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UK Higher Education (uk + higher_education)

Distribution by Scientific Domains

Education	50%
Humanities and Social Sciences	20%

Selected Abstracts

Policy Drivers in UK Higher Education in Historical Perspective: ,Inside Out', ,Outside In' and the Contribution of Research

HIGHER EDUCATION QUARTERLY, Issue 2 2006
Michael Shattock
Where have been the main policy drivers for the development of British higher education over the last 50 years? This article argues that while higher education policy was once driven from the inside outwards, from the late 1970s it has been driven exclusively from the outside inwards. Policy decisions under either regime were rarely driven by research findings especially from within the higher education community. The current imbalance between ,inside-out' and ,outside-in' policy formation is paradoxically most apparent when the higher education system has a more widely diversified funding base than at any time since the 1930s. The key policy challenge is now not what new policies are needed but what new framework should be developed for policy making. [source]

Performance Indicators and Widening Participation in UK Higher Education

HIGHER EDUCATION QUARTERLY, Issue 1 2005
Geoff Pugh
We investigate the relationship between the widening participation performance indicators adopted in UK higher education (HE) and the government's objective of increasing overall HE participation rates. We critically assess the development of performance monitoring in HE and identify weaknesses in the current performance indicators from the perspective of the main stakeholders. We suggest the development of internal indicators and benchmarks by HE institutions together with extensions to the current national performance indicators that could improve their usefulness. [source]

Community psychology, millennium volunteers and UK higher education: a disruptive triptych?,

JOURNAL OF COMMUNITY & APPLIED SOCIAL PSYCHOLOGY, Issue 2 2002
Paul S. Duckett
Abstract In this paper I critically explore the ideological underpinnings of pedagogical and political practices in UK Higher Education (HE). I first map out the political and pedagogical features of community psychology and then describe the Millennium Volunteers project at the University of Northumbria,a scheme that integrates voluntary placements into undergraduate degree programmes, reflecting on the political and pedagogical premises upon which it is based. I consider the political context and recent social policy trends in UK HE. Through exploring the ideological underbellies of community psychology and Millennium Volunteers I describe the tensions created once both are situated within a HE student's learning and a lecturer's teaching portfolio. I reflect on how each appears to share similar wish lists but conclude that a surface comparison of the pedagogical practices of each can leave unrecognized serious ideological, ethical and political differences that can cause disruption at the interfaces of staff, students and HE institutions. I recommend making the political and ideological assumptions behind pedagogical practices and education policy initiatives more transparent to both students and lecturers alike and outline the reasons for doing so. I conclude by reflecting on implications for the widening access agenda in the present political climate from the standpoint of a community psychologist. Copyright © 2002 John Wiley & Sons, Ltd. [source]

,Blended' education and the transformation of teachers: a long-term case study in postgraduate UK Higher Education

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2006
Gary Motteram
This paper discusses the role of blended learning in teacher education on a Master's programme at Manchester University. Blended learning is the bringing together of traditional physical classes with elements of virtual education. The paper focuses on one particular module of the degree and attempts to capture students' experiences of using a number of online tools. As our students are primarily in-service teachers, this experience is particularly relevant and equips them to make use of educational technology in the language classroom. Some comparisons are also made with a cohort of teachers studying the programme at a distance. The paper explores a range of issues that currently feature in the adult education literature, namely, deep and surface learning, communities of practice, and the importance of educational dialogue. The paper illustrates how important the blended nature of this module is for the teachers to get a balanced programme that upgrades skills and knowledge, but which also enables them to reflect on past and future practice. A transformative education scale is used to show that teachers can be transformed. The paper is a case study that makes use of data that explore the student perspective on a series of research questions. [source]

The Higher Education Policy Institute (HEPI) Report Summaries

CRITICAL QUARTERLY, Issue 3 2004
Anthony Smith
These reports are useful summaries of a quantity of research undertaken over a course of years by the independent HEPI research unit, based in Oxford. They are researched responses to the range of issues and questions which have been current in UK higher education over the last five or six years. Future social historians will surely discern, through their tiny print and clear thought, the growing instrumentality of this era, the nervous concern of the authorities, as costs rise, to ensure that university education brings economic benefit to the nation as a whole. [source]

Performing Women: The Gendered Dimensions of the UK New Research Economy

GENDER, WORK & ORGANISATION, Issue 5 2007
Catherine Fletcher
This article explores the development and maintenance of familiar gendered employment patterns and practices in UK universities, which are exemplars of new modes of knowledge production, commodification and marketization. After discussing in detail the evidence of gender discrimination in UK higher education and the changes in the academic labour process consequent to the incorporation of universities, at least at the policy level, into the ,knowledge economy', institution-specific data is used to highlight the gendered aspects of the research economy from the three intermeshing perspectives of research culture, research capital and the research production process. This nexus is constructed in such a way as to systematically militate against women's full and equal involvement in research. Lack of transparency, increased competition and lower levels of collegiate activity coupled with networking based on homosociability are contributing to a research production process where women are marginalized. [source]

The EFQM Excellence Model®: Higher Education's Latest Management Fad?

HIGHER EDUCATION QUARTERLY, Issue 4 2005
Paul Temple
Robert Birnbaum argues that higher education tends to adopt management fads , newly conceived techniques enjoying brief popularity but which fail to live up to their promoters' claims , at the point when the corporate sector and government are discarding them. Although fads may have failed in these sectors because of various reasons, their failure usually to engage with the complexity of higher education's structures and processes makes their failure here virtually inevitable. The European Foundation for Quality Management Excellence Model, it is argued here, is a classical fad in Birnbaum's sense, showing conceptual weaknesses and being unlikely to engage with the particular characteristics of higher education. The introduction of the Excellence Model into UK higher education is shown to have followed closely the path that Birnbaum has identified; there are also preliminary signs suggesting that it will decline along the predicted trajectory. [source]

Performance Indicators and Widening Participation in UK Higher Education

Higher education: marketing in a quasi-commercial service industry

INTERNATIONAL JOURNAL OF NONPROFIT & VOLUNTARY SECTOR MARKETING, Issue 2 2003
Mari Brookes
The UK Government is promoting widening participation and asking universities to develop their student intake of 18,30 year-olds by 50 per cent by 2010. The financing of these changes is encouraging a marketing emphasis shift, as funding is reduced and alternative revenue methods sought. Traditional marketing of charitable educational institutions sought to ensure sufficient student enrolments for solely government-funded core activities. Further marketing is now seen in quasi-commercial activities. This paper investigates the need for a further marketing approach to satisfy these government policy changes. Using the comparative method, the paper looks at the complexity of the issues around US and UK higher education and their revenue value conflicts, marketing perspectives and, finally, the differences in perspectives and expectations between commerce and education. As the matter is current and ongoing, the main form of collecting evidence is through personal interview and recent media releases. Copyright © 2003 Henry Stewart Publications [source]