Learning from Experience

1991 ◽  
Vol 5 (3) ◽  
pp. 155-158
Author(s):  
Norman Evans
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Credit Rating ◽  
Learning From Experience ◽  
The Past ◽  
The Uk ◽  
Academic Qualifications

The integration of in-house professional training with academic awards systems has developed rapidly in the UK over the past few years. The author sets out the basic rationale for credit rating of in-house company training for academic qualifications, maps the development of the trend in the UK, and argues that the benefits of this kind of collaboration between business and higher education can be substantial and wide-ranging for both parties.

scholarly journals Charting a course to an emerging field of 'research engagement studies': A conceptual meta-synthesis

2018 ◽  
Vol 2 (2) ◽  
pp. 185-229 ◽  
Author(s):  
Jude Fransman
Keyword(s):  
Higher Education ◽  
International Development ◽  
Higher Education Policy ◽  
Policy And Practice ◽  
Research Engagement ◽  
The Past ◽  
Narrow Definition ◽  
Definition Of ◽  
The Uk ◽  
Education Science

The past decades in the UK have witnessed renewed interest by policymakers, research funders and research institutions in the engagement of non-academic individuals, groups and organizations with research processes and products. There has been a broad consensus that better engagement leads to better impact, as well as significant learning around understanding engagement and improving practice. However, this sits in tension to a parallel trend in British higher education policy that reduces the field to a narrow definition of quantitatively measured impacts attributed to individual researchers, projects and institutions. In response, this article argues for the mobilization of an emerging field of 'research engagement studies' that brings together an extensive and diverse existing literature around understandings and experiences of engagement, and has the potential to contribute both strategically and conceptually to the broader impact debate. However, to inform this, some stocktaking is needed to trace the different traditions back to their conceptual roots and chart out a common set of themes, approaches and framings across the literature. In response, this article maps the literature by developing a genealogy of understandings of research engagement within five UK-based domains of policy and practice: higher education; science and technology; public policy (health, social care and education); international development; and community development. After identifying patterns and trends within and across these clusters, the article concludes by proposing a framework for comparing understandings of engagement, and uses this framework to highlight trends, gaps and ways forward for the emerging field.

scholarly journals Strategy and narrative in higher education

2016 ◽  
Vol 16 (1) ◽  
pp. 61-91 ◽  
Author(s):  
Jeannie Holstein ◽  
Ken Starkey ◽  
Mike Wright
Keyword(s):  
Higher Education ◽  
Comparative Study ◽  
Complex Task ◽  
Strategy Formation ◽  
The Past ◽  
Societal Values ◽  
Strategic Direction ◽  
The Future ◽  
New Strategy ◽  
The Uk

In this article, we apply the idea of narrative to strategy and to the development of strategy in the higher education context. We explore how strategy is formed as an intertextual narrative in a comparative study of higher education in the UK. Existing research suggests that competition between narratives, such as that in higher education, should be problematic in strategy terms. We show that this is not necessarily the case. Unlike in other settings where new strategy narratives tend to drive out previous narratives, in higher education it is the on-going interaction between historical and new narratives that gives the content of strategy its essential voice. We show how apparently competing narratives are accommodated though appeals to emotion and values. The maintenance of strategic direction requires hope and a synthesis of societal values that maintains access to the past, the future, and multiple narrators. This approach helps us understand how universities perform the complex task of adapting the strengths of the university’s past to the challenges of external policy developments in strategy formation.

Is Indonesia Producing Enough Business Graduates to Assist its Development Aspirations?

2013 ◽  
Vol 27 (2) ◽  
pp. 85-88 ◽  
Author(s):  
Kym Fraser
Keyword(s):  
Higher Education ◽  
Higher Education System ◽  
The Past ◽  
Business Graduates ◽  
Business Degrees ◽  
The Usa ◽  
Development Goals ◽  
The Uk ◽  
Detrimental Impact ◽  
Education Business

Business plays an important role in most economies around the world, but businesses rely on the higher education system to supply an adequate number of qualified business graduates. In nations such as the USA, the UK and Australia, business degrees are the most popular university qualification; and the growth in the number of Chinese students undertaking business degrees in universities outside their home country over the past decade has been astronomical. In contrast, for Indonesia there has been a decline in the number of business degrees being undertaken abroad and at home. Indonesia has set a number of ambitious development goals and if these are to be achieved, there will need to be increasing activity from the business sector. Therefore, it is argued, questions should be raised about the current declining rate of student numbers in higher education business degree courses, and about whether the trend will have a detrimental impact on the future development aspirations of this highly populated country.

scholarly journals Levelling the playing field: the future of the FRCS (Tr & Orth) exam

2008 ◽  
Vol 90 (10) ◽  
pp. 344-345
Author(s):  
B Caesar ◽  
L David
Keyword(s):  
Higher Education ◽  
Medical Students ◽  
Formal Assessment ◽  
Playing Field ◽  
The Past ◽  
The Future ◽  
The Uk ◽  
Orthopaedic Trainee ◽  
Shed Light

The processes of formal assessment and examination in the UK have become increasingly convoluted over the past few years, whether at school, in higher education, or as a senior orthopaedic trainee sitting the ISB examination at fellowship level in trauma and orthopaedics. Although rationalising the ever-expanding methods of assessment inflicted upon medical students and postgraduate doctors by various government departments is not within our remit, we can endeavour to shed light on the current issues surrounding the FRCS (Tr & Orth) examination.

scholarly journals Linguistics Undergraduate and Postgraduate Courses: Experience of Lancaster University (UK)

2016 ◽  
Vol 6 (1) ◽  
pp. 61-66
Author(s):  
Olga Komochkova
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Education Institution ◽  
Further Education ◽  
Independent Learning ◽  
Wide Range ◽  
Self Study ◽  
Subject Areas ◽  
The Uk ◽  
The University

Abstract The article deals with peculiarities of undergraduate and postgraduate linguistic courses at Lancaster University. It has been stated that the latter is considered to be one of the best higher education institutions both in the UK and worldwide. Being a relatively new higher education institution (founded in 1964), it can already boast its academic reputation. According to data of British surveys it has been found out that Lancaster University is extremely popular among students. Speaking about linguistic achievements it should be mentioned that Lancaster University’s linguistic centre, spanning four generations of researchers, has been recently awarded The Queen’s Anniversary Prize for Higher and Further Education. It has been revealed that degree programmes at Lancaster University are flexible and provide students with the opportunity to master a wide range of subject areas to complement their main specialism as well as numerous optional modules selected to satisfy various education needs and inclinations of students. Teaching approach at the University is research-driven and research stimulated, that is why much curriculum time is dedicated to carrying out research projects. Students are significantly motivated towards self-study as most of study time (81–89 %) is dedicated to independent learning. Lectures, seminars and similar are given only 11–19 %. Positive aspects of British experience in professional training of future linguists have been outlined.

scholarly journals Individual Aspects in Professional Training of Tourism Specialists in the UK

2018 ◽  
Vol 8 (2) ◽  
pp. 43-50
Author(s):  
Vadym Sidorov
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Large Scale ◽  
Higher Education Institutions ◽  
Supply And Demand ◽  
Tourism Industry ◽  
Professional Experience ◽  
Tourism Education ◽  
Tourism And Hospitality ◽  
The Uk

AbstractThe article deals with individual aspects in professional training of tourism specialists in the UK. It has been specified that alongside with the global development of tourism education, the UK revealed the potential of its tourism industry with the introduction of the Development of Tourism Act in 1969. Consequently, the tourism education in the UK has undergone three periods, namely, the establishment of the tourism industry and the comprehension of the need to prepare highly qualified tourism specialists, the development of tourism and hospitality courses, the large-scale foundation of higher education institutions offering tourism and hospitality courses. It has been clarified that the Quality Assurance Agency developed the Subject Benchmark Statement for Events, Hospitality, Leisure, Sport and Tourism, which is rather innovative and multidisciplinary, so that programme developers can take into consideration global challenges and needs of the modern labour market to prepare competitive specialists, who can become their own curriculum producers. It has been stated that future tourism specialists in the UK are fully supplied with innovative communication and information technologies and can pay much attention to developing practical skills while undergoing industrial placements, live casestudies, participating in volunteering activities, gain valuable professional experience due to advanced facilities. The following recommendations have been outlined to improve quality of future tourism specialists’ professional training in Ukraine: 1) to develop relevant regulatory framework for professional tourism education; 2) to analyze the market of tourism supply and demand in order to define which tourism specialists are most required and, consequently, to expand a spectrum of specializations in professional training of tourism specialists; 3) to improve the state of facilities at higher education institutions offering tourism courses and provide students with the opportunity to gain valuable professional experience in modern technology-enhanced classrooms; 4) to increase the practical component of future tourism specialists’ professional training through implementing industrial placements, work-based learning, direct collaborations with practitioners and employers, live case-studies, life performance and events, etc.; 5) to involve students into the design of their own curricula, so that they can feel themselves responsible for their learning outcomes.

Barriers to Technology Transfer

1996 ◽  
Vol 10 (6) ◽  
pp. 382-387
Author(s):  
John Kirkland
Keyword(s):  
Higher Education ◽  
Technology Transfer ◽  
Clear Understanding ◽  
Informal Communication ◽  
Policy Makers ◽  
Priority Area ◽  
The Past ◽  
Complex Process ◽  
The Uk ◽  
Barriers To Technology

Technology transfer is a complex process which relies on informal communication between individuals. In promoting this activity, policy makers need a clear understanding of the main actors in this process, and the organizations where they work. This paper analyses the issue from the perspective of academics and universities in the UK. It concludes that, although higher education has become more competitive and entrepreneurial in the past decade, it cannot be assumed that lecturers and their institutions will regard technology transfer as a priority area. While government has assumed that the main barriers to technology are lack of will or understanding on the part of academics and universities, it is possible that lack of incentive is equally important. Policy makers must therefore adopt measures which are compatible with the interests and aspirations of those who are expected to implement them.

The US and UK Labour Markets for New Graduates

1995 ◽  
Vol 9 (3) ◽  
pp. 170-175 ◽  
Author(s):  
Gill Court
Keyword(s):  
Higher Education ◽  
Post Secondary ◽  
Higher Education System ◽  
New Graduates ◽  
The Past ◽  
The Us ◽  
The Usa ◽  
History Of ◽  
Changing Patterns ◽  
The Uk

The USA has a long history of relatively open access to post-secondary education and in the past has experienced rapid rises in the supply of graduates. In the UK, the higher education system has expanded rapidly in the past five years, and the number of graduates leaving higher education has increased by over 50% in the past decade. At the same time, changing patterns of employment and skills needs perceptions in employing organizations are fundamentally challenging traditional recruitment patterns in both the USA and the UK. The author compares the two countries in this context, drawing some insights, from the longer experience of the USA, into what may occur in the UK and other countries with rapidly expanding higher education systems.

scholarly journals Comparative Pedagogical Analysis of Professional Training for Masters in Cybersecurity in Ukraine and the UK

2019 ◽  
Vol 9 (3) ◽  
pp. 51-60
Author(s):  
Bohdan Braiko
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Graduate Training ◽  
Legal Framework ◽  
Social Needs ◽  
British Society ◽  
Information Technology Security ◽  
Significant Difference ◽  
Pedagogical Analysis ◽  
The Uk

Abstract The article deals with the relevant problem of updating the system of graduate training (master’s degree) in Ukraine. It analyzes the ways of Ukraine’s integration into the European Higher Education Area and the legal framework of higher education in Ukraine and the UK. It also presents a comparative pedagogical analysis of the features of professional training for Masters in Cybersecurity in different areas, as well as the structural, content, organizational and pedagogical principles of master programmes on cybersecurity at the universities of Ukraine and the UK. It is found that the most significant difference is the decentralized management of educational processes at the administrative level. The analysis of the legal framework of higher education shows that it is much better developed in Ukraine than in the UK due to the centralized management of education. The article proves that a significant difference between master programmes on cybersecurity in Ukraine and the UK is their level of specialization. The programmes on the investigation of computer incidents and information technology security are most prevalent at UK universities. It is specified that the number, list and names of educational courses differ significantly, which is explained primarily by the differences in the conceptual framework of the profession itself, the social needs of Ukrainian and British society in such specialists and the ways of promoting this profession in the labour market. Some positive aspects of the organization of master training in cybersecurity in the UK are emphasized. Some promising areas in professional training of Masters in Cybersecurity in Ukraine and the UK are singled out.

Sign in / Sign up

Export Citation Format

Share Document