scholarly journals The extent and uptake of mathematics support in higher education: results from the 2018 survey

2019 ◽  
Vol 39 (2) ◽  
pp. 86-104
Author(s):  
Michael Grove ◽  
Tony Croft ◽  
Duncan Lawson
Keyword(s):  
Higher Education ◽  
Institutional Context ◽  
Dominant Form ◽  
England And Wales ◽  
Student Cohorts ◽  
The Uk ◽  
Uk Higher Education ◽  
First Time ◽  
Mathematics Problem ◽  
Current Provision

Abstract In response to the well-documented challenges associated with the ‘mathematics problem’ in UK higher education, many institutions have implemented a programme of mathematics support. Previous surveys within the UK, undertaken in 2001, 2004 and, most recently, 2012, have shown growth in the number of institutions offering such support and indicate that the dominant form of provision is through a drop-in model. Here we report on a 2018 survey of higher education providers in England and Wales undertaken to establish not only the extent of current provision but also understand the scale of its delivery. We find that overall the proportion of higher education institutions offering mathematics support remains broadly the same, but there is considerable variation in how this support is delivered within institutions. While the drop-in model remains most common, we see evidence that the methods used to provide mathematics support are expanding and that the range of levels and subjects studied of targeted student cohorts is widening. For the first time we are able to report on the volume of use of mathematics support by students across England and Wales, and although dependent upon the institutional context, we see clear evidence of the extensive use being made of it by learners.

scholarly journals Massification, Marketisation and Loss of Differentiation in Pre-Entry Marketing Materials in UK Higher Education

2019 ◽  
Vol 8 (11) ◽  
pp. 304
Author(s):  
Elizabeth Knight
Keyword(s):  
Higher Education ◽  
Information Needs ◽  
Well Being ◽  
Widening Participation ◽  
Equity Issues ◽  
Higher Education System ◽  
Student Cohorts ◽  
The Government ◽  
The Uk ◽  
Uk Higher Education

Since the mid-1970s, the higher education system in the UK has massified. Over this period, the government policy drivers for higher education have shifted towards a homogenised rationale, linking higher education to the economic well-being of the country. The massification of higher education has involved a widening of participation from traditional students to new and diverse student cohorts with differing information needs. The increased positioning of students as consumers by higher education means the student choice process has become complex. Drawing on a recently conferred doctorate, this article asks whether the messages sent by institutions about the motivation for undertaking a degree have changed during the recent period of massification of UK higher education. It asks how such changes are reflected, overtly or in coded form, in the institutional pre-entry ‘prospectus’ documents aimed at students. Taking a discourse-historical approach, the work identifies six periods of discourse change between 1976 and 2013, analysing prospectuses from four case-study institutions of different perceived status. The research finds that the materials homogenise gradually over the period and there is a concordant concealment of the differential status, purpose and offer of the institutions, alongside an increase in the functional importance of the coded signalling power of the differential prestige of undergraduate degrees within the UK. This research’s finding that the documents produced by institutions have become increasingly difficult to differentiate highlights equity issues in provision of marketing in terms of widening participation and fair access aims.

scholarly journals International Students: The United Kingdom Drops the Ball

2014 ◽  
pp. 9-10 ◽  
Author(s):  
Simon Marginson
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
International Students ◽  
International Education ◽  
South Asia ◽  
The United Kingdom ◽  
Uk Government ◽  
The Uk ◽  
Uk Higher Education ◽  
First Time

The number of non-EU students entering UK higher education has fallen for the first time for many year, especially students from South Asia. The UK government is under pressure from the neo-nationalist UK independence Party to reduce all forms of migration and international education has been caught by this.

scholarly journals Teaching and learning of Chinese students in the UK

2021 ◽  
Vol 10 (2) ◽  
pp. 221258682110358
Author(s):  
Carolijn van Noort
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Chinese Students ◽  
Continuing Professional Development ◽  
Learning Approaches ◽  
Student Body ◽  
The United Kingdom ◽  
Student Cohorts ◽  
The Uk ◽  
Uk Higher Education

Education partnerships between the United Kingdom (UK) and China continue to evolve. It is worthwhile reflecting on how teaching and learning of Chinese students in the UK has been functioning, and how it can be improved. This study focuses on short-term continuing professional development (CPD) courses taken by professional student cohorts from China in British Higher Education, and explores the application of constructivist learning approaches in regard to teaching and learning. This study suggests three forms of teaching adaptations as a response to- and accommodation of the short duration of the training programs, the seniority of the delegates, and the delegations’ expectations to learn fixed knowledge. Despite teachers’ willingness to adapt and acculturate CPD courses, divergent educational cultures influence the teaching process and students’ learning and experiences. The changing student body in UK Higher Education calls for more university-level attention and sharing of effective practices.

scholarly journals Talking the Talk and Fitting In: Troubling the Practices of Speaking? ‘What you are Worth’ in Higher Education in the UK

2015 ◽  
Vol 20 (2) ◽  
pp. 27-39 ◽  
Author(s):  
Michelle Addison ◽  
Victoria ◽  
G. Mountford
Keyword(s):  
Higher Education ◽  
Empirical Research ◽  
Undergraduate Students ◽  
Research Projects ◽  
University Staff ◽  
Cultural Meanings ◽  
The North ◽  
The Uk ◽  
Fitting In ◽  
Uk Higher Education

In this article we raise questions about fitting in pertaining to various classed identities within two UK Higher Education Institutions (HEI). We discuss the pains and privileges attached to accent and ways of speaking worth: Who is able to mobilize and capitalize on inscribed values, as they come to be attached to ways of talking? Accents and ways of talking are part of embodied class identities and whilst some carry connotations of intelligence, other ways of talking are positioned as lacking value, as well as other cultural meanings ( Sayer 2002 ; Spencer, Clegg and Stackhouse 2013 ; Lawler 1999 ; Skeggs 1997 ; Southerton 2002 ; Taylor 2007 ; Macfarlane and Stuart-Smith 2012 ). In this article we discuss our empirical research carried out in two separate qualitative ESRC-funded research projects in the north of England with undergraduate students (Victoria Mountford) and university staff (Michelle Addison). Focusing primarily on white British ways of talking, we examine how embodying particular accents or ways of talking affect classed notions of ‘fitting in’ or ‘standing out’ (Reay et al 2009: 1; Abraham and Ingram 2013 ) in HE. In a climate of uncertainty in Higher Education we are concerned that the importance of demonstrating one's impact, value and worth comes down to more than just productivity, it is becoming demonstrably about being able to ‘talk the talk’. Here we trouble the practices of speaking ‘what you are worth’.

Characteristics of UK higher education institutions that disclose sustainability reports

2018 ◽  
Vol 19 (7) ◽  
pp. 1279-1298 ◽  
Author(s):  
Remmer Sassen ◽  
Dominik Dienes ◽  
Johanna Wedemeier
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Research Question ◽  
Corporate Sustainability ◽  
Public Funding ◽  
Sustainability Reporting ◽  
Content Type ◽  
Sustainability Reports ◽  
The Uk ◽  
Uk Higher Education

Purpose This study aims to focus on the following research question: Which institutional characteristics are associated with sustainability reporting by UK higher education institutions? Design/methodology/approach To answer the aforementioned research question, this study uses logistic regression. Findings The results show that 17 per cent of the UK higher education institutions report on their sustainability (July 2014). In line with legitimacy and stakeholder theory, logistic regressions provide evidence that the larger the size of the institution, the higher the probability of reporting. By contrast, high public funding decreases this probability. Research limitations/implications The findings show characteristics of higher education institutions that support or hamper sustainability reporting. Overall, the findings imply a lack of institutionalisation of sustainability reporting among higher education institutions. Originality/value Although a lot of research has been done on corporate sustainability reporting, only a small number of studies have addressed the issues of sustainability reporting of higher education institutions. This study covers all sustainability reports disclosed among the 160 UK higher education institutions. It is the first study that investigates characteristics of higher education institutions that disclose a sustainability report.

scholarly journals Examining the UK higher education sector through the network of institutional accounts on Twitter

First Monday ◽  
2017 ◽  
Vol 22 (5) ◽  
Author(s):  
Katy Jordan
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
Education Sector ◽  
University Rankings ◽  
Social Media Platforms ◽  
The Uk ◽  
Network Metrics ◽  
Uk Higher Education ◽  
Insight Into ◽  
Gaining Insight

Web link mining has been previously used as a way of gaining insight into how the Internet may be replicating or reshaping connections between institutions within the higher education sector. Institutions are increasingly active on social media platforms, and these connections have not been studied. This paper presents an exploratory analysis of the network of UK higher education institutional accounts on Twitter. All U.K. institutions have a presence. Standing in recent university rankings is found to be a significant predictor of several network metrics. In examining the communities present within the network, a combination of ranking and geolocation play a role. Analysis of a sample of tweets which mention more than one U.K. higher education institution provides an indication of why the topics of tweets would reinforce prestige and location in the network structure.

Sign in / Sign up

Export Citation Format

Share Document