Does Relevance to Work Mean Learning to Work?

1998 ◽  
Vol 12 (3) ◽  
pp. 134-138
Author(s):  
Gabriel Jacobs
Keyword(s):  
Higher Education ◽  
Educational Theory ◽  
Student Attitude ◽  
Education Sector ◽  
Current Thinking ◽  
Public Pressure ◽  
Uk Government ◽  
The Uk ◽  
The Right

This paper argues the case that the acceptance by UK government bodies of current thinking on educational theory, and a widespread student attitude towards learning that focuses on future employability but that also in a sense forsakes the very notion of study, together threaten to undermine the quality of graduate which employers have the right to expect. It would seem that the UK government is intending to compel the higher education sector, by means of selective funding but also backed by public pressure, to provide an education for its students more transparently relevant to the workplace. Academics and employers alike should seriously consider the negative implications of this policy, even if, realistically, it is unlikely that the forces driving it can be resisted.

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.

scholarly journals Revisiting Dearing: Higher Education and the Construction of the ’Belabored’ Self

2014 ◽  
Vol 6 (4) ◽  
pp. 731-753
Author(s):  
Alan Apperley
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Education Sector ◽  
The Self ◽  
National Committee ◽  
Learning Society ◽  
Oil Crisis ◽  
Post War ◽  
The Uk ◽  
Uk Higher Education

Several authors have identified a ’therapeutic turn’ in education in the UK, at all levels of the system. In this paper I focus on and develop this claim, specifically in relation to the Higher Education sector. I seek to do two things: First, I argue that the ‘self’ which is identified by commentators on the therapeutic turn needs to be reworked in the direction of McGee’s idea of the ’belabored’ self. This is because the therapeutic turn serves, I argue, a set of wider economic goals arising from the restructuring of capitalism which followed in the wake of the oil crisis of 1973 and the subsequent breakdown of the post-war (1939-1945) consensus around the purpose of public policy, of which education is an important part. Second, I revisit an important document in the history of the UK Higher Education sector: the National Committee of Inquiry Into Higher Education’s 1997 report Higher Education In The Learning Society (known popularly as the Dearing Report, after its chair, Sir Ron Dearing). I argue that that the committee’s ambition to bring about a learning society characterised by lifelong learning played an important and neglected part in bringing about the therapeutic turn in higher education in the UK. The project of creating a learning society characterised by lifelong learning, advocated by the Dearing Report, should properly be recognised as an exhortation to embark upon a lifetime of labouring upon the self.

scholarly journals Bringing the doctoral thesis by published papers to the Social Sciences and the Humanities: a quantitative easing?

2019 ◽  
Author(s):  
John Rigby ◽  
Barbara Jones
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Doctoral Degree ◽  
Education Sector ◽  
Academic Field ◽  
Doctoral Thesis ◽  
Social Sciences And Humanities ◽  
Scientific Disciplines ◽  
The Social ◽  
The Uk

This paper reflects on alternatives to the traditional form of doctoral thesis which are emerging to reflect a new approach to the valuation and designation of scientific outputs. We examine the changes and consider some implications. We suggest that the adoption of co-citation as underpinning principle for the measurement of knowledge structures has led to re-designation of the value of knowledge and knowledge producers in increasingly quantitative terms. We use notions of ‘institution’ and ‘logic’ to better understand such a change and its implications. Under a new logic that is gradually embedding itself across the higher education sector, the ‘constitutive rules’ concerned with the value of research now prioritize quantification, and tangibility of output, and quality is increasingly equated with citation. Whilst the scientific disciplines have traditionally been closer to this model, albeit with significant national variations, subjects within the Social Sciences and Humanities are now being affected. We present evidence from a small study of the UK higher education sector of university regulation of doctoral degree submission format in two disciplines in the Humanities and Social Sciences (History and Sociology). Our evidence shows the recent and gradual adoption of a practice, previously more common in scientific disciplines, that allows the doctoral thesis to be constituted by a series of publishable papers, known by a variety of names, the most common being ‘Thesis by Published Papers’, ‘Journal Format Thesis’, ‘Alternative Format Thesis’, and ‘Integrated Thesis’. As the thesis of the Social Sciences and Humanities – itself an important institution in the academic field - begins to reflect a greater emphasis upon quantity of knowledge outputs, a tension emerges with the most central of all scientific institutions, the peer-reviewed journal paper.

Exploring Funding in Higher Education Sector in Oman

2021 ◽  
Vol 12 (2) ◽  
pp. 10-20
Author(s):  
Mouza Said Al Kalbani ◽  
Ahmad Bintouq
Keyword(s):  
Higher Education ◽  
Private Education ◽  
Education Sector ◽  
Decision Makers ◽  
Government Support ◽  
Tuition Fees ◽  
Funding Sources ◽  
The Us ◽  
Different Types ◽  
The Uk

Funding of higher education institutions is a major growing expense for the Oman government (13–14% of the total spending in 2016) and is at par with that of other governments (e.g., 11% in the UK and 15.5% in the US). However, there has been little investigation into the funding of quality higher education in Oman. The present research project aims to explore the sources of funding at Oman universities after it opened the private education sector in 1996. The research methodology includes conducting interviews with leaders in higher education to explore different types of funding (e.g., gifts, tuition fees, government support). This will enhance our understanding, as well as that of decision-makers, regarding universities' funding sources and of the higher education landscape.

The Moment I Realized I Had to Give Back by Teaching

2019 ◽  
pp. 171-185
Author(s):  
Deborah McPhee
Keyword(s):  
Quality Of Life ◽  
Higher Education ◽  
Scholastic Achievement ◽  
Mentoring Program ◽  
Average Student ◽  
The Moment ◽  
The Right ◽  
Returning To School ◽  
Insight Into

The author provides insight into surviving a traumatic, life-altering experience and returning to school to finish attaining a degree later in life. Completing the process of gaining a higher education can be more than simply rewarding, for a survivor, for someone older than the average student, or for someone simply searching for their place in life. The journey can help people recover, overcome obstacles and fears, and not only put their lives back together, but improve their quality of life. Finding the right school and a mentoring program, one that helps guide a student through a higher education, can be more than a scholastic achievement; it can be a part of the process of rebuilding a life and moving on. In fact, it can be transforming and inspiring. This chapter examines the process and offers insight and advice on the importance of reaching goals, despite any obstacles.

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