Pub Date : 2023-01-02DOI: 10.1080/13596748.2023.2166693
Neil Raven
ABSTRACT A growing body of evidence has been assembled in recent years indicating the influence that early educational experiences can have on a young person’s prospects of progressing to university. These include experiences associated with the transition to post-16 study, which can also involve a move to a different educational institution. Whilst applicable to young people from wide range backgrounds, navigating the post-16 education system, and having the knowledge and confidence to advance through it, can be more challenging for those from backgrounds with limited experience of post-compulsory education. However, the nature of the challenges to post-16 educational progression faced by those from widening participation backgrounds, as well as what works and what is needed, remain comparatively under-researched. Moreover, evidence suggests that the disruptions to education wrought by the pandemic may have exacerbated and added to established challenges. This article reports on the findings from an investigation that sought to better understand these issues and how they might be addressed by hearing from those most directly impacted: the young people outreach initiatives seek to support.
{"title":"Long-range outreach: recognising and responding to the intermediate challenge to widening access posed by post-16 progression","authors":"Neil Raven","doi":"10.1080/13596748.2023.2166693","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166693","url":null,"abstract":"ABSTRACT A growing body of evidence has been assembled in recent years indicating the influence that early educational experiences can have on a young person’s prospects of progressing to university. These include experiences associated with the transition to post-16 study, which can also involve a move to a different educational institution. Whilst applicable to young people from wide range backgrounds, navigating the post-16 education system, and having the knowledge and confidence to advance through it, can be more challenging for those from backgrounds with limited experience of post-compulsory education. However, the nature of the challenges to post-16 educational progression faced by those from widening participation backgrounds, as well as what works and what is needed, remain comparatively under-researched. Moreover, evidence suggests that the disruptions to education wrought by the pandemic may have exacerbated and added to established challenges. This article reports on the findings from an investigation that sought to better understand these issues and how they might be addressed by hearing from those most directly impacted: the young people outreach initiatives seek to support.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"70 - 90"},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42309779","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 : 2023-01-02DOI: 10.1080/13596748.2023.2166694
D. Mather
ABSTRACT The dominant public discourse regarding the recruitment and retention of teachers is one that is often framed in terms such as ‘crisis’. Data from the Department for Education, the National Audit Office and bodies such as the Education and Training Foundation highlight challenges in filling vacancies across each part of the education sector. This is particularly acute in subject areas relating to Science, Engineering and Technology (SET). This paper analyses discourses relating to teacher training amongst tri-service personnel in the English context. Sources from publications such as FE Week and CTP (Career Transition Partnership) are addressed. In doing so, the paper compares educational and military sources in order to examine how the representation of a civilian teaching career varies between the two. This is about adding to the wider societal narrative regarding the ways in which military to civilian transition can be aided by the reframing of skills and experience acquired during military service.
关于教师招聘和保留的主要公共话语通常以“危机”等术语为框架。来自英国教育部(Department for Education)、国家审计署(National Audit Office)以及教育和培训基金会(Education and Training Foundation)等机构的数据突显了填补教育部门各个部门空缺的挑战。这在与科学、工程和技术(SET)相关的学科领域尤为突出。本文分析了英语语境下三军人员中与教师培训相关的语篇。从诸如FE Week和CTP(职业过渡伙伴关系)等出版物中获取资源。在此过程中，本文比较了教育和军事来源，以研究平民教学生涯的代表性在两者之间的差异。这是为了增加更广泛的社会叙述，即军队向文职过渡的方式可以通过重新构建在军队服役期间获得的技能和经验来帮助。
{"title":"How does the portrayal of civilian teacher training schemes affect the appeal of them for military personnel?","authors":"D. Mather","doi":"10.1080/13596748.2023.2166694","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166694","url":null,"abstract":"ABSTRACT The dominant public discourse regarding the recruitment and retention of teachers is one that is often framed in terms such as ‘crisis’. Data from the Department for Education, the National Audit Office and bodies such as the Education and Training Foundation highlight challenges in filling vacancies across each part of the education sector. This is particularly acute in subject areas relating to Science, Engineering and Technology (SET). This paper analyses discourses relating to teacher training amongst tri-service personnel in the English context. Sources from publications such as FE Week and CTP (Career Transition Partnership) are addressed. In doing so, the paper compares educational and military sources in order to examine how the representation of a civilian teaching career varies between the two. This is about adding to the wider societal narrative regarding the ways in which military to civilian transition can be aided by the reframing of skills and experience acquired during military service.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"91 - 102"},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45709142","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 : 2023-01-02DOI: 10.1080/13596748.2023.2166692
Davut Nhem
ABSTRACT Teaching-research nexus has become a hotspot topic of scholarly debates in the higher education field for decades, owing to the contesting views of intellectuals and the polarisation of empirical evidence reported from many higher education spaces. Sadly, previous studies have been mainly conducted in societies with well-developed research culture – meaning this area of inquiry remains baffling in many other higher education settings, especially the teaching-oriented ones. Thus, this study analyzes quantitative and qualitative data from 232 students who responded to an online survey and eight who participated in interviews at one long-standing public university in Phnom Penh, Cambodia, where academics’ dedication to teaching duties is typically treasured. The results indicate patchy connections between teaching and research not only at the institutional level but also at the classroom level. In particular, the results reveal that the teaching-research nexus appears more evidently in the form of research-skill development, inquiry-based activities, and students’ current knowledge sharing. Conversely, cutting-edge knowledge is far from being visible in the teaching-learning space. This invisibility is possibly the concomitant of the academics’ unattractive engagement in knowledge production. Unfortunately, such loose connections also make students’ learning less exciting.
{"title":"So, is there a teaching-research nexus in Cambodia? Evidence from EFL students at one public university","authors":"Davut Nhem","doi":"10.1080/13596748.2023.2166692","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166692","url":null,"abstract":"ABSTRACT Teaching-research nexus has become a hotspot topic of scholarly debates in the higher education field for decades, owing to the contesting views of intellectuals and the polarisation of empirical evidence reported from many higher education spaces. Sadly, previous studies have been mainly conducted in societies with well-developed research culture – meaning this area of inquiry remains baffling in many other higher education settings, especially the teaching-oriented ones. Thus, this study analyzes quantitative and qualitative data from 232 students who responded to an online survey and eight who participated in interviews at one long-standing public university in Phnom Penh, Cambodia, where academics’ dedication to teaching duties is typically treasured. The results indicate patchy connections between teaching and research not only at the institutional level but also at the classroom level. In particular, the results reveal that the teaching-research nexus appears more evidently in the form of research-skill development, inquiry-based activities, and students’ current knowledge sharing. Conversely, cutting-edge knowledge is far from being visible in the teaching-learning space. This invisibility is possibly the concomitant of the academics’ unattractive engagement in knowledge production. Unfortunately, such loose connections also make students’ learning less exciting.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"48 - 69"},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44111166","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 : 2023-01-02DOI: 10.1080/13596748.2023.2166696
Anna Hajizadeh, Saeedeh Mohammadi, Mohammad Reza Khodadust
ABSTRACT Research is an indispensable part of any educational endeavour generally and graduate/postgraduate studies particularly, since the Iranian educational system requires M.A. and Ph.D. candidates to submit a thesis or dissertation as partial fulfilment of the requirements for attaining their respective academic degrees. However, a review of the related research reveals that students’ perceptions of ELT research have largely gone unexplored. The current study is a step forward in attempting to fill the mentioned gap through an examination of Iranian graduate students’ perceptions of conducting ELT research. In this line, 32 Iranian graduate-level ELT students were initially selectedbased on convenient sampling. Their perceptions of ELT research were collected through interviews and later analysed using the framework of Grounded Theory Analysis (GTA). The data collected in the form of participants’ answers to interview questions were grouped into three general themes: a) definitions and conceptualisations, b) motivational drives, and c) challenges of conducting ELT research. The results revealed that by removing impediments to the way of conducting ELT research, the quality and quantity of research conducted by Iranian M.A./Ph.D. ELT candidates may be greatly improved. The findings may yield some implications for Iranian ELT policymakers, practitioners, instructors, researchers, and graduate students.
{"title":"Perceptions of conducting academic ELT research: the case of Iranian graduate-level students","authors":"Anna Hajizadeh, Saeedeh Mohammadi, Mohammad Reza Khodadust","doi":"10.1080/13596748.2023.2166696","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166696","url":null,"abstract":"ABSTRACT Research is an indispensable part of any educational endeavour generally and graduate/postgraduate studies particularly, since the Iranian educational system requires M.A. and Ph.D. candidates to submit a thesis or dissertation as partial fulfilment of the requirements for attaining their respective academic degrees. However, a review of the related research reveals that students’ perceptions of ELT research have largely gone unexplored. The current study is a step forward in attempting to fill the mentioned gap through an examination of Iranian graduate students’ perceptions of conducting ELT research. In this line, 32 Iranian graduate-level ELT students were initially selectedbased on convenient sampling. Their perceptions of ELT research were collected through interviews and later analysed using the framework of Grounded Theory Analysis (GTA). The data collected in the form of participants’ answers to interview questions were grouped into three general themes: a) definitions and conceptualisations, b) motivational drives, and c) challenges of conducting ELT research. The results revealed that by removing impediments to the way of conducting ELT research, the quality and quantity of research conducted by Iranian M.A./Ph.D. ELT candidates may be greatly improved. The findings may yield some implications for Iranian ELT policymakers, practitioners, instructors, researchers, and graduate students.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"123 - 148"},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41462216","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 : 2023-01-02DOI: 10.1080/13596748.2023.2166695
R. Simmons
ABSTRACT This paper focuses on the colleges and institutes of higher education (CIHEs), major providers of HE, almost sixty of which existed in England and Wales between the 1970s and the early twenty-first century. Its central argument is that a failure to develop the CIHEs as specialist institutions of advanced professional learning along the lines of the German Berufsakademien (rather than being recast as universities of moderate standing) was a significant error, especially in terms of failing to provide a viable alternative to university-based higher education in England and Wales. This alternative trajectory would, I argue, have been beneficial both for the CIHEs as institutions and for those sections of the labour market most associated with them, especially in terms of resolving some of the long-standing tensions between academic and work-related learning in preparing aspiring professionals for employment in a range of people-centred occupations. The paper traces the historical development of the CIHEs and critically considers how they might have been alternatively fostered following the 1978 Oakes Report, a possibility, which, it is argued, was effectively extinguished following the neoliberal turn, which took place from the end of the 1970s onwards.
{"title":"Advanced professional learning in England and Wales: the lost opportunity of the colleges and institutes of higher education","authors":"R. Simmons","doi":"10.1080/13596748.2023.2166695","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166695","url":null,"abstract":"ABSTRACT This paper focuses on the colleges and institutes of higher education (CIHEs), major providers of HE, almost sixty of which existed in England and Wales between the 1970s and the early twenty-first century. Its central argument is that a failure to develop the CIHEs as specialist institutions of advanced professional learning along the lines of the German Berufsakademien (rather than being recast as universities of moderate standing) was a significant error, especially in terms of failing to provide a viable alternative to university-based higher education in England and Wales. This alternative trajectory would, I argue, have been beneficial both for the CIHEs as institutions and for those sections of the labour market most associated with them, especially in terms of resolving some of the long-standing tensions between academic and work-related learning in preparing aspiring professionals for employment in a range of people-centred occupations. The paper traces the historical development of the CIHEs and critically considers how they might have been alternatively fostered following the 1978 Oakes Report, a possibility, which, it is argued, was effectively extinguished following the neoliberal turn, which took place from the end of the 1970s onwards.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"103 - 122"},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46551002","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 : 2023-01-02DOI: 10.1080/13596748.2023.2166691
Paul Tully
ABSTRACT Professionalism in the English Further Education (FE) system has been traditionally discussed in terms of superior teaching practices, attitudes and behaviours. The concept of ‘good work’ is therefore central to this paper’s analysis. Following a Bourdieusian tradition, professionalism is treated as a ‘site of struggle’ between FE teachers and managers, where managers hold the power to change the definition and substance of ‘good work’. This has implications for how teachers understand and speak about professionalism and highlights the discord that arises when teachers hold different viewpoints from managers. Drawing on a survey of 461 responses, the analysis makes three contributions: first, professionalism is theorised as a form of symbolic capital which actors attain by acquiring and deploying cultural, social and economic capital. Second, it shows how inequalities in capital can affect teachers’ perceived opportunities for professional recognition. Finally, it reveals that senior managers, with the greatest power, enforce a compliance model of professionalism based on the production of ‘good data’, which is the legitimate capital in the FE field, even when this is shown to be deprofessionalising to teachers.
{"title":"‘Below the surface’: power and professionalism in the further education sector","authors":"Paul Tully","doi":"10.1080/13596748.2023.2166691","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166691","url":null,"abstract":"ABSTRACT Professionalism in the English Further Education (FE) system has been traditionally discussed in terms of superior teaching practices, attitudes and behaviours. The concept of ‘good work’ is therefore central to this paper’s analysis. Following a Bourdieusian tradition, professionalism is treated as a ‘site of struggle’ between FE teachers and managers, where managers hold the power to change the definition and substance of ‘good work’. This has implications for how teachers understand and speak about professionalism and highlights the discord that arises when teachers hold different viewpoints from managers. Drawing on a survey of 461 responses, the analysis makes three contributions: first, professionalism is theorised as a form of symbolic capital which actors attain by acquiring and deploying cultural, social and economic capital. Second, it shows how inequalities in capital can affect teachers’ perceived opportunities for professional recognition. Finally, it reveals that senior managers, with the greatest power, enforce a compliance model of professionalism based on the production of ‘good data’, which is the legitimate capital in the FE field, even when this is shown to be deprofessionalising to teachers.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"26 - 47"},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44185970","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 : 2023-01-02DOI: 10.1080/13596748.2023.2166697
A. Gill
ABSTRACT This study explores how Higher Education students from non-traditional backgrounds perceive their readiness and preparedness to make the transition from university to work, after graduation. Thirteen students participated and each underwent a semi-structured interview exploring perceptions of their upcoming transition. Findings indicate that participants have mixed views about their readiness for work, with some expressing anxiety surrounding their future progression. Despite this, participants were positive about their preparedness for industry roles, highlighting elements of the practical and theoretical content of their courses as effective preparation for work. Furthermore, it was apparent that the participants’ non-traditional backgrounds influenced HE experiences and informed perceptions of readiness and preparedness for transition to work. The guidelines provided will help inform institutions on inherent challenges supporting students who are from non-traditional backgrounds.
{"title":"‘Looking forward’: non-traditional students perceptions of their readiness and preparedness for the transition to work after graduation","authors":"A. Gill","doi":"10.1080/13596748.2023.2166697","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166697","url":null,"abstract":"ABSTRACT This study explores how Higher Education students from non-traditional backgrounds perceive their readiness and preparedness to make the transition from university to work, after graduation. Thirteen students participated and each underwent a semi-structured interview exploring perceptions of their upcoming transition. Findings indicate that participants have mixed views about their readiness for work, with some expressing anxiety surrounding their future progression. Despite this, participants were positive about their preparedness for industry roles, highlighting elements of the practical and theoretical content of their courses as effective preparation for work. Furthermore, it was apparent that the participants’ non-traditional backgrounds influenced HE experiences and informed perceptions of readiness and preparedness for transition to work. The guidelines provided will help inform institutions on inherent challenges supporting students who are from non-traditional backgrounds.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"149 - 172"},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43935934","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 : 2023-01-02DOI: 10.1080/13596748.2023.2166690
Erica Smith, J. Tuck
ABSTRACT A survey of over 500 teachers and trainers in the Australian Vocational Education and Training (VET) sector was carried out to examine whether their teaching practices and approaches varied with their qualification levels. The survey, carried out with teachers and trainers from different types of training providers – public and private – formed a major part of a larger research project on the topic. The project was carried out because of an overall decline in the qualification levels of the VET teaching workforce over a 20-year period, and national debate on the appropriate qualification level. Analysis of the survey results showed that those with pedagogical qualifications above the regulatory minimum were more confident overall, and were more able to deal with the demands of different teaching contexts and of diverse learner groups. Teachers with higher level qualifications also reported, in qualitative questions, specific gains from their qualifications. They were also more likely to undertake professional development, challenging an often-cited view that professional development activities can compensate for lower qualification levels. The findings have implications for policy development in Australia and elsewhere.
{"title":"Do the qualifications of vocational teachers make a difference to their teaching?","authors":"Erica Smith, J. Tuck","doi":"10.1080/13596748.2023.2166690","DOIUrl":"https://doi.org/10.1080/13596748.2023.2166690","url":null,"abstract":"ABSTRACT A survey of over 500 teachers and trainers in the Australian Vocational Education and Training (VET) sector was carried out to examine whether their teaching practices and approaches varied with their qualification levels. The survey, carried out with teachers and trainers from different types of training providers – public and private – formed a major part of a larger research project on the topic. The project was carried out because of an overall decline in the qualification levels of the VET teaching workforce over a 20-year period, and national debate on the appropriate qualification level. Analysis of the survey results showed that those with pedagogical qualifications above the regulatory minimum were more confident overall, and were more able to deal with the demands of different teaching contexts and of diverse learner groups. Teachers with higher level qualifications also reported, in qualitative questions, specific gains from their qualifications. They were also more likely to undertake professional development, challenging an often-cited view that professional development activities can compensate for lower qualification levels. The findings have implications for policy development in Australia and elsewhere.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"28 1","pages":"1 - 25"},"PeriodicalIF":0.7,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46341339","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 : 2022-10-02DOI: 10.1080/13596748.2022.2110774
Hazel Mccafferty
ABSTRACT A systematic review of qualitative primary data (2010–2021) was undertaken to understand how inequality is experienced by undergraduate students from disadvantaged socio-economic backgrounds transitioning to the UK labour market. A ten-step protocol for qualitative synthesis was adapted to guide the study, whilst the PRISMA flow diagram was used to report the search. Data was extracted from 14 papers with thematic synthesis used to analyse the results inductively. This review illustrates multiple barriers faced by disadvantaged socio-economic students in a competitive graduate labour market and the severe impact this may have on student career development. Disadvantaged students often apply more effort than advantaged counterparts in seeking work and internship opportunities and live more precariously, as they lack finance to buffer them. In contrast, advantaged socio-economic status students can act quickly to build their employability profiles from the beginning of their degree studies, with the strategic application of social, cultural and economic capital. The qualitative papers in this review complement previous quantitative research, illustrating that despite participation rates in high education increasing for disadvantaged students, their career outcomes have not generally improved relative to their more advantaged peers. The review includes recommendations for stakeholders including government, universities, careers services and employers.
{"title":"An unjust balance: a systematic review of the employability perceptions of UK undergraduates from disadvantaged socio-economic backgrounds","authors":"Hazel Mccafferty","doi":"10.1080/13596748.2022.2110774","DOIUrl":"https://doi.org/10.1080/13596748.2022.2110774","url":null,"abstract":"ABSTRACT A systematic review of qualitative primary data (2010–2021) was undertaken to understand how inequality is experienced by undergraduate students from disadvantaged socio-economic backgrounds transitioning to the UK labour market. A ten-step protocol for qualitative synthesis was adapted to guide the study, whilst the PRISMA flow diagram was used to report the search. Data was extracted from 14 papers with thematic synthesis used to analyse the results inductively. This review illustrates multiple barriers faced by disadvantaged socio-economic students in a competitive graduate labour market and the severe impact this may have on student career development. Disadvantaged students often apply more effort than advantaged counterparts in seeking work and internship opportunities and live more precariously, as they lack finance to buffer them. In contrast, advantaged socio-economic status students can act quickly to build their employability profiles from the beginning of their degree studies, with the strategic application of social, cultural and economic capital. The qualitative papers in this review complement previous quantitative research, illustrating that despite participation rates in high education increasing for disadvantaged students, their career outcomes have not generally improved relative to their more advantaged peers. The review includes recommendations for stakeholders including government, universities, careers services and employers.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"27 1","pages":"570 - 593"},"PeriodicalIF":0.7,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44590956","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 : 2022-10-02DOI: 10.1080/13596748.2022.2110780
Lliam Dickinson, D. Connolly
ABSTRACT Recently, society and further education institutions have seen an increase in the reporting of poor mental health and wellbeing. Although further education settings (typically comprising of study programmes ranging between levels one to six, including A levels, apprenticeships, T levels, GCSEs, BTECs and higher education qualifications) are appropriately placed to be part of a solution to this issue, they are suffering from a shortage of resources and an inability to intimately understand poor mental health and wellbeing. Consequently, it has become difficult for institutions toimplement appropriate interventions that prevent poor mental health and wellbeing. Appreciative inquiry was used to explore a further education institution and how they encouraged students to flourish. The novel use of photovoice allowed the researchers to empower the participants and produce a dynamic and deep conversation. The study found that informal peer and teacher support were crucial in ensuring students flourished. More pertinently, a trusting and collaborative environment was established through informal conversations between teacher and student. An unexpected outcome was students consistently citing happiness as an essential element of a flourishing student. Due to the differing cultural and geographical contexts, other institutions should conduct similar research to investigate what enables their students to flourish.
{"title":"A description of the factors that enable further education students to flourish: a photovoice and appreciative inquiry study","authors":"Lliam Dickinson, D. Connolly","doi":"10.1080/13596748.2022.2110780","DOIUrl":"https://doi.org/10.1080/13596748.2022.2110780","url":null,"abstract":"ABSTRACT Recently, society and further education institutions have seen an increase in the reporting of poor mental health and wellbeing. Although further education settings (typically comprising of study programmes ranging between levels one to six, including A levels, apprenticeships, T levels, GCSEs, BTECs and higher education qualifications) are appropriately placed to be part of a solution to this issue, they are suffering from a shortage of resources and an inability to intimately understand poor mental health and wellbeing. Consequently, it has become difficult for institutions toimplement appropriate interventions that prevent poor mental health and wellbeing. Appreciative inquiry was used to explore a further education institution and how they encouraged students to flourish. The novel use of photovoice allowed the researchers to empower the participants and produce a dynamic and deep conversation. The study found that informal peer and teacher support were crucial in ensuring students flourished. More pertinently, a trusting and collaborative environment was established through informal conversations between teacher and student. An unexpected outcome was students consistently citing happiness as an essential element of a flourishing student. Due to the differing cultural and geographical contexts, other institutions should conduct similar research to investigate what enables their students to flourish.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":"27 1","pages":"686 - 708"},"PeriodicalIF":0.7,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42336018","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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