scholarly journals Term-time Employment and Student Attainment in Higher Education

2018 ◽  
Vol 6 (1) ◽  
pp. 28-38 ◽  
Author(s):  
Cath Dennis ◽  
Vasilis Louca ◽  
John Lemon
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Direct Evidence ◽  
Education Institution ◽  
Lower Grade ◽  
Full Time ◽  
Low Levels ◽  
Uk Higher Education ◽  
The Impact ◽  
Academic Potential

The number of UK full-time university students engaging in term-time employment (TTE) is rising. Students engaging in TTE have previously been found to achieve less well academically than those who do not. This study aimed to explore patterns of TTE and academic achievement of undergraduates at a large UK higher education institution. Self-reported TTE hours were matched to attainment data for 1304 undergraduate students in levels 1-4 of study (SQCF levels 7-10). The majority of students in TTE (71%, n=621) reported undertaking TTE to cover essential living expenses. Compared to students not undertaking TTE, attainment was significantly better at low levels of TTE (1-10 hours), and only significantly worse when TTE was >30 hours/week. This pattern was magnified when job type was taken into account – students employed in skilled roles for ≤10 hours/week on average attained grades 7% higher than those not in TTE; students working >10 hours/week in unskilled positions showed a mean 1.6% lower grade. The impact of ‘academic potential’ (measured via incoming UCAS tariff) was accounted for in the model. The finding that students engaging in some categories of TTE achieve better academic outcomes than their non-employed peers is worthy of further investigation. This study is unable to provide direct evidence of possible causation, but would tentatively suggest that students may benefit from taking on 10 or fewer hours of TTE per week.

Resisting neoliberal policies in UK higher education: Exploring the impact of critical pedagogies on non-traditional students in a post-1992 university

2018 ◽  
Vol 13 (3) ◽  
pp. 217-228 ◽  
Author(s):  
Erin Sanders-McDonagh ◽  
Carole Davis
Keyword(s):  
Higher Education ◽  
Performance Metrics ◽  
Education Institution ◽  
Traditional Students ◽  
Best Interests ◽  
Student Survey ◽  
Critical Pedagogies ◽  
Non Traditional Students ◽  
Uk Higher Education ◽  
The Impact

In this article, we focus on how neoliberal performance metrics impact on non-traditional students at a modern university in England. We argue that the introduction of ‘quality assurance’ measures, (such as the National Student Survey and the Teaching Excellence Framework) are driven by an ideology which purports to have student’s best interests at heart by raising teaching standards, focusing on graduate employability and wider participation, but in fact works to discourage critical pedagogic practices that would allow for more democratic and dialogic spaces of learning. This article presents findings from one multi-modal qualitative case study at a particular higher education institution in London, where many of the students originate from socially and economically deprived areas and frequently come from ethnic minority groups. We argue that the radical space of the classroom provides a unique opportunity for students to move into collective and empathetic modes of learning that yield both normative measures of ‘success’ as well as more transformative outcomes. We maintain that critical pedagogies work to disrupt the neoliberal narrative that champions individual success and the student-as-consumer model, and by doing so, helps to redress the persistent inequalities that non-traditional students face in UK higher education settings.

scholarly journals Analysis of Bio-Risk Management System Implementation in Indonesian Higher Education Laboratory

2021 ◽  
Vol 18 (10) ◽  
pp. 5076
Author(s):  
Anom Bowolaksono ◽  
Fatma Lestari ◽  
Saraswati Andani Satyawardhani ◽  
Abdul Kadir ◽  
Cynthia Febrina Maharani ◽  
...  
Keyword(s):  
Higher Education ◽  
Risk Management ◽  
Management System ◽  
Gap Analysis ◽  
Secondary Data ◽  
Education Institution ◽  
Management Systems ◽  
Primary Data ◽  
Risk Management System ◽  
The Impact

Developing countries face various challenges in implementing bio-risk management systems in the laboratory. In addition, educational settings are considered as workplaces with biohazard risks. Every activity in a laboratory facility carries many potential hazards that can impact human health and the environment and may cause laboratory incidents, including Laboratory Acquired Infections (LAIs). In an effort to minimize the impact and occurrence of these incidents, it is necessary to evaluate the implementation of a bio-risk management system in every activity that involves handling biological agents. This study was conducted in an Indonesian higher-education institution, herein coded as University Y. This is a descriptive, semi-quantitative study aimed at analysing and evaluating the implementation of the bio-risk management systems used in laboratories by analysing the achievements obtained by each laboratory. The study used primary data that were collected using a checklist which referred to ISO 35001: 2019 on Laboratory Bio-risk Management. The checklist consisted of 202 items forming seven main elements. In addition, secondary data obtained from literature and document review were also used. The results show that out of 11 laboratories examined, only 2 laboratories met 50% of the requirements, which were Laboratory A and B, achieving good performance. Regarding the clauses of standards, a gap analysis identified leadership, performance evaluation, and support as elements with the lowest achievement. Therefore, corrective action should be developed by enhancing the commitment from management as well as improving documentation, policy, education and training.

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’.

Determination of criteria for assessing the quality of training future specialists for higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ludmila Sokorutova ◽  
Natalia Prodanova ◽  
Inna Ponomareva ◽  
Oleg Volodin
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Personal Development ◽  
Full Time ◽  
Highly Qualified ◽  
Content Type ◽  
Survey Results ◽  
Professional Employee ◽  
Professional Fields

PurposeThe most important problem for higher education in the post-COVID period is the production of highly qualified specialists for the labor market. The purpose of this study is to determine effective criteria for assessing the quality of training of future specialists and the adequacy of their readiness to solve real problems of the future specialty.Design/methodology/approachA study was carried out among students in order to determine some of the most important characteristics of them as future specialists. Based on the survey results, non-academic indicators were identified that participants perceive as significant for a highly professional employee. The empirical study included 300 undergraduate students from four universities (66% women and 34% men aged 20–21). All participants represent full-time training.FindingsThe survey showed that the participants identified the ability to learn and personal development as the most significant personal qualities.Originality/valueMany criteria for assessing the quality of training of specialists in different professional fields have not been precisely defined. Several ways of solving this problem can be proposed: developing criteria for assessing quality in hiring; revising the methods of work of universities; presenting to students the criteria for development in the profession or adopting international criteria for assessing pedagogical quality.

Psychological, Pedagogical and Drganizational Peculiarities of the Development of Students’ Volitional Qualities as a Factor of Success in Learning

2021 ◽  
Author(s):  
Nadiia Vientseva ◽  
◽  
Oleva Karapetrova
Keyword(s):  
Higher Education ◽  
Theoretical Analysis ◽  
Empirical Study ◽  
University Students ◽  
Education Institution ◽  
Educational Material ◽  
Academic Achievements ◽  
The Impact ◽  
The Relationship ◽  
Development Of Students

The article reports the results of the empirical study of the impact of volitional qualities development on the level of academic achievements of higher education institution students. The article gives a theoretical analysis of the main types of volitional qualities that affect the assimilation of educational material by students. There was established the level of their development and the relationship with academic achievements. The article also identifies the main psycho-pedagogical and organizational peculiarities that affect the success of mastering the knowledge by university students. The psychological and pedagogical recommendations for forming, developing and supporting the volitional sphere of students are developed.

scholarly journals Analysis of Tinto’s student integration theory in first-year undergraduate computing students of a UK higher education institution

2017 ◽  
Vol 19 (2/3) ◽  
pp. 97-121 ◽  
Author(s):  
Alexandros Chrysikos ◽  
Ejaz Ahmed ◽  
Rupert Ward
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Education Institution ◽  
Integration Theory ◽  
First Year ◽  
Higher Education Institution ◽  
Content Type ◽  
Student Integration ◽  
Study Results ◽  
Uk Higher Education

Purpose Retention is one of the key performance indicators in university quality assurance processes. The purpose of this paper is to identify the causes leading to low retention rates for first-year undergraduate computing students in a UK higher education institution (HEI). Design/methodology/approach The study applies Tinto’s student integration theory, and connects it with the behavioural patterns of students. Data were collected from 901 students using Pascarella and Terenzini’s questionnaire (integration scales). This data were combined with student enrolment information and analysed using the structural equation modelling technique. Findings The study results indicate that Tinto’s student integration theory is useful in analysing student retention, but this accounts for only a modest amount of variance in retention. Nevertheless, important relationships amongst student’s initial and later academic goals and commitments have been identified through this new approach to analysing retention. The largest direct effect on retention was accounted for by initial goals and institutional commitments, followed by later goals and institutional commitments. In addition, the results show that academic and social integration constructs can have an influence on the student retention processes. When all, or some, of these relationships are operating towards students’ benefits, appropriate services or programmes, such as student support systems, can have their maximum benefits. Originality/value The authors mapped behavioural-related retention factors using a learning community lens. The study explored students’ social and learning experiences within the context of a UK HEI by employing Tinto’s model. This is the first time the model has been tested in this context.

scholarly journals An Alderfer perspective of the higher education restructuring in South Africa

2005 ◽  
Vol 31 (2) ◽  
Author(s):  
C. A. Arnolds
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Job Performance ◽  
Peer Relations ◽  
Employee Motivation ◽  
Regression Analyses ◽  
Organisational Commitment ◽  
Low Levels ◽  
And Performance ◽  
The Impact

The consequences of the restructuring of higher education in South Africa have not yet been thoroughly investigated. This study investigates the impact of the abovementioned restructuring on employee motivation (as measured by Alderfer’s ERG theory), organisational commitment and job performance. The results show that the respondents exhibit low levels of organisational commitment and low satisfaction with monetary remuneration and fringe benefits. The results, however, show high levels of satisfaction with growth factors, peer relations and performance intentions. These results are interpreted in the light of the multiple regression analyses conducted of the interrelationships among the variables. Opsomming Die nagevolge van die herkonstruksie van hër-onderwys in Suid-Afrika is nog nie deeglik ondersoek nie. Hierdie studie ondersoek die invloed wat bogenoemde rekonstruksie op die motivering (soos gemeet deur Alderfer se teorie), organisatories toegewydheid en werksprestasie van werknemers het. Die resultate toon dat die respondente lae vlakke van organisatoriese toegewydheid en lae tevredenheid ten opsigte van monetêre beloning en byvoordele tentoonstel. Die resultate toon egter hoë vlakke van tevredenheid in soverre groeifaktore, kollegiale verhoudinge en werkprestasievoornemens betref. Hierdie resultate word vertolk teen die agtergrond van veelvoudige regressie-analises wat op die inderlinge verwantskappe tussen die veranderlikes uitgevoer is.

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.

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