Showing papers by "Malcolm Tight published in 1996"
Book•
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01 Jun 1996
TL;DR: This practical guide takes the reader step-by-step through the research process, from writing proposals to completion of the project, and gives advice on writing proposals and making presentations.
Abstract: Thinking about research getting started thinking about methods reading for research managing your project collecting data analyzing data writing up finishing off.
997 citations
Book•
27 Apr 1996
TL;DR: Key concepts in adult education and training , Key concepts in Adult Education and training, مرکز فناوری اطلاعات و £1,000,000 کسورز رسانی, گاشاوρزی.
Abstract: Key concepts in adult education and training , Key concepts in adult education and training , مرکز فناوری اطلاعات و اطلاع رسانی کشاورزی
284 citations
TL;DR: Further education, the focus of much recent policy interest and development, is frequently characterised by insiders as 'ever changing' as discussed by the authors, and hence, it remains grossly under-researched and, hence, little understood by outsiders, whether they be academics, employers, policy makers or members of the general public.
Abstract: Further education, the focus of much recent policy interest and development, is frequently characterised by insiders as ‘ever changing’. Yet, it remains grossly under‐researched and, hence, little understood by outsiders, whether they be academics, employers, policy‐makers or members of the general public. The bulk of the limited literature available on further education remains descriptive, policy‐orientated and focused on single institutions. Critical, analytical, theoretical and comparative studies are few and far between. Such studies are necessary in order to both understand and aid policy development in such a critically important sector. This paper examines and categorises the existing literature, and suggests areas for future research.
31 citations
Journal Article•
27 citations
TL;DR: In this article, the extent to which distinct or overlapping markets for mature students are catered for by the different degree programs offered at Warwick University is examined, examining the characteristics, educational backgrounds and study purposes of mature students.
Abstract: Warwick University, a research-led institution, has, in common with other universities, sought to expand its provision for mature students by developing new part-time and full-time degree programmes. Separate but related research projects have surveyed the students involved, looking at their characteristics, educational backgrounds and study purposes. This paper examines the extent to which distinct or overlapping markets for mature students are catered for by the different degree programmes offered.
17 citations
TL;DR: In this paper, some 40 odd concepts which are considered to be key to an understanding of the field of adult education are identified and analysed as a group in terms of their relation to time, space, policy, theory and ideals; and their exhibition of tensions, competition and multiple dimensions.
Abstract: Adult education, like other fields of study, makes use of a wide and changing range of concepts. In this paper, some 40 odd concepts which are considered to be ‘key’ to an understanding of the field are identified. They are then analysed as a group in terms of their relation to time, space,policy,theory and ideals; and their exhibition of tensions,competition and multiple dimensions. The analytical frameworks offered by underlying social variables, organisational levels and educational linkages are also considered.Finally,somesuggestions are made regarding the possible future development of concepts in adult education.
6 citations
TL;DR: In this article, the use of sweet metaphors for teaching research methods to mature postgraduate students involved in studying their own organizations is examined, where they encourage them to think of their research projects as doughnuts, or jam roly polys, enabled them more easily to appreciate the need to focus and contextualise their studies.
Abstract: Metaphors are used widely in many aspects of life, including teaching. This paper examines the use of sweet metaphors for teaching research methods to mature postgraduate students involved in studying their own organisations. For these students, encouraging them to think of their research projects as doughnuts, or jam roly polys, enabled them more easily to appreciate the need to focus and contextualise their studies. Metaphors offer a powerful vehicle for teaching and learning, though they do, of course, have their limitations.
3 citations