Showing papers in "Journal of Education and Training in 1997"

Job satisfaction and dissatisfaction in higher education

Abstract: Several articles have reported and discussed the job satisfaction and dissatisfaction of workers in miscellaneous organizations. However, very few empirically‐supported explanations have been given to explain job satisfaction or dissatisfaction. Probes into explanations for job satisfaction and dissatisfaction in higher education using content analytical methodologies. Finds that teaching and research‐related activities contribute significantly to both job satisfaction and dissatisfaction of university teachers. Finds also that several miscellaneous dimensions of the jobs of the workers, such as relative job security and changes in university funding mechanisms, contribute to satisfaction and dissatisfaction respectively. Discusses these findings in the light of the two‐factor theory and the situational occurrences theory of job satisfaction.

Numeracy and employment

Abstract: Uses National Child Development Study (NCDS) data to examine the employment experiences of men and women assessed with poor numeracy compared with those with good numeracy skills at age 37. To uncover the extent of negative effects of having poor numeracy skills, the sample is restricted to those whose poor or good numeracy was accompanied by good literacy skills. As a further control, much of the analysis is also restricted to those who had left full‐time education at age 16. Maps the proportions in full‐time employment between ages 17 to 37 and demonstrates the very different labour market experiences of the two skills groups in the areas of occupation, training, promotion and income. Concludes that poor numeracy reduces employment opportunities and progress in jobs.

Mentoring in further and higher education: learning from the literature

Abstract: Concentrates on the mentoring support for teachers in further education (FE) and higher education (HE), rather than the mentoring of students following qualification programmes. Raises issues of definition and argues the need for peer mentoring. Evaluates mentoring models and explores issues of role modelling, selection, styles, skills and qualities. Covers literature from the USA, Canada, Australia and Europe and spans the period 1793‐1996, starting with a British Library reference called “The Female Mentor” and including the recent upsurge in mentoring interest across business and the professions.

Teaching Methods for Learning Outcomes.

Abstract: Focuses on learning outcomes in debates on teaching methods in higher education (HE). Presents six core learning outcomes and ten common teaching methods for each of the learning outcomes. Concludes that the search for any universally best teaching method is bound to be fruitless and should give way to the search for better ways of achieving particular learning outcomes. Recommends the widening of the repertoire of teaching methods available to academic staff as a means of diminishing the severity of the trade‐off between teaching effectiveness and teaching efficiency as the unit of teaching resource continues to fall.

Action learning comes of age ‐ part 2: action learning for whom?

Abstract: Examines recent changes in further education colleges and colleges’ greater responsiveness to the needs of employers and students. Explores the development of a model of responsiveness, the main ways in which responsiveness is changing and future directions for colleges. Concludes that colleges’ responsiveness to employer needs will continue to be influenced by financial and commercial decisions, and the needs of wider communities.

The decline of liberal education and the emergence of a new model of education and training

Abstract: Chronicles the shift from “collegial academy to corporate enterprise” in higher education institutions. Examines the major political, economic and educational reasons given for this shift and relates them to the gradual decline of the liberal educational tradition. Notes that with the present government’s growing belief in a market model of higher education, a new form of education is emerging which is more extrinsic and instrumental in outlook. States that, while acknowledging the contribution made by the “new model of education and training”, there are lecturers in higher education institutions ‐ including the author ‐ who are determined to preserve the liberal education tradition.

The German dual system ‐ a model for Europe?

Abstract: Examines the dual system of vocational education and training in Germany and points out that the system is more than just an alternative training arrangement. Draws on the five major features which underlie the principle of the dual system (dualism of learning venues, legalism and public responsibility for vocational training, the principle of self‐government, private commitment to training and the vocational principle) and assesses training which goes beyond the scope of individual companies as well as specific job requirements. Compares these specific features with training in Britain. Concludes that the German system of training provision may solve qualification problems, but is unlikely to provide a basis for emulation elsewhere in Europe.

Developing transferable personal skills: part of the graduate toolkit

Abstract: Issues such as the development of transferable personal skills and student assessment are receiving increasing attention in higher education establishments. Reports on an investigation into the enhancement of work‐based skills within a university environment. Presents a learning strategy which describes the approach used in developing group work, presentation and self‐ and peer‐assessment skills, and evaluates by questionnaire students’ impressions of the process. Reports the results which suggest that skill development does take place and that students find group work an enjoyable learning experience. Conceptually, students appreciated the need for self‐ and peer‐assessment, but had difficulties with implementing it in practice. Argues that, ultimately, there is a need to continue to involve students so that they can see evaluation in a positive, development light and to envcourage sudents to take a more proactive role in assessing their own performance.

NVQs in the small business sector: a critical overview

Abstract: In spite of the central role accorded to small and medium‐sized enterprises (SMEs) in recent government White Papers on competitiveness and national vocational education and training (VET) policies, the involvement of small firms in national training efforts remains disappointingly marginal Studies over 2,000 SMEs in the West Midlands region and indicates a worrying gap between interest and attitudes to training and actual take‐up of training opportunities, particularly in relation to programmes linked to national vocational qualifications(NVQs) Recommends that, given the low awareness of and low value assigned to NVQs by SME owner/managers, training policies for SMEs are distinguished sharply from national training efforts concerned with NVQs and the achievement of national targets

Small firms, big opportunities: the potential of careers for business graduates in SMEs

Abstract: States that students graduating from US business schools need to be aware of the tremendous career opportunities being created by small and medium‐sized firms. The modern business climate is enabling small firms to emerge and grow at a faster rate than large firms. Growing firms are important to the job market because they create advancement opportunities for their employees. Suggests that the business school graduate is wise to search for an employer who shows good prospects for growth and offers a working environment which satisfies his or her personal preferences. Students need to know the sources of job information relevant to small and medium‐sized firms. They should also be cautioned to enter the job market with realistic expectations about how small firms will provide them with fulfilling work. Investigates recent career and small business research to profile the potential of careers in small firms.

From the further education margins to the higher education centre? Innovation in continuing education

Abstract: Comments that both the higher education and further education sectors have experienced massive change and turbulence within the last decade. Explains that the growth of a mass higher education system in the UK and the need for increased diversity of educational opportunity have meant that institutions have had to reshape radically their conventional provision. Stresses that the main drive for qualifications and for vocational relevance has taken place in the context of major changes in the labour market and shifts in the UK’s economy. Charts the growth of an agenda for change as personal and professional learning converge. Highlights innovations in teaching and learning methods as continuing education develops, and notes that the boundaries between providers are dissolving.

New directions in student tutoring

Abstract: Explores the origins, value, impact and likely development of student tutoring in the UK, whereby students from universities and colleges volunteer to work alongside teachers for an afternoon a week over a period of at least ten weeks, helping pupils with their studies, raising their aspirations and encouraging them to go on to further and higher education. Notes a dramatic expansion of this programme in recent years, involving more than 180 institutions of higher and further education. Highlights how CSV Learning Together, following the initiative of BP, has established a nationwide team of development workers to implement the movement nationwide. Confirms, from initial research, the value of the initiative to both pupils and their student tutors. Foresees that the new directions in student tutoring will spread the work increasingly in further education and encourage schools to cascade peer‐supported learning among their own pupils.

Developing the "Virtual" Classroom: A Business School Example.

Abstract: Distance education and the concept of the virtual classroom is an area of considerable interest to educators and trainers alike. Charts the develop‐ment of a distance learning provision in an undergraduate School of Business Administration and discusses how the new teaching and learning strategies are now firmly part of the school. Discusses the mix of traditional teaching and distance learning and provides suggestions on how to use the technology in a broader context of training and professional development. Concludes with a discussion of the ways to overcome the barrier that students are taught rather than helped to learn. By relying almost exclusively on the case method of instruction, students or participants are forced to move from dependency to engage in problem solving, critical thinking, and experiential group exercises that will help them make decisions not only in the classroom session but also in business settings.

Mentoring young learners: does everyone really need a mentor?

Abstract: Nearly 400 young learners with mentors were studied in a project which ran from 1992‐94 at Leeds Metropolitan University. Shows that many learners find effective substitutes for conventional mentors, and, while needing support for their workplace learning, obtain this from a variety of helpers other than a conventionally‐defined mentor. Managers are not ideal mentors. Relevant expert knowledge on the part of a mentor is important, as is formality in conducting learner‐mentor relationships. Training for mentors is also confirmed as important. Time pressures can prevent would‐be mentors from offering their services. Stability of employment for both parties for the duration of the relationship is important.

Action learning comes of age ‐ part 4: where and when?

Abstract: The last in a series of four articles that seeks to answer questions about the domains of applicability of action learning. Aims to reach some conclusions about where and when action learning is most appropriate. The authors reflect on their own experience as action learning participants and set advisers to identify the conditions which best support action learning. Offers suggestions for those people who may be considering setting up action learning sets within their own organization. Concludes that action learning works best when the prevailing organizational culture is congruent with that of the action learning sets.

Business press articles and higher level learning skills in accounting courses

Abstract: Proponents for change in accounting education have raised concerns over the effectiveness of education received by recent US accounting graduates and have defined a desirable set of skills required of accounting majors. These include effective reading, writing, analytical, conceptual thinking and critical thinking skills, an ability to solve problems in unstructured settings, an understanding of organizations, international and multicultural knowledge and the ability to resolve ethical dilemmas. Discusses in a US context how articles from the business press can be used in the classroom to develop the above skills in higher level undergraduate and graduate accounting courses. Through the use of articles discussing the Financial Accounting Standards Board (FASB) proposal on stock options, the relationship between the Securities and Exchange Commission (SEC) and the FASB, earnings manipulation by management, and international accounting, we describe how business press articles can be used to achieve the above‐mentioned learning objectives. Describes techniques which can also be applied in other countries with the instructor’s choice of locally relevant business press articles.

IT's for Girls--or Is It?.

Abstract: Provides an overview of the current situation relating to girls and young women and IT‐related education and careers. Compares UK IT employment statistics with other European countries, the USA and Singapore, and looks at attitudes to IT and participation in IT‐related activities. Considers a government initiative alongside media coverage to gain an insight into the many factors affecting the issue. Details the “Attracting Girls to IT” project currently being organized by the National Council for Educational Technology and outlines strategies for improving the situation in education and training environments.

Teacher socialization: implications for the design and management of initial teacher education programmes

Abstract: Describes the training model employed to train trainers for the UK‐based ATLS (Advanced Trauma Life Support) programme. A questionnaire evaluation of the course reveals the effectiveness of the training model when compared to other training provision in postgraduate medical education. The course is seen to be very effective in raising the confidence of instructors who have little previous training in instructional methods. Identifies and discusses the successful characteristics of the course which include a high tutor:student ratio, extensive use of interactive learning strategies, continuous assessment, a focus on problem‐based learning and the use of self and peer group critiquing strategies.

Sailing with Belbin

Abstract: Observes that a group of seven undergraduate consultancy project team members, studying in the final year of a business degree, greatly benefited from utilizing Meredith Belbin’s team role theory. Notes that Belbin’s approach was particularly useful in identifying strengths and weaknesses; enabling tasks to be allocated based on competence. Also that a method for retrospective analysis of the team’s performance was developed using Belbin’s framework. In some cases the perception of self differed significantly from the observed actions and behaviours. Points out that each team member completed Belbin’s psychometric test at the outset of the project and that these results were then tested through peer assessment at the end of the project, using a hypothetico‐deductive method. Uses an analogous framework to illustrate the level of cohesion and team role balance necessary for the team to perform effectively. Concludes that the learning potential of students can be maximized by enabling them to experience and reflect on the realities of team working for themselves.

Training in Germany: a view from abroad

Abstract: Introduces the concept of non‐company‐based vocational training in Germany and assesses the impact of vocational training without work experience. Provides primary research results drawn from a representative survey of eastern German trainees in company and non‐company‐based training. Highlights the importance associated with real work experiences and critically examines the attempts by German labour market authorities to introduce apprenticeship training by providing a state‐funded alternative.

Modern apprenticeships: a regional overview

Abstract: Provides an overview of modern apprenticeships, setting it within the context of the “skills gap”, particularly in relation to intermediate skills. Includes an outline of how the frameworks are produced and clarifies the distinction between modern apprenticeships and training credits, commonly known as YT. Focuses mainly on the take‐up of the programme in Devon and Cornwall. Discusses four sectoral areas ‐ engineering manufacture, the hospitality sector, construction and agriculture ‐ all major sectors in the region. Presents the responses of young people, employers and training providers and examines the viability of modern apprenticeships as a vocational alternative to full‐time education and its effectiveness in meeting the skills needs of employers.

Telecommunications in education and training and implications for the communications and information technologies

Abstract: Describes how an institution in Canada attempted to broaden staff understanding of two telecommunications media, videoteleconferencing and telecourse delivery, by establishing provisional systems or opportunities to trial new ideas based on the temporary educational systems (TES) typology, suggested by Bergquist (1992), and the Concerns‐Based Adoption model (CBAM), following Hall and Hord (1987). Referencing the case examples, contemporary literature and in the light of the UK National (Dearing) Committee of Inquiry into Higher Education’s report (1997), deduces implications for implementing future projects and identifies factors to consider in the development of communications and information technology (C&IT) strategies for learning and teaching.

Developing a competence‐based teacher education programme in Swaziland

Abstract: The workplace of the twenty‐first century will be, in many respects, significantly different from that of today; therefore, vocational educational graduates need to be prepared for the changes expected in the workplace. Calls for vocational teacher education programmes that incorporate critical skills for high school vocational teachers. Reports the findings of a study conducted to identify professional vocational education competences needed by Swaziland teachers of practical studies (agricultural, commercial, home economics, and technical). Employs a procedure to develop professional competences. Identifies eleven competence areas developed by a professional panel of experts at a two‐day focus group interview workshop.

NVQs and the retail industry ‐ the experience of implementation

Abstract: Remarks that, since the late 1980s, the UK government has invested significant levels of funding in the development of national competence‐based qualifications in an attempt to improve skill levels and, therefore, international competitiveness. Provides an overview of the progress which has been made by the UK retailing industry and presents the implementation experiences of five major retail companies. Concludes with an analysis of the strategic implications.

Bridging school and industry: a role for the trainee teacher

Abstract: Education and industry links are well established in schools and the benefits of an industrial dimension within the curriculum are widely acknowledged. However, high quality and sustainable work which also provides continuity and progression of experience for pupils as they move through primary and into secondary schools is more difficult to achieve. Additionally, student teachers in training do not necessarily have the opportunity to develop an understanding of the importance of working with industry and the local community nor do they have the chance to develop the skills and attitudes necessary for successful practice in this area. Reports a project which involved science student teachers as the professional links between a large industrial company and a family of schools. Describes how they supported the class teachers in developing industrial themes within the curriculum of each of the participating schools and across the age range 5‐18 years. In so doing the student teachers benefit from the experience by building up their own expertise and taking it with them into their future teaching careers.

Learning in the restructured workplace: a case study

Abstract: Workplace restructuring implies people changing roles, leading to the deskilling of people who must learn their way back to competence. Reports the case of a person learning in a new role. The conceptual framework for the analysis is the Dreyfus model of skill development. Shows the model to be effective both for research and for individuals to understand their own development. The results enrich the understanding of workplace learning, in particular the manner in which people can be helped to learn a new role.

The Impact of CAL in a University Engineering School.

Abstract: Based on a conversation between Eric Tucker of Feedback Instruments and Roland Stokes, University of Lincolnshire and Humberside, covers computer‐aided learning systems and their benefits. Discusses the university’s approach to CAL systems in the School of Engineering and Technology. Provides a view of the university’s experience of its CAL system.

TOPILOT: an application of new technology for distance learning

Abstract: Provides a brief introduction to TOPILOT, a telematics project sponsored by the European Community and developed as a response to the needs of children and young people from the families of “occupational travellers”, the fairground, circus and bargee communities within Europe. Produces multimedia learning materials to be used by young learners as they travel with the business and is also developing an innovative telecommunication system which will use mobile telephone technology to allow tutors to monitor progress, and manage learning at a distance, by interacting directly with the disk‐based multimedia materials. Describes the technological approach and discusses another interesting feature of the project: the direct involvement of practising tutors from four European countries in design and testing activity. Highlights in particular the use of the Internet within the design process and suggests that there are important limitations reflected in the experience of TOPILOT.

Enhancing the written communication skills of undergraduate students

Abstract: Reports on the development of a writing skills module for first‐year undergraduate business students in Dublin City University Business School. Details how students complete a series of assignments which aim to improve their writing skills, their understanding of library information systems and their ability to evaluate their own work. Describes the module, which introduces students to both academic and business writing, and they complete an essay, an examination answer, a business letter and an evaluation of a report. Points out that the course is integrated with a computing skills module and students must word process all assignments. Explains that the course has been developed over a number of years and is one of a package of skills which students acquire as part of their undergraduate degree programme.

Non‐company‐based training: the eastern German experience

Abstract: Discusses the impact of high wages and investment strategies in physical and human capital on eastern Germany post unification. Introduces the concept of learning‐by‐doing as an externality of high quality investment. Provides some eclectic arguments in support of learning‐by‐doing effects which may be used to partly replace costly, publicly financed vocational training programmes.