Internationalisation and religious inclusion in United Kingdom higher education

Although not new, the concept of internationalisation, the inclusion of intercultural perspectives and the development of cross-cultural understanding, has gained particular currency and support across the United Kingdom (UK) higher education sector over the last decade. However, within the academic literature, as well as within institutional policy and practice, there has been little disaggregation of the concept of ‘culture’; rather there appears to be a tacit belief that all aspects of students’ cultures should be valued and ‘celebrated’ on campus. Through the stories told by fifteen Sikh, Muslim, Jewish and Christian students studying at a UK post-1992 university the paper highlights the ways in which religion, a fundamental aspect of the cultural identity, values and practices of many students, is rarely recognised or valorised on campus. This lack of recognition can act to ‘other’, marginalise and isolate students and thus undermine the aims of internationalisation, in particular cross-cultural understanding. The paper concludes by arguing that religion should be considered within debates around internationalisation so that all students are represented within a multicultural institutional ethos and to ensure meaningful cross-cultural engagement for all students

Governing the governors : a case study of college governance in English further education

This paper addresses the nature of governors in the governance of further education colleges in an English context (1). It explores the complex relationship between governors (people/agency), government (policy/structure) and governance (practice), in a college environment. While recent research has focused on the governance of schooling and higher education there has been little attention paid to the role of governors in the lifelong learning sector. The objective of the paper is to contribute to the debate about the purpose of college governance at a time when the Learning and Skills Council (LSC) commissioning era ends, and new government bodies responsible for further education and training, including local authorities, arrive. The paper analyses the nature of FE governance through the perspectives and experiences of governors, as colleges respond to calls from government for greater improvement and accountability in the sector (LSIS, 2009a). What constitutes creative governance is complex and controversial in the wider framework of regulation and public policy reform (Stoker, 1997; Seddon, 2008). As with other tricky concepts such as leadership, professionalism and learning, college governance is best defined in the contexts, cultures and situations in which it is located. College governance does not operate in a vacuum. It involves governors, chairs, principals, professionals, senior managers, clerks, community, business and wider agencies, including external audit and inspection regimes. Governance also acts as a prism through which national education and training reforms are mediated, at local level. While governing bodies are traditionally associated with the business of FE - steering, setting the tone and style, dealing with finance, funding, audit and procedural matters – they are increasingly being challenged to be more creative and responsive to the wider society. Drawing on a recent case study of six colleges, involving governors and key policy stakeholders, this paper explores FE governance in a fast changing policy environment

Boundary spanning as identity work in university business engagement roles

The study explores how boundary-spanning is carried out to further community engagement in 15 universities of differing sizes/ages across the United Kingdom. Fifteen interviewees participated in a series of four semi-structured interviews, aged between 35–50 and with a first degree (with almost half with an MSc). One third were women. All managed their own teams and felt these were their base in negotiating difficult internal territory.. Here, boundary spanning is found to be synonymous with identity work, carried out to enable individuals to adapt to different internal and external conditions and requirements through processes of interaction and learning. It also suggests the strategic construction of identities to address perceived threats and insecurities - and the impacts of change, dominant organisational discourse and senior management on this process. Their job titles were not useful as identity badges to signal meaning, due to these being outside ‘what universities are for’

The College Wage Premium and the Expansion of Higher Education in the UK

This paper reports estimates of the UK “college premium” for young graduates across successive cohorts from large cross section datasets for the UK pooled from 1994 to 2006 - a period when the higher education participation rate increased dramatically. This implies that graduate supply considerably outstripped demand which ought to imply a fall in the premium. We find no significant fall for men and even a large, but insignificant, rise for women. Quantile regression results reveal a fall in the premium only for men in the bottom quartile of the distribution of unobserved skills

Skills governance and the workforce development programme

In the United Kingdom higher education environment, government may make efforts to encourage institutions to engage in governance structures to secure policy objectives through a steering approach. In this article connections between skills governance structures and the recent Higher Education Funding Council for England workforce development programme are examined in the context of the wider implementation of the Leitch Review of Skills in England. Using analysis of policy documents, submissions to a select committee inquiry, and a series of interviews undertaken at higher education institutions, limited co-ordination between skills governance and institutions is identified, which is likely to have been a consequence both of the open-ended approach taken by government to the implementation of this policy in higher education and the ineffectiveness of governance approaches as mechanisms for steering higher education institutions in the United Kingdom

Explaining activity and exploring experience-findings from a survey of union learning representatives

This article draws on data from one of the largest surveys to date of union learning representatives (ULRs) in order to build a unique picture of ULR experience and activity. It is found that ULRs made a contribution to increased diversity and represented an injection of ‘new blood’ within workplace union structures. Moreover, ULRs with no previous union involvement were just as likely to be active in promoting learning as their more experienced colleagues. At the same time, we found that a significant minority of trained ULRs were not active in union learning. While ULR activity was not confined within traditionally unionised settings, active and effective ULRs were most likely to be found in workplaces with substantive structures and institutions that underpinned union learning and reflected a clear commitment from the employer. ULR activity was more difficult to start and to sustain in workplaces in which this support was absent. The article concludes that in order for ULR activity to permeate such environments, some degree of additional statutory support may be necessary