Search results

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.

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

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.

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.

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.

Discusses the idea of learning organisations and applies it to universities, suggesting that as they adapt to the changing environment they are becoming learning universities. Identifies developments in national politics, increases in student numbers and demands for increased efficiency as factors necessitating change. Outlines the ideas that universities are making cross‐sectoral alliances, lessening the distinction between university and non‐university sectors. Discusses a range of models and modes of integrating post secondary education into university education, using case examples for each of the model types. Concludes that the emerging comprehensive universities developed from strategic alliances are organisations that both learn and foster learning.

The aim of the chapter is to investigate the changing structural position of post-secondary schools in Poland, seen from the perspective of the expansion of higher education from one side and the current reform of vocational education from the other. Do post-secondary schools enhance opportunities for those who might not otherwise consider further education, especially when we consider lower cost, open admissions and greater accessibility in comparison with higher education institutions? Or do they play a role of a ‘discounted’ and ‘undervalued’ education for those who could not manage to enter three-year-bachelor cycles in tertiary education and thus were forced to lower their initial educational aspirations? The opening up of higher education to new student populations was done by the rapid expansion of the private (paid for) sector and the fee-paying courses in the public sector. Liberal educational policy not only opened an opportunity for the privatization in higher education, but also expanded the market-driven provision at the post-secondary level. The discussion on the relevance of post-secondary vocational qualifications must be seen within the context of the continual inflation of diplomas/degrees and the unemployment of graduates after finishing higher education. Since 2010, there has been a reverse process initiated at the governmental level in Poland: reform schemes to increase the participation of young people in vocational education and training. However, the structural position and functions of post-secondary schools, as well as their role in the employability of young people, are not subject to any open discussion at the political level. This sort of status quo concerning post-secondary institutions means that their institutional identity issues are resolved and their structural position defined predominantly by market forces.

Victoria University is one of the few Australian dual-sector institutions that offers vocational, further, and higher education programs. The University offers short courses, apprenticeships, certificates, diplomas, degrees, and postgraduate studies to 40,000 students. The campuses are primarily located in the western region of Melbourne (Australia) but include Sydney and international sites. The predominant student cohorts come from low socio-economic backgrounds and are the first in family to attend a university.

This chapter reports on the joint partnership between local councils and Victoria University in the development of collaborative learning hubs that anticipate broader access to learning for community members whilst providing links back to larger campus locations. The intended aim of these partnerships is to increase tertiary participation and completions, whilst engaging/reengaging local community members in the art of learning.

The University has embarked on a project to design and implement collaborative learning hubs that provide tertiary courses in a number of local councils. ¹ The project builds on the strategic directions of both the councils and the University, which sees itself as the University of Opportunity for people who would traditionally struggle to be successful in tertiary education. The two councils that Victoria University is partnering with are Hume City Council and Hobsons Bay City Council.

Emerging digital technologies and increasing interest in the computerized delivery of higher education have led to e‐learning through electronic mail, the Internet, the World Wide Web (WWW), and multimedia. Issues such as the confidence with which college faculty integrate technology in their teaching, plagiarism and communication remain as important unresolved questions. Considering these, the marketplace of learners is not responding to e‐learning as anticipated. Understanding the importance of information systems, and of efforts to ensure that faculty use technology, as well as recognition of the marketplace, a framework has been developed for success with e‐learning. Reviews the selected definitions of e‐learning. A critical review of literature is provided with a view to developing a more practical framework for achieving success in e‐learning. Also, some reported case experiences are briefly discussed. Suggestions for future research are presented.

The purpose of this case study is to report on the activities and outcomes of a facilitated group of new librarians in one Australian university. The aims of the librarians are to increase professional networking, to promote career development, to enhance job satisfaction and retention of motivated staff, to grow participants' sense of responsibility for organisational progress, and to develop willingness to take initiative in presenting good ideas for service improvement.

The primary author was the initiator of, and facilitator for, the New Professionals' Group and was able to influence approaches taken. A variety of learning experiences were utilised including an action learning project. Monthly meetings were held face‐to‐face and an online group was used as an additional communication avenue. The progress of the group was monitored by facilitator observation, by a participant survey after several months of operation, and by feedback and analysis after one year.

Participation in the New Professionals' Group had positive impact on networking activity, career advancement, contribution to the organisation and job satisfaction. No significant impact on staff retention was established.

Self‐report was the only means of identifying the level of influence coming from participation in the group as compared with the impact of prior capabilities and attitudes.

Induction and socialisation of new employees commonly covers organisational structure, policies and procedures as well as job‐specific training. An emphasis on career advancement strategies and being a positive and effective voice for organisational improvement are distinctive in the reported work.

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.

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.

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.

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.

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.

The microfinancing sector is infamous for being prone to high credit risks due to loan defaults by its poor borrowers. Conversely, the sector is also criticized for creating debt traps for the poor. The dual nature of these peculiar problems in microfinancing causes the market failure phenomenon. Therefore, the current study explores whether public policy intervention is required to address market failure.

The study undertakes a critical review of existing literature, the news, the policy documents and other publicly available information to shape the viewpoints in this study. Constructive criticism is used to build arguments to arrive at a conceptual framework that depicts how public policy should interact with markets to address the peculiar problems of the microfinancing sector.

The findings indicate that market failure in microfinancing is real and pressing. Therefore, public policy is invited, though in its limited form. While the policy intervention may help the formal microfinancing arena by regulating the interest rates, the policy administration in the informal sector is likely to fail. Therefore, the policy should attempt to create an environment of inclusiveness. Policies that rely on coercion are not recommended. In the long run, subsidies via policy intervention are discouraged. Instead, the policy should motivate the microfinancing sector to become self-reliant.

The study is one of its kind to provide perspectives on specific market failures and policy interventions in microfinancing, particularly in economies where formal and informal sectors coexist and are equally crucial.

This article explores the perceptions of professionals on the implementation and impact of Dual Vocational Training (Dual VET) in the Spanish education system.

The study involves interviews with various professionals in the education and employment sectors and two discussion groups.

Results reveal positive views on Dual VET’s ability to enhance employability and reduce the education-to-employment gap. However, challenges like the involvement of small and medium enterprises and the need for continuous curriculum evaluation and adaptation are recognized. Additionally, the study highlights a lack of acknowledgment of antecedent programs to Dual VET, despite their recognition by experts as highly influential in facilitating the school-to-work transition for young individuals.

The study emphasizes the importance of promoting awareness among stakeholders and emphasizes the role of collaboration between educational institutions and the business sector to ensure Dual VET’s success in Spain.