Higher education policy initiatives and their implementation - the case of Lifelong Learning Networks in England

This article is about Lifelong Learning Networks in England that are groups of higher education institutions and further education colleges covering a city, area or region. These networks have been established through funding from the Higher Education Funding Council for England and their policy objective is to improve the coherence, clarity and certainty of progression opportunities for vocational learners into and through higher education. In this article we consider the likelihood of LLNs delivering this policy objective. In doing so, we focus our discussion on the clarity of LLN policy and the wider policy landscape, and the compatibility and relevance of LLN policy with the values, interests and core activities of the institutions that make up the networks

Interim evaluation of lifelong learning networks

The Open University's Centre for Higher Education Research and Information was commissioned in June 2007 to undertake a formative evaluation of Lifelong Learning Networks (LLNs). Research to inform the interim evaluation has been two-fold: desk research of LLN documentation and visits to and interviews with personnel involved in eight LLNs. The report's main conclusion was that LLNs are making progress in terms of encouraging institutions to offer curricula and put in place procedures that, in the fullness of time, could make a significant difference to the coherence, clarity and certainty of progression opportunities for vocational learners. However, it went on to say that it is too soon to be able to make substantive and well-evidenced statements about LLNs' overall progress on meeting this overarching objective of the LLN initiative

Report to HEFCE on student engagement

This study, commissioned by the Higher Education Funding Council for England (HEFCE), explored the extent and nature of student engagement in the higher education sector in England. The study was concerned with institutional and student union processes and practices – such as those relating to student representation and student feedback – which seek to inform and enhance the collective student learning experience, as distinct from specific teaching, learning and assessment activities that are designed to enhance individual students’ engagement with their own learning. The study found that institutions view student engagement as central to enhancing the student experience, but the emphasis seems to be placed on viewing students as consumers. For student unions, the emphasis is on viewing them as partners in a learning community. The latter notion seems to be stronger in certain subject areas (for example, Art and Design and Performing Arts) than others. The majority of HEIs and FE colleges rate their student engagement processes – comprising a basic model of student feedback questionnaires and student representation systems – as reasonably or very effective; student unions are less likely to do so. Detailed discussions with staff and students within a diverse range of HE providers showed that actual practices vary between and within institutions and that their effectiveness could be improved. Higher education institutions, student unions and further education colleges with significant higher education provision were surveyed to establish a baseline measure of the nature and extent of student engagement processes. Further exploration of institutions’ formal and informal processes and their effectiveness was undertaken through fieldwork with a number of higher education providers and student unions

Students' roles in maintaining quality and in enhancing learning - is there a tension?

This article is about student engagement and in particular the engagement of students in internal institutional quality assurance processes in the UK. It discusses the extent to which the introduction of more explicit internal and external quality assurance processes militate against the notion of the student as a part of a 'cohesive learning community' in favour of the notion of the student as 'consumer'. Based on findings from a research study on student engagement undertaken for the Higher Education Funding Council for England, the article notes an underlying rationale of student as consumer still prevails in many institutions' quality processes. Such a rationale is hampering students' full engagement in learning communities in ways that inform and enhance the collective student learning experience. Whilst these findings are drawn from a UK study, they may also have some relevance for other countries facing similar challenges

Senior Recital: Christina Ruth Grace Vehar, mezzo-soprano

This recital is presented in partial fulfillment of requirements for the degree Bachelor of Music in Music Education. Ms. Vehar studies voice with Eileen Moremen.https://digitalcommons.kennesaw.edu/musicprograms/1919/thumbnail.jp

Do You Understand What I Mean? How Cognitive Interviewing Can Strengthen Valid, Reliable Study Instruments And Dissemination Products

It is now well accepted that working in research teams that span universities, jurisdictions and countries can be rewarding and economically prudent. To this end, investigators collaborate in the pursuit of knowledge to address human and societal problems and translate results into local and global contexts. This implies that investigators need to develop study instruments that are fit for purpose and strategically manage issues arising from geographical, linguistic and cultural diversity.  A proven method is cognitive interviewing to pre-test the study materials to ensure clarity and relevance in the study population. This paper describes the steps taken to increase the methodological reliability of study instruments through the use of cognitive interviewing and argues this technique should be a standard step in instrument development.

Consulta a los y las docentes del Núcleo Educativo No.1, José Dolores Estrada, del Municipio de Nandaime, Departamento de Granada, durante el II semestre del año 2014, sobre el Programa PROVALORES y sus posibilidades de desarrollo en el futuro.

La presente investigación se titula Consulta a los docentes del Núcleo Educativo No.1, José Dolores Estrada, del Municipio de Nandaime, Departamento de Granada, durante el II semestre del año 2014, sobre el Programa PROVALORES y sus posibilidades de desarrollo en el futuro. El objetivo es conocer la posición de los docentes, del Núcleo Educativo No.1 José Dolores Estrada, del Municipio de Nandaime, Departamento de Granada, sobre la situación que atraviesa en la actualidad el Programa PROVALORES y sus recomendaciones para su eventual eliminación, mejoramiento o perfeccionamiento. Aplicando los instrumentos, se encontraron los siguientes hallazgos :la familia es el origen de la crisis de los valores ,los valores familiares están en crisis, la mayoría de los docentes conocen el Programa PROVALORES y lo ponen en práctica ,el impacto de dicho Programa en el Núcleo ha sido satisfactorio ,porque a pesar de la implementación del Programa aun persiste la crisis de los valores ,los docentes creen que no debe ser eliminado este Programa y que si debe ser mejorado para incidir en la calidad de la educación del Núcleo educativo. En nuestro trabajo se hacen las siguientes recomendaciones :que se le dé mayor énfasis al Programa PROVALRES ,explicarles mejor a los docentes en qué consiste su aplicación ,que éste sea aplicado no solo en el sistema educativo nacional sino en todas las entidades de gobierno y que en los Tepces se les dé un espacio más amplio al Program

Study of Chelating Agents and Metal Chelates in Nonaqueous Solvents

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Affective Responses Of Overseas Student-Teachers

Universities offering teacher education degrees are finding the world to be significantly smaller than did previous generations.  Increasingly, American students are completing their required student teaching in foreign contexts.  The present research study used rigorous qualitative methods in order to appraise the affective experiences from a sample of 13 students who completed their student teaching overseas.  Results showed, affectively, students experienced a bell-shaped curve phenomenon.  Particularly, they underwent stages of excitement when entering the teaching experience, followed by significant dysphoria, and then completed their student teaching with a positive emotional set

Extra Curricular Life Of Overseas Student-Teachers

Overseas student-teaching is becoming increasingly popular among American college students.  Unfortunately, relatively little is known empirically regarding how these students find their experiences—academically or outside of the teaching classroom.  Consequently, the present research study used rigorous qualitative methods in order to appraise extra-curricular experiences from a sample of 13 students who completed their student teaching overseas.  Results showed students to experience surface relationships with nationals and deeper connections with faculty.  While the student teachers reported participating in various excursions alongside nationals, they generally categorized their connections with these people on surface levels, explaining that relationships were hindered by language barrier inhibitions. In contrast, when our participants described their interactions with faculty, they spoke in terms of meaningful connections and bonding experiences