Pub Date : 2024-01-19DOI: 10.1080/13596748.2023.2285630
Diane Atkinson
Previous studies have identified a deficit with the higher education (HE) decision-making support offered by further education (FE) colleges, compared with other post-16 providers. However, there h...
{"title":"The conditions enabling and constraining BTEC higher education decision-making in an English further education college","authors":"Diane Atkinson","doi":"10.1080/13596748.2023.2285630","DOIUrl":"https://doi.org/10.1080/13596748.2023.2285630","url":null,"abstract":"Previous studies have identified a deficit with the higher education (HE) decision-making support offered by further education (FE) colleges, compared with other post-16 providers. However, there h...","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"13 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2024-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139506234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-18DOI: 10.1080/13596748.2023.2285634
Amanda Thomas, Rhiannon Packer, Gina Dolan
Doctoral study remains the most popular form of research degree globally. The student and supervisor relationship is an integral part of the postgraduate researcher (PGR) experience. Supervisory re...
{"title":"Current issues in doctoral supervision practice in the UK","authors":"Amanda Thomas, Rhiannon Packer, Gina Dolan","doi":"10.1080/13596748.2023.2285634","DOIUrl":"https://doi.org/10.1080/13596748.2023.2285634","url":null,"abstract":"Doctoral study remains the most popular form of research degree globally. The student and supervisor relationship is an integral part of the postgraduate researcher (PGR) experience. Supervisory re...","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"3 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2024-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139515156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-17DOI: 10.1080/13596748.2023.2285633
Ahmad Bukhori Muslim, Jarman Arroisi, Jariah Mohd Jan, Ridho Ramazani
Although Indonesian higher education institutions affiliated with pesantrens (Islamic boarding schools) have long been established and influenced the national education system, how these pesantren-...
{"title":"Indonesian pesantren-affiliated higher education: universal Islamic values to develop locally engaged but globally oriented multilingual graduates","authors":"Ahmad Bukhori Muslim, Jarman Arroisi, Jariah Mohd Jan, Ridho Ramazani","doi":"10.1080/13596748.2023.2285633","DOIUrl":"https://doi.org/10.1080/13596748.2023.2285633","url":null,"abstract":"Although Indonesian higher education institutions affiliated with pesantrens (Islamic boarding schools) have long been established and influenced the national education system, how these pesantren-...","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"251 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139510454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.1080/13596748.2023.2253652
Carla Solvason, Chloe Roberts, Emily Huffer, Ryan Careford, Lucy Page, Emma Parsons, Holly Holder, Thalia Poppitt, Sarah Watkins
This paper is based upon a collaborative research project with a group of eight second-year students studying on an Early Childhood BA at a Midlands (UK) University. The empirical research project emerged as a response to the concerning levels of disengagement demonstrated by this group post-pandemic. Because the focus of their module was research approaches, as module lead, I took the decision to engage the students in ‘real world’ research. I reasoned that if the stakes were raised, they might feel more compelled to interact with the content in a meaningful way. An anonymous survey, exploring student health, wellbeing and motivation, was the result. Although the survey added little to the existing discourse concerning the drivers and barriers for Higher Education students in 2023, the process provided an extremely rich learning experience for the students, particularly in relation to the complexity of the ethical decisions required for research and researcher positionality. This article focuses upon the process of the research and the barriers encountered, but it also considers the ethics of using the incidental data that resulted.
{"title":"Lessons learned from researching, writing and publishing with undergraduate students in Higher Education","authors":"Carla Solvason, Chloe Roberts, Emily Huffer, Ryan Careford, Lucy Page, Emma Parsons, Holly Holder, Thalia Poppitt, Sarah Watkins","doi":"10.1080/13596748.2023.2253652","DOIUrl":"https://doi.org/10.1080/13596748.2023.2253652","url":null,"abstract":"This paper is based upon a collaborative research project with a group of eight second-year students studying on an Early Childhood BA at a Midlands (UK) University. The empirical research project emerged as a response to the concerning levels of disengagement demonstrated by this group post-pandemic. Because the focus of their module was research approaches, as module lead, I took the decision to engage the students in ‘real world’ research. I reasoned that if the stakes were raised, they might feel more compelled to interact with the content in a meaningful way. An anonymous survey, exploring student health, wellbeing and motivation, was the result. Although the survey added little to the existing discourse concerning the drivers and barriers for Higher Education students in 2023, the process provided an extremely rich learning experience for the students, particularly in relation to the complexity of the ethical decisions required for research and researcher positionality. This article focuses upon the process of the research and the barriers encountered, but it also considers the ethics of using the incidental data that resulted.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"155 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135902315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.1080/13596748.2023.2253656
Jo Augustus, Dawn Goodall, Briony Williams
This paper explores the experience of acting as a personal academic tutor (PAT) at a medium sized University in the West Midlands. The researchers aimed to establish the robustness of the PAT system, with a focus on wellbeing of both staff and students. This research took place within the context of growing concerns for student and staff wellbeing. A thematic analysis (n) 26 full time employees with at least 1-year PAT experience identified 3 key themes; self, others/ systems and resilience. Subordinate themes within each include; Burden, self as context, mental health, resilience, boundaries, deployment, experience systems and support. The researchers then re-examined the thematic data through the lens of Transactional Analysis. Karpmans’ (1968, 40-42) drama triangle became evident in the development within the PAT student relationship and its incumbent complexity. The effects on staff wellbeing were discussed and found to have both positive and negative consequences. As part of future PAT training the researchers would suggest using the drama triangle for staff to reflect honestly on current positions in their PAT relationships. This should present possibilities in each relationship of movement towards the winner's triangle and reduce the emotional burden of the PAT while increasing student self-efficacy.
{"title":"Does the role of personal academic tutor have an impact on staff wellbeing?","authors":"Jo Augustus, Dawn Goodall, Briony Williams","doi":"10.1080/13596748.2023.2253656","DOIUrl":"https://doi.org/10.1080/13596748.2023.2253656","url":null,"abstract":"This paper explores the experience of acting as a personal academic tutor (PAT) at a medium sized University in the West Midlands. The researchers aimed to establish the robustness of the PAT system, with a focus on wellbeing of both staff and students. This research took place within the context of growing concerns for student and staff wellbeing. A thematic analysis (n) 26 full time employees with at least 1-year PAT experience identified 3 key themes; self, others/ systems and resilience. Subordinate themes within each include; Burden, self as context, mental health, resilience, boundaries, deployment, experience systems and support. The researchers then re-examined the thematic data through the lens of Transactional Analysis. Karpmans’ (1968, 40-42) drama triangle became evident in the development within the PAT student relationship and its incumbent complexity. The effects on staff wellbeing were discussed and found to have both positive and negative consequences. As part of future PAT training the researchers would suggest using the drama triangle for staff to reflect honestly on current positions in their PAT relationships. This should present possibilities in each relationship of movement towards the winner's triangle and reduce the emotional burden of the PAT while increasing student self-efficacy.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135902316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.1080/13596748.2023.2253654
Kendall Richards, Nick Pilcher, Laurent Galbrun, Alan Forster, James Richards
This paper examines staff perspectives on institutional representations of a range of areas of diversity and inclusion in a key post-compulsory education sector: that of UK Higher Education (HE). The paper focuses on comparing representational statements made by institutions with the reality of their lived experiences as perceived by staff. The paper first reviews literature around key issues of promoting and progressing in these areas, and how these areas are represented by institutions and the sector as a whole. It presents and discusses data from a survey (n = 300) to show strong agreement with representational statements as mirroring those of institutions, yet statistically significant differences between representations and the reality of lived experiences, particularly in relation to the lived experiences of staff. These data are discussed in the light of progress made by institutions, and the challenges faced in translating representations into real lived experience. Suggestions for institutions and policy makers are made to help better align reality with these representations in the UK Higher Education sector and, theoretically, for post-compulsory education sectors elsewhere.
{"title":"Diversity and inclusion in UK Higher Education: staff perspectives on institutional representations and their reality","authors":"Kendall Richards, Nick Pilcher, Laurent Galbrun, Alan Forster, James Richards","doi":"10.1080/13596748.2023.2253654","DOIUrl":"https://doi.org/10.1080/13596748.2023.2253654","url":null,"abstract":"This paper examines staff perspectives on institutional representations of a range of areas of diversity and inclusion in a key post-compulsory education sector: that of UK Higher Education (HE). The paper focuses on comparing representational statements made by institutions with the reality of their lived experiences as perceived by staff. The paper first reviews literature around key issues of promoting and progressing in these areas, and how these areas are represented by institutions and the sector as a whole. It presents and discusses data from a survey (n = 300) to show strong agreement with representational statements as mirroring those of institutions, yet statistically significant differences between representations and the reality of lived experiences, particularly in relation to the lived experiences of staff. These data are discussed in the light of progress made by institutions, and the challenges faced in translating representations into real lived experience. Suggestions for institutions and policy makers are made to help better align reality with these representations in the UK Higher Education sector and, theoretically, for post-compulsory education sectors elsewhere.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135902322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACTThe present study investigated the impact of social capital on organisational learning as perceived by 554 faculty members from five public universities in Jordan. The internal social capital scale and organisational learning capability scale was validated through exploratory and confirmatory factor analyses. Results of the validation indicated that social capital holds three domains (cognitive, structural, and relational). However, organisational learning was found to include only two domains (management commitment and ‘internal and external learning’). Moreover, results indicated that social capital and organisational learning are highly practiced in Jordanian public universities. Further, a very strong and positive relationship existed between social capital and organisational learning. Finally, results of the study indicated that the cognitive social capital was the best predictor of overall organisational learning explaining 68.9% of the variance. This study is considered the first to fill the gap in the literature regarding the impact of social capital on organisational learning in higher education institutions from Jordan. The results of this study can be used by academics and practitioners to further research in a non-western culture and to design strategies to improve and sustain social capital and organisational learning.KEYWORDS: Social capitalorganisational learninghigher educationJordan Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"The impact of social capital on organisational learning in higher education: a tool for empowerment, innovation, and competitive advantage","authors":"Samer Khasawneh, Jamal Abu-Alruzz, Ammar Alawneh, Mahmoud Al-Jaradat","doi":"10.1080/13596748.2023.2253655","DOIUrl":"https://doi.org/10.1080/13596748.2023.2253655","url":null,"abstract":"ABSTRACTThe present study investigated the impact of social capital on organisational learning as perceived by 554 faculty members from five public universities in Jordan. The internal social capital scale and organisational learning capability scale was validated through exploratory and confirmatory factor analyses. Results of the validation indicated that social capital holds three domains (cognitive, structural, and relational). However, organisational learning was found to include only two domains (management commitment and ‘internal and external learning’). Moreover, results indicated that social capital and organisational learning are highly practiced in Jordanian public universities. Further, a very strong and positive relationship existed between social capital and organisational learning. Finally, results of the study indicated that the cognitive social capital was the best predictor of overall organisational learning explaining 68.9% of the variance. This study is considered the first to fill the gap in the literature regarding the impact of social capital on organisational learning in higher education institutions from Jordan. The results of this study can be used by academics and practitioners to further research in a non-western culture and to design strategies to improve and sustain social capital and organisational learning.KEYWORDS: Social capitalorganisational learninghigher educationJordan Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135902317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.1080/13596748.2023.2253650
John Trent, Xiaoyi Liu
ABSTRACTThis article reports the results of a qualitative study whose purpose was to explore the teacher identity construction experiences of one group of vocational education English language teachers in China. The study uses narrative methods of inquiry to examine how English language teachers construct their professional identities within a performative institutional environment. Results reveal that three themes – competition, surveillance, and compliance – exemplify the struggles and tensions the participants face in negotiating their language teacher identities as they seek to be recognised as legitimate and capable members of their vocational education community. Implications for vocational education stakeholders wishing to support the wellbeing of language teachers as they construct and reconstruct their teacher identities in China are considered. Suggestions for future research are also discussed.KEYWORDS: Vocational educationteacher identityEnglish language teachersnarrative analysisChina Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"You better watch out, short stories of competition, surveillance, and compliance in the construction of vocational education English language teachers’ professional identities in China","authors":"John Trent, Xiaoyi Liu","doi":"10.1080/13596748.2023.2253650","DOIUrl":"https://doi.org/10.1080/13596748.2023.2253650","url":null,"abstract":"ABSTRACTThis article reports the results of a qualitative study whose purpose was to explore the teacher identity construction experiences of one group of vocational education English language teachers in China. The study uses narrative methods of inquiry to examine how English language teachers construct their professional identities within a performative institutional environment. Results reveal that three themes – competition, surveillance, and compliance – exemplify the struggles and tensions the participants face in negotiating their language teacher identities as they seek to be recognised as legitimate and capable members of their vocational education community. Implications for vocational education stakeholders wishing to support the wellbeing of language teachers as they construct and reconstruct their teacher identities in China are considered. Suggestions for future research are also discussed.KEYWORDS: Vocational educationteacher identityEnglish language teachersnarrative analysisChina Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"34 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135902321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.1080/13596748.2023.2253649
Malcolm Tight
The topic of employability has been much discussed in higher education policy and research contexts in recent years, as higher education has been re-positioned as a means to an end rather than an end in itself. This article aims to review and synthesise the various arguments that have been made in favour of, or against, the adoption of employability as a core purpose or value of higher education. The article makes use of the techniques of systematic review. It discusses the origins and meaning of the term employability, its application and practice, and the issues and critiques that it has raised.
{"title":"Employability: a core role of higher education?","authors":"Malcolm Tight","doi":"10.1080/13596748.2023.2253649","DOIUrl":"https://doi.org/10.1080/13596748.2023.2253649","url":null,"abstract":"The topic of employability has been much discussed in higher education policy and research contexts in recent years, as higher education has been re-positioned as a means to an end rather than an end in itself. This article aims to review and synthesise the various arguments that have been made in favour of, or against, the adoption of employability as a core purpose or value of higher education. The article makes use of the techniques of systematic review. It discusses the origins and meaning of the term employability, its application and practice, and the issues and critiques that it has raised.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135901379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-02DOI: 10.1080/13596748.2023.2253653
C. Sutton
ABSTRACTThe aim of this article is to investigate the pastoral work carried out by Course Leaders of College-Based Higher Education (CBHE), asking the question of how does the pastoral work of Course Leaders for CBHE happen? Taking the standpoint of Course Leaders for CBHE and using the work of Dorothy E. Smith, I adopted an institutional ethnographic approach to investigate the pastoral work. Informants were purposively sampled, and data was collected from interviews with Course Leaders and managers, observations of Course Leaders, field notes and texts relating to the work of Course Leaders. I found that the pastoral work of Course Leaders for CBHE was taking place. It was taking place in the talk of the Course Leaders and visible through the observations I carried out. Yet this work was unseen in terms of the documentation relation to the work of the Course Leaders and the absence of facilities in which to carry out this work. However, pastoral work is something that is required for Course Leaders to deliver with the requirements of their role due to the audit culture inherent in The College Group, driven by the need for accountability and financial stability.KEYWORDS: College-based higher educationcourse leaderspastoral workinstitutional ethnographyaccountability Disclosure statementNo potential conflict of interest was reported by the author.Additional informationFundingThe research formed part of my thesis of a PhD. There was no external funding or grants involved.
{"title":"An institutional ethnographic investigation into the pastoral work of course leaders for college-based higher education","authors":"C. Sutton","doi":"10.1080/13596748.2023.2253653","DOIUrl":"https://doi.org/10.1080/13596748.2023.2253653","url":null,"abstract":"ABSTRACTThe aim of this article is to investigate the pastoral work carried out by Course Leaders of College-Based Higher Education (CBHE), asking the question of how does the pastoral work of Course Leaders for CBHE happen? Taking the standpoint of Course Leaders for CBHE and using the work of Dorothy E. Smith, I adopted an institutional ethnographic approach to investigate the pastoral work. Informants were purposively sampled, and data was collected from interviews with Course Leaders and managers, observations of Course Leaders, field notes and texts relating to the work of Course Leaders. I found that the pastoral work of Course Leaders for CBHE was taking place. It was taking place in the talk of the Course Leaders and visible through the observations I carried out. Yet this work was unseen in terms of the documentation relation to the work of the Course Leaders and the absence of facilities in which to carry out this work. However, pastoral work is something that is required for Course Leaders to deliver with the requirements of their role due to the audit culture inherent in The College Group, driven by the need for accountability and financial stability.KEYWORDS: College-based higher educationcourse leaderspastoral workinstitutional ethnographyaccountability Disclosure statementNo potential conflict of interest was reported by the author.Additional informationFundingThe research formed part of my thesis of a PhD. There was no external funding or grants involved.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"154 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135901558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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