- Organisation for Economic Co-operation and Development (OECD) (104)
- Further Education Development Agency (Great Britain) (FEDA) (72)
- Learning and Skills Council (Great Britain) (LSC) (68)
- National Centre for Vocational Education Research (NCVER) (57)
- Great Britain. Learning and Skills Development Agency (LSDA) (48)
- Australia. Department of Education, Science and Training (DEST) (47)
- Australian Council for Educational Research (ACER) (47)
- Great Britain. Department for Education and Skills (DfES) (47)
- New Zealand. Ministry of Education (MOE) (41)
- Further Education Staff College (Bristol, England) (FESC) (39)
- Great Britain. Department for Business, Innovation and Skills (BIS) (38)
- Higher Education Funding Council for England (HEFCE) (35)
- Lancaster University Management School. Centre for Excellence in Leadership (CEL) (35)
- Moodie, Gavin (35)
- European Education Information Network (EURYDICE) (33)
- The scope of adult and further education for reducing health inequalities
In this chapter the authors discuss how adult education practitioners have long been aware of the power that learning can have in transforming individual lives. They cite growing statistical evidence to support this, showing associations between participation in various types of adult learning and improvements in wellbeing, health, and health-related behaviours.
In this chapter the authors discuss how adult education practitioners have long been aware of the power that learning can ... Show Full Abstract
- A visual-based approach to the mapping of generic skills: its application to a Marketing degree
With increasing complexity in the world, universities continue to face pressure to demonstrate that graduates have acquired skills beyond discipline-based knowledge. These are generic skills like critical thinking, intellectual curiosity, problem-solving and so forth. In order to demonstrate this, universities have to show how their teaching contributes to the fostering of these skills. This can be a challenge for many reasons. [The authors'] mapping approach overcomes most of the obstacles by developing multiple indicators for each generic skill, making it easy to involve the lecturers-in-charge, summarising all their evaluations into important dimensions and, finally, representing the data in a three-dimensional visual map. This allows all the marketing subjects to be simultaneously evaluated in their ability to foster different generic skills, generating useful insights for effective curriculum development in a Marketing program. [The authors] illustrate this methodology using eight generic skills and 18 marketing subjects from a major Australian university.
With increasing complexity in the world, universities continue to face pressure to demonstrate that graduates have acquired ... Show Full Abstract
- Predictors of graduation among college students with disabilities
This exploratory study determined which set of student characteristics and disability-related services explained graduation success among college students with disabilities. The archived records of 1,289 unidentified students with disabilities in three public universities were examined ex-post-facto to collect demographic data on the students, the disability-related services they qualified for while enrolled in the institution, and student graduation status. A hierarchical logistic regression framework was used to compare models predicting graduation among students with disabilities in college. A model selection procedure was then used to construct a parsimonious model of the data. The final model constructed included predictors related to gender, age, disability type, and several disability-related services. Given the limitations of this study, more research is needed to validate this model using a similar sample of students with disabilities in 2-year and 4-year institutions.
This exploratory study determined which set of student characteristics and disability-related services explained graduation ... Show Full Abstract
- Accessing HE for non-traditional students: 'outside of my position'
Widening participation within higher education and increasing social mobility have been high on the agendas of former and current governments. This paper examines the admissions procedure of a Foundation degree in Early Years program using Bourdieu's concept of capital as a vehicle for analysis. During the process of an admissions interview, the interviewer is required to make decisions regarding a student's suitability to fit into the existing field of the program as they often feel it is outside of their position. The stories of three non-traditional students are explored to highlight existing capital and dispositions that they bring to the program. Research findings showed that there are many variables that impact on a student's ability to gain entry and be successful on an HE program, including accumulation of capital, emotional drivers and potential to acquire capital throughout the program.
Widening participation within higher education and increasing social mobility have been high on the agendas of former and ... Show Full Abstract
- 'I don't think I've ever had discussions about reading': a case study of FE literacy teachers' conceptualisations of literacy
Research on reading in the lifelong-learning sector has tended to focus on the attitudes, habits and practices of the recipients of further education (FE), or the practices of literacy within the cultural and contextual environments of the subjects and spaces of further education. Although teachers' conceptualisations of literacy are often acknowledged in this work to be central to the making and shaping of pedagogical practice, little research in the sector has attended specifically to teachers' meaning-making about literacy. This approach is well developed in other phases where relationships between teachers' classroom practices and their attitudes and values in relation to textual experience are seen as significant.
Research on reading in the lifelong-learning sector has tended to focus on the attitudes, habits and practices of the ... Show Full Abstract
- Using research to inform learning technology practice and policy: a qualitative analysis of student perspectives
As learning technologies are now integral to most higher education student learning experiences, universities need to make strategic choices about what technologies to adopt and how to best support and develop the use of these technologies, particularly in a climate of limited resources. Information from students is therefore a valuable contribution when determining institutional goals, building infrastructure and improving the quality of student learning. This paper draws on a survey of student experiences and expectations of technology across three Australian universities. Analysis of text responses from 7,000 students provides insight into ways that institutional learning technologies and academic-led technologies are influencing the student experience. This paper also discusses how the three universities have used this information to develop strategic initiatives, and identifies a need for new strategies to support academic-led use of the available tools.
As learning technologies are now integral to most higher education student learning experiences, universities need to make ... Show Full Abstract
- Developing reflective practice or judging teaching performance?: the implications for mentor training
This article draws on reflections offered by 80 post-compulsory education and training initial teacher training (PCET ITT) mentors on a mentor-training program that has been designed by a UK higher education institution and delivered to its four partner colleges since October 2009. The findings are based on questionnaire data that has been gathered from PCET ITT mentors alongside semi-structured interview data from eight mentors. The research has been funded by the higher education institution's University Research Fund since July 2011. There appears to be a tension between the ideal recommendation from the mentors that the training program ought to encourage the development of reflective practice as opposed to training the mentors to make 'judgements' on the teaching ability of their students.
This article draws on reflections offered by 80 post-compulsory education and training initial teacher training (PCET ITT) ... Show Full Abstract
- Staying the distance: students' perceptions of enablers of transition to higher education
Students' perceptions during their first semester at university may be critical in the decision to continue or discontinue studies. In this study [the authors] consider students' perceptions of what factors enable successful transition to university. Using qualitative research, students' perceptions are obtained by in-depth interviews and focus groups that capture the first- and second-order perspectives of existing students at the end of first-year studies. Interview and focus-group themes are used to develop an 80-item questionnaire that is then used to collect data from first-year students (n=771) at an Australian university. Key findings from the research are the identification of seven enabling factors that fall into two main groups, student-centred and university-led. Identifying enablers of transition provides universities with the opportunity to assist students in the successful transition to higher education.
Students' perceptions during their first semester at university may be critical in the decision to continue or discontinue ... Show Full Abstract
- Older Australian's motivation for university enrolment and their perception of the role of tertiary education in promoting healthy ageing: a national cross-sectional study
The aims of this study were to describe the characteristics of older Australian university students (aged 60 plus years); to identify the factors that motivate late-life, tertiary-level learning; and to capture older students' views about the role of tertiary-level learning in promoting healthy aging. Participants cited a range of personal and vocational motivations for enrolling in a university course. They believed that university-level learning kept the mind and brain active; enabled access to an interesting, challenging, and purposeful activity; promoted social engagement and inter generational communication; and improved confidence, knowledge, and skills.
The aims of this study were to describe the characteristics of older Australian university students (aged 60 plus years); to ... Show Full Abstract
- Challenges for teacher education in Nigeria
This study investigated the various challenges for teacher education in Nigeria as perceived by the staff of tertiary institutions conducting teacher education programmes. A descriptive survey research design was adopted for the study. A stratified sampling technique was used to select eighteen tertiary institutions from the six-geo-political zones in Nigeria. A structured questionnaire was designed and validated for the study. This instrument was administered on 450 respondents in the sampled tertiary institutions. The instrument was complemented with oral interview with the Dean of Faculties of Education, Directors of Institutes of Education and Provosts of the Colleges. The data collected were analysed using frequency count, percentage score and t-test statistic. The hypotheses formulated were tested at 0.05 level of significance.
This study investigated the various challenges for teacher education in Nigeria as perceived by the staff of tertiary ... Show Full Abstract