes are conceptualised as stretching along a continuum with one end point representing an instrumentalist and superficial response and the opposite end representing a professional and more thoughtful response. Despite some tension, this implementation of Problem‐Based Learning into the Science Faculty was, in the main, challenging, time‐consuming and rewarding for the majority of students. Two implications for science education evident as a result of this study are that the general student response to change is more positive if they are informed and supported when a different teaching and learning strategy is introduced and that many students require training and support to become self‐directed learners. 相似文献
16.
Kathryn Hegarty Ian Thomas Cathryn Kriewaldt Sarah Holdsworth Sarah Bekessy 《Environmental Education Research》2011,17(4):451-469
Education for sustainability (EfS) is emerging as an urgent imperative and challenge for higher education. But what exactly does it mean to put sustainability into higher education? How do we bring sustainability themes into university curriculum, across the enormous diversity of academic disciplines? This paper describes the experience of teaching a large ‘stand‐alone’ EfS subject which sits within the professional contexts of the large first‐year cohort undertaking it. We describe the themes, architecture and approach to sustainability education taken in this course and evaluate the learning and assessment activities offered to students. We conclude with reflections on the student experience and feedback, which suggests that while academics build towards a deeply embedded sustainability ethic in higher education, specialist parallel courses have a valuable role to play in the transition to sustainable futures. 相似文献
17.
Ann‐Marie Bathmaker 《European Journal of Education》2021,56(1):78-92
In high participation systems of higher education, the link between undergraduate study and progression to graduate employment is increasingly tenuous. One response is a growing emphasis on the development of employability skills and preparing students to take advantage of future opportunities as part of university study. This paper uses a Bourdieusian‐based conceptualisation of graduate capitals, combined with a concern for the psycho‐social dimensions of classed experience, to consider transitions through university and into employment for students from working‐class backgrounds in England, drawing on data from a study of students who attended the two universities in Bristol UK. It is argued that the assemblage of capitals that make up graduate capital could be seen as constituting a form of symbolic capital with magical powers, that hides the power relations involved in successful progression to graduate futures. While the move from university into work is more prolonged and precarious for students from all backgrounds, access to the resources that enable the development and mobilisation of graduate capitals, along with psycho‐social dimensions of class, create additional challenges for the development of viable graduate career identities for working‐class students such as those discussed in this paper. The paper concludes by noting implications for policy and practice. 相似文献
18.
Andrew Noyes 《Teaching Education》2013,24(3):243-256
Whilst participation in higher education has increased dramatically over the last two decades, many universities are only now beginning to pay more attention to the learning experiences of first year students. It is important for universities to understand how first year students conceive of learning and knowing in order to promote effective approaches to learning. Even though an extensive body of research demonstrates that beliefs about learning and knowing influence student approaches to learning and learning outcomes, there has been no Australian research that has investigated this critical learner characteristic across first year university students. This paper reports on preliminary data from an ongoing longitudinal study designed to investigate first year students’ beliefs about knowing and learning (epistemological beliefs). Students from teacher education and creative industry faculties in two Australian universities completed the Epistemological Beliefs Survey (EBS) in the first week of their first semester of study. A series of one‐way ANOVA using key demographics as independent variables and the EBS factor scores as dependent variables showed that epistemological beliefs were related to the course of study, previous post‐school education experience, family experience at university, gender, and age. These data help us to understand students’ beliefs about learning and knowing with a view to informing effective learning in higher education. 相似文献
19.
Duna Sabri 《Discourse: Studies in the Cultural Politics of Education》2011,32(5):657-667
Speaking about ‘the student experience’ has become common-place in higher education and the phrase has acquired the aura of a sacred utterance in UK higher education policy over the last decade. A critical discourse analysis of selected higher education policy texts reveals what ‘the student experience’ has come to signify, and how it structures relations between students and academics, institutions and academics, and higher education institutions and government. ‘The student experience’ homogenises students and deprives them of agency at the same time as apparently giving them ‘voice’. This paper examines the dominance and sacralisation of the discourse of ‘the student experience’ and questions its positioning as a means of discriminating between the value of different experiences of education. 相似文献
20.
《Journal of Further & Higher Education》2012,36(3):233-249
This paper explores the decision‐making of students entering full time UK taught masters degree courses. The findings come from an ongoing research project, Career progression and employability for full time UK resident masters students. Little previous work has focused on these students and their process of transition (however long) from undergraduate studies. Analysis of the data from in‐depth interviews with 24 students from six masters courses across two universities has led to the development of a threefold classification to summarize students' circumstances on entry to their courses. Alongside this, Bourdieu's notions of field, social, cultural and economic capital and habitus have proved valuable in making sense of the data. I argue that students' decisions to pursue full time higher level study are related to their circumstances on application, their dispositions and the resources they have available to them that are relevant to their masters level study. Key differences in the students' circumstances are cross cut by key common themes, suggesting that they bring their prior dispositions to their decision‐making, which is firmly located within the opportunity structures they perceive as relevant to themselves. The complexities of the students' decision‐making appear to be a far cry from the narrow policy notion of students as rational actors seeking economic gain. 相似文献