Guest editorial: the end of the British public university?

Purpose – This editorial aims to review key changes in the legislation that governs student finance in England, showing how these changes will have a significant impact on the concept of the public university in Britain. Design/methodology/approach – The assumptions behind the 2010 review of student financing in England are analysed in the context of key aspects of the political philosophy of the British coalition government, elected in 2010. Findings – While presented as an immediate solution to challenges in public financing, the introduction of full-cost graduate contributions will significantly affect the balance between the recognition of private benefit and public good in the role of the university as an institution. Practical implications – The review will contribute to informed discussion and debate for a key aspect of public policy in the UK. Originality/value – The review moves discussion from immediate concerns about the level of graduate contribution to aspects of the long-term structure of the higher education system in Britain

An Approach To The Effects Of Greek Regional Universities On The Development Of The Country Regions

Although the start of the debate on the contribution of universities to local and regional development dates back several decades, it is only in the past 25 years that it has been intensified and seen from a new perspective in terms of of investigation and consideration. It is therefore imperative that the 'higher education - development' relationship be reviewed and placed on a different basis. The causes for this are the major change in the content of 'development' and the concept of 'university' (mainly in terms of its role in society and the economy), new policies and socio-economic conditions globally, the contemporary weight attributed to new technologies and knowledge dissemination as a 'development factor', as well as the large number of unsuccessful attempts to use the universities as a 'means' for development. In the context of this general consideration at global level, this chapter seeks to investigate whether the Greek regional universities - as they have been established, allocated, organised and operated - have played, and may play, some part in the development of the broader areas (region, town). In other words, this chapter attempts to investigate whether the expansion of higher education institutions throughout Greece has contributed to the improvement in the quality standard of education and a resolution of the country's 'regional problem'. The implementation of the study was based on the investigation of the relevant international and Greek bibliography, and on a series of surveys focusing on: a) the Greek planning system for 'development', 'spatial', 'regional policies' and their association with 'higher education', and b) the entirety of regional universities and cities - prefecture capitals of Greece, placing special emphasis on the seventeen university cities

Nursing and healthcare students' experiences and use of e-learning in higher education

Aim. This paper presents research on nursing and healthcare students' experiences and use of e-learning. Background. The inception of e-learning in higher education is supported by a policy background and technological developments, yet little is known of student experience and use in the United Kingdom. Methods. Conducted in 2007 and 2008, this study employed a mixed methods approach. An initial quantitative questionnaire was completed by 25 Higher Education Institutions and nine case study sites were visited. In the sites 41 students took part in focus groups and 35 staff were interviewed. Findings. Twenty-four Higher Education Institutions used a virtual learning environment and all respondents used e-learning to enable access to course materials and web-based learning resources. Three main themes were identified from student interviews, 'Pedagogic use'; 'Factors inhibiting use' and 'Facilitating factors to engagement'. Student's main engagement with e-learning was at an instructivist level and as a support to existing face-to-face modes of delivery. Student use of Web 2.0 was limited, although a number were using social software at home. Limited computer access, computing skills, technical issues and poor peer commitment affected use. Motivation and relevance to the course and practice, in addition to an appreciation of the potential for student-centred and flexible learning, facilitated use. Conclusion. There is scope to broaden the use of e-learning that would engage students in the social construction of knowledge. In addition, experiences of e-learning use could be improved if factors adversely affecting engagement were addressed. © 2010 The Authors. Journal of Advanced Nursing © 2010 Blackwell Publishing Ltd