scholarly journals Parity of participation for autistic students: Mapping provision across UK higher education institutions

2021 ◽  
pp. 003452372098112
Author(s):  
Jonathan Vincent ◽  
Helen Rowe ◽  
Jo Johnson

This paper systematically identifies, maps and evaluates specific types of provision for autistic students published on university websites at 120 institutions throughout the UK. Within these data we identify trends in relation to geographical region, university group, and the Teaching Excellence Framework rating. We employ Nancy Fraser’s theory of social justice to unpack the reasons that underlie the differentials in provision across UK higher education institutions. Findings identify eight categories of provision tailored specifically for autistic students from ‘supporting transition to university’ to ‘social groups’ and suggest that there are institutions across the UK with evidence of more developed provision. Our data show, however, that resources and provision are not distributed equitably, raising implications for autistic students’ parity of participation in higher education.

2018 ◽  
Vol 19 (7) ◽  
pp. 1279-1298 ◽  
Author(s):  
Remmer Sassen ◽  
Dominik Dienes ◽  
Johanna Wedemeier

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.


2015 ◽  
Vol 33 (1) ◽  
pp. 4-14 ◽  
Author(s):  
Mike Riley ◽  
Alison Cotgrave ◽  
Noora Kokkarinen

Purpose – The purpose of this paper is to identify the extent to which Post-occupancy evaluation (POE) is understood and applied within higher education institutions across the UK and identify users’ perceptions of its efficacy. Design/methodology/approach – A mixed methodology was applied to this research. Part one consisted of an online survey intended to generate an overview of the extent of POE use across the sector. The second phase, intended to develop greater insight and understanding of users’ perceptions of POE, relied upon in-depth interviews with a smaller sample drawn those who had completed the survey in part one. Findings – Differing models of POE are used within higher education institutions with varying degrees of complexity. Models exist that are based on standard structures and templates, whilst entirely bespoke options have been developed by some institutions. The work found that there is a clear preference for applying bespoke methods rather than standardised ones. Research limitations/implications – The research is based on a sample of Directors of Estates (DOEs) from UK Universities. The conclusions relate specifically to that sector and context. The extent for broader generalisation is limited by the research sample. Practical implications – The work shows that POE is understood to have differing purpose and effectiveness in individual Universities. As a result there has been a proliferation in the number of models developed and applied. This leads to the conclusion that more coherent and consistent understanding should be promoted within the sector. Social implications – The work has implications for the effective management of university buildings to support user satisfaction. Originality/value – This paper indicates that there is prevalence of applying POE processes in higher education institutions and that specific models have been developed for the sector. However, the extent to which the process is valued and understood is highly variable.


2021 ◽  
pp. 1-6
Author(s):  
Ling Ding ◽  
◽  
Ambrose Field ◽  

This article provides current statues of international cooperation between the UK and China in the arts, from the perspectives of UK higher education institutions in particular. The aim is to demonstrate the potential cultural, communication and language barriers from three UK case studies, which extend and contradict the existing literature. In doing so, the article identifies the advantage of conducting international cooperation, and the affects of political issues, environment uncertainties, institutional barriers that would cause problems for UK- China relationships in HEIs. Overall, it argues that mature understanding of working styles and cultural cognition are vital for cooperation in the arts.


2016 ◽  
pp. 27-29 ◽  
Author(s):  
Robin Middlehurst

Under the newly elected government in the UK (May 2015), sweeping changes to quality assurance and the regulatory system for higher education are proposed in England.  Proposals include a new emphasis on ‘teaching excellence’ to balance a long-term emphasis on measuring ‘research excellence’ and further marketization.  The UK higher education system has had a strong reputation for quality over decades, so international observers may speculate on the rationale for the government’s proposals.  This article explores some of the underlying political, economic and social drivers behind the government’s proposals.  


2019 ◽  
Vol 2 (1) ◽  
Author(s):  
John Mateer

With a growing emphasis on employability and commercial relevance, universities are increasingly involving practitioners in delivery to add perceived value and credibility to their film and television courses. Likewise, film education researchers, including Bergala (2016), see significant value in practitioner involvement in teaching. Yet, from both the academic and industry sides, this integration has been questioned and challenged, resulting in a long-standing discussion of the 'theory/practice divide'. Through analysis of two formal surveys conducted in 2012 and 2014, involving 131 respondents from 64 UK higher education institutions, this paper reports on the perceptions of broadcast television and film practitioners working in academia. It also briefly considers whether the issues raised have changed since the surveys were completed. Responses suggest that an appreciable number of respondents encountered a mixed or negative reaction from new academic colleagues immediately upon joining their institution, and that this has had a potentially lasting negative impact on their productivity. The data indicate that many media practitioners working in higher education do not feel that they are seen as equal to non-practitioner colleagues, although they do still feel part of the academy as a whole. Respondent institutions were broken down by type, and there is statistically significant evidence of perceptions of systematic disadvantaging of media practitioners across all types of UK academic institutions, although Arts-focused universities were seen most favourably. This suggests that, despite the UK government's increased emphasis on teaching and employability, and new commercially focused research funding initiatives, higher education institutions need to do more to redress the perception of a theory/practice divide.


2021 ◽  
pp. 1-6
Author(s):  
Ling Ding ◽  

This article provides current statues of international cooperation between the UK and China in the arts, from the perspectives of UK higher education institutions in particular. The aim is to demonstrate the potential cultural, communication and language barriers from three UK case studies, which extend and contradict the existing literature. In doing so, the article identifies the advantage of conducting international cooperation, and the affects of political issues, environment uncertainties, institutional barriers that would cause problems for UK- China relationships in HEIs. Overall, it argues that mature understanding of working styles and cultural cognition are vital for cooperation in the arts


2019 ◽  
Vol 18 (2) ◽  
pp. 201-218 ◽  
Author(s):  
Tim Savage

The UK Higher Education sector is subject to continual scrutiny and measurement, not least via the Teaching Excellence Framework (TEF). For Government, teaching qualifications are synonymous with teaching excellence. Within the Creative Arts, however, this has always been problematic. The percentage of academics with teaching qualifications remains among the lowest in the sector, and technicians frequently deliver practice-based teaching. As technical teaching expands in both volume and sophistication, arts technicians are increasingly seeking recognition through the Higher Education Academy's Fellowship programme. This article reports on a small-scale study undertaken at a leading UK Creative Arts University that aimed to illuminate the experiences of four technicians gaining Fellowship. Insights suggest that these individuals were motivated to work across academic and technical camps. In doing so, they expanded their practice and networks, although they also experienced hierarchical paradoxes with management and colleagues.


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