scholarly journals Challenges Faced by UK University Students Due to the Coronavirus Crisis in the Higher Education

2021 ◽  
Author(s):  
Siddharth Suhas Kulkarni ◽  
Parmjit Chima
Keyword(s):  
Higher Education ◽  
Field Research ◽  
Direct Result ◽  
Full Time ◽  
Personal Problems ◽  
Global Pandemic ◽  
The Social ◽  
Methodological Procedures ◽  
Conventional Classroom ◽  
The Uk

The COVID-19 pandemic is one of the worst catastrophes that we have faced globally in recent years. It has not only taken its toll on the economic sector but also on the education sector. The social distancing norms that are in place as a direct response to the pandemic have turned conventional classroom teaching into a problematic minefield; as such, students all over the world have been forced into unprecedented situations that have served only to worsen the situation. The current pandemic has given rise to one of the worst crises the 21st Century has ever seen, resulting in a surge of unemployment. Many companies have taken the route of firing employees or making redundancies, as they cannot afford the monthly reimbursement for staff. While this issue primarily concerns full-time workers, it also carries significant consequences for students – a considerable number of students are required to earn their daily living costs, and, without a job, they cannot pay their educational fees, accommodation costs, or living expenses. This comprehensive study briefly discusses the multitude of problems faced by students in the UK regarding higher education, as a direct result of the coronavirus pandemic. It contains six individual sections: a detailed introduction; the methodological procedures employed; educational disruptions, covering issues from hindrances in field research to examinations and student evaluations; personal problems experienced by students, such as accommodation and loss of income; concerns arising from the global pandemic; and finally, a conclusion and summary of the study’s findings.

The career paths of social marketing doctoral graduates

2017 ◽  
Vol 7 (1) ◽  
pp. 18-50 ◽  
Author(s):  
V. Dao Truong
Keyword(s):  
Higher Education ◽  
Social Marketing ◽  
Career Paths ◽  
Research Collaboration ◽  
Full Time ◽  
Doctoral Graduates ◽  
Content Type ◽  
For Profit ◽  
Not For Profit ◽  
The Social

Purpose Although the social marketing field has developed relatively quickly, little is known about the careers of students who chose social marketing as their main subject of study. Such research is important not only because it reveals employment trends and mobility but also because it informs policy making with respect to curriculum development as well as raises governmental and societal interest in the social marketing field. This paper aims to analyse the career pathways of doctoral graduates who examined social marketing as the subject of their theses. Doctoral graduates represent a special group in a knowledge economy, who are considered the best qualified for the creation and dissemination of knowledge and innovation. Design/methodology/approach A search strategy identified 209 doctoral-level social marketing theses completed between 1971 and 2015. A survey was then delivered to dissertation authors, which received 117 valid responses. Findings Results indicate that upon graduation, most graduates secured full-time jobs, where about 66 per cent worked in higher education, whereas the others worked in the government, not-for-profit and private sectors. Currently, there is a slight decline in the number of graduates employed in the higher education, government and not-for-profit sectors but an increase in self-employed graduates. A majority of graduates are working in the USA, the UK, Australia and Canada. Overall, levels of international mobility and research collaboration are relatively low. Originality/value This is arguably the first study to examine the career paths of social marketing doctoral graduates.

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.

scholarly journals Educação integral e em tempo integral: desafios e perspectivas no munícipio de Paudalho/PE - Brasil

2021 ◽  
Vol 3 (5) ◽  
pp. 3158-3171
Author(s):  
Édipo Lucas Soares Barbos ◽  
Luciana Cristina Vilarim Da Silva ◽  
Luciana Anacleto Da Silva ◽  
Anísio Francisco Soares
Keyword(s):  
Learning Process ◽  
Field Research ◽  
Full Time ◽  
Public Network ◽  
Documentary Analysis ◽  
Integral Education ◽  
Methodological Procedures ◽  
Teaching Learning ◽  
Source Of Information

Este estudo parte da necessidade de acompanhar a implementação do ensino de tempo integral para o ensino fundamental anos finais, em duas escolas na rede pública municipal do Paudalho localizado no estado de Pernambuco/Brasil. É um estudo de caso, que tem como objetivo entender o conceito e a prática do ensino em tempo integral defendido nas escolas, além verificar as principais modificações sofridas na transição do ensino regular para esta modalidade. A pesquisa de campo que tem uma abordagem de caráter qualitativo se desenvolve acompanhando o funcionamento das duas instituições que integraram recentemente o programa de Educação Integral, ambas localizadas na zona rural do município. Tem como procedimentos metodológicos: Análise documental, como fonte de informação, a observação cotidiana escolar com foco no processo ensino aprendizagem e breve entrevista guiada com os professores a fim de entender o significado de ensino integral defendido por eles. Como resultados, vemos ações estratégicas que contribuirão significativamente no processo ensino aprendizagem das escolas que implantaram o ensino integral, e que servirão como modelo para demais instituições na região. Concluímos que estas ações contribuirão significativamente no processo ensino aprendizagem das escolas que implantaram o ensino integral, e que servirão como modelo para demais instituições na região.   This study is based on the need to monitor the implementation of full-time education for elementary school in the final years, in two schools in the municipal public network of Paudalho located in the state of Pernambuco / Brazil. It is a case study, which aims to understand the concept and practice of full-time teaching advocated in schools, in addition to verifying the main changes suffered in the transition from regular education to this modality. Field research that has a qualitative approach is developed following the operation of the two institutions that recently integrated the Integral Education program, both located in the rural area of ​​the municipality. Its methodological procedures are: Documentary analysis, as a source of information, daily school observation with a focus on the teaching-learning process and a brief guided interview with teachers in order to understand the meaning of integral education defended by them. As a result, we see strategic actions that will significantly contribute to the teaching-learning process of schools that have implemented integral education, and that will serve as a model for other institutions in the region. We conclude that these actions will significantly contribute to the teaching-learning process of schools that have implemented integral education, and that they will serve as a model for other institutions in the region.  

scholarly journals Crowdfunding in higher education: evidence from UK Universities

2021 ◽  
Author(s):  
Hugo Horta ◽  
Michele Meoli ◽  
Silvio Vismara
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Full Time ◽  
Higher Education Funding ◽  
Economic Sectors ◽  
Student Body ◽  
Higher Education System ◽  
Academic Settings ◽  
The Uk ◽  
Student Ratios

AbstractIn contemporary higher education systems, funding is increasingly associated with performativity, assessment, and competition, and universities are seeking different forms of financing their activities. One of these new forms is crowdfunding, a tool enabled by the digitalization of finance. Based on data from the UK higher education system and two crowdfunding platforms, our study adds to previous crowdfunding research in academic settings that have, thus far, focused on research projects, and assesses who is participating, their level of engagement and the resources they have gathered from crowdfunding. Our findings show that crowdfunding is used more by universities that have fewer resources. These universities are more teaching-oriented, less prestigious, and have a student body largely derived from lower socio-economic sectors of society. The popularity of crowdfunding in this type of university suggests that crowdfunding may enhance the democratization of higher education funding. However, as optimal crowdfunding participation and engagement requires high academic-to-student ratios and total-staff-to-academic-staff ratios, universities facing a greater financial precarity may be disadvantaged in their access to and engagement with crowdfunding. Differentials between part-time and full-time student ratios may exacerbate this disadvantage. Our study suggests that crowdfunding is a viable means of obtaining additional financing for learning activities complementing the fundings from other sources, but raises concerns about the use of crowdfunding as a burden to academics and students to find resources to meet learning experiences that ought to be provided by universities in the first place.

Paying for University: The Impact of Increasing Costs on Student Employment, Debt and Satisfaction

2005 ◽  
Vol 191 ◽  
pp. 106-117 ◽  
Author(s):  
Hilary Metcalf
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Financial Support ◽  
Student Employment ◽  
Full Time ◽  
Student Debt ◽  
Disabled Students ◽  
Course Characteristics ◽  
The Uk ◽  
The Impact

The costs of higher education in the UK have shifted increasingly from the state to the student (and students' families). In 1998, a fee contribution of £1,000 per annum was introduced for new entrants to full-time degree courses. This paper examines its effect on debt, term-time employment and student satisfaction. The analysis uses data from a survey of two cohorts of students and identifies how the impact varied with student and course characteristics. Fees led to an increase in student debt (particularly for disabled students and for students who did not receive financial support from their families) and a decline in student satisfaction. No general impact on term-time employment was identified, but term-time employment increased for students who did not receive financial support from their families. Whilst for these two groups inequality was increased, fees appeared to lead to greater equality, in terms of term-time employment, between children of graduate and non-graduate parents. The paper discusses the implications for the introduction of top-up fees in 2006.

scholarly journals Employment and further study outcomes for care-experienced graduates in the UK

2020 ◽  
Author(s):  
Neil Harrison ◽  
Zoë Baker ◽  
Jacqueline Stevenson
Keyword(s):  
Higher Education ◽  
National Policy ◽  
Childhood Adversity ◽  
Full Time ◽  
Life Outcomes ◽  
Educational History ◽  
Care Experience ◽  
Local Practices ◽  
The Uk ◽  
Social Upheaval

AbstractLife outcomes for people who spent time in the care of the state as children (‘care-experienced’) are known to be significantly lower, on average, than for the general population. The reasons for this are complex and multidimensional, relating to social upheaval, disrupted schooling, mental and physical health issues and societal stigmatisation. Previous studies across several countries have demonstrated that they are significantly less likely to participate in higher education and more likely to withdraw early. However, little is currently known about their outcomes after graduation.This paper therefore explores the initial outcomes for the 1,010 full-time students identified as care-experienced within the cohort graduating from an undergraduate degree programme in the UK in 2016/17—the most recent year for which data are available. They were found to be slightly more likely to be unemployed and less likely to be in work (and particularly professional work) than their peers, but, conversely, more likely to be studying. These differences largely disappeared once background educational and demographic factors were controlled.The paper discusses the relationship between care-experience and other sites of inequality, concluding that care-experienced graduates are crucially over-represented in groups that are disadvantaged in the graduate labour market—e.g. by ethnicity, disability or educational history. This intersectional inequality largely explains their lower graduate outcomes. While there are important limitations with the data available, this speaks for the transformational potential of higher education in enabling care-experienced graduates to transcend childhood adversity. Recommendations for national policy and local practices conclude the paper.

scholarly journals A topical methodology research subject in the European area of higher education: ELF, EFL or ESP?

2021 ◽  
Vol 4 (1) ◽  
pp. 43-44
Author(s):  
Yury Vsevolodovich Maslov
Keyword(s):  
Higher Education ◽  
English For Specific Purposes ◽  
Research Subject ◽  
European Area ◽  
Global Pandemic ◽  
Educational Challenges ◽  
The Social ◽  
Expanding Circle ◽  
Communist Countries ◽  
Do So

The European “ecosystem” of higher education seems to have been affected by the global pandemic in a number of ways. Some of these impacts may well be viewed as negative; some others, as giving a new impetus to the development of the entire educational system. It is evident, for instance, that the dire necessity to “go virtual” has created new avenues for the intensification of contacts between educators who previously were less motivated to do so (Magomedov et al. 2020, Melnyk et al., 2020). That clearly manifests the fact that the ongoing process of transformations taking place in national higher education systems across Europe has not slowed down at all, which has made some of the current cultural and educational challenges even more pressing. One such challenge is the necessity to effectively use ELF (English as a lingua franca). Researchers working in post-communist countries have made valuable contributions to linguistic studies, especially in the area of EFL studies, as these countries clearly belong to the so-called Expanding Circle. However, the social and cultural realities of today call for more focus not on EFL studies but on research in the field of ELF and ESP (English for Specific Purposes). It is explained by the fact that the ability to use ESP is now a highly desirable skill for the majority of professionals working in the post-communist part of Europe.

scholarly journals Itaitu-Ba Environmental and Touristic Scenery

2021 ◽  
pp. 1-5
Author(s):  
Renata Elen Santos Macedo ◽  
Keyword(s):  
Field Research ◽  
Tourism Planning ◽  
Pilot Projects ◽  
Social Actors ◽  
Conservation Measures ◽  
The Social ◽  
Methodological Procedures

The present work highlights Itaitu-BA, the research presents the interpretive landscapes awakening to tourism. The study aims to know the characteristics of the place wihin the aspects of geography, to make it possible to inquire about preservation measures, to know the conjuncture of the place through the socioenvironmental appoach in accordance with law no 6,938/81. Methodological procedures were based on bibliographic grouds for better epistemological deepening. The reserarch is quantitative and qualitative, a field research was carried out with data col The present work highlights Itaitu-BA, the research presents the interpretive l lection, through questionnaires answered by (40) residents, highlighting and analyzing the evironmental problem, and so, enabling conservation measures, pilot projects, tourism planning, creating conscions resolutions through each of the social actors.

scholarly journals The Social and Natural Environment’s Impact on SARS-CoV-2 Infections in the UK Biobank

2022 ◽  
Vol 19 (1) ◽  
pp. 533
Author(s):  
Ryan J. Scalsky ◽  
Yi-Ju Chen ◽  
Zhekang Ying ◽  
James A. Perry ◽  
Charles C. Hong
Keyword(s):  
Air Pollution ◽  
Socioeconomic Status ◽  
Natural Environment ◽  
Green Space ◽  
Global Pandemic ◽  
Increased Risk ◽  
The Social ◽  
Considerable Impact ◽  
Independent Effects ◽  
The Uk

COVID-19 has caused a global pandemic with considerable impact. Studies have examined the influence of socioeconomic status and air pollution on COVID-19 risk but in low detail. This study seeks to further elucidate the nuances of socioeconomic status, as defined by the Index of Multiple Deprivation (IMD), air pollution, and their relationship. We examined the effect of IMD and air pollution on the likelihood of testing positive for SARS-CoV-2 among 66,732 UKB participants tested for SARS-CoV-2 from 16 March 2020 through 16 March 2021. Logistic regression was performed controlling for age, sex, ancestry and IMD or air pollution in the respective models. IMD and its sub-scores were significantly associated with increased risk of testing positive for SARS-CoV-2. All particulate matter less than 2.5 μm (PM2.5), nitrogen oxide (NOx), and nitrogen dioxide (NO2) levels were associated with increased likelihood of testing positive for SARS-CoV-2. Measures of green space and natural environment around participants’ homes were associated with reduced likelihood of SARS-CoV-2. Socioeconomic status and air pollution have independent effects on the risk of testing positive for SARS-CoV-2. Green space and natural environment space in the proximity of people’s homes may mediate the effect of air pollution on the risk of testing positive for SARS-CoV-2.

Resistances to scientific knowledge production of comparative measurements of dropout and completion in European higher education

2016 ◽  
Vol 16 (4) ◽  
pp. 386-406 ◽  
Author(s):  
Carina Carlhed
Keyword(s):  
Higher Education ◽  
Scientific Knowledge ◽  
Knowledge Production ◽  
Statistical Reasoning ◽  
Scientific Knowledge Production ◽  
The Social ◽  
Different Types ◽  
Limited Basis ◽  
The Uk ◽  
Student Completion

The article is a critical sociological analysis of current transnational practices on creating comparable measurements of dropout and completion in higher education and the consequences for the conditions of scientific knowledge production on the topic. The analysis revolves around questions of epistemological, methodological and symbolic types and, in particular, how the social processes in the creation and use of different measures offer researchers different positions in the knowledge production. Descriptions of statistics and measurements from statistics agencies in Sweden and the UK and from the OECD, EUROSTAT and Eurydice, as well as policy texts and data collection manuals from European Union bodies, have been compared and analysed. Particular interest is directed towards examples of measures used in Sweden and the UK. The results suggest that available data on student completion offers only a very limited basis for research-driven comparative analysis. It offers also a problematisation of the notions of researchers seen as users or producers of data and different position takings in statistical reasoning in using statistics as for example different types of evidence for policymaking.

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