Showing papers in "Journal of Education and Training in 1994"
TL;DR: In this article, a study skills module can effectively assist the teacher when covering a wide range of courses and students, using study skills, can analyse their progress and identify strengths and weaknesses by self-assessment.
Abstract: Examines how the study skills module can effectively assist the teacher when covering a wide range of courses. Also discusses how students, using study skills, can analyse their progress and identify strengths and weaknesses by self‐assessment. Suggests “mapping out” as a means of assessing course stages to enable students to monitor their progress.
35 citations
TL;DR: In this article, the authors highlight the particular interest of Leeds Metropolitan University, in mentoring for students and young professionals, and further the debate about how effective mentoring relationships can be established within the context of work-based learning, paying particular attention to the issue of training mentors.
Abstract: Outlines the particular interest of Leeds Metropolitan University, in mentoring for students and young professionals. Based on a project by LMU, and sponsored by the Department of Employment, seeks to further the debate about how effective mentoring relationships can be established within the context of work‐based learning, paying particular attention to the issue of training mentors.
25 citations
TL;DR: In this article, the authors assess the effectiveness of introducing action learning into sandwich placements and provide evidence that suggests that action learning could offer a solution to the problem of insufficient integration between the sandwich and the academic periods of courses and the danger that sandwich placement can become an excessively specialized experience.
Abstract: Seeks to assess the effectiveness of introducing action learning into sandwich placements. Builds on the rationale for, and organization of, the initiative established in Part 1 and discusses feedback from the main parties involved. Provides evidence that suggests that action learning could offer a solution to the problem of insufficient integration between the sandwich and the academic periods of courses and the danger that sandwich placements can become an excessively specialized experience. Concludes that the evidence is sufficiently encouraging to recommend further development of the scheme.
22 citations
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TL;DR: In this article, two specific mentoring partnerships are analysed and discussed in an MBA linked mentoring scheme that is running within the Northern Region of the NHS, where the mentoring relationships are part of an MBE linked mentor scheme.
Abstract: This is the second piece in a series of three. Analyses two specific mentoring partnerships. The mentor relationships are part of an MBA linked mentor scheme that is running within the Northern Region of the NHS. Explores the dimensions of the mentoring relationship and attempts to suggest a “best fit” set of dimensions for mentoring to be effective. Touches on the gender issue and Learning Style match. Goes on to debate the effectiveness of mentor development within the scheme and suggests ways in which this might be improved.
18 citations
TL;DR: The authors argues that the over-control of the management curriculum through competences encourages conformity and fails to challenge the received wisdom of current practice, and that the highly prescriptive nature of the competence curriculum poses dangers to organizations seeking to release the human potential of managers.
Abstract: Points out that competence‐based education has been endorsed by Government and employers alike as a means of raising standards of management practice in the UK, though the highly prescriptive nature of the competence curriculum poses dangers to organizations seeking to release the human potential of managers. Contends that the over‐control of the management curriculum through competences encourages conformity and fails to challenge the received wisdom of current practice.
14 citations
TL;DR: A recent policy paper from NIACE explores the implications of this, proposing a set of principles on which the new "adult higher education" should be based Higher education should be reconceived as a kind of learning not of institution, and that it should be lifelong, learner centred, achievement-led, economically proactive, explicit and diverse as mentioned in this paper.
Abstract: Since 1990 mature learners have been in a majority in British higher education Reports on a recent policy paper from NIACE which explores the implications of this, proposing a set of principles on which the new “adult higher education” should be based Higher education should be reconceived as a kind of learning not of institution, and that it should be lifelong, learner‐centred, achievement‐led, economically proactive, explicit and diverse Also defines a set of three frameworks – for learner support, curriculum and credit – around which it might be built Also reports on the results of the Institute′s national consultation about the paper
11 citations
TL;DR: In this article, the authors describe a policy initiative at the University of Luton to encourage academic staff to retain/increase their links with the world of work, where a target was set in which a minimum of one academic from each school (a grouping of circa 20 people) should spend a minimum five days, work shadowing an employer of their choice.
Abstract: Describes a policy initiative at the University of Luton to encourage academic staff to retain/increase their links with the world of work. A target was set in which a minimum of one academic from each school (a grouping of circa 20 people) should spend a minimum of five days, work shadowing an employer of their choice. The scheme was managed and set up by the University Enterprise Unit. Twenty academics participated over a ten‐month period, placement length varying from one week to six months. The experiences were evaluated by questionnaire. Gives several brief case studies and discusses outcomes of the project. While very successful in itself, little success has been achieved in persuading employers to work shadow within the University.
11 citations
TL;DR: A school-based mentoring scheme for pupils, pioneered by Doncaster Education Business Partnership, building on its experience of the success of Compact -a national initiative to tackle low pupil motivation and attainment through closer partnership between schools and employers as discussed by the authors.
Abstract: Reports on a school‐based mentoring scheme for pupils, pioneered by Doncaster Education Business Partnership, building on its experience of the success of Compact – a national initiative to tackle low pupil motivation and attainment through closer partnership between schools and employers. Briefly describes how the scheme was operationalized and suggests that, as judged by the positive feedback received, the interest generated and the scheme′s expansion, it can be considered a success. However, points out that, in devolving responsibility for the running of the scheme to the schools themselves, it is vital to maintain consistency of practice and quality.
10 citations
TL;DR: In this paper, the authors focus on the emerging skill needs of BT's future employees and relate them to the current outputs of the UK's education and training system, and argue that a high skill vision can be realized only through dialogue between education and business and outlines an agenda to achieve this objective.
Abstract: Focuses on the emerging skill needs of BT′s future employees and relates them to the current outputs of the UK′s education and training system. Based on extensive action research, relates future skill needs to economic, technological and organizational change and demonstrates how the nature of work and career pathways have changed and will continue to change. Argues that three qualities are essential in all future employees; knowledge, core skills and capability, and maintains that the latter two are underdeveloped in most young people leaving the UK education and training system. Concludes that a high skill vision can be realized only through dialogue between education and business and outlines an agenda to achieve this objective.
9 citations
TL;DR: The Pimlico Connection scheme as mentioned in this paper is a volunteer tutoring scheme initiated by Imperial College, London in 1975, in which students act as volunteer tutors in local primary and secondary schools.
Abstract: Suggests that student tutoring may provide a partial solution to the high attrition rate in education plus training for 16‐18‐year‐olds in Britain. Focuses on the Pimlico Connection – a student tutoring scheme initiated by Imperial College, London in 1975 – in which students act as volunteer tutors in local primary and secondary schools. Evaluates the scheme, in which 1,300 volunteer students assisted nearly 15,000 school pupils, and concludes that, with appropriate commercial backing, effective management and willing participants, student tutoring has great potential for raising schoolchildren′s aspirations.
9 citations
TL;DR: In this paper, the suitability of mentors should be of paramount concern for those planning to introduce mentoring for young people and suggest a number of actions needed to implement mentoring as an integral part of an effective outcomes-referenced system.
Abstract: Against a background of increasing recognition of young people′s needs for guidance and advice in their learning choices, highlights the principal challenges facing employers today, and discusses the various approaches which need to be reconciled. Suggests a number of actions needed to implement mentoring as an integral part of an effective outcomes‐referenced system. Explores the possible roles and responsibilities of mentors in such a system and argues that the suitability of mentors should be of paramount concern for those planning to introduce mentoring for young people.
TL;DR: In this article, the authors highlight the key elements of a mentor scheme which is running to support the NHS students on the part-time MBA program at Durham University Business School and explain the uniqueness of mentoring and attempt to offer some solutions to the problems involved in the scheme.
Abstract: Highlights the key elements of a mentor scheme which is running to support the NHS students on the part‐time MBA programme at Durham University Business School. Outlines the background and scope of the MBA programme in the context of the Northern Regional Health Authority. Examines the origins of mentoring and shows how the key elements from the ancient Greek tale are used as a model for the mentor system. Goes on to look at many aspects of the system in relation to both the mentee and the mentor. Draws on the writings of Georg Simmel to explain the uniqueness of mentoring and attempts to offer some solutions to the problems involved in the scheme. Forms part of an ongoing research project.
TL;DR: In this paper, the authors describe the nature of accrediting prior learning (APL) and examine its potential from the perspectives of professional bodies, such as the IPM and the Government, as a prelude to examining a case study evaluation of a portfolio exercise used to detect non-standard entrants to a suite of programmes in higher education.
Abstract: Describes the nature of accrediting prior learning (APL). Examines its potential from the perspectives of professional bodies, such as the IPM and the Government. As a prelude to examining a case study evaluation of a “Portfolio Exercise” used to detect non‐standard entrants to a suite of programmes in higher education discusses some problems of putting its principles into practice.
TL;DR: In this article, the authors look at the role of education providers in influencing human resource practitioner attitudes to and use of information technology and suggest that the way forward is for tutors to examine their own approach and make a concerted effort to demonstrate the strategic value of IT, thereby acting as a powerful change agent.
Abstract: Looks at the role of education providers in influencing human resource practitioner attitudes to and use of information technology. Examines the recent trends in IT usage in the human resource function and argues that the current situation presents education providers with an opportunity to impact on human resource practice and the profession′s apparent complacency to IT and its business potential. IT highlights two key considerations in curriculum delivery; integration and strategic focus and suggests that education centres face a number of constraints on provision not least tutor attitude and expertise. Concludes that the way forward is for tutors to examine their own approach and make a concerted effort to demonstrate the strategic value of IT, thereby acting as a powerful change agent.
TL;DR: The North London Mentoring Program for Black Students as discussed by the authors is a mentoring program for black students in London, which aims to address the needs of the target group by identifying the issues the programme aimed to address and how.
Abstract: Discusses the North London mentoring programme for black students. Identifies the reasons for this initiative, explaining the issues the programme aimed to address and how. Outlines the aims, structure, purpose and method of the programme, indicating the target group. Profiles the actual groups and indicates outcomes. Discusses issues which have arisen in implementing the programme, commenting on the programme′s effectiveness. Makes specific reference to research material which is relevant to the needs of the target group and has informed the programme philosophy, design and implementation. Highlights issues emerging from the programme.
TL;DR: In this paper, a method of auditing skills which have been accumulated through work experience is presented. But it is not for something new but to replace an old channel of experience closed by job changes.
Abstract: Illustrates a method of auditing skills which have been accumulated through work experience. Argues that progress and change can unwittingly cut off learning patterns which still have value. Often the call for training is not for something new but to replace an old channel of experience closed by job changes. The basis of the method is to trace patterns of skill accumulation from work biographies, then, using a skill template devised by experts, compare what has been accumulated with what should be the standard.
TL;DR: In this paper, the authors examine both the traditional and non-traditional approaches to teaching business writing and propose a number of suggestions for improving the preparation of students for the corporate workplace, for example "situational" writing tasks; collaborate assignments; real-world job titles; integrated assignments; grammar and punctuation; and writing under pressure of time.
Abstract: Employers today complain that college graduates are not sufficiently prepared, in terms of their writing skills/business communication for work in the business environment. Looks at the inadequacies of courses, examining both the traditional and non‐traditional approaches to teaching business writing. Concludes with a number of suggestions for improving the preparation of students for the corporate workplace, for example “situational” writing tasks; collaborate assignments; real‐world job titles; integrated assignments; grammar and punctuation; and writing under pressure of time.
TL;DR: A survey with training officers addressing education training needs of Australia's adult and community education sector as mentioned in this paper showed that training officers believe that this sector is rapidly growing, is important to the economic wellbeing of Australia and will benefit from course provision at both undergraduate and postgraduate levels.
Abstract: Reports on the results of a survey with training officers addressing education training needs of Australia’s Adult and Community Education sector. The responses show that training officers believe that this sector is rapidly growing, is important to the economic wellbeing of Australia and will benefit from course provision at both undergraduate and postgraduate levels. Discusses issues of course content and delivery, stressing the need for maximum flexibility in modes of study, etc.
TL;DR: In this article, the authors introduce the emerging model of skills development used in the Business Studies Department of the Manchester Metropolitan University and share some of the concepts behind the model and discuss three parts of the model: taught, experiential and assessed elements.
Abstract: Introduces the emerging model of skills development used in the Business Studies Department of the Manchester Metropolitan University and shares some of the concepts behind the model. Discusses three parts of the model in detail: taught, experiential and assessed elements and includes explanatory figures and diagrams. Also addresses the issues and questions raised when the model is looked at in relation to external factors which constantly change and impinge on the structure but not the concept. Pertinence derives from the level and amount of debate currently taking place in this field and the move towards competence‐based assessment propounded by such bodies as B/TEC, MCI and GNVQ.
TL;DR: A research project based in Glasgow Caledonian University Library surveyed the library's instruction programme in information-seeking skills, with particular reference to the future information needs of undergraduate students and part-time students as discussed by the authors.
Abstract: Describes a research project based in Glasgow Caledonian University Library. Funded by the Enterprise in Higher Education, the project surveyed the library′s instruction programme in information‐seeking skills, with particular reference to the future information needs of undergraduate students and part‐time students. A group of part‐time management students and a third‐year undergraduate biology class were given questionnaires and participated in discussions about their information requirements for study and employment. The use of external information in 11 organizations was also surveyed, so that the future needs of students could be ascertained. The research has led to more flexibility in the Library′s information skills seminars and to a heightened awareness of the need to include information and research skills within academic courses.
TL;DR: The Button Plan on automotive manufacturing as well as the footwear, clothing and textiles sector has been shown to have a negative impact on the manufacturing sector in Australia as mentioned in this paper, which has been compared by many commentators to the Great Depression.
Abstract: Australia is at a watershed in her economic history. The prosperity characteristic of the post‐war era has vanished. In 1994 the Australian economy is just beginning to emerge from a recession which has been likened by many commentators to the Great Depression. Australia is caught in midstream with a poorly structured manufacturing sector, high levels of long‐term unemployment and external debt. Pressures on the manufacturing sector are evidenced by the impact of the Button Plan on automotive manufacturing as well as the footwear, clothing and textiles sector. Manufacturing does not appear to be viable without massive restructuring. Industry training and the development of a new workplace culture are seen as integral to this task. Highlights aspects of Australia′s post‐war economic history and the changing character of the labour market. Advocates a movement away from traditional forms of work organization and narrowly defined occupational classifications. Proposes that educators and training professional...
TL;DR: In this article, the authors present a case for teaching school-leavers the techniques required for effective interactive behaviour using Behaviour Analysis, a method perfected by Huthwaite over the last 20 years.
Abstract: Interactive behaviour describes the methods people employ when dealing with others. Examines the case for teaching school‐leavers the techniques required for effective interactive behaviour. Would they find it as useful as those already in the workforce? The two parties involved in the initiative were Huthwaite, an organization specializing in delivering training programmes to businesses, and a group of 14 students from Penistone Grammar School who had recently sat their A‐level exams. The results were compiled using “behaviour analysis”, a method perfected by Huthwaite over the last 20 years. The initiative was found to be extremely worthwhile by both parties in both the short and the long term, and the sixth formers will evidently find the training useful in their imminent work or further education. Huthwaite is currently seeking Department for Education co‐operation in carrying this pilot further.
TL;DR: In this paper, the authors examine one company's approach and propose a few ideas to stimulate further thoughts and hopefully initiate discussion about the way forward, and highlight the need for co-ordination at national level.
Abstract: Attempts to raise some of the sometimes unconsidered factors involved in partnership work that may hamper success. Aims, by examining one company’s approach and proposing a few ideas, to stimulate further thoughts and hopefully initiate discussion about the way forward. Particularly important is the need for co‐ordination at national level. The process of matching national needs to those of individual organizations to enable a more strategic approach is the key issue.
TL;DR: In this paper, the authors evaluated the success of the portfolio exercise on which entry into the suite of post-graduate programs in personnel management at Leeds Business School was based and reported on the non-standard entrants' perceptions of portfolio exercise.
Abstract: Research was undertaken in 1992 to evaluate the success of the “Portfolio Exercise” on which entry into the suite of post‐graduate programmes in personnel management at Leeds Business School was based. Describes the suite of personnel programmes available within the School, identifying where the portfolio exercise was used to allow non‐standard entry. Goes on to describe the research methods used in the inquiry and concludes with a report on the non‐standard entrants′ perceptions of the portfolio exercise.
TL;DR: In this article, the authors compare the payment by results (Payment by Results) system in nineteenth century British education with recent trends and conclude that Britain has a training system which is under-funded and significantly below the standards of its competitors.
Abstract: Compares the “Payment by Results” system in nineteenth century British education with recent trends. Indicates that the partnership between the state and local authorities, which was created formerly, has been disbanded in the Government′s desire to cut costs and centralize control. Suggests that the expressed notion that internal markets can be compared with free markets is a self‐deception when Government regulates price and other variables, and concludes that Britain has a training system which is under‐funded and significantly below the standards of its competitors.
TL;DR: In this article, the authors describe work currently being done by the Leeds Metropolitan University (LMU) in action-based learning and its use in the development of graduates and regional industry Examines a pilot scheme -the Company Associate Partnership Scheme (CAPS) which aims to increase the employment of graduates within small businesses.
Abstract: Describes work currently being done by the Leeds Metropolitan University (LMU) in action‐based learning and its use in the development of graduates and regional industry Examines a pilot scheme – the Company Associate Partnership Scheme (CAPS) – which aims to increase the employment of graduates within small businesses This, it is hoped, will enable companies to introduce strategic change projects Includes observations of LMU associates, companies involved, academic institutions and the Department of Trade and Industry Concludes that the greatest challenge for associates is managing the integration of academia and industry to form a learning partnership
TL;DR: In this paper, the authors discuss the problems faced when designing and delivering IT programs for personnel practitioners and students and argue that the future provision of IT teaching of personnel programs depends on the provision of teaching materials, staff training programmes and the diversity of student experience.
Abstract: Discusses the problems faced when designing and delivering IT programmes for Personnel practitioners and students. Argues that the future provision of IT teaching of personnel programmes depends on the provision of teaching materials, staff training programmes and the diversity of student experience.
TL;DR: The Open Campus (OC) scheme as discussed by the authors combines employment and schooling to tackle the growing problem of alienated pupils with few qualifications or skills in the USA, and it has been suggested that such schemes could tackle similar problems in Britain.
Abstract: The “Open Campus” scheme piloted in the USA aims to combine employment and schooling to tackle the growing problem of alienated pupils with few qualifications or skills. Recently it has been suggested that such schemes could tackle similar problems in Britain. Given that research findings indicate that children′s jobs are generally low paid, routine and unskilled and that working in excess of ten hours per week carries potential costs to educational performance and commitment, the reasoning behind this suggestion is questioned.
TL;DR: The first national mentoring conference was held in 1992 and the foundations of a network are in place which aims to give support, advice, provide a forum for disseminating ideas and information, and could identify contacts and assist in developing new programmes as mentioned in this paper.
Abstract: Outlines how, after the success of the pilot Salford Compact school‐based mentoring programme, the first national mentoring conference was held in 1992. Suggests that, a year later, after the second of such conferences, the foundations of a network are in place which aims to give support, advice, provide a forum for disseminating ideas and information, and could identify contacts and assist in developing new programmes. Reports briefly on a survey which aimed to collect basic data on mentoring in the UK, and revealed that 95 programmes are currently in operation, with others in the planning stage.
TL;DR: In this article, the authors present an exercise based on five pairs of words concerned with knowing and learning: learn/study; educate/train; know/understand; teach/tutor; and student/pupil.
Abstract: Discusses an exercise which appears to make a contribution to the introduction of deep learning strategies to course participants. The exercise is based on five pairs of words concerned with knowing and learning: learn/study; educate/train; know/understand; teach/tutor; and student/pupil. Examines the theoretical framework on which the exercise is based, and from which it draws its inspiration. Explains the exercise itself, and attempts to draw out the implications of the exercise for educators, and for those being educated. The exercise may appear trivial, and is conducted in a light‐hearted manner but, when successful, it can compel students to reflect, often for the first time, on the meaning and purpose of their educational experience. Frequently, students make explicit previously unarticulated views about the process and content of their educational programmes.