The “learning turn” that has occurred in discussions of education and training is here subject to critique. The change of discourse signifies more than mere change of linguistic…
Abstract
The “learning turn” that has occurred in discussions of education and training is here subject to critique. The change of discourse signifies more than mere change of linguistic style, with claims being made to a new paradigm by proponents of what may be termed “learnerism”. The claims made by the advocates of learnerism for its rationality are subjected in this article to critical examination and shown to be untenable. The discourse of learnerism is further examined in terms of its rhetorical, ideological character. From this it is concluded that, far from being emancipatory, the discourse is oppressive.
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With expansion of higher education in most developed and developing economies, graduates constitute a large section of the workforce. However, even prior to the economic problems…
Abstract
Purpose
With expansion of higher education in most developed and developing economies, graduates constitute a large section of the workforce. However, even prior to the economic problems of the past few years, the transition from higher education into graduate employment has not been and is not straightforward. The purpose of this paper is to draw upon relational, social constructionist perspectives to examine such transition and early careers in terms of “emergent identity” trajectories. The “graduate identity” is considered in terms of the interaction between identity claim by the individual and the identity ascriptions by others.
Design/methodology/approach
A model is presented, providing for five “modalities” of such emergent identity, whereby any particular individual may pass in varied trajectories. This is illustrated by three case examples of graduates, based on biographical interview data. The exploration is continued in terms of discussion of the discursive warranting of identity claims and ascriptions, enabling a reconsideration of the discourse of skills and attributes. Implications for research and practice are considered.
Findings
The paper argues that the approach presented provides a cogent approach for conceptualising and for engaging in empirical investigation of the early career trajectories of individuals entering post-graduation employment. Such individuals may “formally” be graduates, but face the task of “becoming” graduates, i.e. gaining acceptance by significant others that they are “worthy” of being employed in “graduate jobs”. That task involves identity claim making, warranting their claim on the identity of a graduate.
Research limitations/implications
The model and approach presented provide a framework for analysis of early-career trajectories of graduates, in a way that the dominant skills and attributes approach cannot. It contributes to other empirical studies based on qualitative, biographical research, by providing conceptual tools for the analysis of such studies.
Practical implications
The paper provides a practical approach to help undergraduates and new graduates to enhance their prospects for gaining employment they consider desirable and appropriate. It enables staff who seek to support students to gain appropriate employment to develop practical strategies, unencumbered by flawed notion of “skills” and “attributes”.
Social implications
Post-graduation employment continues to be a major policy issue for government, and a matter of considerable concern for students themselves and for their families. The approach presented promises considerable opportunity for addressing the critical issues faced.
Originality/value
The paper elaborates the graduate identity approach, and provides empirical support for the claims made.
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The purpose of this paper is to investigate the relationship between work placements and employability, through an analysis of the impact of a work placement on students’…
Abstract
Purpose
The purpose of this paper is to investigate the relationship between work placements and employability, through an analysis of the impact of a work placement on students’ self-efficacy.
Design/methodology/approach
The basis of this paper is a large-scale work-based learning module at the University of Birmingham, the “Professional Development Module”. Students completed questionnaires both before and after they undertaken their placements and the results from the questionnaires were compared. These results were then combined with the results of semi-structured interviews undertaken with students.
Findings
The paper's findings support the view that a work placement has a positive impact on students’ self-efficacy, especially in relation to their confidence in making applications and/or attending interviews, and in articulating their skills and strengths.
Research limitations/implications
While the relatively small sample size means that the paper's conclusions must remain provisional, it highlights the need for careers practitioners to encourage students to engage in critical self-reflection. The paper suggests that it is important for careers practitioners and researchers to engage in more collaborative projects in order for a fully rounded picture of the relationship between placements and employability to emerge. The paper shows that more research is needed into the relative impact of short- and long-term placements.
Originality/value
The paper demonstrates the value of assessing students’ views both before and after their work placements so that these views can be compared directly.
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Richard D. Morris, Lili Dai, Sander De Groote, Emma Holmes, Leonard Lau, Chao Kevin Li and Phuc Nguyen
Coronavirus (COVID-19) has caused upheaval in university teaching practices. This paper aims to document how the teaching team on a large third-year undergraduate financial…
Abstract
Purpose
Coronavirus (COVID-19) has caused upheaval in university teaching practices. This paper aims to document how the teaching team on a large third-year undergraduate financial accounting course in an Australian university coped with the impact of the virus. Changes in teaching practices when classes shifted from face-to-face to online instruction during the COVID-19 crisis are described and examined using the crisis management process framework of Pearson and Clair (1998). Teaching team members were asked to write brief reflections on their experiences teaching the course during the period from February to July 2020. These were then thematically analysed and included as outcomes within the Pearson and Clair (1998) framework.
Design/methodology/approach
Description of COVID-19 induced changes to teaching a large undergraduate financial accounting course at an Australian university.
Findings
Six outcomes emerged: learning new technology; collegiality; the course review; the online delivery experience; redesigning assessments and; time investment; conjectures are offered about the survival of some of the changes made during the year.
Research limitations/implications
The research only covers one teaching team’s experience but that is the purpose of the special issue.
Practical implications
Lessons for the future are explored.
Social implications
The implications of online teaching are explored.
Originality/value
The paper provides a historical record of how the teaching team on a large undergraduate financial accounting course coped with an unexpected, major event that necessitated rapid and radical changes to teaching methods.
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D. Papandreou and F. Athanassiadou
This paper seeks to present the current evidence on maternal diet, birth weight, breastfeeding and antioxidants with regard to pediatric leukemia and to show the potential role of…
Abstract
Purpose
This paper seeks to present the current evidence on maternal diet, birth weight, breastfeeding and antioxidants with regard to pediatric leukemia and to show the potential role of specific nutrients in the nutrition management of a child with cancer.
Design/methodology/approach
The most up‐to‐date literature on various aspects of nutrition in pediatric leukemia have been considered and included in this report.
Findings
One of the most common pediatric cancers is leukemia. Acute lymphoblastic leukemia is the most common childhood malignancy, with a cure rate of 80 per cent. Maternal diet, breastfeeding and weight of child may play a significant role in the development of leukemia. Antioxidants and non‐antioxidants nutrients also appear to be important contributors in decreasing the risk of leukemia.
Originality/value
Information on the role of diet in pediatric leukemia is presented for expert dietitians.
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Ryan Varghese, Abha Deshpande, Gargi Digholkar and Dileep Kumar
Background: Artificial intelligence (AI) is a booming sector that has profoundly influenced every walk of life, and the education sector is no exception. In education, AI has…
Abstract
Background: Artificial intelligence (AI) is a booming sector that has profoundly influenced every walk of life, and the education sector is no exception. In education, AI has helped to develop novel teaching and learning solutions that are currently being tested in various contexts. Businesses and governments across the globe have been pouring money into a wide array of implementations, and dozens of EdTech start-ups are being funded to capitalise on this technological force. The penetration of AI in classroom teaching is also a profound matter of discussion. These have garnered massive amounts of student big data and have a significant impact on the life of both students and educators alike.
Purpose: The prime focus of this chapter is to extensively review and analyse the vast literature available on the utilities of AI in health care, learning, and development. The specific objective of thematic exploration of the literature is to explicate the principal facets and recent advances in the development and employment of AI in the latter. This chapter also aims to explore how the EdTech and healthcare–education sectors would witness a paradigm shift with the advent and incorporation of AI.
Design/Methodology/Approach: To provide context and evidence, relevant publications were identified on ScienceDirect, PubMed, and Google Scholar using keywords like AI, education, learning, health care, and development. In addition, the latest articles were also thoroughly reviewed to underscore recent advances in the same field.
Results: The implementation of AI in the learning, development, and healthcare sector is rising steeply, with a projected expansion of about 50% by 2022. These algorithms and user interfaces economically facilitate efficient delivery of the latter.
Conclusions: The EdTech and healthcare sector has great potential for a spectrum of AI-based interventions, providing access to learning opportunities and personalised experiences. These interventions are often economic in the long run compared to conventional modalities. However, several ethical and regulatory concerns should be addressed before the complete adoption of AI in these sectors.
Originality/Value: The value in exploring this topic is to present a view on the potential of employing AI in health care, medical education, and learning and development. It also intends to open a discussion of its potential benefits and a remedy to its shortcomings.
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Georgiann Davis and Chris Wakefield
Historically, it has been common practice for doctors and parents to withhold the diagnosis from their minor intersex patients. This study seeks to integrate intersex youth…
Abstract
Purpose
Historically, it has been common practice for doctors and parents to withhold the diagnosis from their minor intersex patients. This study seeks to integrate intersex youth experiences into the growing body of literature on diagnosis disclosure for intersex patients.
Methodology/approach
Using gender structure theory as a model, 16 intersex youth were given in-depth surveys regarding their experiences with their intersex identity in individual, interactional, and institutional contexts.
Findings
Participants more positively experience intersex than the earlier generations of intersex people. They were not deeply troubled by their diagnosis as doctors have historically feared, and they are open about their diagnosis with their non-intersex peers and teachers. They also find peer support valuable.
Research limitations/implications
Data was collected from a single event and cannot represent all intersex youth. Future research must continue to engage with intersex youth experiences both inside of and beyond activist and support group networks.
Practical implications
These findings are strong exploratory evidence for the importance of diagnosis disclosure for intersex youth. Policies of withholding intersex diagnoses in clinical and familial contexts should be reevaluated in light of the experiences of intersex youth.
Social implications
Diagnosis disclosure for intersex youth creates the potential for increased medical decision-making participation and increased capacity for activism and community building around intersex issues.
Originality/value
Our results encourage future studies that center the experiences of intersex youth, for we conclude that theorizing the lived experiences of intersex people is incomplete without their perspectives.
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The 1988 Education Reform Act has profoundlyaffected the organisation of education in Englandand Wales. In common with changes in severalother jurisdictions, the power of both the…
Abstract
The 1988 Education Reform Act has profoundly affected the organisation of education in England and Wales. In common with changes in several other jurisdictions, the power of both the central government and the schools has been increased and that of the local authorities decreased. The major changes involve (a) introduction of local management of schools by school governing bodies; (b) introduction of both a national curriculum and a national scheme for assessment of pupils; (c) reduction of the operational role of local education authorities, which will become more involved in planning, policy making, and monitoring; (d) more parental choice of schools that their children attend; (e) the possibility that individual schools can apply directly for national funding; and (f) establishment of city technology colleges. Several implications of those changes are presented, together with positive and negative reactions. The applicability of some of those changes to other systems, especially in Canada, is discussed.
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The objective in this paper is to review several theoretical issues associated with fiscal policy and to test these theories via a reduced form real GNP equation using quarterly…
Abstract
The objective in this paper is to review several theoretical issues associated with fiscal policy and to test these theories via a reduced form real GNP equation using quarterly U.S. data from 1958 through 1966. Theoretical work by Friedman, Holmes and Smith, and others suggest (for different reasons) that fiscal policy may be ineffective. Holmes and Smith point out that increases in taxes may conceivably increase aggregate demand if the demand for money depends on disposable income. Higher taxes shift the IS curve to the left as usual. However, higher taxes reduce disposable income and decrease the demand for money. With a constant money supply, the LM curve shifts to the right and the lower equilibrium interest rate increases aggregate demand. The net effect of the opposite shifts in IS & LM could conceivably be an increase in income. Similarly, lower taxes may conceivably lower equilibrium income. The argument of Friedman and others runs along different lines. They emphasize that any change in government expenditure or change in taxes may temporarily alter real income, but any “pure” fiscal policy must be accompanied by a change in government debt. The larger debt that accompanies a fiscal expansion raises interest rates and eventually reduces private demand. The fiscal expansion can allegedly “crowd out” private expenditure completely so that the net long run effect on real income is zero.