A comparative study of Australian social work research

The quality and quantity of social work research is not simply a matter of academic inquiry, it has real-world implications for practitioners, policy makers, and the community. Internationally, research assessment exercises being undertaken in university sectors are shaping notions of research productivity, quality, and impact. This paper advances empirical understandings of the nature of social work research in Australia, through an interdisciplinary and cross-national comparative analysis of performance data reported in the research assessment exercises Excellence in Research for Australia 2012 and 2015, and the UK’s Research Excellence Framework 2014. It found that compared to other social science disciplines, social work in Australia is a mid-level performer in terms of quantity and above-average in terms of quality, but when compared to social work and social policy research in the UK, quality is rated less highly. It argues for more transparent criteria to assess quality within peer-review research assessments and careful consideration of ways to document and evaluate research impact that are relevant to the discipline, capable of capturing the many and varied ways that research can influence policy and practice over time

Less time to study, less well prepared for work, yet satisfied with higher education: A UK perspective on links between higher education and the labour market

This paper explores graduates’ views on the relationship between higher education and employment. It draws on a major European study involving graduates five years after graduation and highlights similarities and differences between UK graduates’ experiences and their European counterparts. Specifically we address questions raised in the study about subjects studied and their relevance to entry into the labour market, if the academic level obtained was appropriate, whether graduates, with hindsight of five years, would choose the same subjects or the same institution again, and if they were satisfied with their current job. Such specific questions relate to broader perspectives such as the perceived value of higher education study in relation to initial employment and future life histories. These have to be seen in the context of cultural differences in higher education systems at the time of the research and, perhaps increasing convergences in light of the Bologna agreement

How Do Aspirations Matter?

This paper explores the complex roles of aspirations in relation to human development, drawing upon the capability approach. The paper examines the notion of feasibility of aspirations and the impact feasibility judgements have on aspiration formation and aspiration realisation, in terms of both capabilities and functionings. In particular this paper extends existing theory by building on Hart’s (2004, 2012) dynamic multi-dimensional model of aspiration and Hart’s (2012) aspiration set. The theorization builds on empirical work, undertaken in the UK, seeking to understand pupil’s aspirations on leaving school and college at age 17-19 as well as reviewing wider empirical and theoretical literature in this field. The discussion contributes to capability theory by extending understanding regarding first, the way that aspirations are connected to capabilities and functionings, secondly, the processes by which aspirations are converted into capabilities and thirdly, how certain capabilities become functionings. The paper reflects on the criteria that inform choices about the cultivation and selection of different aspirations on individual and collective bases. )n concluding the paper the question of ‘how do aspirations matter?’ is addressed. Ultimately an argument is made for the need to ‘reclaim’ a rich multi-dimensional concept of aspiration in order to pursue human development and flourishing for all

Evaluating the impact of career management skills module and internship programme within a university business school

This study evaluates the impact of an intervention on business school graduates’ employability comprising of a curriculum-based career management skills (CMS) module and an industrial placement year. The study uses data from the destinations of leavers of higher education survey to examine the employability of different groups within the cohort (no intervention, CMS module only and CMS module plus structured work experience). It finds that structured work experience has clear, positive effects on the ability of graduates to secure employment in ‘graduate level’ jobs within six months of graduation. Furthermore, participation in the CMS module also has a clear, positive effect upon the ability of participants to secure employment

Exploring the Oversight of Risk Management in UK Higher Education Institutions: The Case of Audit Committees

We explore how audit committees (ACs) oversee risk management in UK Higher Education Institutions (HEIs), using semi-structured interviews, attendance at AC meetings and documentary analysis. We find that the AC’s oversight seems constrained by a fixation on the process of risk management, an over-reliance on risk registers, and varying levels of emphasis on operational risks. Theoretically, the AC’s oversight reflects different shades of symbolic and substantive activities designed to maintain the HEI’s legitimacy and that of its governing board, hence providing a symbolic representation. We raise concerns as to the AC’s ability to monitor effectively the HEIs’ risk management practices

Higher education outcomes, graduate employment and university performance indicators

Official employment-related Performance Indicators in UK Higher Education are based on the population of students responding to the First Destination Supplement (FDS). This generates potentially biased performance indicators as this population of students is not necessarily representative of the full population of leavers from each institution. University leavers not obtaining qualifications and those not responding to the FDS are not included within the official analysis. We compare an employment-related performance indicator based on those students responding to the FDS with alternative approaches which address the potential non-random nature of this sub-group of university leavers

UK higher education lecturers’ perspectives of dyslexia, dyslexic students and related disability provision

This is the author accepted manuscript. The final version is available from Wiley via the DOI in this recordDyslexia is a controversial concept. In UK universities, the number of students possessing a dyslexia diagnosis continues to increase. Legislation requires that teaching staff adapt their pedagogic practices to effectively include students so diagnosed. These actions depend on lecturers having up-to-date knowledge of what the dyslexia label currently means. This study explored the nature and extent of UK lecturers’ awareness of, and attitudes towards, dyslexia and dyslexic students. One hundred and sixty-four lecturers working within a range of disciplines in 12 UK universities were surveyed via an online questionnaire. The findings revealed a high degree of positivity towards dyslexic students and academic accommodations like reasonable adjustments. The positivity, though, was typically underpinned by inadequate awareness of current dyslexia research knowledge. Notable consequences included confusion and feelings of inadequacy around how best to meet the needs of dyslexic students, a resultant reliance on generic reasonable adjustments, and disinclination to fully engage with related equity issues. The study’s quantitative estimate of the extent of these findings, together with its analysis of cross and inter-institutional differences, adds a new dimension to existing knowledge in the field. It has serious implications for the overall quality and equality of teaching and learning in higher education

The retreat from widening participation? : the National Scholarship Programme and new access agreements in English higher education

This article critically analyses the impact of reforms to the student financial support system in English higher education. Comparative analysis of financial support mechanisms and patterns of outreach engagement with groups underrepresented in higher education show a marked deterioration in the levels of cash support available and an increasingly focus on the brightest poor students (in the form of merit aid) at the expense of the generality of poorer students since the new support programme came into place. This can be seen as part of a wider policy shift away from generic widening participation to the targeting of specific cohorts to raise the attainment level of intakes or to meet recruitment shortfalls. The findings are located in a context of a (near) trebling of tuition fees, stagnation in overall student numbers and the promotion of market mechanisms, all of which can be seen as a challenge to the notion of social justice through the higher education system