Measuring the relationship between resources and outcomes in higher education in the UK

2001 ◽  
Vol 20 (6) ◽  
pp. 589-602 ◽  
Author(s):  
C.R Belfield ◽  
A Fielding
Keyword(s):  
Higher Education ◽  
The Uk ◽  
The Relationship

scholarly journals Risk, Choice and Social Disadvantage: Young People's Decision-Making in a Marketised Higher Education System

2015 ◽  
Vol 20 (3) ◽  
pp. 110-123 ◽  
Author(s):  
Sheryl Clark ◽  
Anna Mountford-Zimdars ◽  
Becky Francis
Keyword(s):  
Higher Education ◽  
Young People ◽  
Social Disadvantage ◽  
Widening Participation ◽  
Tuition Fees ◽  
Higher Education System ◽  
High Achieving Students ◽  
Risk Choice ◽  
The Uk ◽  
The Relationship

Rising tuition fees in England have been accompanied by a policy mandate for universities to widen participation by attracting students from socio-economically disadvantaged backgrounds. This article focuses on one such group of high achieving students and their responses to rising tuition fees within the context of their participation in an outreach scheme at a research-intensive university in the UK. Our findings suggest that rather than being deterred from attending university as a result of fee increases, these young people demonstrated a detailed and fairly sophisticated understanding of higher education provision as a stratified and marketised system and justified fees within a discourse of ‘private good.’ Our analysis situates their ‘risk’ responses within the discursive tensions of the fees/widening participation mandate. We suggest that this tension highlights an intensified commodification of the relationship between higher education institutions and potential students from disadvantaged backgrounds in which widening participation agendas have shifted towards recruitment exercises. We argue that an ongoing effect of this shift has resulted in increased instrumentalism and a narrowing of choices for young people faced with the task of seeking out ‘value for money’ in their degrees whilst concurrently engaging in a number of personalised strategies aimed at compensating for social disadvantage in a system beset by structural inequalities.

Modernization of Universities through Greater Interaction with Small Firms

1999 ◽  
Vol 13 (2) ◽  
pp. 119-126 ◽  
Author(s):  
Fiona Tilley ◽  
David Johnson
Keyword(s):  
Higher Education ◽  
Small Firms ◽  
Best Practice ◽  
Business Sector ◽  
North East ◽  
The North ◽  
The Uk ◽  
Political Economic ◽  
Relationship Of ◽  
The Relationship

This paper explores the ‘best practice’ interactions between universities and small firms in the UK. The purpose is to identify ways in which a university can build stronger and more effective links with small firms. The relationship between universities and small firms is of growing importance. There are political, economic and educational pressures which influence the behaviour and relationship of higher education toward the business sector, and small firms in particular. The wider context of the changes taking place within higher education are discussed. This is followed by the initial findings from a recently completed research project for the Council for Industry and Higher Education which investigated the foremost components in ‘best practice’ interactions and linkages between small firms and universities in the North East of England. Some preliminary ideas are suggested on how best practice can be further facilitated. These proposals are then interpreted in terms of the operational implications for universities and other strategic organizations involved in building linkages with small firms.

scholarly journals The Creative Disruption of Degree Apprenticeships in the UK

2019 ◽  
pp. 57-83 ◽  
Author(s):  
Darryll Bravenboer
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
Economic Benefits ◽  
Professional Standards ◽  
Economic Position ◽  
The Uk ◽  
The Relationship

The introduction of an apprenticeship levy for employers with a payroll above £3m in 2017 has transformed the landscape for higher-level skills in the UK. While there is some evidence of the economic benefits of higher education, it seems to be largely operating to reproduce economic position rather than as an agent of social mobility. At the same time, UK employers have made it clear that graduates do not possess the range of skills that they require and yet have a poor record of investing in the development of their employees. In this problematized context, degree apprenticeships can operate to creatively disrupt our understanding of the relationship between higher education and work. Assumptions about the presumed differences between academic and professional standards, knowledge and competence, on-and-off-the-job learning are all challenged by the introduction of degree apprenticeships. Can universities overcome these challenges to rethink the role of higher education as the worlds of work and learning align?

scholarly journals Geographic Inequalities and Access to Higher Education: Is the Proximity to Higher Education Institution Associated with the Probability of Attendance in England?

2019 ◽  
Vol 61 (7) ◽  
pp. 825-848 ◽  
Author(s):  
Peter M. White ◽  
David M. Lee
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Access To Higher Education ◽  
University Campus ◽  
Geographical Inequalities ◽  
Ordinal Logistic Regression Analysis ◽  
University Access ◽  
The Uk ◽  
Enrollment Data ◽  
The Relationship

Abstract The relationship between geography and the selection of university is well documented and suggests that a student’s location substantially limits their choice of institution. However, there are few studies investigating the interplay between geography and the decision to attend university, particularly in the UK. This study aims to establish if distance to university is associated with the probability of enrolling in higher education in England and forms the quantitative half of a mixed-methods study on the subject. An ordinal logistic regression analysis of HESA enrollment data, which controls for deprivation, is employed. The investigation uses average direct measures of distance between each census area and university campus in England to determine the relationship between distance and enrollment. The findings suggest that geographical distance to university has a negative association with university enrollment. Students within the 10 km measure had a significantly increased odds of enrolling at university than students in the 40 km and above category (odds ratio 10.89; 95% CI 1–2), when controlling for deprivation and population density. It is hoped that the findings of this research will help to raise awareness of geographical inequalities and inform policy on university access.

scholarly journals Gender Inequalities and Academic Journal Publishing: The View from the Journal of American Studies

2021 ◽  
pp. 1-24
Author(s):  
MARYAM JAMEELA ◽  
SINÉAD MOYNIHAN ◽  
NICK WITHAM
Keyword(s):  
Higher Education ◽  
American Studies ◽  
Gender Inequalities ◽  
Academic Journal ◽  
Pay Gap ◽  
Part Time ◽  
Women Scholars ◽  
The Uk ◽  
The Relationship ◽  
Athena Swan

This virtual special issue is the outcome of a project entitled Women and JAS, which was launched by the coeditors of the Journal of American Studies in October 2019 to document the involvement of women in the journal's day-to-day business from its inception in 1956 as the Bulletin of the British Association for American Studies. The project arises out of – and will hopefully contribute to – larger conversations about the progression of women scholars in academia. While the UK and US higher-education contexts (the contexts most pertinent to this discussion) differ, there are notable similarities in terms of the relationship between gender and career advancement. Both witness attrition of women from academia as they progress from undergraduate studies to PhD and beyond; both see disproportionate numbers of women scholars employed in precarious, part-time and/or teaching-only roles; both see a very low proportion of women in senior professorial roles; fewer women in both locations apply for (and are, therefore, awarded) major grants. In the UK, specifically, recent conversations around gender inequality in higher education have revolved around issues (and initiatives) such as the gender pay gap, Athena SWAN, sexual harassment and the effects of nondisclosure agreements (NDAs), caring responsibilities and affective labour.

Finding its proper pattern

1988 ◽  
Vol 2 (2) ◽  
pp. 72-75
Author(s):  
Ralf Dahrendorf
Keyword(s):  
Higher Education ◽  
Industrial Development ◽  
Social Economic ◽  
Academic Research ◽  
Teaching And Research ◽  
Entrepreneurial Spirit ◽  
The Uk ◽  
University Expansion ◽  
The Relationship

University expansion in the UK and links with industry have come about in the wider context of social, economic and political trends. However, a gap still remains between the horizons of academic research and industrial development. Universities have become imbued with an entrepreneurial spirit, and in exercising this spirit they should not have to change their dominant values of teaching and research. This article raises a plea for government not to interfere in the growth of the relationship between higher education and business.

Mapping UK Eportfolio Developments within a European Context

2012 ◽  
pp. 1-14 ◽  
Author(s):  
Gordon Joyes ◽  
Elizabeth Hartnell-Young
Keyword(s):  
Higher Education ◽  
Further Education ◽  
Learning Processes ◽  
Current Development ◽  
Policy Documents ◽  
European Context ◽  
The Uk ◽  
Relationship Of ◽  
Future Work ◽  
The Relationship

This chapter outlines the European context of lifelong learning and educational cooperation across member states and the relationship of eportfolios to current development. It focuses specifically on the priority given to portfolio developments in higher education in the UK through reports and policy documents and particularly through the extensive funding distributed via the Joint Information Systems Committee of the Higher Education and Further Education Funding Councils (JISC). A model is presented that was developed by analyzing current practice and a matrix for identifying eportfolio developments in relation to purposes and learning processes, useful also for mapping key areas for future work.

scholarly journals Relationship between Entry Grades and Attrition Trends in the Context of Higher Education: Implication for Open Innovation of Education Policy

2020 ◽  
Vol 6 (4) ◽  
pp. 199
Author(s):  
Jacob Cherian ◽  
Jolly Jacob ◽  
Rubina Qureshi ◽  
Vilas Gaikar
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Student Attrition ◽  
Quantitative Methodology ◽  
Secondary Sources ◽  
Part Time Students ◽  
Part Time ◽  
Education Statistics ◽  
The Uk ◽  
The Relationship

Student retention has emerged as a significant and expensive challenge for higher education institutes worldwide. Although several studies have been conducted on increasing student numbers and diversity in higher education institutes, studies on the relationship between student retention and entry grades are limited, particularly in the UK. The aim of this paper was to examine the relationship between entry grades and student attrition in the context of higher education in the UK. A quantitative methodology was used in this study, wherein data were derived from secondary sources, including University and Colleges Admissions Service (UCAS) tariff points and full- and part-time undergraduate student enrolment between 2012 and 2017. The data were extracted and analyzed using Higher Education Statistics Agency (HESA) performance indicators. The findings indicate that there exists a clear association between entry grades and student retention for part-time students, which may aid policy makers, academics, university staff, and higher education stakeholders to develop appropriate strategies to address attrition levels.

scholarly journals Exploring the integration of teaching and research in the contemporary classroom: An autoethnographic inquiry into designing an undergraduate music module on Adele’s 25 album

2021 ◽  
pp. 147402222110137
Author(s):  
Christopher Wiley
Keyword(s):  
Higher Education ◽  
General Purpose ◽  
First Year ◽  
Teaching And Research ◽  
Academic Literature ◽  
Academic Activities ◽  
Traditional Research ◽  
The Uk ◽  
Uk Higher Education ◽  
The Relationship

This study seeks to investigate aspects of the relationship between the core academic activities of teaching and research in higher education, through a theoretically enriched discussion of the design of an innovative popular music module on Adele’s 25 album and its delivery to first-year undergraduates on a general-purpose music degree during the academic years 2015–21. Drawing on autoethnographic approaches, it contemplates the challenges associated with the execution of a module on genuinely contemporary topics, outlining the case for the importance of ensuring that university curricula remain up-to-the-minute as well as exploring strategies by which to realise this aspiration in the absence of a body of academic literature that might ordinarily have provided strong foundations for the content of such teaching. These lines of inquiry lead to consideration of broader questions concerning the evolving relationship between teaching and research in light of the substantial changes that have taken place within the UK higher education sector in recent years, as well as the possibilities for teaching-led research, developed exclusively for and in the academic classroom, as an alternative to the more traditional research-led teaching.

Sign in / Sign up

Export Citation Format

Share Document