Search Results

Recent advances in generative artificial intelligence (AI) and automation have opened many exciting possibilities for boosting the British economy and business efficiency. But it also has the power to dramatically disrupt current ways of working, learning and the professional development of students entering the workforce in today's world. This report considers how universities can continue to fulfil their employability function in this context of rapid and radical change. The author sets out a number of recommendations that universities across the UK can adopt to ensure graduates are well-equipped to enter the workforce, and provide equal opportunities for students from every field of expertise.

Edited summary from publisher's website. Show less

Recent years have seen a shift in UK decision making in vocational training, from the centre to local and sectoral bodies. This has meant that the Employment Department (ED) has had to examine what type of information decision makers at all levels need and how to help them access it. This article outlines the range of information services provided by the ED in meeting this need. In particular, it focuses on two specific networks: The Skills and Enterprise Network which aims for wide coverage of labour market developments and research relevant to vocational training; and The Good Practice Series which disseminates development outcomes and good practice to a more specific audience. Show less

This research sought to investigate and document four evolving learning communities in Victoria where local government is playing a key role. The four learning communities each involved a range of industry, community, education and local government stakeholders. The case studies from these sites reveal the complexities facing practitioners interested in developing the cooperative partnerships required for the creation of such learning communities. The importance of recognising the different values and perspectives of the various stakeholders, appreciating the value of multiple outcomes, and actively managing the relationship between the stakeholders emerge as key principles. The study concludes that, in many respects, new hybrid forms of professional practice are required. This means modes of work that combine disciplines, areas of practice and ways of working. For instance, in the Melton case study there is cross-sectoral work that encompasses elements of town planning and industry development in combination with elements of curriculum and instructional design and outreach work with youth. In the 'Governance Plus' story, professional practice in commercial management and business development is coupled with educational design and proactive social work. These new forms of work move beyond the traditional practice and work modes (and conventional position descriptions) of many, perhaps all, of those involved. This study highlights that local government can play a key role in education, particularly in relation to lifelong learning. The analysis of these sites identified a range of key success factors, as well as factors inhibiting the development of these learning communities. Show less

Foundation degrees (FDs) were established as a pathway for people within the workplace to build on existing expertise and continue working at the same time as studying for a higher level qualification. One of the FDs developed was in the Early Years (EY) sector. The Early Years Sector-Endorsed Foundation Degree (EYSEFD) comprises practical experience in an EY workplace, supported by a mentor, which constitutes the work-based learning (WBL) element of the course, in conjunction with academic work. This report presents the findings of a qualitative study exploring employers' and mentors' views and experiences of the EYSEFD, specifically: the nature of information employers and mentors have received about the program and their levels of satisfaction with this; how employers and mentors conceptualise their roles in relation to the EYSEFD students, particularly in relation to WBL and mentoring; the types and levels of involvement of employers and mentors with EYSEFD students, and explanatory factors for this; employer and mentor motivations for supporting the student through the EYSEFD, and feelings about their role; the logistics of accommodating an EYSEFD student in the workplace in terms of WBL, mentoring, and finances; impacts of the EYSEFD on students' work, the setting, other staff members, the EY sector as a whole and the students' future career progression; and employer and mentor views about the value of the EYSEFD to their setting, and feelings about how the experience of accommodating and mentoring an EYSEFD student could be improved. Employers experienced a range of 'de-motivators' and 'motivators' to supporting EYSEFD students. The key 'de-motivators' included: a lack of information and contact with the college about the EYSEFD and the role of employers and mentors in facilitating the WBL aspect; logistical and financial difficulties in accommodating WBL, mentoring and student attendance at college; and lack of progression opportunities within the setting. Key 'motivators' included: a strong commitment on the part of the employer to staff training; the ability to accommodate the EYSEFD logistically and financially; and confidence in the degree strengthened by good information from the college.

The report of the study of students' experiences of the EYSEFD is indexed at TD/TNC 85.381. Show less

Global businesses are increasingly seeking graduates who have a global awareness. They value those who have the initiative to study overseas as part of their learning. Such study helps them be more culturally aware, more able to work in multicultural teams and more able to move around the world as part of their career. Graduates who have international experience are highly employable because they have demonstrated that they have drive, resilience and inter-cultural sensitivities as well as language skills. But UK graduates are missing out as they are now less likely to study overseas than they used to. This report notes the trend towards businesses going global and that therefore they increasingly recruit globally and value graduates who have had some relevant overseas study experience. It is based on a survey that gathered the views of overseas alumni who have returned home on how they view their UK higher education experience from the more measured perspective of two, three and five years after graduation and what jobs they are undertaking. The study found that more UK students and staff need to be exchanged and joint curricula be developed. Credit transfer systems can help bring this about. Show less

Each of these Massey University student essays deals with some of the important issues in work and employment, globally and locally, in the twenty-first century: the patterns of collective representation and activity in the workplace, and the possibilities for trade unions; the nature of off-farm work as an example of portfolio work or multiple job holding; the gendered nature of employment and the impacts for women, and men, in a contemporary labour market; and the insecurity of work and whether Beck is right to talk of the 'risk society'. The essays are as follows: Union membership in New Zealand/Aotearoa / Richard Brown; Multiple job holding on a New Zealand farm / Sarah Fisher; The gendered culture of public and private spheres / Brigid Sinclair; Non-standard work and insecurity in New Zealand/Aotearoa / Merle Turner.

Excerpts from publication reprinted by permission of the copyright owner. Show less

This chapter presents the results of the authors' initial attempt at measuring teamwork processes using computer simulation. Four issues are addressed: (i) the importance of teams; (ii) a taxonomy of teamwork processes; (iii) teamwork processes within a negotiation context; and (iv) measuring teamwork processes. The focus is on the assessment of team processes and outcomes so that the measurement is not only reliable and valid, but also timely.

The volume from which this chapter is taken may be found at TD/TNC 67.591; individual chapters are indexed from TD/TNC 67.592 to TD/TNC 67.607. Show less

Over a decade has gone by since the report of the Widening Participation Committee - Learning works [indexed at TD/INT 54.202] - was presented to the Further Education Funding Council. Ten years on, this report asks: How far have we come in the decade since 'Learning works'? What progress have we made? And what barriers have we yet to overcome? Bringing together the perspectives of key thinkers, researchers and commentators, it aims to stimulate debate on what we need to do next to widen participation. The contents are: Introduction / Geoffrey Copland; Access to higher education in England: its position within the wider educational ecology / Geoff Stanton; Social diversity and equality: challenges and implications for policies, pedagogies and practices in UK post-compulsory and lifelong learning / Miriam E. David; Untying the knot of reputation and status / Geoff Hall and Hugh David; Colleges in the UK and US: compare and contrast / Richard Brown; Widening participation - the three keys: shared beliefs, strategic partnership and systematic outreach / Les Ebdon and Steve Kendall; The experience of accessing higher education: perceptions from learners / Kate Watters.

Published summary with additional information. Show less