Securing a sustainable future for higher education : an independent review of higher education funding and student finance
01 Jan 2010-
About: The article was published on 2010-01-01 and is currently open access. It has received 612 citations till now. The article focuses on the topics: Higher education.
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TL;DR: In this article, the authors argue that the current focus of the academic entrepreneurship literature is mostly on patent-based activities such as spinouts and licensing, and should be widened to also include other informal commercial and non-commercial activities that are entrepreneurial in nature.
383 citations
01 Jan 2008
TL;DR: In this article, the authors make use of newly linked administrative data to better understand the determinants of participation in HE -and participation in high status universities - amongst those facing socio-economic disadvantage, those from poorly educated families and ethnic minorities.
Abstract: Higher education (HE) participation has expanded dramatically in England over the last half century; however, access to HE amongst particular groups of students remains a major policy concern. This report makes use of newly linked administrative data to better understand the determinants of participation in HE - and participation in high status universities - amongst those facing socio-economic disadvantage, those from poorly educated families and ethnic minorities. It is unique in being able to follow a particular cohort of children (all state school children in England in Year 11 in 2001-02) from age 11 right through to HE participation at age 18 (in 2004-05) or age 19 (in 2005-06).
The findings documented in this report show that while there are large raw gaps in HE participation rates by socio-economic status, these differences disappear once controls for prior attainment are included. This suggests that it is not barriers arising at the point of entry into HE (e.g. borrowing constraints) that are most problematic, but poor attainment in secondary schools. Indeed, if results can be improved between age 11 and age 16, those from poorer backgrounds are at least as likely to go on to university as their more advantaged peers. By contrast, most ethnic minority groups are now significantly more likely to participate in HE than their White British counterparts.
333 citations
Book•
20 Feb 2012
TL;DR: The Pedagogy for Employability publication as mentioned in this paper has been updated with the practitioner in mind, as they discuss the policy and institutional context that frames the environment within which people work and provide case studies of learning and teaching that support the development of student employability.
Abstract: This guide, produced by the HEA, constitutes a revised and updated version of the Pedagogy for Employability publication first published in 2006.
The publication has been updated with the practitioner in mind – those teaching in the classroom and those engaging with policy and student interactions in other ways, such as careers guidance and learning development workers. Practitioners are our focus, as we discuss the policy and institutional context that frames the environment within which people work. The early sections of this publication are intended to illuminate the possibilities and constraints that operate in different national, institutional and departmental situations, having a direct impact on the way that teaching and learning takes place between practitioners and students. Case studies of learning and teaching that support the development of student employability, in the classroom, through distance and part-time learning and in co-curricular and extra-curricular activities, are provided throughout the publication. In the later sections of the publication we focus particularly on the curriculum and learning and teaching practice.
279 citations
Cites background from "Securing a sustainable future for h..."
...(HEFCE 2011, p5) Graduate employability is usually placed within the context of a ‘knowledge’ economy and in the context of a locally, nationally and globally competitive labour market environment (Browne 2010; CBI 2009; UKCES 2008, 2010b)....
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26 Jun 2011
TL;DR: In this article, it was shown that there is no clear demand from students for changes to pedagogy at university (e.g. demands for team and group working) and there is little evidence that students enter university with demands for new technologies that teachers and universities cannot meet.
Abstract: Executive Summary
"Our students have changed radically. Todayi?½s students are no longer the people our educational system was designed to teach." (Prensky 2001 p1)
1. There is no evidence that there is a single new generation of young students entering Higher Education and the terms Net Generation and Digital Native do not capture the processes of change that are taking place.
2. The complex changes that are taking place in the student body have an age related component that is most obvious with the newest waves of technology. Prominent amongst these are the uses made of social networking sites (e.g. Facebook), uploading and manipulation of multimedia (e.g. YouTube) and the use of handheld devices to access the mobile Internet.
3. Demographic factors interact with age to pattern studentsi?½ responses to new technologies. The most important of these are gender, mode of study (distance or place-based) and the international or home status of the student.
4. The gap between students and their teachers is not fixed, nor is the gulf so large that it cannot be bridged. In many ways the relationship is determined by the requirements teachers place upon their students to make use of new technologies and the way teachers integrate new technologies in their courses. There is little evidence that students enter university with demands for new technologies that teachers and universities cannot meet.
5. Students persistently report that they prefer moderate use of Information and Communication Technologies (ICT) in their courses. Care should be taken with this finding because the interpretation of what is i?½moderatei?½ use of ICT may be changing as a range of new technologies take off and become embedded in social life and universities.
6. Universities should be confident in the provision of what might seem to be basic services. Students appreciate and make use of the foundational infrastructure for learning, even where this is often criticised as being an out of date and unimaginative use of new technology. Virtual Learning Environments (Learning or Course Management Systems) are used widely and seem to be well regarded. The provision by university libraries of online services, including the provision of online e-journals and e-books, are also positively received.
7. Students do not naturally make extensive use of many of the most discussed new technologies such as Blogs, Wikis and 3D Virtual Worlds. The use of 3D Virtual Worlds is notably low amongst students. The use of Wikis and Blogs is relatively low overall, but use does vary between different contexts, including national and regional contexts. Students who are required to use these technologies in their courses are unlikely to reject them and low use does not imply that they are inappropriate for educational use. The key point being made is that there is not a natural demand amongst students that teaching staff and universities should feel obliged to satisfy.
8. There is no obvious or consistent demand from students for changes to pedagogy at university (e.g. demands for team and group working). There may be good reasons why teachers and universities wish to revise their approaches to teaching and learning, or may wish to introduce new ways of working. Students will respond positively to changes in teaching and learning strategies that are well conceived, well explained and properly embedded in courses and degree programmes. However there is no evidence of a pent-up demand amongst students for changes in pedagogy or of a demand for greater collaboration.
9. There is no evidence of a consistent demand from students for the provision of highly individualised or personal university services. The development of university infrastructures, such as new kinds of learning environments (for example Personal Learning Environments) should be choices about the kinds of provision that the university wishes to make and not a response to general statements about what a new generation of students are demanding.
10. Advice derived from generational arguments should not be used by government and government agencies to promote changes in university structure designed to accommodate a Net Generation of Digital Natives. The evidence indicates that young students do not form a generational cohort and they do not express consistent or generationally organised demands. A key finding of this review is that political choices should be made explicit and not disguised by arguments about generational change.
238 citations
Cites background from "Securing a sustainable future for h..."
...At the time of writing this review the current conditions in UK Higher education are uncertain following the Browne report and the Comprehensive Spending Review which followed it (Browne 2010)....
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TL;DR: Hargreaves and Shirley as mentioned in this paper published a joint publication with Ontario Principals Council and National Staff Development Council, 2009, £16.99 (paperback), ISBN 978-1-412...
Abstract: by Andy Hargreaves and Dennis Shirley, Thousand Oaks, CA, Corwin, joint publication with Ontario Principals’ Council and National Staff Development Council, 2009, £16.99 (paperback), ISBN 978-1-412...
237 citations