The Construction of Under-Representation in UK and Swedish Higher Education: Implications for Disabled Students

ERIC Educational Resources Information Center

Weedon, Elisabet

2017-01-01

This article examines the inclusion of disabled students in the UK and Swedish higher education systems. In the United Kingdom, performance indicators focus on the participation rate of disabled students in comparison with those of non-disabled students, while in Sweden there are no specific performance indicators relating to disabled students.…

Paying for Higher Education. Paper No. EA026

ERIC Educational Resources Information Center

Wyness, Gill

2015-01-01

The United Kingdom (UK) has dramatically increased the supply of graduates over the last four decades. The university system has successfully produced a huge increase in mass higher education over the last 40 years to meet an increased demand for skilled workers. It is one of the UK's most successful export industries in terms of attracting…

Was Devolution the Beginning of the End of the UK Higher Education System?

ERIC Educational Resources Information Center

Raffe, David

2013-01-01

Since 1998-99, when the Scottish Parliament, National Assembly for Wales and Northern Ireland Assembly were established, higher education policies appear to have diverged across the four "home countries" of the UK. This divergence is most visible in the contrasting tuition-fee and student-support arrangements for students entering HE in…

Charting the Development of Technology-Enhanced Learning Developments across the UK Higher Education Sector: A Longitudinal Perspective (2001-2012)

ERIC Educational Resources Information Center

Walker, Richard; Voce, Julie; Jenkins, Martin

2016-01-01

This article reviews key findings from six surveys of technology-enhanced learning (TEL) across the UK higher education (HE) sector, conducted by Universities and Colleges Information Systems Association in association with Jisc. Updating the findings presented by Jenkins, Browne, Walker, and Hewitt [2010. The development of technology enhanced…

The Development of Technology Enhanced Learning: Findings from a 2008 Survey of UK Higher Education Institutions

ERIC Educational Resources Information Center

Jenkins, Martin; Browne, Tom; Walker, Richard; Hewitt, Roger

2011-01-01

This article summarises the key findings from a UK survey of higher education institutions, focusing on the development of technology enhanced learning (TEL). TEL is defined as any online facility or system that directly supports learning and teaching. The 2008 survey builds upon previous UCISA surveys conducted in 2001, 2003 and 2005 and for…

The National E-Books Observatory Project: Examining Student Behaviors and Usage

ERIC Educational Resources Information Center

Estelle, Lorraine; Woodward, Hazel

2009-01-01

The Joint Information Systems Committee National e-Books Observatory Project will assess the impacts, observe behaviors, and develop new models to stimulate the U.K. higher education e-books market. The project has licensed a collection of e-books that are highly relevant to U.K. higher education in four disciplines and will evaluate the use of…

The evidence-based practice profiles of academic and clinical staff involved in pre-registration nursing students' education: a cross sectional survey of US and UK staff.

PubMed

Upton, Penney; Scurlock-Evans, Laura; Williamson, Kathleen; Rouse, Joanne; Upton, Dominic

2015-01-01

Competency in evidence-based practice (EBP) is a requirement for graduate nurses. Despite a growing body of research exploring the EBP profiles of students, little research has explored the EBP profiles of nurse educators. To explore: the differences/similarities in the EBP profiles of US and UK clinical and academic faculty; the barriers nurse educators experience when teaching EBP; the impact of postgraduate education on EBP profile and; what nurse educators perceive "success" in implementing and teaching EBP to be. A cross-sectional online survey design was employed. Two Universities delivering undergraduate nursing education in the US and UK, in partnership with large hospital systems, small community hospitals, community settings, and independent sector health organisations. Eighty-one nurse educators working in academic and clinical contexts in the US and UK (US academic=12, US clinical=17, UK academic=9, UK clinical=43) were recruited opportunistically. Participants were emailed a weblink to an online survey, comprising demographic questions, the Evidence-Based Practice Questionnaire and open-ended questions about EBP barriers, facilitators and successes. Quantitative results indicated that academic faculty scored significantly higher on knowledge and skills of EBP, than clinical faculty, but revealed no other significant differences on EBP use or attitudes, or between US and UK professionals. Participants with postgraduate training scored significantly higher on EBP knowledge/skills, but not EBP attitudes or use. Qualitative findings identified key themes relating to EBP barriers and facilitators, including: Evidence-, organisational-, and teaching-related issues. Perceptions of successes in EBP were also described. Nurse educators working in the UK and US face similar EBP barriers to teaching and implementation, but view it positively and use it frequently. Clinical staff may require extra support to maintain their EBP knowledge and skills in comparison to staff working in academic contexts. Copyright © 2014 Elsevier Ltd. All rights reserved.

Are There Distinctive Clusters of Higher and Lower Status Universities in the UK?

ERIC Educational Resources Information Center

Boliver, Vikki

2015-01-01

In 1992 the binary divide between universities and polytechnics was dismantled to create a nominally unitary system of higher education for the UK. Just a year later, the first UK university league table was published, and the year after that saw the formation of the Russell Group of self-proclaimed "leading" universities. This paper…

E-Portfolios and Personalized Learning: Research in Practice with Two Dyslexic Learners in UK Higher Education

ERIC Educational Resources Information Center

Hughes, Julie; Herrington, Margaret; McDonald, Tess; Rhodes, Amy

2011-01-01

This paper analyses the use of an e-portfolio system in contributing to the personalized learning of two dyslexic learners at the University of Wolverhampton, UK. The rationale for this research rests at the intersection of generic findings from e-portfolio (and wider e-learning) research and the still challenging project in higher education (HE)…

Research and Teaching Revisited: A Pre-Humboldtian or Post-Humboldtian Phenomenon? The Cases of France and the UK

ERIC Educational Resources Information Center

Chiang, Kuang-Hsu

2012-01-01

The evidence about the relationship between research and teaching at the level of doctoral education is far from conclusive. The focus of this study is to examine how teaching and research are related at doctoral level, especially when students' voices are heard, in two contrasting higher education systems--France and the UK. Models from Schimank…

Managing Mass Higher Education in a Period of Austerity

ERIC Educational Resources Information Center

Shattock, Michael

2010-01-01

The higher education systems in Ireland and the UK have seen several decades of remarkable change, particularly with the development of mass higher education. Yet the economic recession is creating a turbulent environment for higher education systems which will pose new challenges for universities. In this article, Michael Shattock argues that…

Learning "about" and "from" Religion: Phenomenography, the Variation Theory of Learning and Religious Education in Finland and the UK

ERIC Educational Resources Information Center

Hella, Elina; Wright, Andrew

2009-01-01

The paper addresses the relationship between the twin tasks of enabling pupils both to learn about and learn from religion in the state education systems of Finland and the UK. Recognising that the relationship between these two tasks is the subject of considerable confusion, it is argued that the most appropriate way to view the connection is…

Post-2000 Law-Based Educational Governance in Israel: From Equality to Diversity?

ERIC Educational Resources Information Center

Gibton, Dan

2011-01-01

This article analyses patterns of post 2000 governance in Israel's education system. Drawing upon literature on educational regimes, governance in neo-liberal societies (for example, the UK and the USA), law-based educational reform and policy analysis, this study sets out to inquire how Israel's system was governed with minimal legislation for 60…

Observations on the Re-Emergence of a Binary System in UK Universities for Economics Degree Programmes

ERIC Educational Resources Information Center

Talbot, Steve; Reeves, Alan; Johnston, James

2014-01-01

An audit of economics provision shows that over the past decade economics has disappeared from large parts of the UK's higher education landscape, especially the post-1992 universities. In the north of Britain the binary system has effectively re-emerged leaving many potential students unable to study key subjects such as economics. Post-1992…

An Introduction to ESERO-UK, the UK Space Education Office

ERIC Educational Resources Information Center

Clements, Allan; Mather, Edward

2012-01-01

This article introduces the UK branch of the European Space Education Resource Office (ESERO-UK), also known as the UK Space Education Office. It is a teaching project designed to use space to enthuse primary and secondary students to study science, technology, engineering and mathematics (STEM) subjects. The office is funded by the European Space…

Imagining School Autonomy in High-Performing Education Systems: East Asia as a Source of Policy Referencing in England

ERIC Educational Resources Information Center

You, Yun; Morris, Paul

2016-01-01

Education reform is increasingly based on emulating the features of "world-class" systems that top international attainment surveys and, in England specifically, East Asia is referenced as the "inspiration" for their education reforms. However, the extent to which the features identified by the UK Government accord with the…

Increasing Investment in Higher Education: The Role of a Graduate Tax.

ERIC Educational Resources Information Center

Lincoln, Ian; Walker, Arthur

1993-01-01

Proposes a remodeled funding system for UK higher education that incorporates a graduate tax system and reduces dependency on general taxation. Estimates this system's effects on available resources, economic attractiveness to students, and implications for public expenditure. Proposal offers a non-means-tested grant for students, combined with an…

Needs or Rights? A Challenge to the Discourse of Special Education

ERIC Educational Resources Information Center

Runswick-Cole, Katherine; Hodge, Nick

2009-01-01

It is nearly 30 years since Mary Warnock's "Report of the Committee of Enquiry into the Education of Handicapped Children and Young People" introduced the phrase "special educational needs" into the UK education system. In this article, Katherine Runswick-Cole, Research Associate at Manchester Metropolitan University, and Nick…

Transnational Education and Employability Development

ERIC Educational Resources Information Center

Mellors-Bourne, Robin; Jones, Elspeth; Woodfield, Steve

2015-01-01

Internationalisation and employability development are important themes for UK higher education (HE) and the Higher Education Academy (HEA). One aspect of many UK HE institutions' internationalisation strategies has been to increase the number and range of UK programmes delivered "offshore" as transnational education (TNE)--through…

Workforce Development, Higher Education and Productive Systems

ERIC Educational Resources Information Center

Hordern, Jim

2014-01-01

Workforce development partnerships between higher education institutions and employers involve distinctive social and technical dynamics that differ from dominant higher education practices in the UK. The New Labour government encouraged such partnerships in England, including through the use of funding that aimed to stimulate reform to…

The Aspiration and Access to Higher Education of Teenage Refugees in the UK

ERIC Educational Resources Information Center

Stevenson, Jacqueline; Willott, John

2007-01-01

Refugee young people are an educationally diverse group. However, unlike groups such as Gypsy/Roma and Travellers, in the UK they do not attract targeted educational funding. In addition, neither the UK integration or refugee educational strategies nor the Higher Education Funding Council for England's strategic plan refer to higher education as a…

Bridging Divides--Social Science, Educational Policy and the Improvement of Education and Training Systems: An Appreciation the Contribution of David Raffe (1950-2015)

ERIC Educational Resources Information Center

Howieson, Cathy; Spours, Ken; Young, Michael

2017-01-01

This Introduction provides an overview of the distinctive contribution of the late David Raffe to educational research in the UK and internationally over a 40-year period. His wide-ranging research on post-compulsory education and training systems was enriched by the development of conceptual distinctions that have become part of the lingua franca…

Critical thinking, nurse education and universities: some thoughts on current issues and implications for nursing practice.

PubMed

Morrall, Peter; Goodman, Benny

2013-09-01

When in the latter part of the 20th century nurse 'training' in the UK left the old schools of nursing (based within the health delivery system) and entered universities, the promise was not just a change of focus from training to education but an embracement of 'higher' education. Specifically, nurses were to be exposed to the demands of thinking rather than just doing - and critical thinking at that. However, despite a history of critical perspectives informing nursing theory, that promise may be turning sour. The insidious saturation of the university system in bureaucracy and managerialism has, we argue, undermined critical thinking. A major funding restructuring of higher education in the UK, coinciding with public concern about the state of nursing practice, is undermining further the viability of critical thinking in nursing and potentially the acceptability of university education for nurses. Nevertheless, while critical thinking in universities has decayed, there is no obvious educational alternative that can provide this core attribute, one that is even more necessary to understand health and promote competent nursing practice in an increasingly complex and globalising world. We propose that nurse academics and their colleagues from many other academic and professional disciplines engage in collegiate 'moral action' to re-establish critical thinking in UK universities. Copyright © 2012 Elsevier Ltd. All rights reserved.

The Attainment of Ethnic Minority Students in UK Higher Education

ERIC Educational Resources Information Center

Richardson, John T. E.

2008-01-01

Recent studies have suggested that academic attainment by ethnic minority graduates at UK institutions of higher education is lower than that by White graduates. This was confirmed using a database of all UK-domiciled graduates from UK higher education institutions in 2004-05. The trend was greater in older students than in younger students, in…

Standing up for Education: Building a National Campaign

ERIC Educational Resources Information Center

Courtney, Kevin; Little, Gawain

2014-01-01

Over the past four years, the UK coalition government has made significant progress in transforming the state education system. This transformation has its roots in a longer-term restructuring of education. This article argues that, in order to counter this attack, we need to build a movement around an alternative vision of education. Further, it…

Use Your Imagination: What UK Universities Want You to Think of Them

ERIC Educational Resources Information Center

Huisman, Jeroen; Mampaey, Jelle

2018-01-01

In higher education research, theoretical approaches stressing isomorphism dominate the discourse on how higher education institutions 'behave' in their higher education and research systems. We argue that research should address both instances of similarity and differences. Using theoretical notions from institutionalism and the…

Crossing the Binary Line: The Founding of the Polytechnic in Colonial Hong Kong

ERIC Educational Resources Information Center

Wong, Ting-Hong

2014-01-01

Using the case of the Hong Kong Polytechnic (HKP), this paper examines academic drift in colonial settings. The HKP, like polytechnics in the UK, was supposedly a service sector institution. Under the binary system in the UK, schools in the service division were governed by the state educational bureaucracy, while the universities--the autonomous…

Examining Proximal and Distal Influences on the Part-Time Student Experience through an Ecological Systems Theory

ERIC Educational Resources Information Center

McLinden, Mike

2017-01-01

This conceptual paper contributes to the literature base on promoting equality of opportunity for students in higher education through seeking to broaden understanding of the influences on part-time study in the United Kingdom (UK). These students constitute a significant proportion of the total student population in the UK with research…

Incorporating Cultural and Linguistic Diversity into Policy and Practice: Case Studies from an English Primary School

ERIC Educational Resources Information Center

Dakin, Justine

2017-01-01

Global migration has increased the number of non-English speaking pupils in UK schools, challenging a system which is politically and ideologically monolingual. This article examines how staff at a UK primary school positioned newly arrived pupils and their families, both culturally and linguistically, in terms of Cummins' educator role…

The Development of a System for Supporting the Lifelong Learner

ERIC Educational Resources Information Center

de Freitas, Sara; Harrison, Ian; Magoulas, George; Mee, Adrian; Mohamad, Fitri; Oliver, Martin; Papamarkos, George; Poulovassilis, Alexandra

2006-01-01

Given the rapidly changing skills needs of post-industrial economies, lifelong learning forms an integral part of government policy within the UK and abroad. However, like the UK, most economies are faced with the problem of how to reach those sections of the community that have traditionally not embraced learning and educational opportunities. In…

The Development of the Special Educational Needs Coordinator Role in a Higher Education Setting

ERIC Educational Resources Information Center

Taylor, Mark

2005-01-01

UK higher education appears to have generally been slow to adopt an organised means of provision for special educational needs for its students. This may be due to the fact that, historically, relatively few disabled students entered UK higher education. However, there is a growing number of disabled students entering UK higher education…

Love, Socrates, and Pedagogy

ERIC Educational Resources Information Center

Assiter, Alison

2013-01-01

A recent report on the UK's higher education system by Lord John Browne exemplifies the dominant trend in education policy initiatives toward a focus on education primarily for employment and for the acquisition of skills. In this essay, Alison Assiter argues that such an entrepreneurial approach neglects essential aspects of the processes of…

Towards Inclusive Learning Environments (TILE): Developing the "Roadmap for the Inclusion of Students with Special Educational Needs in Vocational Education and Workplace Settings"

ERIC Educational Resources Information Center

Smith, Andy; Bell, Sheena

2015-01-01

Twenty years after UNESCO's Salamanca Statement enshrined international action for provision for children, youth and adults with special educational needs within the regular educational system, this article presents the current underpinning international and national UK context for developing inclusion in vocational education and training and…

Welsh: The Welsh Language in Education in the UK, 2nd Edition. Regional Dossiers Series

ERIC Educational Resources Information Center

Jones, Meirion Prys, Comp.; Jones, Ceinwen, Comp.

2014-01-01

This regional dossier aims to provide a concise, description and basic statistics about minority language education in a specific region of Europe. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the…

Between Instrumental and Developmental Learning: Ambivalence in Student Values and Identity Positions in Marketized UK Higher Education

ERIC Educational Resources Information Center

Tomlinson, Michael

2015-01-01

The move towards a market-driven HE system in the UK and active policy promotion of students as consumers has generated much commentary on the ways in which students' expectations and experiences have been transformed. This article introduces and develops a conceptualization of contemporary higher students' views of their relationship to higher…

NEET, Unemployed, Inactive or Unknown--Why Does It Matter?

ERIC Educational Resources Information Center

Maguire, Sue

2015-01-01

Background: The UK, like most countries across Europe and other advanced economies, has experienced an alarming rise in the levels of young people (aged between 16 and 24 years) who are detached from both the labour market and the education and training system. In the UK, there are nearly a million 16-24-year-olds who are recorded as being not in…

Part-Time Students and Part-Time Study in Higher Education in the UK: Strand 2--A Survey of the Issues Facing Institutions

ERIC Educational Resources Information Center

Boorman, Susan; Brown, Nigel; Payne, Philip; Ramsden, Brian

2006-01-01

This is the report on part-time study in UK higher education institutions (HEIs) for Universities UK and GuildHE (previously SCOP) from Nigel Brown Associates. It forms Strand 2 of the wider research into part-time higher education commissioned by Universities UK and GuildHE using quantitative data not available from published sources and…

Catalytic Assessment: Understanding How MCQs and EVS Can Foster Deep Learning

ERIC Educational Resources Information Center

Draper, Stephen W.

2009-01-01

One technology for education whose adoption is currently expanding rapidly in UK higher education is that of electronic voting systems (EVS). As with all educational technology, whether learning benefits are achieved depends not on the technology but on whether an improved teaching method is introduced with it. EVS inherently relies on the…

Examining the Assessment Literacy of External Examiners

ERIC Educational Resources Information Center

Medland, Emma

2015-01-01

External scrutiny of higher education courses is evident globally, but the use of an external examiner from another institution for the purposes of quality assurance has been a distinguishing feature of UK higher education since the 1830s. However, the changing higher education context has led to mounting criticism of the system and the…

"Digital Futures in Teacher Education": Exploring Open Approaches towards Digital Literacy

ERIC Educational Resources Information Center

Gruszczynska, Anna; Merchant, Guy; Pountney, Richard,

2013-01-01

This paper reports the findings of a project "Digital Futures in Teacher Education" (DeFT) undertaken as part of the third phase of the Joint Information Systems Committee (JISC) UK Open Educational Resources (OER) programme. It builds on previous work (Gruszczynska and Pountney, 2012, 2013) that has addressed attempts to embed OER…

Alternative Providers of Higher Education: Issues for Policymakers. HEPI Report 90

ERIC Educational Resources Information Center

Fielden, John; Middlehurst, Robin

2017-01-01

In this HEPI paper, two authors with considerable expertise in evaluating higher education systems around the world assess higher education institutions that are not funded directly by taxpayers--known in the UK as alternative providers. Since the start of the century, alternative providers have been growing rapidly. This raises a number of…

UK medical education on human trafficking: assessing uptake of the opportunity to shape awareness, safeguarding and referral in the curriculum.

PubMed

Arulrajah, Poojani; Steele, Sarah

2018-06-13

Human trafficking is a serious violation of human rights, with numerous consequences for health and wellbeing. Recent law and policy reforms mean that clinicians now hold a crucial role in national strategies. 2015 research, however, indicates a serious shortfall in knowledge and confidence among healthcare professionals in the UK, leading potentially to failures in safeguarding and appropriate referral. Medical education is a central point for trafficking training. We ascertain the extent of such training in UK Medical Schools, and current curricular design. We sent Freedom of Information requests to the 34 public UK medical schools, which included a preliminary question on education provision, supplemented with follow-up questions exploring the nature, delivery and format of any education, as well as future curriculum development. There was a response rate of 97%. A majority (72%) of the schools did not provide trafficking education. 13% of these did, however, offer opportunities outside the formal curriculum. 70% had no plans to implement any education opportunities. Among the 28% of schools providing teaching, 56% integrated this within the core curriculum. 56% only delivered this within a single year of the degree. 67% provided some form of teaching in-person, while 78% used a combination of methods. Medical education on trafficking in the UK is variable and often absent. To produce future clinicians who are competent and capable, there is a need for expanded education on trafficking and research into optimal curriculum design. The UK's new Independent Anti-Slavery Commissioner should work with medical schools to develop an educational strategy urgently to fulfil the UK Government's plans and commitments. Both in the UK and around the world, human trafficking education presents a critical opportunity to address human rights and safeguarding to a generation of new doctors.

Is Communications a Strategic Activity in UK Education?

ERIC Educational Resources Information Center

Chapleo, Chris

2006-01-01

This qualitative exploratory paper investigates whether communications/public relations is regarded by opinion formers in UK education as a strategic business activity or a tactical marketing tool. It is based upon depth interviews with 16 senior managers with strategic roles in UK higher or further education, or Government bodies, conducted…

"Why Are We Here?" Taking "Place" into Account in UK Outdoor Environmental Education

ERIC Educational Resources Information Center

Harrison, Sam

2010-01-01

"Place" is an under-researched and poorly documented element of UK outdoor environmental education. In the international literature, North American and Australian researchers and practitioners show considerable attention to "place". Yet UK outdoor environmental educators and researchers seem to have neglected this area despite…

Contested Discourses: Assessing the Outcomes of Learning from Experience for the Award of Credit in Higher Education

ERIC Educational Resources Information Center

Peters, Helen

2005-01-01

When mature students enter higher education they bring with them a wealth of knowledge and experience gained in their lives outside of education. A majority of higher education institutions in the UK and elsewhere around the world have now set up systems for recognizing and accrediting such learning. However the processes of assessing learning…

Two Worlds of Educational Research? Comparing the Levels, Objects, Disciplines, Methodologies, and Themes in Educational Research in the UK and Germany, 2005-2015

ERIC Educational Resources Information Center

Zapp, Mike; Marques, Marcelo; Powell, Justin J. W.

2017-01-01

Embedded in social worlds, education systems and research reflect distinct national trajectories. We compare two contrasting traditions of educational research (ER). Whereas British ER exhibits a multidisciplinary and pragmatic character, German ER reflects pedagogy and mainly humanities-based traditions. Yet, in both countries, policymakers'…

Seeking Educational Excellence Everywhere: An Exploration into the Impact of Academisation on Alternative Education Provision in England

ERIC Educational Resources Information Center

Dean, Charlotte

2016-01-01

This article presents a policy analysis of the UK Government's Academies programme and explores the impact that this might have on young people who have become disengaged from the mainstream education system and are thus educated in "alternative provision" (AP) settings. It argues that the academisation proposals curtail some of the…

A "Special Relationship" in Higher Education? What Influence Might the US Higher Education Sector Have in Terms of Support for International Students in the UK?

ERIC Educational Resources Information Center

Lochtie, David John

2016-01-01

As international student migration and comparative education research have increased worldwide, greater interdependency between national Higher Education (HE) systems has developed with policy and practice frequently being shared internationally. As a key player in the international student market the United States of America is especially…

Knowing Your "Lemons": Quality Uncertainty in UK Higher Education

ERIC Educational Resources Information Center

Cooper, Paul

2007-01-01

In the UK and elsewhere, higher education is increasingly and controversially being construed, especially within political discourse, as a marketised commodity service to paying customers. Notions of quality, broadly construed, will be of central significance in the development of new markets in higher education in the UK and beyond. Drawing upon…

Researching Haptics in Higher Education: The Complexity of Developing Haptics Virtual Learning Systems and Evaluating Its Impact on Students' Learning

ERIC Educational Resources Information Center

San Diego, Jonathan P.; Cox, Margaret J.; Quinn, Barry F. A.; Newton, Jonathan Tim; Banerjee, Avijit; Woolford, Mark

2012-01-01

hapTEL, an interdisciplinary project funded by two UK research councils from 2007 to 2011, involves a large interdisciplinary team (with undergraduate and post-graduate student participants) which has been developing and evaluating a virtual learning system within an HE healthcare education setting, working on three overlapping strands. Strand 1…

Designing Low Carbon Higher Education Systems: Environmental Impacts of Campus and Distance Learning Systems

ERIC Educational Resources Information Center

Roy, Robin; Potter, Stephen; Yarrow, Karen

2008-01-01

Purpose: This paper aims to summarise the methods and main findings of a study of the environmental impacts of providing higher education (HE) courses by campus-based and distance/open-learning methods. Design/methodology/approach: The approach takes the form of an environmental audit, with data from surveys of 20 UK courses--13 campus-based,…

How Does Research Evaluation Impact Educational Research? Exploring Intended and Unintended Consequences of Research Assessment in the United Kingdom, 1986-2014

ERIC Educational Resources Information Center

Marques, Marcelo; Powell, Justin J. W.; Zapp, Mike; Biesta, Gert

2017-01-01

Research evaluation systems in many countries aim to improve the quality of higher education. Among the first of such systems, the UK's Research Assessment Exercise (RAE) dating from 1986 is now the Research Excellence Framework (REF). Highly institutionalised, it transforms research to be more accountable. While numerous studies describe the…

Additional Learning Needs Policy in the Devolved Polities of the UK: A Systems Perspective

ERIC Educational Resources Information Center

Chaney, Paul

2012-01-01

Using a systems approach, this paper explores the impact of devolution on additional learning needs (ALN) policy in compulsory phase education. Focus is placed on ALN/SEN Codes of Practice, the schools curriculum, teacher training, and the work of education inspectorates and tribunals. Analysis reveals that the move to quasi-federalism in the UK…

The Changing Economic Advantage from Private School. CEE DP 115

ERIC Educational Resources Information Center

Green, Francis; Machin, Stephen; Murphy, Richard; Zhu, Yu

2010-01-01

Private schooling, in its various guises, is an important feature of education systems across the world. The existence of a private education sector generates the possibility for parents to opt their children out of state provided education. In the case of the UK, private schools, though far less numerous than state schools, have for a long time…

Working with Systems and Thinking Systemically--Disentangling the Crossed Wires

ERIC Educational Resources Information Center

Fox, Mark

2009-01-01

This article explores two separate traditions that educational psychologists (EPs) in the UK have for working with systems. One of these is "systems work" with organisations such as schools. The other is "systemic thinking" for working with families. Over the years these two traditions, systems work and systemic thinking, have…

Use of structured musculoskeletal examination routines in undergraduate medical education and postgraduate clinical practice - a UK survey.

PubMed

Baker, Kenneth F; Jandial, Sharmila; Thompson, Ben; Walker, David; Taylor, Ken; Foster, Helen E

2016-10-21

Structured examination routines have been developed as educational resources for musculoskeletal clinical skills teaching, including Gait-Arms-Legs-Spine (GALS), Regional Examination of the Musculoskeletal System (REMS) and paediatric GALS (pGALS). In this study, we aimed to assess the awareness and use of these examination routines in undergraduate medical teaching in UK medical schools and UK postgraduate clinical practice. Electronic questionnaires were distributed to adult and paediatric musculoskeletal teaching leads at UK medical schools and current UK doctors in training. Responses were received from 67 tutors representing teaching at 22/33 [67 %] of all UK medical schools, and 70 trainee doctors across a range of postgraduate training specialities. There was widespread adoption, at responding medical schools, of the adult examination routines within musculoskeletal teaching (GALS: 14/16 [88 %]; REMS: 12/16 [75 %]) and assessment (GALS: 13/16 [81 %]; REMS: 12/16 [75 %]). More trainees were aware of GALS (64/70 [91 %]) than REMS (14/67 [21 %]). Of the 39 trainees who used GALS in their clinical practice, 35/39 [90 %] reported that it had improved their confidence in musculoskeletal examination. Of the 17/22 responding medical schools that included paediatric musculoskeletal examination within their curricula, 15/17 [88 %] used the pGALS approach and this was included within student assessment at 4 medical schools. We demonstrate the widespread adoption of these examination routines in undergraduate education and significant uptake in postgraduate clinical practice. Further study is required to understand their impact upon clinical performance.

Does Critical Thinking and Logic Education Have a Western Bias? The Case of the Nyaya School of Classical Indian Philosophy

ERIC Educational Resources Information Center

Vaidya, Anand Jayprakash

2017-01-01

In this paper I develop a cross-cultural critique of contemporary critical thinking education in the United States, the United Kingdom, and those educational systems that adopt critical thinking education from the standard model used in the US and UK. The cross-cultural critique rests on the idea that contemporary critical thinking textbooks…

Constructing a National Higher Education Brand for the UK: Positional Competition and Promised Capitals

ERIC Educational Resources Information Center

Lomer, Sylvie; Papatsiba, Vassiliki; Naidoo, Rajani

2018-01-01

This article examines national branding of UK higher education, a strategic intent and action to collectively brand UK higher education with the aim to attract prospective international students, using a Bourdieusian approach to understanding promises of capitals. We trace its development between 1999 and 2014 through a sociological study, one of…

Faculty Development in Teaching and Learning: The UK Framework and Current Debates

ERIC Educational Resources Information Center

Hibbert, Paul; Semler, Mirko

2016-01-01

Following the publication of a recent report, commissioned by the Higher Education Academy (HEA) and conducted by Staff and Educational Developers Association, this short paper considers the HEA UK Professional Standards Framework in the UK Higher Education Sector, in the context of recent and continuing debates about how best to support faculty…

Patterns and Trends in UK Higher Education, 2011

ERIC Educational Resources Information Center

Universities UK, 2011

2011-01-01

This report builds on the time series data produced annually since 2001 under the title "Patterns of higher education institutions in the UK." It offers a unique overview of provision at publicly-funded higher education institutions in the UK. All charts and tables in the report are now also available to download from the Universities UK…

International educational partnerships for doctors in training: a collaborative framework with the RCP.

PubMed

Thomson, George A; Foster, Matthew; Sheriff, Rezvi; Mendis, Lalitha; Fernando, Devaka J S; Blundell, Caroline; Worrall, Jeffrey; Black, Carol

2005-01-01

The UK offers excellent postgraduate medical education, and overseas doctors in training often covet a period of training in the UK. Some overseas training authorities make UK training mandatory prior to appointment as a consultant. Unfortunately, the organisation of such training often proves to be ad hoc, and may lack educational value. UK training faces challenges as a result of reduced hours of work, more structured and intensive educational needs, and pressures of increasing clinical demand. A plethora of new 'trust' posts have developed, often with limited educational value, creating a risk that training quality for overseas doctors is reduced. Against this background, such posts can be used to create international training partnerships such as that at Sherwood Forest Hospitals NHS Trust (SFHT), providing high-quality general and specialty training. Given the success of this strategy, it would be desirable for other UK trusts to provide similar schemes offering specialties not covered at SFHT.

Professional Development for Teachers Working with International Students

ERIC Educational Resources Information Center

Tran, Ly Thi; Pasura, Rinos

2018-01-01

The commercialisation of education and the massive recruitment of international students across different vocational education and training (VET) systems including the US, UK, Canada and Australia have led to significant changes in the VET teaching and learning landscape. This situation compels the VET sector to design and develop new professional…

Inclusive Education Reform in Queensland: Implications for Policy and Practice

ERIC Educational Resources Information Center

Bourke, Patricia E.

2010-01-01

In Queensland, Australia, the school system is being reformed to be more "inclusive". However, the enthusiasm for "inclusive education" in Queensland seems to be waning amongst practitioners, and the "confusion, frustration, guilt and exhaustion" that has emerged with teachers and support practitioners in the UK is…

Multimedia Interactive eBooks in Laboratory Bioscience Education

ERIC Educational Resources Information Center

Morris, Neil P.; Lambe, James

2017-01-01

Bioscience students in the UK higher education system are making increasing use of technology to support their learning within taught classes and during private study. This experimental study was designed to assess the role for multimedia interactive eBooks in bioscience laboratory classes, delivered using a blended learning approach. Thirty-nine…

Preaching What We Practice: Experiences from Implementing ISO 14001 at the University of Glamorgan

ERIC Educational Resources Information Center

Price, Trevor J.

2005-01-01

Purpose--To provide an overview of how environmental management systems (EMSs) are becoming sporadically employed within higher educational institutions. Design/methodology/approach--An overview of international developments in sustainable education and within UK universities. Focuses specifically on the University of Glamorgan, Wales.…

Elite Formation in the Higher Education Systems of Ireland and the UK: Measuring, Comparing and Decomposing Longitudinal Patterns of Cabinet Members

ERIC Educational Resources Information Center

Feeney, Sharon; Hogan, John; O'Rourke, Brendan K.

2017-01-01

The role of higher education systems in the formation and reproduction of governing elites, and their countervailing potential for the creation of a more egalitarian, or meritocratic, society, has been an enduring subject of concern, debate and research. Many of these debates are made all the more difficult by our inability to directly compare…

"Teamwork" or "Working as a Team"? The Theory and Practice of Top Team Working in UK Higher Education

ERIC Educational Resources Information Center

Woodfield, Steve; Kennie, Tom

2008-01-01

This article focuses on the theory and practice of teamwork in "top management teams" in UK higher education institutions. It is informed by some of the key findings from a recent two-year research project sponsored by the Leadership Foundation for Higher Education that investigated the different ways in which UK higher education…

Gender Inequalities and Higher Music Education: Comparing the UK and Sweden

ERIC Educational Resources Information Center

de Boise, Sam

2018-01-01

Whilst the impact of gender inequalities has been studied in relation to music education, especially in the UK, relatively little has been written about their impact on higher music education (HME). This article compares data on HME programs and courses, in the UK and Sweden, from 2010 to 2014. It looks at similarities and differences in the…

Impact of Arts Education on Children's Learning and Wider Outcomes

ERIC Educational Resources Information Center

See, Beng Huat; Kokotsaki, Dimitra

2016-01-01

Almost every educational system in the world regards numeracy and literacy as more important than the arts. In the UK arts interest groups and politicians have, for years, asked for arts education to be accorded the same priority arguing that arts contribute to learning and development of useful skills. It is not clear if these claims were based…

Transformation, Trust and the "Importance of Teaching": Continuities and Discontinuities in the Coalition Government's Discourse of Education Reform

ERIC Educational Resources Information Center

Bates, Agnieszka

2012-01-01

The imperative of transforming education continues to permeate the discourse of UK education reform. Although the Coalition government's publications herald a "new school system", they reveal the same neo-liberal thinking as their New Labour predecessors. The context of the national budget deficit is now being brought to bear to promote…

The State of Professional Practice and Policy in the English Further Education System: A View from Below

ERIC Educational Resources Information Center

Gleeson, Denis; Hughes, Julie; O'Leary, Matt; Smith, Rob

2015-01-01

This paper addresses a recurring theme regarding the UK's Vocational Education and Training policy in which further education (FE) and training are primarily driven by employer demand. It explores the tensions associated with this process on the everyday working practices of FE practitioners and institutions and its impact on FE's contribution to…

Mutuality, Metaphor and Micropolitics in Collaborative Governance: A Joint Venture in UK Higher Education

ERIC Educational Resources Information Center

Ross, Fiona; Woodfield, Steve

2017-01-01

As market-led higher education systems become the "new normal", a wider variety of organisational forms is likely to emerge. This paper reports on the findings of a qualitative and historical study that aimed to explore the meaning of collaborative governance in a unique and long-standing higher education joint venture in England.…

System Management in UK Libraries: Some Preliminary Findings of a Survey.

ERIC Educational Resources Information Center

Muirhead, Graeme A.

1992-01-01

A cross-section of libraries in the United Kingdom was surveyed to investigate the prevalence of systems librarians and their education, work experience, duties, and professional activities. Preliminary findings of one section of the questionnaire indicate that systems librarians are generally associated with larger institutions that have large…

Education for Sustainable Development in the UK: Making the Connections between the Environment and Development Agendas

ERIC Educational Resources Information Center

Bourn, Douglas

2008-01-01

Education for Sustainable Development (ESD) is an initiative that dates back to the early 1990s. Whilst policy statements at this time referred to ESD as a bringing together of environmental and development education, in the UK, as in most other industrialized countries, it has been the environmental agenda that has tended to dominate. In the UK,…

Managing the Tensions between Maintaining Academic Standards and the Commercial Imperative in a UK Private Sector Higher Education Institution

ERIC Educational Resources Information Center

Pitcher, Graham Simons

2013-01-01

In a changing landscape of higher education, universities have been moving towards a market-led approach to strategic management. This paper examines the case of a UK private sector education provider that gained degree-awarding powers following changes made in 2004 by the UK Government to the accreditation criteria for recognised degree-awarding…

Arts Entrepreneurship Education in the UK and Germany: An Empirical Survey among Lecturers in Fine Art

ERIC Educational Resources Information Center

Thom, Marco

2017-01-01

Purpose: The purpose of this paper is to report on the current state of arts entrepreneurship education at higher educational institutions (HEIs) in the UK and Germany. It is based on findings from questionnaire surveys among 210 lecturers in fine art at 89 HEIs in the UK and Germany. Design/methodology/approach: This paper explores issues related…

The Growth of Private and For-Profit Higher Education Providers in the UK. Research Report

ERIC Educational Resources Information Center

Fielden, John

2010-01-01

This report was commissioned by Universities UK's Longer Term Strategy Group to examine private and for-profit providers' role in the delivery of higher education in the UK, and to inform further discussions on this issue. The private higher education sector is emerging as a growing force in many parts of the world and presents a range of…

Gender, Policy and Educational Change: Shifting Agendas in the UK and Europe.

ERIC Educational Resources Information Center

Salisbury, Jane, Ed.; Riddell, Sheila, Ed.

This book contains 16 papers in four parts. After an introduction, "Educational Reforms and Equal Educational Opportunities Programmes" (Sheila Riddell and Jane Salisbury), Part 1, "Gender and Educational Reforms: The U.K. and European Context," includes: (1) "Gender Equality and Schooling, Education Policy-Making and…

Omnishambles: Reactions to the Second Year of Coalition Education Policies

ERIC Educational Resources Information Center

Richards, Colin

2012-01-01

The UK's Coalition Government completed its second year in office in May 2012. Many of its policies and pronouncements have been divisive and are contributing to the dismantling of the state education system as we have known it. Here, reflecting George Orwell's observation that "Every joke against the established order is a tiny…

Diversity of Provision in Higher Education: The Role of the Private Provider

ERIC Educational Resources Information Center

Fielden, John

2013-01-01

This paper assesses the growing UK private sector in education and questions whether it is, as its supporters suggest, a valuable addition to an already diverse national system. An earlier "Perspectives" paper (Woodfield et al 2011) explored the emerging partnerships between public and private sectors. This follow-up explores the roles…

The Implementation of Progress Files in Higher Education: Reflection as National Policy

ERIC Educational Resources Information Center

Clegg, Sue; Bradley, Sally

2006-01-01

Progress files, involving personal development planning (PDP), are becoming a feature of many higher education systems internationally. In the UK they will become mandatory for all undergraduate students from 2005. This presents a major implementation challenge, because while reflection has been a cornerstone of practice in some areas of higher…

Patient satisfaction and non-UK educated nurses: a cross-sectional observational study of English National Health Service Hospitals

PubMed Central

Griffiths, Peter; Sloane, Douglas M; Rafferty, Anne Marie; Ball, Jane E; Aiken, Linda H

2015-01-01

Objectives To examine whether patient satisfaction with nursing care in National Health Service (NHS) hospitals in England is associated with the proportion of non-UK educated nurses providing care. Design Cross-sectional analysis using data from the 2010 NHS Adult Inpatient Survey merged with data from nurse and hospital administrator surveys. Logistic regression models with corrections for clustering were used to determine whether the proportions of non-UK educated nurses were significantly related to patient satisfaction before and after taking account of other hospital, nursing and patient characteristics. Setting 31 English NHS trusts. Participants 12 506 patients 16 years of age and older with at least one overnight stay that completed a satisfaction survey; 2962 bedside care nurses who completed a nurse survey; and 31 NHS trusts. Main outcome measure Patient satisfaction. Results The percentage of non-UK educated nurses providing bedside hospital care, which ranged from 1% to 52% of nurses, was significantly associated with patient satisfaction. After controlling for potential confounding factors, each 10-point increase in the percentage of non-UK educated nurses diminished the odds of patients reporting good or excellent care by 12% (OR=0.88), and decreased the odds of patients agreeing that they always had confidence and trust in nurses by 13% (OR=0.87). Other indicators of patient satisfaction also revealed lower satisfaction in hospitals with higher percentages of non-UK educated nurses. Conclusions Use of non-UK educated nurses in English NHS hospitals is associated with lower patient satisfaction. Importing nurses from abroad to substitute for domestically educated nurses may negatively impact quality of care. PMID:26634400

Variation in assessment and standard setting practices across UK undergraduate medicine and the need for a benchmark.

PubMed

MacDougall, Margaret

2015-10-31

The principal aim of this study is to provide an account of variation in UK undergraduate medical assessment styles and corresponding standard setting approaches with a view to highlighting the importance of a UK national licensing exam in recognizing a common standard. Using a secure online survey system, response data were collected during the period 13 - 30 January 2014 from selected specialists in medical education assessment, who served as representatives for their respective medical schools. Assessment styles and corresponding choices of standard setting methods vary markedly across UK medical schools. While there is considerable consensus on the application of compensatory approaches, individual schools display their own nuances through use of hybrid assessment and standard setting styles, uptake of less popular standard setting techniques and divided views on norm referencing. The extent of variation in assessment and standard setting practices across UK medical schools validates the concern that there is a lack of evidence that UK medical students achieve a common standard on graduation. A national licensing exam is therefore a viable option for benchmarking the performance of all UK undergraduate medical students.

Education and Training in Psychiatry in the U.K.

ERIC Educational Resources Information Center

Carney, Stuart; Bhugra, Dinesh K.

2013-01-01

Background/Objective: Recent training and education changes have raised important issues in delivery of psychiatric education at all levels. In this article, the authors describe the current status of mental health education in the training of all doctors and postgraduate training and education in psychiatry in the U.K. Method: The authors explore…

Exploring the Current Position of ESD in UK Higher Education Institutions

ERIC Educational Resources Information Center

Fiselier, Evelien S.; Longhurst, James W. S.; Gough, Georgina K.

2018-01-01

Purpose: The purpose of this paper is to consider the position of education for sustainable development in the UK Higher Education (HE) sector with respect to the Quality Assurance Agency (QAA) and Higher Education Academy (HEA) Guidance for education for sustainable development (ESD). Design/methodology/approach: By means of a mixed-method…

Learning the law: practical proposals for UK medical education.

PubMed

Margetts, J K

2016-02-01

Ongoing serious breaches in medical professionalism might be avoided if UK doctors rethink their approach to law. UK medical education has a role in creating a climate of change by re-examining how law is taught to medical students. Adopting a more insightful approach in the UK to the impact of The Human Rights Act and learning to manipulate legal concepts, such as conflict of interest, need to be taught to medical students now if UK doctors are to manage complex decision-making in the NHS of the future. The literature is reviewed from a unique personal perspective of a doctor and lawyer, and practical proposals for developing medical education in law in the UK are suggested. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Obesity and what we need do about it- an interview with John Wass.

PubMed

Wass, John

2014-08-26

In this podcast we talk to Professor John Wass, co-author of the 'Action on obesity: Comprehensive care for all' report, and Chair of the Working Party for Action on Obesity in the UK. In this interview Prof Wass discusses the gaps in care for obese patients in current UK healthcare services, and outlines his recommendations on what actions should be taken to tackle these issues, including how education about nutrition and obesity should be offered to the public as well as within the formal medical education system.The podcast for this interview is available at: http://media.biomedcentral.com/content/movies/supplementary/johnwass-audio-v1.mp3.

Grade Inflation in UK Higher Education

ERIC Educational Resources Information Center

Bachan, Ray

2017-01-01

This paper examines the continual increase in the proportion of "good" honour degrees awarded by UK universities since the mid-2000s. This trend has brought with it the charge of "grade inflation" that may reflect falling standards in UK higher education. This issue has been raised in the national press and in government which…

Educational Attainment across the UK Nations: Performance, Inequality and Evidence

ERIC Educational Resources Information Center

Machin, Stephen; McNally, Sandra; Wyness, Gill

2013-01-01

Background: Political devolution occurred in the UK in 1998-99, following many years in which some degree of policy administration had been devolved to the four nations. Since devolution, all four countries of the UK have pursued increasingly divergent education policies. This is true in England in particular, where diversity, choice and…

UK Higher Education Institutions' Technology-Enhanced Learning Strategies from the Perspective of Disruptive Innovation

ERIC Educational Resources Information Center

Flavin, Michael; Quintero, Valentina

2018-01-01

The publication of institutional strategies for learning, teaching and assessment in UK higher education is practically ubiquitous. Strategies for technology-enhanced learning are also widespread. This article examines 44 publicly available UK university strategies for technology-enhanced learning, aiming to assess the extent to which…

From Graduate Employability to Employment: Policy and Practice in UK Higher Education

ERIC Educational Resources Information Center

Minocha, Sonal; Hristov, Dean; Reynolds, Martin

2017-01-01

The purpose of this paper is to enrich the current conceptualization of graduate employability and employment through the lens of policy, academia and practice in UK higher education. We examine the UK policy context that is shaping graduate employability and employment debates before enriching this conceptualization through a discussion of key…

"How to Strike the Right Balance between Quality Assurance and Quality Control in the Perceptions of Individual Lecturers": A Comparison of UK and Dutch Higher Education Institutions

ERIC Educational Resources Information Center

Teelken, Christine; Lomas, Laurie

2009-01-01

This paper focuses on the way lecturers observe, feel restrained by and cope with quality management systems that have been implemented in the higher education systems of the United Kingdom and the Netherlands. As two sides of the same coin, quality enhancement and quality control are of increased significance in European Higher Education…

Does Educational Expertise Matter for PVCs Education? A UK Study of PVCs' Educational Background and Skills

ERIC Educational Resources Information Center

Kenedi, Gustave; Mountford-Zimdars, Anna

2018-01-01

Pro-Vice-Chancellors (PVCs) form the second-tier leadership of UK higher education institutions. However, their role and position remain under-theorised and under-researched. The present article explores the extent to which a PVC Education role requires core expertise in education or generic managerial skills. Using a mixed-methods approach, we…

Inter-professional work based learning within an MSc in Advanced Practice: lessons from one UK higher education programme.

PubMed

Gaskell, Lynne; Beaton, Susan

2010-09-01

This paper will describe the implementation of inter-professional work based education (IPE) in one postgraduate Advanced Practitioner programme in the UK. The concept of Advanced Practice has developed as a response of a number of drivers including change in junior doctor training; government policy and increasing demands on the central government funded UK health service (the NHS). The programme was commissioned by the then greater Manchester Strategic Health Authority (now NHS North West) to meet service needs. The educational philosophy underpinning the MSc Advanced Practice (health and social care) provided by the University of Salford is IPE linked to work based learning. The process of work based learning (WBL) and inter-professional learning underpinning the programme will be discussed in relation to feedback from university staff, Advanced Practitioner (AP) students and employer feedback taken from programme and module evaluations. We argue that IPE at this level facilitates a greater understanding of the connectivity between professionals working in the health care system in the UK; a better understanding of the skills and knowledge base of colleagues; more inter-professional working and appropriate referrals in the work place. This has raised the profile of Advanced Practice (AP) in the region and ultimately resulted in better patient care with more effective and efficient use of resources (Acton Shapiro, 2006, 2008). (c) 2009 Elsevier Ltd. All rights reserved.

Critical Masses for Academic Research Groups and Consequences for Higher Education Research Policy and Management

ERIC Educational Resources Information Center

Kenna, Ralph; Berche, Bertrand

2012-01-01

Smaller universities may produce research which is on a par with larger, elite establishments. This is confirmed by a recently developed mathematical model, supported by data from British and French higher education research-evaluation exercises. The detailed nature of the UK system, in particular, allows quantification of the notion of critical…

What Would a Socially Just Education System Look like?

ERIC Educational Resources Information Center

Nandy, Lisa

2012-01-01

The Coalition came to power in 2010 with a radical, controversial vision for education and set about transforming the UK landscape. The Secretary of State described how, in future, autonomous schools and colleges would compete with one another to raise standards, high performers would expand and others improve or disappear. His aim is for children…

Using Systems Thinking to Evaluate Formative Feedback in UK Higher Education: The Case of Classroom Response Technology

ERIC Educational Resources Information Center

Pagano, Rosane; Paucar-Caceres, Alberto

2013-01-01

Providing high quality formative feedback to large and very diverse cohorts of students taking short intensive blocks of teaching (block release) has become crucial in management education provision. The paper proposes the exploitation of classroom response technology (CRT) to evaluate learning activities of students taking block release modules.…

Higher Education from Massification to Universal Access: A Perspective from Japan

ERIC Educational Resources Information Center

Huang, Futao

2012-01-01

Though Japan has established one the largest higher education systems in Asia much earlier than most of the other Asian countries and some European countries, including the UK, Germany and France, except for a very few Japanese books and articles, little research has been published in Japan on this topic. This article will address the research…

A Progress Report on Progress Files. The Experience of One Higher Education Institution

ERIC Educational Resources Information Center

East, Rob

2005-01-01

In order to facilitate personal development planning (PDP), the UK higher education sector is committed to introducing progress files. This article explores the experience of one institution in seeking to establish a system of progress files. It identifies the main practical problems in doing this, highlighting the lack of agreement on the skills…

The Effect of Steiner, Montessori, and National Curriculum Education upon Children's Pretence and Creativity

ERIC Educational Resources Information Center

Kirkham, Julie Ann; Kidd, Evan

2017-01-01

Pretence and creativity are often regarded as ubiquitous characteristics of childhood, yet not all education systems value or promote these attributes to the same extent. Different pedagogies and practices are evident within the UK National Curriculum, Steiner and Montessori schools. In this study, 20 children participated from each of these…

Argumentative and Trustworthy Scholars: The Construction of Academic Staff at Research-Intensive Universities

ERIC Educational Resources Information Center

McKenna, Sioux; Boughey, Chrissie

2014-01-01

Research-intensive universities, such as the Russell Group in the UK, the Ivy League Colleges in the USA and the Sandstone Universities in Australia, enjoy particular status in the higher education landscape. They are, however, also often associated with social elitism and selectivity, and this has led to critique as higher education systems seek…

Reviewing Institutional Policies for Electronic Management of Assessment

ERIC Educational Resources Information Center

Voce, Julie

2015-01-01

Electronic assignment submission (e-submission) tools, such as those within course management systems (e.g. Blackboard), or systems such as Turnitin, which enable students to submit coursework online are now one of the main centrally supported institutional tools in Higher Education (HE) in the United Kingdom (UK), however the development of…

The Impact of Placements on the Academic Performance of UK and International Students in Higher Education

ERIC Educational Resources Information Center

Crawford, Ian; Wang, Zhiqi

2016-01-01

Motivated by an increasing number of international students in UK higher education, this study investigates the effect of year-long placements on the academic performance of 268 accounting and finance students enrolled between 2006 and 2009. The results show differences between UK and international students although both statistically and…

International Higher Education in Facts and Figures. Summer 2010

ERIC Educational Resources Information Center

Universities UK, 2010

2010-01-01

This paper presents facts and figures of the international higher education. Facts reveal that the UK sells more brainpower per capita than anywhere else in the world. The UK has 1% of the world's population but undertakes 5% of the world's scientific research and produces 14% of the world's most highly cited papers (Universities UK 2010). More…

Conceptualising Student Voice in UK Higher Education: Four Theoretical Lenses

ERIC Educational Resources Information Center

Canning, John

2017-01-01

The "student voice" is highly profiled in UK higher education, yet highly under-theorised. Over the past 20 years UK universities have gone from a taxpayer-funded, free at the point of use model, to one supported through tuition fees via Government-backed loans. Subsequently, there is a growth of discourse about universities as…

Diabetes UK Position Statement. Competency frameworks in diabetes.

PubMed

Simmons, D; Deakin, T; Walsh, N; Turner, B; Lawrence, S; Priest, L; George, S; Vanterpool, G; McArdle, J; Rylance, A; Terry, G; Little, P

2015-05-01

The quality, skills and attitudes of staff working in the healthcare system are central to multidisciplinary learning and working, and to the delivery of the quality of care patients expect. Patients want to know that the staff supporting them have the right knowledge and attitudes to work in partnership, particularly for conditions such as diabetes where 95% of all care is delivered by the person with diabetes themselves. With the current changes in the NHS structures in England, and the potential for greater variation in the types of 'qualified provider', along with the recent scandal at Mid-Staffordshire Hospital, staff need to be shown to be competent and named/accredited or recognized as such. This will help to restore faith in an increasingly devolved delivery structure. The education and validation of competency needs to be consistently delivered and assured to ensure standards are maintained for different roles and disciplines across each UK nation. Diabetes UK recommends that all NHS organizations prioritize healthcare professional education, training and competency through the implementation of a National Diabetes Competency Framework and the phased approach to delivery to address this need. © 2015 The Authors. Diabetic Medicine © 2015 Diabetes UK.

Higher education provision using systems thinking approach - case studies

NASA Astrophysics Data System (ADS)

Dhukaram, Anandhi Vivekanandan; Sgouropoulou, Cleo; Feldman, Gerald; Amini, Ardavan

2018-01-01

The purpose of this paper is to highlight the complexities involved in higher education provision and how systems thinking and socio-technical systems (STS) thinking approach can be used to understand the education ecosystem. Systems thinking perspective is provided using two case studies: the development of European Learner Mobility (EuroLM) service and the delivery of Enterprise System Management (ESM) course at the Birmingham City University, UK. The case studies present how systems thinking using STS approaches like applied organisational change and Cognitive Work Analysis can be used to capture a conceptual model of the education system for understanding the interactions and relationships between the people, technology, processes and the organisations. Using systems thinking perspective, EuroLM has developed a set of technical standards addressed to the European systems developers and ESM delivery ensures that students communicate and collaborate.

Is UK Transnational Education "One of Britain's Great Growth Industries of the Future?"

ERIC Educational Resources Information Center

Healey, Nigel

2013-01-01

Against the backdrop of unprecedented growth in the global demand for higher education, the UK government has recognised that there is a huge potential market beyond conventional "export education," if its universities can find ways of providing "transnational education" (TNE) to the millions of foreign students unable or…

The Action--Reflection--Modelling (ARM) Pedagogical Approach for Teacher Education: A Malaysia-UK Project

ERIC Educational Resources Information Center

Jarvis, Joy; Dickerson, Claire; Thomas, Kit; Graham, Sally

2014-01-01

This article presents the Action--Reflection--Modelling (ARM) pedagogical approach for teacher education developed during a Malaysia-UK collaborative project to construct a Bachelor of Education (Honours) degree programme in Primary Mathematics, with English and Health and Physical Education as minor subjects. The degree programme was written…

Innovative UK Approaches to Acquisition Management

DTIC Science & Technology

2009-05-01

Financial and Operational Imperatives Size of UK armed forces UK Industry ? Political influence PFI / PPP Increased Scrutiny - NAO “ Commercialisation “ of the...acquisition KNOWLEDGE (EXPERIENCE – Lessons learned) KNOWLEDGE (Training) KNOWLEDGE ( Education ) OPTIMAL OPERATIONAL PERFORMANCE Operational Capability UK

Policy and Research Seminar on Methods for Ensuring Reliability of Teacher Assessments. Proceedings of National Foundation for Educational Research and Chartered Institute of Educational Assessors (The Royal Institute of British Architects, London, UK, June 2, 2009)

ERIC Educational Resources Information Center

Parkes, Catherine, Ed.; Maughan, Sarah, Ed.

2009-01-01

The assessment system in England is going through a period of unprecedented change, with changes currently underway or being discussed at every stage of education. There does not, however, appear to be a consistency across these changes. This seminar was set up by the National Foundation for Educational Research (NFER) and the Chartered Institute…

The Effect of Work Placements on the Academic Performance of Chinese Students in UK Higher Education

ERIC Educational Resources Information Center

Crawford, Ian; Wang, Zhiqi

2015-01-01

The main controversy as a result of the commercialisation of international education markets is that international students especially those from China are unable to perform as well as UK students in UK universities. So far, research has yet to identify the influence of placements on the academic performance of Chinese students from entry to…

Exploring the Experiences of International Students in UK Higher Education: Possibilities and Limits of Interculturality in University Life

ERIC Educational Resources Information Center

Schweisfurth, Michele; Gu, Qing

2009-01-01

This article is based on a two-year multi-method research project, funded by the UK Economic and Social Research Council, investigating the experiences of international undergraduate students in UK higher education. In investigating the influences on their experiences and the strategies that students employ, the study has also revealed something…

The Supply of Part-Time Higher Education in the UK. Research Report

ERIC Educational Resources Information Center

Callender, Claire; Birkbeck, Anne Jamieson; Mason, Geoff

2010-01-01

This report explores the supply of part-time higher education in the UK, with particular consideration to the study of part-time undergraduate provision in England. It is the final publication in the series of reports on individual student markets that were commissioned by Universities UK following the publication of the reports on the Future size…

Driving Economic Growth: Higher Education--A Core Strategic Asset to the UK. Higher Education in Focus: Driving Economic Growth

ERIC Educational Resources Information Center

Universities UK, 2011

2011-01-01

This publication highlights the critical role UK universities will continue to play in reviving and sustaining economic growth across the country. Using a range of visual data and statistics, it highlights that the UK's future success depends on developing innovation and the knowledge economy in what is an increasingly competitive global…

News

NASA Astrophysics Data System (ADS)

2002-03-01

UK Awards: Teacher of Physics Awards Institute Matters: Institute of Physics Education Conference UK Awards: Top SHAP students win prizes Competition: International creative essay competition UK Awards: Kelvin Medal Particle Physics Resources: New poster from PPARC Australia: Physics Students's Day at Adventure World UK Awards: Bragg Medal winners in a FLAP ASE Annual Meeting: Particle Physics at ASE 2002 UK Grants: PPARC Awards AAPT Winter Meeting: Physics First - but do you need maths? UK In-Service Training: The Particle Physics Institutes for A-level teachers Physics on Stage 2: Not too entertaining this time, please! Scotland: A reasoned approach wins reasonable funding Institute Matters: New education manager Germany: Physics gets real: curriculum change for better teaching Research Frontiers: Let there be light - if you hang on a minute

Changing Concepts of Equity in Transforming UK Higher Education: Implications for Future Pedagogies and Practices in Global Higher Education

ERIC Educational Resources Information Center

David, Miriam E.

2011-01-01

This paper is about changing concepts of equity in UK higher education. In particular, it charts the moves from concepts about gender equality as about women's education as a key issue in twentieth century higher education to questions of men's education in the twenty-first century. These changing concepts of equity are linked to wider social and…

Quality after the Cuts? Higher Education Practitioners' Accounts of Systemic Challenges to Teaching Quality in Times of "Austerity"

ERIC Educational Resources Information Center

Feigenbaum, Anna; Iqani, Mehita

2015-01-01

What are the ramifications of current changes in the higher education landscape in the UK for the ways in which teaching staff perceive their teaching practices? What impact are funding cuts, increases in student fees and the concomitant increased workloads having on faculty morale? How might this influence "quality cultures" in teaching…

Putting Literacy Attainment Data in Context: Examining the Past in Search of the Present

ERIC Educational Resources Information Center

Moss, Gemma

2014-01-01

This article examines the construction and design of literacy attainment data in the English school system in two different historical periods: the 1860s and the 1950s. These periods represent contrasting moments in the history of education in the UK when school structures and the governance of education varied, as did the design and…

Efficiency and Effectiveness in Higher Education: A Report by the Universities UK Efficiency and Modernisation Task Group

ERIC Educational Resources Information Center

Universities UK, 2011

2011-01-01

Effectiveness, efficiency and value for money are central concerns for the higher education sector. In England, decisions made by the current Government will effect a radical change in the funding for teaching. Institutions will be managing a reduction in public funding for teaching and the transition to the new system of graduate contributions,…

Variation in assessment and standard setting practices across UK undergraduate medicine and the need for a benchmark

PubMed Central

2015-01-01

Objectives The principal aim of this study is to provide an account of variation in UK undergraduate medical assessment styles and corresponding standard setting approaches with a view to highlighting the importance of a UK national licensing exam in recognizing a common standard. Methods Using a secure online survey system, response data were collected during the period 13 - 30 January 2014 from selected specialists in medical education assessment, who served as representatives for their respective medical schools. Results Assessment styles and corresponding choices of standard setting methods vary markedly across UK medical schools. While there is considerable consensus on the application of compensatory approaches, individual schools display their own nuances through use of hybrid assessment and standard setting styles, uptake of less popular standard setting techniques and divided views on norm referencing. Conclusions The extent of variation in assessment and standard setting practices across UK medical schools validates the concern that there is a lack of evidence that UK medical students achieve a common standard on graduation. A national licensing exam is therefore a viable option for benchmarking the performance of all UK undergraduate medical students. PMID:26520472

Education under the Heel of Caesar: Reading UK Higher Education Reform through Shakespeare's "Antony and Cleopatra"

ERIC Educational Resources Information Center

Ward, Sophie

2012-01-01

UK higher education reform (BIS, ) has been presented as a common-sense movement towards efficiency. This article will argue that, in reality, the marketisation of higher education is a movement towards negative freedom, defined after Berlin (2007) as unrestricted choice. Using Shakespeare's "Antony and Cleopatra" as a means to explore…

The Significance of Faith for Black Men's Educational Aspirations

ERIC Educational Resources Information Center

Dumangane, Constantino, Jr.

2017-01-01

It is uncontested that British African Caribbean men are minimally represented in elite UK higher education institutions. Even as data demonstrates that African Caribbean males are more likely to study further education than White males and that the proportion of UK-domiciled Black students pursuing higher education has increased since the 2003/04…

Higher maternal education is associated with favourable growth of young children in different countries

PubMed Central

Lakshman, Rajalakshmi; Zhang, Jing; Zhang, Jianduan; Koch, Felix S; Marcus, Claude; Ludvigsson, Johnny; Ong, Ken K; Sobko, Tanja

2013-01-01

Background Childhood growth affects long-term health and could contribute to health inequalities that persist throughout life. Methods We compared growth data of 4-6 year old children born 1997-2002 in UK (n=15,168), Sweden (n=6,749) and rural China (n=10,327). Standard deviation scores (SDS) were calculated against the WHO Standard. Obesity and overweight were defined by International Obesity Taskforce cut-offs, and stunting, underweight and thinness by height, weight or BMI < −2 SDS. Associations with maternal education were standardised by calculating the Slope Index of Inequality (SII). Results Mean SDS height, weight and BMI in UK (−0.01; 0.42; 0.62, respectively) and Sweden (0.45; 0.59; 0.45) were higher than in China (−0.98, −0.82, −0.29). Higher maternal education was consistently associated with taller offspring height SDS (SII: UK 0.25; Sweden 0.17; China 1.06). Underweight and stunting were less common in UK (prevalence: 0.6% and 2.2%, respectively) and Sweden (0.3% and 0.6%) than in China (9.5% and 16.4%), where these outcomes were inversely associated with maternal education (SII: −25.8% and −12.7%). Obesity prevalence in UK, Sweden and China was 4.8%, 3.7% and 0.4%, respectively. Maternal education was inversely associated with offspring obesity in UK (SII: −3.3%) and Sweden (−2.8%), but not in China (+0.3%). Conclusions Higher maternal education was associated with more favourable growth in young children: lower obesity and overweight in UK and Sweden, and lower stunting and underweight in rural China. Public health strategies to optimize growth in early childhood need to acknowledge socioeconomic factors, but possibly with a different emphasis in different settings. PMID:23450064

Higher maternal education is associated with favourable growth of young children in different countries.

PubMed

Lakshman, Rajalakshmi; Zhang, Jing; Zhang, Jianduan; Koch, Felix S; Marcus, Claude; Ludvigsson, Johnny; Ong, Ken K; Sobko, Tanja

2013-07-01

Childhood growth affects long-term health and could contribute to health inequalities that persist throughout life. We compared growth data of 4-year-old to 6-year-old children born 1997-2002 in UK (n=15,168), Sweden (n=6749) and rural China (n=10,327). SD scores (SDS) were calculated against the WHO Growth Standard. Obesity and overweight were defined by the International Obesity Taskforce cut-offs, and stunting, underweight and thinness by height, weight or body mass index (BMI)<-2 SDS. Associations with maternal education were standardised by calculating the Slope Index of Inequality (SII). Mean SDS height, weight and BMI in the UK (-0.01, 0.42, 0.62, respectively) and Sweden (0.45, 0.59, 0.45) were higher than in China (-0.98, -0.82, -0.29). Higher maternal education was consistently associated with taller offspring height SDS (SII: UK 0.25; Sweden 0.17; China 1.06). Underweight and stunting were less common in the UK (prevalence: 0.6% and 2.2%, respectively) and Sweden (0.3% and 0.6%) than in China (9.5% and 16.4%), where these outcomes were inversely associated with maternal education (SII: -25.8% and -12.7%). Obesity prevalence in the UK, Sweden and China was 4.8%, 3.7% and 0.4%, respectively. Maternal education was inversely associated with offspring obesity in the UK (SII: -3.3%) and Sweden (-2.8%), but not in China (+0.3%). Higher maternal education was associated with more favourable growth in young children: lower obesity and overweight in the UK and Sweden, and lower stunting and underweight in rural China. Public health strategies to optimise growth in early childhood need to acknowledge socioeconomic factors, but possibly with a different emphasis in different settings.

Freeing the Chi of Change: The Higher Education Academy and Enhancing Teaching and Learning in Higher Education

ERIC Educational Resources Information Center

Trowler, Paul; Fanghanel, Joelle; Wareham, Terry

2005-01-01

This article examines recent UK policy initiatives to enhance teaching and learning in higher education in the UK, and the quality of the student experience there. The Higher Education Academy has recently begun to work in this area and the Higher Education Bill (2004) has passed into law. A reflective review of previous initiatives is therefore…

The pursuit of excellence and innovation in service user involvement in nurse education programmes: report from a travel scholarship.

PubMed

Terry, Julia M

2013-05-01

The involvement of service users and carers in nurse education is increasing, with the new standards for pre-registration nurse education in the UK, which require nurse education providers to demonstrate how they are involving users and carers in the planning, delivery, teaching and evaluation of nursing curricula (Nursing and Midwifery Council, 2010). A travel scholarship provided the opportunity to explore best practice in this area, focussing on identifying support systems and processes that enable user involvement. The scholarship was undertaken in the UK and Ireland during a 4 week study tour between June and July 2011, during which I visited 15 universities, and met with nurse education staff, users and carers involved in nurse education programmes. Prerequisite processes, the spectrum and variety of involvement activities, quality assurance and evaluation; and sustainability of user involvement in nurse education are reported in this paper. Service users and carers are an under-utilised resource, and as experts by experience have much to offer students and staff by increased involvement in nurse education programmes. The importance of values, enthusiasm and relationships, the cornerstones that strengthen user involvement; often sustain such partnerships. Copyright © 2012 Elsevier Ltd. All rights reserved.

Never Mind the Quality, Take a Seat!

ERIC Educational Resources Information Center

Feather, Denis

2011-01-01

This paper considers whether lecturers delivering business higher education programmes (BHEPs) in further education colleges (FECs) in the UK see education to be a production industry, or a knowledge industry. It will consider the effects of managerialism and marketisation that the UK government (and others around the world) are applying to the…

Universities UK: Manifesto for Higher Education

ERIC Educational Resources Information Center

Universities UK, 2010

2010-01-01

The challenges that the UK faces today are global and they require world-class solutions. With continued support and investment from the Government, higher education will play a central role in meeting those challenges. Tomorrow's knowledge-based economy will demand a flexible, diverse and well educated workforce. Climate change and rapid…

A Comparative Review of Policy and Practice for Education for Sustainable Development/Education for Global Citizenship (ESD/GC) in Teacher Education across the Four Nations of the UK

ERIC Educational Resources Information Center

Bamber, Philip; Bullivant, Andrea; Glover, Alison; King, Betsy; McMcCann, Gerard

2016-01-01

The early 21st century has seen a period of extreme turbulence in education at all levels in the UK. Although education policy was administrated on a territorial basis before 1999, the 1998-1999 devolution settlement has amplified the complexity of education policy and practice across England, Wales, Scotland, and Northern Ireland. Through a…

Cataloguing E-Books in UK Higher Education Libraries: Report of a Survey

ERIC Educational Resources Information Center

Belanger, Jacqueline

2007-01-01

Purpose: The purpose of this paper is to discuss the results of a 2006 survey of UK Higher Education OPACs in order to provide a snapshot of cataloguing practices for e-books. Design/methodology/approach: The OPACs of 30 UK HE libraries were examined in July/August 2006 to determine which e-books were catalogued, and the level of cataloguing…

The Impact of Peer Mentoring on Levels of Student Wellbeing, Integration and Retention: A Controlled Comparative Evaluation of Residential Students in UK Higher Education

ERIC Educational Resources Information Center

Collings, R.; Swanson, V.; Watkins, R.

2014-01-01

Peer mentoring is becoming increasingly popular in UK higher education, however, there remains little good quality, theoretically driven and evaluative research. The current study aims to bridge the gap between theory, practice and evaluation by providing a controlled evaluation of a peer mentoring scheme within UK universities. 109 first year…

Higher Education Research Agendas for the Coming Decade: A UK Perspective on the Policy-Research Nexus

ERIC Educational Resources Information Center

Middlehurst, Robin

2014-01-01

From the perspective of the UK, this paper addresses two main themes. It presents a higher education (HE) research agenda for the next decade linked to key policy challenges and reflects on the dynamics of the research-policy landscape. The paper begins by identifying four dimensions of the UK that will continue to be important as a focus for…

The Benefits of Part-Time Undergraduate Study and UK Higher Education Policy: A Literature Review

ERIC Educational Resources Information Center

Bennion, Alice; Scesa, Anna; Williams, Ruth

2011-01-01

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…

Critical Perspectives of Technology-Enhanced Learning in Relation to Specialist Communication Design Studio Education within the UK and Australia

ERIC Educational Resources Information Center

Marshalsey, Lorraine; Sclater, Madeleine

2018-01-01

This paper investigates the widespread integration of technology-enhanced learning (TEL) within specialist Communication Design studio education in the UK and Australia. The impetus for this paper has grown from the challenges facing day-to-day design studio education and the recognition that the use of technology in higher education today has…

Getting Diverse Students and Staff to Talk about Equality and Social Integration Issues on Higher Education Campuses in India and the UK

ERIC Educational Resources Information Center

Thornton, Mary; Bricheno, Patricia; Iyer, Ponni; Reid, Ivan; Wankhede, Govardhan; Green, Roger

2011-01-01

This paper reports the early stages of a funded UK-India Education and Research Initiative (UKIERI) project, "Widening Participation: Diversity, isolation or integration in Higher Education?" The project is concerned with greater equity, social justice, integration and social cohesion within the global market of higher education (HE).…

Islamic Education and the UK Muslims: Options and Expectations in a Context of Multi-Locationality

ERIC Educational Resources Information Center

Shah, Saeeda

2014-01-01

The article will discuss Islamic philosophy of education to explain the role and aims of education for the Muslim "Ummah" (Community). It will then debate the needs of the UK Muslims with regard to the education of their children in the context of multi-locationality, and associated challenges of bringing up children while living between…

Psychology of Education in the UK: Development in the 1960s

ERIC Educational Resources Information Center

Thomas, J. B.

2007-01-01

This paper attempts an account and evaluation of the historical development of psychology of education in the 1960s in the UK. It contributes to both the history of the academic discipline of educational studies and to the history of higher education. Progress of the subject is introduced in the general context of university developments and the…

College Students' Intention to Continue Using a Personal Response System: Deriving a Model from Four Theoretical Perspectives

ERIC Educational Resources Information Center

Yeh, C. Rosa; Tao, Yu-Hui

2012-01-01

The use of personal response systems (PRS) in classrooms is gaining popularity in the higher education institutes of Taiwan. However, past research rarely adopts theories from the information system domains, and their focus was primarily on the UK and US context. Therefore, this study adopted a theory-based approach to explore the perceptions of…

Developing guidelines for postgraduate dental educators in the UK.

PubMed

Bullock, A D; Firmstone, V R; Falcon, H C

2010-01-09

Commissioned by the UK Committee of Postgraduate Dental Deans and Directors (COPDEND), the purpose of this work was to establish UK guidelines for dental educators. The final document comprises 79 statements, in eight domains. Each domain has four zones related to what dental educators (1) know, (2) do with members of the dental team as learners, (3) do with other dental educators as learners and (4) lead on. Launched in November 2008, the document provides a framework of good practice for use in the employment, development and management of dental educators in the UK. The guidelines are readily available from the COPDEND website. A key purpose of this paper is to report on the process of development and a central part of that was the integration of feedback and consultation on early drafts. These processes elicited a total of 102 responses. Issues raised in consultation included: (1) how the zones interrelate; (2) differentiation between domains; (3) measurability; and (4) implementation challenges. This paper includes our responses to these issues.

The Returns to UK Degrees for Foreign-Educated Graduates

ERIC Educational Resources Information Center

Valbuena, Javier; Zhu, Yu

2018-01-01

Exploiting information on foreign qualifications for the first time, we estimate the returns to obtaining UK higher degrees for foreign graduates who migrated to the UK in their 20s. Accounting for direct measures of foreign and UK qualifications and country-of-origin fixed effects, we find substantial returns to obtaining UK (higher) degrees on…

Comparative study on fashion & textile design higher education system, Pakistan vs UK

NASA Astrophysics Data System (ADS)

Hameed, Umer; Umer, Saima

2017-10-01

Fashion clothing has a fundamental link to what is generally called global society. However, fashion as a social phenomenon does not only co-create and shape society’s image, it also reflects its current status and responds to the changes taking place in it. [1] In the past few years, Design Education has gained more and more importance. As our clothing consumption has reached an all-time high, and in response, advocates for creative, mindful, eco-friendlier design are screaming their message louder than ever. And it seems the fashion industry is finally listening: More and more fashion designers with formal education are engaging in the practical field. Thus as the demand for more creative designers increases among production side. [2]. In the world of globalization almost every country in the world wants their education system to be the best, so their students can obtain the necessary skills and knowledge taught by the schools/universities that meets the challenges of the 21st century. [4]. South Asian countries including Pakistan, Bangladesh and India play a very prominent role in cotton and Garnet production. The textiles and clothing sector has been one of the leading manufacturing sectors of South Asia in terms of its contribution to output, employment and trade. The sector collectively employs over 55 million people directly and more than 90 million indirectly in the region. [5]. Besides the availability of raw material, south Asia still deprived in the value addition in Textile, Apparel and fashion products. Parallel to the other factors associated with competitiveness like poor state of trade facilitation, high transaction costs associated with cross-border exchanges and supply chains this region also lacks in creative, innovative and value added products. [6] The presented research explores how Pakistan and UK way of higher education system works in the domain of Apparel Design in which way both the countries differ and how they are leading in the field of higher education and it also highlight the different pathway that leads to the different type of man power in this domain. Presented research will focus on the study of different modules of textile & Apparel Design Higher Education in Pakistan & UK. Its relation and comparison will be an important area of study. Research work document the Educational modules, its implementation and impact on industry. Afterwards this data was used for comparative study between higher education systems in Textile & Fashion Design

The Changing Nature of GIS and the Provision of Formal GIS Education in the UK: A Case Study

ERIC Educational Resources Information Center

Walford, Nigel

2017-01-01

The arrival of the term Geographical Information System (GIS) in the 1960s soon created a demand for training and education in the use of this specialist hardware and software. Initially the main focus was on training people to use GIS, formal named degree programmes leading to postgraduate and undergraduate qualifications arrived later. This…

International Higher Education and the Mobility of UK Students

ERIC Educational Resources Information Center

Brooks, Rachel; Waters, Johanna

2009-01-01

In the context of increasing academic interest in the internationalization of education and the international mobility of university students, this article draws on findings of a recent research project examining students from the UK as they seek higher education overseas before entering the labour market. The discussion is framed around four key…

The Education of Asylum Seekers: Some UK Case Studies

ERIC Educational Resources Information Center

Reakes, Angharad

2007-01-01

The body of literature examining the educational needs of asylum-seeker children is limited. Extending the body of knowledge has become increasingly important because of the increasing number of asylum seekers in the UK, with significant implications for local education authorities and schools. The main focus of the research was the situation in…

Applying Foreign Entry Market Strategies to UK Higher Education Transnational Education Models

ERIC Educational Resources Information Center

Lindsay, Victoria; Antoniou, Christos

2016-01-01

We take a multidisciplinary approach mapping the models used by UK higher education (HE) institutions against established international business foreign market entry strategies. We review the conditions in host markets that facilitate market entry and consider how these will determine foreign market entry strategy. We specifically consider four…

Physical Education in the UK: Disconnections and Reconnections

ERIC Educational Resources Information Center

Griggs, Gerald; Ward, Gavin

2012-01-01

Within the UK, physical education finds itself, as a curriculum subject, in a contested space with felt pressures from competing discourses and policy areas. This paper contests that over time within this nexus, physical education has become disconnected in four specific ways: from the wider movement culture, from other curriculum subjects, within…

Entrepreneurialism and Critical Pedagogy: Reinventing the Higher Education Curriculum

ERIC Educational Resources Information Center

Lambert, Cath; Parker, Andrew; Neary, Michael

2007-01-01

This paper presents an analysis of the ways in which UK higher education (HE) has become increasingly commercialised and commodified in the post-1980s. It critiques the strategies adopted by successive UK governments to reinvigorate the relationship between educational and economic life, and to facilitate a more corporate and entrepreneurial…

Marginal Groups in Marginal Times: Gypsy and Traveller Parents and Home Education in England, UK

ERIC Educational Resources Information Center

Bhopal, Kalwant; Myers, Martin

2016-01-01

This article examines the experiences of home education for Gypsy and Traveller groups in England, UK. We argue that home education is perceived in a particular historical "moment" characterised in the media and more generally throughout society by "risk". Against this backdrop this article considers Gypsy and Traveller…

Quality Assurance and the Use of Subject Level Reference Points in the UK

ERIC Educational Resources Information Center

Bellingham, Laura

2008-01-01

The Quality Assurance Agency for Higher Education (QAA) in the UK publishes subject benchmark statements that higher education institutions are expected to consult when designing, delivering and reviewing programmes. Within a context for higher education that is considered by some to be unacceptably bureaucratic, this paper reflects on the value…

Maturity and Interculturality: Chinese Students' Experiences in UK Higher Education

ERIC Educational Resources Information Center

Gu, Qing

2009-01-01

Increasing global competition for students has witnessed an ever more rapid internationalisation of higher education. In the case of the UK, there has been a major influx of Chinese students to British universities since the launch of the British Government's long-term worldwide educational campaign in 1999. Drawing upon evidence from an extensive…

Gypsy Students in the UK: The Impact of 'Mobility' on Education

ERIC Educational Resources Information Center

Myers, Martin

2018-01-01

This paper argues that Gypsy students in primary and secondary education in the UK are marginalised because of ambiguous understandings of their 'mobility'. Drawing on research conducted on the south coast of England, it examines Gypsy families' experiences of education. Despite often describing their identity in relation to travelling or…

Universities give record level of support to the UK economy

NASA Astrophysics Data System (ADS)

Banks, Michael

2009-08-01

Universities in the UK are providing record levels of services to businesses, according to a recent survey by the Department for Business, Innovation and Skills (BIS) and the Higher Education Funding Council for England. The survey concludes that the income earned by universities and higher-education colleges in the UK is now worth a total of £2.812bn - an increase of 6.5% from the previous year.

Evaluation of the educational climate for specialty trainees in dermatology.

PubMed

Goulding, J M R; Passi, V

2016-06-01

Dermatology specialty trainees (STs) in the United Kingdom (UK) are few in number and will join a thinly spread national consultant body. It is of paramount importance to deliver training programmes of the highest quality for these doctors, central to which is the establishment and maintenance of an educational climate conducive to learning. To conduct a pilot study to evaluate the educational climate for dermatology STs in one UK deanery (West Midlands). Secondary analysis of published data was performed, from the UK's General Medical Council (GMC) national training survey, and the Job Evaluation Survey Tool (JEST) administered by the West Midlands deanery. A modified online version of the Postgraduate Hospital Educational Environment Measure (PHEEM) was circulated among dermatology STs. The GMC's survey data show that UK dermatology STs rated their training highly in comparison with undifferentiated UK postgraduate trainees. West Midlands dermatology STs (n = 22) scored very similarly to UK dermatology STs. The JEST gave broadly encouraging results, with 21/22 (95%) happy to recommend their posts to colleagues. The modified PHEEM yielded a global mean score of 96.5/152, attracting the descriptor 'more positive than negative but room for improvement'. Despite inherent methodological limitations, the GMC, JEST and modified PHEEM surveys have revealed useful comparative triangulated data which allows the conclusion that West Midlands dermatology STs seem to be training in a favourable educational climate. This represents an important facet of the quality assurance process for medical education, and allows insight into areas which may require improvement. © 2015 European Academy of Dermatology and Venereology.

A discourse and Foucauldian analysis of nurses health beliefs: implications for nurse education.

PubMed

Chambers, Derek; Narayanasamy, Aru

2008-02-01

The aim of this study was to investigate nurses' constructions of health in order to determine what influence these have on their health education practices and their implications for nurse education. Burgeoning literature on health promotion claim that health promotion is central to nursing practice. This is a role that has grown in the context of a rapidly ageing population, emergence of new diseases and variants of old diseases, ecological and environmental concerns and apparent social fragmentation. Within the United Kingdom this has led to nurses being identified by agencies, such as the UK government, as having a leading role to play in what has become the 'holy grail' of patient lifestyle change. But this role has been based on the seemingly uncritical assumption that the UK nurse education system engenders the necessary knowledge, attitude and skills required by nurses for them to effectively promote lifestyle choices. This study draws upon discourse and Foucauldian social analysis to uncover, through nurses' narratives, how they construct health and enact their health education practices. Twelve newly registered UK nurses were interviewed using hierarchical focused interviews. Data were analysed using discourse analysis. The process of discourse analysis unearthed two opposing value positions held without any feeling of contradiction by respondents: a holistic view--the role-based/public account, and a victim blaming view--personal agency/private account. This dual set of values raises important concerns over the teaching of health promotion. Nurse education may need to revise its approach to health promotion by taking into account the power of private accounts of health promotion that prevail among some nurses.

The Rough Journey into Arts Entrepreneurship: Why Arts Entrepreneurship Education Is Still in Its Infancy in the UK and Germany

ERIC Educational Resources Information Center

Thom, Marco

2017-01-01

Purpose: The purpose of this paper is to elucidate the current state of arts entrepreneurship education at higher educational institutions (HEIs) by reviewing the relevant literature and surveying lecturers in Fine Art. Design/methodology/approach: The analysis of fine art students' educational situation at HEIs in the UK and Germany is conducted…

Do Mathematicians Integrate Computer Algebra Systems in University Teaching? Comparing a Literature Review to an International Survey Study

ERIC Educational Resources Information Center

Marshall, Neil; Buteau, Chantal; Jarvis, Daniel H.; Lavicza, Zsolt

2012-01-01

We present a comparative study of a literature review of 326 selected contributions (Buteau, Marshall, Jarvis & Lavicza, 2010) to an international (US, UK, Hungary) survey of mathematicians (Lavicza, 2008) regarding the use of Computer Algebra Systems (CAS) in post-secondary mathematics education. The comparison results are organized with respect…

Construct Validity of the Wechsler Intelligence Scale for Children-Fourth UK Edition with a Referred Irish Sample: Wechsler and Cattell-Horn-Carroll Model Comparisons with 15 Subtests

ERIC Educational Resources Information Center

Canivez, Gary L.; Watkins, Marley W.; Good, Rebecca; James, Kate; James, Trevor

2017-01-01

Background: Irish educational psychologists frequently use the Wechsler Intelligence Scale for Children-Fourth UK Edition (WISC-IV[superscript UK]; Wechsler, 2004, Wechsler Intelligence Scale for Children-Fourth UK Edition, London, UK, Harcourt Assessment) in clinical assessments of children with learning difficulties. Unfortunately, reliability…

Journeys into Higher Education: The Case of Refugees in the UK

ERIC Educational Resources Information Center

Morrice, Linda

2009-01-01

Higher education (HE) is one of the routes that refugees who come to the UK from professional and highly educated backgrounds can re-establish their lives and professional identities. This research follows up a group of such refugees who were on a programme designed to support refugees gain access to HE or appropriate employment. The findings…

Reflections on Teaching Research Ethics in Education for International Postgraduate Students in the UK

ERIC Educational Resources Information Center

Smith, Jan

2016-01-01

Research ethics in education is a challenging topic to teach and to learn. As the staff and student body in UK higher education and elsewhere diversifies, the challenges increase as shared reference points diminish. My teaching reflections focus on a key tension explored in this article: how the imperative of internationalising the curriculum…

Full Service Extended Schools and Educational Inequality in Urban Contexts--New Opportunities for Progress?

ERIC Educational Resources Information Center

Raffo, Carlo; Dyson, Alan

2007-01-01

This paper examines the extent to which the UK government's full service extended schools programme has the capacity to ameliorate educational inequality in urban contexts. It starts by examining a variety of explanatory narratives for educational inequality in urban contexts in the UK and suggests that the dynamics of social exclusion created by…

The Zones of Proximal and Distal Development in Chinese Language Studies with the Use of Wikis

ERIC Educational Resources Information Center

Chew, Esyin; Ding, Seong Lin

2014-01-01

Educational practitioners in the higher education institutions of the UK have increasingly promoted the use of wikis. The technology enhanced learning experience of the UK was transferred to a local higher educational agency in Malaysia through a collaborative research project called WiLearn. By examining a student cohort enrolled in Chinese…

Educational Aspirations among UK Young Teenagers: Exploring the Role of Gender, Class and Ethnicity

ERIC Educational Resources Information Center

Berrington, Ann; Roberts, Steven; Tammes, Peter

2016-01-01

Large socio-economic differences in educational attainment and participation in Higher Education (HE) are seen in the United Kingdom (UK). Furthermore, improvements in attainment and in rates of progression to university have been much faster for most ethnic minority groups than for White children. Political rhetoric explains these differences in…

The Delphi Method: Gathering Expert Opinion in Religious Education

ERIC Educational Resources Information Center

Baumfield, Vivienne M.; Conroy, James C.; Davis, Robert A.; Lundie, David C.

2012-01-01

The "Does Religious Education work?" project is part of the Religion and Society programme funded by two major research councils in the UK. It sets out to track the trajectory of Religious Education (RE) in secondary schools in the UK from the aims and intentions represented in policy through its enactment in classroom practice to the…

Taking Stock: Perspectives on Women and Leadership in Higher Education in the UK and the U.S.

ERIC Educational Resources Information Center

Glazer-Raymo, Judith

1999-01-01

Describes presentations and discussions from the seminar "Women and Leadership in Higher Education in the UK and US," jointly sponsored by the Society for Research into Higher Education, the Commission on University Career Opportunity, and Through the Glass Ceiling. Participants agreed that the time has come to replace individual,…

Occupational Stress in UK Higher Education Institutions: A Comparative Study of All Staff Categories

ERIC Educational Resources Information Center

Tytherleigh, M. Y.; Webb, C.; Cooper, C. L.; Ricketts, C.

2005-01-01

The higher education sector in the UK continues to experience significant change. This includes restructuring, use of short-term contracts, external scrutiny and accountability, and major reductions in funding. In line with this, reports of stress at work in higher education institutions have also increased. The study reported here was carried out…

"Strategic Repositioning of Institutional Frameworks": Balancing Competing Demands within the Modular UK Higher Education Environment

ERIC Educational Resources Information Center

Turnbull, Wayne; Burton, Diana; Mullins, Pat

2008-01-01

The UK higher education sector is grounded in an academic culture protective of its autonomy in the exercise of academic judgement within a flexible and internally validated tradition. However, the socio-political demands placed upon this sector articulate an outcomes-based, transparent and consistent model of higher education provision, as…

Managing Strategies for Higher Education Institutions in the UK: An Overview

ERIC Educational Resources Information Center

Ahmed, Jashim Uddin; Ahmed, Kamal Uddin; Shimul, Md. Anwar Sadat; Zuñiga, Roy

2015-01-01

This article deals with strategic management issues in the higher education sector in the UK. The core idea is presented here with the argument that the principle and practice of strategic management are not only the concerns of senior management, but also an essential requirement at all levels of management of higher education. It shows that…

Gender/ed Discourses and Emotional Sub-Texts: Theorising Emotion in UK Higher Education

ERIC Educational Resources Information Center

Leathwood, Carole; Hey, Valerie

2009-01-01

This article engages with contemporary debates about the absence/presence of emotion in higher education. UK higher education has traditionally been constructed as an emotion-free zone, reflecting the dominance of Cartesian dualism with its rational/emotional, mind/body, male/female split. This construction has been challenged in recent years by…

Diversity and Social Integration on Higher Education Campuses in India and the UK: Student and Staff Perspectives

ERIC Educational Resources Information Center

Thornton, Mary; Bricheno, Patricia; Iyer, Ponni; Reid, Ivan; Wankhede, Govardhan; Green, Roger

2010-01-01

This paper reports findings from the first year of a UK-India Education and Research Initiative (UKIERI), "Widening participation: Diversity, isolation or integration in Higher Education?" Over a three-year period this project will explore issues of diversity and integration, social cohesion and separation, equality and discrimination as…

Explaining Social Class Inequalities in Educational Achievement in the UK: Quantifying the Contribution of Social Class Differences in School "Effectiveness"

ERIC Educational Resources Information Center

Hobbs, Graham

2016-01-01

There are large social class inequalities in educational achievement in the UK. This paper quantifies the contribution of one mechanism to the production of these inequalities: social class differences in school "effectiveness," where "effectiveness" refers to a school's impact on pupils' educational achievement (relative to…

Using the Opinions and Lifestyle Survey to Examine the Prevalence and Characteristics of Families Who Home Educate in the UK

ERIC Educational Resources Information Center

Smith, Emma; Nelson, Jeanette

2015-01-01

This paper has two aims, first to examine the feasibility of using an omnibus survey to estimate the prevalence and characteristics of families who home educate and secondly to provide an empirical contribution to recent research on home education in the UK. Because there is no statutory requirement for families who home educate to register with…

Narrowed Horizons and the Impoverishment of Educational Discourse: Teaching, Learning and Performing under the New Educational Bureaucracies

ERIC Educational Resources Information Center

Walsh, Patrick

2006-01-01

Using the system in the UK as a case study, this paper begins by examining the relationship between the rise of the "new managerialism" in the public services and the ideological framework that was provided for this by the convergence of key ideas emerging from the new right and new left. It looks then at the growth of the new…

Construct Validity of the WISC-IV[superscript UK] with a Large Referred Irish Sample

ERIC Educational Resources Information Center

Watkins, Marley W.; Canivez, Gary L.; James, Trevor; James, Kate; Good, Rebecca

2013-01-01

Irish educational psychologists frequently use the Wechsler Intelligence Scale for Children-Fourth U.K. Edition (WISC-IV[superscript UK]) in clinical assessments of children with learning difficulties. Unfortunately, reliability and validity studies of the WISC-IV[superscript UK] have not yet been reported. This study examined the construct…

Discussing Terrorism: A Pupil-Inspired Guide to UK Counter-Terrorism Policy Implementation in Religious Education Classrooms in England

ERIC Educational Resources Information Center

Quartermaine, Angela

2016-01-01

My research into pupils' perceptions of terrorism and current UK counter-terrorism policy highlights the need for more detailed and accurate discussions about the implementation of the educational aims, in particular those laid out by the Prevent Strategy. Religious education (RE) in England is affected by these aims, specifically the challenging…

The Over-Education of UK Immigrants and Minority Ethnic Groups: Evidence from the Labour Force Survey

ERIC Educational Resources Information Center

Lindley, Joanne

2009-01-01

The paper explores the incidence of over and under education and the effect on earnings for immigrants and natives who hold UK qualifications, drawn from the Quarterly Labour Force Survey 1993-2003. The paper also compares earnings penalties associated with over and under education across immigrant and minority ethnic groups for men and women. The…

The Move to Mass Higher Education in the UK: Many Questions and Some Answers

ERIC Educational Resources Information Center

Mayhew, Ken; Deer, Cecile; Dua, Mehak

2004-01-01

This article describes the course and causes of the expansion of higher education in the UK since the 1960s. The number of university students from modest social backgrounds has increased, but they comprise much the same proportion of the university population as they did 40 years ago. Though personal rates of return from higher education are…

When Rights Are Not Enough: What Is? Moving towards New Pedagogy for Inclusive Education within UK Universities

ERIC Educational Resources Information Center

Gibson, Suanne

2015-01-01

There is confusion surrounding "Inclusion". The aims and drivers of inclusive education (IE) as experienced in the 1990s to early 2000s, in the UK and globally, emerged from a "successful" disability rights movement with its depiction of the medical model as pejorative and promotion of the social model. In education, what we…

The Impact of Changing Policies about Technology on the Professional Development Needs of Early Years Educators in England

ERIC Educational Resources Information Center

Ingleby, Ewan

2015-01-01

This paper considers the implications of UK policy approaches to ICT (Information Communication Technology) in education by exploring the views of early years (0-8 years) educators about their ICT CPD (continuing professional development) needs. UK policy approaches to ICT may be visualised as a "house that Jack built." The policies are…

Enduring Disablism: Students with Dyslexia and Their Pathways into UK Higher Education and beyond

ERIC Educational Resources Information Center

Madriaga, Manuel

2007-01-01

This paper presents some of the findings derived from a UK Aimhigher South Yorkshire research report on disability and higher education. Many of the students who shared their life histories for this project found that there was a lack of information in making choices about their futures, especially information about pursuing higher education.…

Responding to Schoolgirl Pregnancy: The Recognition and Non-Recognition of Difference

ERIC Educational Resources Information Center

Vincent, Kerry

2009-01-01

Teenage mothers in the UK have been found to be at risk of early school leaving, low levels of educational achievement and low levels of post-compulsory educational participation. Current policy in the UK emphasizes the importance of education as a way of improving the life chances of those who become pregnant while young and, as part of that,…

Followership among UK Secondary School Teachers

ERIC Educational Resources Information Center

Francis, Andrew

2014-01-01

This paper reports the preliminary findings of an exploratory study which investigates the followership of longstanding, classroom-based school teachers working in the UK secondary education sector. Using Gronn's (1999) educational leadership formation model as a frame of reference, the study employs a multiple case study methodology with data…

Less Time to Study, Less Well Prepared for Work, yet Satisfied with Higher Education: A UK Perspective on Links between Higher Education and the Labour Market

ERIC Educational Resources Information Center

Little, Brenda; Arthur, Lore

2010-01-01

This paper explores graduates' views on the relationship between higher education and employment. It draws on a major European study involving graduates five years after graduation and highlights similarities and differences between UK graduates' experiences and their European counterparts. Specifically, we address questions raised in the study…

Financial Sustainability and Efficiency in Full Economic Costing of Research in UK Higher Education Institutions

ERIC Educational Resources Information Center

Universities UK, 2010

2010-01-01

A Task Group was created to consider the financial sustainability of research undertaken in universities and other institutions of higher education in the United Kingdom. The UK has a very successful Higher Education sector across all key areas of activity, but it is vital that the sector reinvests for the future and is transparent in the use of…

Lessons from Abroad: Whatever Happened to Pedagogy?

ERIC Educational Resources Information Center

Elliott, Julian G.

2014-01-01

This paper considers attempts to import pedagogic practices from other educational systems. In so doing, it focuses upon policymakers' attempts to: (a) import interactive whole class teaching approaches to the UK (and, to a lesser extent, the US); and (b) export learner-centred pedagogies, largely derived from Anglo-American theorising and…

Equity, Trust and the Self-Improving Schools System

ERIC Educational Resources Information Center

Riddell, Richard

2016-01-01

Richard Riddell draws on his interviews with senior managers in schools, academy chains and the regions during the UK Coalition Government to analyse the changes in education policy during its term. He argues that the developing regional organization for supervising schools in England, with its regional commissioners, provides a far more…

Diversity, Specialisation and Equity in Education

ERIC Educational Resources Information Center

Taylor, Chris; Fitza, John; Gorard, Stephen

2005-01-01

School diversity in the UK is not a new phenomenon. However, recent reforms to "modernise" the secondary school system towards greater diversity of provision, primarily in England, needs to be explored in more detail. The article begins by proposing three phases in the development of state-funded school diversity and provision between…

National CrossTalk. Volume 12, Number 3, Summer 2004

ERIC Educational Resources Information Center

Trombley, William, Ed.

2004-01-01

The primary purpose of "National CrossTalk" is to stimulate informed discussion and debate of higher education issues. This issue contains the following articles: (1) U.K. Adopts "Top-Up" Tuition Fees: British Universities Prepare to Compete in a More "American" System (Jon Marcus); (2) "Plain Living": Berea…

Neoliberal Freedoms, Privatisation and the Future of Physical Education

ERIC Educational Resources Information Center

Evans, John; Davies, Brian

2015-01-01

Focussing on the ideological aspects of privatisation, this paper explores ways in which "freedom" has been activated discursively to justify actions involving changes to both the structure and the content of formal education in the UK. Empirically, the paper will analyse examples in England of UK Government "new provider"…

Interpretation and Implementation of Reputation/Brand Management by UK University Leaders

ERIC Educational Resources Information Center

Chapleo, Christopher

2004-01-01

Reputation and brand management are topical issues in UK higher education but previous research has often focused on marketing practitioners within higher education (HE) institutions rather than the senior strategic leaders. This paper, however, examines university chief executives' understanding, attitudes, and interpretation of reputation and…

UK Higher Education Institutions and the Third Stream Agenda

ERIC Educational Resources Information Center

Clough, Stephen; Bagley, Carl A.

2012-01-01

This article focuses upon the adoption and implementation of United Kingdom government support for third stream business-facing activities in UK higher education institutions (HEIs). The article, concerned with income generation and the creation and application of knowledge beyond the confines of the academy, draws on policy literature and…

Life History and Zimbabwean Nursing Student: "Global Boarder"

ERIC Educational Resources Information Center

Dyson, Sue

2005-01-01

A considerable number of students undertaking pre-registration nurse education in the UK are international students from Zimbabwe. The traditional strength of nursing education in Zimbabwe itself has been the large labour pool available for recruitment into the programmes. However, the numbers of recruits to UK nursing courses from Zimbabwe…

Strategies of Higher Education Institutions Development in Great Britain

ERIC Educational Resources Information Center

Komochkova, Olga

2015-01-01

The current stage of higher education sector transformation in Ukraine has been indicated. The study of foreign experience, namely of Great Britain, and the use of positive aspects of such experience have been justified. Information sources of Universities UK (Universities UK Strategic Plan 2013-2018; Efficiency and Effectiveness in Higher…

Cultural dimensions in the transition of overseas medical graduates to the UK workplace.

PubMed

Morrow, Gill; Rothwell, Charlotte; Burford, Bryan; Illing, Jan

2013-10-01

Historically, overseas-qualified doctors have been essential for meeting service needs in the UK National Health Service (NHS). However, these doctors encounter many cultural differences, in relation to training, the healthcare system and the doctor-patient relationship and training. To examine whether Hofstede's cultural model may help us understand the changes doctors from other countries experience on coming to work in the UK, and to identify implications for supervisors and clinical teams. Telephone interviews were conducted with overseas medical graduates before starting work as a Foundation Year One (F1) doctor, followed up after four months and 12 months; and with educational supervisors. Data were analysed using a confirmatory thematic approach. Sixty-four initial interviews were conducted with overseas doctors, 56 after four months, and 32 after 12 months. Twelve interviews were conducted with educational supervisors. The changes doctors experienced related particularly to Hofstede's dimensions of power distance (e.g. in relation to workplace hierarchies and inter-professional relationships), uncertainty avoidance (e.g. regarding ways of interacting) and individualism-collectivism (e.g., regarding doctor-patient/family relationship; assertiveness of individuals). Hofstede's cultural dimensions may help us understand the adaptations some doctors have to make in adjusting to working in the UK NHS. This may promote awareness and understanding and greater 'cultural competence' amongst those working with them or supervising them in their training.

Do Personality Traits Assessed on Medical School Admission Predict Exit Performance? A UK-Wide Longitudinal Cohort Study

ERIC Educational Resources Information Center

MacKenzie, R. K.; Dowell, J.; Ayansina, D.; Cleland, J. A.

2017-01-01

Traditional methods of assessing personality traits in medical school selection have been heavily criticised. To address this at the point of selection, "non-cognitive" tests were included in the UK Clinical Aptitude Test, the most widely-used aptitude test in UK medical education (UKCAT: http://www.ukcat.ac.uk/). We examined the…

The Impact of Individual Factors on the Academic Attainment of Chinese and UK Students in Higher Education

ERIC Educational Resources Information Center

Crawford, Ian; Wang, Zhiqi

2015-01-01

This study investigates the academic performance differences between Chinese and UK students in a UK university using two undergraduate cohorts by uniquely exploring academic performance patterns among Chinese and UK students across a full degree study period (3 or 4 years). The results reveal a dramatic drop in performance among Chinese students…

Educational differences in the impact of pictorial cigarette warning labels on smokers: findings from the International Tobacco Control (ITC) Europe surveys.

PubMed

Nagelhout, Gera E; Willemsen, Marc C; de Vries, Hein; Mons, Ute; Hitchman, Sara C; Kunst, Anton E; Guignard, Romain; Siahpush, Mohammad; Yong, Hua-Hie; van den Putte, Bas; Fong, Geoffrey T; Thrasher, James F

2016-05-01

To examine (1) the impact of pictorial cigarette warning labels on changes in self-reported warning label responses: warning salience, cognitive responses, forgoing cigarettes and avoiding warnings, and (2) whether these changes differed by smokers' educational level. Longitudinal data of smokers from two survey waves of the International Tobacco Control (ITC) Europe Surveys were used. In France and the UK, pictorial warning labels were implemented on the back of cigarette packages between the two survey waves. In Germany and the Netherlands, the text warning labels did not change. Warning salience decreased between the surveys in France (OR=0.81, p=0.046) and showed a non-significant increase in the UK (OR=1.30, p=0.058), cognitive responses increased in the UK (OR=1.34, p<0.001) and decreased in France (OR=0.70, p=0.002), forgoing cigarettes increased in the UK (OR=1.65, p<0.001) and decreased in France (OR=0.83, p=0.047), and avoiding warnings increased in France (OR=2.93, p<0.001) and the UK (OR=2.19, p<0.001). Warning salience and cognitive responses decreased in Germany and the Netherlands, forgoing did not change in these countries and avoidance increased in Germany. In general, these changes in warning label responses did not differ by education. However, in the UK, avoidance increased especially among low (OR=2.25, p=0.001) and moderate educated smokers (OR=3.21, p<0.001). The warning labels implemented in France in 2010 and in the UK in 2008 with pictures on one side of the cigarette package did not succeed in increasing warning salience, but did increase avoidance. The labels did not increase educational inequalities among continuing smokers. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

The FE/HE Interface: A UK Perspective. A Report to the CVCP. IES Report 316.

ERIC Educational Resources Information Center

Rawlinson, S.; And Others

The interface between further education (FE) and higher education (HE) in the United Kingdom was examined by analyzing information from the following sources: available literature; all United Kingdom (UK) data sources regarding student enrollment, funding, objectives, and modes of study; interviews with representatives of national bodies concerned…

Understanding Attrition in UK Maritime Education and Training

ERIC Educational Resources Information Center

Gekara, Victor

2009-01-01

The shipping industry worldwide is experiencing a shortage of trained and qualified officers to operate a rapidly expanding global merchant fleet. High cadet wastage in Maritime Education and Training (MET) institutions is an obstacle to skills replenishment in the UK. This paper examines the specificity of MET programmes with regard to the…

Quality Assurance in UK Higher Education: Issues of Trust, Control, Professional Autonomy and Accountability

ERIC Educational Resources Information Center

Hoecht, Andreas

2006-01-01

This article explores the issues of trust, control, professional autonomy and accountability in higher education quality assurance in the UK. The main part of this article is conceptual, but it includes results from semi-structured interviews with academic staff that were conducted at two "new university" business schools. Both…

Impact of U.K. and Australian Transnational Higher Education in Malaysia

ERIC Educational Resources Information Center

Arunasalam, Nirmala Devi

2016-01-01

This study investigated outcomes of the provision, by one Australian and two U.K. universities, of bridging programs that allow registered Malaysian nurses to upgrade their diploma qualifications to degree level. The study was informed by current literature on Transnational Higher Education (TNHE) programs. Not sufficiently explored in the…

Research Experiences of Staff within a Specialist UK Higher Education Institution: Challenges, Opportunities and Priorities

ERIC Educational Resources Information Center

Hemmings, Brian; Hill, Doug; Sharp, John

2013-01-01

The study discussed here was based on a collective case approach involving a specialist UK higher education institution. Six individual interviews were carried out with a cross-sectional sample of the institution's staff members. Additional information was gained through observations and examination of relevant documents. These data were…

The Impact Debate: Hazards of Discourse in the UK

ERIC Educational Resources Information Center

Duke, Chris

2011-01-01

The UK higher education community is well served for news and policy discourse by the weekly "Times Higher Education" ("THE"). "THE" also provides a window into the conduct of this community. Concern about the contribution of research to the wider society beyond academe has risen along with its scale and cost. Views…

Corporatisation, Competitiveness, Commercialisation: New Logics in the Globalising of UK Higher Education

ERIC Educational Resources Information Center

Robertson, Susan L.

2010-01-01

This paper examines the changing form and scope of higher education in the UK with a specific focus on contemporary "globalising" developments within the sector and beyond. Situated within an analysis of transformations under way in the wider global and regional economy, and drawing on Jessop's strategic relational approach (SRA), I…

Predicting a Taxonomy of Organisational Effectiveness in U.K. Higher Educational Institutions.

ERIC Educational Resources Information Center

Lysons, Art; Hatherly, David

1996-01-01

The framework of a study of organizational effectiveness in Australian higher education institutions was applied to a similar study in the United Kingdom. The approach was found useful for classifying U.K. institutions as classical universities, former polytechnics and colleges of advanced technology, and greenfield universities. (Author/MSE)

Refugee Children in the UK. Education in an Urbanised Society

ERIC Educational Resources Information Center

Rutter, Jill

2006-01-01

Asylum migration causes intense media and political debate. However, little attention has been paid to how forced migrants can rebuild their lives in the UK or elsewhere. This timely book analyzes the social policies that impact on refugee children's education, and: (1) Provides the background to the migration of refugees; (2) Explores how…

Academic Perspectives on the Outcomes of Outward Student Mobility

ERIC Educational Resources Information Center

Bridger, Kath

2015-01-01

This research project was commissioned by the UK Higher Education International Unit (IU) and the Higher Education Academy (HEA) in June 2014 to explore academic perspectives on the outcomes of outward mobility at undergraduate, postgraduate and research levels for UK domiciled students, and to consider how best to facilitate the take up as well…

Leveraging Value in Doctoral Student Networks through Social Capital

ERIC Educational Resources Information Center

Pilbeam, Colin; Lloyd-Jones, Gaynor; Denyer, David

2013-01-01

UK higher education policy relating to doctoral-level education assumes that student networks provide the basis for informal learning and the acquisition of necessary skills and information. Through semi-structured interviews with 17 doctoral students from a UK management school, this study investigated the value of these networks to students, the…

Higher Education in Facts & Figures: Research and Innovation

ERIC Educational Resources Information Center

Universities UK, 2007

2007-01-01

This edition of Higher education in facts and figures focusses on Research and innovation. Research and innovation are crucial to the future of the UK's competitiveness. Universities are the prime drivers for this, both through producing, and acting as a magnet for, the best knowledge and talent. The UK's research performance is exceptionally…

Using Space to Inspire and Engage Children

ERIC Educational Resources Information Center

Clements, Allan

2015-01-01

The European Space Education Resources Office (ESERO-UK) is a project of the European Space Agency (ESA) and national partners including the Department for Education (DfE), The UK Space Agency (UKSA) and the Science and Technology Facilities Council (STFC). The key objective of the project is to promote space as an exciting inspirational context…

Truth-Telling in the UK Jewish Studies Classroom for Orthodox Educators

ERIC Educational Resources Information Center

Burman, Chaim

2017-01-01

UK Orthodox Jewish educators face a number of ethical dilemmas surrounding truth-telling in the classroom. While they must comply with government legislation and high standards of professional conduct, they may also wish their practice to be informed by halachic considerations. This theoretical study explores the potential tensions that may arise…

"Fitting In" or "Standing Out": Working-Class Students in UK Higher Education

ERIC Educational Resources Information Center

Reay, Diane; Crozier, Gill; Clayton, John

2010-01-01

Drawing on case studies of 27 working-class students across four UK higher education institutions, this article attempts to develop a multilayered, sociological understanding of student identities that draws together social and academic aspects. Working with a concept of student identity that combines the more specific notion of learner identity…

Students' Expectations of Debt in UK Higher Education

ERIC Educational Resources Information Center

Bachan, Ray

2014-01-01

The funding of students in UK higher education (HE) has undergone radical reform over the past two decades. Using a unique dataset, this paper investigates student expectations of debt. We find that a student's gender, ethnicity, and year of study play an important role in determining their expected debt. Students in receipt of financial support…

Is Academic Freedom under Threat in UK and US Higher Education?

ERIC Educational Resources Information Center

Palfreyman, David

2007-01-01

This article explores the concept of academic freedom and whether it is under threat in US and UK higher education. How is "academic freedom" protected by the law in each country? What are the threats to "academic freedom"--from government micro-management of universities, from commercial sponsors of university research, from…

Learning the Price of Poverty across the UK

ERIC Educational Resources Information Center

Ivinson, Gabrielle; Thompson, Ian; Beckett, Lori; Egan, David; Leitch, Ruth; McKinney, Stephen

2018-01-01

In 2016, the British Educational Research Association (BERA) Commission on Poverty and Policy Advocacy brought together several academics from across the four jurisdictions of the UK already engaged in work on poverty, education and schooling. The aim of this BERA Commission was to build a network of research-active practitioners across the UK…

European Mobility of United Kingdom Educated Graduates. Who Stays, Who Goes?

ERIC Educational Resources Information Center

Behle, Heike

2014-01-01

Official figures from the Home Office show an increase in mobility of the highly-skilled from the United Kingdom (UK) to other European countries. This paper analyses the social composition of intra-European mobile graduates from the UK in the context of recent political developments (Bologna-Process, European Higher Education Area). Using…

Who Decides Higher Education Policy? MPS, VCS, STEM and HASS

ERIC Educational Resources Information Center

Tight, Malcolm

2012-01-01

In the UK, and in many other countries, policy makers and funding bodies emphasise the importance of the STEM disciplines (science, technology, engineering and mathematics), as opposed to the HASS disciplines (humanities, arts and social sciences), in higher education. Yet an examination of the biographies of UK members of parliament (MPs)…

Improved Attitudes to Psychiatry: A Global Mental Health Peer-to-Peer E-Learning Partnership.

PubMed

Keynejad, Roxanne; Garratt, Elisabeth; Adem, Gudon; Finlayson, Alexander; Whitwell, Susannah; Sheriff, Rebecca Syed

2016-08-01

Health links aim to strengthen healthcare systems in low and middle-income countries through mutual exchange of skills, knowledge, and experience. However, student participation remains limited despite growing educational emphasis upon global health. Medical students continue to report negative attitudes to psychiatry in high-income countries, and in Somaliland, the lack of public sector psychiatrists limits medical students' awareness of mental healthcare. The authors describe the design, implementation, and mixed-methods analysis of a peer-to-peer psychiatry e-learning partnership between UK and Somaliland students arising from a global mental health link between the two countries. Medical students at King's College London and Hargeisa and Amoud universities, Somaliland, were grouped into 24 pairs. Participants aimed to complete ten fortnightly meetings to discuss psychiatry topics via the website MedicineAfrica. Students completed initial and final evaluations including Attitudes toward Psychiatry (ATP-30) questions, a stigma questionnaire, and brief evaluations after each meeting. Quantitative findings demonstrated that enjoyment, interest, and academic helpfulness were rated highly by students in Somaliland and moderately by students in the UK. Somaliland students' attitudes to psychiatry were significantly more positive post-participation, whereas UK students' attitudes remained stable. Qualitative findings identified more gains in factual knowledge for Somaliland students, whereas UK students reported more cross-cultural learning. Reasons for non-completion and student-suggested improvements emphasized the need to ensure commitment to the program by participants. This partnership encouraged students to consider global mental health outside the standard medical education environment, through an e-learning format solely utilizing existing resources. This new approach demonstrates potential benefits to students in contrasting locations of brief, focused online peer-to-peer education partnerships, expanding the scope of health links to the medical professionals of the future.

Sharing the British National Health Service around the world: a self-interested perspective

PubMed Central

2013-01-01

As the UK reiterates its commitment to protecting and growing its development aid budget amidst an adverse economic environment for the UK and Europe, we discuss the potential to use the country’s National Health Service (NHS) model as a vehicle for promoting the country’s economic as well as global health diplomacy and development priorities, through a coordinated cross-government plan of action. With the country’s Prime Minister serving as a co-chair of the UN post-2015 development agenda panel,a this is a unique opportunity for the UK to put forward its health system architecture as a highly applicable and well-tested model for providing access to efficient and cost-effective care, with minimal financial hardship. Arguably, such a model tailored to the needs of specific countries could consequently lead to commercial opportunities for UK plc. in areas such as consulting, training, education and healthcare products. Finally, this approach would be consistent with the current thinking on the evolving role of UK aid, especially in the case of emerging powers such as India, where the focus has shifted from aid to investment in technical assistance and cooperation as a means of boosting bilateral business and trade. PMID:24160168

Sharing the British National Health Service around the world: a self-interested perspective.

PubMed

Chalkidou, Kalipso; Vega, Jeanette

2013-10-25

As the UK reiterates its commitment to protecting and growing its development aid budget amidst an adverse economic environment for the UK and Europe, we discuss the potential to use the country's National Health Service (NHS) model as a vehicle for promoting the country's economic as well as global health diplomacy and development priorities, through a coordinated cross-government plan of action. With the country's Prime Minister serving as a co-chair of the UN post-2015 development agenda panel,a this is a unique opportunity for the UK to put forward its health system architecture as a highly applicable and well-tested model for providing access to efficient and cost-effective care, with minimal financial hardship. Arguably, such a model tailored to the needs of specific countries could consequently lead to commercial opportunities for UK plc. in areas such as consulting, training, education and healthcare products. Finally, this approach would be consistent with the current thinking on the evolving role of UK aid, especially in the case of emerging powers such as India, where the focus has shifted from aid to investment in technical assistance and cooperation as a means of boosting bilateral business and trade.

In the Service of Technocratic Managerialism? History in UK Universities

ERIC Educational Resources Information Center

Donnelly, Mark; Norton, Claire

2017-01-01

This article discusses the conceptualisation, organisation and philosophical orientation of academic history culture in UK higher education. It problematises the extent to which a dominant history culture in UK universities implies and uncritically reproduces normative understandings about the subject; about its epistemological standing,…

Consulting the UK ESD Community on an ESD Indicator to Recommend to Government: An Insight into the Micro-Politics of ESD

ERIC Educational Resources Information Center

Huckle, John

2009-01-01

In 2006 the author was contracted to research possible approaches to a UK indicator of education for sustainable development (ESD). This article describes and seeks to explain the response of government advisers and influential members of the UK ESD community to the approaches he proposed. While the UK strategy for sustainable development called…

Globalisation of Researcher Mobility within the UK Higher Education: Explaining the Presence of Overseas Academics in the UK Academia

ERIC Educational Resources Information Center

Khattab, Nabil; Fenton, Steve

2016-01-01

In this paper, we argue that the power structure that lies within the UK elite universities dictates a division of labour through which the inflows of overseas academics into the UK academic labour markets are skewed towards these elite academic institutions where they are employed primarily in research-only posts. These posts, are less valued and…

Comparative Review of Selected Educational Policies of 1st and 2nd Cycle Institutions in Ghana and Burkina Faso, and That of United Kingdom and United States

ERIC Educational Resources Information Center

Kumi, Asamoah Moses; Seidu, Abarichie Adamu

2017-01-01

This article examines some selected Educational Policies of First and Second Cycle Institutions in Ghana and Burkina Faso, in comparison with that of the UK and US. The purpose of the study is to itemise the commonalities and differences in Educational Policies of both developed (UK and US) and developing countries (Ghana and Burkina Faso) in…

The UK medical education database (UKMED) what is it? Why and how might you use it?

PubMed

Dowell, Jon; Cleland, Jennifer; Fitzpatrick, Siobhan; McManus, Chris; Nicholson, Sandra; Oppé, Thomas; Petty-Saphon, Katie; King, Olga Sierocinska; Smith, Daniel; Thornton, Steve; White, Kirsty

2018-01-05

Educating doctors is expensive and poor performance by future graduates can literally cost lives. Whilst the practice of medicine is highly evidence based, medical education is much less so. Research on medical school selection, undergraduate progression, Fitness to Practise (FtP) and postgraduate careers has been hampered across the globe by the challenges of uniting the data required. This paper describes the creation, structure and access arrangements for the first UK-wide attempt to do so. A collaborative approach has created a research database commencing with all entrants to UK medical schools in 2007 and 2008 (UKMED Phase 1). Here the content is outlined, governance arrangements considered, system access explained, and the potential implications of this new resource discussed. The data currently include achievements prior to medical school entry, admissions tests, graduation point information and also all subsequent data collected by the General Medical Council, including FtP, career progression, annual National Training Survey (NTS) responses, career choice and postgraduate exam performance data. UKMED has grown since the pilot phase with additional datasets; all subsequent years of students/trainees and stronger governance processes. The inclusion of future cohorts and additional information such as admissions scores or bespoke surveys or assessments is now being piloted. Thus, for instance, new scrutiny can be applied to selection techniques and the effectiveness of educational interventions. Data are available free of charge for approved studies from suitable research groups worldwide. It is anticipated that UKMED will continue on a rolling basis. This has the potential to radically change the volume and types of research that can be envisaged and, therefore, to improve standards, facilitate workforce planning and support the regulation of medical education and training. This paper aspires to encourage proposals to utilise this exciting resource.

Assessing Impact Submissions for REF 2014: An Evaluation

ERIC Educational Resources Information Center

Manville, Catriona; Guthrie, Susan; Henham, Marie-Louise; Garrod, Bryn; Sousa, Sonia; Kirtley, Anne; Castle-Clarke, Sophie; Ling, Tom

2015-01-01

The Research Excellence Framework (REF) is a new system for assessing the quality of research in UK higher education institutions (HEIs). For the first time, part of the assessment included the wider impact of research. RAND Europe was commissioned to evaluate the assessment process of the impact element of REF submissions, and to explore the…

Beyond Graduation: Motivations and Career Aspirations of Undergraduate Chemistry Students

ERIC Educational Resources Information Center

Ogunde, Jared C.; Overton, Tina L.; Thompson, Christopher D.; Mewis, Ruth; Boniface, Suzanne

2017-01-01

This study investigated undergraduate chemistry students' career aspirations and how these vary from one educational system to another in different geographic regions. The participants of this study were undergraduate chemistry students from various institutions located in Australia, New Zealand and the UK. The study took place in the form of an…

Why a Steiner Academy?

ERIC Educational Resources Information Center

Avison, Kevin

2008-01-01

This article examines the curious position of the Academy model in the English school system and how a potential Hereford Steiner Waldorf Academy might figure in this. It sketches the background to the Steiner movement in the UK and goes on to set out the key aspirations and concerns of Steiner educators regarding an Academy. The article provides…

An Interpretative Phenomenological Analysis of Stress and Coping in First Year Undergraduates

ERIC Educational Resources Information Center

Denovan, Andrew; Macaskill, Ann

2013-01-01

In the UK, changes to the higher education system have increased the range of stressors experienced by students above those traditionally associated with the transition to university. Despite this, there is little qualitative research examining how students experience and cope with the adjustment to university. The experience of the transition was…

Sector Skills Councils and Employer Engagement--Delivering the "Employer-Led" Skills Agenda in England

ERIC Educational Resources Information Center

Payne, Jonathan

2008-01-01

UK Sector Skills Councils (SSCs) are seen as critical to policymakers' aspirations to develop an education and training (E&T) system that is both "demand-driven" and "employer-led" and where employers "play their part" in national upskilling. However, the concept of employer leadership remains deeply problematic…

Think before You Cut

ERIC Educational Resources Information Center

Pettifor, Ann

2010-01-01

With the main political parties set on reducing public spending, one might be forgiven for supposing that "savage" cuts are the only way forward. However, the author believes there are alternatives, and that is why public education about the financial system is so important. Today, UK is trying to clear up a mess--a mess made by the…

A History and Critique of Quality Evaluation in the UK

ERIC Educational Resources Information Center

Harvey, Lee

2005-01-01

Purpose: To provide a history of the emergence of quality systems from the mid-1980s. To show how quality became a primary policy concern in higher education policy. To map the development of quality processes and raise questions about dominant approaches and express concerns for the future. Design/methodology/approach: Historical document…

Patterns and Trends in UK Higher Education 2016

ERIC Educational Resources Information Center

Universities UK, 2016

2016-01-01

This report provides an interim update to the Universities UK "Patterns" series, before the publication of the full "Patterns and Trends" publication in spring 2017. It includes updates of the main charts included in the 2015 publication, covering trends in student and staff numbers and finances of the UK higher education…

Science education reforms in the UK.

PubMed

2012-10-01

As children return to school at the end of the summer in the UK, planned reforms aim to increase their science and maths literacy. A comprehensive foundation in these essential subjects is necessary to ensure that the UK remains at the forefront of science and technology for decades to come.

Vocational Education and Training in Small Ethnic Minority Businesses in the UK

ERIC Educational Resources Information Center

Hussain, Javed; Matlay, Harry

2007-01-01

Purpose: This paper seeks to investigate the provision of Vocational Education and Training (VET) in Small Ethnic Minority Businesses (SEMBs) operating in the West Midlands region of the UK. Design/methodology/approach: A qualitative approach is employed, involving in-depth, face-to-face interviews with 66 owner/managers of small ethnic minority…

Lost in Transition: Languages Transition from Post-16 Schooling to Higher Education

ERIC Educational Resources Information Center

Harnisch, Henriette; Sargeant, Helen; Winter, Natasha

2011-01-01

Ever decreasing numbers of applicants arrive in language departments at UK universities. In the face of this decline, and against the backdrop of higher education languages departments being reduced across the UK, it is important to investigate the supply chain of languages undergraduates in the pre-entry sector. This article reports on a…

Knowledge of School Nurses in the U.K. regarding Sexual Health Education

ERIC Educational Resources Information Center

Westwood, Jo; Mullan, Barbara

2006-01-01

In the U.K., a current government health strategy indicates that school nurses should be key contributors to sexual health education because they have access to the school-age population. However, there appears to be little research that investigates whether school nurses are the most appropriate health care professionals or indeed have sufficient…

Power and Control: Managing Agents for International Student Recruitment in Higher Education

ERIC Educational Resources Information Center

Huang, Iona Yuelu; Raimo, Vincenzo; Humfrey, Christine

2016-01-01

This multiple case-based study investigates the relationship between recruiting agents and the UK universities who act as their principals. The current extensive use of agents in UK higher education may be seen as an indicator of the financial impact made by international students. The study analyses the practice of agent management and explores…

The Future of Family Business Education in UK Business Schools

ERIC Educational Resources Information Center

Collins, Lorna; Seaman, Claire; Graham, Stuart; Stepek, Martin

2013-01-01

Purpose: This practitioner paper aims to question basic assumptions about management education and to argue that a new paradigm is needed for UK business schools which embraces an oft neglected, yet economically vital, stakeholder group, namely family businesses. It seeks to pose the question of why we have forgotten to teach about family business…

Educating for British Values: Kant's Philosophical Roadmap for Cosmopolitan Character Education

ERIC Educational Resources Information Center

Hildebrand, Carl

2017-01-01

The UK's 2016 decision to exit the European Union and the discussion surrounding it indicate that public understanding of British identity has important consequences, one way or another. Defining British identity will be an important task in the years to come. The UK government not long ago provided some guidance on the matter of British identity…

International Student Policies in UK Higher Education from Colonialism to the Coalition: Developments and Consequences

ERIC Educational Resources Information Center

Walker, Patricia

2014-01-01

The internationalization of tertiary education has given rise to student mobility of industrial proportions and affects and is affected by, national economies. Currently British universities are host to the second highest number of international students in the world; the proportionality of international students in the student body in UK higher…

Food Hygiene Education in UK Secondary Schools: A Nationwide Survey of Teachers' Views

ERIC Educational Resources Information Center

Egan, M. B.; Bielby, G.; Eves, A.; Lumbers, M. L.; Raats, M. M.; Adams, M. R.

2008-01-01

Objective: A nationwide survey of teachers investigated the teaching of food hygiene in UK secondary schools. Previous studies have focused on effective strategies in consumer food hygiene training but there is little research focusing on school-based education. Design: The questionnaire was developed based on the results of in-depth interviews…

Managing Leadership in the UK University: A Case for Researching the Missing Professoriate?

ERIC Educational Resources Information Center

Rayner, Steve; Fuller, Mary; McEwen, Lindsey; Roberts, Hazel

2010-01-01

This article offers a critical review of literature dealing with the topic of educational management and academic leadership as applied to the role of the professor or professoriate in the UK. The review identified a range of leadership issues and associated contemporary developments in the "management" of higher education. The subject…

The Expectation Performance Gap in Accounting Education: A Review of Generic Skills Development in UK Accounting Degrees

ERIC Educational Resources Information Center

Webb, Jill; Chaffer, Caroline

2016-01-01

Accounting educators are criticised for a focus on the development of technical skills at the expense of generic employability skills. This study considers the perspective of UK graduates training for the CIMA professional accountancy qualification and examines their perceptions of the extent to which opportunities for generic skills development…

The New Decade: A Watershed in UK Higher Education?

ERIC Educational Resources Information Center

McNay, Ian

2012-01-01

This article first draws together a range of published statistics to analyse trends in participation in higher education in the UK over recent years. That provides evidence of the shifting profile in the student population and sets a context for examining emerging evidence of the impact of recent government policy decisions on control of student…

The Future of Bioscience Fieldwork in UK Higher Education

ERIC Educational Resources Information Center

Mauchline, Alice L.; Peacock, Julie; Park, Julian R.

2013-01-01

Fieldwork is an important and often enjoyable part of learning in Bioscience degree courses, however it is unclear how the recent reforms to Higher Education (HE) may impact the future funding of outdoor learning. This paper reports on the findings from a recent survey of 30 HE Bioscience practitioners from across the UK. Their current level of…

Trajectories towards Failure: Considerations Regarding Post-16 Transitions within the UK Sport-Education Sector

ERIC Educational Resources Information Center

Aldous, David; Sparkes, Andrew C.; Brown, David H. K.

2016-01-01

This paper offers insights into the increasing dichotomy that exists between official forms of opportunity and access and the actual "lived experience" of young peoples' trajectories towards careers in the UK's market-orientated Sport-Fitness and Physical Education employment sectors. It does so by drawing on data generated by an…

Re-Invigorating Openness at The Open University: The Role of Open Educational Resources

ERIC Educational Resources Information Center

Gourley, Brenda; Lane, Andy

2009-01-01

This paper describes the internal motivations and external drivers that led The Open University UK to enter the field of Open Educational Resources through its institution-wide OpenLearn initiative (www.open.ac.uk/openlearn). It also describes some of the emerging evidence of the impacts inside and outside the university. Through the rapid…

Tensions in Higher Education Leadership: Towards a Multi-Level Model of Leadership Practice

ERIC Educational Resources Information Center

Bolden, Richard; Petrov, Georgy; Gosling, Jonathan

2008-01-01

UK higher education is undergoing a period of significant change that generates a series of tensions and difficulties for universities and university leaders. This paper explores these tensions through analysis of findings from a study comprising 152 semi-structured face-to-face interviews in 12 UK universities. Building on from theories of…

Influences on the Teaching of Arabic and Islamic Studies in UK Higher Education: Connections and Disconnections

ERIC Educational Resources Information Center

Bernasek, Lisa; Canning, John

2009-01-01

Middle Eastern Studies, modern foreign languages and Islamic Studies have been recognized by the UK government as strategically important subjects in higher education. Motivated by government concerns about lack of knowledge about the Middle East and the radicalization of British Muslims, this designation has complex implications for the teaching…

Americanization and UK Higher Education: Towards a History of Transatlantic Influence on Policy and Practice.

ERIC Educational Resources Information Center

Smith, David; Baston, Lewis; Bocock, Jean; Scott, Peter

2002-01-01

Investigates history of US influence on UK higher education policy and practice during the second half of the 20th century within broader context of cultural and policy encounters between the two nations during these years and considers relevance of the contested concept of "Americanization." Concludes that US exercised an important but…

UK Higher Education Viewed through the Marketization and Marketing Lenses

ERIC Educational Resources Information Center

Nedbalová, Eva; Greenacre, Luke; Schulz, John

2014-01-01

This paper uses the Economic Market mechanisms and the 4P Marketing Mix as lenses to review the context of UK higher education (HE) and to explore the relationship between the market and marketing disciplines and practice. Four Economic Market mechanisms--autonomy, competition, price and information--are contrasted with the four Ps of marketing:…

Representing 30 Years of Higher Education Change: UK Universities and the "Times Higher"

ERIC Educational Resources Information Center

Gewirtz, Sharon; Cribb, Alan

2013-01-01

This paper argues that the "Times Higher" provides a powerful tool for understanding the changing character of UK higher education (HE) and can usefully be seen as representative, and in some ways constitutive, of that changing character. Drawing on an analysis of a sample of stories from the "Times Higher," it documents the…

Professionalising Teaching in HE: The Impact of an Institutional Fellowship Scheme in the UK

ERIC Educational Resources Information Center

Shaw, Rob

2018-01-01

The professionalisation of teaching in higher education has been increasingly prioritised across the globe in response to changes in the scale and nature of higher education brought about by massification, marketisation and managerialism. The UK experience has been characterised by the application of codified professional standards and this is of…

Developments in the Evaluation of Work-Based Learning: A UK Perspective

ERIC Educational Resources Information Center

Murdoch, Ian J.

2004-01-01

UK higher education institutions are now expected to be able to demonstrate that they are adhering to the Code of Practice for the Assurance of Academic Quality and Standards in Higher Education in Placement Learning. The responsibility for ensuring that a placement provides an adequate opportunity for its intended learning outcomes rests with the…

Evaluation, or Just Data Collection? An Exploration of the Evaluation Practice of Selected UK Environmental Educators

ERIC Educational Resources Information Center

West, Sarah Elizabeth

2015-01-01

Little is known about the evaluation practices of environmental educators. Questionnaires and discussion groups with a convenience sample of UK-based practitioners were used to uncover their evaluation methods. Although many report that they are evaluating regularly, this is mainly monitoring numbers of participants or an assessment of enjoyment.…

Genomics education for medical professionals - the current UK landscape.

PubMed

Slade, Ingrid; Subramanian, Deepak N; Burton, Hilary

2016-08-01

Genomics education in the UK is at an early stage of development, and its pace of evolution has lagged behind that of the genomics research upon which it is based. As a result, knowledge of genomics and its applications remains limited among non-specialist clinicians. In this review article, we describe the complex landscape for genomics education within the UK, and highlight the large number and variety of organisations that can influence, direct and provide genomics training to medical professionals. Postgraduate genomics education is being shaped by the work of the Health Education England (HEE) Genomics Education Programme, working in conjunction with the Joint Committee on Genomics in Medicine. The success of their work will be greatly enhanced by the full cooperation and engagement of the many groups, societies and organisations involved with medical education and training (such as the royal colleges). Without this cooperation, there is a risk of poor coordination and unnecessary duplication of work. Leadership from an organisation such as the HEE Genomics Education Programme will have a key role in guiding the formulation and delivery of genomics education policy by various stakeholders among the different disciplines in medicine. © 2016 Royal College of Physicians.

The education of UK specialised neonatal nurses: reviewing the rationale for creating a standard competency framework.

PubMed

Turrill, Sue

2014-09-01

This paper examines the influences surrounding formal education provision for specialised neonatal nurses in the UK and presents a standardised clinical competency framework in response. National drivers for quality neonatal care define links to the numbers and ratios of specialised neonatal nurses in practice. Historical changes to professional nursing governance have led to diversity in supporting education programmes, making achievement of a standard level of clinical competence for this element of the nursing workforce difficult. In addition responsibility for funding specialised education and training has moved from central to local hospital level. Evaluating these key influences on education provision rationalised the development, by a UK professional consensus group, of a criteria based framework to be utilised by both formal education and service providers. The process identified clinical competency (in terms of unique knowledge and skills), evidence of achievement, and quality education principles. Access to specialised education relies on the availability of programmes of study and clear funding strategies. Creating a core syllabus for education provides a tool to standardise course content, commission education and audit clinical competency. In addition partnerships between healthcare and education providers become successful in achieving standard specialised education for neonatal nurses. Copyright © 2014 Elsevier Ltd. All rights reserved.

A national survey of obstetric early warning systems in the United Kingdom: five years on.

PubMed

Isaacs, R A; Wee, M Y K; Bick, D E; Beake, S; Sheppard, Z A; Thomas, S; Hundley, V; Smith, G B; van Teijlingen, E; Thomas, P W

2014-07-01

The Confidential Enquiries into Maternal Deaths in the UK have recommended obstetric early warning systems for early identification of clinical deterioration to reduce maternal morbidity and mortality. This survey explored early warning systems currently used by maternity units in the UK. An electronic questionnaire was sent to all 205 lead obstetric anaesthetists under the auspices of the Obstetric Anaesthetists' Association, generating 130 (63%) responses. All respondents reported use of an obstetric early warning system, compared with 19% in a similar survey in 2007. Respondents agreed that the six most important physiological parameters to record were respiratory rate, heart rate, temperature, systolic and diastolic blood pressure and oxygen saturation. One hundred and eighteen (91%) lead anaesthetists agreed that early warning systems helped to prevent obstetric morbidity. Staffing pressures were perceived as the greatest barrier to their use, and improved audit, education and training for healthcare professionals were identified as priority areas. © 2014 The Association of Anaesthetists of Great Britain and Ireland.

The UK Centre for Astrobiology: A Virtual Astrobiology Centre. Accomplishments and Lessons Learned, 2011-2016.

PubMed

Cockell, Charles S; Biller, Beth; Bryce, Casey; Cousins, Claire; Direito, Susana; Forgan, Duncan; Fox-Powell, Mark; Harrison, Jesse; Landenmark, Hanna; Nixon, Sophie; Payler, Samuel J; Rice, Ken; Samuels, Toby; Schwendner, Petra; Stevens, Adam; Nicholson, Natasha; Wadsworth, Jennifer

2018-02-01

The UK Centre for Astrobiology (UKCA) was set up in 2011 as a virtual center to contribute to astrobiology research, education, and outreach. After 5 years, we describe this center and its work in each of these areas. Its research has focused on studying life in extreme environments, the limits of life on Earth, and implications for habitability elsewhere. Among its research infrastructure projects, UKCA has assembled an underground astrobiology laboratory that has hosted a deep subsurface planetary analog program, and it has developed new flow-through systems to study extraterrestrial aqueous environments. UKCA has used this research backdrop to develop education programs in astrobiology, including a massive open online course in astrobiology that has attracted over 120,000 students, a teacher training program, and an initiative to take astrobiology into prisons. In this paper, we review these activities and others with a particular focus on providing lessons to others who may consider setting up an astrobiology center, institute, or science facility. We discuss experience in integrating astrobiology research into teaching and education activities. Key Words: Astrobiology-Centre-Education-Subsurface-Analog research. Astrobiology 18, 224-243.

Nutritional Knowledge of UK Coaches

PubMed Central

Cockburn, Emma; Fortune, Alistair; Briggs, Marc; Rumbold, Penny

2014-01-01

Athletes obtain nutritional information from their coaches, yet their competency in this area is lacking. Currently, no research exists in the UK which has a different coach education system to many other countries. Therefore, the aim of this study was to evaluate the sports nutrition knowledge of UK coaching certificate (UKCC) level 2 and 3, hockey and netball qualified coaches. All coaches (n = 163) completed a sports nutrition questionnaire to identify: (a) if they provided nutritional advice; (b) their level of sport nutrition knowledge; and (c) factors that may have contributed to their level of knowledge. Over half the coaches provided advice to their athletes (n = 93, 57.1%), even though they were not competent to do so. Coaches responded correctly to 60.3 ± 10.5% of all knowledge questions with no differences between those providing advice and those who did not (p > 0.05). Those coaches who had undertaken formal nutrition training achieved higher scores than those who had not (p < 0.05). In conclusion, UK sports coaches would benefit from continued professional development in sports nutrition to enhance their coaching practice. PMID:24727434

Doctors in China: improving quality through modernisation of residency education.

PubMed

Zhu, Jiming; Li, Wenkai; Chen, Lincoln

2016-10-15

There is growing recognition that the ultimate success of China's ambitious health reform (enacted in 2009) and higher education reform (1998) depends on well educated health professionals who have the clinical, ethical, and human competencies necessary for the provision of quality services. In this Review, we describe and analyse graduate education of doctors in China by discussing the country's health workforce and their clinical residency education. China has launched a new system called the 5 + 3 (5 year undergraduate and 3 year residency [standardised residency training]), which aims to set national quality standards. To improve understanding for the Chinese model, we present a comparative perspective with systems from the UK and USA. To succeed, the 5 + 3 model will need to overcome major challenges of accreditation and certification, alternative education pathways, and China's unique degree and credentialing system. We conclude by reviewing the challenges of clinical competencies in China, especially the complementarity of specialist training and general practitioner training, which are essential for the quality and equity of China's health-care system. Copyright © 2016 Elsevier Ltd. All rights reserved.

Learning Organizations, Employee Development and Learning Representative Schemes in the UK and New Zealand

ERIC Educational Resources Information Center

Lee, Bill; Cassell, Catherine

2009-01-01

Purpose: Disparities in learning opportunities endure. This paper aims to investigate whether the learning representative schemes in the UK and New Zealand (NZ) may redress disparate opportunities for learning. Design/methodology/approach: An interview study of UK trade unions' educational officers and an interview study of representatives of…

The Anatomy of International Students' Acculturation in UK Universities

ERIC Educational Resources Information Center

Gbadamosi, Ayantunji

2018-01-01

The diversity of the student population in the United Kingdom's higher education sector evokes a vision of the world as a global village. The effect of this diversity on the UK economy has been considerable. Nevertheless, the research attention given to how overseas students can become integrated into UK culture remains inadequate. This…

Does Price Matter? Overseas Students in UK Higher Education

ERIC Educational Resources Information Center

Soo, Kwok Tong; Elliott, Caroline

2010-01-01

This paper explores the determinants of the choice of UK universities by overseas undergraduate applicants. We use data on overseas applicants in Business Studies and Engineering from 2002 to 2007, to 97 UK universities. Estimating using a Hausman-Taylor model to control for the possible correlation between our explanatory variables and…

Universities UK Submission to the 2010 Spending Review

ERIC Educational Resources Information Center

Universities UK, 2010

2010-01-01

This document represents the submission of Universities UK to the 2010 Spending Review. It sets out why the authors believe universities are critical to the UK's future economic growth, what the impact of cuts to the budget for higher education would be, and the activities which universities are currently pursuing to secure national economic…

Transforming Support for Students with Disabilities in UK Higher Education

ERIC Educational Resources Information Center

Taylor, Mark; Turnbull, Yvonne; Bleasdale, Jo; Francis, Hulya; Forsyth, Henry

2016-01-01

Intended UK government changes to the Disabled Students' Allowance will have a significant impact on the support that UK universities provide for students with disabilities. In this article we examine the types of transformation that may be needed to support for university students with disabilities, from a socio-technical perspective. The…

Evaluation of the effect of non-surgical periodontal treatment on oral health-related quality of life: estimation of minimal important differences 1 year after treatment.

PubMed

Jönsson, Birgitta; Öhrn, Kerstin

2014-03-01

To evaluate an individually tailored oral health educational programme on patient-reported outcome compared with a standard oral health educational programme, assess change over time and determine minimal important differences (MID) in change scores for two different oral health related quality of life (OHRQoL) instrument after non-surgical periodontal treatment (NSPT). In a randomized controlled trial evaluating two educational programmes, patients (n = 87) with chronic periodontitis completed a questionnaire at baseline and after 12 months. OHRQoL was assessed with the General Oral Health Assessment Index (GOHAI) and the UK oral health-related quality-of-life measure (OHQoL-UK). In addition, patients' global rating of oral health and socio-demographic variables were recorded. The MID was estimated with anchor-based and distributions-based methods. There were no differences between the two educational groups. The OHRQoL was significantly improved after treatment. The MID was approximately five for OHQoL-UK with a moderate ES, and three for GOHAI with a Small ES, and 46-50% of the patients showed improvements beyond the MID. Both oral health educational groups reported higher scores in OHRQoL after NSPT resulting in more positive well-being (OHQoL-UK) and less frequent oral problems (GOHAI). OHQoL-UK gave a greater effect size and mean change scores but both instruments were associated with the participants' self-rated change in oral health. The changes were meaningful for the patients supported by the estimated MID. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Linking EfS and Biodiversity? A UK-wide Survey of the Status of Education within Local Biodiversity Action Plans.

ERIC Educational Resources Information Center

Young, Jennifer

2001-01-01

Explores potential for developing education for sustainability (EfS) through biodiversity planning in the UK based on a survey conducted in April 1999. Concludes that biodiversity practitioners have the tools to deliver EfS through implementation of local biodiversity action plans (LBAPs), the concept allowing close links to Local Agenda 21,…

Globalisation and Education: A Review of Conflicting Perspectives and their Effect on Policy and Professional Practice in the UK

ERIC Educational Resources Information Center

Kelly, Anthony

2009-01-01

Many disparate groups have written about the effects of globalisation on education. Some have promoted its benefits; others have warned against its ill-effects. This paper is an attempt at coalescing and juxtaposing the respective arguments as they relate to schooling policy and practice in the UK. The growing international pressures of…

Restrictive and Expansive Policy Learning--Challenges and Strategies for Knowledge Exchange in Upper Secondary Education across the Four Countries of the UK

ERIC Educational Resources Information Center

Hodgson, Ann; Spours, Ken

2016-01-01

This article examines the challenges and possibilities for UK policy learning in relation to upper secondary education (USE) across England, Scotland, Wales and Northern Ireland (NI) within current national and global policy contexts. Drawing on a range of international literature, the article explores the concepts of "restrictive" and…

The Impediments to the Change to UK University Accounting Education, a Comparison to the USA Pathways Commission

ERIC Educational Resources Information Center

Ellington, Peter

2017-01-01

There is much debate in the literature concerning the changes necessary for university accounting education to meet the needs of the business environment and broader society. In the USA the Pathways Commission has responded by implementing a programme of evaluation and improvement. In the UK there is no formal agenda for change. This paper…

Pedagogy for Ethnic Minority Pupils with Special Educational Needs in England: Common yet Different?

ERIC Educational Resources Information Center

Tan, Andrea Geok Poh; Ware, Jean; Norwich, Brahm

2017-01-01

The increasing ethnic diversity in the UK has highlighted the importance of supporting primary school pupils with English as an Additional Language (EAL), some of whom also have special educational needs (SEN). However, there is relatively little research carried out in the UK on children with both EAL needs and SEN. This paper presents the…

An Examination of Barriers to Physical Education for Christian and Muslim Girls Attending Comprehensive Secondary Schools in the UK

ERIC Educational Resources Information Center

Elliott, Dave; Hoyle, Kathryn

2014-01-01

This study examined barriers to Physical Education (PE) in a sample of Christian and Muslim schoolgirls attending UK comprehensive secondary schools. Also assessed was whether religion and school year (age) had any impact upon barrier strength and if school year × religion interactions existed. A questionnaire was developed and exploratory factor…

Civic Engagement and the Arts and Humanities: A UK Perspective

ERIC Educational Resources Information Center

Gallagher, Tony

2015-01-01

Higher education in the UK is in a state of flux and this is having particular impact on the humanities. On the one hand, the pressure to support a STEM agenda is seen by some as forcing higher education down a narrow economic agenda, while government requirements for assessing the social and economic impact of research have raised concerns about…

Moving beyond the Minimum: Socially Just Pedagogies and Asperger's Syndrome in UK Higher Education

ERIC Educational Resources Information Center

Madriaga, Manuel; Goodley, Dan

2010-01-01

A year-long longitudinal study was conducted to gain insight into the lives of eight students who had a label of Asperger's syndrome during their transitions into higher education in the UK. Reflecting on life history data, the findings suggest that universities might actually be maintaining and (re)producing barriers that perpetuate the exclusion…

Pedagogy and Andragogy in Higher Education--A Comparison between Germany, the UK and Japan

ERIC Educational Resources Information Center

Yoshimoto, Keiichi; Inenaga, Yuki; Yamada, Hiroshi

2007-01-01

This article analyses the kinds of pedagogical approaches in universities that are provided for young and mature students and produce relevant outcomes for them in Germany, the UK and Japan. Andragogy is a concept of pedagogical approaches for adult learners in lifelong learning, but it should be empirically examined now in higher education in…

Perceptions of the News Media's Societal Roles: How the Views of U.K. Journalism Students Changed during Their Education

ERIC Educational Resources Information Center

Hanna, Mark; Sanders, Karen

2012-01-01

A longitudinal study of U.K. journalism undergraduates records how their attitudes on societal roles of the news media changed during university education. Students became more likely to endorse an adversarial approach toward public officials and businesses as extremely important. Yet students did not support these roles as strongly as an older…

The Influence of Business and Industry as Drivers for Change in UK Higher Education

ERIC Educational Resources Information Center

McLernon, Tim

2008-01-01

The rationale underpinning UK higher education (HE) has changed significantly over the last 20 years. Government policy dictates that 50% of 18-30 year-olds should be in HE by the year 2010. Students enter HE almost solely for the exchange value of the qualification and the expectation of enhanced career prospects in business and industry. This…

Shortage or Surplus? A Long-Term Perspective on the Supply of Scientists and Engineers in the USA and the UK

ERIC Educational Resources Information Center

Smith, Emma

2017-01-01

A "crisis account" of shortages of well-qualified scientists, engineers, mathematicians and technologists has shaped education policy in the UK and the USA for decades. The apparent poor quality of school science education along with insufficient numbers of well-qualified teachers have been linked to skills shortages by government and…

Overcoming the Barriers of Distance: Using Mobile Technology to Facilitate Moderation and Best Practice in Initial Teacher Training

ERIC Educational Resources Information Center

Leggatt, Simon

2016-01-01

This case study describes the development process of a model using readily-available technology to facilitate collaboration, moderation and the dissemination of best practice in initial teacher training in the UK. Students, mentors, tutors and external examiners from a number of educational institutions in a UK, higher education-led Lifelong…

A UK and Ireland Survey of Educational Psychologists' Intervention Practices for Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Robinson, Lee; Bond, Caroline; Oldfield, Jeremy

2018-01-01

Although evidence-based interventions (EBIs) for autism spectrum disorder (ASD) have been identified in recent systematic literature reviews, the extent to which the practice of educational psychologists (EPs) in the UK and Ireland is informed by these is unknown. This study presents the results of a questionnaire that surveyed 146 EP…

Interpreting Personal Development Planning (PDP): A Policy and Professional Practice Story of Higher Education in the UK

ERIC Educational Resources Information Center

Hilsdon, John

2012-01-01

It is claimed that Personal Development Planning (PDP) is the only approach to learning in UK higher education that has been actively encouraged through a policy. This paper reviews the background to the development of PDP as policy, under conditions described as the "new moral economy", and the impact of these conditions on contemporary…

Credentialism, National Targets, and the Learning Society: Perspectives on Educational Attainment in the UK Steel Industry.

ERIC Educational Resources Information Center

Fuller, Alison; Unwin, Lorna

1999-01-01

The UK's National Learning Targets for Education and Training, embracing 11- to 21-year-olds, adults, and employers, promote a credentialist approach to economic and social development. This article shows how the steel industry measures up. Using qualifications-based targets as a proxy for adult workforce capability is misguided. (Contains 40…

The Impact Agenda and Critical Social Research in Education: Hitting the Target but Missing the Spot?

ERIC Educational Resources Information Center

Laing, Karen; Mazzoli Smith, Laura; Todd, Liz

2018-01-01

This paper considers whether the impact agenda that has developed over the last decade in UK universities is likely to help create the conditions in which critical educational research makes a more visible difference to society. The UK audit of university research quality (the research excellence framework (REF) now includes an assessment of…

Social Class, Ethnicity and Access to Higher Education in the Four Countries of the UK: 1996-2010

ERIC Educational Resources Information Center

Croxford, Linda; Raffe, David

2014-01-01

This paper compares access to full-time undergraduate higher education (HE) by members of less advantaged social classes and ethnic minorities across the four "home countries" of the UK. It uses data on applicants to HE in selected years from 1996 to 2010. In all home countries students from intermediate and working-class backgrounds…

Conceptualizing the Transition from Education to Work as Vocational Practice: Lessons from the UK's Creative and Cultural Sector

ERIC Educational Resources Information Center

Guile, David

2009-01-01

The paper argues that: (1) the demise of "occupational" and "internal" and the spread of "external" labour markets in growth areas of UK economy such as the creative and cultural sector, coupled with the massification of higher education which has created a new type of post-degree "vocational need", means…

Motivations and Barriers in Undergraduate Students' Decisions to Enroll in Placement Courses in the UK

ERIC Educational Resources Information Center

Balta, Maria Elisavet; Coughlan, Jane-Lisa; Hobson, Peter

2012-01-01

Due to recent changes in higher education and the increased demand for highly qualified candidates in the labor market, the employability of U.K. graduates has become a key performance indicator for universities. Institutions of higher education attempt to address employability by delivering a skilled workforce that will ensure the U.K.'s…

Student Engagement: Stakeholder Perspectives on Course Representation in University Governance

ERIC Educational Resources Information Center

Carey, Philip

2013-01-01

Student engagement has become a key feature of UK higher education policy and analysis. At the core of this is a notion of engagement characterised by dialogue and joint venture. The article explores this by considering the role of student representation in university governance. It focuses on the system of course representation that is a feature…

Joining the Big Society: Am I Bothered?

ERIC Educational Resources Information Center

Hayward, Geoff; Williams, Richard

2011-01-01

This contribution takes the form of a reflective essay informed by 15 years of working and undertaking research with young people at risk of social exclusion and non-participation in the post-compulsory education and training system in the UK. In particular, it draws upon our experience of working with young people, youth workers and other adults…

A new generation in computing

DOE Office of Scientific and Technical Information (OSTI.GOV)

Kahn, R.E.

1983-11-01

Fifth generation of computers is described. The three disciplines involved in bringing such a new generation to reality are: microelectronics; artificial intelligence and, computer systems and architecture. Applications in industry, offices, aerospace, education, health care and retailing are outlined. An analysis is given of research efforts in the US, Japan, U.K., and Europe. Fifth generation programming languages are detailed.

The Niche of Graduate Teaching Assistants (GTAs): Perceptions and Reflections

ERIC Educational Resources Information Center

Muzaka, Valbona

2009-01-01

The aim of this paper is to contribute to a better understanding of the Graduate Teaching Assistants (GTAs') niche in the current UK higher education system by means of reflecting on the results of a survey undertaken at a department of the University of Sheffield. The survey highlights that GTAs occupy an ambiguous niche; they are simultaneously…

Multimedia University: A Paperless Environment to Take the Challenges for the 21st Century

ERIC Educational Resources Information Center

Reaz, Mamun Bin Ibne; Hussain, Sazzad; Khadem, Shajib

2007-01-01

Predictability of absolute data transaction for real time information and reduction of incalculable data delivery time are the major factors to lead the global education as well as economic system towards a paperless environment. Some universities such as the University of Phoenix, Western Governors University, UK Open University, University of…

Implementing the SENCo System in Hong Kong: An Initial Investigation

ERIC Educational Resources Information Center

Poon-McBrayer, Kim Fong

2012-01-01

Monitoring mechanisms of support services for students with special needs can be broadly classified as external and internal. Resembling the UK model, Hong Kong has adopted an internal mechanism through the establishment of the SENCo post. This investigation, written by Dr Kim Fong Poon-McBrayer, of the Hong Kong Institute of Education, explores…

Is Indonesia Producing Enough Business Graduates to Assist its Development Aspirations?

ERIC Educational Resources Information Center

Fraser, Kym

2013-01-01

Business plays an important role in most economies around the world, but businesses rely on the higher education system to supply an adequate number of qualified business graduates. In nations such as the USA, the UK and Australia, business degrees are the most popular university qualification; and the growth in the number of Chinese…

On the precipice of great things: the current state of UK nurse education.

PubMed

Taylor, Julie; Irvine, Fiona; Bradbury-Jones, Caroline; McKenna, Hugh

2010-04-01

The significant policy changes in UK health care over the past decade have led to a consequent shift in the delivery of nurse education to ensure the development and sustainability of a knowledgeable nursing workforce. One of the most recent, radical and important initiatives is Modernising Nursing Careers, which outlined four key priority areas for nursing, all of which have implications for nurse education. In light of this initiative, we explore the extent to which the modernisation of nursing careers is rhetoric or reality for UK nurse education - we are on the precipice of great change. To facilitate this, we move chronologically through the issues of recruitment and access; pre-registration preparation; and post-qualification education and careers. In discussing these issues, we demonstrate that more changes are needed to produce nurses who are flexible, visionary and prepared to take risks. We suggest that vision, leadership and strong realignment with health priorities are needed to bring nurse education to a point where nurses are truly prepared for the demands of a 21st century health service.

The influence of academic discourses on medical students' identification with the discipline of family medicine.

PubMed

Rodríguez, Charo; López-Roig, Sofía; Pawlikowska, Teresa; Schweyer, François-Xavier; Bélanger, Emmanuelle; Pastor-Mira, Maria Angeles; Hugé, Sandrine; Spencer, Sarah; Lévasseur, Gwenola; Whitehead, Ian; Tellier, Pierre-Paul

2015-05-01

To understand the influence of academic discourses about family medicine on medical students' professional identity construction during undergraduate training. The authors used a multiple case study research design involving international medical schools, one each from Canada, France, Spain, and the United Kingdom (UK). The authors completed the fieldwork between 2007 and 2009 by conducting 18 focus groups (with 132 students) and 67 semistructured interviews with educators and by gathering pertinent institutional documents. They carried out discursive thematic analyses of the verbatim transcripts and then performed within- and cross-case analyses. The most striking finding was the diverging responses between those at the UK school and those at the other schools. In the UK case, family medicine was recognized as a prestigious academic discipline; students and faculty praised the knowledge and skills of family physicians, and students more often indicated their intent to pursue family medicine. In the other cases, family medicine was not well regarded by students or faculty. This was expressed overtly or through a paradoxical academic discourse that stressed the importance of family medicine to the health care system while decrying its lack of innovative technology and the large workload-to-income ratio. Students at these schools were less likely to consider family medicine. These results stress the influence of academic discourses on medical students' ability to identify with the practice of family medicine. Educators must consider processes of professional identity formation during undergraduate medical training as they develop and reform medical education.

Students and Sex Work in the UK: Providers and Purchasers

ERIC Educational Resources Information Center

Roberts, Ron; Jones, Amy; Sanders, Teela

2013-01-01

Available evidence suggests that changes in the funding of UK higher education in recent years have been accompanied by an increased student presence in the sex industry, ostensibly for financial reasons and to make ends meet. The current study comprises a sample of students ("N" = 200) drawn from several universities in the UK. Data…

Large-Scale Innovation and Change in UK Higher Education

ERIC Educational Resources Information Center

Brown, Stephen

2013-01-01

This paper reflects on challenges universities face as they respond to change. It reviews current theories and models of change management, discusses why universities are particularly difficult environments in which to achieve large scale, lasting change and reports on a recent attempt by the UK JISC to enable a range of UK universities to employ…

Research on the Flow of International Students to UK Universities: Determinants and Implications

ERIC Educational Resources Information Center

Naidoo, Vikash

2007-01-01

Using time series data over the 1985-2003 period, this article examines some of the determinants of international student mobility to universities in the UK. The research found that some of the main factors influencing international student mobility to the UK include access to domestic education opportunities in the source country, the level of…

Development of the UK Engagement Survey

ERIC Educational Resources Information Center

Kandiko Howson, Camille; Buckley, Alex

2017-01-01

Student engagement has become a key feature of UK higher education, but until recently there has been a lack of data to track, benchmark and drive enhancement. In 2015 the first full administration ran in the UK a range of survey items drawn from the US-based National Survey of Student Engagement (NSSE). This is the latest example of international…

A Policy of Vulnerability or Agency? Refugee Young People's Opportunities in Accessing Further and Higher Education in the UK

ERIC Educational Resources Information Center

Gateley, D. E.

2015-01-01

The UK government's austerity cuts have negatively impacted many voluntary-sector interventions that provided support to refugees. One such intervention, the Refugee Integration and Employment Service (RIES), is discussed in this paper. The RIES was a UK Border Agency-funded integration programme for recognised refugees and operated through…

Lone Scholar or Community Member? The Role of Student Networks in Doctoral Education in a UK Management School

ERIC Educational Resources Information Center

Pilbeam, Colin; Denyer, David

2009-01-01

Doctoral education in the UK embraces both independent self-directed study and collective shared learning. The extent to which individual doctoral students remain isolated, or become integrated into a network of doctoral students, is a function of the attributes of the individual and the nature of the doctorate and its mode of delivery. Using the…

The Squeezed Middle: An Exploration of Creativity, Conformity and Social Class on the Academic Achievement of Undergraduate Students within a UK Art School

ERIC Educational Resources Information Center

Jackson, Mark

2013-01-01

Over the past decade, a wealth of UK government initiatives have provided opportunities for higher education institutions to increase student numbers by engaging more with defined groups of students who do not traditionally participate in post compulsory education. Within the creative arts subjects, the success of these politically sensitive…

Education and Health Knowledge: Evidence from UK Compulsory Schooling Reform. CEP Discussion Paper No. 1297

ERIC Educational Resources Information Center

Johnston, David W.; Lordon, Grace; Shields, Michael A.; Suziedelyte, Agne

2014-01-01

We investigate if there is a causal link between education and health knowledge using data from the 1984/85 and 1991/92 waves of the UK Health and Lifestyle Survey (HALS). Uniquely, the survey asks respondents what they think are the main causes of ten common health conditions, and we compare these answers to those given by medical professionals…

Policymaking and the Politics of Change in Higher Education: The New 1960s Universities in the UK, Then and Now

ERIC Educational Resources Information Center

Filippakou, Ourania; Tapper, Ted

2016-01-01

Through an analysis of the foundation of the so-called "new universities" in the UK, this article offers an interpretation of the change process in higher education. The argument is that although change is driven by economic and social forces, it is the political interpretation of these forces that steers the change process…

The Under-Attainment of Ethnic Minority Students in UK Higher Education: What We Know and What We Don't Know

ERIC Educational Resources Information Center

Richardson, John T. E.

2015-01-01

In UK higher education, ethnic differences in academic attainment are ubiquitous and have persisted for many years. They are only partly explained by ethnic differences in entry qualifications. They vary from one institution to another and from one subject area to another. This suggests that they result in part from teaching and assessment…

Can It Really Be as Good as It Seems? The Financial Health of the UK HE Sector

ERIC Educational Resources Information Center

Palfreyman, David

2013-01-01

The accountants Grant Thornton (GT) do a welcome and nice piece of pro bono work by analysing the annual accounts of the UK's 160 (sic) HEIs and compiling a report on "The Financial Health of the Higher Education Sector"--this year entitled "The calm before the storm"! GT duly note that, if the US Department of Education's…

Higher Education Institutions and Work-Based Learning in the UK: Employer Engagement within a Tripartite Relationship

ERIC Educational Resources Information Center

Basit, Tehmina N.; Eardley, Alan; Borup, Rosemary; Shah, Hanifa; Slack, Kim; Hughes, Amanda

2015-01-01

Higher education institutions (HEIs) in the UK are increasingly engaging in work-based learning. The tripartite relationship between the HEI, the employer and the employee is viewed to be of great significance in work-based learning, not only in the initial stages of procurement of a contract, but also in designing and delivering the programme to…

Overcoming Vocational Prejudice: How Can Skills Competitions Improve the Attractiveness of Vocational Education and Training in the UK?

ERIC Educational Resources Information Center

Chankseliani, Maia; James Relly, Susan; Laczik, Andrea

2016-01-01

Raising the attractiveness of vocational education and training (VET) has been on the UK as well as the European agenda for some time, primarily for economic and social development reasons. However, little is known about the role of skills competitions in improving the attractiveness of VET. This study uses data from 110 interviews with…

From Liverpool to New York City: Behind the Veil of a Black British Male Scholar inside Higher Education

ERIC Educational Resources Information Center

Christian, Mark

2017-01-01

This paper speaks to the experience of Black British male experience in academia, with emphasis on UK and US colleges and universities. It is an autoethnographic study in terms of relating, witnessing, and noting both learning and teaching experiences within the confines of higher education in the UK and US. The idea behind this paper is to…

Staff Involvement in Leadership Decision Making in the UK Further Education Sector: Perceptions of Quality and Social Justice

ERIC Educational Resources Information Center

Maringe, Felix

2012-01-01

Purpose: The purpose of the paper is to explore the quality of leadership decision making at various leadership levels in the further education (FE) sector. Using Hoffberg and Korver's model for integrated decision making, the paper aims to examine how staff in five UK FE colleges perceive the quality of their involvement in decision-making teams…

On-Demand Testing and Maintaining Standards for General Qualifications in the UK Using Item Response Theory: Possibilities and Challenges

ERIC Educational Resources Information Center

He, Qingping

2012-01-01

Background: Although on-demand testing is being increasingly used in many areas of assessment, it has not been adopted in high stakes examinations like the General Certificate of Secondary Education (GCSE) and General Certificate of Education Advanced level (GCE A level) offered by awarding organisations (AOs) in the UK. One of the major issues…

Transition from clinician to academic: an interview study of the experiences of UK and Australian Registered Nurses.

PubMed

Logan, Patricia A; Gallimore, David; Jordan, Sue

2016-03-01

The aim of this study was to explore and compare the experiences of nurses in Australia and the UK as they moved from clinical practice into higher education institutions. When nurse education moved from hospitals into higher education institutions, the roles and career pathways of nurse educators changed. The design method used in this study was qualitative interview study. Semi-structured interviews were undertaken with 14 nurse educators, seven in Australia and seven in the UK, in 2011-2012. Thematic analysis of the transcripts was undertaken and triangulated with automated content and thematic analysis by Leximancer© software. Nurse academics in Australia and the UK voiced similar enthusiasms and concerns. These coalesced around four emergent themes: adapting to change, external pressures, teaching and progress up the academic ladder. The Leximancer© analysis for both sites ranked 'research' as the primary theme, linked with 'time', 'University' and 'nursing' on both sites. Respondents were aware of the importance of research to career progression in universities, but most prioritized their teaching and clinical commitments for the sake of their organizations. Most respondents were supported in their doctoral studies, but the absence of postdoctoral research teams, mentors and role models was striking. Additional support is needed to ensure that nurse academics are able to pursue research beyond doctoral level. © 2015 John Wiley & Sons Ltd.

Knowledge Construction and Personal Relationship: Insights about a UK University Mentoring and Coaching Service

ERIC Educational Resources Information Center

Hargreaves, Eleanore

2010-01-01

This article examines interview data from 12 mentors/coaches and eight of their clients in order to explore a mentoring and coaching service among UK university staff. Both mentors/coaches and clients were administrative or academic employees of the Institute of Education or affiliated colleges at London University, UK. Their roles related to the…

Becoming a Woman Doctor in Iran: The Formation of Classed and Gendered Selves

ERIC Educational Resources Information Center

Fathi, Mastoureh

2018-01-01

This paper analyses the pedagogical pathways of a group of first-generation Iranian migrant doctors in the UK. It explores the complex system of class production and growing up as a classed subject in Iran, a process that ties young women's educational aspirations to female independence on the one hand and to the modern feminine, heterosexual…

A New Factor in UK Students' University Attainment: The Relative Age Effect Reversal?

ERIC Educational Resources Information Center

Roberts, Simon J.; Stott, Tim

2015-01-01

Purpose: The purpose of this paper is to study relative age effects (RAEs) in a selected sample of university students. The majority of education systems across the globe adopt age-related cut-off points for eligibility. This strategy has received criticism for (dis)advantaging those older children born closer to the "cut-off" date for…

Selling "Impact": Peer Reviewer Projections of What Is Needed and What Counts in REF Impact Case Studies. A Retrospective Analysis

ERIC Educational Resources Information Center

Watermeyer, Richard; Hedgecoe, Adam

2016-01-01

The intensification of an audit culture in higher education is made no more apparent than with the growing prevalence of performance-based research funding systems like the UK's Research Excellence Framework (REF) and the introduction of new measures of assessment like "impact" or more specifically, the economic and societal impacts of…

Widening participation in nurse education: An integrative literature review.

PubMed

Heaslip, Vanessa; Board, Michele; Duckworth, Vicky; Thomas, Liz

2017-12-01

Widening participation into higher education is espoused within educational policy in the UK, and internationally, as a mechanism to promote equality and social mobility. As nurse education is located within higher education it has a responsibility to promote widening participation within pre-registration educational programmes. It could also be argued that the profession has a responsibility to promote equality to ensure its' workforce is as diverse as possible in order to best address the health needs of diverse populations. To undertake an integrative review on published papers exploring Widening Participation in undergraduate, pre-registration nurse education in the UK. A six step integrative review methodology was utilised, reviewing papers published in English from 2013-2016. Search of CINAHL, Education Source, MEDLINE, PsychINFO, SocINDEX, Science Direct, Business Source Complete, ERIC, British Library ETOS, Teacher Reference Centre, Informit Health Collection and Informit Humanities and Social Science Collection which highlighted 449 citations; from these 14 papers met the review inclusion criteria. Both empirical studies and editorials focusing upon widening participation in pre-registration nurse education in the UK (2013-2016) were included. Papers excluded were non UK papers or papers not focussed upon widening participation in pre-registration nursing education. Research papers included in the review were assessed for quality using appropriate critical appraisal tools. 14 papers were included in the review; these were analysed thematically identifying four themes; knowledge and identification of WP, pedagogy and WP, attrition and retention and career prospects. Whilst widening participation is a key issue for both nurse education and the wider profession there is a lack of conceptualisation and focus regarding mechanisms to both encourage and support a wider diversity of entrant. Whilst there are some studies, these focus on particular individual widening participation groups rather than a wider strategic focus across the student lifecycle. Crown Copyright © 2017. Published by Elsevier Ltd. All rights reserved.

Discount rates and the education gradient in mammography in the UK.

PubMed

Bíró, Anikó

2013-09-01

I analyse intertemporal decisions on undertaking breast cancer screening by women aged 50-64  years in the UK and provide estimates of the rate of discounting potential future benefits of screening. I also analyse education differences in mammography decisions and examine the underlying mechanisms by which education influences breast cancer screening attendance. I estimate a structural model, which reveals that although there are differences in the disutility of breast cancer screening between education groups, there is no difference in the estimated discount factor. These results suggest that the observed education gradient is mainly due to differences in health behaviours and healthcare attitudes. Copyright © 2013 John Wiley & Sons, Ltd.

The Genetics of bleeding disorders: a report on the UK Haemophilia Centre Doctors' Organisation annual scientific symposium, 10th October 2003.

PubMed

Nicolle, A L; Talks, K L; Hanley, J

2004-07-01

The UK Haemophilia Centre Doctors' Organisation (UKHCDO) held its annual scientific symposium in October 2003, at the International Centre for Life, Newcastle-upon-Tyne. The educational day covered a range of topics relating to the genetics of bleeding disorders, including advances in genetics and gene therapy, antenatal diagnosis and counselling. We present the proceedings from the educational day.

The Long and Winding Road: A Review of the Policy, Practice and Development of the Internationalisation of Higher Education in the UK

ERIC Educational Resources Information Center

Humfrey, Christine

2011-01-01

Internationalisation is a key element in the evolving role and function of the UK higher education (HE) sector. Its perceived benefits are promoted widely and sought assiduously. It has come to be believed by many practitioners that internationalisation and the quest for quality and status in HE are synonymous. In the current phase of…

University Knowledge Exchange (KE) Framework: Good Practice in Technology Transfer. Report to the UK Higher Education Sector and HEFCE by the McMillan Group

ERIC Educational Resources Information Center

Higher Education Funding Council for England, 2016

2016-01-01

As part of its commitment to keeping the UK at the leading edge as a global knowledge-based economy, the last Government asked the Higher Education Funding Council for England (HEFCE) in 2014 to develop a knowledge exchange (KE) performance framework that would secure effective practice in universities on key productive elements in the…

A Qualitative Case Study Exploring the Nature of New Managerialism in UK Higher Education and Its Impact on Individual Academics' Experience of Doing Research

ERIC Educational Resources Information Center

Nickson, Alicen

2014-01-01

New Managerialism (NM) has been used as an analytical framework to help understand the changes within the UK Higher Education Sector. This project sought to extend that work by undertaking a case study of an English university. Using the theory of NM, the study combined organisational description, strategic document review and in-depth interviews…

Sustaining corporate class consciousness across the new liquid managerial elite in Britain.

PubMed

Davis, Aeron

2017-06-01

This article asks: how is class consciousness and cohesiveness amongst the UK business elite maintained in the twenty-first century? Elite studies traditionally sought to account for the construction and circulation of dominant ideology through exclusive education systems, institutional board interlocks and club memberships. The problem is that business elite membership of all these institutions has been steady declining in recent decades. Contemporary corporate elites now appear more mobile and fragmented in an age of globalization. However, class cohesion amongst business leaders appears as strong as ever after decades of neoliberal policy hegemony. So, how are such ideas, norms and values circulated and maintained? This study tried to answer this question drawing on a set of 30 semi-structured interviews with top UK CEOs and a demographic audit of current FTSE 100 CEOs. The findings suggest that three additional means of achieving business elite coherence have become more significant: professional business education, semi-formal but regular meeting sites, and specialist business media. © London School of Economics and Political Science 2017.

A method of teaching critical care skills to undergraduate student midwives using the Maternal-Acute Illness Management (M-AIM) training day.

PubMed

McCarthy, Rose; Nuttall, Janet; Smith, Joyce; Hollins Martin, Caroline J

2014-11-01

The most recent Confidential Enquiry into Maternal Deaths (CMACE, 2011) identified human errors, specifically those of midwives and obstetricians/doctors as a fundamental component in contributing to maternal death in the U.K. This paper discusses these findings and outlines a project to provide training in Maternal-Acute Illness Management (M-AIM) to final year student midwives. Contents of the program are designed to educate and simulate AIM skills and increase confidence and clinical ability in early recognition, management and referral of the acutely ill woman. An outline of the Maternal-AIM program delivered at the University of Salford (Greater Manchester, UK) is presented to illustrate how this particular institution has responded to a perceived need voiced by local midwifery leaders. It is proposed that developing this area of expertise in the education system will better prepare student midwives for contemporary midwifery practice. Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.

Transforming learning?

NASA Astrophysics Data System (ADS)

1999-09-01

A new Learning and Skills Council for post-16 learning is the latest proposal from the UK Government in its attempt to ensure a highly skilled workforce for the next century. Other aims will be to reduce the variability in standards of the existing post-16 system, coordination and coherence between further education and training, and a reduction in the duplication and layers in contracting and funding. The proposals include: a national Learning and Skills Council, with 40-50 local Learning and Skills Councils to develop local plans; a strengthened strategic role for business in education and training, influencing a budget of #5bn a radical new youth programme entitled `Connexions', with dedicated personal advisors for young people; greater cooperation between sixth forms and colleges; and the establishment of an independent inspectorate covering all work-related learning and training, to include a new role for Ofsted in inspecting the provision for 16-19 year-olds in schools and colleges. It is hoped that this programme will build on the successes of the previous systems and that savings of at least #50m can be achieved through streamlining and the reduction in bureaucracy. The intentions are set out in a White Paper, Learning to Succeed, which is available from the Stationery Office and bookshops, as well as on the website www.dfee.gov.uk/post16. Published in addition to the White Paper was `School Sixth form funding: a consultation paper' (available from DfEE publications, Prolog, PO Box 5050, Sherwood Park, Annesley, Nottingham NG15 0DJ) and `Transition plan for the post-16 education and training and for local delivery of support for small firms' (available from Trevor Tucknutt, TECSOP Division, Level 3, Department for Education and Employment, Moorfoot, Sheffield S1 4PQ). The deadline for comments on both the sixth form consultation document and the White Paper is 15 October 1999. Almost simultaneously with the announcement of the above proposals came the launch of the new Institute for Learning and Teaching in York. This has been established with the aim of raising standards of teaching in higher education and improving learning and teaching methods in universities and colleges. Teaching is felt to be at least as important as research in higher education, and the new Institute will oversee the quality of training programmes for higher education teachers, highlight examples of good practice throughout the UK, as well as recognize and reward good teaching. It will also help to administer teaching and learning support schemes on behalf of the Higher Education Funding Council for England, including a new #1m a year fund for national teaching fellowships. The Institute has been set up in response to recommendations in the Dearing Report on higher education, and will be an independent body supported by the teaching organisations, universities and colleges of higher education and the funding councils. Besides accrediting programmes of training and development, it will provide a range of services for members. Membership will be open to those engaged in teaching or learning support who have completed accredited training programmes or provided other evidence of eligibility. It is expected that membership of the institute will become a normal requirement for new teachers in higher education. Further information about the Institute may be obtained from the Institute for Learning and Teaching, Genesis 3, York Science Park, York YO10 5DQ (tel: 01904 434222, e-mail: enquiries@ilt.ac.uk).

Researching primary engineering education: UK perspectives, an exploratory study

NASA Astrophysics Data System (ADS)

Clark, Robin; Andrews, Jane

2010-10-01

This paper draws attention to the findings of an exploratory study that critically identified and analysed relevant perceptions of elementary level engineering education within the UK. Utilising an approach based upon grounded theory methodology, 30 participants including teachers, representatives of government bodies and non-profit providers of primary level engineering initiatives were interviewed. Three main concepts were identified during the analysis of findings, each relevant to primary engineering education. These were pedagogic issues, exposure to engineering within the curriculum and children's interest. The paper concludes that the opportunity to make a real difference to children's education by stimulating their engineering imagination suggests this subject area is of particular value.

Sector-Wide Transformational Leadership--How Effectively Is the EFQM Excellence Model[R] Used in the UK FE Sector?

ERIC Educational Resources Information Center

Cartmell, Jonathan; Binsardi, Ben; McLean, Alexis

2011-01-01

This seminal study investigates the use of the EFQM Excellence Model[R] in the UK Further Education sector. Following initial interviews with Senior Managers and Quality Consultants, an online survey was sent to Principals and Senior Managers in all Colleges across the UK to critically investigate the relationship between the use of the Model and…

Sustaining Knowledge Exchange and Research Impact in the Social Sciences and Humanities: Investing in Knowledge Broker Roles in UK Universities

ERIC Educational Resources Information Center

Lightowler, Claire; Knight, Christine

2013-01-01

Over the last decade, higher education policy in the United Kingdom (UK) has increasingly focused on the impact of academic research. This has resulted in the emergence of specialist knowledge brokers within UK universities in the social sciences and humanities. Our empirical research identified a tension between the research impact agenda and the…

Giving to Excellence: Generating Philanthropic Support for UK Higher Education. Ross-CASE Report 2016

ERIC Educational Resources Information Center

Jain, Yashraj

2016-01-01

This report presents findings from the 2016 Ross-CASE Survey of Philanthropic Giving to Universities in UK. The project was conducted by CASE Europe and funded by HEFCE and the Ross-Group. This year's survey comes at a time of great change for the UK charity sector. The historical trend data of previous surveys will be invaluable in helping…

Perceived Advantages and Disadvantages of Being a Female Graduate Student in the US and the UK

ERIC Educational Resources Information Center

Mehta, Clare Marie; Keener, Emily; Shrier, Lydia

2013-01-01

We build on Diana Leonard's work on gender and graduate education by qualitatively investigating the perceived advantages and disadvantages of being a female graduate student in the USA and the UK. We interviewed six female students (ages 22-30) pursuing master's degrees in psychology or social sciences in the USA and the UK. Students from both…

The UK Centre for Astrobiology: A Virtual Astrobiology Centre. Accomplishments and Lessons Learned, 2011–2016

PubMed Central

Biller, Beth; Bryce, Casey; Cousins, Claire; Direito, Susana; Forgan, Duncan; Fox-Powell, Mark; Harrison, Jesse; Landenmark, Hanna; Nixon, Sophie; Payler, Samuel J.; Rice, Ken; Samuels, Toby; Schwendner, Petra; Stevens, Adam; Nicholson, Natasha; Wadsworth, Jennifer

2018-01-01

Abstract The UK Centre for Astrobiology (UKCA) was set up in 2011 as a virtual center to contribute to astrobiology research, education, and outreach. After 5 years, we describe this center and its work in each of these areas. Its research has focused on studying life in extreme environments, the limits of life on Earth, and implications for habitability elsewhere. Among its research infrastructure projects, UKCA has assembled an underground astrobiology laboratory that has hosted a deep subsurface planetary analog program, and it has developed new flow-through systems to study extraterrestrial aqueous environments. UKCA has used this research backdrop to develop education programs in astrobiology, including a massive open online course in astrobiology that has attracted over 120,000 students, a teacher training program, and an initiative to take astrobiology into prisons. In this paper, we review these activities and others with a particular focus on providing lessons to others who may consider setting up an astrobiology center, institute, or science facility. We discuss experience in integrating astrobiology research into teaching and education activities. Key Words: Astrobiology—Centre—Education—Subsurface—Analog research. Astrobiology 18, 224–243. PMID:29377716

Evaluation of the personal development portfolio in higher education: an explorative study.

PubMed

Head, Kevin S; Johnston, Jacqueline H

2012-11-01

Personal Development Profiles (PDPs) have been an important and necessary feature of United Kingdom (UK) Higher Education for more than a decade. There is significant agreement as to their core purpose and their key features are of relevance to higher education institutions internationally, irrespective of whether an equivalent formal system or process is in place. The aim of this exploratory study was to evaluate the use of PDPs within a Child Health Nursing Programme in a UK University, looking at the experiences of both teaching staff and of students coming to the end of their three year programme of study. A convenience sample of final year pre-registration Child Health Nursing students and their lecturers was used for the purposes of this study with mixed methods of collection used to generate the required data. A survey was conducted with questionnaires. Following the analysis of the questionnaires, a discussion group was undertaken with the students. A series of questions was developed to guide this discussion. The structure offered by the system of PDPs evaluated here was seen to offer much in the way of potential value. Staff saw it as offering direction, a tool for discussion and a clear time and reason for meeting their students. Students similarly appreciated the structure it provided, but did describe it as somewhat repetitive. These findings were clearly of use in terms of evaluating this ongoing work, but also offer the potential to inform the work of other educational institutions. Copyright © 2011 Elsevier Ltd. All rights reserved.

The Disposition of Concern: An Exploration into the Affects of the Power-Knowledge Dynamics Uncovered during Research into Pupils' Perceptions of Terrorism

ERIC Educational Resources Information Center

Quartermaine, Angela

2017-01-01

In recent years, counter-terrorism measures have become incorporated into the UK education system, with the latest 2015 "Counter-Terrorism and Security Act" expanding on previous government policy by making it mandatory for schools to be actively involved with counter-terrorism measures [Clause 21, H.M. Government 2015.…

'I Never Did Anything Wrong'--Trojan Horse: A Qualitative Study Uncovering the Impact in Birmingham

ERIC Educational Resources Information Center

Awan, Imran

2018-01-01

In 2014, the city of Birmingham (UK) became embroiled in a high-profile scandal that would bring it and the wider education system under disrepute. The 'Trojan Horse' affair, as it become known, began with an anonymised letter that claimed hard-line 'Islamists' were plotting and planning to take over a number of schools in Birmingham. Amongst the…

Preventing Radicalisation: A Systematic Review of Literature Considering the Lived Experiences of the UK's Prevent Strategy in Educational Settings

ERIC Educational Resources Information Center

Taylor, Laura; Soni, Anita

2017-01-01

This article surveys relevant literature on experiences of the Prevent Strategy in the UK in order to explore the role of schools in preventing radicalisation. The first section explores the concept of radicalisation and how this is positioned within UK policy and legislation followed by a review and critical appraisal of seven relevant articles.…

Evaluating human, social and cultural capital in nurse education.

PubMed

Royal, Jan

2012-07-01

Using the concepts of human, social and cultural capital this paper will review the literature on these theories and evaluate their application to nurse education in the United Kingdom (UK). Each concept will be explored before considering the impact and application within nurse education. Issues of sponsorship via mentoring and increased skills and contribution to the knowledge economy alongside the delivery of quality care by nursing students will be discussed with reference to theory and current policy drivers. As nursing education moves to a graduate profession in the UK this paper evaluates the drivers of human, social and cultural capital that affect this development. Copyright © 2011 Elsevier Ltd. All rights reserved.

Persistence, how do they do it? A case study of Access to Higher Education learners on a U.K. Diploma/BSc nursing programme.

PubMed

Hinsliff-Smith, Kathryn; Gates, Peter; Leducq, Marion

2012-01-01

In 2006, the United Kingdom (U.K.) Department of Health (DoH) produced guidelines, requiring institutions to address the attrition rates for student nurses and midwives. This issue is not only a concern in the U.K. but has gained prominence in other Schools of Nursing including the U.S.A., Australia, and developing countries. Many Schools of Nursing have witnessed a change in their student population with a growing prominence of mature entrants (those over 21). Studies that focus on learner persistence, in particular mature students are relatively rare and very scarce on entrants with an Access to Higher Education (HE) qualification. This study, using focus group interviews, involved Access to HE learners who successfully progressed to a Diploma of Higher Education (DipHE)/Bachelor of Science (BSc) in Nursing at one U.K. University. The study findings indicated that Access to HE learners are able to develop a range of coping strategies in relation to academic demands and caring responsibilities, which are drawn upon in their DipHE/BSc programme. The findings have relevance for all Schools of Nursing as we face new and difficult challenges not least the global shortage of qualified nurses and the pressures placed on educators to retain student nurses. Copyright © 2011 Elsevier Ltd. All rights reserved.

Rationalising for and against a policy of school-led careers guidance in STEM in the U.K.: a teacher perspective

NASA Astrophysics Data System (ADS)

Watermeyer, Richard; Morton, Pat; Collins, Jill

2016-06-01

This paper reports on teacher attitudes to changes in the provision of careers guidance in the U.K., particularly as it relates to Science, Technology, Engineering and Mathematics (STEM). It draws on survey data of n = 94 secondary-school teachers operating in STEM domains and their attitudes towards a U.K. and devolved policy of internalising careers guidance within schools. The survey presents a mixed message of teachers recognising the significance of their unique position in providing learners with careers guidance yet concern that their 'relational proximity' to students and 'informational distance' from higher education and STEM industry may produce bias and misinformation that is harmful to their educational and occupational futures.

A BEME systematic review of UK undergraduate medical education in the general practice setting: BEME Guide No. 32.

PubMed

Park, Sophie; Khan, Nada F; Hampshire, Mandy; Knox, Richard; Malpass, Alice; Thomas, James; Anagnostelis, Betsy; Newman, Mark; Bower, Peter; Rosenthal, Joe; Murray, Elizabeth; Iliffe, Steve; Heneghan, Carl; Band, Amanda; Georgieva, Zoya

2015-05-06

General practice is increasingly used as a learning environment in undergraduate medical education in the UK. The aim of this project was to identify, summarise and synthesise research about undergraduate medical education in general practice in the UK. We systematically identified studies of undergraduate medical education within a general practice setting in the UK from 1990 onwards. All papers were summarised in a descriptive report and categorised into two in-depth syntheses: a quantitative and a qualitative in-depth review. 169 papers were identified, representing research from 26 UK medical schools. The in-depth review of quantitative papers (n = 7) showed that medical students learned clinical skills as well or better in general practice settings. Students receive more teaching, and clerk and examine more patients in the general practice setting than in hospital. Patient satisfaction and enablement are similar whether a student is present or not in a consultation, however, patients experience lower relational empathy. Two main thematic groups emerged from the qualitative in-depth review (n = 10): the interpersonal interactions within the teaching consultation and the socio-cultural spaces of learning which shape these interactions. The GP has a role as a broker of the interactions between patients and students. General practice is a socio-cultural and developmental learning space for students, who need to negotiate the competing cultures between hospital and general practice. Lastly, patients are transient members of the learning community, and their role requires careful facilitation. General practice is as good, if not better, than hospital delivery of teaching of clinical skills. Our meta-ethnography has produced rich understandings of the complex relationships shaping possibilities for student and patient active participation in learning.

Seven key investments for health equity across the lifecourse: Scotland versus the rest of the UK

PubMed Central

Frank, John; Bromley, Catherine; Doi, Larry; Estrade, Michelle; Jepson, Ruth; McAteer, John; Robertson, Tony; Treanor, Morag; Williams, Andrew

2015-01-01

While widespread lip service is given in the UK to the social determinants of health (SDoH), there are few published comparisons of how the UK's devolved jurisdictions ‘stack up’, in terms of implementing SDoH-based policies and programmes, to improve health equity over the life-course. Based on recent SDoH publications, seven key societal-level investments are suggested, across the life-course, for increasing health equity by socioeconomic position (SEP). We present hard-to-find comparable analyses of routinely collected data to gauge the relative extent to which these investments have been pursued and achieved expected goals in Scotland, as compared with England and Wales, in recent decades. Despite Scotland's longstanding explicit goal of reducing health inequalities, it has recently been doing slightly better than England and Wales on only one broad indicator of health-equity-related investments: childhood poverty. However, on the following indicators of other ‘best investments for health equity’, Scotland has not achieved demonstrably more equitable outcomes by SEP than the rest of the UK: infant mortality and teenage pregnancy rates; early childhood education implementation; standardised educational attainment after primary/secondary school; health care system access and performance; protection of the population from potentially hazardous patterns of food, drink and gambling use; unemployment. Although Scotland did not choose independence on September 18th, 2014, it could still (under the planned increased devolution of powers from Westminster) choose to increase investments in the underperforming categories of interventions for health equity listed above. However, such discussion is largely absent from the current post-referendum debate. Without further significant investments in such policies and programmes, Scotland is unlikely to achieve the ‘healthier, fairer society’ referred to in the current Scottish Government's official aspirations for the nation. PMID:26225753

How do United Kingdom (UK) medical schools identify and support undergraduate medical students who ‘fail’ communication assessments? A national survey

PubMed Central

2013-01-01

Background The doctor’s ability to communicate effectively (with patients, relatives, advocates and healthcare colleagues) relates directly to health outcomes, and so is core to clinical practice. The remediation of medical students’ clinical communication ability is rarely addressed in medical education literature. There is nothing in the current literature reporting a contemporary national picture of how communication difficulties are managed, and the level of consequence (progression implications) for students of performing poorly. This survey aimed to consolidate practices for identifying and processes for managing students who ‘fail’ communication assessments across all UK medical schools. Methods Data were collected via an email survey to all leads for clinical communication in all UK Medical Schools for the UK Council for Clinical Communication in Undergraduate Medical Education. Results All but two participating Schools reported some means of support and/or remediation in communication. There was diversity of approach, and variance in the level of systemisation adopted. Variables such as individuality of curricula, resourcing issues, student cohort size and methodological preferences were implicated as explaining diversity. Support is relatively ad hoc, and often in the hands of a particular dedicated individual or team with an interest in communication delivery with few Schools reporting robust, centralised, school level processes. Conclusions This survey has demonstrated that few Medical Schools have no identifiable system of managing their students’ clinical communication difficulties. However, some Schools reported ad hoc approaches and only a small number had a centralised programme. There is scope for discussion and benchmarking of best practice across all Schools with allocation of appropriate resources to support this. PMID:23834990

Individual face-to-face tutorials: the value in nurse education.

PubMed

Nathan, Martina

The individual, face-to-face tutorial is one means by which academic support can be provided to students in higher education. This mode of tutorial support has been deemed effective but it can be considered labour-intensive, which is a concern in the UK with the recession currently impacting on higher education institutions. Nevertheless, with increasing student fees come higher student expectations. With all UK pre-registration nursing study programmes at degree level and with the emphasis on widening access, students may require additional academic support to ensure success. This study aimed to examine the value of individual, face-to-face tutorials for academic support in nurse education. A descriptive and exploratory design was used, mixing qualitative and quantitative methods. The survey approach employed a web-based, self-completion questionnaire, which was distributed to lecturers and pre-registration student nurses in a UK university. Following analysis of the questionnaire results, students were invited to attend a group interview. Findings highlighted the importance of individual, face-to-face tutorials with qualitative data supplying detailed accounts regarding their value.

Education and health knowledge: evidence from UK compulsory schooling reform.

PubMed

Johnston, David W; Lordan, Grace; Shields, Michael A; Suziedelyte, Agne

2015-02-01

We investigate if there is a causal link between education and health knowledge using data from the 1984/85 and 1991/92 waves of the UK Health and Lifestyle Survey (HALS). Uniquely, the survey asks respondents what they think are the main causes of ten common health conditions, and we compare these answers to those given by medical professionals to form an index of health knowledge. For causal identification we use increases in the UK minimum school leaving age in 1947 (from 14 to 15) and 1972 (from 15 to 16) to provide exogenous variation in education. These reforms predominantly induced adolescents who would have left school to stay for one additionally mandated year. OLS estimates suggest that education significantly increases health knowledge, with a one-year increase in schooling increasing the health knowledge index by 15% of a standard deviation. In contrast, estimates from instrumental-variable models show that increased schooling due to the education reforms did not significantly affect health knowledge. This main result is robust to numerous specification tests and alternative formulations of the health knowledge index. Further research is required to determine whether there is also no causal link between higher levels of education - such as post-school qualifications - and health knowledge. Copyright © 2014 Elsevier Ltd. All rights reserved.

Practical Methods for the Compensation and Control of Multivariable Systems.

DTIC Science & Technology

1982-04-01

a constant gain element gji . To be more specific, let us consider a linear multivariable system whose dynamical behavior is specified by a (pxm...controllable via uk if Yi is fed back to uj via an arbitrary gain gji , as depicted in the figure below? It might be noted that only the outputs and inputs...modes controllable via uk(s) before feedback will remain -19- controllable via uk(s) irrespective of gji (although certain of these uk controllable

Spirituality and Health Education: A National Survey of Academic Leaders UK.

PubMed

Culatto, A; Summerton, C B

2015-12-01

Whole person care is deemed important within UK medical practice and is therefore fundamental in education. However, spirituality is an aspect of this often neglected. Confusion and discomfort exists regarding how care relating to issues of spirituality and health (S&H) should be delivered. Different interpretations have even led to disciplinary action with professionals seeking to address these needs [ http://www.telegraph.co.uk/health/healthnews/4409168/Nurse-suspended-for-offering-to-prayfor-patients-recovery.html ]. Previous research shows 45% of patients want spiritual needs to be addressed within their care (Jackson and Summerton 2008). Two-thirds of healthcare professionals want to do this. However, lack of knowledge is a significant barrier (Moynihan 2008). Little is known regarding how Medical schools address S&H, only one limited study exists in the literature (Koenig et al. in Int J Psychiat Med 40: 391-8, 2010). Thirty-two UK educational institutions were surveyed. The chosen survey was compiled by Koenig and Meador (Spirituality and Health in Education and Researc. Duke University, Durham, 2008). Fifty-nine academics were contacted across UK medical schools, and the response rate was 57.6%. Statistical analysis was performed using SPSS 16.0. 5.6% institutions provide required and dedicated S&H teaching, 63.4% provided it as an integrated component. Nearly 40% felt staff were not adequately trained to teach S&H but welcomed opportunities for training. S&H is given value in undergraduate education but with little evidence of formal teaching. Institutions feel that this area is addressed within other topic delivery, although previous studies have shown integrating S&H with PBL leads to poor clinical performance (Musick et al. in Acad Psychiatry 27(2):67-73, 2003). Seminars or lectures are students' preferred methods of learning (Guck and Kavan in Med Teach 28(8):702-707, 2006). Further consideration should be given towards S&H delivery and training for practice.

Genetic link between family socioeconomic status and children's educational achievement estimated from genome-wide SNPs.

PubMed

Krapohl, E; Plomin, R

2016-03-01

One of the best predictors of children's educational achievement is their family's socioeconomic status (SES), but the degree to which this association is genetically mediated remains unclear. For 3000 UK-representative unrelated children we found that genome-wide single-nucleotide polymorphisms could explain a third of the variance of scores on an age-16 UK national examination of educational achievement and half of the correlation between their scores and family SES. Moreover, genome-wide polygenic scores based on a previously published genome-wide association meta-analysis of total number of years in education accounted for ~3.0% variance in educational achievement and ~2.5% in family SES. This study provides the first molecular evidence for substantial genetic influence on differences in children's educational achievement and its association with family SES.

Genetic link between family socioeconomic status and children's educational achievement estimated from genome-wide SNPs

PubMed Central

Krapohl, E; Plomin, R

2016-01-01

One of the best predictors of children's educational achievement is their family's socioeconomic status (SES), but the degree to which this association is genetically mediated remains unclear. For 3000 UK-representative unrelated children we found that genome-wide single-nucleotide polymorphisms could explain a third of the variance of scores on an age-16 UK national examination of educational achievement and half of the correlation between their scores and family SES. Moreover, genome-wide polygenic scores based on a previously published genome-wide association meta-analysis of total number of years in education accounted for ~3.0% variance in educational achievement and ~2.5% in family SES. This study provides the first molecular evidence for substantial genetic influence on differences in children's educational achievement and its association with family SES. PMID:25754083

Different approaches to the tasks of educating and training information systems professionals, within the National Health Service (UK).

PubMed

Grant, R M; Horkin, E J; Melhuish, P J; Norris, A C

1998-06-01

In 1994, La Sainte Union College of Higher Education (LSU) developed an MSc in Health Informatics course, in conjunction with Southampton University NHS Trust (SUHT). The original part-time, 1 day per week mode of delivery has since been broadened to include a distance leaning route and recently a block release mode, by which students combine usage of the distance learning materials with attendance in College for an intensive 2-day taught element. Because the course was designed in close co-operation with a major teaching hospital, it has always been 'market led' to meet the needs both of the individual students and of the organisations that they work for. At the same time, students acquire a quality-assured qualification from a premier UK university, a qualification that holds credence outside the National Health Service (NHS). At the same time as LSU and SUHT were developing the MSc in Health Informatics, the UK NHS Training Division (NHSTD) started to promote a professional qualification for health service professionals. the so-called 'Statement of Recognition' (SoR). In contrast to the academic format of an MSc, the SoR was not a formal course, but a combination of modules designed to help candidates demonstrate their competence and achievement at work by portfolio evidence. This approach has national standing throughout the UK in a set of qualifications known as NVQs (National Vocational Qualifications). The NHSTD, through its successor, the Institute of Health Care Development (IHCD), has further refined this competency based model, culminating in the launch in 1996 of the Diploma and Advanced Diploma in Information and Technology (Health). Professionals within the area of Information Management and Technology (IM&T) in the NHS now have the alternatives of an academic or a competency route to achieve their goals. This paper traces the development of and the relationship between, these two approaches to the educational and training of healthcare professionals. It will illustrate the shift from Information Technology (IT) to Information Management skills, which is a pre-requisite to satisfy the changing needs of information users. It will also consider how a single Master's course can lead to a range of courses which meet the needs of professionals at various levels. Finally, it makes some recommendations for future developments of the programmes, suggestions which may have some relevance outside of the UK.

Psycho-educational interventions for children and young people with Type 1 Diabetes in the UK: How effective are they? A systematic review and meta-analysis

PubMed Central

Hesketh, Kathryn R.; Amin, Rakesh; Paes, Veena Mazarello; Viner, Russell M.; Stephenson, Terence

2017-01-01

Aims To synthesise evidence from UK-based randomised trials of psycho-educational interventions in children and young people (CYP) with Type 1 Diabetes (T1D) to inform the evidence-base for adoption of such interventions into the NHS. Methods We searched Medline, Embase, Cochrane, PsycINFO, CINAHL, and Web of Science up to March 2016. Two reviewers independently selected UK-based randomised trials comparing psycho-educational interventions for improving management of T1D for CYP with a control group of usual care or attention control. The main outcome was glycaemic control measured by percentage of glycated haemoglobin (HbA1c); secondary outcomes included psychosocial functioning, diabetes knowledge, adverse and other clinical outcomes. A narrative synthesis and meta-analysis were conducted. Pooled effect sizes of standardised mean difference (SMD) were calculated. Results Ten eligible trials of three educational and seven psycho-educational interventions were identified. Most interventions were delivered by non-psychologists and targeted adolescents with more than one year duration of diabetes. Meta-analysis of nine of these trials (N = 1,838 participants) showed a non-significant reduction in HbA1c attributable to the intervention (pooled SMD = -0.06, 95% CI: -0.21 to 0.09). Psycho-educational interventions aiming to increase children’s self-efficacy had a moderate, beneficial effect (SMD = 0.50, 95% CI: 0.13 to 0.87). No benefits on diabetes knowledge and other indicators of psychosocial functioning were identified. Conclusions There is insufficient evidence to recommend the use of particular psycho-educational programme for CYP with T1D in the UK. Further trials with sufficient power and reporting standards are needed. Future trials could consider active involvement of psychological specialists in the delivery of psychologically informed interventions and implementation of psycho-educational interventions earlier in the course of the disease. Systematic review registration PROSPERO CRD42015010701 PMID:28665946

Use of educational games in the health professions: a mixed-methods study of educators' perspectives in the UK.

PubMed

Blakely, Gillian; Skirton, Heather; Cooper, Simon; Allum, Peter; Nelmes, Pam

2010-03-01

Educational games have been shown to be effective in supporting learning, especially to reinforce knowledge, and students are generally positive about the use of games. The aim of this mixed-methods study that was conducted in the UK was to explore educators' views towards the use of educational games in the health sciences. The data were collected via semistructured interviews with 13 health educators and an online survey that was completed by 97 health educators. Three factors influence the use of classroom games: reflective practice, the impact of games on students, and the impact of logistical factors. Educators assess their own performance and the impact of the games on students when planning their use; however, large classes and the need for preparation time have a negative impact on educators' willingness to use games. Similar constraints might restrict the use of active learning strategies, such as simulation, that are crucial for enabling health professionals to develop competence. These issues require consideration when planning educational methods.

Nursing role in well-child care: Systematic review of the literature.

PubMed

Turley, Jolanda; Vanek, Jaclyn; Johnston, Sharon; Archibald, Doug

2018-04-01

To describe and compare well-child care (WCC) in Australia, the Netherlands, and the United Kingdom (UK), focusing on the role of nurses and their interactions with other primary care providers in order to derive relevant lessons for Canada's interprofessional primary care teams. Ovid MEDLINE, EMBASE, and CINAHL were searched broadly using the search terms well child care, nursing role, and delivery of care and other synonymous terms. In addition, Google Scholar was used to search for gray literature, and reference mining revealed a few other relevant articles. The original search identified 929 articles. The inclusion criteria were the following: relevant to WCC delivery; focuses on Canada, the Netherlands, the UK, Australia, or an international comparison; describes care of healthy term infants; describes care provided in the community; and describes the role of the nurse in WCC delivery. An abstract review followed by full-text review condensed the search to 25 selected articles. Selected articles varied in method and scope; thus, a narrative synthesis was generated using thematic analysis. In Australia, the Netherlands, and the UK, many WCC tasks are performed by trained public health nurses in a separate but parallel system to family medicine, with interaction between nurses and FPs varying greatly among countries. In general, nurses' roles in WCC remained in the preventive care and screening domains, including monitoring development, providing health education, and supporting parents. The 3 overarching themes that were identified were around professional development and education, integration of care and interprofessional collaboration, and the nurses' role in an evolving health system. International examples, given Canada's primary care reforms, suggest it is time to examine greater role sharing in WCC between nurses and FPs in interdisciplinary primary care teams. Copyright© the College of Family Physicians of Canada.

A qualitative study of advanced nurse practitioners' use of physical assessment skills in the community: shifting skills across professional boundaries.

PubMed

Raleigh, Mary; Allan, Helen

2017-07-01

To explore multiple perspectives on the use of physical assessment skills by advanced nurse practitioners in the UK. Physical assessment skills practices are embedded in advanced nursing practice roles in the UK. There is little evidence on how these skills are used by advanced nurse practitioners in the community. Case study. A qualitative interpretative single-embedded case study of 22 participants from South of England. A framework method analysed interview data collected by the researcher between March-August 2013. Participants included nurses, doctors, nurse educators and managers. Physical assessment skills education at universities is part of a policy shift to develop a flexible workforce in the UK. Shared physical assessment practices are less to do with role substitution and more about preparing practitioners with skills that are fit for purpose. Competence, capability and performance with physical assessment skills are an expectation of advanced nursing practice. These skills are used successfully by community advanced nurse practitioners to deliver a wide range of services in response to changing patient need. The introduction of physical assessment skills education to undergraduate professional preparation would create a firm foundation to develop these skills in postgraduate education. Physical assessment education prepares nurses with the clinical competencies to carry out healthcare reforms in the UK. Shared sets of clinical assessment competencies between disciplines have better outcomes for patients. Levels of assessment competence can depend on the professional attributes of individual practitioners. Unsupportive learning cultures can hinder professional development of advanced nursing practice. © 2016 John Wiley & Sons Ltd.

Performance Management in UK Universities: Implementing the Balanced Scorecard

ERIC Educational Resources Information Center

Taylor, John; Baines, Claire

2012-01-01

In recent years, UK universities have become increasingly concerned with performance management. This trend reflects both growing competition and marketisation within higher education, and the increasing requirements for accountability. In response, institutions have begun to explore the application of formal methodologies for performance…

Tracking and Sense of Futility: The Impact of Between-School Tracking versus Within-School Tracking in Secondary Education in Flanders (Belgium)

ERIC Educational Resources Information Center

Van Houtte, Mieke; Stevens, Peter A. J.

2015-01-01

It has been established since the 1960s that tracking yields negative consequences for students in lower tracks. As this research has been carried out mainly in the USA and UK, the effects of tracking have been demonstrated in systems of within-school tracking mostly. However, in many European countries--such as Belgium (Flanders)--tracking is…

Easing the Transition from School to HE: Scaffolding the Development of Self-Regulated Learning through a Dialogic Approach to Feedback

ERIC Educational Resources Information Center

Beaumont, Chris; Moscrop, Claire; Canning, Susan

2016-01-01

High quality feedback is known to be essential for learning, yet in higher education it has been highlighted as a problem area in the UK by both the Quality Assurance Agency (QAA) and National Student Surveys. Furthermore, a recent study has shown that there is a fault-line between the highly structured guidance system that exists in…

Long term care financing in four OECD countries: fiscal burden and distributive effects.

PubMed

Karlsson, Martin; Mayhew, Les; Rickayzen, Ben

2007-01-01

This paper compares long term care (LTC) systems in four OECD countries (UK, Japan, Sweden and Germany). In the UK, provision is means tested, so that out of pocket payments depend on levels of income, savings and assets. In Sweden, where the system is wholly tax-financed, provision is essentially free at the point of use. In Germany and Japan, provision is financed from recently introduced compulsory insurance schemes, although the details of how each scheme operates and the distributive consequences differ somewhat. The paper analyses the effects of importing the other three countries' systems for financing LTC into the UK, focussing on both the distributive consequences and the tax burden. It finds that the German system would not be an improvement on the current UK system, because it uses a regressive method of financing. Therefore, the discussion of possible alternatives to the present UK system could be restricted to a general tax-based system as used in Sweden or the compulsory insurance system as used in Japan. The results suggest that all three systems would imply increased taxes in the UK.

A critical review of the core medical training curriculum in the UK: A medical education perspective.

PubMed

Laskaratos, Faidon-Marios; Gkotsi, Despoina; Panteliou, Eleftheria

2014-01-01

This paper represents a systematic evaluation of the Core Medical Training Curriculum in the UK. The authors critically review the curriculum from a medical education perspective based mainly on the medical education literature as well as their personal experience of this curriculum. They conclude in practical recommendations and suggestions which, if adopted, could improve the design and implementation of this postgraduate curriculum. The systematic evaluation approach described in this paper is transferable to the evaluation of other undergraduate or postgraduate curricula, and could be a helpful guide for medical teachers involved in the delivery and evaluation of any medical curriculum.

The effect of functional hearing loss and age on long- and short-term visuospatial memory: evidence from the UK biobank resource.

PubMed

Rönnberg, Jerker; Hygge, Staffan; Keidser, Gitte; Rudner, Mary

2014-01-01

The UK Biobank offers cross-sectional epidemiological data collected on >500,000 individuals in the UK between 40 and 70 years of age. Using the UK Biobank data, the aim of this study was to investigate the effects of functional hearing loss and hearing aid usage on visuospatial memory function. This selection of variables resulted in a sub-sample of 138,098 participants after discarding extreme values. A digit triplets functional hearing test was used to divide the participants into three groups: poor, insufficient and normal hearers. We found negative relationships between functional hearing loss and both visuospatial working memory (i.e., a card pair matching task) and visuospatial, episodic long-term memory (i.e., a prospective memory task), with the strongest association for episodic long-term memory. The use of hearing aids showed a small positive effect for working memory performance for the poor hearers, but did not have any influence on episodic long-term memory. Age also showed strong main effects for both memory tasks and interacted with gender and education for the long-term memory task. Broader theoretical implications based on a memory systems approach will be discussed and compared to theoretical alternatives.

Globalisation and MATESOL Programmes in the UK

ERIC Educational Resources Information Center

Hasrati, Mostafa; Tavakoli, Parvaneh

2015-01-01

This article reports the results of a mixed-methods approach to investigating the association between globalisation and MATESOL in UK universities. Qualitative and quantitative data collected from academic staff through eight emails, four interviews and 41 questionnaires indicate that the globalised context of higher education has affected these…

Deconstructing "Aspiration": UK Policy Debates and European Policy Trends

ERIC Educational Resources Information Center

Spohrer, Konstanze

2011-01-01

Strategies of "employability" and "activation" are increasingly favoured in the European Union policy context. These strategies are aimed at fostering inclusion by stressing the responsibility of the individual to participate in education and employment. Similar tendencies can be observed in the United Kingdom (UK) over the…

Commitment to Environmental Sustainability in the UK Student Population

ERIC Educational Resources Information Center

Cotton, Debby R. E.; Alcock, Ian

2013-01-01

Sustainability is an increasingly important issue in higher education, both in the UK and internationally. Although environmental sustainability is the most frequently identified of the three pillars of sustainability (social and economic sustainability being less widely understood), there has been little previous research which has quantitatively…

Strong Genetic Influence on a UK Nationwide Test of Educational Achievement at the End of Compulsory Education at Age 16

PubMed Central

Shakeshaft, Nicholas G.; Trzaskowski, Maciej; McMillan, Andrew; Rimfeld, Kaili; Krapohl, Eva; Haworth, Claire M. A.; Dale, Philip S.; Plomin, Robert

2013-01-01

We have previously shown that individual differences in educational achievement are highly heritable in the early and middle school years in the UK. The objective of the present study was to investigate whether similarly high heritability is found at the end of compulsory education (age 16) for the UK-wide examination, called the General Certificate of Secondary Education (GCSE). In a national twin sample of 11,117 16-year-olds, heritability was substantial for overall GCSE performance for compulsory core subjects (58%) as well as for each of them individually: English (52%), mathematics (55%) and science (58%). In contrast, the overall effects of shared environment, which includes all family and school influences shared by members of twin pairs growing up in the same family and attending the same school, accounts for about 36% of the variance of mean GCSE scores. The significance of these findings is that individual differences in educational achievement at the end of compulsory education are not primarily an index of the quality of teachers or schools: much more of the variance of GCSE scores can be attributed to genetics than to school or family environment. We suggest a model of education that recognizes the important role of genetics. Rather than a passive model of schooling as instruction (instruere, ‘to build in’), we propose an active model of education (educare, ‘to bring out’) in which children create their own educational experiences in part on the basis of their genetic propensities, which supports the trend towards personalized learning. PMID:24349000

Strong genetic influence on a UK nationwide test of educational achievement at the end of compulsory education at age 16.

PubMed

Shakeshaft, Nicholas G; Trzaskowski, Maciej; McMillan, Andrew; Rimfeld, Kaili; Krapohl, Eva; Haworth, Claire M A; Dale, Philip S; Plomin, Robert

2013-01-01

We have previously shown that individual differences in educational achievement are highly heritable in the early and middle school years in the UK. The objective of the present study was to investigate whether similarly high heritability is found at the end of compulsory education (age 16) for the UK-wide examination, called the General Certificate of Secondary Education (GCSE). In a national twin sample of 11,117 16-year-olds, heritability was substantial for overall GCSE performance for compulsory core subjects (58%) as well as for each of them individually: English (52%), mathematics (55%) and science (58%). In contrast, the overall effects of shared environment, which includes all family and school influences shared by members of twin pairs growing up in the same family and attending the same school, accounts for about 36% of the variance of mean GCSE scores. The significance of these findings is that individual differences in educational achievement at the end of compulsory education are not primarily an index of the quality of teachers or schools: much more of the variance of GCSE scores can be attributed to genetics than to school or family environment. We suggest a model of education that recognizes the important role of genetics. Rather than a passive model of schooling as instruction (instruere, 'to build in'), we propose an active model of education (educare, 'to bring out') in which children create their own educational experiences in part on the basis of their genetic propensities, which supports the trend towards personalized learning.

E-portfolios and personalized learning: research in practice with two dyslexic learners in UK higher education.

PubMed

Hughes, Julie; Herrington, Margaret; McDonald, Tess; Rhodes, Amy

2011-02-01

This paper analyses the use of an e-portfolio system in contributing to the personalized learning of two dyslexic learners at the University of Wolverhampton, UK. The rationale for this research rests at the intersection of generic findings from e-portfolio (and wider e-learning) research and the still challenging project in higher education (HE) of creating inclusive curricula. A qualitative, ethnographic approach was employed in a piece of collaborative research between academic staff and dyslexic learners. Two retrospective learner narratives were constructed and then reviewed by all co-authors in terms of the 'personalized fit' which they allowed with dyslexic thinking, learning and writing experience. The findings suggest a potential refinement of the general pedagogical claims about e-portfolio-based learning when considering dyslexic learners and thence the value of an enhanced prioritization of e-portfolio learning practices within inclusive HE curricula. The review and analysis also allow a 'critical' discussion of the practical and theoretical issues arising within this work. Copyright © 2010 John Wiley & Sons, Ltd.

Nutrition and public health in medical education in the UK: reflections and next steps.

PubMed

Broad, Jonathan; Wallace, Megan

2018-04-30

Doctors play an important role in the identification of nutritional disorders and as advocates for a healthy diet, and although the key tenets of good nutrition education for medical students have been discussed, reports on implementation are sparse. The present commentary responds to a gap in UK medical students' understanding of nutrition and public health and suggests ways to improve it. We review literature about nutrition education in medical schools and discuss a 6-week elective in public health nutrition for medical students. We discuss suggested competencies in nutrition and compare means of students' confidence and knowledge before and after. A nutrition and public health elective in a UK medical school, discussing advocacy, motivational interviewing, supplements, nutritional deficits, parenteral nutrition, obesity services. We utilised multidisciplinary teaching approaches including dietitians, managers and pharmacists, and students implemented a public health activity in a local school. Fifteen final-year medical students were enrolled; sixty school pupils participated in the public health activity. The students were not confident in nutrition competencies before and were taught less than European counterparts. Students enjoyed the course, had improved knowledge, and felt more confident in interviewing and prescribing supplements. Feedback from the local school was positive. Students in our UK medical school were not confident in their required competencies within the confines of the current educational programme. An elective course can improve medical students' knowledge. Similar courses could be implemented in other medical schools to improve nutrition and public health knowledge and practice in future doctors.

How prepared are UK medical graduates for practice? A rapid review of the literature 2009–2014

PubMed Central

Grundy, Lisa; Mann, Mala; John, Zoe; Panagoulas, Eleni; Bullock, Alison; Mattick, Karen

2017-01-01

Objective To understand how prepared UK medical graduates are for practice and the effectiveness of workplace transition interventions. Design A rapid review of the literature (registration #CRD42013005305). Data sources Nine major databases (and key websites) were searched in two timeframes (July–September 2013; updated May–June 2014): CINAHL, Embase, Educational Resources Information Centre, Health Management Information Consortium, MEDLINE, MEDLINE in Process, PsycINFO, Scopus and Web of Knowledge. Eligibility criteria for selecting studies Primary research or studies reporting UK medical graduates' preparedness between 2009 and 2014: manuscripts in English; all study types; participants who are final-year medical students, medical graduates, clinical educators, patients or NHS employers and all outcome measures. Data extraction At time 1, three researchers screened manuscripts (for duplicates, exclusion/inclusion criteria and quality). Remaining 81 manuscripts were coded. At time 2, one researcher repeated the process for 2013–2014 (adding six manuscripts). Data were analysed using a narrative synthesis and mapped against Tomorrow's Doctors (2009) graduate outcomes. Results Most studies comprised junior doctors' self-reports (65/87, 75%), few defined preparedness and a programmatic approach was lacking. Six themes were highlighted: individual skills/knowledge, interactional competence, systemic/technological competence, personal preparedness, demographic factors and transitional interventions. Graduates appear prepared for history taking, physical examinations and some clinical skills, but unprepared for other aspects, including prescribing, clinical reasoning/diagnoses, emergency management, multidisciplinary team-working, handover, error/safety incidents, understanding ethical/legal issues and ward environment familiarity. Shadowing and induction smooth transition into practice, but there is a paucity of evidence around assistantship efficacy. Conclusions Educational interventions are needed to address areas of unpreparedness (eg, multidisciplinary team-working, prescribing and clinical reasoning). Future research in areas we are unsure about should adopt a programmatic and rigorous approach, with clear definitions of preparedness, multiple stakeholder perspectives along with multisite and longitudinal research designs to achieve a joined-up, systematic, approach to understanding future educational requirements for junior doctors. PMID:28087554

Elitism and Meritocracy in UK Universities: The UK Needs Investment in Its Labour Force

ERIC Educational Resources Information Center

Simister, John

2011-01-01

This article summarises previous academic research into university education, distinguishing between arguments for and against improving access. Several views are summarised, including structural-functionalism, which claims that powerful social groups maintain their status and income, and human capital theory, which focuses on employee…

University Students' Unions: Changing Functions, a UK and Comparative Perspective

ERIC Educational Resources Information Center

Guan, Lu; Cole, Michael; Worthington, Frank

2016-01-01

In this article, we consider the functions of students' unions (SUs) through a UK case study. First, a functional classification of educational representation; wider representation; delivery of commercial services and faciliating a student community is outlined. Second, we specify a theoretical framework in terms of neo-liberalism and therapeutic…

Recent Developments in Information about Programme Quality in the UK

ERIC Educational Resources Information Center

Brown, Roger; Carpenter, Caroline; Collins, Roz; Winkvist-Noble, Lilian

2007-01-01

There is general recognition that increased demand for information about programme quality has accompanied the nearly universal massification of higher education, the consequential pressures on public expenditure, and the associated requirements of greater accountability. The UK government has sought to respond to this demand by establishing an…

Student-Led Enterprise Groups and Entrepreneurial Learning: A UK perspective

ERIC Educational Resources Information Center

Preedy, Sarah; Jones, Paul

2017-01-01

This study considers the phenomenon of student-led enterprise groups in UK higher education institutions with regard to their role and activities and their potential to enhance entrepreneurial learning. The researchers adopted a case study methodology, acknowledging that a multiplicity of variables influences pedagogical development and therefore…

Researching the Performance of International Students in the UK

ERIC Educational Resources Information Center

Morrison, Jo; Merrick, Beatrice; Higgs, Samantha; Le Matais, Joanna

2005-01-01

This article considers how well international students in the UK perform academically, seeking to identify factors which affect their ability to fulfil their potential. It provides a short survey of the literature and summarises the findings of a research project commissioned by UKCOSA: The Council for International Education. The research…

Do UK Universities Communicate Their Brands Effectively through Their Websites?

ERIC Educational Resources Information Center

Chapleo, Chris; Duran, Maria Victoria Carrillo; Diaz, Ana Castillo

2011-01-01

This paper attempts to explore the effectiveness of UK universities' websites. The area of branding in higher education has received increasing academic investigation, but little work has researched how universities demonstrate their brand promises through their websites. The quest to differentiate through branding can be challenging in the…

Using Applied Behaviour Analysis as Standard Practice in a UK Special Needs School

ERIC Educational Resources Information Center

Foran, Denise; Hoerger, Marguerite; Philpott, Hannah; Jones, Elin Walker; Hughes, J. Carl; Morgan, Jonathan

2015-01-01

This article describes how applied behaviour analysis can be implemented effectively and affordably in a maintained special needs school in the UK. Behaviour analysts collaborate with classroom teachers to provide early intensive behaviour education for young children with autism spectrum disorders (ASD), and function based behavioural…

News

NASA Astrophysics Data System (ADS)

2003-07-01

Meetings: Physics Teachers@CERN 2003 Education Group Annual Conference: Observations by a first-time participant... Summer Workshop: Making Music Competition: Physics in the fast lane Bristol Festival of Physics: Ice cream ice-breakers Online Resources: Old favourites go online UK Curriculum: What does society want? UK Curriculum: Assessment of Science Learning 14-19 Forthcoming Events

Developing Internationalisation Strategies, University of Winchester, UK

ERIC Educational Resources Information Center

Neale, Richard Hugh; Spark, Alasdair; Carter, Joy

2018-01-01

Purpose: Internationalisation has been a theme in UK higher education for a decade or more. The review of this paper, a practice-based case study, is to find how Winchester formulated two successive internationalisation strategies. Design/methodology/approach: The strategies were developed using a research-oriented method: grounded in the…

Cultural Capital and Distinction: Aspirations of the "Other" Foreign Student

ERIC Educational Resources Information Center

Sin, I. Lin

2013-01-01

This article explores the perceived role of UK international education as foreign cultural capital, obtained outside the UK, in facilitating middle-class social mobility. Drawing on interviews with students in Malaysia, it extends Bourdieu's concept of cultural capital to explain understandings of the rewards and limitations of undertaking UK…

Universities Behaving Badly?

ERIC Educational Resources Information Center

Watson, David

2008-01-01

Against the background of a distinct "ethical turn" in contemporary management discourse, the author explores how this affects and is affected by the higher education sector. Overarching aims and claims are tested against actual and perceived performance, first in terms of the United States as seen from the UK, and then by the UK sector…

Education Policy Outlook: United Kingdom

ERIC Educational Resources Information Center

Geva, Oren; Pont, Beatriz; Figueroa, Diana Toledo; Albiser, Etienne; Wittenberg, Désirée; Maghnouj, Soumaya; Fraccola, Sylvain

2015-01-01

This policy profile on education in the United Kingdom (UK) is part of the new "Education Policy Outlook series," which presents comparative analysis of education policies and reforms across the Organisation for Economic Co-operation and Development (OECD) countries. Building on the substantial comparative and sectorial policy knowledge…

Undergraduate teaching in UK general practice: a geographical snapshot.

PubMed

Derbyshire, Helen; Rees, Eliot; Gay, Simon P; McKinley, Robert K

2014-06-01

Learning in general practice is an essential component of undergraduate medical education; currently, on average, 13% of clinical placements in the UK are in general practice. However, whether general practice can sustainably deliver more undergraduate placements is uncertain. To identify the geographical distribution of undergraduate teaching practices and their distance from the host medical school. National survey of all medical schools in the UK. All 33 UK medical schools were invited to provide the postcodes of their undergraduate teaching practices. These were collated, de-duplicated, and mapped. The distance in kilometres and journey times by car and public transport between each medical school and its teaching practices was estimated using Transport Direct (www.transportdirect.info). The postcodes of every practice in the UK were obtained from the UK's health departments. All 33 UK medical schools responded; 4392 practices contributed to teaching, with a median (minimum-maximum) of 142 (17-385) practices per school. The median (minimum-maximum) distance between a school and a teaching practice was 28 km (0-1421 km), 41 (0:00-23:26) minutes' travel by car and 1 hour 12 (0:00-17:29) minutes' travel by public transport. All teaching practices were accessible by public transport in one school and 90-99% were in a further four schools; 24 schools had >20% of practices that were inaccessible by public transport. The 4392 undergraduate teaching general practices are widely distributed and potentially any practice, no matter how isolated, could contribute to undergraduate education. However, this is, at the price of a considerable travel burden. © British Journal of General Practice 2014.

Placement education pedagogy as social participation: what are students really learning?

PubMed

Kell, Clare

2014-03-01

This paper draws on empirical fieldwork data of naturally occurring UK physiotherapy placement education to make visible how education is actually carried out and suggest what students may be learning through their placement interactions. The data challenge everyone involved in placement education design and practice to consider the values and practices students are learning to perpetuate through placement education experiences. The researcher undertook an ethnomethodologically informed ethnographic observation of naturally occurring physiotherapy placement education in two UK NHS placement sites. This study adopted a social perspective of learning to focus on the minutiae of placement educator, student and patient interaction practices during student-present therapeutic activities. Two days of placement for each of six senior students were densely recorded in real-time focussing specifically on the verbal, kinesics and proxemics-based elements of the participants' interaction practices. Repeated cycles of data analysis suggested consistent practices irrespective of the placement, educators, students or patients. The data suggest that placement education is a powerful situated learning environment in which students see, experience and learn to reproduce the physiotherapy practices valued by the local placement. Consistently, placement educators and students co-produced patient-facing activities as spectacles of physiotherapy-as-science. In each setting, patients were used as person-absent audiovisual teaching aids from which students learnt to make a case for physiotherapy intervention. The paper challenges physiotherapists and other professions using work-placement education to look behind the rhetoric of their placement documentation and explore the reality of students' learning in the field. The UK-based physiotherapy profession may wish to consider further the possible implications of its self-definition as a 'science-based healthcare profession' on its in-the-presence-of-students interactions with patients. Copyright © 2013 John Wiley & Sons, Ltd.

Teaching fellowships for UK foundation doctors.

PubMed

Qureshi, Shaun

2015-01-01

Teaching Fellowships for junior doctors in their second post-graduate (FY2) year should be considered by medical students and junior doctors in UK. FY2 Teaching Fellowships are available in many foundation schools as part of the UK Academic Foundation Programme. Although programme structures differ between schools, they are designed to allow junior trainees to take time out from clinical practice to develop their teaching skills and gain insights into medication education careers. The advantages of an FY2 teaching fellowship include valuable experience of teaching and formal feedback not available to other trainees; the opportunity to further develop your portfolio; further development of the trainee's own knowledge and skills; the stimulation of working with students. Potential drawbacks to be considered are reduced direct clinical contact; reduced salary; difficulty carrying out education research in the allocated time frame; occasional difficulties establishing the teacher-student relationship while the trainee is at a relatively junior level. Experience of medical education as an FY2 trainee provides a helpful stepping stone whether or not the trainee further pursues education as a career, because the teaching skills are transferable to any specialty, and the unique experience enhances the trainee's confidence as a role model for junior colleagues.

The Worst of Both Worlds: How U.S. and U.K. Models Are Influencing Australian Education

ERIC Educational Resources Information Center

Dinham, Stephen

2015-01-01

This commentary explores the so-called global "crisis" in education and the corresponding pressures and moves to "reform" education, and in particular, public education. The myths underpinning and driving these developments are examined. Supposed problems with (public) education and proposed solutions are explored. The…

A Life with the Sociology of Education

ERIC Educational Resources Information Center

Whitty, Geoff

2012-01-01

In this article, the author talks about a life with the sociology of education. He begins by describing the "old" and "new" sociologies of education. Then, he discusses the sociology of education policy and the relevance of Basil Bernstein, who remained the dominant presence within the sociology of education in the UK until his…

Education(al) Research and Education Policy Making: Is Conflict Inevitable?

ERIC Educational Resources Information Center

Whitty, Geoff

2006-01-01

The relationship between research and policy and practice in education is a long-standing issue in many countries. Focusing on the UK Government, which is responsible for education in England, this paper looks at the criticisms of education research that have been made in recent years by government and related non-departmental public bodies and…

Privatising Education, Privatising Education Policy, Privatising Educational Research: Network Governance and the "Competition State"

ERIC Educational Resources Information Center

Ball, Stephen J.

2009-01-01

This paper explores some particular aspects of the privatisation of public sector education, mapping and analysing the participation of education businesses in a whole range of public sector education services both in the UK and overseas. It addresses some of the types of privatisation(s) which are taking place "of", "in" and…

Pre-registration children's and young people's nurse preparation. A SWOT analysis.

PubMed

Richardson, Jim; McEwing, Gillian; Glasper, Edward Alan

2006-12-01

An investigation was undertaken into the views of nurse educators on current approaches to preparing children's and young people's nurses in the UK. A convenience sample of lead academics in 17 child health nursing departments of British universities was contacted by email and invited to liaise with colleagues to generate lists of the strengths, weaknesses, opportunities and threats (SWOT) of the educational system. Thirteen departments provided data that were analysed and themed. Major themes included the common foundation programme, clinical skills learning, clinical placements and employment. More detailed evaluative work should be undertaken before wholesale changes are made to a relatively new curriculum.

Telemedicine for Peer-to-Peer Psychiatry Learning between U.K. and Somaliland Medical Students

ERIC Educational Resources Information Center

Keynejad, Roxanne; Ali, Faisal R.; Finlayson, Alexander E. T.; Handuleh, Jibriil; Adam, Gudon; Bowen, Jordan S. T.; Leather, Andrew; Little, Simon J.; Whitwell, Susannah

2013-01-01

Objective: The proportion of U.K. medical students applying for psychiatry training continues to decline, whereas, in Somaliland, there are no public-sector psychiatrists. This pilot study assessed the usefulness and feasibility of online, instant messenger, peer-to-peer exchange for psychiatry education between cultures. Method: Twenty medical…

Letters to the Editor

NASA Astrophysics Data System (ADS)

1997-07-01

All the Letters to the Editor in this issue are in the same PostScript or PDF file. Contents Joining capacitors R Bridges King Edward's School, Birmingham B15 2UA, UK Enjoying Physics John Bausor 5 Longcrofte Road, Edgware, Middlesex HA8 6RR, UK The disadvantages of success M L Cooper Newham College of Further Education, London

A Study of Student Completion Strategies in a Likert-Type Course Evaluation Survey

ERIC Educational Resources Information Center

Gee, Nick

2017-01-01

This article investigates the motivations and strategies employed by respondents to a Likert-style course evaluation at a UK university. These attitude surveys, generating large amounts of quantitative data, are commonly used in quality assurance procedures across UK higher education institutions. Similar student survey results are now scrutinised…

Middle Managers in UK Higher Education Conceptualising Experiences in Support of Reflective Practice

ERIC Educational Resources Information Center

Birds, Rachel

2014-01-01

This paper examines the role of reflexivity in supporting middle managers in understanding and facilitating large-scale change management projects in their organisations. Utilising an example from a UK university, it is argued that the development of a conceptual model to fit local circumstances enables deeper understanding and better informed…

Local and National Testing in the UK: The Last Ten Years.

ERIC Educational Resources Information Center

Gipps, Caroline; Goldstein, Harvey

New developments in testing in the United Kingdom (UK) since 1965 are described. Standardized testing at the local level declined dramatically with the widespread introduction of comprehensive secondary education. However, in the late 1970's widespread local testing programs were re-introduced for the purposes of monitoring student progress,…

IMO and Internal Branding Outcomes: An Employee Perspective in UK HE

ERIC Educational Resources Information Center

Yu, Qionglei; Asaad, Yousra; Yen, Dorothy A.; Gupta, Suraksha

2018-01-01

This study extends our knowledge of internal branding in the context of employees in the higher education sector. Employing a quantitative methodology in UK universities, a conceptual model is presented and tested on 235 employees. Internal market orientation (IMO) is examined as a management tool to drive employees' university brand commitment…

High Quality in Primary Humanities: Insights from the UK's School Inspectorates

ERIC Educational Resources Information Center

Catling, Simon

2017-01-01

The school inspectorates of the four jurisdictions of the UK are sources of evidence about the quality of humanities teaching, learning and curriculum in primary schools. The term "humanities" usually refers to the subjects of geography, history and Religious Education, but here they are considered holistically, not separately. Discrete…

The UK-Japan Young Scientist Workshop Programme...

ERIC Educational Resources Information Center

Albone, Eric; Okano, Toru

2012-01-01

The authors have been running UK-Japan Young Scientist Workshops at universities in Britain and Japan since 2001: for the past three years in England with Cambridge University and, last year, also with Kyoto University and Kyoto University of Education. For many years they have worked jointly with colleagues in a group of Super Science High…

Transforming Traditions: A Study of Researchers in Higher Education

ERIC Educational Resources Information Center

Smith, Maria Jane

2012-01-01

This article reports on research initiated by the trade union for lecturers and researchers in the UK, the University and College Union (UCU), which examined the pressures, concerns and positive aspects of being a member of research staff at one UK university. The findings are presented from the premise that university researchers are caught…

Management of School Attendance in the UK: A Strategic Analysis

ERIC Educational Resources Information Center

Reid, Ken

2010-01-01

Prior to 1997, managing school attendance was the sole responsibility of the Department for Education and Skills (DfES). Since devolution, responsibility for school attendance has resided with each of the four UK-wide administrations. These are the Department for Children, Schools and Families (DCSF) in England; the Scottish Executive Education…

Improving Workplace Learning of Lifelong Learning Sector Trainee Teachers in the UK

ERIC Educational Resources Information Center

Maxwell, Bronwen

2014-01-01

Learning in the teaching workplace is crucial for the development of all trainee teachers. Workplace learning is particularly important for trainee teachers in the lifelong learning sector (LLS) in the UK, the majority of whom are already working as teachers, tutors, trainers or lecturers while undertaking initial teacher education. However,…

Browne's Capgas Delusion: The Destruction of the Public University

ERIC Educational Resources Information Center

Holligan, Chris; Chiang, Kuang-Hsu

2011-01-01

The recent publication of the UK government's Browne Review 2010 on university and student funding signifies a massive step towards embedding capitalist free-market consumerist values and practices into UK higher education. This paper critically examines that paradigm shift away from public sector provision from the perspective of French Theory,…

Engaging Children: Research Issues around Participation and Environmental Learning

ERIC Educational Resources Information Center

Hacking, Elisabeth Barratt; Barratt, Robert; Scott, William

2007-01-01

In this article we explore a number of issues arising from the papers in this special issue of "Environmental Education Research." The papers focus on current examples of childhood environment research in the UK together with research reviews from the UK, the US and Australia. In order to provide a framework for considering and…

Creating Cultures of Integrity: Ethics Education in UK Business Schools

ERIC Educational Resources Information Center

Bell, Emma; Caulfield, Paul; Hibbert, Paul; Jennings, Paul

2014-01-01

Recent corporate scandals and responses by regulators have created an environment in which there is a heightened awareness of business ethics. This report presents a series of case studies exploring how the current curricula in UK business schools could be scoped differently to give new business leaders the tools required for strong ethical…

Adolescent Moral Judgement: A Study of UK Secondary School Pupils

ERIC Educational Resources Information Center

Walker, David Ian; Thoma, Stephen J.; Jones, Chantel; Kristjánsson, Kristján

2017-01-01

Despite a recent world-wide upsurge of academic interest in moral and character education, little is known about pupils' character development in schools, especially in the UK context. The authors used a version of the Intermediate Concept Measure for Adolescents, involving dilemmas, to assess an important component of character--moral…

Gender Inequality in British and German Universities

ERIC Educational Resources Information Center

Pritchard, Rosalind

2007-01-01

Gender inequality exists within higher education in the UK and Germany. In the UK only 15.3% of professors in pre-and post-1992 universities were women (2003), whilst in Germany only 8.6% attained the highest grade of professorship (2003). The research uses existing data sets combined with theoretical constructs to investigate the reasons for…

Quantitative Methods Intervention: What Do the Students Want?

ERIC Educational Resources Information Center

Frankland, Lianne; Harrison, Jacqui

2016-01-01

The shortage of social science graduates with competent quantitative skills jeopardises the competitive UK economy, public policy making effectiveness and the status the UK has as a world leader in higher education and research (British Academy for Humanities and Social Sciences, 2012). There is a growing demand for quantitative skills across all…

Astro Academy: Principia--A Suite of Physical Science Demonstrations Conducted Aboard the ISS

ERIC Educational Resources Information Center

McMurray, Andy

2016-01-01

Astro Academy: Principia is an education programme developed by the UK National Space Academy for the UK Space Agency (UKSA) and the European Space Agency (ESA). The Academy designed, constructed, flight-qualified and developed experimental procedures for a suite of physics and chemistry demonstration experiments that were conducted by ESA…

Entrepreneurial Universities for the UK: A "Stanford University" at Bamburgh Castle?

ERIC Educational Resources Information Center

Etzkowitz, Henry

2010-01-01

It is suggested that the value of projected cuts in UK higher education spending should be redirected to fund start-up entrepreneurial universities as part of a strategy for knowledge-based economic growth. Two specific elements of academic entrepreneurial redesign are outlined: the Professor of Practice, linking university and industry through…

A Study of CHARGE Syndrome in the UK

ERIC Educational Resources Information Center

Deuce, Gail; Howard, Simon; Rose, Steve; Fuggle, Chris

2012-01-01

This article reports findings of a questionnaire completed by 44 families living in the UK with a child (aged 15 years or younger) with a medical diagnosis of CHARGE syndrome. The questionnaire contained three sections, namely Diagnosis (including medical and health issues), Child development, and Educational provision. This article reports on the…

International Research Collaboration: Opportunities for the UK Higher Education Sector. Research Report

ERIC Educational Resources Information Center

Universities UK, 2008

2008-01-01

This report presents the findings arising from a study of international research collaboration, exploring trends, competitor countries' policies and UK universities' management of this function. The authors found no systematic overview of the nature and extent of the measures being used by competitor countries to support the development and…

Management and Leadership in UK Universities: Exploring the Possibilities of Change

ERIC Educational Resources Information Center

Waring, Matt

2017-01-01

This paper considers the case for reform of management structures in UK universities and offers proposals for change. The model of top-down, performance-led management that characterises many institutions is both outmoded and ill-suited to the challenges of an increasingly turbulent higher education sector. Drawing on the experiences of a…

Creativity in Business/Business in Creativity: Transdisciplinary Curricula as an Enabling Strategy in Enterprise Education

ERIC Educational Resources Information Center

Penaluna, Andrew; Penaluna, Kathryn

2009-01-01

Recent guidance for UK government policy makers has warned that HEIs face an uncertain future and has advocated transdisciplinary curricula. Earlier, in 2005, two other UK government papers highlighted the advantages of integrating design-related strategies into business environments and addressed the impact creativity could have on business…

Students' Perceptions of Foundation Degrees

ERIC Educational Resources Information Center

Ooms, A.; Burke, L. M.; Marks-Maran, D. J.; Webb, M.; Cooper, D.

2012-01-01

In 2008 there were 87,339 people enrolled on foundation degrees (FDs) in the UK (Foundation Degree Forward, 2009), and educational institutions in the UK offered 1700 different foundation degrees in over 25 subjects, with nearly 900 more in development (Action on Access, 2010). In addition, student views are seen to be of importance, as…

Government Getting Closer: Higher Education and Devolution in the UK

ERIC Educational Resources Information Center

Court, Stephen

2004-01-01

Since 1997 there has been a series of far-reaching constitutional changes in the UK through the devolution of power from Westminster to new legislatures and executives in Scotland, Wales and Northern Ireland. In addition, an elected assembly in London and the English regional development agencies have been established. This paper examines policy…

Distance Education and Training for Small Firms--United Kingdom.

ERIC Educational Resources Information Center

Dey, Ian; Harrison, Jean

This document on the United Kingdom (UK) is one of a series of five monographs published by the European Centre for the Development of Vocational Training (CEDEFOP). The document includes seven chapters, three appendices, and a section of case studies. The first chapter describes small and medium-sized business enterprises in the UK. Vocational…

Developing ECEC Services in Regionalised Administrations: Scotland's Post-Devolution Experience

ERIC Educational Resources Information Center

Cohen, Bronwen

2013-01-01

Devolution within the United Kingdom (UK) forms part of increased regionalisation in the European Union (EU). The post-devolution history of early childhood education and care (ECEC) in Scotland illustrates problems arising from split responsibilities and nation-state policies that fail to take adequate account of devolved administrations. UK-led…

Subject Choice and Earnings of UK Graduates

ERIC Educational Resources Information Center

Chevalier, Arnaud

2011-01-01

Using a survey of a cohort of UK graduates, linked to administrative data on higher education participation, this paper investigates the labour market attainment of recent graduates by subject of study. We document a large heterogeneity in the mean wages of graduates from different subjects and a considerably larger one within subject with…

Sex Education: Challenges and Choices

ERIC Educational Resources Information Center

MacKenzie, Alison; Hedge, Nicki; Enslin, Penny

2017-01-01

Noting public concern about sexual exploitation, abuse and sexualisation, we argue that sex education in the UK needs revision. Choice is a feature of current sex education policy and, acknowledging that choice can be problematic, we defend its place in an approach to sex education premised on informed deliberation, relational autonomy, a…

Arts Education and the Disaffected Student

ERIC Educational Resources Information Center

Cornbleet, Annie

2004-01-01

The author has worked in education for almost 30 years in the UK and internationally. Since 1987 when she cofounded an international theatre company called CETTIE (Cultural Exchange Through Theatre In Education), the author has worked as an arts practitioner and arts education consultant in parallel with her teaching career. She has consistently…

Strategy Development in UK Higher Education: Towards Resource-Based Competitive Advantages

ERIC Educational Resources Information Center

Lynch, Richard; Baines, Paul

2004-01-01

Britain's higher education institutions (HEIs) face fundamental and unprecedented competitive pressures due to lower government funding (Cm 5735, "The Future of Higher Education," Department for Education and Skills, 2003) and a government agenda focused on a "widening participation agenda". We employ the resource-based view (RBV) of strategy…

Schools Lack the Equipment to Carry out Essential Practical Science

ERIC Educational Resources Information Center

Education in Science, 2013

2013-01-01

SCORE is a collaboration of organisations that aim to improve science education in UK schools and colleges by supporting the development and implementation of effective education policy. Research commissioned by SCORE (Science Community Representing Education), a collaboration including the Association for Science Education (ASE), reports that…

International Entrepreneurship Education: Postgraduate Business Student Experiences of Entrepreneurship Education

ERIC Educational Resources Information Center

Rae, David; Woodier-Harris, Naomi

2012-01-01

Purpose: International postgraduate education in business-related subjects has grown substantially in the UK. Both MBA and specialist Masters' programmes increasingly offer entrepreneurship as a core or option. The purpose of this paper is to explore the effectiveness of entrepreneurship education in meeting the expectations and motivations of…

PHYSICS EDUCATION AND THE INTERNET: A beginner's guide to a physicist starting out on an Internet journey

NASA Astrophysics Data System (ADS)

Burton, Paul

1998-05-01

Thirty useful physics-related sites are listed to help get you started. I hope you will find some of the following sites of use in your teaching or good for pointing your pupils in the right direction when doing research. I have not attempted to rank or sort them in any order. However, by the time you read this issue of Physics Education some of the sites may not be available; this is the nature of the net. Those not wishing to retype each address can access them from my school's physics page (http://www.bootham.demon.co.uk/physics/links.html) or e-mail me at pkb@bootham.demon.co.uk and I can send you a document with the hypertext live links in. The new IOP sponsored 16-19 Physics project is promising great things with its own Internet site. You will be able to download information, updates, worksheets etc. Any queries about the development of this project at present can be sent to Evelyn van Dyk at: 16-19project@iop.org Engineering and Physical Sciences Research Councilhttp://www.epsrc.ac.uk Particle Physics and Astronomy Research Councilhttp://www.pparc.ac.uk American Institute of Physicshttp://www.aip.org Usenet Physics FAQ (frequently asked questions)http://www.weburbia.demon.co.uk/physics/faq.html CERNhttp://www.cern.ch/ BBC Educationhttp://www.bbc.co.uk/education/ Useful data on the Periodic Tablehttp://www.shef.ac.uk/chemistry/web-elements/ JET WWW index page:http://www.jet.uk NERC satellite station, Dundee Universityhttp://www.sat.dundee.ac.uk/ The Meteorological Officehttp://www.meto.govt.uk/ The Smithsonian Institute, Washington, DChttp://www.si.edu/newstart.htm Frequently asked questions on time and frequencyhttp://www.boulder.nist.gov/timefreq/faq/faq.htm Physics newshttp://www.het.brown.edu/news/index.html TIPTOP: The Internet Pilot to Physicshttp://www.tp.umu.se/TIPTOP/ A Dictionary of Scientific Quotationshttp://naturalscience.com/dsqhome.html ScI-Journal: an on-line publication for science studentshttp://www.soton.ac.uk/~plf/ScI-Journal/ Science On-linehttp://www.shu.ac.uk/schools/sci/sol/contents.htm Physics humourhttp://quark.physics.uwo.ca/~harwood/humor12.htm Searching for someone's e-mail address?http://www.four11.com SKY publicationshttp://www.skypub.com Planet Sciencehttp://www.keysites.com New Scientisthttp://www.newscientist.com NASA links to the American space programhttp://www.nasa.gov NASA Jet Propulsion Laboratoryhttp://www.jpl.nasa.gov Hewlett-Packardhttp://www.hp.com The Bradford Schools Telescope Projecthttp://www.telescope.org/rti/nuffield/ To contact a professional societyhttp://www.lib.uwaterloo.ca/society/overview.html The Schools' Physics Group: post-16 issueshttp://diana.ecs.soton.ac.uk/~pm/Physics/post16.html Sleuth search for physics and chemistryhttp://www.isleuth.com/index.shtml The Particle Adventurehttp://pdg.lbl.gov/cpep/adventure_home.html Acknowledgments I thank colleagues David Robinson and Robin Peach for their help in selecting and validating these sites and William Try, pupil at Bootham School, for preparing and maintaining the department's homepage with hypertext links. Received 21 January 1998

Differences in socioeconomic position, lifestyle and health-related pregnancy characteristics between Pakistani and White British women in the Born in Bradford prospective cohort study: the influence of the woman's, her partner's and their parents’ place of birth

PubMed Central

West, J; Lawlor, D A; Fairley, L; Wright, J

2014-01-01

Objective To examine differences between Pakistani and White British women in relation to socioeconomic position, lifestyle and health-related pregnancy characteristics, and to determine whether these differences vary depending on the woman's, her partner's and both of their parents’ place of birth. Design Prospective cohort study. Setting Bradford, UK Participants 3656 Pakistani and 3503 White British women recruited to the Born in Bradford study. Main outcome measures Socioeconomic position (employment status; level of education; receipt of benefits; housing tenure), lifestyle characteristics (body mass index (BMI) at the start of pregnancy; smoking during pregnancy) and health-related pregnancy characteristics (hypertensive disorders of pregnancy; gestational diabetes; fasting glucose, postload glucose and fasting insulin at ∼27 weeks gestation). Results Fewer Pakistani women were employed (OR 0.17, 95% CI 0.15 to 0.19), the difference being markedly less for UK born women. UK born Pakistani women were more likely, and South Asian born less likely, to be educated post 16 than White British women. Smoking was uncommon among Pakistani women, though the difference comparing UK born Pakistani women to White British women was less than for other groups. BMI was lower among Pakistani compared to White British women (adjusted mean difference −1.12, 95% CI −1.43 to −0.81), the difference being greatest when partners were UK born irrespective of the woman’s place of birth. Pakistani women had higher fasting and postload glucose (mean difference 0.20 mmol/L, 95% CI 0.17 to 0.24; 0.37, 95% CI 0.28 to 0.45), higher fasting insulin and were more likely to have gestational diabetes (GDM). Conclusions Our results suggest that some socioeconomic, lifestyle and pregnancy characteristics could be beginning to change in response to migration to the UK, with generally beneficial changes, that is, improving education and employment prospects, lower BMI and no evidence that being UK born has further increased the risk of GDM, but some negative, that is, slight increases in smoking. PMID:24948746

Construct validity of the Wechsler Intelligence Scale for Children - Fourth UK Edition with a referred Irish sample: Wechsler and Cattell-Horn-Carroll model comparisons with 15 subtests.

PubMed

Canivez, Gary L; Watkins, Marley W; Good, Rebecca; James, Kate; James, Trevor

2017-09-01

Irish educational psychologists frequently use the Wechsler Intelligence Scale for Children - Fourth UK Edition (WISC-IV UK ; Wechsler, 2004, Wechsler Intelligence Scale for Children-Fourth UK Edition, London, UK, Harcourt Assessment) in clinical assessments of children with learning difficulties. Unfortunately, reliability and validity studies of the WISC-IV UK standardization sample have not yet been reported. Watkins et al. (2013, International Journal of School and Educational Psychology, 1, 102) found support for a bifactor structure with a large sample (N = 794) of Irish children who were administered the 10 WISC-IV UK core subtests in clinical assessments of learning difficulties and dominance of general intelligence. Because only 10 subtests were available, Cattell-Horn-Carroll (CHC; McGrew, 1997, 2005, Contemporary intellectual assessment: Theories, tests, and issues, New York, NY: Guilford; Schneider & McGrew, 2012, Contemporary intellectual assessment: Theories, tests, and issues, New York, NY, Guilford Press) models could not be tested and compared. The present study utilized confirmatory factor analyses to test the latent factor structure of the WISC-IV UK with a sample of 245 Irish children administered all 15 WISC-IV UK subtests in evaluations assessing learning difficulties in order to examine CHC- and Wechsler-based models. One through five, oblique first-order factor models and higher order versus bifactor models were examined and compared using CFA. Meaningful differences in fit statistics were not observed between the Wechsler and CHC representations of higher-order or bifactor models. In all four structures, general intelligence accounted for the largest portions of explained common variance, whereas group factors accounted for small to miniscule portions of explained common variance. Omega-hierarchical subscale coefficients indicated that unit-weighted composites that would be generated by WISC-IV UK group factors (Wechsler or CHC) would contain little unique variance and thus be of little value. These results were similar to those from other investigations, further demonstrating the replication of the WISC-IV factor structure across cultures and the importance of focusing primary interpretation on the FSIQ. © 2017 The British Psychological Society.

NewsMars: Express journey to Mars ASE 2003: Knocked out by meteorites Events: Sun-Earth Day ASE 2003: Fun Physics - popular as ever Appointments: Sykes to bring science to the people UK Science Education: The future's bright, the future's science ASE 2003: A grand finale for Catherine Teaching Resources: UK goes to the planets Cambridge Physics Update: Basement physics Conferences: Earth Science Teachers' Association Conference 2003 New Website: JESEI sets sail GIREP: Teacher education seminar Malaysia: Rewards for curriculum change Cambridge Physics Update: My boomerang will come back! Teaching Resources: Widening particiption through ideas and evidence with the University of Surrey Wales: First Ffiseg Events: Nuna: Solar car on tour Physics on Stage: Physics on Stage 3 embraces life Symposium: In what sense a nuclear 'debate'? Gifted and Talented: Able pupils experiencing challenging science Australia: ISS flies high Down Under

NASA Astrophysics Data System (ADS)

2003-03-01

Mars: Express journey to Mars ASE 2003: Knocked out by meteorites Events: Sun-Earth Day ASE 2003: Fun Physics - popular as ever Appointments: Sykes to bring science to the people UK Science Education: The future's bright, the future's science ASE 2003: A grand finale for Catherine Teaching Resources: UK goes to the planets Cambridge Physics Update: Basement physics Conferences: Earth Science Teachers' Association Conference 2003 New Website: JESEI sets sail GIREP: Teacher education seminar Malaysia: Rewards for curriculum change Cambridge Physics Update: My boomerang will come back! Teaching Resources: Widening particiption through ideas and evidence with the University of Surrey Wales: First Ffiseg Events: Nuna: Solar car on tour Physics on Stage: Physics on Stage 3 embraces life Symposium: In what sense a nuclear 'debate'? Gifted and Talented: Able pupils experiencing challenging science Australia: ISS flies high Down Under

Ethnicity and academic performance in UK trained doctors and medical students: systematic review and meta-analysis

PubMed Central

Potts, Henry W W; McManus, I C

2011-01-01

Objective To determine whether the ethnicity of UK trained doctors and medical students is related to their academic performance. Design Systematic review and meta-analysis. Data sources Online databases PubMed, Scopus, and ERIC; Google and Google Scholar; personal knowledge; backwards and forwards citations; specific searches of medical education journals and medical education conference abstracts. Study selection The included quantitative reports measured the performance of medical students or UK trained doctors from different ethnic groups in undergraduate or postgraduate assessments. Exclusions were non-UK assessments, only non-UK trained candidates, only self reported assessment data, only dropouts or another non-academic variable, obvious sampling bias, or insufficient details of ethnicity or outcomes. Results 23 reports comparing the academic performance of medical students and doctors from different ethnic groups were included. Meta-analyses of effects from 22 reports (n=23 742) indicated candidates of “non-white” ethnicity underperformed compared with white candidates (Cohen’s d=−0.42, 95% confidence interval −0.50 to −0.34; P<0.001). Effects in the same direction and of similar magnitude were found in meta-analyses of undergraduate assessments only, postgraduate assessments only, machine marked written assessments only, practical clinical assessments only, assessments with pass/fail outcomes only, assessments with continuous outcomes only, and in a meta-analysis of white v Asian candidates only. Heterogeneity was present in all meta-analyses. Conclusion Ethnic differences in academic performance are widespread across different medical schools, different types of exam, and in undergraduates and postgraduates. They have persisted for many years and cannot be dismissed as atypical or local problems. We need to recognise this as an issue that probably affects all of UK medical and higher education. More detailed information to track the problem as well as further research into its causes is required. Such actions are necessary to ensure a fair and just method of training and of assessing current and future doctors. PMID:21385802

Public Acceptability in the UK and USA of Nudging to Reduce Obesity: The Example of Reducing Sugar-Sweetened Beverages Consumption.

PubMed

Petrescu, Dragos C; Hollands, Gareth J; Couturier, Dominique-Laurent; Ng, Yin-Lam; Marteau, Theresa M

2016-01-01

"Nudging"-modifying environments to change people's behavior, often without their conscious awareness-can improve health, but public acceptability of nudging is largely unknown. We compared acceptability, in the United Kingdom (UK) and the United States of America (USA), of government interventions to reduce consumption of sugar-sweetened beverages. Three nudge interventions were assessed: i. reducing portion Size, ii. changing the Shape of the drink containers, iii. changing their shelf Location; alongside two traditional interventions: iv. Taxation and v. Education. We also tested the hypothesis that describing interventions as working through non-conscious processes decreases their acceptability. Predictors of acceptability, including perceived intervention effectiveness, were also assessed. Participants (n = 1093 UK and n = 1082 USA) received a description of each of the five interventions which varied, by randomisation, in how the interventions were said to affect behaviour: (a) via conscious processes; (b) via non-conscious processes; or (c) no process stated. Acceptability was derived from responses to three items. Levels of acceptability for four of the five interventions did not differ significantly between the UK and US samples; reducing portion size was less accepted by the US sample. Within each country, Education was rated as most acceptable and Taxation the least, with the three nudge-type interventions rated between these. There was no evidence to support the study hypothesis: i.e. stating that interventions worked via non-conscious processes did not decrease their acceptability in either the UK or US samples. Perceived effectiveness was the strongest predictor of acceptability for all interventions across the two samples. In conclusion, nudge interventions to reduce consumption of sugar-sweetened beverages seem similarly acceptable in the UK and USA, being more acceptable than taxation, but less acceptable than education. Contrary to prediction, we found no evidence that highlighting the non-conscious processes by which nudge interventions may work decreases their acceptability. However, highlighting the effectiveness of all interventions has the potential to increase their acceptability.

Ethnicity and academic performance in UK trained doctors and medical students: systematic review and meta-analysis.

PubMed

Woolf, Katherine; Potts, Henry W W; McManus, I C

2011-03-08

To determine whether the ethnicity of UK trained doctors and medical students is related to their academic performance. Systematic review and meta-analysis. Online databases PubMed, Scopus, and ERIC; Google and Google Scholar; personal knowledge; backwards and forwards citations; specific searches of medical education journals and medical education conference abstracts. The included quantitative reports measured the performance of medical students or UK trained doctors from different ethnic groups in undergraduate or postgraduate assessments. Exclusions were non-UK assessments, only non-UK trained candidates, only self reported assessment data, only dropouts or another non-academic variable, obvious sampling bias, or insufficient details of ethnicity or outcomes. Results 23 reports comparing the academic performance of medical students and doctors from different ethnic groups were included. Meta-analyses of effects from 22 reports (n = 23,742) indicated candidates of "non-white" ethnicity underperformed compared with white candidates (Cohen's d = -0.42, 95% confidence interval -0.50 to -0.34; P<0.001). Effects in the same direction and of similar magnitude were found in meta-analyses of undergraduate assessments only, postgraduate assessments only, machine marked written assessments only, practical clinical assessments only, assessments with pass/fail outcomes only, assessments with continuous outcomes only, and in a meta-analysis of white v Asian candidates only. Heterogeneity was present in all meta-analyses. Ethnic differences in academic performance are widespread across different medical schools, different types of exam, and in undergraduates and postgraduates. They have persisted for many years and cannot be dismissed as atypical or local problems. We need to recognise this as an issue that probably affects all of UK medical and higher education. More detailed information to track the problem as well as further research into its causes is required. Such actions are necessary to ensure a fair and just method of training and of assessing current and future doctors.

Parliamentary privilege--mortality in members of the Houses of Parliament compared with the UK general population: retrospective cohort analysis, 1945-2011.

PubMed

Dennis, John; Crayford, Tim

2015-12-14

To examine mortality in members of the two UK Houses of Parliament compared with the general population, 1945-2011. Retrospective cohort analysis of death rates and predictors of mortality in Members of Parliament (MPs) and members of the House of Lords (Lords). UK. 4950 MPs and Lords first joining the UK parliament in 1945-2011. Standardised mortality ratios, comparing all cause death rates of MPs and Lords from first election or appointment with those in the age, sex, and calendar year matched general population. Between 1945 and 2011, mortality was lower in MPs (standardised mortality ratio 0.72, 95% confidence interval 0.67 to 0.76) and Lords (0.63, 0.60 to 0.67) than in the general population. Over the same period, death rates among MPs also improved more quickly than in the general population. For every 100 expected deaths, 22 fewer deaths occurred among MPs first elected in 1990-99 compared with MPs first elected in 1945-49. Labour party MPs had 19% higher death rates compared with the general population than did Conservative MPs (relative mortality ratio 1.19, 95% confidence interval 1.01 to 1.40). The effect of political party on mortality disappeared when controlling for education level. From 1945 to 2011, MPs and Lords experienced lower mortality than the UK general population, and, at least until 1999, the mortality gap between newly elected MPs and the general population widened. Even among MPs, educational background was an important predictor of mortality, and education possibly explains much of the mortality difference between Labour and Conservative MPs. Social inequalities are alive and well in UK parliamentarians, and at least in terms of mortality, MPs are likely to have never had it so good. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Policy Issues for Education in General Agriculture in UK Universities.

ERIC Educational Resources Information Center

Whittemore, C. T.

1996-01-01

At present, substantial research funding for agriculture departments in British research universities is not forthcoming. Present policies could widen the divide between pure and applied sciences and between scientific education for agricultural scientists and technical education for agricultural generalists. (SK)

Periodontology in the undergraduate curriculum in UK dental schools.

PubMed

Heasman, P A; Witter, J; Preshaw, P M

2015-07-10

In 1980 the British Society of Periodontology published a series of educational goals which have guided periodontal curricula at UK dental schools. Further, a survey of UK dental schools evaluated aspects of teaching and learning in periodontology. The aims of this project were to identify teaching practices and assessments in periodontology and best practice which may be developed in the future. A questionnaire was sent to dental schools who had participated in the previous survey. The questionnaire sought information on aspects of teaching and learning in periodontology: teaching manpower, curriculum structure, assessment, research opportunities for students and whether implantology is delivered in the undergraduate curriculum. There is consistency between the education providers with respect to teaching and learning in periodontology. Most are developing integrated learning between dental undergraduates and members of the dental team although there are opportunities for further development. Students are expected to have knowledge of complex treatments but are not expected to be competent at undertaking periodontal surgery nor placing and restoring implants. The findings confirm that there is considerable consistency between the education providers with respect to aspects of teaching and learning in periodontology.

Educating nurses to care for military veterans in civilian hospitals: An integrated literature review.

PubMed

Cooper, Linda; Andrew, Sharon; Fossey, Matt

2016-12-01

In the UK, military veterans will receive care by civilian nurses in civilian hospitals. We propose that the nurses providing this care require an understanding of the unique experiences and specific health needs of veterans to deliver evidence-based care. To conduct an integrative review of published literature to explore how nursing programmes prepare nurses to care for the military veteran population in civilian hospitals. A systematic search was undertaken of a range of electronic databases, Google Scholar and hand searching of Military and Veteran health journals. Papers that focused on education of civilian nurses about veteran health and included primary research or description of practice-based innovations were included in the review. The search generated sixteen papers that were focused on nurse education in higher education institutions. Several papers focused on simulation as a teaching method for veteran-specific health issues or curriculum developments with educational innovations such as online courses. Six papers focusing in continuing professional education of nurses in the clinical setting were included as supplementary information. All papers reviewed were US focused and dated between January 2011 and September 2015. Our search concluded that there is a gap in knowledge in this subject area within a UK context, therefore our review includes UK background information to support the US findings. Civilian nurses need educational preparation to understand the specific needs of veterans. Educational institutions in the US have responded to nationwide initiatives to undertake that preparation. More empirical studies need to be undertaken to develop, test and evaluate educational innovations for preparing students and nurses delivering care to military veteran in civilian healthcare settings. Copyright © 2016 Elsevier Ltd. All rights reserved.

A Global Education Challenge: Harnessing Corporate Philanthropy to Educate the World's Poor. Center for Universal Education Working Paper 4

ERIC Educational Resources Information Center

van Fleet, Justin W.

2011-01-01

Major actors in the global education community are emerging with new education strategies, including the World Bank, U.S. Agency for International Development and U.K. Department for International Development. These strategies attempt to identify game-changing policies to make strides in global education in anticipation of the Millennium…

The Support of Deaf Students in the Transition between Further Education and School into Higher Education

ERIC Educational Resources Information Center

Saunders, Jo

2012-01-01

The purpose of this study was to investigate the support that exists for deaf students in the transition between further education and school into higher education in the UK. Deaf students make applications to higher education from a variety of educational institutions, such as Specialist Colleges for the Deaf, hearing impaired units within…

Education Reform Legislation in the UK: A Summary. Mendip Paper.

ERIC Educational Resources Information Center

Graystone, J. A.

This paper summarizes the major pieces of education legislation passed in 1988 and 1989 in England, Wales, Northern Ireland, and Scotland. The Education Reform Act 1988, the Education Reform (Northern Ireland) Order 1989, and the Self-Governing Schools Etc. (Scotland) Act 1989 will all transform education in the 1990s. In all countries, the prime…

Unrequited Love for Germany?: Paradigm and Ideology in Educational Research in Japan until 1945

ERIC Educational Resources Information Center

Kiuchi, Yoichi

2007-01-01

Since the Meiji Restoration (1868), Japan's educational studies first began by receiving theories of practical education from the UK and U. S. Later, together with the political trends around 1890, there began a trend towards receipt of German educational studies. Along with the spread of elementary education, there were experiments with building…

Can Critical Management Education Be Critical in a Formal Higher Educational Setting?

ERIC Educational Resources Information Center

Choo, Kok Leong

2007-01-01

This article attempts to establish the scope of critical management education in a formal educational setting. It is based on an empirical study of 24 academic staffs' experience of engaging critical management education in four UK University Business Schools. The study seems to show that there are significant barriers to and potential pitfalls in…

Harms and benefits associated with psychoactive drugs: findings of an international survey of active drug users

PubMed Central

Morgan, Celia JA; Noronha, Louise A; Muetzelfeldt, Mark; Fielding, Amanda

2013-01-01

There have been several recent efforts in the UK and the Netherlands to describe the harms of psychoactive substances based on ratings of either experts or drug users. This study aimed to assess the perceived benefits as well as harms of widely used recreational drugs, both licit and illicit, in an international sample of drug users. The survey was hosted at https://www.internationaldrugsurvey.org/ and was available in three languages. Residents reported their experience of 15 commonly used drugs or drug classes; regular users then rated their harms and benefits. In all, 5791 individuals from over 40 countries completed the survey, although the majority were from English speaking countries. Rankings of drugs differed across 10 categories of perceived benefits. Skunk and herbal cannabis were ranked consistently beneficial, whilst alcohol and tobacco fell below many classified drugs. There was no correlation at all between users’ harm ranking of drugs and their classification in schedules of the USA or ABC system in the UK. Prescription analgesics, alcohol and tobacco were ranked within the top 10 most harmful drugs. These findings suggest that neither the UK nor US classification systems act to inform users of the harms of psychoactive substances. It is hoped the results might inform health professionals and educators of what are considered to be both the harms and benefits of psychoactive substances to young people. PMID:23438502

Transition to independent practice: a national enquiry into the educational support for newly qualified GPs.

PubMed

Griffin, Ann; Abouharb, Tareq; Etherington, Clare; Bandura, Induja

2010-09-01

The nature of the work that NQGPs are undertaking in their transition to independent practice is changing; current training may not fully prepare them for this new peripatetic role, as indicated by rising numbers of reports of poor performance in this group. Educational support at the time of transition from general practitioner (GP) training to independent practice had previously demonstrated benefits, but many formal schemes have finished. This study aimed to map out the current provision of educational support provided by the UK deaneries for NQGPs and to explore NQGPs' perceptions of the present transition from registrar to independent practitioner. Questionnaire surveys of deanery provision and semi-structured telephone interviews of a purposeful sample of newly qualified GPs across the UK. Interviews were thematically analysed. Deanery provision of educational support to NQGPs varies across the UK. Telephone interviews highlighted the transformation as problematic; NQGPs perceived that independent practice was substantially different from being in a training post - locum work, isolation and accessing educational opportunities were concerns. NQGPs frequently expressed a desire for more formalised relationships with mentors, senior colleagues or peer groups, to support their shift. As NQGPs increasingly find themselves working as locums, lacking the opportunity for stable work-based relationships, and with an increase in medical errors being reported in this group of doctors, it is suggested that there is a need to reconsider the educational support required to facilitate the transition in the early years of independent general practice.

Palliative care education for medical students: Differences in course evolution, organisation, evaluation and funding: A survey of all UK medical schools.

PubMed

Walker, Steven; Gibbins, Jane; Paes, Paul; Adams, Astrid; Chandratilake, Madawa; Gishen, Faye; Lodge, Philip; Wee, Bee; Barclay, Stephen

2017-06-01

A proportion of newly qualified doctors report feeling unprepared to manage patients with palliative care and end-of-life needs. This may be related to barriers within their institution during undergraduate training. Information is limited regarding the current organisation of palliative care teaching across UK medical schools. To investigate the evolution and structure of palliative care teaching at UK medical schools. Anonymised, web-based questionnaire. Settings/participants: Results were obtained from palliative care course organisers at all 30 UK medical schools. The palliative care course was established through active planning (13/30, 43%), ad hoc development (10, 33%) or combination of approaches (7, 23%). The place of palliative care teaching within the curriculum varied. A student-selected palliative care component was offered by 29/30 (97%). All medical schools sought student feedback. The course was reviewed in 26/30 (87%) but not in 4. Similarly, a course organiser was responsible for the palliative care programme in 26/30 but not in 4. A total of 22 respondents spent a mean of 3.9 h (median 2.5)/week in supporting/delivering palliative care education (<1-16 h). In all, 17/29 (59%) had attended a teaching course or shared duties with a colleague who had done so. Course organisers received titular recognition in 18/27 (67%; no title 9 (33%); unknown 3 (11%)). An academic department of Palliative Medicine existed in 12/30 (40%) medical schools. Funding was not universally transparent. Palliative care teaching was associated with some form of funding in 20/30 (66%). Development, organisation, course evaluation and funding for palliative care teaching at UK medical schools are variable. This may have implications for delivery of effective palliative care education for medical students.

UK Parents' Beliefs about Applied Behaviour Analysis as an Approach to Autism Education

ERIC Educational Resources Information Center

Denne, Louise D.; Hastings, Richard P.; Hughes, J. Carl

2017-01-01

Research into factors underlying the dissemination of evidence-based practice is limited within the field of Applied Behaviour Analysis (ABA). This is pertinent, particularly in the UK where national policies and guidelines do not reflect the emerging ABA evidence base, or policies and practices elsewhere. Theories of evidence-based practice in…

Rethinking the "Third Mission": UK Universities and Regional Engagement in Challenging Times

ERIC Educational Resources Information Center

Lebeau, Yann; Cochrane, Allan

2015-01-01

Drawing on the experiences and statements of two universities, this article sets out to relate current trends and discourses of engagement of UK higher education (HE) institutions with their regional environment in the context of major policy shifts in HE and in regional governance. The "third mission" is considered as an aspect of what…

Neo-Liberalism and Continuing Vocational Training Governance in the UK: An Examination of Three Theoretical Accounts

ERIC Educational Resources Information Center

Souto-Otero, Manuel

2013-01-01

The paper analyses continuing vocational education and training policies in the UK in the period 1979-2010 with a focus on regulation and governance. It reviews Conservative and Labour party policies to ascertain their principal components and explore their evolution through time. More specifically, the paper reviews the paradoxical existence of…

Lecturers' Attitudes to Inclusive Teaching Practice at a UK University: Will Staff "Resistance" Hinder Implementation?

ERIC Educational Resources Information Center

Smith, Maria

2010-01-01

Higher education institutions in the UK are required, by law, to make "anticipatory" reasonable adjustments for students with disabilities. Inclusive teaching practice, if adopted across the sector, would ensure that the needs of students with disabilities are considered and provided for, before they even arrive on campus. This paper…

Approaching Gender Equity in Academic Chemistry: Lessons Learned from Successful Female Chemists in the UK

ERIC Educational Resources Information Center

Miller-Friedmann, Jaimie; Childs, Ann; Hillier, Judith

2018-01-01

The internationally acknowledged gender gap in science continues to be an unrelenting concern to science educators; aggregate data in the UK show that both recruitment and retention of women in academic science remain relatively low. Most published research focuses on women in the broad field of science, generates correlations or predictions, or…

PISA 2015: Findings and Some Implications for UK Science Education

ERIC Educational Resources Information Center

Osborne, Jonathan; Millar, Robin

2017-01-01

This article provides an overview of the main findings for the countries of the UK from the Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) in 2015, where science was the major focus. The nature of the tests, the key findings and how they might be interpreted are discussed--in…

"Should I Stay or Should I Go?": Dilemmas and Decisions among UK Undergraduates

ERIC Educational Resources Information Center

Bradley, Harriet

2017-01-01

There is increasing concern about high rates of dropout from universities, especially among students from disadvantaged backgrounds. In the UK this is related to recent changes in higher education policy, especially the imposition of a higher fees regime and the uncapping of student numbers. While recent research has explored the demography of…

The Impact of Tuition Fees and Support on University Participation in the UK. CEE DP 126

ERIC Educational Resources Information Center

Dearden, Lorraine; Fitzsimons, Emla; Wyness, Gill

2011-01-01

Understanding how policy can affect university education is important for understanding how governments can promote human capital accumulation. This paper exploits historic changes to university funding policies in the UK to estimate the impact of tuition fees and maintenance grants on university participation. Previous work on this, which largely…

National Student Feedback Surveys in Distance Education: An Investigation at the UK Open University

ERIC Educational Resources Information Center

Ashby, Alison; Richardson, John T. E.; Woodley, Alan

2011-01-01

National student feedback surveys are administered in a number of countries, and several of these encompass both campus-based and distance learning students. The UK Open University achieves a high ranking in the annual National Student Survey (NSS), but there are some anomalies in the results. The NSS questionnaire was administered to three…

The Role of the Associate Dean in UK Universities: Distributed Leadership in Action?

ERIC Educational Resources Information Center

Floyd, Alan; Preston, Diane

2018-01-01

This paper reports on findings from a Leadership Foundation for Higher Education funded project exploring the role of associate deans in UK universities. While the number of associate deans leading cross-curricular and inter-disciplinary initiatives appears to be on the increase, there has been very little research focusing on the exact nature of…

Exploring Transition to Postgraduate Study: Shifting Identities in Interaction with Communities, Practice and Participation

ERIC Educational Resources Information Center

Tobbell, Jane; O'Donnell, Victoria; Zammit, Maria

2010-01-01

There has been relatively little research to date that has explored the transition to postgraduate study. This paper reports findings from a project (funded by the UK's Higher Education Academy) that sought to address this gap. The research project was ethnographic and explored university practice and student participation in five UK universities.…

What Do LGBTQ Students Say about Their Experience of University in the UK?

ERIC Educational Resources Information Center

Grimwood, Michelle E.

2017-01-01

Little is known about the experiences of Lesbian, Gay, Bisexual, Transgender and Questioning (LGBTQ) university students in the UK. One of the main reasons for this seems to be that the monitoring of sexual orientation and gender identity is not routinely undertaken and is not consistent across all Higher Education establishments. This can mean…

Interactions between EAL Pupils, Specialist Teachers and TAs during Withdrawal from the Mainstream in UK Primary Schools

ERIC Educational Resources Information Center

Wardman, Clare

2013-01-01

Many primary school children with English as an additional language in the UK receive additional educational support. This article reports on a study comparing withdrawal sessions between teaching assistants (TAs) and specialist teachers. The findings show that the specialist teachers included more personalisation than TAs' sessions, through the…

Soft Power as a Policy Rationale for International Education in the UK: A Critical Analysis

ERIC Educational Resources Information Center

Lomer, Sylvie

2017-01-01

This article presents the results of a textual analysis conducted on policy discourses on international students in the UK between 1999 and 2013. A number of rationales for and against increasing their numbers have been made, which have largely remained consistent over changing political administrations. One key rationale is that international…

Teaching Students with Autistic Spectrum Disorders in HE

ERIC Educational Resources Information Center

Taylor, M. J.

2005-01-01

Purpose--The purpose of the research reported in this paper was to examine the type of adjustments to delivery appropriate for students with an autistic spectrum disorder in a UK higher education setting. Design/Methodology/Approach--A case study in a UK university was conducted over a two-year period. Findings--A variety of adjustments may be…

Student Experiences and Perceptions of Digital Literacy Skills Development: Engaging Learners by Design?

ERIC Educational Resources Information Center

Hall, Marion; Nix, Ingrid; Baker, Kirsty

2013-01-01

In the current digital environment, it is vital for learners to develop digital literacy skills. The UK's Quality Assurance Agency for Higher Education (HE) requires graduates to demonstrate digital literacy. Employers consider these skills essential. With the high cost of HE in the UK, learners themselves also expect university courses to…

Trapped in Transition: Findings from a UK Study of Student Suicide

ERIC Educational Resources Information Center

Stanley, Nicky; Mallon, Sharon; Bell, Jo; Manthorpe, Jill

2009-01-01

This study of student suicide within UK higher education directs attention to the community context of suicide. A modified psychological autopsy approach was used to explore 20 case studies of student suicide from the period 2000-2005, drawing on the perspectives of family members, friends and university staff. The study identifies features of the…

Institutional Research: What Problems Are We Trying to Solve?

ERIC Educational Resources Information Center

Longden, Bernard; Yorke, Mantz

2009-01-01

Institutional research in UK higher education is rarely consolidated into a central office function. This is in marked comparison to the position of IR in the USA where most universities accord it a high status which is absent from the UK context. The collection, analysis and interpretation of data in the USA appears, on the whole, more systematic…

Understanding Student Satisfaction and Dissatisfaction: An Interpretive Study in the UK Higher Education Context

ERIC Educational Resources Information Center

Douglas, Jacqueline Ann; Douglas, Alexander; McClelland, Robert James; Davies, John

2015-01-01

This article represents a cross-sectional study of undergraduate students across two north-west university business schools in the UK. A purposefully designed questionnaire was collected from 350 students. The student experience was described in the form of hand-written narratives by first and final year students and had been identified by the…

Violence against Women Students in the UK: Time to Take Action

ERIC Educational Resources Information Center

Phipps, Alison; Smith, Geraldine

2012-01-01

Sexual and gendered violence in the education sector is a worldwide concern, but in the UK it has been marginalised in research and policy. In this paper we present findings from the National Union of Students' study "Hidden Marks", the first nationwide survey of women students' experiences of violence. This research established high…

Leadership Development for Organizational Change in a "New" UK University

ERIC Educational Resources Information Center

Turnbull, Sharon; Edwards, Gareth

2005-01-01

This paper reports on the findings of a case study of an Organizational Development (OD) intervention within a new university in the UK. Previous research into the leadership of higher education has highlighted a number of apparently inevitable tensions. The findings of the case study uncovered a number of complex and interrelated tensions. The…

The Graduate Teaching Assistant (GTA): Lessons from North American Experience

ERIC Educational Resources Information Center

Park, Chris

2004-01-01

The employment of graduate students on a part-time basis to help with the teaching of undergraduates is growing in the UK and many higher education institutions are confronted with challenges about how best to do this. UK institutions have much to learn from North American experience of appointing graduate teaching assistants (GTAs), and this…

Policies, Politics and the Future of Lifelong Learning. The Future of Education from 14+ Series.

ERIC Educational Resources Information Center

Hodgson, Ann, Ed.

This document contains 13 papers on the policies, politics, and future of lifelong learning in the United Kingdom (UK) and Europe. The following papers are included: "An International and Historical Context for Recent Policy Approaches to Lifelong Learning in the UK" (Ann Hodgson); "The Vocational Training Policy of the European…

Chinese Voices: Chinese Learners and Their Experiences of Living and Studying in the United Kingdom

ERIC Educational Resources Information Center

McMahon, Patrick

2011-01-01

Higher institutions in the United Kingdom (UK) have responded enthusiastically to two prime ministers' "Initiatives for International Education" to promote Britain as a destination for overseas students and international fees from Chinese students now play an important role in the funding of the UK university sector. Yet it is not clear…

Responding to Concerns about Online Radicalization in U.K. Schools through a Radicalization Critical Digital Literacy Approach

ERIC Educational Resources Information Center

McNicol, Sarah

2016-01-01

This article discusses the two main strategies commonly used to safeguard children and young people online; namely, Internet filtering and digital literacy education. In recent U.K. government guidance, both are identified as means to prevent online radicalization in schools. However, despite the inadequacies of filtering, more attention is…

Lifelong Learning through SMEs: Exploring Workplace Learning in the UK

ERIC Educational Resources Information Center

Ahlgren, Linda; Engel, Laura C.

2011-01-01

Purpose: The primary objective in this paper is to examine the role of small- to medium-sized enterprises (SMEs) in promoting and/or hindering educational opportunities to adult employees in the UK. Design/methodology/approach: The paper draws on 12 case studies of SMEs in England and Scotland, which form part of a larger European Sixth Framework…

Student Disability Claims in the UK and USA: Does the Jurisprudence Converge?

ERIC Educational Resources Information Center

Davies, Mark; Lee, Barbara A.

2008-01-01

Laws in the UK and the USA protect college students with disabilities from discrimination. The laws of both nations are complex and require institutions of higher education to accommodate qualified students. This article examines the requirements of both nations' laws with respect to the kinds of inquiries that may be made of students with…

Four Rationales of HE Internationalization: Perspectives of U.K. Universities on Attracting Students from Former Soviet Countries

ERIC Educational Resources Information Center

Chankseliani, Maia

2018-01-01

In the context marked by increasing competition between nation-states and universities, expanding individualization, growing influence of nonstate actors, and the new reality of Brexit, this study uses narrative and numeric data to explore the rationales of U.K. higher education (HE) internationalization, specifically motives of attracting…

To What Extent Is Capital Expenditure in UK Higher Education Meeting the Pedagogical Needs of Staff and Students?

ERIC Educational Resources Information Center

Jones, Steven; Sutcliffe, Michael J.; Bragg, Joanna; Harris, Diane

2016-01-01

Capital expenditure at United Kingdom (UK) universities is rapidly rising, with new buildings erected on the premise that national and international competitiveness must be maintained. We examine students' engagement with and conceptualisation of university estate, and explore broader questions about the extent to which building design can…

Learning Conversations and Listening Pedagogy: The Relationship in Student Teachers' Developing Professional Identities

ERIC Educational Resources Information Center

Egan, Bridget A.

2009-01-01

Recent developments in early childhood education in the UK and other parts of Europe have emphasised the importance of dialogue between adults and children. In the UK, the EPPE project paid particular attention to the role of extended child-centred conversations ("sustained shared thinking"--Sylva et al. 2003) as an important element or…

University Enterprise: The Growth and Impact of University-Related Companies in London

ERIC Educational Resources Information Center

Chapman, Dave; Smith, Helen Lawton; Wood, Peter; Barnes, Timothy; Romeo, Saverio

2011-01-01

Over the last decade policies framing the enterprise agenda for UK higher education institutions (HEIs) have consistently emphasized the potential impact of successful universities on both regional and national economies. Such policies have been backed by significant public funding to ensure that the UK HEI sector is able to compete globally in…

Effectiveness of UK and International A-Level Assessment in Predicting Performance in Engineering

ERIC Educational Resources Information Center

Birch, David M.; Rienties, Bart

2014-01-01

In many universities, admissions decisions are made based upon the advanced-level (A-Level) results. The purpose of this study was to assess the value of A-level and international equivalents as a predictor of early achievement in higher education. About 135 UK and 92 international undergraduate engineering students from 35 countries were assessed…

PICKUP Wales, U.K. Assurance of Quality Vocational Continuing Education and Training.

ERIC Educational Resources Information Center

Daniels, C. E. J.

The Professional, Industrial, and Commercial Updating Programme (PICKUP) of the United Kingdom is aimed at improving the performance of British industry through the colleges. In Wales, PICKUP is part of the Welsh Office Education Department. Various factors have encouraged educational institutions to take on PICKUP work: the Education Reform Act…

Physical Education PLC: Neoliberalism, Curriculum and Governance. New Directions for PESP Research

ERIC Educational Resources Information Center

Evans, John; Davies, Brian

2014-01-01

How might Physical Education and Sport Pedagogy (PESP) communities in the UK, Europe, Australasia and elsewhere go about researching the implications of neoliberalism and increasing privatisation of Education for the entitlements of young people to a common, comprehensive, high quality, equitable Physical Education (PE)? Our analyses suggest that…

Teaching and Learning in Further Education: The Ofsted Factor

ERIC Educational Resources Information Center

Burnell, Iona

2017-01-01

The further education (FE) sector in the UK, or post-compulsory education as it is often referred to, has undergone some radical changes in recent years. Historically, FE is synonymous with vocational education and training, providing communities with courses that tended to be in practical, non-academic subjects. Many FE lecturers came from…

Improving Learning and Teaching in Transnational Education: Can Communities of Practice Help?

ERIC Educational Resources Information Center

Keay, Jeanne; May, Helen; O' Mahony, Joan

2014-01-01

This article builds on the key findings of the UK Higher Education Academy study "Transnational Education Learning and Teaching" to explore the way in which Wenger's characteristics of communities of practice could help provide a theoretical framework for improving communication and creating more effective transnational education (TNE)…

International Enterprise Education in Sri Lanka: A Blended Approach

ERIC Educational Resources Information Center

Kasturiratne, Dulekha; Lean, Jonathan; Phippen, Andy

2012-01-01

Purpose: The purpose of this paper is to explore how enterprise education was adapted from a UK higher education institution (HEI) setting into an international context through collaboration with two Sri Lankan universities. It demonstrates the value of enterprise education in different cultures, and presents learning from the challenges faced by…

Are We Educating Educators about Academic Integrity? A Study of UK Higher Education Textbooks

ERIC Educational Resources Information Center

Ransome, Josie; Newton, Philip M.

2018-01-01

A substantial proportion of university students report committing plagiarism and related forms of misconduct. An academic integrity-focused approach to addressing plagiarism emphasises the promotion of positive values alongside education of staff and students about good, and bad, practice in writing, studying and assessment design. The concept was…

Through the Lens of Home-Educated Children: Engagement in Education

ERIC Educational Resources Information Center

Jones, Tara

2013-01-01

Engagement and participation are important for successful outcomes in education, yet disaffection in the UK, according to some exclusion and absence statistics, shows a growing trend. The purpose of this research was to develop a starting point for a theory of children's engagement in education using grounded theory method. Evidence from…

Education, Welfare Reform and Psychological Well-Being: A Critical Psychology Perspective

ERIC Educational Resources Information Center

Winter, Laura Anne; Burman, Erica; Hanley, Terry; Kalambouka, Afroditi; Mccoy, Lauren

2016-01-01

There are established links between education and well-being, and between poverty and education. This article draws on interviews with parents of school-aged children impacted by a policy in the UK commonly referred to as the 'bedroom tax'. A critical psychology perspective to education is put forward, acknowledging the complex interrelationships…