Embedding change through the entrepreneurial role of middle managers in the UK further education sector

2014 ◽  
Vol 19 (2) ◽  
pp. 147-164 ◽  
Author(s):  
Richard Beresford ◽  
Nicolette Michels
Keyword(s):  
Middle Managers ◽  
Further Education ◽  
Education Sector ◽  
The Uk ◽  
Entrepreneurial Role

Developing contextualised literature-informed competency frameworks for middle managers in education

2021 ◽  
pp. 174114322110438
Author(s):  
Stephen Corbett
Keyword(s):  
Middle Managers ◽  
Open Systems ◽  
Empirical Studies ◽  
Further Education ◽  
Management Theory ◽  
Vocational Education And Training ◽  
Education Management ◽  
Competency Frameworks ◽  
Management Competency

The role of a manager within any organisation is often complex and multifaceted. Overtime management theory has developed in an effort to appreciate these complexities and suggest frameworks from which managers should operate. However, should management and the role of a manager be considered generic? Or, instead should we appreciate the distinctions dependant on the context in which a manager is operating in? This paper focuses on education middle managers working in vocational education and training using the Further Education sector in England as a case study to investigate the role. Utilising systematic review the paper will discuss literature on management theory, competency theory and further education management. It considers a range of management theories such as scientific, human relations and open systems theory discussing how these have informed the development of competency theory and frameworks, highlighting the strengths and limitations of prior studies. Building from these studies, this paper creates a new way to develop management competency frameworks. This is illustrated by proposing a contextualised literature-informed competency framework for further education middle managers. Challenging the generic approach to management competency frameworks and providing a platform for empirical studies that develop frameworks contextualised to the external operating environment of the manager.

Computing Postgraduate Programmes in the UK and Brazil

2012 ◽  
pp. 147-171
Author(s):  
Leonor Barroca ◽  
Itana M. S. Gimenes
Keyword(s):  
Distance Education ◽  
Web 2.0 ◽  
Postgraduate Education ◽  
Further Education ◽  
Lessons Learned ◽  
Educational Process ◽  
Open Educational Resources ◽  
Social Dimension ◽  
The Uk

Education can benefit from experiences and collaborations across different countries and cultures. The authors carried out a study to analyse the experiences of the use of Web 2.0 tools in distance education in the UK and propose a set of lessons that can be applied in the Brazilian context. The recent economic growth in Brazil has resulted in a strong demand for further education. Distance education has emerged as a strong contestant to address this demand. The authors present, in this chapter, the case of the provision of postgraduate education for professionals at a distance. Distance education in Brazil is currently gathering support as it offers great potential to address the big geographic and social divides. However, there are many barriers and misconceptions that perpetuate a climate of distrust. Their study draws a set of lessons learned focusing on the benefits that distance education can bring to the development of professional postgraduate education in technical and engineering areas, in the light of the experience of The Open University (OU) in the UK. They emphasise the support that Web 2.0 can bring to these experiences, but also draw attention to the quality that the production process plays in the learning experiences. These lessons address the following: support for skills development with Web 2.0 technologies, the role of the digital educator, open educational resources, open education and social dimension, and quality and pedagogy in the educational process.

The SMART university: the transformational role of learning analytics

2018 ◽  
Vol 119 (12) ◽  
pp. 758-760
Author(s):  
David Jonathan Arwel Lewis
Keyword(s):  
Learning Analytics ◽  
Design Methodology ◽  
Further Education ◽  
Content Type ◽  
Effective Learning ◽  
Short Overview ◽  
Area Of Interest ◽  
Ethnographic Methodology ◽  
The Uk

Purpose This paper aims to answer the following questions: What is the process and policy journey that a university must go through in implementing an effective learning analytics programme? What are the drivers for undertaking such an activity, and who are the stakeholders? Design/methodology/approach The journey of the information, the process or the stakeholder is placed at the heart of the programme, so a primarily ethnographic methodology is appropriate, although ultimately the outcomes of analytics are usually quantitative. Findings In undertaking the journey to a full implementation of an analytics programme, a university must clearly know the strategic driver for starting, and the clear outcomes, if a purposeful path is to travelled. Originality/value As a currently growing area of interest for lots of higher and further education institutions in the UK and worldwide, learning analytics should be high on everyone’s agenda. This viewpoint is intended to provide a short overview to the process and the important strategic drivers.

Towards a sustainable apprenticeship system

2016 ◽  
Vol 6 (4) ◽  
pp. 324-328 ◽  
Author(s):  
Mandy Samantha Crawford-Lee
Keyword(s):  
Higher Education ◽  
Government Policy ◽  
Design Methodology ◽  
Further Education ◽  
Critical Stage ◽  
Content Type ◽  
Stage Of Development ◽  
The Uk ◽  
The University

Purpose The purpose of this paper is to provide a short overview of current government policy and context to the development of higher and degree apprenticeships and the engagement of higher education (HE) providers in delivery to achieve the ambition of three million apprenticeship starts by 2020. Design/methodology/approach Opinion piece contextualising the UK Government’s approach to apprenticeship reforms and the role of HE and further education in the design and development and delivery of higher and degree apprenticeships. Findings The apprenticeship system is at a critical stage of development and HE providers need to embrace the opportunities and address the competitive challenges of apprenticeship delivery given the £2.5 billion per annum that will be raised by the apprenticeship levy and the threat to their existing and traditional HE provision. Originality/value Reflects the ambition and mission of the University Vocational Awards Council.

scholarly journals Building and Sustaining Collaboration in Cross Sector E-Learning Development

2010 ◽  
pp. 166-175 ◽  
Author(s):  
Stephen Timmons ◽  
Heather Wharrad ◽  
Paraskevas Vezyridis ◽  
Jacqueline Randle ◽  
Joanne Lymn ◽  
...  
Keyword(s):  
Qualitative Evaluation ◽  
Further Education ◽  
Team Members ◽  
E Learning ◽  
The Media ◽  
Learning Development ◽  
Uk National Health Service ◽  
The Uk

This chapter will focus on the process of building and sustaining collaborative reusable e-learning object development across three educational sectors, Higher Education (HE), the UK National Health Service (NHS) and Further Education (FE) Colleges, using the LOLA project as a case study. A qualitative evaluation of ‘process’ ran alongside the entirety of the LOLA project. This chapter reports the findings of this qualitative research, and analyses how collaboration was achieved between the diverse institutions who were project partners. The strengths of this approach included the commitment of the team members to collaboration, while practical challenges included the location of the team members, but also wider issues in the institutions involved, and in particular, the role of the Media Developer and the perception of it by other team members.

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