As it is a collaborative report, the parts taken literally from the national reports are not mark... more As it is a collaborative report, the parts taken literally from the national reports are not marked as citations.
The paper reports preliminary findings from an EU funded project on collaboration and partnership... more The paper reports preliminary findings from an EU funded project on collaboration and partnership between external stakeholders and universities to deliver work-related learning to adults with existing labour market experience in order to increase skills and competences for the knowledge economy as envisaged in Agenda 2020. The paper engages with debates on the professionalization of vocational education and consequently the vocationalisation of university education. It reports relevant data for the six partner countries of the LETAE project and EU averages to provide some context to debates about relative levels of attainment and labour market position. It briefly introduces some data drawn from case studies of work-related learning in higher education delivered in partnership or collaboration with external stakeholders including local authorities, trade unions, and individual enterprises.
National Reports from the R3L+ project on the state of the art in Learning Cities in Germany, Hun... more National Reports from the R3L+ project on the state of the art in Learning Cities in Germany, Hungary, Ireland, Lithuania, Romania, Scotland and Sweden, together with regional/city reports from Germany, Bucharest, Dundee, Kaunas. Limerick, Lundaland and Pecs.
Parents are important Parents and families play a key role; there is clear alignment between what... more Parents are important Parents and families play a key role; there is clear alignment between what the parents say they want for the young people and what the young people aspire to themselves. For policy, supporting aspirations then means working with parents as well as young people, particularly where parents face disadvantages themselves. Context This study comes at a time at a time when there is a very high degree of interest among politicians and policy-makers on aspirations. We consider the implications of this study in Chapter 8, but for now it is important to note that there is a strong assumption that raising aspirations will increase educational achievement, thereby contributing both to greater equity and to the economic competitiveness of the UK, and that public policy has a key role in promoting this. Aspirations were a key theme of many of the Labour Government's policy papers about children and young people up to 2010. They were a key component of The Children's Plan (DCSF, 2007) and in Aiming High for Young People (HM Treasury and DCSF, 2007). The Social Exclusion Taskforce worked in partnership with the Departments of Children, Schools and Families and Communities and Local Government to commission a review of evidence on aspirations in disadvantaged communities in 2008. The findings (Cabinet Office, 2008) provided background for the Labour Government's social mobility White Paper New Opportunities: Fair chances for the future (Cabinet Office, 2009). This document announced measures to increase young people's aspirations via the new programme Inspiring Communities (CLG et al., 2009). The Conservative/Liberal Democrat Coalition Government elected in May 2010 has continued the interest in raising aspirations (although Inspiring Communities has been stopped). Launching the Schools White Paper (DfE, 2010a), the Prime Minister and the Deputy Prime Minister's joint foreword notes the differences in attainment between groups of young people, and attributes a lack of aspiration as a key reason for this, specifically: In far too many communities there is a deeply embedded culture of low aspiration that is strongly tied to long term unemployment. The Coalitions' Work Programme and welfare reforms will help tackle these issues. But schools do have a crucial role to play. DfE, 2010a, p. 4
A Self-Administered Motivational Instrument (the SAMI) was designed to assist university entrants... more A Self-Administered Motivational Instrument (the SAMI) was designed to assist university entrants to reflect on their approaches to tertiary study and to consider how they could develop more effective approaches to learning and focus on the provision of self-feedback. The instrument was used in a controlled experiment with entrants to nursing programmes at the University of the West of Scotland. These pre-registration nurses completed the SAMI in their second week of study and again in Week 11. This provided the opportunity to assess the SAMI as a means of stimulating students towards self-regulation and form self-feedback mechanisms. A measure of constructive friction, dissonance or ambivalence is created in the SAMI by asking students to consider how well they have been doing with their current study regime, how well they could potentially do if they tried their hardest, drawing students to consider aspects of how they learn and reflect on the organisation of their study routines. These measures within the SAMI provide the basis from which students complete questions structured by tutors and construct useful self-feedback. In the current paper, the aim is to confirm the outcomes of previous studies that have found a link between student completion of the SAMI and performance and to investigate whether this quantitative finding is accompanied by autonomous use of experiential feedback students had of themselves (self-feedback) to initiate, monitor and control changes of study approach. The results of a mixed-method approach indicate that students undertook self-regulated change and had the self-efficacy to understand they could succeed in making changes and in attaining their academic goals. Duffy et al.
Http Dx Doi Org 10 1080 09670880220148375, Jul 21, 2010
During the 1840s Britain became host to upwards of half a million economic refugees from Ireland.... more During the 1840s Britain became host to upwards of half a million economic refugees from Ireland. This flow of very poor and usually rural immigrants continued at a reduced rate for the rest of the century. Historians have long recognised that this immigration has the potential ...
This research is directed towards the conference aim of investigating transitions where participa... more 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 ...
At the University of Paisley, an on-going research project has been following the progress of the... more At 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 ...
As it is a collaborative report, the parts taken literally from the national reports are not mark... more As it is a collaborative report, the parts taken literally from the national reports are not marked as citations.
The paper reports preliminary findings from an EU funded project on collaboration and partnership... more The paper reports preliminary findings from an EU funded project on collaboration and partnership between external stakeholders and universities to deliver work-related learning to adults with existing labour market experience in order to increase skills and competences for the knowledge economy as envisaged in Agenda 2020. The paper engages with debates on the professionalization of vocational education and consequently the vocationalisation of university education. It reports relevant data for the six partner countries of the LETAE project and EU averages to provide some context to debates about relative levels of attainment and labour market position. It briefly introduces some data drawn from case studies of work-related learning in higher education delivered in partnership or collaboration with external stakeholders including local authorities, trade unions, and individual enterprises.
National Reports from the R3L+ project on the state of the art in Learning Cities in Germany, Hun... more National Reports from the R3L+ project on the state of the art in Learning Cities in Germany, Hungary, Ireland, Lithuania, Romania, Scotland and Sweden, together with regional/city reports from Germany, Bucharest, Dundee, Kaunas. Limerick, Lundaland and Pecs.
Parents are important Parents and families play a key role; there is clear alignment between what... more Parents are important Parents and families play a key role; there is clear alignment between what the parents say they want for the young people and what the young people aspire to themselves. For policy, supporting aspirations then means working with parents as well as young people, particularly where parents face disadvantages themselves. Context This study comes at a time at a time when there is a very high degree of interest among politicians and policy-makers on aspirations. We consider the implications of this study in Chapter 8, but for now it is important to note that there is a strong assumption that raising aspirations will increase educational achievement, thereby contributing both to greater equity and to the economic competitiveness of the UK, and that public policy has a key role in promoting this. Aspirations were a key theme of many of the Labour Government's policy papers about children and young people up to 2010. They were a key component of The Children's Plan (DCSF, 2007) and in Aiming High for Young People (HM Treasury and DCSF, 2007). The Social Exclusion Taskforce worked in partnership with the Departments of Children, Schools and Families and Communities and Local Government to commission a review of evidence on aspirations in disadvantaged communities in 2008. The findings (Cabinet Office, 2008) provided background for the Labour Government's social mobility White Paper New Opportunities: Fair chances for the future (Cabinet Office, 2009). This document announced measures to increase young people's aspirations via the new programme Inspiring Communities (CLG et al., 2009). The Conservative/Liberal Democrat Coalition Government elected in May 2010 has continued the interest in raising aspirations (although Inspiring Communities has been stopped). Launching the Schools White Paper (DfE, 2010a), the Prime Minister and the Deputy Prime Minister's joint foreword notes the differences in attainment between groups of young people, and attributes a lack of aspiration as a key reason for this, specifically: In far too many communities there is a deeply embedded culture of low aspiration that is strongly tied to long term unemployment. The Coalitions' Work Programme and welfare reforms will help tackle these issues. But schools do have a crucial role to play. DfE, 2010a, p. 4
A Self-Administered Motivational Instrument (the SAMI) was designed to assist university entrants... more A Self-Administered Motivational Instrument (the SAMI) was designed to assist university entrants to reflect on their approaches to tertiary study and to consider how they could develop more effective approaches to learning and focus on the provision of self-feedback. The instrument was used in a controlled experiment with entrants to nursing programmes at the University of the West of Scotland. These pre-registration nurses completed the SAMI in their second week of study and again in Week 11. This provided the opportunity to assess the SAMI as a means of stimulating students towards self-regulation and form self-feedback mechanisms. A measure of constructive friction, dissonance or ambivalence is created in the SAMI by asking students to consider how well they have been doing with their current study regime, how well they could potentially do if they tried their hardest, drawing students to consider aspects of how they learn and reflect on the organisation of their study routines. These measures within the SAMI provide the basis from which students complete questions structured by tutors and construct useful self-feedback. In the current paper, the aim is to confirm the outcomes of previous studies that have found a link between student completion of the SAMI and performance and to investigate whether this quantitative finding is accompanied by autonomous use of experiential feedback students had of themselves (self-feedback) to initiate, monitor and control changes of study approach. The results of a mixed-method approach indicate that students undertook self-regulated change and had the self-efficacy to understand they could succeed in making changes and in attaining their academic goals. Duffy et al.
Http Dx Doi Org 10 1080 09670880220148375, Jul 21, 2010
During the 1840s Britain became host to upwards of half a million economic refugees from Ireland.... more During the 1840s Britain became host to upwards of half a million economic refugees from Ireland. This flow of very poor and usually rural immigrants continued at a reduced rate for the rest of the century. Historians have long recognised that this immigration has the potential ...
This research is directed towards the conference aim of investigating transitions where participa... more 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 ...
At the University of Paisley, an on-going research project has been following the progress of the... more At 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 ...
Learning Cities and Regions have become focal points for knowledge creation and learning in the n... more Learning Cities and Regions have become focal points for knowledge creation and learning in the new age of global and knowledge-intensive societies. They act as collectors and repositories of knowledge and ideas, and provide the underlying environment or infrastructure which facilitates the flow of knowledge, ideas and learning (R. Florida).
However, Learning Cities and Regions are dynamic and open systems. They function in context, such as local traditions, learning cultures, institutional set-ups and value systems. Moreover, they develop domain specific knowledge, social capital, governance, stakeholder collaboration, public-private partnerships and cooperation among sectors.
This book release analysis the issue of quality in Learning Cities and Regions and, develops a quality framework, which can be used to determine and improve the quality of partnerships, participation, progress and sustainability as well as learning culture in Learning Cities and Regions,
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Papers by Muir Houston
However, Learning Cities and Regions are dynamic and open systems. They function in context, such as local traditions, learning cultures, institutional set-ups and value systems. Moreover, they develop domain specific knowledge, social capital, governance, stakeholder collaboration, public-private partnerships and cooperation among sectors.
This book release analysis the issue of quality in Learning Cities and Regions and, develops a quality framework, which can be used to determine and improve the quality of partnerships, participation, progress and sustainability as well as learning culture in Learning Cities and Regions,