scholarly journals From graduate employability to employment: policy and practice in UK higher education

2017 ◽  
Vol 21 (3) ◽  
pp. 235-248 ◽  
Author(s):  
Sonal Minocha ◽  
Dean Hristov ◽  
Martin Reynolds
Keyword(s):  
Higher Education ◽  
Employment Policy ◽  
Policy And Practice ◽  
Graduate Employability ◽  
Uk Higher Education

scholarly journals Re-imagining Diversity: Towards an Anthropology for Disruption in UK Higher Education

Journal ◽  
2021 ◽  
Vol 10 (1) ◽  
pp. 1-7
Author(s):  
Alison Macdonald
Keyword(s):  
Higher Education ◽  
Diversity Training ◽  
Reference Points ◽  
Widening Participation ◽  
Special Issue ◽  
Institutional Diversity ◽  
Policy And Practice ◽  
Inclusive Learning ◽  
The Uk ◽  
Uk Higher Education

From Athena Swan accreditations to Access and Widening Participation agendas, diversity training and renewed pedagogic approaches to inclusive learning, the higher education landscape is now awash with the language of ‘diversity’ as policy and practice. The institutionalisation of ‘diversity’ is a welcome method of inclusion, yet it is often reproduced as ‘happy talk’ (Bell and Hartmann 2007) that pacifies the call for meaningful structural and institutional change, silencing and even reinforcing the inequality it seeks remedy (i.e. Ahmed, 2012; Alexander, 2005; Archer, Hutchings & Ross 2003; Kirton, Greene & Dean 2007; Mohanty, 2003; Puwar, 2004). Taking these paradoxical dimensions of diversity as ethnographic and conceptual points of departure, this special issue seeks to unravel some of the everyday experiences, practices and policies encoded in diversity ‘speak’ and ‘diversity work’ (Ahmed 2012) across anthropology departments in the UK. By giving credence to accounts of the daily graft of ‘diversity work’, together with embodied and lived experiences of what ‘being diverse’ entails on the ground, we strive to productively mobilise decentred ‘situated knowledges’ (Haraway, 1988) in order to displace the continued centrality of white / elite / heteronormative / ableist reference points at the heart of much higher education institutional diversity strategies and inclusion agendas (cf. also Puwar, 2004). For us, the term ‘re-imagining’ is a call for positive political transformation in which we hope the difficult, uncomfortable - but hopefully - fruitful questions and critiques posed by papers in this special issue galvanise a space for diverse-led action. It is thus against this backdrop that we try to re-imagine diversity in a new light: to bear witness to those who live its effects and thereby reveal the potential to democratically and holistically re-structure anthropology from the ground up.

Americanization and UK higher education: towards a history of transatlantic influence on policy and practice

2002 ◽  
Vol 17 (4) ◽  
pp. 443-461 ◽  
Author(s):  
David Smith ◽  
Lewis Baston ◽  
Jean Bocock ◽  
Peter Scott
Keyword(s):  
Higher Education ◽  
Policy And Practice ◽  
History Of ◽  
Uk Higher Education

scholarly journals Making the case for oracy skills in higher education: practices and opportunities

2019 ◽  
Vol 16 (2) ◽  
pp. 5-21 ◽  
Author(s):  
Marion Heron ◽  
Keyword(s):  
Higher Education ◽  
Oral Communication ◽  
Undergraduate Curriculum ◽  
Listening Skills ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Graduate Employability ◽  
Research Findings ◽  
Uk Higher Education ◽  
Opening Up

In this paper I make the case for embedding oracy practices in the HE curriculum through explicit teaching of oracy skills and a shared common language to describe these skills. Active learning and teaching approaches as well as growing expectations of graduate employability skills have resulted in greater demands on students in UK higher education in terms of their oracy (speaking and listening) skills. Whilst oracy skills have long been the focus of studies in compulsory educational contexts, there is little transfer of research findings to a higher education context. With the aim of opening up the discussion on oracy skills in HE, this paper reports on an exploratory study carried out to investigate how teachers on two undergraduate business modules incorporated oral communication skills in their content, pedagogy and assessment. Data were gathered from observations of lectures and seminars, course documents, and semi-structured interviews with tutors. With reference to an Oracy Skills Framework the paper concludes with suggestions for how oracy skills may be more explicitly embedded into the undergraduate curriculum.

scholarly journals The unpredictable body, identity, and disclosure: Identifying the strategies of chronically ill students at university

2021 ◽  
Vol 41 (2) ◽  
Author(s):  
Louise Toller ◽  
Hannah Farrimond
Keyword(s):  
Higher Education ◽  
University Students ◽  
Chronically Ill ◽  
Chronic Illnesses ◽  
Policy And Practice ◽  
Support Provision ◽  
Disability Support ◽  
The Uk ◽  
Uk Higher Education

The experiences of university students with chronic illnesses have been neglected in previous research, despite the fact that they make up the third largest disability category in the UK. The propensity of chronic illnesses to fluctuate unpredictably sets them apart from other forms of disability, yet little is known about how this inherent uncertainty impacts experiences in higher education, or the strategies students develop in order to simultaneously manage their illness and studies. This article presents a thematic analysis of episodic interviews with 13 current or recent UK university students with chronic illness. One student (Sophia)'s narrative is used as a case study through which the main themes are illustrated, with the stories of other students woven around this, building up a picture of uncertainty and unpredictability.The ill body was consistently experienced as a frustrating barrier around which life had to be reshaped. Utilising university disability support required disclosure and the acceptance of a disabled identity, yet also minimised the intrusion of illness by enabling students to work within their limitations, reducing the risk of symptom exacerbation or relapse.While participants did not struggle to be accepted as disabled or to access support, the fluctuating nature of their chronic illnesses failed to fit the narrower conceptualisations of disability that institutional systems were often created for. Participants felt that the support systems provided were not designed for liminal conditions, that standard support and adjustments were not always relevant to their needs, and that provision was inconsistent. In conclusion, this mismatch between the needs of chronically ill students and support provision demonstrates that gaps between equality policy and practice exist in UK higher education institutions. 

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

What does the future hold for the teaching of physiology in UK Higher Education Institutions?

2018 ◽  
pp. 36-37
Author(s):  
Sheila Amici-Dargan ◽  
Nicholas Freestone ◽  
Derek Scott
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
The Future ◽  
Uk Higher Education
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