The impact of work-based research projects at postgraduate level

Purpose. The purpose of this paper is to examine the impact of work-based research projects at postgraduate level. The focus of this paper is to measure the impact of masters- and doctoral-level work-based projects which was the specific contribution of one group of researchers to the Nixon et al.’s (2008) study. Design/methodology/approach. This paper is based on data generated as part of a wider study that examines the impact of work-based learning projects across undergraduate through to doctoral level from the perspective of employers and from the employees perspective. The research study is based on a sample of alumni who had graduated from work-based masters and professional doctorate programmes and their corresponding employers in a UK higher education institution. Findings. At masters and doctorate level the work-based project can often make an impact on the work context and also have a developmental effect on the employee who becomes a practitioner-researcher to undertake the project. Originality/value. This paper finds that work-based projects are often an investment that companies make that have the propensity to yield tangible business success as well as providing an incentive for key staff to remain in the company and achieve university recognition

Work-based learning impact study

This synthesis brings together the outputs of research projects at six higher education institutions. Researchers were identified by each of the universities to conduct semi-structured interviews with employees (former ‘students’) and their employer to explore their respective experiences of engaging in work-based learning, and the impact that the learning had. The evidence indicates that higher education programmes of study have had a positive impact on employers and their employees. The benefits of this form of workforce development extend well beyond enhancing an individual’s skills to the exchange or generation of new knowledge (in the workplace). That said, the skills that are developed can be both technically specific for a job role, function or sector of work, as well as generic in nature. Moreover, the individual employees have benefited in a way that has been described as ‘capability extending’ in terms of attitudes and approaches to work. They have also gained a wider appreciation of how what they do fits into the ‘bigger picture’ and this has led to increased confidence in their performance at work. Supporting the development of employees in this way has enabled employers to strengthen the human capital of their organisations irrespective of whether the intervention was a short, business-focused programme of higher education or a full programme leading to an HE award

Literature review of work based learning: October 2008

This work is the foundation for a process which will be elaborated and expanded as our knowledge and understanding of work based learning (WBL) develops. The main aim and purpose of the review is to help practitioners, policy makers and researchers to focus more effectively on relevant questions, issues or sources of evidence to inform their own research or practice in WBL in higher education. This is so that they may be able to improve the quality of the learning opportunities and processes for people already undertaking work. It scopes existing literature with a view to dissemination and reflection. The main concern of this review is work based learning where the learning outcomes are recognised through higher education awards and academic credit. The focus is on pedagogic issues relating to the provision of work-based modules and programmes, and other courses aligned to higher education awards

A review of the basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education

The aim of the study is to review basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education, based mostly on the experience of higher education institutions in the United Kingdom. The methods of system and comparative analysis, synthesis and generalization are used. This review article summarizes briefly: the social attributes of students who prefer to complete WBL programs; relevant requirements of employers to the quality of training; a new university policy on the management of training, and its contribution to the creation of innovative educational environment at workplaces; overcoming challenges when establishing long-term partnerships between universities and enterprises; organizational and theoretical foundations of the WBL study programs. A number of critical remarks on WBL study programs are being analyzed. Authors make a point about the importance of a transdisciplinary shell framework to facilitate learning driven by the interests of the learner(s). When carrying out the review, authors refer also to the experience of other English-speaking countries (Australia and the USA), which also successfully develop the concept under consideration. For the first time an analytical review of basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education, which is widespread in English-speaking countries over the last 25 years, is presented in the Russian scientific literature in education. The materials provided in the article can be useful to managers and teachers of higher education institutions, methodologists of higher and vocational education providers and departments of professional development of High-Tech Enterprises

Geographical, Geological, and Hydrogeological Attributes of Formations in the Footprint of the Eagle Ford Shale

This document provides an overview of the geological characteristics of formations within the footprint of the South Texas Eagle Ford (EF) Shale play, with a particular focus on water. The EF play, spanning approximately 25 counties, has experienced significant development in recent years, with expansion into additional counties to the north. Despite its recent growth, the EF area has a long history of oil and gas exploration and production, with over 110,000 wells drilled in the past century, excluding the approximately 5,000 EF wells as of March 2013. The EF shale serves as a source rock, supplying oil and gas to reservoirs such as the Big Well, Pearsall fields, and the Giddings field. While predominantly rural, the EF area encompasses several large cities such as San Antonio and Laredo, which border its edges. This document focuses on two key aspects of hydraulic fracturing (HF) in the EF play: water use and water disposal. The South Texas location of the play, coupled with its limited surface water resources, intensifies perceived conflicts with other water users. The significant depth of the folded Paleozoic basement beneath the EF (exceeding 15,000 ft) allows for a thick sediment sequence of Jurassic and younger age. Positioned in the middle of this sequence (approximately 4,000 to 11,000 ft deep), the EF shale is separated from the ground surface by numerous formations, including the Midway Clay. This geological setup provides multiple horizons for fluid disposal. The thickness of the EF varies from approximately 100 ft east of Austin to over 500 ft at the Mexican border. The sedimentary sequence above the basement initially comprises carbonate-rich formations such as the Edwards, Glenrose, and Austin Chalk formations, with the EF itself being a carbonate mudrock. Towards the end of the Cretaceous period, the succession transitions to siliciclastic formations characterized by alternating sandstones and claystones deposited in fluvial and/or deltaic environments. Some sand-rich intervals within this succession form freshwater aquifers in the EF footprint, including the Carrizo aquifer, as well as other aquifers of lesser water quality such as the Wilcox and Yegua-Jackson aquifers. Shallow subsurface water tends to be brackish outside of the aquifer outcrop areas. In 2011, water use in the EF play amounted to approximately 24 thousand acre-feet (AF). The top HF users in the EF during that year were Webb (4.6 kAF), Karnes (3.9 kAF), Dimmit (3.7 kAF), and La Salle (2.9 kAF) counties. Although overall water use has increased, water use per well has decreased due to operational changes, including a shift from gas to oil and condensate production and the use of gelled HF treatments instead of slick-water treatments. Currently, operators recycle minimal amounts of flowback/produced water, with brackish water accounting for approximately 20% of total water use. Recycling remains limited due to insufficient flowback volumes for subsequent HF operations, particularly in the early stages. Flowback/produced water is primarily disposed of in injection wells, with approximately 2,500 Class II injection wells active between 2008 and 2012, many of which are associated with waterflood operations rather than disposal. Preferred disposal horizons include formations of the Navarro-Taylor Groups in the Maverick Basin and the Wilcox and Edwards formations.Bureau of Economic Geolog

Oil & Gas Water Use in Texas: Update to the 2011 Mining Water Use Report

In Spring 2012, we undertook an update of the hydraulic fracturing sections of the TWDB-sponsored report titled “Current and Projected Water Use in the Texas Mining and Oil and Gas Industry” that we published in June 2011 (Nicot et al., 2011). The 2011 report provided estimated county-level water use in the oil and gas industry in 2008 and projections to 2060. This 2012 update was prompted by two main events: (1) a major shift of the oil and gas industry from gas to oil production, displacing production centers across the state and impacting county-level amounts; (2) rapid development of technological advances, resulting in more common reuse and in the ability to use more brackish water. The timely update was enabled by a faster than anticipated development, translating into abundant statistical data sets from which to derive projections, and by an increased willingness of the industry to participate in providing detailed information about water use in its operations. This document follows the same methodology as the 2011 report but differs from it in two ways. Our current update clearly distinguishes between water use and water consumption. The 2011 report does not include reuse from neighboring hydraulic fracturing jobs, recycling from other industry operations or other treatment plants, and use of brackish water. Our update also presents three scenarios: high, low, and most likely water use and consumption with a focus on water consumption. This update has been reviewed by the TWDB and should supersede oil and gas industry projections from the 2011 report.Bureau of Economic Geolog

On drug-base incompatibilities during extrudate manufacture and fused deposition 3D printing

Aim: 3D printing can be applied for point-of-care personalized treatment. This study aimed to determine the manufacturability and characteristics of 3D printed, drug loaded implants for alcohol misuse. Materials & methods: Disulfiram was the drug substance used and polylactic acid (PLA) the base material. Implantable devices were designed in silico. Drug and PLA were placed into the extruder to produce a 5% blend at 1.75-mm diameter. Material characterization included differential scanning calorimetry, thermogravimetric analysis plus inverse GC-surface energy analyzer. Results: Implantable constructs from the PLA feedstock were acquired. The extrusion processes had a detrimental effect on the active pharmaceutical ingredient-base blend. differential scanning calorimetry and thermogravimetric analysis analysis indicated drug–base interactions. Thermal history was found to influence inverse GC probe interaction. Conclusion: Drug-base incompatibilities must be considered during 3D printing

Feasibility of Using Alternative Water Sources for Shale Gas Well Completions

The study presented in this document investigates alternative sources of water to be used in the last completion phase (commonly known as "fracing") of gas wells in the Barnett Shale play. It focuses on more rural counties (Montague, Jack, Palo Pinto, Parker, Erath, Hood, Somervell, Bosque, and Hill) located to the west of the core area (Denton, Johnson, Tarrant, and Wise Counties) where the Trinity aquifer is thin or absent. Millions of gallons are needed to perform the completion phase before gas wells are put online, and, in the past years, gas operators have mostly used: (1) groundwater from dedicated supply wells tapping the Trinity Aquifer, (2) surface water from large reservoirs and rivers, purchasing it from water-rights owners (private or state agencies such as river authorities), and, to a lesser extent, (3) surface water from private ponds and other water bodies, (4) treated water from municipalities and industrial users, and (5) water recycled from previous fracking operations. As gas production moves away from the core area toward the north, south, and west to access the remainder of the play, gas operators are faced with two challenges: (1) increased water scarcity and (2) measured reluctance to impact domestic and public water supplies.Bureau of Economic Geolog

Autism and the U.K. secondary school experience

This research investigated the self-reported mainstream school experiences of those diagnosed on the autistic spectrum compared with the typically developing school population. Existing literature identifies four key areas that affect the quality of the school experience for students with autism: social skills, perceived relationships with teaching staff, general school functioning, and interpersonal strengths of the young person. These areas were explored in a mainstream U.K. secondary school with 14 students with autism and 14 age and gender matched students without autism, using self-report questionnaires and semi-structured interviews. Quantitative analyses showed consistent school experiences for both groups, although content analysis of interview data highlighted some differences in the ways in which the groups perceive group work, peers, and teaching staff within school. Implications for school inclusion are discussed, drawing attention to how staff awareness of autism could improve school experience and success for students with autism attending mainstream schools

A REVIEW OF THE BASIC ELEMENTS, ORGANIZATIONAL AND THEORETICAL FOUNDATIONS OF WORK-BASED LEARNING (WBL) IN THE HIGHER EDUCATION

The aim of the study is to review basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education, based mostly on the experience of higher education institutions in the United Kingdom. Methodology and research methods. The methods of system and comparative analysis, synthesis and generalization are used. Results. This review article summarizes briefly: the social attributes of students who prefer to complete WBL programs; relevant requirements of employers to the quality of training; a new university policy on the management of training, and its contribution to the creation of innovative educational environment at workplaces; overcoming challenges when establishing long-term partnerships between universities and enterprises; organizational and theoretical foundations of the WBL study programs. A number of critical remarks on WBL study programs are being analyzed. Authors make a point about the importance of a transdisciplinary shell framework to facilitate learning driven by the interests of the learner(s). When carrying out the review, authors refer also to the experience of other English-speaking countries (Australia and the USA), which also successfully develop the concept under consideration.Scientific novelty. For the first time an analytical review of basic elements, organizational and theoretical foundations of work-based learning (WBL) in the higher education, which is widespread in English-speaking countries over the last 25 years, is presented in the Russian scientific literature in education. Practical significance. The materials provided in the article can be useful to managers and teachers of higher education institutions, methodologists of higher and vocational education providers and departments of professional development of High-Tech enterprises. Цель публикации – показать наиболее важные элементы и представить организационные и теоретические основы обучения, совмещенного с работой (ОСР – англ. WBL). Методы. В работе использовались методы системного и сравнительного анализа, моделирования, синтеза и обобщения. Результаты. В обзорном порядке кратко изложены особенности социальных характеристик студентов, предпочитающих обучение по программам ОСР; актуальные требования работодателей к качеству подготовки кадров; новая политика вузов в организации обучения и их вклад в создание инновационных образовательных пространств на рабочем месте; имеющиеся проблемы в установлении долгосрочных партнерских отношений вузов и предприятий и способы преодоления данных проблем; организационные и теоретические основы ОСР. Выдвинут ряд критических замечаний относительно программ ОСР. Подчеркнута значимость трансдисциплинарной рамки для обучающихся, которая позволяет им самостоятельно управлять процессом обучения. При проведении обзора авторы ссылаются преимущественно на опыт университетов Великобритании, а также на практику высших учебных заведений других англоязычных стран (Австралии и США), успешно развивающих рассматриваемый концепт. Научная новизна. Впервые в российской научной педагогической литературе предлагается аналитический обзор организационных и теоретических аспектов и проблем обучения, совмещенного с работой, – формы приобретения высшего образования, получившей широкое распространение в англоязычных странах за последние 25 лет. Практическая значимость. Информация, представленная в работе, может быть полезна руководителям и преподавателям системы высшего образования, методистам высшего и среднего профессионального образования, а также службам по обучению и повышению квалификации персонала высокотехнологичных производств.This research was partially supported by the International Research Excellence Awards 2015/2016 funded through the Santander Universities agreement with the University of Chester and the Education, Audiovisual and Culture Executive Agency, Erasmus + project reference number: 574097-EPP-1–2016–1-CY-EPPKA2-CBHE-JP.Международный грант 2015/2016, финансируемый по соглашению между Сантандер банком и университетом ЧестерИсполнительное агентство по образованию, аудиовизуальным средствам и культуре, проект по программе Erasmus +: 574097-EPP-1-2016-1-CYEPPKA2-CBHE-J