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: 10.1080/13596748.2023.2253651
Agnieszka Anielska, Dominik Antonowicz
ABSTRACTThis paper addresses the problem of the development of postgraduate education in Poland. It aims to analyse how the different types of higher education institutions (HEIs), such as public universities, public universities of applied sciences (UAS) and private sector organisations, engage in postgraduate learning. It draws data from 11 case studies of HEIs which were individually studied with the help of an analysis of institutional strategic documents, as well as 49 individual in-depth interviews with university leaders and academic staff involved in postgraduate education. Drawing on this data, the paper offers two major conclusions. The hierarchy of organisational resources determines the institutional policy of HEIs and provides an account of different levels of institutional involvement in the development of postgraduate studies. It demonstrates the reason private HEIs are the most active in the market of postgraduate education followed by UAS. Second, private HEIs depict typical features for the ‘complete organisations’ helping them to acquire the lion’s share of the postgraduate market. However, public universities with traditional governance models remain relatively passive in this field, allowing individual academics to perform their business.KEYWORDS: Lifelong learningpostgraduate studieshigher education institutionsresource dependence theoryPolish higher education AcknowledgmentsDominik Antonowicz gratefully acknowledges the support of Ministry of Education and Science through the programme “Science for Society” grant number NdS/529032/2021/2021.Agnieszka Anielska gratefully acknowledges the support of National Science Centre through the Preludium Programme (grant number 2016/23/N/HS6/00502)Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The data comes from POLON (The Integrated System of Information on Science and Higher Education) and offers public data about science and higher education https://polon.nauka.gov.pl/siec-polonAdditional informationFundingThe article presents the results of the research performed as a part of the project “Higher education and non-traditional students. Strategies of universities in the field of adult education on the example of postgraduate studies”. It has been financed by the National Science Centre – Narodowe Centrum Nauki (Grant No. 2016/23/N/HS6/00502).
摘要本文探讨了波兰研究生教育发展的问题。它旨在分析不同类型的高等教育机构(HEIs)，如公立大学、公立应用科学大学(UAS)和私营机构，如何参与研究生学习。该报告的数据来自11个高等教育机构的个案研究，这些个案研究是在对院校战略文件的分析下进行的，此外还包括对参与研究生教育的大学领导和学术人员进行的49次深度访谈。根据这些数据，本文给出了两个主要结论。组织资源的层次结构决定了高等教育院校的办学政策，并说明了院校参与研究生课程发展的不同程度。这说明了私立高校在研究生教育市场上最活跃的原因，其次是UAS。其次，私立高等教育机构描绘了“完整组织”的典型特征，帮助它们获得研究生市场的最大份额。然而，拥有传统治理模式的公立大学在这一领域仍然相对被动，允许个别学者开展自己的业务。关键词:终身学习，研究生学习，高等教育机构，资源依赖理论，波兰高等教育鸣谢dominik Antonowicz感谢教育和科学部通过“科学为社会”项目的支持，资助号为NdS/529032/2021/2021。Agnieszka Anielska感谢国家科学中心通过前言项目(资助号2016/23/N/HS6/00502)对其提供的支持。这些数据来自POLON(科学和高等教育信息综合系统)，并提供有关科学和高等教育的公共数据https://polon.nauka.gov.pl/siec-polonAdditional信息基金这篇文章介绍了作为“高等教育和非传统学生”项目的一部分进行的研究结果。《以研究生教育为例的高校成人教育战略》。国家科学中心Narodowe Centrum Nauki(批准号:2016/23/N/HS6/00502)资助。
{"title":"Strategies of higher education institutions towards postgraduate education in Poland","authors":"Agnieszka Anielska, Dominik Antonowicz","doi":"10.1080/13596748.2023.2253651","DOIUrl":"https://doi.org/10.1080/13596748.2023.2253651","url":null,"abstract":"ABSTRACTThis paper addresses the problem of the development of postgraduate education in Poland. It aims to analyse how the different types of higher education institutions (HEIs), such as public universities, public universities of applied sciences (UAS) and private sector organisations, engage in postgraduate learning. It draws data from 11 case studies of HEIs which were individually studied with the help of an analysis of institutional strategic documents, as well as 49 individual in-depth interviews with university leaders and academic staff involved in postgraduate education. Drawing on this data, the paper offers two major conclusions. The hierarchy of organisational resources determines the institutional policy of HEIs and provides an account of different levels of institutional involvement in the development of postgraduate studies. It demonstrates the reason private HEIs are the most active in the market of postgraduate education followed by UAS. Second, private HEIs depict typical features for the ‘complete organisations’ helping them to acquire the lion’s share of the postgraduate market. However, public universities with traditional governance models remain relatively passive in this field, allowing individual academics to perform their business.KEYWORDS: Lifelong learningpostgraduate studieshigher education institutionsresource dependence theoryPolish higher education AcknowledgmentsDominik Antonowicz gratefully acknowledges the support of Ministry of Education and Science through the programme “Science for Society” grant number NdS/529032/2021/2021.Agnieszka Anielska gratefully acknowledges the support of National Science Centre through the Preludium Programme (grant number 2016/23/N/HS6/00502)Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. The data comes from POLON (The Integrated System of Information on Science and Higher Education) and offers public data about science and higher education https://polon.nauka.gov.pl/siec-polonAdditional informationFundingThe article presents the results of the research performed as a part of the project “Higher education and non-traditional students. Strategies of universities in the field of adult education on the example of postgraduate studies”. It has been financed by the National Science Centre – Narodowe Centrum Nauki (Grant No. 2016/23/N/HS6/00502).","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":"135902220","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：