The challenge of enterprise/innovation: a case study of a modern university

In the prevailing economic and political climate for Higher Education a greater emphasis has been placed on diversifying the funding base. The present study was undertaken between 2012 and 2014 and addressed the implementation of an approach to the transformation of one academic school in a medium-sized modern university in Wales to a more engaged enterprise culture. A multimethod investigation included a bi-lingual (English and Welsh) online survey of academic staff and yielded a 71% response rate (n = 45). The findings informed a series of in-depth interviews (n = 24) with a representative sample of those involved in enterprise work (support staff, managers, senior managers), and those who were not. The results provided the platform for the ‘S4E model’ for effective engagement with enterprise: (1) Strategic significance for Enterprise, (2) Support for Enterprise, (3) Synergy for Enterprise, and (4) Success for Enterprise. The outcomes of the research and the recommendations from it have potential to inform practice in other academic schools within the university and, in a wider context, within other Schools of Education regionally, nationally and internationally. Its original empirical exploration of enterprise within education studies is a significant contribution to that body of knowledge

The potential of multivariate analysis in assessing students' attitude to curriculum subjects

Background: Understanding student attitudes to curriculum subjects is central to providing evidence-based options to policy makers in education. Purpose: We illustrate how quantitative approaches used in the social sciences and based on multivariate analysis (categorical Principal Components Analysis, Clustering Analysis and General Linear Modelling), can complement qualitative analysis to support this need. Sample: Our example involved an attitude survey of 128 students from five high schools across Botswana to Design and Technology (DT), this subject having declined in uptake over 10 years by up to 6% per year, despite positive encouragement by the government. Design and methods: Qualitative interviews, carried out concomitantly, indicated consistently that age, gender and school performance all affected attitudes. Multivariate analysis provided additional information in ranking how different attitudes contribute to the overall perception of a subject (PCA-Factor analysis), in assessing the relative and interacting effects of external determinands like age or gender and classifying students into attitude groups. Results: Our findings show that DT enrolment could be improved by targeting children who deemed DT too difficult or unimportant as a subject, and by reinforcing perceptions of DT as an enjoyable life-skill. Conclusions: We suggest that combined quantitative and qualitative analysis can act as an effective, evidence-based means to inform educational policies

Monitoring and evaluation of the effective implementation of the foundation phase (Meeifp) project across Wales.

The Foundation Phase (FP) is a Welsh Assembly Government, national reform covering the combined 3-5 Early Years and Key Stage 1 provision (children aged between three and seven). In September 2004, the first stage of the pilot commenced in 41 pilot settings across the 22 local authorities in Wales for 3-5 year olds only. The 41 pilot settings will continue in 2005-2006 with Year 1 children (and some Year 2 children where mixed classes are operating) coming on board in the maintained sector and similarly Year 2 in 2006-2007. The Foundation Phase proposes a continuum of learning for children from the ages of 3 to 7. The new curriculum is based on the current Desirable Outcomes for Children’s Learning before Compulsory School Age (ACCAC 2000), and links in with the Programmes of Study and focus statements currently in the National Curriculum for KS1. It contains seven areas of learning (AOL), which are: personal and social development and well-being; language, literacy and communication; mathematical development; bilingualism and multicultural understanding; knowledge and understanding of the world; physical development creative development The Foundation Phase advocates children learning through first hand experiential activities and play and places a child’s personal and social development and well-being at the heart of the curriculum. The Monitoring and Evaluation of the Effective Implementation of the Foundation Phase (MEEIFP) project is an evaluative study, commissioned and funded by the Welsh Assembly Government. This is the first year of a two-year evaluation, which is focused on implementation. Throughout the evaluation the MEEIFP team has worked closely with all the pilot settings and has consulted widely with all major stakeholders as well as some Welsh early years specialists