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Article
Publication date: 9 February 2015

Madeleine King, Arti Saraswat and John Widdowson

The purpose of this paper is to report research carried out by the Mixed Economy Group of colleges into the student experience of part time (PT) higher education (HE) delivered in…

Abstract

Purpose

The purpose of this paper is to report research carried out by the Mixed Economy Group of colleges into the student experience of part time (PT) higher education (HE) delivered in English further education (FE) colleges.

Design/methodology/approach

An online survey was completed by 352 PT students. Their responses, including free comments, formed the basis of the report. The authors provide a context for the work by referring to research carried out by other national agencies.

Findings

The research illustrates the strengths of college-based HE, which largely derives from delivery by staff who are qualified teachers and, often, professionally active in their field of expertise. Whilst valuing this, students also seek recognition of the demands of work and family on their study time, as well as an identity as HE students within the greater FE environment.

Social implications

PT HE can drive regional economic growth. By addressing the issues raised by students in the research, local colleges, partner universities, employers and national government can re-build local skill bases. Promoting PT HE develops a vocational ladder to HE, thus widening participation.

Originality/value

Relatively little publically available research exists into the experiences of students pursuing PT HE in colleges. This primary research begins an evidence-based debate about how colleges can improve their offer but also reminds Government of the need to give equal weight to the needs of PT students in future changes to the delivery of HE.

Details

Higher Education, Skills and Work-Based Learning, vol. 5 no. 1
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 14 November 2016

Madeleine King, Melinda Waters, John Widdowson and Arti Saraswat

The purpose of this paper is to report the findings of a joint study carried out with groups of colleges in England and technical and further education (TAFE) institutes in…

Abstract

Purpose

The purpose of this paper is to report the findings of a joint study carried out with groups of colleges in England and technical and further education (TAFE) institutes in Australia. It looks at the factors which promote the delivery of higher technical skills and the infrastructure arrangements that are needed for success. It relates these to the debate concerning the promotion of higher and degree apprenticeships (HAs and DAs) in England.

Design/methodology/approach

The report is derived from a series of interviews with college and TAFE staff. A policy comparison is also included to provide context.

Findings

The outcome of the study suggests that similar factors affect the decision to offer, pursue and contribute to the development of higher technical skills in both countries. HAs and DAs are an English construct and the experience of colleges involved in HAs adds a valuable contribution to discussions surrounding the marketing and delivery of DAs. The Australian decision not to pursue either structure encourages reflection on what it is that governments are trying to achieve and what lessons can be learned from their approach.

Research limitations/implications

The study was carried out within the non-university sector in both countries. Colleges and TAFE institutes are more likely to offer practice-based higher education (HE), have teaching staff with industry backgrounds and have long-established engagement with employers that may be found within universities. The paper was therefore written from a distinctive environment. However, it is likely that the issues identified apply to universities and private providers of HE as much as to colleges and TAFEs.

Practical implications

The findings suggest that developing HAs or DAs should not be seen merely as just another marketing opportunity. The hybrid nature of both structures requires a holistic approach to delivery on the part of institutional leaders that leads to significant overhaul of internal communications networks, quality assurance schemes and staff development.

Originality/value

The paper is one of relatively few published documents which focus on the role of dual sector colleges and TAFE institutes in the delivery of HE and higher technical skills. It offers insight into how government pressure for a particular style of HE, deemed necessary for the national economic interest of both countries, can be made into a reality. By using the expertise that already exists within the college and TAFE sectors and their established links with employers, more effective changes can be made at a faster pace.

Details

Higher Education, Skills and Work-Based Learning, vol. 6 no. 4
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 9 February 2015

Arti Saraswat

This paper is drawn from a doctoral study that was funded as part of Higher Education Funding Council for England’s Leadership, Governance and Management project. The college

Abstract

Purpose

This paper is drawn from a doctoral study that was funded as part of Higher Education Funding Council for England’s Leadership, Governance and Management project. The college referred to as City College in this paper, was an higher education (HE) College and was formally part of the HE Sector. The college was one of the institutions that was studied as part of the research that aimed to identify issues in managing across the interface of further education (FE) and HE. Multiple sources of evidence, such as, interviews with staff and managers, documents such as, institutional strategic plan, reports on quality assessment and monitoring, and other institutional data have informed the findings of this paper. The college had roots in FE and had gradually evolved to become an HE institution. The institutional background in FE had vitally shaped the perceptions of the institutional managers on combining FE and HE within an institutional framework. Two sets of beliefs had emerged at the college, one that related to retaining the FE ethos of the college and another that supported a progressive diffusion of aspects of HE culture within the college. The paper aims to discuss these issues.

Design/methodology/approach

This paper presents a case study of an English dual sector college that delivered substantial levels of FE and HE.

Findings

The paper presents the challenges associated with managing the college’s culture and identity as it continued to consolidate its position as an HE institution while remaining optimistic that it was not “drifting away” from its FE roots. The teachers and managers at the college had prior experiences of FE and their approach to work was influenced by FE practices. College was described to be “non-academic” and arguments were made to facilitate more “university-like” practices and arrangements for HE lecturers to help develop research and scholarly activity at the college.

Practical implications

The paper also highlights issues and considerations related to enhancing internal progression of students from FE to HE, pressures for separate and distinctive buildings and spaces for HE to help raise student aspirations, and the perceptions of internal and external stakeholders that related to a “confused” institutional identity of the college. Whilst the college had aimed to maintain a strong presence in the FE markets, it had simultaneously “concealed” its FE identity in order to appeal more strongly to the HE students.

Originality/value

In presenting the analysis of evolution of the college from an FEC to an HEI, this paper will be of interest to institutions that are considering or aspiring to strengthen their positioning as HE providers without compromising on their identity as FE colleges.

Details

Higher Education, Skills and Work-Based Learning, vol. 5 no. 1
Type: Research Article
ISSN: 2042-3896

Keywords

Book part
Publication date: 26 June 2007

Luc Verburgh and Nancy Lane

We follow Dr. Luc Verburgh through his first two years as CEO of Wellant College. He arrived there in the middle of a major strategic change and his mandate was to implement a…

Abstract

We follow Dr. Luc Verburgh through his first two years as CEO of Wellant College. He arrived there in the middle of a major strategic change and his mandate was to implement a change away from a traditional learning model to a new one. His first task was to define, with the executive team, the college's overall vision and strategy. Once that was accomplished, he turned his attention to the task of cascading both the vision and the strategy down throughout the organization and quickly implementing them. He achieved this by focusing on four areas: (1) making sure that the right people were on the team; (2) changing Wellant College's organizational structures and processes to promote communication and to manage performance; (3) communicating clearly and transparently throughout the entire process to all of the stakeholders about the changes taking place and the evolution of the strategy, seeking their views when appropriate; and (4) gradually changing from a top-down approach to one that had clearer guidelines and regulations, as well as allowing, even encouraging, more local ownership.

Details

Being There Even When You Are Not
Type: Book
ISBN: 978-6-6110-4908-9

Abstract

Details

Teacher Preparation in South Africa
Type: Book
ISBN: 978-1-78743-694-7

Book part
Publication date: 10 July 2014

Anthony Potts

This chapter explores the migration decisions and motives of a group of academics who were recruited to three Australian higher education institutions during the period 1965–2003…

Abstract

This chapter explores the migration decisions and motives of a group of academics who were recruited to three Australian higher education institutions during the period 1965–2003. The chapter furthers our understanding of historical patterns of academic mobility and the experience of academic mobility and adds to our understanding of the academic profession. The research used a micro approach to migration history and focussed on academic migrants’ decision-making processes. The research used semi-structured interviews with three groups of academics who were interviewed in 1982 and 2003. The academic migrants in this research were not committed to any particular institution or curriculum. What was most important in their migration decision was simply obtaining any academic position. Many, if not most of them, owed their academic careers to the growth in Australian higher education caused by its transition from an elite to a mass system. They obtained their academic posts because of the global nature of academic work. The question that arises from this study is what Australian universities will need to do to attract a new generation of academics as they compete in a global market for academic personnel.

Details

Academic Mobility
Type: Book
ISBN: 978-1-78350-853-2

Article
Publication date: 9 February 2015

Peter K. McGregor, Jason Birt, Kelly Haynes, Ruth J. Martin, Lawrence J. Moores, Nicola J. Morris, Brender Willmott and Andrew C. Smart

A significant (8-18 per cent) proportion of higher education (HE) students in the UK are hosted by colleges. The quality of college HE provision has been questioned. The purpose of

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Abstract

Purpose

A significant (8-18 per cent) proportion of higher education (HE) students in the UK are hosted by colleges. The quality of college HE provision has been questioned. The purpose of this paper is to present the case studies showing an HE ethos and student scholarship in a college environment from two levels of degree, three areas of science and contexts from submission to government consultations to tropical fieldwork, and from event organisation to volunteering.

Design/methodology/approach

Five case studies are presented, each of which was developed and delivered by a subset of the authors (see biographies for details). During delivery, individual staff developed opinions on the success of components of the approaches; these were discussed with co-deliverers, other authors/staff members and degree programme external examiners during the academic year. The information reported in this manuscript is a composite of these views.

Findings

All of the case studies were designed to have elements of HE ethos and student scholarship that contribute towards a high-quality student experience. The extensive links with potential employers and outside professionals help to ensure student engagement with real world issues and provide opportunities for individual enhancement, often through extracurricular activities.

Originality/value

The range of case studies presented here indicates the potential for engagement and enhancement in a college HE context; it also indicates the college-wide culture of progression and scholarship. Whilst the details are necessarily specific, the diversity of the case studies indicates the potential of the approaches outlined in other subjects.

Details

Higher Education, Skills and Work-Based Learning, vol. 5 no. 1
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 14 November 2016

Arti Saraswat

The UK government is actively promoting higher apprenticeships and degree apprenticeships and this agenda has been gaining momentum amongst the various providers of

1236

Abstract

Purpose

The UK government is actively promoting higher apprenticeships and degree apprenticeships and this agenda has been gaining momentum amongst the various providers of apprenticeships. The purpose of this paper is to draw on an exploratory study on English further education (FE) colleges and highlight some of the key drivers of delivery, and possible challenges that can be faced by the providers in any expansion of this provision. Staff perceptions on the new apprenticeship standards are also presented in the paper.

Design/methodology/approach

This paper draws on a qualitative exploratory study with ten FE colleges in England. As part of the study, 19 in-depth semi-structured interviews were conducted with college staff and managers.

Findings

Higher apprenticeships have the potential to offer work-focussed alternatives to the conventional full-time degree models of higher education, however, the paper sheds light on a number of factors can limit the uptake of higher and degree apprenticeships.

Practical implications

The paper presents some practical challenges in developing higher apprenticeships and outlines some successful instances of higher apprenticeships which will be useful for those involved in the design and delivery of apprenticeships at FE colleges as well as at other providers.

Originality/value

This paper draws on research with FE colleges and will be of particular significance to FE colleges and universities that may consider delivering higher apprenticeships. The paper presents insights into institutional experiences and decision-making associated with higher and degree apprenticeships and, in doing so, the paper offers valuable contributions to the body of knowledge in this under-researched area.

Details

Higher Education, Skills and Work-Based Learning, vol. 6 no. 4
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 1 December 1966

Adrian Bristow

I find the role of the vice‐principal in local colleges a fascinating one. It obsesses me. Why this should be I do not know. My college will probably never have one (unless the…

Abstract

I find the role of the vice‐principal in local colleges a fascinating one. It obsesses me. Why this should be I do not know. My college will probably never have one (unless the ATTI insist on one being appointed as a condition of our doing Industrial Training) and I have never been one or served under one. So in considering his position in the organization structure, I set out in a spirit of friendly enquiry, uncluttered by experience or knowledge.

Details

Education + Training, vol. 8 no. 12
Type: Research Article
ISSN: 0040-0912

Article
Publication date: 1 March 1985

Julia Carter

This report is the result of a five‐month survey of information provision in the London Borough of Islington. It looks at information on learning opportunities for adults and…

Abstract

This report is the result of a five‐month survey of information provision in the London Borough of Islington. It looks at information on learning opportunities for adults and complements Brenda Neale's survey of adult learner needs which identified a lack of accessible information as a major barrier for adults in the Borough wishing to return to learning.

Details

Library Management, vol. 6 no. 3
Type: Research Article
ISSN: 0143-5124

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