ESRC IAA Workshop: Towards Maximising International PhD Students' Experience: Extended Summary

No abstract available

External stakeholders, collaborations and partnerships in WBL with Higher Education Institutions in the UK: context and cases

No abstract available

Transition from first to second semester: trading off study, work and life

This research is directed towards the conference aim of investigating transitions where participation in higher education has been widened. Recent empirical work has established that both traditional- and non-traditional entrants to full-time higher education may make trade offs between academic study and demands or interests in other parts of their lives. This is particularly so over the course of the first year of study and in making the transition to the second year. The intention is to build on these findings and explore a dynamic theory of how students reduce academic load while pursuing academic success and maintaining involvements in other activities.div_BaMAndres, L and Carpenter, S (1997) Today's Higher Education Students: Issues of Admission, Retention, Transfer, and Attrition in Relation to Changing Student Demographics, The British Columbia Council on Admissions and Transfer, http://www.bccat.bc.ca/pubs/today.pdf (Accessed: 12/12/05) Bailey, S, Crum, R, Parikh, A (1986) 'The relationship between degree class and the qualitative and quantitative attributes of social science students', Research in Education, 35, 43-71. Baxter, A and Hatt, S (2000) 'Everything Must Go: A Study of Clearing and First Year Progression', Journal of Further and Higher Education 24 (1) pp 5 - 14. Blair, T (1998) 'Introduction' in The Learning Age: a renaissance for a new Britain, http://www.lifelonglearning.co.uk/greenpaper/ch0000.htm (Accessed: 12/06/06) Boylan, H (2004) 'Access as More: Issues of student performance, retention and institutional change', in Osborne, M, Gallagher, J and Crossan, B (eds) Researching Widening Access to Lifelong Learning, 103 - 114, Routledge-Farmer, London Danson, M (2005) 'Economic Development and Local Communities', in Poverty, Deprivation and Development in Working Class Communities, Conference Proceedings, 10-14, Govan Community Council, Govan, November Davies, R and Elias, P (2003) Dropping Out: A study of early leavers from Higher Education, DfES, RR386, HMSO DfEE (1998) The Learning Age: a renaissance for a new Britain, Cm 3790 Department for Education and Employment, http://www.lifelonglearning.co.uk/greenpaper/ (Accessed: 12/06/06) DfES (2006) Widening Particpation in Higher Education, DfES, London, http://www.dfes.gov.uk/hegateway/uploads/6820-DfES-WideningParticipation2.pdf Donnelly, M, McCormack, D and Rimmer, R (2007), 'Load and academic attainment in two business schools', Asessment and Evaluation in Higher Education, to appear in 32(6) Foster, J, Houston, M, Knox, H and Rimmer, R (2002), Surviving First Year, Paisley: Lifelong Learning Research Group. Gaster, L. et al (1995) Interim Evaluation of the Ferguslie Park Partnership, Environment Research Programme Research Findings No. 13, Scottish Office, Edinburgh. Greene, W Econometric Analysis, Upper Saddle River: Prentice Hall Have a Heart (2005) Have A Heart Paisley Phase 2 Plan, Scottish Executive Health Department, Edinburgh HEFCE (1997) Undergraduate non-completion in higher education in England, Technical Report 97/29, HEFCE, http://www.hefce.ac.uk/pubs/hefce/1997/97_29.htm, (Accessed: 02/02/04) Hoskins, S, Newstead, S and Dennis, I (1997) Degree performance as a function of age, gender, prior qualification and discipline studied, Assessment and Evaluation in Higher Education, 22, 317-328 Houston, M (2007) Progression and its Association with Performance and Diversity: A Case study of the University of Paisley, Paisley: University of Paisley Houston, M, Knox, H and Rimmer, R (2007) 'Wider access and progression among full-time students', Higher Education, 53(1), 107-146 Houston, M and Rimmer, R (2005) 'A comparison of academic outcomes for business and other students', International Journal of Management Education, 4(3), 11-19 Lindsay, R (1998) 'Analysing student performance', in Rust, C (ed.) Improving Student Learning: Improving Students as Learners, Oxford: Oxford Centre for Staff and Learning Development, 32-55 Leppel, K (2001) 'The impact of major on college persistence among freshmen', Higher Education, 41, 327 - 342 Leppel, K. (2002). Similarities and differences in the college persistence of men and women, The Review of Higher Education, 25(4), pp 433 - 450 McNabb, R, Pal, M and Sloane, P (2002), 'Gender differences in educational attainment: the case of university students in England and Wales', Economica, 69(275), 481-503 Patrick, W (2001) 'Estimating first-year student attrition rates: an application of Multilevel Modeling using categorical variables', Research in Higher Education, 42(2), 151 - 170. Pike, G and Saupe, J (2002), 'Does high school matter? An analysis of three methods of predicting first-year grades', Research in Higher Education, 43(2), 187-207 Ross, A, Archer, L and Hutchings, M (2002) Potential Mature Students Recruitment to HE, Research Report 385, DfES, London Richardson, J and Woodley, A (2003), 'Another look at the role of age, gender and subject as predictors of academic attainment in Higher Education', Studies in Higher Education, 28(4), 475-490 Smith, J & Naylor, R (2001a), 'Dropping out of university: a statistical analysis of the probability of withdrawal for UK university students', Journal of the Royal Statistical Society Part A, 164(2), 389-405. Smith, J & Naylor, R (2001b), 'Determinants of degree performance in UK universities: a statistical analysis of the 1993 student cohort', Oxford Bulletin of Statistics, 63, 29-60. Szafran, R (2001), 'The effect of academic load on success for New College students: is lighter better?', Research in Higher Education, 42(1), 27-50 Woodley, A (1984), 'The older the better? A study of mature student performance in British universities', Research in Education, 32, 35-50 Woodley, A, Thompson, M and Cowan, J (1992) Factors Affecting Non-Completion Rates in Scottish Universities, SRC Report 69, Open University, Milton Keynes Yorke, M (2002) 'Degree classifications in English, Welsh and Northern Irish universities: trends, 1994-5 to 1998-9', Higher Education Quarterly 56 (1)unpub588unpu

External stakeholders, collaborations and partnerships in WBL with Higher Education Institutions in the UK: context and cases

No abstract available

Enhancing the Experience of International Doctoral Researchers - Key Messages

No abstract available

The role of big data in elucidating learning cities ancient, present and future

No abstract available

The relevance of university adult education for labour market policies

Lifelong learning plays a key role in labor market policies in the EU. In the context of the increasing rate of people with higher education and changes in markets for skilled jobs, universities have begun to engage in adult education and active labor market policies. The article presents the results of studies of unrepresentative cases of university adult education programs conducted in seven European countries with special focus on middle-aged people, who are increasingly vulnerable socially. One of the salient features of the case studies was the social effectiveness of university adult education programs from the point of view of access to jobs and the quality of work / life. The results of the case studies along with analysis of the results of other European projects permitted a continuous training scheme the essential dimensions of universities in adult education for socially effective

Wider access, gender and student attainment at old and new universities

GlasgowAt the University of Paisley, an on-going research project has been following the progress of the cohort of students who were new entrants to the University in academic session 2000/01. Much has been learned about performance, progression and persistence within this cohort, and in particular, the influence of demographic characteristics on first year performance. Gender, age and entry qualifications have been shown to interact in complex ways to determine both academic performance and the decision to continue with study into the following academic session. Attention in this paper focuses on how gender differences in academic performance evolve over time and influence year-on-year progression towards achievement of an exit award.div_BaMArnot, M., Gray, J., James, M., Ruddick, J. and Duveen, G. (1998) Recent Research on Gender and Educational Performance, London: The Stationery Office. Blundell, R., Dearden, L., Goodman, A. and Reed, H. (2000) 'The returns to higher education in Britain', Economic Journal, 110, 82-99. Brusselmans-Dehairs, C., Henry, G.F., Beller, M., Gafni, N. (1997) Gender Differences in Learning Achievement: Evidence from Cross-National Surveys. Paris: UNESCO. Collins, C., Kenway, J., and McLeod, J. (2000) Factors Influencing the Educational Performance of Males and Females in School and their initial Destinations after Leaving School, Report commissioned by Commonwealth Department of Education, Training and Youth Affairs, Australia. Francis, B. and Skelton, c. (Eds.) (2001) Investigating Gender: contemporary perspectives in education, Open University Press, Buckingham. Gammie, E. Paver, B. Gammie, B. and Duncan, F. (2003) 'Gender differences in accounting education: an undergraduate exploration', Accounting Education, 12 (2) 177-196. Greene, W. (2001) Econometric Analysis, 5th edition, Prentice Hall: Upper Saddle River. HESA (2005) Higher education in the United Kingdom, February 2005/10 http://www.hesa.ac.uk/holisdocs/pubinfo/stud.htm, accessed 24 March 2005. Hoskins, S. Newstead, S. and Dennis, I. (1997) 'Degree performance as a function of age, gender, prior qualifications and discipline studied', Assessment and Evaluation in Higher Education, 22, 317-328. Houston, M., Knox, H. and Rimmer, R. (2004) 'Wider access, entry qualifications and progression among full-time students', submitted to Higher Education. Houston, M. and Rimmer, R. (2004) 'A comparison of academic outcomes for business and other students', to appear in International Journal of Management Education. Johnes, J., and Taylor, J. (1999) Performance Indicators in Higher Education, Society for Research in Higher Education/Open University Press, Buckingham. Martin, M (1997) 'Emotional and cognitive effects of examination proximity inn female and male students', Oxford Review of Education, 23, 479-486. McNabb, R. Pal, S. and Sloane, P. (2002) 'Gender Differences in Educational Attainment: the case of university students in England and Wales', Economica, 69, 481-503. McDonald, A. Saunders, L. and Benefield, P. (1999) 'Boys' achievement, progress, motivation and participation: Issues raised by the recent literature', Journal of the National Foundation for Educational Research, Slough. Mellanby, J. Maxtin, and O'Docherty, J (2000) 'The gender gap- in final examinations results at Oxford University', British Journal of Psychology, 91. 377-390. Nguyen, N. Allen, L. and Fraccastoro, K. (2005) 'Personality predicts academic performance: exploring the moderating role of gender', Journal of Higher Education Policy and Management, 27 (1) 105-116. Phillips, P. THES At what point to weight the odds? 25 February 2005, pp 20-21. Powney, J. (1996) Gender and attainment: a review of Scottish council for Research in Education, Research Report 81, Edinburgh. Rudd, E. (1984) 'A comparison between the results achieved by women and en studying for first degrees in British universities', Studies in Higher Education, 9, 47-93. Simonite, V. (2003) 'A longitudinal study of achievement in a modular first degree course', Studies in Higher Education, 28 (3) 293-302. Smith, F. (2004) 'It's not all about grades. Accounting for gendered degree results in geography at Brunel University', Journal of Geography in Higher Education, 28, 2, 167-178. Smith, J. and Naylor, R. (2001) 'Determinants of degree performance in UK universities: A statistical analysis of the 1993 student cohort', Oxford Bulletin of Economics and Statistics, 63, 29-60. Tinklin, T. Croxford, L., Ducklin, A. and Fame, B. (2001), Gender and Pupil Performance, Interchange, 70, Report for the Scottish Executive Education Department, Edinburgh. UCAS, Universities and Colleges Admissions Service (2005) http://www.hesa.ac.uk/holisdocs/pubinfo/student/institution0102.htm, accessed 16 March 2005. Whitney, L. (2004). Research Report: Gender Differences in Achievement and Participation in the Compulsory School Sector http://www.minedu.govt.nz/index.cfm?layout=document&documentid=3280&data=l, accessed 23 March 2005.2pub590pu

Wider access, gender and student attainment at old and new universities

GlasgowAt the University of Paisley, an on-going research project has been following the progress of the cohort of students who were new entrants to the University in academic session 2000/01. Much has been learned about performance, progression and persistence within this cohort, and in particular, the influence of demographic characteristics on first year performance. Gender, age and entry qualifications have been shown to interact in complex ways to determine both academic performance and the decision to continue with study into the following academic session. Attention in this paper focuses on how gender differences in academic performance evolve over time and influence year-on-year progression towards achievement of an exit award.div_BaMArnot, M., Gray, J., James, M., Ruddick, J. and Duveen, G. (1998) Recent Research on Gender and Educational Performance, London: The Stationery Office. Blundell, R., Dearden, L., Goodman, A. and Reed, H. (2000) 'The returns to higher education in Britain', Economic Journal, 110, 82-99. Brusselmans-Dehairs, C., Henry, G.F., Beller, M., Gafni, N. (1997) Gender Differences in Learning Achievement: Evidence from Cross-National Surveys. Paris: UNESCO. Collins, C., Kenway, J., and McLeod, J. (2000) Factors Influencing the Educational Performance of Males and Females in School and their initial Destinations after Leaving School, Report commissioned by Commonwealth Department of Education, Training and Youth Affairs, Australia. Francis, B. and Skelton, c. (Eds.) (2001) Investigating Gender: contemporary perspectives in education, Open University Press, Buckingham. Gammie, E. Paver, B. Gammie, B. and Duncan, F. (2003) 'Gender differences in accounting education: an undergraduate exploration', Accounting Education, 12 (2) 177-196. Greene, W. (2001) Econometric Analysis, 5th edition, Prentice Hall: Upper Saddle River. HESA (2005) Higher education in the United Kingdom, February 2005/10 http://www.hesa.ac.uk/holisdocs/pubinfo/stud.htm, accessed 24 March 2005. Hoskins, S. Newstead, S. and Dennis, I. (1997) 'Degree performance as a function of age, gender, prior qualifications and discipline studied', Assessment and Evaluation in Higher Education, 22, 317-328. Houston, M., Knox, H. and Rimmer, R. (2004) 'Wider access, entry qualifications and progression among full-time students', submitted to Higher Education. Houston, M. and Rimmer, R. (2004) 'A comparison of academic outcomes for business and other students', to appear in International Journal of Management Education. Johnes, J., and Taylor, J. (1999) Performance Indicators in Higher Education, Society for Research in Higher Education/Open University Press, Buckingham. Martin, M (1997) 'Emotional and cognitive effects of examination proximity inn female and male students', Oxford Review of Education, 23, 479-486. McNabb, R. Pal, S. and Sloane, P. (2002) 'Gender Differences in Educational Attainment: the case of university students in England and Wales', Economica, 69, 481-503. McDonald, A. Saunders, L. and Benefield, P. (1999) 'Boys' achievement, progress, motivation and participation: Issues raised by the recent literature', Journal of the National Foundation for Educational Research, Slough. Mellanby, J. Maxtin, and O'Docherty, J (2000) 'The gender gap- in final examinations results at Oxford University', British Journal of Psychology, 91. 377-390. Nguyen, N. Allen, L. and Fraccastoro, K. (2005) 'Personality predicts academic performance: exploring the moderating role of gender', Journal of Higher Education Policy and Management, 27 (1) 105-116. Phillips, P. THES At what point to weight the odds? 25 February 2005, pp 20-21. Powney, J. (1996) Gender and attainment: a review of Scottish council for Research in Education, Research Report 81, Edinburgh. Rudd, E. (1984) 'A comparison between the results achieved by women and en studying for first degrees in British universities', Studies in Higher Education, 9, 47-93. Simonite, V. (2003) 'A longitudinal study of achievement in a modular first degree course', Studies in Higher Education, 28 (3) 293-302. Smith, F. (2004) 'It's not all about grades. Accounting for gendered degree results in geography at Brunel University', Journal of Geography in Higher Education, 28, 2, 167-178. Smith, J. and Naylor, R. (2001) 'Determinants of degree performance in UK universities: A statistical analysis of the 1993 student cohort', Oxford Bulletin of Economics and Statistics, 63, 29-60. Tinklin, T. Croxford, L., Ducklin, A. and Fame, B. (2001), Gender and Pupil Performance, Interchange, 70, Report for the Scottish Executive Education Department, Edinburgh. UCAS, Universities and Colleges Admissions Service (2005) http://www.hesa.ac.uk/holisdocs/pubinfo/student/institution0102.htm, accessed 16 March 2005. Whitney, L. (2004). Research Report: Gender Differences in Achievement and Participation in the Compulsory School Sector http://www.minedu.govt.nz/index.cfm?layout=document&documentid=3280&data=l, accessed 23 March 2005.2pub590pu