Constructing a national higher education brand for the UK: positional competition and promised capitals

This article examines national branding of UK higher education, a strategic intent and action to collectively brand UK higher education with the aim to attract prospective international students, using a Bourdieusian approach to understanding promises of capitals. We trace its development between 1999 and 2014 through a sociological study, one of the first of its kind, from the 'Education UK' and subsumed under the broader 'Britain is GREAT' campaign of the Coalition Government. The findings reveal how a national higher education brand is construed by connecting particular representations of the nation with those of prospective international students and the higher education sector, which combine in the brand with promises of capitals to convert into positional advantage in a competitive environment. The conceptual framework proposed here seeks to connect national higher education branding to the concept of the competitive state, branded as a nation and committed to the knowledge economy

Higher education, graduate skills and the skills of graduates: the case of graduates as residential sales estate agents

The UK labour market is subject to significant graduatisation. Yet in the context of an over-supply of graduates, little is known about the demand for and deployment of graduate skills in previously non-graduate jobs. Moreover, there is little examination of where these skills are developed, save an assumption in higher education. Using interviews and questionnaire data from a study of British residential sales estate agents, this article explores the demand, deployment and development of graduate skills in an occupation that is becoming graduatised. These data provide no evidence to support the view that the skills demanded and deployed are those solely developed within higher education. Instead what employers require is a wide array of predominantly soft skills developed in many different situs. These findings suggest that, in the case of estate agents, what matters are the ‘skills of graduates’ rather than putative ‘graduate skills’

Sticking it on Plastic: Credit Card Finance and Small and Medium Sized Enterprises in the UK

This paper investigates the role of credit card financing in UK small and medium sized enterprises (SMEs) and how this varies by location and business orientation. Using a large scale dataset of UK SMEs, the results of a regression based analysis suggest that firms located in peripheral geographic areas have greater usage of credit cards relative to counterparts located in ‘core’ locations. Innovative, growth, and export-oriented SMEs are also more inclined to use credit card financing. Moreover, SMEs that use credit cards as a form of improvised financial ‘bootstrapping’ are more likely to seek additional funding sources in the future

Comparing and learning from English and American higher education access and completion policies

England and the United States provide a very interesting pairing as countries with many similarities, but also instructive dissimilarities, with respect to their policies for higher education access and success. We focus on five key policy strands: student information provision; outreach from higher education institutions; student financial aid; affirmative action or contextualisation in higher education admissions; and programmes to improve higher education retention and completion. At the end, we draw conclusions on what England and the US can learn from each other. The US would benefit from following England in using Access and Participation Plans to govern university outreach efforts, making more use of income-contingent loans, and expanding the range of information provided to prospective higher education students. Meanwhile, England would benefit from following the US in making greater use of grant aid to students, devoting more policy attention to educational decisions students are making in early secondary school, and expanding its use of contextualised admissions. While we focus on England and the US, we think that the policy recommendations we make carry wider applicability. Many other countries with somewhat similar educational structures, experiences, and challenges could learn useful lessons from the policy experiences of these two countries

Are postgraduate qualifications the ‘new frontier of social mobility’?

We investigate the relationship between social origin, postgraduate degree attainment, and occupational outcomes across five British age-group cohorts. We use recently-available UK Labour Force Survey data to conduct a series of logistic regressions of postgraduate (masters or doctorate) degree attainment among those with first degrees, with controls for measures of degree classification, degree subject, age, gender, ethnicity and national origin. We find a marked strengthening of the effect of class origin on degree- and occupational attainment across age cohorts. While for older generations there is little or no difference by class origin in the rates at which first-degree graduates attain postgraduate degrees, those with working-class-origins in the youngest age-group are only about 28 per cent as likely to obtain a postgraduate degree when compared with their peers from privileged origins. Moreover, social origin matters more for occupational destination, even among those with postgraduate degrees, for those in younger age groups. These findings demonstrate the newly important, and increasing, role of postgraduate degrees in reproducing socio-economic inequality in the wake of the substantial expansion of undergraduate and postgraduate education. Our findings lend some support to the Maximally Maintained Inequality thesis, suggesting that gains in equality of access to first-degrees are indeed at risk from postgraduate expansion

The limits of higher education institutions as sites of work skill development, the cases of software engineers, laboratory scientists, financial analysts and press officers

Where do workers with Higher Education (HE) degrees develop their work skills? Although few would expect these to be developed in HE exclusively, there exists an assumption that the core skills of those working in graduate occupations are predominantly formed at HE. This article examines how within four graduate occupations, employers and workers assess the extent HE is thought to develop the skills and knowledge used within the work process. It draws on occupational case studies on the work of laboratory-based scientists, software engineers, financial analysts and press officers, using interview data with workers, employers and stakeholders. The study shows that structural barriers prevent HE to take a significant part in work-skill and knowledge development, but also that HE is not necessarily heavily relied upon for skill formation. More precaution is required for those who would like to directly link the skills demands for graduate work with the skills that are developed or associated at university

Funding data from publication acknowledgements: coverage, uses and limitations

This article contributes to the development of methods for analysing research funding systems by exploring the robustness and comparability of emerging approaches to generate funding landscapes useful for policy making. We use a novel dataset of manually extracted and coded data on the funding acknowledgements of 7,510 publications representing UK cancer research in the year 2011 and compare these 'reference data' with funding data provided by Web of Science (WoS) and MEDLINE/PubMed. Findings show high recall (about 93%) of WoS funding data. By contrast, MEDLINE/PubMed data retrieved less than half of the UK cancer publications acknowledging at least one funder. Conversely, both databases have high precision (+90%): i.e. few cases of publications with no acknowledgement to funders are identified as having funding data. Nonetheless, funders acknowledged in UK cancer publications were not correctly listed by MEDLINE/PubMed and WoS in about 75% and 32% of the cases, respectively. 'Reference data' on the UK cancer research funding system are then used as a case-study to demonstrate the utility of funding data for strategic intelligence applications (e.g. mapping of funding landscape, comparison of funders’ research portfolios)

Discourse, justification and critique: towards a legitimate digital copyright regime?

Digitization and the internet have posed an acute economic challenge to rights holders in the cultural industries. Faced with a threat to their form of capital accumulation from copyright infringement, rights holders have used discourse strategically in order to try and legitimate and strengthen their position in the digital copyright debate with governments and media users. In so doing, they have appealed to general justificatory principles – about what is good, right, and just – that provide some scope for opposition and critique, as other groups contest their interpretation of these principles and the evidence used to support them. In this article, we address the relative lack of academic attention paid to the role of discourse in copyright debates by analysing user-directed marketing campaigns and submissions to UK government policy consultations. We show how legitimacy claims are justified and critiqued, and conclude that amid these debates rests some hope of achieving a more legitimate policy resolution to the copyright wars – or at least the possibility of beginning a more constructive dialogue

The political sustainability of climate policy: the case of the UK Climate Change Act

This paper assesses the forces working for and against the political sustainability of the UK 2008 Climate Change Act. The adoption of the Act is seen as a landmark commitment to action on climate change, but its implementation has not been studied in any depth. Recent events, including disagreements over the fourth carbon budget and the decarbonisation of the electricity sector, shows that while the Act might appear to lock in a commitment to reducing emissions through legal means, this does not guarantee political lock-in. The assumption, made by some proponents of the Act, that accountability of political leaders to a public concerned about climate change, via Parliament, would provide the main political underpinning to the Act is criticised. An analysis of alternative sources of political durability is presented, drawing on a framework for understanding the sustainability of reform developed by Patashnik. It is argued that the Act has helped create major institutional transformations, although the degree to which new institutions have displaced the power of existing ones is limited. The Act has produced some policy feedback effects, especially in the business community, and some limited investment effects, but both have been insufficient to withstand destabilisation by recent party political conflicts. The Climate Change Act remains at risk