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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

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

Book part
Publication date: 5 February 2024

Samantha Evans and Madeleine Wyatt

This chapter challenges middle-class bias in work-life literature by examining work-life balance dynamics through a social class perspective. It reveals class-based disparities in…

Abstract

This chapter challenges middle-class bias in work-life literature by examining work-life balance dynamics through a social class perspective. It reveals class-based disparities in physical, temporal, and psychological outcomes, including the role of economic capital in work-life balance and the challenges encountered by the socially mobile in achieving psychological balance. It emphasizes the need to acknowledge social class implications for work-life balance and urges organizations to address class-based inconsistencies and inequalities in their practices.

Details

Work-Life Inclusion: Broadening Perspectives Across the Life-Course
Type: Book
ISBN: 978-1-80382-219-8

Keywords

Content available
Article
Publication date: 14 November 2016

Sarah Tudor and Ruth Helyer

434

Abstract

Details

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

Content available
Article
Publication date: 9 February 2015

Gavin Moodie and Leesa Wheelahan

328

Abstract

Details

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

Content available
Article
Publication date: 20 October 2014

Dr Ruth Helyer

13

Abstract

Details

Higher Education, Skills and Work-based Learning, vol. 4 no. 3
Type: Research Article
ISSN: 2042-3896

Expert briefing
Publication date: 16 March 2023

As tensions build between Beijing and Western governments, Beijing may increasingly be tempted to weaponise its dominance. It could limit supplies in response to sanctions and…

Content available
Article
Publication date: 9 November 2015

Tony Wall

701

Abstract

Details

Higher Education, Skills and Work-Based Learning, vol. 5 no. 4
Type: Research Article
ISSN: 2042-3896

Content available
Article
Publication date: 30 September 2013

Ruth Helyer

499

Abstract

Details

Higher Education, Skills and Work-based Learning, vol. 3 no. 3
Type: Research Article
ISSN: 2042-3896

Article
Publication date: 6 February 2024

Grant Samkin, Dessalegn Getie Mihret and Tesfaye Lemma

We develop a conceptual framework as a basis for thinking about the impact of extractive industries and emancipatory potential of alternative accounts. We then review selected…

Abstract

Purpose

We develop a conceptual framework as a basis for thinking about the impact of extractive industries and emancipatory potential of alternative accounts. We then review selected alternative accounts literature on some contemporary issues surrounding the extractive industries and identify opportunities for accounting, auditing, and accountability research. We also provide an overview of the other contributions in this special issue.

Design/methodology/approach

Drawing on alternative accounts from the popular and social media as well as the alternative accounting literature, this primarily discursive paper provides a contemporary literature review of identified issues within the extractive industries highlighting potential areas for future research. The eight papers that make up the special issue are located within a conceptual framework is employed to illustrate each paper’s contribution to the field.

Findings

While accounting has a rich literature covering some of the issues detailed in this paper, this has not necessarily translated to the extractive industries. Few studies in accounting have got “down and dirty” so to speak and engaged directly with those impacted by companies operating in the extractive industries. Those that have, have focused on specific areas such as the Niger Delta. Although prior studies in the social governance literature have tended to focus on disclosure issues, it is questionable whether this work, while informative, has resulted in any meaningful environmental, social or governance (ESG) changes on the part of the extractive industries.

Research limitations/implications

The extensive extractive industries literature both from within and outside the accounting discipline makes a comprehensive review impractical. Drawing on both the accounting literature and other disciplines, this paper identifies areas that warrant further investigation through alternative accounts.

Originality/value

This paper and other contributions to this special issue provide a basis and an agenda for accounting scholars seeking to undertake interdisciplinary research into the extractive industries.

Details

Meditari Accountancy Research, vol. 32 no. 1
Type: Research Article
ISSN: 2049-372X

Keywords

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