An investigation of sociability measurements in online communities

This paper reports the results of an investigation into measurements of the sociability of proximate online communities, in other words, how well it supports social interaction rather than in terms of its usability, which tends to focus on task issues and user satisfaction. Measurements that have been proposed by other writers are investigated and several new measurements are proposed. These were tested during the introduction of a new proximate online student community called Veritas. The results showed that sociability is best measured by a combination of qualitative and quantitative approaches

Belonging: Blurring the Boundaries

This paper applies Whitchurch’s (2008) concept of the ‘third space’ to the emergent territory occupied by further education college students as they ‘cross the boundary’ to continue their studies at the university. Findings reveal that these transitioning students face barriers to success, feelings of isolated and encounter negative perceptions. While this paper focuses on the Scottish education system and emphasises the Scottish Governments aim to remove barriers to widening access and participation in HE, the findings have a more general applicability and can support a variety of transitions made in the education sector. Research outcomes can, therefore, inform academic leaders, enhance the student experience, guide policy makers and aid knowledge transfer

'I hope we can handle it': A study examining student ability beliefs and motivations before transition

This paper employs the ‘Expectancy-Value Model of Achievement Motivation’ (Wigfield and Eccles, 2000) to identify performance barriers and facilitators for further education students continuing their studies at university. Using this model to understand student ability beliefs and motivations prior to university study identifies potential performance challenges and informs strategies to improve the transition experience from further to higher education. Three focus groups of students planning to transition to university were asked to discuss a number of theoretical strands inherent to the Expectancy-Value Model, such as ability beliefs and motivation components, to determine student potential to perform and persist with higher education. Findings revealed students had decisive and clear motivations for transitioning to university however a number of barriers were perceived which shaped their ability beliefs and could potentially impact their performance. Outcomes of this study inform approaches to enhance the transition experience of students to higher education and are particularly relevant as the Scottish Government aims to remove barriers and widen participation. Additionally, the research findings make an important contribution to informing the approach of university and further education institution (FEI) staff, guiding policy makers and knowledge transfer

Negotiating the volunteer role: a qualitative study of older volunteers’ experiences in woodland conservation

This paper explores the exchange relationship between older conservation volunteers (aged over 50 years) and paid group organisers. Using qualitative interview data from seventeen adult volunteers and four organisers recruited from three conservation groups in the North West of England we argue that the psychological contract is important for understanding how organisations can manage and retain volunteers. Our findings highlight the importance of the psychological contract between volunteers and the group organiser, with each party recognising the mutual benefits they bring to the relationship. Participants’ accounts revealed that they chose to take on the often physically challenging conservation work because the natural environment was important to them, but also because there was no obligation for them to attend. Thus, being a conservation volunteer allowed them to retain control over their voluntary time commitment and avoid the pressures of responsibility associated with having people depending upon them. At the micro-level, organisers appreciated the expectations and abilities of individual volunteers, managing and adjusting their own practices accordingly to encourage volunteer retention. We consider the implications of our research in terms of both volunteer and psychological contract theory and discuss the potential implications for organisations in terms of managing and retaining older volunteers

An exploration of degree apprentice perspectives: A Q methodology study

Degree apprenticeships have recently been introduced in the UK, representing a significant shift in approaches to degree-level study: from traditional models of higher education to workplaces as locations for learning. As the model matures it is important to hear the under-researched perspectives of apprentices who hold dual roles: as students and employees. Using Q methodology, the study aims to identify the different apprentices’ viewpoints of the degree apprenticeship, exploring aspects of belonging, support, challenges and views of the learning experience. Thirty-five second-year computing apprentices at a UK university participated in the study. Centroid factor analysis was conducted to identify different perspectives. Three perspectives of apprentices were revealed: aligned student-workers, busy professionals, and the cast adrift. Aligned student-workers were balancing work and study effectively, finding value in both. Busy professionals were already consolidated as professionals, using this degree apprenticeship to upskill. Finally, the cast adrift, reported a lack of support in the workplace that was affecting their view on the apprenticeship. This exploratory study, resulting in a new research instrument and approach, contributes apprentices’ perspectives to research and practice, as apprenticeship models expand in the UK and beyond. Support for individual apprentices is a shared responsibility, between universities and employers. All three parties, including apprentices, benefit from learning more about apprentices’ situated experiences, their sense of belonging and identity, and their views on the apprenticeship. Policymakers also benefit from insight into the shared responsibilities of successful degree apprenticeships, as these apprenticeships evolve

'I hope we can handle it': A study examining student ability beliefs and motivations before transition

This paper employs the ‘Expectancy-Value Model of Achievement Motivation’ (Wigfield and Eccles, 2000) to identify performance barriers and facilitators for further education students continuing their studies at university. Using this model to understand student ability beliefs and motivations prior to university study identifies potential performance challenges and informs strategies to improve the transition experience from further to higher education. Three focus groups of students planning to transition to university were asked to discuss a number of theoretical strands inherent to the Expectancy-Value Model, such as ability beliefs and motivation components, to determine student potential to perform and persist with higher education. Findings revealed students had decisive and clear motivations for transitioning to university however a number of barriers were perceived which shaped their ability beliefs and could potentially impact their performance. Outcomes of this study inform approaches to enhance the transition experience of students to higher education and are particularly relevant as the Scottish Government aims to remove barriers and widen participation. Additionally, the research findings make an important contribution to informing the approach of university and further education institution (FEI) staff, guiding policy makers and knowledge transfer

An Enhanced Route from FE to HE Graduation?

This study explores student transitions from further (FE) to higher (HE) education through the Associate Student Project (ASP) and examines the effectiveness of this enhanced transition programme for direct entry students. Universities are expected to plan transitions for young people, ensuring courses support articulation and provide seamless progression (Scottish Government, 2014). The Access in Scotland Report (Hunter Blackburn, Kadar-Satat, Riddell, & Weedon, 2016) called for further research into retention strategies for disadvantaged students and the development of appropriate support methods. Through the ASP, Edinburgh Napier University has introduced targeted learning opportunities to enhance student progression and attainment, by addressing barriers to success in the different HE environment, creating opportunities for students to develop their confidence and the academic skills which will help them to succeed at university. For some, the journey to university is seen as a 'rite of passage' (Giddens, 1991); others have no family history of university study and the journey from college to university is an unknown path. This research makes use of focus groups involving articulating students, both before and after transitions from college into adjacent degree courses, to examine their experience of the transition, combined with data from large scale surveys of all undergraduate students in the School of Computing and the associate students currently studying in college and, importantly, the university's retention and attainment data

Degree apprenticeships - a win-win model? A comparison of policy aims with the expectations and experiences of apprentices

This article compares policy aims with experiences following the introduction of a new model for STEM apprenticeships in the UK. Degree apprentices work while studying for a degree, undertaking work-based learning and attending on-campus classes. Specifically, this study explores an implementation in Scotland, where computing degrees are designed and delivered through partnerships between employers, universities, and the Scottish Government’s skills agency, Skills Development Scotland. This collaboration is designed to bridge employer-reported skills gaps and to bring about an increase in highly-skilled workers. To examine the policy implementation behind the new degrees, a review was conducted of the policy documents that framed their introduction, including texts from university and employer websites promoting apprenticeships. The apprentices’ perspectives, barely addressed in the policy documents, were examined through surveys and narrative interviews. The policy documents positioned the new degrees as a ‘win-win’ opportunity for employer-led higher education, and the apprentices recognised and valued the opportunity to undertake a work-based degree. However, underneath the superficial win-win narrative a complex implementation landscape was observed for employers, apprentices, and universities. Understanding these stakeholder contexts is essential for the longer term sustainability of degree apprenticeships

An Exploration of the Professional and Leader Identity of IT Professionals Transitioning to a Permanent Hybrid Role: A Longitudinal Investigation

Purpose – The purpose of this study is to explore the role of professional and leader identity and the maintenance of identity, through identity work as IT professionals transitioned to a permanent hybrid role. This study therefore contributes to the under-researched area of permanent transition to a hybrid role in the context of IT, where there is a requirement to enact both the professional and leader roles together. Design/ methodology/ approach – The study utilised a longitudinal design and two qualitative methods (interviews and reflective diaries) to gather data from 17 IT professionals transitioning to hybrid roles. Findings – The study findings reveal that IT professionals engage in an ongoing process of reconciliation of professional and leader identity as they transition to a permanent hybrid role, and they construct hybrid professional-leader identities while continuing to value their professional identity. They experience professional-leader identity conflict resulting from reluctance to reconcile both professional and leader identities. They used both integration and differentiation identity work tactics to ameliorate these tensionsOriginality/value – The longitudinal study design, the qualitative approaches used and the unique context of the participants provides a dynamic and deep understanding of the challenges involved in performing hybrid roles in the context of IT