The Social Effects of Travel to Learn Patterns - A Case Study of 16-19 Year Olds in London

2009 ◽  
Vol 24 (5) ◽  
pp. 389-414 ◽  
Author(s):  
Judith Watson ◽  
Andrew Church

Previous research into education and student geographies has usually focussed on either compulsory schooling or university education. This paper, using London as a case study, is an innovative attempt to understand the geographies of non-compulsory, non-university education (‘further education’, FE) which plays a crucial role in a world city labour market that requires a wide range of skills. Original analysis is provided using findings from a questionnaire, interviews with students and senior college managers and the analysis of individual student records, the Individualised Student Record (ISR) and Pupil-Level School Census (PLASC). The education geography of 16-19 year olds in FE involves selection by institutions alongside choice by learners resulting in complex patterns of social segregation and travel to learn. The division between post 16 colleges and sixth forms attached to schools is crucial with the latter, wherever they are located, taking a less deprived section of the cohort.

2021 ◽  
Vol 23 (1) ◽  
pp. 1-4
Author(s):  
Eva Cendon ◽  
John Butcher

This general edition of the journal provides insights and results of research employing a wide range of approaches and perspectives on widening participation and lifelong learning. Studies from across the UK and international sector utilise different methodological approaches, and as such are particularly interesting, with diverse methods and ways of analysis, including phenomenographic, narrative, and thematic analysis. Overall, the articles range from exploratory case studies and small-scale research to wider range and broad scale studies, highlighting different facets and perspectives. Furthermore, the articles in this volume cover a broad spectrum of institutions and places involved in widening participation, with an emphasis on the (higher) education sector in the UK balanced by international perspectives. The first seven empirical articles are based on research activities in a secondary school, a youth centre, in further education colleges (usually focusing on post-compulsory secondary or pre-university education), in so-called post-92 universities (new(er) universities, formerly Polytechnics and teacher training colleges), and last but not least in a research intensive Russell Group university. They reported challenges from the specific local contexts of different regions in England, from the South (Chichester) to London to the North (Carlisle), and can usefully be framed in the context of international discussions appearing later in the journal.


2017 ◽  
Vol 7 (1) ◽  
pp. 76
Author(s):  
Yanshuang Zhang

The emergence of social media over the last decade has substantially altered not only the means people communicate with each other but also the whole online ecosystems. For the common public in particular, social media enables and broadens the social conversation that anyone interested can engage in on urgent social problems such as environmental pollution. In China, the ever-thickening air pollution smothering most urban cities in recent years has provoked a nationwide discussion, and popular social media like Weibo has been fully utilised by various social actors to participate in this “green speak”. This paper examines the civil discourse about the deteriorating air pollution on China’s largest microblogging platform-Sina Weibo, and seeks to understand how different social actors respond to and reconstruct the reality. Through a discourse analysis aided by a text analytics/ visualisation software—eximancer, this paper investigates the civil discourse from three angles: the demographics, the discursive strategies and the potential social effect. The result suggests that proactive civil engagement in this issue has produced an environmental discourse with a wide range of topics involved, and that the benign interactions between social actors could give rise to a proactive interactional mode between Chinese state and civil society which would definitely be beneficial to the democratisation process in contemporary China.


2021 ◽  
Vol 15 (3) ◽  
pp. 117-131
Author(s):  
Daesik Woo

The purpose of this study is to examine educational achievements and their implications, focusing on the social practice case of the Social Innovation Living-lab Project implemented by K University in 2020. The progress of the project, its performance, and educational implications were analyzed based on the results of project-related reports, media reports, resident surveys, and student interviews.The project was effective in terms of revitalizing local urban regeneration, and resident’s satisfaction was generally positive. In educational effects, students also became passionate and interested in the effects of cooperation between themselves and their chosen majors. Moreover, they demonstrated positive effects from the reflecting they did regarding their own prospects as they considered their social contributions.This project is meaningful in that cooperative partnerships between universities and society can be formed through university education. Futhermore, this study proposed to improve the academic system and to establish a support system to promote it.


1988 ◽  
Vol 18 (2) ◽  
pp. 55-73
Author(s):  
John H. Church ◽  
David W. Gillingham

The purpose of this article is to present the results of a case analysis conducted at Laurentian University in Sudbury, Ontario. The objective of this case study was to identify the benefits sought by undergraduate students and to form meaningful groups, or segments, based upon these benefits. A sample of 427 full-time at Laurentian University was used for this investigation. A questionnaire to gather information on the student, this included 19 questions using Likert statements to measure the perceived benefits of a university education. Factor analysis was used to identify five underlying benefit dimensions which were subsequently labelled as: personal skill development; personal advancement; social pressure; learning and discovering; and intellectual development. Cluster analysis, based upon the factor scores, was used to form groups of students seeking similar benefits. Six groups, or segments, were formed and named as: self improvement; pressure; learning; self development; career; and continue to study favourite subject. These groups were found to have significantly different scores on a wide range of variables. Whilst this study was limited to the students at Laurentian University nevertheless university administrators should find this study useful as a case study of applying market segmentation to educational markets.


2021 ◽  
pp. 286-299
Author(s):  
Daniela Korolija-Crkvenjakov ◽  
Dubravka Đukanović

Cultural goods are recorded, valorised, processed, preserved, conserved and restored because of the artistic, cultural-historical and documentary values attributed to them. In addition to these, they have other values and functions that must be taken into account. For example, the religious value of a cult object, the emotional value of a certain object in personal ownership, material value and others. A wide range of materials and artistic techniques requires specific knowledge that must be possessed by experts in the field of conservation and restoration. The subject of interest in this paper is education in the field of conservation and restoration of works of fine and applied arts. How are those who will deal with conservation and restoration of such values educated in the modern world? What knowledge and skills do they need and what training models are there? Do conservators of works of art stand out among conservators of different specialisations? What is the tradition of conservation education in Serbia? How can academies and faculties of art be places of quality education for conservators-restorers? The paper analyses different European models of conservation education, as well as the changes that have occurred with the shift of conservation as a craft to a defined profession which requires higher education. It is also discussed how such changes, through university education reforms, have affected the level of skills and knowledge conservators need, as well as whether these changes have led to the recognition of conservation and restoration of cultural heritage as a science. Among the various possibilities for the education of conservators at higher education institutions in Serbia, master academic studies in Conservation and Restoration of Works of Fine and Applied Arts at the Academy of Arts in Novi Sad is analysed as a case study.


2008 ◽  
Vol 48 (1) ◽  
pp. 271 ◽  
Author(s):  
James S D Kernaghan

In 2005 a draft Social Impact Management Plan (SIMP) for the Blacktip Project was prepared by James Kernaghan on behalf of the Blacktip Joint Venture. The SIMP was prepared for the purpose of providing a basis for consultation with the communities that would be potentially affected by the project and the means through which social impacts could be managed. After Eni Australia became 100% owner and operator of the project in December 2005, the SIMP was revised to reflect the values and practices of Eni globally. This paper presents a case study of the early development of social impact management practice for the Blacktip Project in the southern Bonaparte Gulf, northern Australia, in the period from discovery to the middle of the construction phase (end 2001 to end 2007). The primary outcomes, so far, of the social impact management process for the Blacktip Project have largely been positive and work continues to ensure that this remains the case. From a management perspective, the key outcomes have been a Social Impact Assessment (SIA) report, a Social Impact Management Plan (SIMP) and the establishment of an Social Impact Advisory Committee incorporating representatives from the key external stakeholder groups. The paper starts with descriptions of the project and affected communities and the law and policy context in which the project sits. This is followed by a detailed account and discussion about the land acquisition process and the social impact assessment and management plan development, including the scope, methodology and analytical framework used in the SIMP. The paper then provides an account and discussion of the nexus between project development and social impact management. The conclusion gives some observations about the experiences had in the SIMP implementation to date, during the first two construction phases of the project. Often there are a very wide range of social and economic issues that get touched upon in the development of a social impact management plan for a resource project. The resolution of these broader issues is naturally beyond the scope and capability of any company or project and there are often misconceptions in communities about what can be done. The best that a company can do is to approach the management of social impact in a way that tries to build a practical foundation for community development, through consultation with stakeholders in an open and participatory process. The people and organisations that live and work in a region are responsible for the social and economic development of that region, as a part of that community. Some contributions can be made by resource developers, however it is up to the people themselves, the individuals and the families in any community to choose and then pursue their individual and collective destiny. Others cannot do it for them. The paper attempts to provide some insight into the cultural, political, social and commercial realities associated with the development of the project in the particular society involved. In doing so, it is hoped that a useful early case study in the field of social impact management will emerge that may be useful for oil and gas developments and developing communities elsewhere in Australia and the world.


2019 ◽  
Vol 31 (1) ◽  
pp. 31-41 ◽  
Author(s):  
Bjarne Christensen

PurposeThis paper aims to explore how an academic graduate from the cross field between the humanities and the social sciences and blue-collar workers learns to scaffold knowing in a small- to medium-sized enterprise (SME).Design/methodology/approachA case study was conducted in an SME that employed the first academic graduate among the company’s blue-collar workers. The paper applies a practice-oriented theoretical framework to study scaffolding knowing among the workers.FindingsAn academic graduate does not necessarily apply subject-specific knowledge from his or her university education in the SME practice. Rather, general academic knowing and academic work practice is applied when scaffolding knowing in the SME. Further, this depends not only on the knowing of the academic graduate but also on his/her ability to apply knowing and the willingness to change in practice.Research limitations/implicationsThe study is a single case study gaining in-depth insights into one particular case. This calls for more research.Practical implicationsThe study points at the importance for managers and academic graduates in SMEs to foster learning activities and to be aware of and develop ways to integrate the general academic knowing.Originality/valueThe case study provides new insights into the concept of scaffolding knowing in practice theory. Further, it gains unique insights into the practical possibility of employing graduates from higher education in SMEs.


Author(s):  
Hermann Zeitlhofer

AbstractDespite the growing interest historians have expressed in old age and ageing in recent decades, our knowledge of the labour force participation of elderly people in pre-industrial times is still very limited. This is due to the fact that historians have, for far too long, discussed ‘old age’ mostly in terms of ‘providing for the elderly’ whilst more or less ignoring the wide range of activities the elderly were engaged in as well as the high rate of life-long labour force participation before the late 19th century.This study, on the one hand, discusses the social position of ‘retirees’ (former rural house owners), a social position often seen as an archetype for modern ‘retirement’. Numerous examples are presented from the regional case study of South Bohemia as well as from other parts of Central Europe showing that pre-modern retirees quite often continued to work in many different ways. In many cases inter vivos transfers of land and houses were not undertaken in order to allow for retirement from all activities but rather to facilitate a change in the individual’s own main focus of activity from one occupation to another. In a second part of the study the economy of makeshifts of the poor is analysed. Using rare sources from several South Bohemian parishes enables us to document the importance of the mixed economy of the poorest section of the rural elderly.


2010 ◽  
Vol 31 (11) ◽  
pp. 1531-1566 ◽  
Author(s):  
Laure Cabantous ◽  
Jean-Pascal Gond ◽  
Michael Johnson-Cramer

This paper explores the underlying practices whereby rationality — as defined in rational choice theory — is achieved within organizations. The qualitative coding of 58 case study reports produced by decision analysts, working in a wide range of settings, highlights how organizational actors can make decisions in accord with the axioms of rational choice theory. Our findings describe the emergence of ‘decision-analysis’ as a field and reveal the complex and fragile socio-technical infrastructure underlying the craft of rationality, the central role of calculability, and the various forms of bricolage that decision analysts deploy to make rational decisions happen. Overall, this research explores the social construction of rationality and identifies the practices sustaining the performativity of rational choice theory within organizations.


2017 ◽  
Vol 41 (1) ◽  
pp. 67-74 ◽  
Author(s):  
Rupert Herd ◽  
Tim Legge

Considerable attention is now paid to the education of looked after children in the UK, but the criteria used to judge success tend to focus on GCSE passes and university entry. The further education (FE) sector has been largely overlooked in these discussions even though it provides a wide range of non-school based courses for large numbers of disadvantaged 16–19-year-olds. Evidence from a typical college in England with 6200 students shows that a third of all older adolescents living in the area, most of them with modest academic achievements, have some connection with the college, and that around 700 of them require special mentoring. In addition, over 50 students, 70% of them female, are looked after – the same number of older teenagers as would be in the care of a medium-sized local authority. The article seeks to alert practitioners and carers to the contribution that FE can make to the welfare of older looked after children as participation in college life and the specialist help received can help mitigate some of the widely reported problems facing care leavers.


Sign in / Sign up

Export Citation Format

Share Document