Chair CHEAD Foreword Creative Graduates Creative Futures

CHEAD has a strong reputatin for its work in promoting UK art and design and in activity which examines contemporary issues affecting the HE curriculum and its implementation. It was with great pleasure that CHEAD agreed to be a key partner in the Creative Graudates Creative Futures research project

The impact of learning on employability

The Centre for Economic and Social Inclusion (Inclusion), the British Market Research Bureau (BMRB) and the Institute for Employment Studies (IES) were commissioned by the Learning and Skills Council (LSC) in 2007 to undertake a survey on the impact of learning on employability. This report presents the key findings of the survey. The survey investigated the impact and benefits of general learning in further education (FE) on: the economic status of workless individuals - their progression into work and off benefits; and the personal impact of learning - in terms of improving skills and increasing confidence. Approximately 10,000 learners were interviewed by telephone from June to August 2007. They had all undertaken an FE course which completed in 2005-06, and all were eligible for fee remission due to receipt of workless benefits. Ten per cent of the sample were working less than 16 hours a week when their course started, and all were aged between 20 and 55. The key findings were that nearly four in 10 (38 per cent) of learners who were claiming workless benefits at the start of their FE course have worked since finishing their learning and one in three learners have moved into work and are no longer claiming workless benefits. Employment outcomes are less positive for learners with multiple disadvantages. However, those with multiple disadvantages do benefit from a positive impact of learning in terms of improved communication skills, improved employability skills and increased confidence

How coaching can play a key role in the development of nurse managers

Aims and objectives The aim of this study was to explore empirically the role that coaching plays in the development of nurse managers in order to inform further research and policy makers about the potential utility and value of this means of development. Background There is evidence of the importance of the role of nurse managers who are first line managers of a team of nurses within any health sector. However, there appears to be little understanding of the UK wide scope of nurse manager development across the United Kingdom (UK) and the means to increase its effectiveness. At the same time, it appears that some nurse managers receive coaching to help in their development. Design This is a mixed methods study, using a pragmatist paradigm. Methods Data was gathered from a quantitative survey and qualitative interviews. This paper is reporting the results of the qualitative interviews only. Twenty-one qualitative interviews were undertaken with nurse managers, coaches and directors of nursing to draw out their own experiences of coaching for nurse managers. Thematic analysis framework was used for data interrogation, identifying new patterns and emerging themes. Results Themes that emerged from interviews include how nurse managers were introduced to coaching, how they balanced transitions, the role of reflection, the value of relationships and overlaps between clinical supervision, mentoring and coaching. Conclusions Findings show that following coaching, nurse managers gained increased resilience, confidence and better coping mechanisms. This resulted in perceived improved team management and cohesion and appeared to lead to better quality of care for patients. Relevance to clinical practice This study suggests the importance of nurse managers accessing coaching, to enable transformational leadership of their teams of nurses. It suggests also the importance of organisations supporting a coaching culture, to ensure staff satisfaction, motivation and improved quality of patient care

Towards a Bourdieusian analysis of the social composition of the UK film and television workforce

This is an Open Access article is distributed under the terms of the Creative Commons Attribution-NonCommercial 3.0 License (http://www.creativecommons.org/licenses/by-nc/3.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page(http://www.uk.sagepub.com/aboutus/openaccess.htm).The social composition of the workforce of the UK film and television industries does not reflect the diversity of the population and the industries have been described as white, male and middle class. While the lack of specific demographic representation in employment (for example gender or ethnicity) has been highlighted by both industry and academic commentators, its broader social composition has rarely been addressed by research. This article draws on the work of Bourdieu, particularly the concepts of field, habitus and capitals, to explore perceptions of the barriers to entry into these industries and the way in which individuals negotiate these by drawing on the various capitals to which they have access.Peer reviewe

Do early life cognitive ability and self-regulation skills explain socio-economic inequalities in academic achievement? An effect decomposition analysis in UK and Australian cohorts

SSocio-economic inequalities in academic achievement emerge early in life and are observed across the globe. Cognitive ability and “non-cognitive” attributes (such as self-regulation) are the focus of many early years’ interventions. Despite this, little research has compared the contributions of early cognitive and self-regulation abilities as separate pathways to inequalities in academic achievement. We examined this in two nationally representative cohorts in the UK (Millennium Cohort Study, n = 11,168; 61% original cohort) and Australia (LSAC, n = 3028; 59% original cohort). An effect decomposition method was used to examine the pathways from socio-economic disadvantage (in infancy) to two academic outcomes: ‘low’ maths and literacy scores (based on bottom quintile) at age 7–9 years. Risk ratios (RRs, and bootstrap 95% confidence intervals) were estimated with binary regression for each pathway of interest: the ‘direct effect’ of socio-economic disadvantage on academic achievement (not acting through self-regulation and cognitive ability in early childhood), and the ‘indirect effects’ of socio-economic disadvantage acting via self-regulation and cognitive ability (separately). Analyses were adjusted for baseline and intermediate confounding. Children from less advantaged families were up to twice as likely to be in the lowest quintile of maths and literacy scores. Around two-thirds of this elevated risk was ‘direct’ and the majority of the remainder was mediated by early cognitive ability and not self-regulation. For example in LSAC: the RR for the direct pathway from socio-economic disadvantage to poor maths scores was 1.46 (95% CI: 1.17–1.79). The indirect effect of socio-economic disadvantage through cognitive ability (RR = 1.13 [1.06–1.22]) was larger than the indirect effect through self-regulation (1.05 [1.01–1.11]). Similar patterns were observed for both outcomes and in both cohorts. Policies to alleviate social inequality (e.g. child poverty reduction) remain important for closing the academic achievement gap. Early interventions to improve cognitive ability (rather than self-regulation) also hold potential for reducing inequalities in children's academic outcomes.Anna Pearce, Alyssa C.P. Sawyer, Catherine R. Chittleborough Murthy N. Mittinty Catherine Law, John W. Lync

Developing nursing leadership talent - views from the NHS nursing leadership for South East England

Aim: This article explores the views of current National Health Service (NHS) nursing leaders on actions and resources required to develop and maintain nursing leadership talent. Background: Although there is considerable talent and expertise within the nursing leadership community, there are numerous unfilled vacancies and identified gaps in competence and capability, with national analysis (Janjua, 2014) indicating nearly a third of NHS Directorial posts filled by interim appointments or vacant. Nursing Director posts are amongst those vacant for the longest. Method: Semi-structured interviews were conducted with NHS Directors of Nursing, Chief Nurses, Directors of Quality and their deputies in South East England to explore the characteristics of their roles, development needs, barriers to applying or staying in post, future talent identification and support networks. Results: Nursing leadership roles are perceived as demanding, poorly remunerated, isolating and representing a major increase in responsibility and career risk. Too much development is currently informal. Conclusions: Talent identification and support needs to be timely, structured, based experientially and focused on building resilience and confidence. Coaching, mentoring and support networks are considered crucial. Implications: Nursing leadership talent needs to be formally identified, developed and supported within organisations and networks should be maintained to reduce professional isolation and counter negative perceptions

An assessment of skill needs in engineering

SIGLEAvailable from British Library Document Supply Centre-DSC:m01/16198 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Annual review 1996-1997

SIGLEAvailable from British Library Document Supply Centre-DSC:1520.22342(1996/1997) / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Student Income and Expenditure Survey, 2012: Secure Access

Abstract copyright UK Data Service and data collection copyright owner.The Student Income and Expenditure Survey (SIES) is designed to collect detailed information on income and expenditure of Higher Education students, and investigates issues such as student debt or hardship. The survey covers both full-time and part-time students at higher education institutions (HEI) and further education colleges (FEC), including the Open University (OU), participating in undergraduate courses. Undergraduate courses included first degree and Higher National Diplomas/Certificates (HNDs/HNCs), or in university-based postgraduate initial teacher training courses (PGCEs). The 2011/12 survey is the latest in a series of surveys carried out at approximately three year intervals. The methods and interview content have been kept as similar as possible to previous waves in order to make any trend comparisons as robust as possible. The main aims of the SIES 2011/12 Survey were to:provide detailed information on the income, expenditure and debt levels of higher education (HE) students in England and Walesallow for analysis on larger and more memorable spending captured in the main questionnaire, as well as day-to-day spending recorded in the seven-day spending diaryprovide a baseline for assessing the impact of changes in student finance introduced in September 2012 for those starting HE in the 2012/13 academic yearFieldwork was conducted between February 2012 and June 2012. Please see the User Guide accompanying the SIES 2011/12 dataset for further information. Secure Access Dataset and Related Studies: In the Secure Access version of SIES 2011/12 the raw financial variables have not been banded, as was the case for the standard End User Licence (EUL) version held by the UK Data Archive under SN 7611. The Archive also holds an EUL version of SIES 2007/08 under SN 6319. Main Topics:The SIES 2011/12 dataset contains data relating to the following topics:course detailsbackgroundfeeshigher education-related incomerange of support receivedstudent choices and student supportother income sources (earnings, family, benefits, maintenance, money and gifts, savings)commercial creditexpenditureoverall financial position</ul