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Article
Publication date: 9 February 2015

Melinda Waters, Linda Simon, Michele Simons, Jennifer Davids and Bobby Harreveld

As neoliberal reforms take hold in the vocational education and training (VET) sector in Australia, there is renewed interest in the quality of teaching practice. However, despite…

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Abstract

Purpose

As neoliberal reforms take hold in the vocational education and training (VET) sector in Australia, there is renewed interest in the quality of teaching practice. However, despite the value of practitioner inquiry to the quality of teaching in schools, scholarly practice in higher education, and established links between the quality of teaching and outcomes for learners and between practice-based inquiry and pedagogic innovation in VET, the practices has received little attention. The purpose of this paper is to explore the value of a college-wide culture of scholarly activity to learners, enterprises, VET institutions, educators and the national productivity agenda.

Design/methodology/approach

Drawing on the education literature, empirical examples of scholarly activity drawn from the authors’ experiences of working with VET practitioners, this paper asks what constitutes research and inquiry in VET, why should these practices be integral to educative practice and what value do they bring to the sector? In addressing the questions, the authors explore how research and inquiry is defined in the literature and draw on three empirical examples of scholarly activities to provide a national, institutional and individual view. A discussion about the value of scholarly activities to VET stakeholders and how the practices might be fostered and sustained concludes the paper.

Findings

The paper concludes that practice-based scholarly activities in VET cultivate rich potential for renewed and innovative pedagogies that improve outcomes for learners, respond to industry demands for innovative skills, build “pedagogic capital” for VET institutions, enrich the knowledge base of policy makers and build resilience and professionalism. The authors conclude by positioning VET educators as scholars in their own right along a continuum of scholarly activity and posing the proposition that when valued, scholarly activities are practices for new times that will build a strong and vibrant profession for the future.

Research limitations/implications

This paper brings together the authors’ experiences of working with VET practitioners as the authors engage in scholarly activities. While each vignette was drawn from a formal research project in each case, the paper itself was not structured around a formal research activity, although a small survey was undertaken for vignette 1. This poses limitations to the findings of the study. However, the purpose of the paper is not to be conclusive but to forward an argument for more scholarly activity in VET in order to promote further research and debate.

Originality/value

This paper contributes to the current debate in Australia about the quality of teaching in VET and the sectors’ capability to produce “work-ready” graduates. It brings to the fore the value of scholarly activity for educators, learners, industry and communities, VET institutions and the broader national innovation agenda. As such, it has relevance to all VET stakeholders, most particularly policy makers, leaders and practitioners in VET.

Details

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

Keywords

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Article
Publication date: 10 August 2015

Leesa Wheelahan and Gavin Moodie

202

Abstract

Details

Higher Education, Skills and Work-Based Learning, vol. 5 no. 3
Type: Research Article
ISSN: 2042-3896

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Article
Publication date: 9 February 2015

Gavin Moodie and Leesa Wheelahan

330

Abstract

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

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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…

444

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

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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…

605

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

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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…

301

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

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Article
Publication date: 9 February 2015

Jonathan Eaton

During a period of significant crisis within HE on a global scale, there is a clear need for colleges to clearly articulate the distinct nature of their higher vocational…

376

Abstract

Purpose

During a period of significant crisis within HE on a global scale, there is a clear need for colleges to clearly articulate the distinct nature of their higher vocational education provision. This need is particularly acute given the current financial and political pressures impacting on a diverse HE landscape. The purpose of this paper is to argue that colleges are well placed to develop and implement an approach to scholarly activity which revitalises links with local communities.

Design/methodology/approach

This paper provides a synthesis of recent research on scholarly activity within college-based higher education (CBHE) and the concept of a “civic university”. It also provides a brief case study of how scholarship within the college context can be utilised to promote meaningful community engagement.

Findings

Working productively with community organisations, groups and individuals, colleges will be provoked to recast the complex relationship between teaching, research and community engagement in a manner appropriate to their immediate context rather than a national agenda. Moreover, a strengthened relationship between colleges and their local communities will recapture the rich heritage of vocational education in widening participation and raising aspirations towards education in general.

Originality/value

This paper attempts to relocate current discussions of CBHE scholarly activity within the context of civic engagement. It will be of interest to colleagues across the higher vocational education sector, both nationally and internationally, in situating their institutional and departmental scholarly activity strategies within the context of the communities which they serve.

Details

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

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Article
Publication date: 9 February 2015

Elizabeth Erwin and Linda Muzzin

The purpose of this paper is to document experiences of Aboriginal students in community colleges from the perspective of Aboriginal communities rather than policymakers and shows…

419

Abstract

Purpose

The purpose of this paper is to document experiences of Aboriginal students in community colleges from the perspective of Aboriginal communities rather than policymakers and shows how these communities support student persistence in college.

Design/methodology/approach

Interviews with 16 Aboriginal college students, staff and community members were undertaken with Aboriginal guidance, and analysis was undertaken informed by the writings of Aboriginal scholars.

Findings

The major finding was that First Nations students experience a disconnect between the epistemology of Aboriginal peoples and ways of being in community colleges. Most demonstrate bravery and persistence in their studies as well as resistance to assimilation. Understanding and support is provided by surrounding Aboriginal communities, based on their appreciation of the epistemological roots of the problem.

Practical implications

Frequent reference to the absence of Indigenous Knowledges suggests that more must be done to make Aboriginal students feel safe in colleges where they are in the minority. In view of their feeling of “disconnect,” safe Aboriginal centers, or “homes away from home” are one of many ways to support these students.

Originality/value

The research challenges assimilationist approaches to Aboriginal college students, and highlights supporting Indigenous peoples, as described in global terms by Indigenous scholars.

Details

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

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Article
Publication date: 9 February 2015

Laura A. Thorsell

The purpose of this paper is to examine Graduate Certificates in colleges in Ontario, Canada, and their distinctive ability to generate intrinsic student engagement in specialized…

232

Abstract

Purpose

The purpose of this paper is to examine Graduate Certificates in colleges in Ontario, Canada, and their distinctive ability to generate intrinsic student engagement in specialized skills development, and a culture of progression and scholarship.

Design/methodology/approach

This is a review of selected literature on student engagement. While extrinsic motivation, such as employment, has most often been discussed this paper purposefully considers intrinsic motivation and factors that build deeper engagement in students. This paper compares and contrasts the literature, and its link with the features of the Ontario College Graduate Certificate in Canada. More specifically, it examines the background and development of the credential in the context of the movement towards competency-based education.

Findings

This paper postulates that colleges can uniquely provide applied and intrinsically engaging programming through credentials like the Graduate Certificate. The Graduate Certificate helps heighten graduate skills engagement, a culture of progression and scholarship, and ultimately competitiveness in today’s workplace.

Practical implications

The findings of this paper have implications for colleges to distinguish themselves amongst post-secondary institutions as providers of specialized skills development in higher education, especially as competency-based education grows in importance. It also puts in to question how this type of engaging design can be further built in to post-secondary graduate curriculum.

Originality/value

This paper illuminates innovative practice at the post-graduate level, as an example of a skills-based scholarly activity. It helps position colleges as providers of effective, competency and outcomes-based higher education. This paper can add value to practitioners looking to build similar programming, by combining this Graduate Certificate design with evidence-based factors that build student engagement, particularly intrinsic motivation.

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Article
Publication date: 9 February 2015

Jane Davis

The purpose of this paper is to present the viewpoint that student role identity, its dimensions and salience, impact strongly on student expectations of college-based higher…

646

Abstract

Purpose

The purpose of this paper is to present the viewpoint that student role identity, its dimensions and salience, impact strongly on student expectations of college-based higher education (CBHE) within the UK.

Design/methodology/approach

The paper draws on doctoral research undertaken within the context of CBHE in the UK and is further supported through engagement with a range of pertinent literature.

Findings

The paper suggests ways in which the individually constructed student role identity may impact on the expectations of the experience of CBHE. In so doing, the paper highlights the way in which expectations of higher education recursively influence, and are influenced by, perceptions and actions played out from within the student role.

Research limitations/implications

The empirical research, from which the paper draws its theme, was undertaken in one large institution. The author recognises that a wider, longitudinal study would be beneficial in recognition of the diversity of provision in the CBHE sector.

Practical implications

The paper proposes that greater awareness of the way in which students construct and moderate their perceptions and understandings of studenthood would be beneficial to a range of strategic considerations, such as promotional information, partnership activity, peer relations and the nature of pedagogies and learning architectures.

Social implications

The paper foregrounds the political remit of CBHE as a progression route for “non-traditional” students, and considers the varied understandings of the meaning of the student role adopted by students attending colleges. Engagement with issues of multiple roles, identity salience and variable role porosity highlights social and pyschosocial issues faced by many such students.

Originality/value

The paper considers role identity in the context of Kurt Lewin’s conceptualisation of life space and uses this framework to highlight issues that may face students and colleges in raising awareness of student expectations. It challenges the homogenous conceptualisation of the term “students” through consideration of the psychic state at a given moment in time.

Details

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

Keywords

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