Search results

1 – 10 of 12
Per page
102050
Citations:
Loading...
Available. Content available
Article
Publication date: 11 May 2015

Ruth Helyer

157

Abstract

Details

Higher Education, Skills and Work-Based Learning, vol. 5 no. 2
Type: Research Article
ISSN: 2042-3896

Available. Content available
Article
Publication date: 11 February 2014

Ruth Helyer

111

Abstract

Details

Higher Education, Skills and Work-based Learning, vol. 4 no. 1
Type: Research Article
ISSN: 2042-3896

Access Restricted. View access options
Article
Publication date: 28 September 2012

Matt Bromley, Ann Minton and Conor Moss

The purpose of this paper is to provide an overview of the national policy context for the development of higher apprenticeships (HAs) and discuss the initial vision and rationale…

422

Abstract

Purpose

The purpose of this paper is to provide an overview of the national policy context for the development of higher apprenticeships (HAs) and discuss the initial vision and rationale for the University of Derby Corporate's (UDC) High Impact Apprenticeship project.

Design/methodology/approach

A critical evaluation of historical policy developments is undertaken outlining the potential for the development of a highly skilled workforce for businesses across all sectors. An embedded case study articulates the application of this learning to emergent thinking on the evolution of a framework and infrastructure to support the development of HAs.

Findings

Initial findings discuss the challenges to be faced when developing flexible and sustainable frameworks and highlight areas of good practice encountered to date. UDC's recognised expertise in work‐based learning is applied in the context of curriculum development and specifically the development of the capacity and capability of work based tutors to support learners in the workplace.

Research limitations/implications

Key areas for further investigation within a longitudinal study are identified, which will contribute to the academic discourse in the area and offer insights into the perspectives of the key stakeholders involved in HAs, with a view to identifying and disseminating best practice for all parties.

Originality/value

The paper will be of value to all key stakeholders in the HA partnership: providers, tutors, employers, as well as those charged with the governance of such developments, including Sector Skills councils and NAS.

Details

Higher Education, Skills and Work-Based Learning, vol. 2 no. 3
Type: Research Article
ISSN: 2042-3896

Keywords

Access Restricted. View access options
Article
Publication date: 13 October 2020

Iro Konstantinou and Elizabeth Miller

Previous research suggests that higher education provision, the government's knowledge-based economic agenda and the attributes employers look for in graduates are not always…

744

Abstract

Purpose

Previous research suggests that higher education provision, the government's knowledge-based economic agenda and the attributes employers look for in graduates are not always aligned, leading to a skill shortage and the production of graduates who are not “work ready”. Degree apprenticeships (DAs) are well placed to address this gap because employers are involved in both the design and delivery of higher education and work with higher education institutions (HEIs) to develop the skills both parties believe graduates need through work-integrated learning (WIL). This paper will address how DAs can be utilised to that purpose.

Design/methodology/approach

This paper draws on data collected from students, ranging from their first to final years, enrolled in the Chartered Manager Degree Apprenticeship (CMDA) programme at a higher education provider in London, UK. The national context of the UK is crucial both because of how DAs have been introduced by the government; how the pedagogical implications defer from other national contexts and work based provision and also because there are clear contrasts in how the private and public sector in the UK are “using” degree apprentices. The authors adopted an exploratory research design using semi-structured interviews and focus groups.

Findings

The authors argue that a reflective approach in assessed coursework, in conjunction with an explicit focus on the skill development of students, can enhance the experience of degree apprentices completing WIL modules. The authors highlight the potential of WIL modules in advancing the ability of degree apprentices to reflect on their practice while they are working and studying, a process which can have long- term benefits to their professional identity. The authors draw attention to the affordances given to apprentices to develop their professional identity drawing comparisons between the public and private sector in the UK.

Originality/value

This paper adds to the work on DAs and WIL currently being undertaken in the UK. By exploring the case study of a cohort of DAs engaging in productive reflection with regards to the skills they develop at the workplace and in the classroom, the authors point to a way in which module development can integrate such reflective elements.

Details

Higher Education, Skills and Work-Based Learning, vol. 10 no. 5
Type: Research Article
ISSN: 2042-3896

Keywords

Available. Content available
Article
Publication date: 8 February 2016

Lesley Lawrence

845

Abstract

Details

Higher Education, Skills and Work-Based Learning, vol. 6 no. 1
Type: Research Article
ISSN: 2042-3896

Access Restricted. View access options
Article
Publication date: 15 August 2016

Jackie Dickenson

This paper aims to reveal the marshalling of an emotion – loneliness – over time for the construction of relationships between advertisers and consumers between 1909 and 1934…

381

Abstract

Purpose

This paper aims to reveal the marshalling of an emotion – loneliness – over time for the construction of relationships between advertisers and consumers between 1909 and 1934, paying attention to the shifting contexts in which these relationships were built, maintained and extended. It also draws attention to the ways in which advertising and marketing work in society, and advances the understanding of the development of consumer culture in Australia.

Design/methodology/approach

The paper uses textual analysis of letters from readers and editorial content published in the magazine over a 25-year period, supplemented by material from newspapers and memoirs.

Findings

The paper reveals how a women’s magazine marshalled the loneliness of Australian women, especially rural Australian women, to attach them to the magazine and its advertisers. Over 25 years, the magazine editors built a reservoir of trust between readers and the magazine. When the economy turned, this reservoir could be drawn upon to maintain reader attachment and maximise sales.

Research limitations/implications

This paper examines the use of emotion in just one magazine. A comparative study would be beneficial to see whether this exploitation of emotion was widespread.

Practical implications

The paper suggests the importance of emotion as a tool for attaching consumers to brands and for maintaining that attachment through financial difficulties.

Originality/value

This paper supports the turn to the study of emotion in history and, specifically, in the development of consumer culture.

Details

Journal of Historical Research in Marketing, vol. 8 no. 3
Type: Research Article
ISSN: 1755-750X

Keywords

Access Restricted. View access options
Article
Publication date: 27 January 2022

Conor Mellon

The purpose of this paper is to report on a small-scale study to explore the impact of the Covid-19 pandemic on Irish primary teachers’ evolving identities.

1615

Abstract

Purpose

The purpose of this paper is to report on a small-scale study to explore the impact of the Covid-19 pandemic on Irish primary teachers’ evolving identities.

Design/methodology/approach

Using a narrative methodological approach, the study was underpinned by Kelchtermans’ (2009) interpretive framework. Five Irish primary teachers participated in in-depth semi-structured interviews. The teachers’ narratives focused on what it meant to “be” a teacher during the pandemic, their overall experience of teaching and learning, their motivation during (and beyond) this time, lessons learned and their future perspectives.

Findings

The paper found that teachers’ identities shifted and evolved over the course of the pandemic, as they initially struggled to make sense of the significant challenges. However, the emergent self-image, as illustrated here, is characterised by commitment, altruistic motivation and personal and professional growth. The study also demonstrated a reconstruction of teachers’ identities, in line with reconfigured relationships with parents, a renewed commitment to space and time in teaching and learning and an attendance to pupil voice.

Originality/value

There is little specific research on how teachers’ identities have been redefined over the course of the pandemic. This admittedly small-scale study offers insights on how teachers viewed themselves during the pandemic, what it means to be a teacher at this tumultuous time and gives voice to the hard-learned lessons they take with them into a post-Covid era.

Details

Journal for Multicultural Education, vol. 16 no. 1
Type: Research Article
ISSN: 2053-535X

Keywords

Access Restricted. View access options
Article
Publication date: 1 September 1909

IN making the suggestion, as some of my friendly critics have done, that the classes Fine and Useful Arts should be restored, as in Dewey, they rather miss the humour of the…

31

Abstract

IN making the suggestion, as some of my friendly critics have done, that the classes Fine and Useful Arts should be restored, as in Dewey, they rather miss the humour of the situation. The Subject Classification is not an amended Dewey or Cutter, but a humble attempt at an entirely new system, designed to meet the needs of popular libraries. It is not even a classification of knowledge, but, as experience has proved, a very practical and simple rearrangement of the factors of knowledge as set forth and preserved in books. The scheme is not indebted to any other system for aught but suggestions of main classes; all the details of the tables having been worked out independently, without reference to any classification save the Adjustable. It will be manifest, on reflection, that it would be fatal for the compiler of a new system to allow himself to be fettered or influenced by the schedules of other authors. I am one of those who decline to believe in the value of standardization of ideas or practice, save to a small degree in certain mechanical matters, and it would therefore be foolish to follow in the same rut as certain predecessors, simply because a longer existence has to some extent established their findings as settled conventions.

Details

New Library World, vol. 12 no. 3
Type: Research Article
ISSN: 0307-4803

Access Restricted. View access options
Article
Publication date: 15 June 2010

Peter Guilding

335

Abstract

Details

Reference Reviews, vol. 24 no. 5
Type: Research Article
ISSN: 0950-4125

Keywords

Available. Open Access. Open Access
Article
Publication date: 21 October 2022

Amber L. Cushing and Giulia Osti

This study aims to explore the implementation of artificial intelligence (AI) in archival practice by presenting the thoughts and opinions of working archival practitioners. It…

8587

Abstract

Purpose

This study aims to explore the implementation of artificial intelligence (AI) in archival practice by presenting the thoughts and opinions of working archival practitioners. It contributes to the extant literature with a fresh perspective, expanding the discussion on AI adoption by investigating how it influences the perceptions of digital archival expertise.

Design/methodology/approach

In this study a two-phase data collection consisting of four online focus groups was held to gather the opinions of international archives and digital preservation professionals (n = 16), that participated on a volunteer basis. The qualitative analysis of the transcripts was performed using template analysis, a style of thematic analysis.

Findings

Four main themes were identified: fitting AI into day to day practice; the responsible use of (AI) technology; managing expectations (about AI adoption) and bias associated with the use of AI. The analysis suggests that AI adoption combined with hindsight about digitisation as a disruptive technology might provide archival practitioners with a framework for re-defining, advocating and outlining digital archival expertise.

Research limitations/implications

The volunteer basis of this study meant that the sample was not representative or generalisable.

Originality/value

Although the results of this research are not generalisable, they shed light on the challenges prospected by the implementation of AI in the archives and for the digital curation professionals dealing with this change. The evolution of the characterisation of digital archival expertise is a topic reserved for future research.

Details

Journal of Documentation, vol. 79 no. 7
Type: Research Article
ISSN: 0022-0418

Keywords

1 – 10 of 12
Per page
102050