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1 – 10 of over 3000Robert Gandy, Peter Wolstencroft, Katherine Geer and Leanne de Main
The recruitment of undergraduate students within English universities is of vital importance to both the academic success and the financial stability of the organisation. Despite…
Abstract
Purpose
The recruitment of undergraduate students within English universities is of vital importance to both the academic success and the financial stability of the organisation. Despite the primacy of the task, there has been a dearth of research looking at related performance and how to ensure that the process is optimised. The purpose of this study was to investigate the degree of variation both within a university and between different universities. The reliance that individual programmes and/or universities place on the Clearing process is key; given its uncertainty, resource demands and timing shortly before students take up their places.
Design/methodology/approach
The Nomogramma di Gandy diagrammatical approach utilises readily available data to analyse universities’ performance in recruiting students to different programmes, and the degree to which they each rely of the Clearing process. Inter-university performance was investigated on a whole-student intake basis for a sample of English universities, representative of type and region.
Findings
The study found that there were disparate patterns for the many programmes within the pilot university and also disparate patterns between different types of universities across England. Accordingly, universities should internally benchmark their programmes to inform both strategic and tactical decision-making. Similarly, Universities and Colleges Admissions Service benchmarking inter-university patterns could inform the overall sector.
Originality/value
The approach and findings provide lessons for analysing student recruitment which could be critical to universities’ academic and financial health, in an increasingly competitive environment.
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Ian Pepper, Carol Cox, Ruth Fee, Shane Horgan, Rod Jarman, Matthew Jones, Nicoletta Policek, Colin Rogers and Clive Tattum
The Quality Assurance Agency (QAA) for Higher Education in the UK focuses on maintaining, enhancing and standardising the quality of higher education. Of significant impact are…
Abstract
Purpose
The Quality Assurance Agency (QAA) for Higher Education in the UK focuses on maintaining, enhancing and standardising the quality of higher education. Of significant impact are the development of subject benchmark statements (SBS) by the QAA, which describe the type and content of study along with the academic standards expected of graduates in specific disciplines. Prior to 2022, the QAA did not have a SBS to which higher education policing programmes could be directly aligned.
Design/methodology/approach
Over 12-months, a SBS advisory group with representatives from higher education across England, Scotland, Wales and Northern Ireland, The College of Policing, QAA, Police Federation of England and Wales and policing, worked in partnership to harness their collective professional experience and knowledge to create the first UK SBS for policing. Post publication of the SBS, permission was sought and granted from both the College of Policing and QAA for members of the advisory group to reflect in an article on their experiences of collaborating and working in partnership to achieve the SBS.
Findings
There is great importance of creating a shared vision and mutual trust, developed through open facilitated discussions, with representatives championing their cause and developing a collaborative and partnership approach to completing the SBS.
Practical implications
A collaborative and partnership approach is essential in developing and recognising the academic discipline of policing. This necessarily requires the joint development of initiatives, one of which is the coming together of higher education institutions, PSRBs and practitioner groups to collaborate and design QAA benchmark statements.
Social implications
The SBS advisory group has further driven forward the emergence of policing as a recognised academic discipline to benefit multiple stakeholders.
Originality/value
The SBS for policing is the first across the UK. The authors experiences can be used to assist others in their developments of similar subject specific benchmarking or academic quality standards.
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Kevin K.W. Ho, Ning Li and Kristina C. Sayama
This research uses a multifaceted approach to develop an MPA/MPP curriculum to support a data science track within the existing MPA/MPP programs by identifying the core and…
Abstract
Purpose
This research uses a multifaceted approach to develop an MPA/MPP curriculum to support a data science track within the existing MPA/MPP programs by identifying the core and elective areas needed.
Design/methodology/approach
The approach includes (1) identifying a suitable structure for MPA/MPP programs which can allow the program to develop its capacity to train students with the data science and general public administration skills to solve public policy problems and leave explicit space for local experimentation and modification; (2) defining bridging modules and required modules for the MPA/MPP programs; and (3) developing of data science track thought to make suggestions for the inclusion of suitable data science modules into the data science track and benchmarking the data science modules suggested with the best practices developed by other professional bodies. The authors review 46 NASPAA-accredited MPA/MPP programs from 40 (or 22.7%) schools to identify the suitable required modules and some potential data science and analytics courses that MPA/MPP programs currently provide as electives.
Findings
The proposal includes a three-course (six–nine credits, not counted in the program but as prerequisites) bridging module, a nine-course (27 credits) required module and a five-course (15 credits) data science track/concentration.
Originality/value
This work can provide a starting point for the public administration education community to develop graduate programs focusing on data science to cater to the needs of both public managers and society at large.
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This paper describes the rationale and key aspects of how one school-university partnership leveraged resources to create, implement and refine an innovative professional pathway…
Abstract
Purpose
This paper describes the rationale and key aspects of how one school-university partnership leveraged resources to create, implement and refine an innovative professional pathway called the Early Childhood Certificate (ECC) program which reflects the National Professional Development Schools (NAPDS) Essential Guideline 4: Reflection and Innovation. The ECC program is an innovative, career-building model that leverages resources between a predominantly white regional state university, a nonprofit organization serving as a Head Start grantee, a large urban school district and community-based education settings across a Midwestern metropolitan region.
Design/methodology/approach
This descriptive narrative documents how the ECC program developed as a professional pathway for early childhood educators to scale up their skills for teaching young children while strengthening their capacities and credentials within the early childhood education (ECE) profession pipeline. The narrative includes relevant literature and examples from the field.
Findings
This paper includes a discussion of the benefits and challenges related to the design, implementation and refinement of the professional learning ECC program.
Research limitations/implications
This is a descriptive narrative. As such, generalizability is lacking. Research is needed to determine the effectiveness and sustainability of innovative teacher education programs.
Practical implications
Relevant research and lessons learned provide guidance for other school–university partnerships to consider how to meet workforce and career needs for educators in the field of ECE.
Social implications
School–university partnerships can be change agents and positively impact early childhood educators' career development.
Originality/value
This paper addresses the need for understanding how predominantly white early childhood teacher education programs can partner with schools and agencies and then together leverage resources to support workforce and career development opportunities.
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The purpose of this paper is to argue for a transformative education that acknowledges and values the capacities of mature students, where higher education institutions reflect on…
Abstract
Purpose
The purpose of this paper is to argue for a transformative education that acknowledges and values the capacities of mature students, where higher education institutions reflect on their own assumptions and practices in order to become more inclusive and open to difference.
Design/methodology/approach
The stories told by Eliza, a mature student, are analysed through narrative inquiry; this approach uses a narrative as a means of capturing and analysing experience. In this case, Eliza’s stories about transition and transformation were collected over three years. Eliza made the transition from her “Access to HE course” to a degree programme in textiles. She was crossing a boundary between further and higher education, a time which could impact positively or negatively on her future achievements. The conclusions drawn from this study are not easily turned into generalisations or “truths” as they are contingent on the contexts in which the narratives were produced. Narrative is a representation of experience which is mediated by the social and cultural positions of the narrators and their audiences.
Findings
This study found that Eliza was confronted by many difficulties and misunderstandings around time management, pedagogy and assessment. Ineffective communication between Eliza and her tutors led to a growing frustration resulting in her considering leaving the course. Eliza’s institution sometimes seemed inflexible and was unable to respond effectively to her needs as a part-time student.
Practical implications
The implications for educators are that they should think about strategies for adapting to a diverse student body.
Originality/value
The previous experiences and backgrounds of “newcomers” should be celebrated rather than being perceived as “issues” that need to be fixed. In other words, when “non-traditional” students move through the stages of their education, their learning contexts may also need to be transformed.
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Michela Magliacani and Alberto Francesconi
This research explores the community's role in feeding a culturally sustainable development project over time and the practices which operationally allow the bridging of cultural…
Abstract
Purpose
This research explores the community's role in feeding a culturally sustainable development project over time and the practices which operationally allow the bridging of cultural heritage management and sustainable development according to the approach of “culture as sustainability”.
Design/methodology/approach
The primary and secondary sources relate to nearly 20 years of life of the Tuscan Mining Geopark case belonging to the United Nations Educational, Scientific and Cultural Organization (UNESCO) European and Global Geopark Networks. Textual analysis was applied to the dataset. The interpretative approach was aligned with other investigations within this research field.
Findings
The results highlight how a bold project in an uncertain context harnessed bottom-up mobilisation and accountability to stimulate a sustainable community empowerment. The ability to experiment and learn from experience depicts an organisational logic far from the top-down and predefined design practice widely contested in the literature.
Research limitations/implications
Despite a single case study was analysed, it enables researchers to craft a conceptual model for culturally sustainable development projects, and it fills the literature gap on how to operationalise culture as sustainability under the managerial perspective.
Practical implications
The model assembles an organisational process view and practices that can be tailored to a cultural context with insights for developing culturally sustainable projects.
Originality/value
The research increases the observations of community empowerment within culturally sustainable development projects. It demonstrates how the “incompleteness of the design” was not a weakness but rather a trigger of effective organisational practices.
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Xiaoxian Yang, Zhifeng Wang, Qi Wang, Ke Wei, Kaiqi Zhang and Jiangang Shi
This study aims to adopt a systematic review approach to examine the existing literature on law and LLMs.It involves analyzing and synthesizing relevant research papers, reports…
Abstract
Purpose
This study aims to adopt a systematic review approach to examine the existing literature on law and LLMs.It involves analyzing and synthesizing relevant research papers, reports and scholarly articles that discuss the use of LLMs in the legal domain. The review encompasses various aspects, including an analysis of LLMs, legal natural language processing (NLP), model tuning techniques, data processing strategies and frameworks for addressing the challenges associated with legal question-and-answer (Q&A) systems. Additionally, the study explores potential applications and services that can benefit from the integration of LLMs in the field of intelligent justice.
Design/methodology/approach
This paper surveys the state-of-the-art research on law LLMs and their application in the field of intelligent justice. The study aims to identify the challenges associated with developing Q&A systems based on LLMs and explores potential directions for future research and development. The ultimate goal is to contribute to the advancement of intelligent justice by effectively leveraging LLMs.
Findings
To effectively apply a law LLM, systematic research on LLM, legal NLP and model adjustment technology is required.
Originality/value
This study contributes to the field of intelligent justice by providing a comprehensive review of the current state of research on law LLMs.
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Amina Zahafi, Mohamed Hadid and Raouf Bencharif
A newly developed frequency-independent lumped parameter model (LPM) is the purpose of the present paper. This new model’s direct outcome ensures high efficiency and a…
Abstract
Purpose
A newly developed frequency-independent lumped parameter model (LPM) is the purpose of the present paper. This new model’s direct outcome ensures high efficiency and a straightforward calculation of foundations’ vertical vibrations. A rigid circular foundation shape resting on a nonhomogeneous half-space subjected to a vertical time-harmonic excitation is considered.
Design/methodology/approach
A simple model representing the soil–foundation system consists of a single degree of freedom (SDOF) system incorporating a lumped mass linked to a frequency-independent spring and dashpot. Besides that, an additional fictitious mass is incorporated into the SDOF system. Several numerical methods and mathematical techniques are used to identify each SDOF’s parameter: (1) the vertical component of the static and dynamic foundation impedance function is calculated. This dynamic interaction problem is solved by using a formulation combining the boundary element method and the thin layer method, which allows the simulation of any complex nonhomogeneous half-space configuration. After, one determines the static stiffness’s expression of the circular foundation resting on a nonhomogeneous half-space. (2) The system’s parameters (dashpot coefficient and fictitious mass) are calculated at the resonance frequency; and (3) using a curve fitting technique, the general formulas of the frequency-independent dashpot coefficients and additional fictitious mass are established.
Findings
Comparisons with other results from a rigorous formulation were made to verify the developed model’s accuracy; these are exceptional cases of the more general problems that can be addressed (problems like shallow or embedded foundations of arbitrary shape, other vibration modes, etc.).
Originality/value
In this new LPM, the impedance functions will no longer be needed. The engineer only needs a limited number of input parameters (geometrical and mechanical characteristics of the foundation and the soil). Moreover, a simple calculator is required (i.e. we do not need any sophisticated software).
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Magda Mostafa, Marlene Sotelo, Toby Honsberger, Christine Honsberger, Erin Brooker Lozott and Nate Shanok
The objective of this paper is to study the efficacy of the ASPECTSS Design Index's concepts as drivers of design intervention for educational environments for students on the…
Abstract
Purpose
The objective of this paper is to study the efficacy of the ASPECTSS Design Index's concepts as drivers of design intervention for educational environments for students on the autism spectrum. Based on the seven principles of acoustics, spatial sequencing, escape spaces, compartmentalization, transitions, sensory zoning and safety, ASPECTSS formed the basis for a preliminary post-occupancy evaluation (POE) and survey of an existing school environment.
Design/methodology/approach
Concepts drawn from the review of other strategies for autism spectrum disorder (ASD) friendly design were integrated with the seven ASPECTSS principles to create a design framework and consequent design retro-fit for a Pre-K-12th grade public school for students on the autism spectrum. The following design interventions were proposed: colour-coding based navigation; acoustical treatments in key circulation spaces; introduction of transition alcoves; classroom reorganisation using compartmentalization principles and the introduction of escape spaces for de-escalation. Specifically, a classroom template of modules of ASPECTSS-compliant layouts was provided to all staff. The efficacy and impact of these interventions were assessed using a whole campus online staff survey with further probing using classroom observations and subsequent interviews.
Findings
The results show alignment between the implementation of the ASPECTSS informed design interventions and responses to nine of the Likert scale items were all significantly lower than the middle response, indicating a high degree of satisfaction from survey respondents. These questions and responses related to the colour scheme facilitating ease of navigation for visitors of the school, the acoustics of the building successfully mitigating sound magnification and subsequently student distractibility, the organisation of the classrooms enhancing learning and the de-escalation zones allowing improved management of disruptive behaviours in the classroom.
Research limitations/implications
This study focuses primarily on the Autism ASPECTSS Design Index as a framework for assessing classroom efficacy. Other tools and frameworks may produce different insights. A single school site was studied. Validation of these findings in other school environments is necessary before generalising these strategies at scale. The use of qualitative tools, primarily teacher and staff surveys, provides one lens into the efficacy of these design strategies. Further research using measurable biometric indicators such as heart-rate and stress levels measured through wearable technology could provide a first step towards the triangulation of these findings.
Practical implications
These findings could help provide more standardised best practices for designing learning environments for autism, potentially providing supportive strategies with real impact on learning quality, skill development and knowledge acquisition in school environments. This could potentially have economic implications by supporting more efficient progress for autistic students through their school curriculum.
Social implications
Similar to economic impact, if validated and generalised, these findings could help with sense of accomplishment, general mental health improvement, alleviation of family stress and potential reduction of stigma in the autism community.
Originality/value
There is a slowly emerging field of design guidance for autism schools, but very little empirical evidence on the measurable efficacy of these strategies. This research provides one type of such evidence, as measured by the perceived impact from the point of view of staff and teachers at the school.
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This research sought to determine if there existed a common set of courses amongst undergraduate leadership degree programs, provide guidance for new program development and…
Abstract
Purpose
This research sought to determine if there existed a common set of courses amongst undergraduate leadership degree programs, provide guidance for new program development and program revision, promote discussion about future leadership curriculum development and provide a starting point for developing common leadership curriculum expectations nationally.
Design/methodology/approach
Content analysis was performed.
Findings
Program course similarities appear to represent the organic development of unofficial common core requirements within undergraduate leadership programs. Further, there appeared to be no significant trend as to which academic department leadership programs were placed.
Originality/value
This study identifies commonly occurring classes in traditional leadership degrees, offering insights for the development of new programs and assessment of current leadership degrees.
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