Higher Education Diploma Research Articles

The upcoming new elite among children of immigrants: a cross-country and cross-sector comparison

ABSTRACTThe European-born children of immigrants, often referred to as the second generation, play an important role in the academic debate about integration and assimilation. The successful second generation, defined in terms of possessing a higher education diploma and or professional position, receives increasing attention. In this special issue, we will look at the most successful group: the upcoming “elite” among the descendants of migrants from Turkey, based on data gathered in the ELITES, Pathways to Success project. In this research project we deliberately selected on the dependent variable: being professionally successful in managerial jobs in the corporate business sector, the corporate law sector and the education sector.

What are the consequences of the newly implemented 24+Advanced Learning Loans on retention of adult Access to Higher Education students?

This article discusses the previous literature on student retention in the post-compulsory education sector and the ‘24+Advanced Learning Loan’. Adult students participating in an Access to Higher Education course are at particularly high risk of non-completion. Literature indicates that whilst stakeholders may require factual statistics regarding education, the reasons for student withdrawal are often multiple and complex, hence this research was conducted via a mixed-methods approach. This study took place at a large inner-city college of further education in Staffordshire, England. A full population sample of the college’s existing data was analysed, tutors participated in short, informal, unstructured one-to-one interviews, the author produced fieldnotes relating to retention and 12 adult students from the Access to Higher Education Diploma in Health self-selected to participate in short semi-structured interviews about student retention. Data showed that students aged 24 years and over were already less likely to withdraw from their course prior to the introduction of the 24+Advanced Learning Loan, and that the introduction of the loan had little impact on this data. Interview transcripts and fieldnotes indicated mixed opinions amongst students regarding the 24+Loan, that the application process had been overly complex and that the introduction of loans had produced an increased divide between older and younger students. Recommendations for students, college staff, managers and policy writers are discussed in light of the findings of this study.

Оценка развития системы высшего образования в России

The article discusses the methodology used to assess the higher education system (for areas with the status of a constituent federal subject and similar) and the results of its application in the federal subjects of the Ural Federal District. Monitoring of the higher education system in Russian regions will use a set of indicators grouped into two blocks: operating Conditions and Infrastructure of the Higher Education System of the Russian Federal Subject; Education and Research in the Higher Education System of the Federal Subject. The research conducted showed that a more effective way to increase the quality of education is investment from government sources other then from non-government sources. In our opinion, it is because the major source of non-government financing is means of people paying for their education. Unfortunately, the main goal for the people is Diploma of Higher Education, while the education quality is not the priority. The solution to this problem lay at the heart of changing the priorities in the development of economy, and cannot be solved only by the Higher Education Authority. It should also be stated that the higher education retains a certain conservatism and despite the lack in financial support, regions with traditionally strong universities maintain their position in the quality of educational services during the twelve year period under consideration.

Manifestations of Differential Cultural Capital in a University Classroom: Views from Classroom Observations and Focus Group Discussions in a South African University

Based predominantly on Pierre Bourdieu’s social and cultural reproduction theory, particularly his notions of cultural capital and symbolic violence, this paper explores how first year post graduate Diploma in Higher Education (PGDHE) university students from diverse socio-linguistic backgrounds differ in the levels at which they understand and express themselves in classroom activities. The paper’s thesis is that the diverse nature of South African classrooms presents a number of challenges not only for students but also for educators in terms of the use of English as a medium of instruction or the language for learning and teaching (LOLT). Owing to the fact that the South African Language in Education Policy (LiEP) of 1997 empowers both learners and educators in schools to use any of the eleven South African official languages as a LOLT wherever that is reasonably possible, students whose English backgrounds were deficient in enculturating them in the use of English as a learning tool often encounter challenges in expressing their ideas in the classroom, whether in writing or in oral presentations. The discussion is anchored in the data elicited through two data collection methods, lesson observations in a Diploma in Higher Education, Research class composed of students from diverse racial and ethnic backgrounds and through focus group discussion sessions with 40 multi-ethnic Diploma in Higher Education students from the same classroom. The data management and analysis for this study was done thematically, with views emerging from the observations and focus group discussions being clustered into superordinate themes for convenience of the discussion of the findings. The findings of this study were that students from affluent socio-economic backgrounds who enter university with a rich and relevant English linguistic capital, values and attitudes enjoy an enormous advantage compared to their counterparts whose social class and linguistic backgrounds lack the cultural capital cherished in university as conducive for educational success. The study thus recommends that the South African LiEP policy needs to be repealed so that it spells out unequivocally the LOLT especially in institutions of higher learning.

The Perceived Impact of the Postgraduate Diploma in Higher Education and Training as an Academic Development intervention in an Institution of Higher Learning

Following mixed views in literature on the relevance and return on investment of formal higher education professional development initiatives, the current study sought the views of the impact of the Postgraduate Diploma in Higher Education and Training (PGDHET) on the professional practice of higher education staff in one institution. Framed in the interpretive paradigm, the study adopted a case study design in which multiple sources of data were utilised. Data were collected through an open-ended questionnaire from eleven (11) purposefully selected lecturers possessing a PGDHET qualification. The data was corroborated with a data analysis of PGDHET reports. Qualitative data thus collected was analysed through the extraction and aggregation of meaning units into themes. Quantitative data was used to discern and describe impact trends of the PGDHET. It emerged from the study that the PGDHET challenged lecturers’ conceptions of teaching and learning, and expanded their repertoire of innovative teaching strategies. Furthermore, participants reported contributions to advancement of departmental best teaching practices and the status of teaching institutionally. The conclusion drawn is that the PGDHET impacts beyond the lecture room as it influences also the academic development practices, faculty and departmental practices, as well as the overall culture of the institution. This research recommends ways of further consolidating and further advancing the impact of the PGDHET. DOI: 10.5901/mjss.2014.v5n11p157

The Regulation of Food Science and Technology Professions in Europe

The regulation of a profession is justified when it improves consumer protection and public health. Higher education food science and technology (FST) degrees, widely offered in many universities in Europe open to a wide range of jobs in the food sectors where the employees could cover different positions, roles and carry out diverse activities dealing with the food production and the quality and safety of the food products. This work reviews the state of the art of the FST regulated professions requiring higher education qualifications in the European countries. The research was carried out by collecting specific information on regulated professions by contacting unions, professional associations, public servant categories/professions, and by visiting national and EU websites. The data collected for each regulated profession were: country, training/education required, date of implementation of regulation, professional training (if required), capability test (if required) and acts required by law to be signed by a regulated professional. Only professions that required a higher education diploma were included in this search. Few countries were found to have a regulated profession in FST, in particular: Food Engineering (Turkey), Food Technologist (Greece, Iceland, Italy and Slovenia), and Oenologist (Italy, Portugal and Spain). FST regulated professions in Europe are thus scarce and have a rather limited history. The Food Technologist in Italy and the Food Engineer in Turkey were found to be the only completely regulated professions found in Europe. Food and professional regulation have been evolved over the years and raised the debate on the regulation of FST professions. Academia as well as other policymakers has to further contribute to this discussion to keep high the standards for quality of education and training of the qualified workforce and professionals in the food sector.

Motives for Enrolment in the Lithuanian University of Educational Sciences and the Reasons for their Change (Comparative Study)

Relevance. The number of scientists explored the motives of entrants to choose teacher’s profession noted, that now selection of pedagogical studies does not reflect future teachers’ pedagogical directivity, the motivation is small of future teachers’ to work pedagogical job. It is also noted, that enrolling graduates pay more attention to financial costs of studying or financial perspectives of interested specialty delegate.
 The research discloses future teachers’ motives for enrolling into pedagogical studies.
 The research focuses on the problem that motives for enrolling into pedagogical studies are still insufficiently investigated.
 The aim of the research is to reveal the motives for enrolling into the Lithuanian University of Educational Sciences and their changes.
 The objectives of the research are as follows:
 1. To identify the main motives for enrolling into pedagogical studies;
 2. To compare the motives for enrolling into pedagogical studies of students who entered the university in different academic years (in 2002, 2010 and 2011 years).
 The empirical method was applied in the research which was carried out in three different faculties (those of Natural Sciences, Philology, and Mathematics and Informatics) of the Lithuanian University of Educational Sciences in 2010–2011. The research sample included the answers of 270 first-year students.
 Questionnaire was prepared in order to analyze motives of first year entrants to Lithuanian Educational University and to compare it with results of 2000–2002 year study. 48 motives were presented in questionnaire and each of them had to be evaluated according significance. Motives were selected based on analysis of relevant literature and the structure of 2000–2002 study questionnaire. Main motives, mostly mentioned in scientific literature for choosing teachers profession, were distinguished in this study.
 The research findings reveal that, in 2010 and 2011, the main motives for the informants to choose pedagogical studies were their intention to acquire a diploma of higher education, a possibility to get a better-paid job, and career aspirations. Comparison of the data of the year 2002 and of 2010–2011 shows that in 2002 the choice of pedagogical studies (in the Lithuanian University of Educational Sciences) was determined mainly by students’ extrinsic motivation – intention to acquire a diploma of higher education and to improve their financial situation as well as the social image. Similar motives were identified in 2010, when the main motives included a wish to acquire a diploma of higher education (though this motive was 20 percent weaker then), a possibility to get a better paid job, and career aspirations. Both in 2002 and in 2010 the same number of the informants mentioned their intrinsic motivation – aspiration to become a teacher as an important motive, and in 2011, however, the majority of the first-year students (72.9 %) did not consider becoming a teacher as important. The significance of such a motive as pedagogical love for children also decreased. This reveals a lack of professional purposefulness and that unmotivated students are admitted to pedagogical studies.

Od elitarności do masowości

From elite to mass education. Diagnosis of the Polish higher education system after year 1989
 Transformation that took place in 1989 in Poland paved the way for many reforms, including those in educational system. Poland became more open to Western influences, which resulted in a significant growth of the number of students and provided easier access to colleges and universities. However, nowadays (nearly 25 years later) it turns out that quantitative increase does not always entail qualitative increase. The quality of disseminated knowledge is now on a far lower level than it used to be in the 20th century. What is more – benefits derived from having a higher education diploma are less and less perceptible. This study is an attempt to make a diagnosis of the condition of the Polish higher education after the political transformation, so it includes not only the description of positive changes but also points out all the most important imperfections.

Persistence, how do they do it? A case study of Access to Higher Education learners on a UK Diploma/BSc Nursing programme

In 2006, the United Kingdom (U.K.) Department of Health (DoH) produced guidelines, requiring institutions to address the attrition rates for student nurses and midwives. This issue is not only a concern in the U.K. but has gained prominence in other Schools of Nursing including the U.S.A., Australia, and developing countries. Many Schools of Nursing have witnessed a change in their student population with a growing prominence of mature entrants (those over 21). Studies that focus on learner persistence, in particular mature students are relatively rare and very scarce on entrants with an Access to Higher Education (HE) qualification. This study, using focus group interviews, involved Access to HE learners who successfully progressed to a Diploma of Higher Education (DipHE)/Bachelor of Science (BSc) in Nursing at one U.K. University. The study findings indicated that Access to HE learners are able to develop a range of coping strategies in relation to academic demands and caring responsibilities, which are drawn upon in their DipHE/BSc programme. The findings have relevance for all Schools of Nursing as we face new and difficult challenges not least the global shortage of qualified nurses and the pressures placed on educators to retain student nurses.

Be prepared? Preparing mature students for university entry in England and Aotearoa New Zealand

This paper explores the notion of preparedness for university entry in relation to mature students in England and Aotearoa New Zealand. It focuses on what has become the predominant entry route for mature students in England and Wales - the National Open College Network (NOCN) accredited Access to Higher Education Diploma - and on university-based Certificate in University Preparation (CUP) programs in Aotearoa New Zealand. The paper highlights the differences in the way the notion of preparedness is integrated into access and bridging provision in the two countries whilst exploring institutional and practitioner perspectives on access to university for mature students. Also highlighted are the benefits of campus-based provision such as that in Aotearoa New Zealand.

The foundations of paramedic science and beyond

This article explores the inception and design considerations of the foundation degree in paramedic science (FDSc), within the School of Health at The University of Northampton (TUoN). It is written as a collaboration between a student, practice educator and lecturer. It discusses preparation for practice, academic progression and quality assurance considerations. The construction of the programme is outlined with reference to feedback and reflection on its predecessor, a diploma in higher education in paramedic science (DipHE) delivered by TUoN. The FDSc is intended to prepare students for the challenges of contemporary paramedic practice and life-long learning, the latter having become a requisite for UK healthcare professionals (Gopee, 2010; Health Professions Council (HPC), 2010).

Development of paramedic courses at the University of Worcester

This article discusses the prehospital programmes on offer at the University of Worcester. The three courses offered are directed at both pre-registration and post-registration students. The newest edition to the university prospectus is the development of a higher education diploma in paramedic science for IHCD trained and Health Professions Council (HPC) registered paramedics. The programme has been designed in recognition of the HPC requirements for the paramedic to ensure that they maintain their fitness practice by continual professional development through keeping their knowledge and skills up-to-date (Health Professions Council, 2007).

Can we predict successful completion of the common foundation programme at interview?

To gain an understanding of patterns of retention and attrition for student nurses on the diploma of higher education (DipHE)/bachelor of science (B.Sc.) (adult) on completion of the common foundation programme (CFP=year 1 of the programme). A questionnaire called the "interview score sheet" (ISS) collected data on six cohorts from a Higher Education Institution in Scotland. At the initial recruitment interview each candidate was scored independently by two interviewers on the ISS. Successful/unsuccessful attempts of theory-based and practice-based modules, and any reasons for attrition were recorded throughout the CFP. For the purposes of this study success was defined as achieving a pass grade in all modules associated with year 1 of the programme. The study investigated the potential of the ISS in providing a reliable guide for student selection onto the DipHE/B.Sc. in nursing (adult) and providing information about the characteristics of a typical successful/unsuccessful student from the CFP. Statistical analysis was conducted to examine the correlation between the total score on the ISS, any characteristics on the ISS and the students' successful completion of the CFP. Six-hundred and thirty-eight students entered the CFP: 118 (18%) were unsuccessful and 520 (82%) were successful completers of the CFP. From the characteristics noted at interview on the ISS, the most reliable predictor of success was age. The total score achieved on the ISS was shown not to be a reliable predictor of success. Although not statistically significant, testing of numeracy and standard and content of written work may be of some value in predicting success and may warrant further study.

Getting to grips with credit-based learning

Employers are seeking specific training and education which is tailored to the needs of their particular work force rather than relying on the educational packages that have previously been offered by universities and colleges. More people are accessing further and higher education and there is a growth in non-traditional modes of learning. With a myriad of opportunities available it is important that healthcare workers should be able to maximize their learning. This article summarizes current perspectives of the sources of learning and how this learning can be recognized through a credit-based system. The term ‘credit’ in higher education is explored in terms of its constituent elements and how it relates to academic levels. The importance of a nationally agreed system which uses credit as the basis for academic award such as a higher education diploma or degree will be outlined.

Desafio estratégico da política pública: o ensino superior brasileiro

Poucas pessoas no Brasil são, em comparação com países desenvolvidos, portadoras de diploma de ensino superior. Admitindo-se que a qualificação da população do país, a este nível, constitua interesse estratégico nacional, este artigo examina as características do caso brasileiro e discute as opções pregressas que o país fez, bem como observa as opções futuras, que estariam abertas ao país. O Brasil deliberou, ainda que não tenha manifestado claramente tal deliberação, por expandir seu ensino terciário por meio do setor privado. Desde o final do século XX esta expansão vem adquirindo uma faceta mercantil. Ao Estado brasileiro, contudo, apetece a estratégia da "não-decisão". Escolhe o setor privado para expandir a oferta de educação superior. E escolhe a via comercial, a partir de 1997, para fazê-lo. Mas não revela tal escolha. Deixa-a ao sabor, senão olhar, do analista das políticas públicas. Resta analisar as conseqüências desta "não-decisão" brasileira. Este artigo oferece números, argumentos e sugestões sobre o tema.

Can an interview score sheet assist with student selection onto the bachelor of science/diploma of higher education (adult) nursing programme?: Findings from a pilot study

To develop an interview score sheet (ISS) to assist with the selection of student nurses on the Bachelor of Science (B.Sc.)/Diploma of Higher Education (DipHE) (Adult). A pilot study was undertaken over a 6-month period to design and used a questionnaire to collect information on the candidate at interview. This questionnaire was called the "interview score sheet" (ISS). Using the ISS, each candidate was scored independently by two interviewers. The study was used to evaluate the usefulness of a score sheet at interview in aiding with the selection of candidates. Also the study was used to identify the demographics of the candidates and to assess the consistency of the scoring system. One hundred and twenty six candidates, ageing from 16 to 51 years were interviewed over 6 months. Ninety of the candidates were accepted onto the course. The highest score achievable on the ISS was 40, and the lowest was 2. Of those candidates accepted (n=90) the average score was 28, and for those candidates rejected (n=36) the average score was 20.6. The ISS proved to be a useful tool to decide on candidate suitability. Those candidates accepted onto the course were more likely to be scored higher than those rejected. FUTURE STUDY: Correlation of scores with firstly the characteristics of the successful candidates, and secondly with the characteristics of those who did not complete the 3-year programme.

A continuing dilemma for recently qualified nurses

I suspect that my recent conversation with two nurses is one that many readers will be able to echo. One of the nurses had recently completed a diploma of higher education in nursing but had not been successful in securing a full-time post. The second, who had been a registered nurse for some years, was fearful that she might shortly be unemployed as a result of service changes.

Effectiveness of intermediate‐fidelity simulation training technology in undergraduate nursing education

The aim of this paper is to present the results of a study designed to determine the effect of scenario-based simulation training on nursing students' clinical skills and competence. Using full-scale, realistic, medical simulation for training healthcare professionals is becoming more and more common. Access to this technology is easier than ever before with the opening of several simulation centres throughout the world and the availability on the market of more sophisticated and affordable patient simulators. However, there is little scientific evidence proving that such technology is better than more traditional techniques in the education of, for example, undergraduate nursing students. A pretest/post-test design was employed with volunteer undergraduate students (n = 99) from second year Diploma of Higher Education in Nursing programme in United Kingdom using a 15-station Objective Structured Clinical Examination. Students were randomly allocated to either a control or an experimental group. The experimental group, as well as following their normal curriculum, were exposed to simulation training. Subsequently, all students were re-tested and completed a questionnaire. The data were collected between 2001 and 2003. The control and experimental groups improved their performance on the second Objective Structured Clinical Examination. Mean test scores, respectively, increased by 7.18 and 14.18 percentage points. The difference between the means was statistically significant (P < 0.001). However, students' perceptions of stress and confidence, measured on a 5-point Likert scale, was very similar between groups at 2.9 (1, not stressful; 5, very stressful) and 3.5 (1, very confident; 5, not confident) for the control group, and 3.0 and 3.4 for the experimental group. Intermediate-fidelity simulation is a useful training technique. It enables small groups of students to practise in a safe and controlled environment how to react adequately in a critical patient care situation. This type of training is very valuable to equip students with a minimum of technical and non-technical skills before they use them in practice settings.

Collaborative partnership between HE and employers: a study of workforce development

This paper draws together two major strands in current Government policies for higher education—the promotion of collaborative partnerships in higher education and the widening participation agenda. Both of these also contribute to the enhancement of workforce development. The paper explores the interface between these two policies through a case study of an employer‐led curriculum development for a group of people who had hitherto been excluded from higher education. The case in question is a collaboration between a higher education institution and a charitable organization whose aim was to develop their well‐established in‐house training into a diploma of higher education. This study draws on evidence from documentary analysis, participant observation and semi‐structured interviews of the major stakeholders in the programme over a period of two years. It explores the motivation of the partners for engaging in collaborative curriculum development both at an individual and institutional level and the principles underlying their cooperation. The findings offer insights on the perceived benefits of collaborative partnerships on a number of dimensions and concludes by proposing a model that could underpin and enhance collaborative partnerships in the future.

Lifelong learning: case study in higher education in Slovenia

As a result of the third industrial revolution, the thirty-year-old idea of lifelong learning (LLL) has been gaining particularly strong ground in the last decade. Lifelong education is a strategic principle which traverses the whole education vertical without depleting itself. Today's rapidly changing environment calls for new knowledge and skills that stayed out of reach for the beneficiaries of the Slovenian education system in the past, and still remain largely unattainable through those forms of formal schooling that lead to a bonafide degree (higher education diploma). The main reasons are to be found in deep-rooted traditions and substantial autonomy of the Slovenian higher education system – the system, institutions and individuals – as well as in its distinctive approach to adopting study programmes.