Showing papers in "Studies in Higher Education in 1994"
TL;DR: In this article, the authors examine different facets of academic activity at the macro, meso and micro levels and suggest that in each case the differences between disciplines are important enough to merit general recognition.
Abstract: Although it is evident that disciplines have their distinctive cultural characteristics, this consideration tends to be largely overlooked in research into, as well as policy-making within, higher education. The paper aims to draw attention to some of the resulting inadequacies in analysis and to explore their consequences. After offering an overview of the various disciplinary cultures, it examines different facets of academic activity at the macro, meso and micro levels and suggests that in each case the differences between disciplines are important enough to merit general recognition. The author concludes with a brief speculation on why the issue is so widely neglected.
790 citations
TL;DR: In this article, a collaborative peer, self and tutor assessment scheme in which the students themselves defined the marking schedule for a scientific report of a laboratory experiment within the biological sciences, is evaluated in terms of correlations between sets of marks.
Abstract: A collaborative peer, self and tutor assessment scheme in which the students themselves defined the marking schedule for a scientific report of a laboratory experiment within the biological sciences, is evaluated in terms of correlations between sets of marks. The issues addressed in this report include: (1) the reliability of student-derived marks, with particular emphasis on perceived tendencies of high achieving students to underestimate their performance and low achieving students to overestimate their performance; (2) the use of student-derived marks in formal grading procedures; and (3) the learning benefits which accrue for students participating in peer and self-assessment procedures. The results of this study undertaken within the context of a clearly defined, carefully monitored assignment indicate that students have a realistic perception of their own abilities and can make rational judgements on the achievements of their peers. The positive implications of introducing peer and self-as...
358 citations
TL;DR: This paper found that mature students are more motivated by intrinsic goals than younger students, and that younger students acquire a surface approach to learning in the final years of secondary education, while mature students promote a deep approach towards studying in higher education.
Abstract: Although mature students are often said to be deficient in study skills, most research into approaches to studying in higher education has ignored age as an important explanatory variable. There is nevertheless a consistent suggestion in research using inventories and questionnaires on study processes that mature students exhibit more desirable approaches to academic learning. In particular, mature students seem to be more likely than younger students to adopt a deep approach or a meaning orientation, and conversely they seem to be less likely to adopt a surface approach or a reproducing orientation towards their academic work. Three explanations for this are: that mature students are more motivated by intrinsic goals; that younger students acquire a surface approach to learning in the final years of secondary education; and that the prior life experience of mature students promotes a deep approach towards studying in higher education.
210 citations
Abstract: A sample of 190 first- and second-year university students from three courses in two faculties completed questionnaires on their general orientations to learning (classified as deep, surface or achieving), their perceptions of the skills and abilities being assessed by multiple choice question (MCQ) examinations and the study strategies (either deep or surface) they intended to employ for their forthcoming MCQ examinations. The above variables were analysed in relation both to one another and to outcome based on their performance in the examination. Results revealed an association between achievement and deep and/or achieving general, but not surface, orientations to study. Students with surface general orientations to study, in contrast, appear to have a confused perception of MCQ examinations and no planned strategies with which to prepare for them, suggesting that they are passive and unreflective about their studies. Suggestions are included for improving learning in higher education institut...
196 citations
TL;DR: In this paper, the authors explored the meaning of a literature review from a second-order perspective and identified six ways of experiencing, literature reviews: literature review as a list, literature reviewer as a search, literature reviewers as a survey, literature reader as a vehicle for learning, literature readership as a research facilitator, and literature reviewer's report as a report.
Abstract: The phenomenon of a dissertation literature review is explored from a "second-order" perspective. Written responses from 41 neophyte research scholars from various disciplines in an Australian university were gathered in response to two questions: "What do you mean when you use the words "literature review"?" and "What is the meaning of a literature review for your research?" A phenomenographic analysis identified six conceptions, or ways of experiencing, literature reviews: literature review as a list, literature review as a search, literature review as a survey, literature review as a vehicle for learning, literature review as a research facilitator, and literature review as a report. The conceptions represent differing relations between student researchers and the literature. The range of conceptions suggests that the supervisors of postgraduates and other teachers interested in the literature review process need to accept literature reviews as a problem area for students and develop strategies to help them.
154 citations
TL;DR: The present predicament of higher education resulting from government-imposed reforms is, it is argued, partly a consequence of the education to which members of government have themselves been subject; consequently, higher education carries some responsibility for the nature of the reforms as mentioned in this paper.
Abstract: The present predicament of higher education resulting from government-imposed reforms is, it is argued, partly a consequence of the education to which members of government have themselves been subject; consequently, higher education carries some responsibility for the nature of the reforms. Government and higher education share a conception of knowledge, understanding and education which, paradoxically, predisposes the parties to act in opposed ways in regard to educational reform. Problem-based learning, understood in a problem-focused way, avoids significant features of the conception and points to more constructive ways of thought and action. Problem-focused understanding is significant for the light it throws on the general nature of current reforms and their implementation, for the prospect it offers of dealing constructively with changes resulting from reforms, and for longer-term benefits for both education and the wider community.
148 citations
TL;DR: In this paper, the authors report on research into the process and product of student essay writing at undergraduate level and raise some pedagogical issues for the teaching of essay writing in higher education.
Abstract: This paper reports on research into the process and product of student essay writing at undergraduate level. The research was carried out from two different theoretical perspectives: phenomenonographic research on student learning in higher education, and systemic functional linguistic research on student writing in higher education. The research highlights both the qualitatively different ways that students conceive of essays and therefore approach the process of writing them, and the qualitatively different types of essays that emerge. The paper discusses the relationship between the two sets of findings, and raises some pedagogical issues for the teaching of essay writing in higher education.
101 citations
TL;DR: In this paper, an evaluation of the effectiveness of changes made to a first year laboratory course in inorganic chemistry at a Scottish university was carried out, and the changes were consistent with four hypotheses about the design of effective laboratory experiences.
Abstract: This paper reports an evaluation of the effectiveness of changes made to a first year laboratory course in inorganic chemistry at a Scottish university. All the changes were consistent with four hypotheses about the design of effective laboratory experiences. The hypotheses were developed from an analysis of an information processing model of learning. The changes to the laboratory programme were made and evaluated over a period of three years and they included improvements to the written instructions and the laboratory organisation and the introduction of prelab work, laboratory techniques training and mini-projects. Evidence from the study supports the conclusion that the changes were effective in imporving students' attitudes about the laboratory course.
101 citations
TL;DR: In this paper, the authors examine in some depth the problems which first year social science PhD students encounter when adapting to their new status, focusing upon a number of factors which influence successful adaptation.
Abstract: Since 1982 there have been considerable structural changes in the funding and organisation of the social science PhD, yet what knowledge there is concerning the actual PhD process is scant. In an attempt to remedy this state of affairs, this paper examines in some depth the problems which first year social science PhD students encounter when adapting to their new status. The second half of the paper focuses upon a number of factors which influence successful adaptation.
98 citations
TL;DR: The Course Experience Questionnaire (CEQ) has been developed in Australia as a performance indicator for measuring the quality of teaching on particular degree programs as discussed by the authors, and students' responses to the CEQ have been shown to vary systematically across different institutions, with students' rated satisfaction with their degree program as a whole, and with their approaches to studying in higher education.
Abstract: The Course Experience Questionnaire (CEQ) has been developed in Australia as a performance indicator for measuring the quality of teaching on particular degree programmes. Students' responses to the CEQ have been shown to vary systematically (a) across different institutions, (b) with students' rated satisfaction with their degree programme as a whole, and (c) with their approaches to studying in higher education. In the present study, responses obtained from students in one British academic department replicated the broad constituent structure of the CEQ, although they also confirmed problems with the composition of one of its subscales concerned with appropriate assessment. It is concluded that the CEQ yields a global index of perceived teaching quality that can be used in a British setting.
90 citations
TL;DR: In this paper, an equal probability sample of 100 academic staff was surveyed to investigate how and why they used lectures in their teaching, and the respondents were very conservative in their use of media (blackboard and overhead projector dominating).
Abstract: An equal probability sample of 100 academic staff was surveyed to investigate how and why they used lectures in their teaching. The respondents were very conservative in their use of media (blackboard and overhead projector dominating). While the goals they hope to achieve by lecturing are laudable, most of them, arguably, are better achieved by other teaching methods—those requiring more active involvement of the students. One activity that almost all respondents wanted students to undetake was the taking of lecture notes. For most a major purpose of these notes was to facilitate further study; for many a purpose was to allow students to see or to construct a structure for the subject. The proportion of respondents employing lecture hand-outs as part of their teaching strategy was high, supporting the contention that not all staff see lecturing as the straight transmission of information from the lecturer's to the students' notes.
TL;DR: The authors explored the relationship between students' metacognition and academic performance and found that high achieving students seem to be aware of more cognitive rules and to evoke metacognitive knowledge about cognitive processes and cognitive results more frequently (for instance, justification of a cognitive rule by an anticipated cognitive result).
Abstract: This study is part of an exploratory research project on first-year university students' metacognition. Using data from structured interviews, the investigation examines the way university students describe, judge and justify their cognitive strategies. This paper explores in particular the relationship between students' metacognition and their academic performance. In a sample of 35 economics students, a relationship was found between performance and some students' metacognitive knowledge characteristics. In particular, it was found that high achieving students seem to be aware of more cognitive rules and to evoke metacognitive knowledge about cognitive processes and cognitive results more frequently (for instance, justification of a cognitive rule by an anticipated cognitive result). Their metacognitive knowledge also seemed more structured and hierarchically organised; for instance, high achieving students describe more frequently their cognitive strategy as a complex sequence including severa...
TL;DR: In this paper, the authors explored the impact of cross-disciplinary mentoring on teaching and professional growth of both new and experienced faculty through the presentation of four peer mentoring projects developed under a federal Title III grant for professional development and instructional improvement.
Abstract: Peer mentoring as an intentional instructional improvement strategy and the concept of mutual mentoring are the focus of this article. These themes are explored through the presentation of four peer mentoring projects developed under a federal Title III grant for professional development and instructional improvement. Mentor faculty were teamed with faculty mentorees desiring assistance in developing or using new, alternative teaching materials/methods or gaining new knowledge. Cross-disciplinary mentoring and the impact of mentoring on teaching and professional growth of both new and experienced faculty are present.
TL;DR: In this article, the importance of learned resourcefulness skills as measured by Rosenbaum's Self-Control Schedule (SCS) to perseverance in an academic self-management program was examined.
Abstract: The present study was designed to examine the importance of learned resourcefulness skills as measured by Rosenbaum's Self-Control Schedule (SCS) to perseverance in an academic self-management program. As predicted, students who dropped out of the self-management program scored low on Rosenbaum's SCS; that is, they had a limited repertoire of general learned resourcefulness skills. However, both the high and the low resourceful students completing the self-management program implemented the self-management strategies they were taught, and expected and obtained comparable final grades. The possible long-term gains of high resourceful versus low resourceful students received from the program are discussed.
TL;DR: This article examined degree results in geography in United Kingdom universities between 1973 and 1990 and revealed persistent and systematic variations between departments in the proportion of good degrees awarded, but important questions remain, including the validity of value added performance indicators and the future of the external examiner system.
Abstract: Variability in degree results, especially in the proportion of good (i.e. first class and upper second class) degrees awarded, between subjects and institutions is well-documented. Relatively little work has examined variability within a single discipline. Analysis of degree results in geography in United Kingdom universities between 1973 and 1990 reveals persistent and systematic variations between departments in the proportion of good degrees awarded. Differences in entry qualification provide some explanation, but important questions remain. These questions have implications for various areas of current policy concern including the validity of value added performance indicators and the future of the external examiner system.
TL;DR: In this paper, a critique of the NCVQ model of competence-based education is presented and, in place of the behaviourist obsession with performance outcomes, models of learning and development drawn from the cognitive and experiential tradition are recommended for higher education.
Abstract: The expanding influence of competence-based education (CBE) through the activities of the National Council for Vocational Qualifications (NCVQ) now extends to all levels of the system, including the work of higher education institutions. The NCVQ approach is, however, ill-equipped to deal with education and training beyond the level of basic skills, and is largely irrelevant to the sort of learning that goes on in higher education. A critique of the NCVQ model of CBE is presented and, in place of the behaviourist obsession with performance outcomes, models of learning and development drawn from the cognitive and experiential tradition are recommended for higher education. Educators in this sphere need to maintain an attachment to critical practice and the humanistic tradition in order to resist the narrow utilitarian models of practice represented by CBE strategies.
TL;DR: This paper examines the educational process of a collaboratively designed, open learning MA in management learning which uses a mixture of computer conferencing, electronic mail and periodic face-to-face workshops.
Abstract: This paper addresses some issues to do with using computer supported collaborative learning (CSCL) technologies in higher education. In particular, it examines the educational process of a collaboratively designed, open learning MA in management learning which uses a mixture of computer conferencing, electronic mail and periodic face-to-face workshops. The nature of professional practice in such online environments is analysed and discussed.
TL;DR: The main tenets of the British Conservative Government's conception of market forces are briefly stated Recent attempts to turn British higher education into a market by manipulating funding methodologies are examined, and the conclusion is reached that the exercise of government power manifests a degree of interventionism which is at variance with the officially espoused doctrines of competition and the free market as discussed by the authors.
Abstract: The main tenets of the British Conservative Government's conception of market forces are briefly stated Recent attempts to turn British higher education into a market by manipulating funding methodologies are examined, and the conclusion is reached that the exercise of government power manifests a degree of interventionism which is at variance with the officially espoused doctrines of competition and the free market It is argued that state control and regulation are becoming characteristic of a large number of capitalist societies, in part because the market will not function effectively otherwise An implication for the Government is that it needs to modernise its ideology to keep pace with societal development; also, if planning has to be done by the state (as seems clear), then it needs to be done much more efficiently
TL;DR: In this article, the authors describe and reflect upon a part-time MEd course, which has been developed at the University of Sheffield Division of Education, for lecturing staff from different departments in the university.
Abstract: This paper describes and reflects upon a part-time MEd course, which has been developed at the University of Sheffield Division of Education, for lecturing staff from different departments in the university. The purpose of the course is to develop the quality of teaching across the institution. Here the author, in collaboration with Len Barton, who co-tutored the course, explores some of the issues which arise from planning and working with the lecturing colleagues who were the course participants. Central to its development is the idea that improvements in teaching are likely to follow from the sustained reflection and research of higher education lecturers into their own practice and the social context in which it arises. Having started the course in 1992, our discussion is necessarily tentative at this stage, and further evaluation is under way. We would therefore welcome any correspondence to us at the University of Sheffield concerning the issues which we address.
TL;DR: In this paper, the authors investigated the extent to which student financial aid has influenced enrolment into higher education and found that it has had a great impact on the number of students entering higher education.
Abstract: The study aims to elucidate to what extent student financial aid has influenced enrolment into higher education. Four nationally representative samples of students entering higher education at different points of time from 1970 to 1990 are studied. The results show that student financial aid has had a great impact on the number of students entering higher education. It has also influenced enrolment differences between socio-economic groups as well as those between men and women. In 1989 the financial aid system was reformed. Among other things the repayment of the loans became income related—a change which is given special attention.
TL;DR: In 1992, the Czech government had introduced a system of formula funding, whereby the funds provided to institutions would be related to the number of students enrolled and their subject specialisms.
Abstract: This article examines the funding of higher education in the Czech Republic in the summer of 1992. The Czech government had introduced a system of formula funding, whereby the funds provided to institutions would be related to the number of students enrolled and their subject specialisms. The details of that new funding system are presented, and some of its features elaborated. Direct comparison with the funding formula systems employed in the UK makes clear that the Czech system is incomplete, in that it does not address the issue of allocating student numbers to institution. The policy issues related to this feature of the system are examined in some detail. The analysis includes ways in which the funding system might be developed in the future, and the likely effect of those developments.
TL;DR: In this paper, the authors examine a strategy of collaborative research which was aimed at regenerating a culture of research within a university department of education, as well as meeting staff development needs.
Abstract: The need to encourage staff in departments of education in South African universities to increase their research output has become a priority given the pressing educational needs within the country, and demands for university departments to be more accountable in a context of ever diminishing financial resources. This paper examines a strategy of collaborative research which was aimed at regenerating a culture of research within a university department of education, as well as meeting staff development needs. In doing so, the paper also addresses what the authors regard as a major shortcoming in much published research, namely, that of failing to reveal to experienced researchers and novitiates alike much of the ‘off-stage˚s detail, by presenting the ‘on-stage˚s performance only. Particular attention, therefore, is paid to issues involved in undertaking research, in this case collaboratively, and to the dynamics of theorising and writing up such research.
TL;DR: The authors argue that it is time to reconsider the humanist tradition by viewing knowledge as a form of learning and research as a function of living knowledge, and that the research which is so highly appreciated in scientific laboratories as well as the research in libraries would then be seen to have a common living source.
Abstract: This paper proposes that research is a function of living knowledge. Research makes tacit assumptions about the meaning of life, despite its supposed metaphysical neutrality. Even though research may focus on a particular area, its elastic nature suggests that it is fundamentally a self-reflective and therefore an educational practice. The history of modern educational thought since Bacon reveals a tension between knowledge as personal (and thus educational) and knowledge as impersonal. The result is that today we do not know whether to think of knowledge as impersonal data or as a feature of human experience. This paper argues that it is time to reconsider the humanist tradition by viewing knowledge as a form of learning and research as a form of living knowledge. The research which is so highly appreciated in scientific laboratories as well as the research in libraries would then be seen to have a common living source.
TL;DR: In this paper, the authors explore the philosophical foundations of such policies, and pose the question of whether they can be justified on the grounds that they promote equality of opportunity, or in other words as a form of procedural justice.
Abstract: The proliferation of equal opportunities policies in institutions of higher education in recent years has resulted in a number of institutions introducing policies which aim to regulate the use of language. Our aim, in this paper, is to explore the philosophical foundations of such policies, and to pose the question of whether they can be justified on the grounds that they promote equality of opportunity. In the first part of the paper, we examine various conceptions of equality of opportunity, and advance the argument that this is best understood as the avoidance of unfair discrimination, or in other words as a form of procedural justice. In the second we consider the claim, advanced by various feminist linguists and philosophers, that the use of certain words can lead to unfair discrimination. Our conclusion is that such views are based on untenable theories of meaning, and therefore that policies aiming to regulate the use of language are impossible to defend.
TL;DR: In this paper, the authors investigate how culture defines what is accepted as knowledge and how such knowledge is constructed by scientists in a newly industrialized country and provide the questions that guide this inquiry.
Abstract: How culture defines what is accepted as knowledge and how such knowledge is constructed by scientists in a newly industrialized country provide the questions that guide this inquiry. Specifically, this study questions from a critical perspective how the cultural web of scientists in a sample of Brazilian universities affects the construction of knowledge. Through consideration of the cultural and subjective features of the construction of knowledge, this inquiry proposes that consideration of local vs international research, the governmental infrastructure, the alternative ideology of cultural action for freedom, and the nature of the faculties themselves are central to understanding how knowledge is defined, valued and produced in Brazil. The comparative and critical focus presented in this study encourages researchers to understand both how culture affects conceptions of knowledge and how such perspectives are responsible for the knowledge constructed and valued in the society.