Education Institutions In England Research Articles

Language variation on Arabic undergraduate degree courses in England: students’ perspectives

ABSTRACT Despite recognition of Arabic as a diglossic language with multiple regional varieties (RVs) and studies acknowledging the flexible nature of the language continuum, Modern Standard Arabic (MSA) continues to be prioritised in undergraduate degree courses. For the measurability of learning development, second language (L2) classes have traditionally focused on the standard variety. However, the field of applied linguistics acknowledges that language variation is an aspect of all languages that needs to be considered when learning and teaching L2s. This study investigates how students at eight of the nine higher education institutions in England offering undergraduate degree courses with a major component in Arabic perceive and experience language variation. It takes a mixed-methods explanatory approach, comprising 122 student questionnaires and 15 student interviews. This study finds that undergraduate degree students are not prepared fully for the sociolinguistic reality of Arabic usage, leading to concerns and frustrations when coming into contact with authentic language use. More needs to be done to raise awareness of how Arabic is used in practice from the beginning of courses. This would improve students’ experiences when communicating in Arabic, whilst also providing them with a theoretical knowledge of how the language operates.

The pronunciation of students’ names in higher education: identity work by academics and professional services staff

ABSTRACT Changes in the national, linguistic and ethnic profiles of students in UK higher education mean that students’ names are also likely to have become increasingly culturally diverse. In this article, we develop new empirical and theoretical understandings about how student-facing staff working in higher education in England experience cultural diversity in students’ names and the accompanying uncertainty of how some names should be pronounced. Using data from our qualitative studies we show that staff typically framed the pronunciation of names as an equalities issue, including in terms of power relations between themselves and students. Drawing on theorisations of identities as social processes, we analyse the ‘front stage’ and ‘backstage’ activities used by staff to manage the pronunciation of students’ names. We argue that, through these equality-framed activities, staff are doing ‘identity work’ in relation to their own selves and, importantly, also for students whose named-linked identities are minoritised within the ‘whiteness’ and ‘Englishness’ of higher education institutions in England. We conclude that, to support the pioneering identity work already undertaken by individual staff, policymakers in higher education should develop and implement ‘whole institution’ initiatives in recognition of the pronunciation of students’ names as a key equality, diversity and inclusion issue.

Recruitment Strategies in Private Higher Education Institutions in England

Recruitment Strategies in Private Higher Education Institutions in England This qualitative research study explores recruitment strategies employed by Private Higher Education Institutions (PrHEIs) in England. The study aims to gain insights into the various recruitment practices and challenges faced by PrHEIs in attracting and selecting suitable candidates for academic and administrative positions. The research methodology involves semi-structured interviews with 12 key stakeholders, including HR managers and academic leaders, from a diverse range of PrHEIs. Through thematic analysis, the study identifies common themes and patterns in recruitment strategies, including advertising channels, selection criteria, and the use of technology in the recruitment process. Additionally, the research highlights the importance of aligning recruitment practices with the unique characteristics and goals of PrHEIs to attract qualified candidates and enhance organisational effectiveness. The findings contribute to the existing literature on recruitment in higher education and provide practical insights for PrHEIs to optimise their recruitment strategies and practices. Keywords: Recruitment Strategies, Advertising Channels, Selection Criteria, Challenges, Private Higher Education Institutions, England

Student dissatisfaction in Higher Education: a ‘fuzzy’ index approach

ABSTRACT The revamp of the National Student Survey (NSS) has led to the elimination of the final ‘overall satisfaction’ question for Higher Education Institutions in England. This paper develops an index approach that can effectively summarise student satisfaction, utilising a ‘fuzzy poverty’ methodology that assigns weights to dissatisfaction outcomes based on their correlation levels. We show how our dissatisfaction index enables a comprehensive sector-level analysis by combining NSS data with sector-wide data and further show the usefulness by presenting a case study. Our approach can be universally and unbiasedly applied to student surveys globally, while alleviating problems related to the removal of the overall satisfaction question in the UK.

Financial well-being and capability of widening participation students and a text message intervention to improve it

University students are frequently cited as having some of the poorest financial well-being of the adult population, particularly those from widening participation backgrounds. Therefore, in a randomised controlled field experiment in 15 higher education institutions in England, we examine the impact of a light-touch text message intervention (over 10???12 weeks) aimed at improving the financial capability and well-being of widening participation students. The results suggest that such an intervention has little impact on improving financial well-being or capability from baseline levels although some effect was found on improved financial attitudes, peer comparison and information seeking. Overall, such an intervention is too light-touch to have a meaningful impact and future interventions are likely to need to be stronger nudges, perhaps changing the context and cognition simultaneously, if meaningful impacts on financial well-being are to be achieved.

Understanding UK university academic staff attitudes towards recognising and responding to student radicalisation

AbstractHigher education institutions in England, Scotland and Wales have an obligation under the 2015 Counter Terrorism and Security Act to protect students from being drawn into terrorism. This legislation has proved controversial, with concerns about the securitisation of education, as well as fears of over‐reporting which could stigmatise individuals or communities. Despite the significance of the Act to the education sector and concerns about the implications of compelling educators to report radicalisation concerns, there is limited empirical research exploring how teachers and academics have engaged with the policy. The evidence for higher education settings is particularly limited. This study employed a survey experiment with 1003 academics working in British universities to examine willingness and ability to recognise and respond to student radicalisation. Our data provides no evidence for over‐reporting. Rather, it suggests that academics teaching in British universities are uncertain about radicalisation risk and ambivalent about reporting concerns. Reporting ambivalence is driven by a lack of confidence about appropriate reporting thresholds, concerns about negative consequences of reporting and free speech values. Previous experience of dealing with a student of concern and Prevent training are associated with increased commitment to reporting concerns. The results suggest that Prevent training could be enhanced by targeting more experienced academics and tackling concerns about the tensions between the Prevent duty and freedom of speech policies and values. However, for this training to be effective it is essential that it is credible for an audience that is used to engaging with deep thinking on challenging issues.

The pedagogical challenges of teaching theology and mission to students from non-traditional diaspora churches in Britain

ABSTRACT This paper reports the findings of a research project into Ministerial Theology Programmes (MTPs) at three Higher Education institutions in England. These degree-level courses provide practice-oriented theological education for students in positions of leadership in churches outside the mainstream historic denominations. Anecdotal evidence from MTP tutors is that the churches represented are overwhelmingly Charismatic-Pentecostal, and the students differ significantly from those in virtually all other degree courses, being mostly middle-aged and of African or Afro-Caribbean background. The research reported here is the first extensive and systematic investigation into MTP student bodies, their expectations and approaches to learning, and the implications for designing and teaching MTPs.

Widening Access for Home-Educated Applicants to Higher Education Institutions in England

There has been a rise in Elective Home Education (EHE) as a result of the global pandemic and with this, an anticipated increase in EHE students applying to Higher Education Institutions (HEIs). With this increase, it is vital institutions acknowledge and prepare for widening accessibility. It is the expectation that institutions are inclusive, and this study opens discussions on the inclusivity of this applicant group and the knowledge exchange and collaboration opportunities to facilitate change. The aims of this study were to identify potential barriers in accessing HEIs for EHE students and to gain insight into the experiences of these participants. This study will create a basis for developing policies and practices to work towards building an inclusive transitional process into HEIs for all students and be instrumental in building bridges between mainstream and alternative education. Through a semi-structured interview with a HEI applicant, an online survey with 3 HEI applicants and 2 staff from admissions teams at HEIs in England, and a document analysis on the HEI websites, it is highlighted that more work is needed on improving the inclusivity at these establishments and further study into accessing EHE students for research purposes should be sought. Recommendations are shared.

Measuring Student Satisfaction Using Decision Tree Algorithm in Private Higher Education England

The primary purpose of this study was to assess student satisfaction variables and their association with overall satisfaction. All Higher Education Institutions (HEIs), regardless of whether public or private, have rigorous processes in place to measure student satisfaction. In addition, they focus on student satisfaction with their learning and teaching and the provision of facilities and resources. This quantitative study aimed to test a single hypothesis regarding student satisfaction variables with overall student satisfaction. The online survey was conducted using Google Forms to collect data from 2010 students studying in a large private higher education institution in England. The data were quantitatively analysed using Statistical Package for the Social Sciences (SPSS) version 26. The hypothesis testing results found a significant positive association between all independent variables and overall satisfaction. This study was limited to students in the private higher education sector. However, other students in public HEIs could be included to compare their satisfaction levels. Keywords: Student Satisfaction, Decision Tree Algorithm, Private Higher Education

Social Media Advertising Persuasion on Mature Students’ Buying Behaviour: A Neural Network Validation Approach

The primary purpose of this study was to examine social media advertising's persuasive power on mature students' purchasing behaviour. Social Media (SM) has become an integral part of daily life as a source of inspiration, entertainment, shopping, news and information. SM has a profound impact on consumer behaviour. Furthermore, SM allows companies to communicate better with their consumers and strengthen their associations. The advertising world has not been spared by social media influence. Companies are now more careful with social media advertising, significantly predicting consumer responses and behaviour and avoiding unexpected blunders to prevent a viral consumer backlash on networking sites. This quantitative study aimed to test two hypotheses regarding social media advertising persuasion on mature students' buying behaviour. First, an online survey was conducted using Google Forms to collect data from mature students studying in a private higher education institution in England. Second, we validated the regression results using an Artificial Neural Network (ANN) approach. Data were quantitatively analysed using Statistical Package for the Social Sciences (SPSS) version 26 and RStudio. The hypothesis testing results showed time spent on social media to be significantly associated with social media advertising persuasion. Furthermore, the neural network results confirmed the logistic model and suggested that mature students who found social media advertisements useful, persuasive and helpful in making decisions were more likely to purchase products online. In conclusion, social media advertising is one of the major driving forces behind user purchases of goods and services in the current environment. Social media advertising was collectively analysed and did not consider the number of different social media types, which could be investigated individually. Furthermore, this investigation only considered mature students in the private higher education sector. However, other traditional students in the public higher education sector with their attitudes toward social media advertising persuasion and their purchase behaviour could also be examined. Keywords: Social Media Advertising, Persuasion, Buying Behaviour, Mature Students

Best Practices During Covid-19 With A Significant Focus On Online Teaching: A Case Of Private HEI

The main purpose of the study was to explore the best practices of online teaching during the Pandemic in a private higher education institution in England. The Covid-19 pandemic caused unprecedented disruption to education systems worldwide. The fast switch to online learning was a monumental task for higher education institutions (HEIs), especially for private HEIs with limited resources compared to public HEIs. Therefore, the HEIs made tremendous efforts to make the transition to online or remote learning as good as possible. Although Oxford Business college (OBC) quickly adapted to online teaching despite some challenges but also demonstrated some best practices. The research presents some of the good practices OBC adopted to make online learning effective during the pandemic. For almost two years (2020-21), the researchers were part of the composition of the OBC team to plan, implement online strategy and train staff and students to make online teaching effective during the global pandemic. This gave the researchers a unique opportunity to observe and understand lived experiences of staff and conduct interviews for more in-depth understanding by divisions (leadership, management). As a result, the goal was achieved by bringing out the good practices used during the pandemic. Findings from this study revealed the best practices in strategic planning and business growth, successful transition to online teaching, the establishment of a research profile, recruitment of highly qualified and experienced academic staff, excellent student attendance and pass rates and lowest student dropouts. Keywords: Best Practices, Online Teaching, Covid-19, Oxford Business College

Exploring the potential of the newly linked Growing up in England dataset for building up new evidence for Gypsy, Traveller and Roma young people.

ObjectivesThis paper aims to test and demonstrate the potential of the newly linked Growing up in England (GUIE) dataset for building up new evidence, knowledge and understanding of education and socio-economic circumstance of an often ‘invisible’ group of children and young people - Gypsy, Roma and Travellers.
 ApproachThe paper utilises the first wave of the newly linked Growing up in England dataset, which consists of administrative education data for children and young people in schools and further education institutions in England linked to their 2011 Census records. It focuses on qualifications studied as well as attainment achieved of a cohorts of Gypsy, Traveller and Roma young people between age 15 (around the time of 2011 Census) and 19. The analysis explores the relationship between educational pathways and attainment for these young people and their household/family characteristics recorded in the 2011 Census.
 ResultsThis exploratory study shows that Gypsy, Traveller and Roma young people are more likely to be disadvantaged across multiple dimensions such as health and housing, and are less likely to achieve level 1, 2 and 3 educational qualifications compared to their peers.
 ConclusionsEvidence on outcomes for Gypsy, Traveller and Roma children and young people is scarce, in part due to limited available data on them. The newly linked GUIE dataset is therefore a rare opportunity to improve the evidence base for education and socio-economic outcomes for this group.

Exploring the Psychological Impacts of COVID-19 Social Restrictions on International University Students: A Qualitative Study.

The global COVID-19 pandemic has impacted on the mental well-being of university students, but little attention has been given to international students, who may have a unique experience and perspective. The aim of this study was to explore the views of international students and university staff towards COVID-19 restrictions, self-isolation, their well-being, and support needs, through eight online focus groups with international students (n = 29) and semi-structured interviews with university staff (n = 17) at a higher education institution in England. Data were analysed using an inductive thematic approach, revealing three key themes and six subthemes: (1) practical, academic, and psychological challenges faced during self-isolation and the COVID-19 pandemic; (2) coping strategies to self-isolation and life during the pandemic; and (3) views on further support needed for international students. International students faced practical, academic, and psychological challenges during the COVID-19 pandemic, particularly relating to the rapid transition to online learning and the impact of social restrictions on integration with peers and well-being. Online social connections with peers, family, or new acquaintances reduced feelings of isolation and encouraged involvement in university life. Despite raising mental health concerns, most international students did not access mental health support services. Staff related this to perceived stigma around mental health in certain cultural groups. In conclusion, international students experienced specific practical and emotional challenges during the pandemic, and are at risk of mental ill-health, but may not actively seek out support from university services. Proactive and personalised approaches to student support will be important for positive student experiences and the retention of students who are studying abroad in the UK higher education system.

Coming out in the university workplace: a case study of LGBTQ + staff visibility

This article explores the issue of workplace visibility and signs and symbols of LGBTQ + identity in a UK university. A poststructuralist Butlerian theoretical framework underpins this article. Sexual and gender identities are understood as multiple and fragmented, and constructed in relation to others and within the systems of power and knowledge that exist in universities and society more widely. An anonymous survey and focus group discussions were conducted with LGBTQ + staff in a higher education institution in England awarded university status in 1992. Results showed that staff felt relatively comfortable coming out to their peer-groups in the workplace but were less confident in coming out to students. Signs and symbols of LGBTQ + identities were fundamentally important to LGBTQ + staff members in helping them feel safe in the workplace and indicating to LGBTQ + students that they were potentially a source of support. The visibility of LGBTQ + senior leaders was important in empowering staff to believe that they too might progress within the university.

‘We can talk the talk, but we’re not allowed to walk the walk’: the role of equality and diversity staff in higher education institutions in England

This article draws on interviews with 41 equality and diversity staff in higher education institutions in England who were not members of the Race Equality Charter (REC). It uses the concept of Whiteness and White privilege to argue that within the framework of White normative practices, the role of equality and diversity staff are used as a smokescreen to perpetuate a system of White privilege. Higher education institutions who are not members of the REC do not invest in such initiatives to protect their own White interests. Rather, they give the appearance of addressing equalities under the guise of the Equality Act (2010). The article argues that in order for racial inequalities to be addressed, policy making such as the REC must be mandatory. Furthermore, higher education institutions must consider how they empower equality and diversity staff in order that they have the time, resources and commitment from senior managers to instigate real organisational change.

The future of the research and teaching nexus in a post-pandemic world

ABSTRACT Vaccines and treatments produced during the global coronavirus crisis demonstrated the importance of university research and teaching. There was widespread celebration of university–industry partnerships and collaborations across disciplines and geographical locations. However, simultaneously, higher education institutions in England faced serious financial and organisational challenges throughout the pandemic, which has implications for the relationship between teaching and research, for who undertakes each, and for the students’ experience of teaching and learning (some of whom become the next generation of researchers). The rapid movement to online learning created further tensions within an already demoralised, precarious and divided workforce. This paper considers the potential social good of universities’ two core missions, research and teaching in a post-pandemic world, exploring the inherently political nature of the link, as well as its encoded inequalities and dysfunctions. Drawing on documentary and secondary data analysis, this paper explores, first, the long-standing sectoral and institutional discrepancies through analysing trends in student recruitment rates and research funding. Second, it investigates how student and staff experiences of the link between research and teaching were changing in the pandemic, pointing to substantive equity issues in how the pandemic response affected access to research opportunities and to research-led teaching. The paper argues that a more equitable and inclusive university that appreciates the research-teaching nexus and is flexible and collaborative in nature is key to contribute to tackling global and local challenges, such as environmental destruction, climate change, conflict and socio-economic inequities.

Impacts of the COVID-19 Pandemic and Self-Isolation on Students and Staff in Higher Education: A Qualitative Study.

This qualitative study explored the impact of COVID-19 self-isolation and social restriction measures on university students, through the perspectives of both students and the staff supporting them. The study comprised 11 focus groups (students) and 26 individual interviews (staff) at a higher education institution in England during a period of national lockdown (January–March 2021). Participants were university students (n = 52) with self-isolation experiences and university staff (n = 26) with student-facing support roles. Focus group and interview data were combined and analysed using an inductive thematic approach. Four themes emerged: ‘Adaptation during the pandemic’, ‘Practical, environmental, and emotional challenges of self-isolating’, ‘Social factors and their impact on COVID-19 testing and self-isolation adherence’, and ‘Supporting self-isolation’. Students and staff struggled with the imposed restrictions and shift to online education. Students found it difficult to adapt to new expectations for university life and reported missing out on professional and social experiences. Students and staff noted concerns about the impact of online teaching on educational outcomes. Students endorsed varied emotional responses to self-isolation; some felt unaffected whilst others experienced lowered mood and loneliness. Students were motivated by pro-social attitudes; campaigns targeting these factors may encourage continued engagement in protective behaviours. Staff struggled to manage their increased workloads delivering support for self-isolating students. Universities must consider the support needs of students during self-isolation and prepare for the long-term impacts of the pandemic on student wellbeing and educational attainment. Greater support should be provided for staff during transitional periods, with ongoing monitoring of workforce stress levels warranted.

An exploration of the development of resilience in student midwives

Student midwives have to complete a demanding programme to become a midwife, and therefore it is questioned whether they need resilience to be successful. The study's aims were to explore whether resilience developed in one cohort of 25 undergraduate student midwives and what the concept of resilience meant to them. This study adopted a longitudinal case study approach in one Higher Education Institution in England during the first 18 months of their programme. The study used Wagnild and Young's (1993) (updated 2015) True Resilience Scale©, administered on three occasions. Additionally, four focus groups were conducted twice and six participants were involved in one-to-one interviews to explore issues raised in the focus group. SPSS Pairwise comparisons revealed that there were significant differences in True Resilience Scale© scores between the first and the second completion (p=0.034), and time one and time three (p=0.002); there were no significant differences between time two and time three (p=1.0). In this cohort of student midwives, the scale showed that the majority had developed their resilience during the study and this was supported in what the students reported. A conceptual model, which defines resilience for student midwives, is presented to strengthen how resilience can be supported and developed.

Exploring the impact of a compassion-focused therapy training course on healthcare educators

Background:Stress, and particularly burnout, is a major problem among healthcare workers and can lead to high staff turnover and low patient/client satisfaction.Objective:To explore the impact of 3-day compassion-focused therapy training on those delivering education to healthcare students. The underpinning premise was that the training course could potentially be replicated through the participants’ work with students embarking on a career within the helping professions.Design:Mixed-methods study, with the qualitative findings being presented in this paper.Setting:Training course was delivered in one higher education institution in England.Methods:In total, 44 healthcare lecturers attended the course, with 6 taking part in a reflective focus group.Findings:The analysis highlighted four main themes: reassurance and increased knowledge, increased compassion towards others, self-compassion and empathy, and blocks to compassion.Conclusion:Findings add to previous quantitative research findings showing that participants who undertook training were able to engage with their compassionate self and consider the importance of showing compassion towards the self and others in healthcare education.

Explaining nursing attrition through the experiences of return-to-practice students: a mixed-methods study

Background: Nurse shortage is an international issue that has adverse effects on health and the quality of care of whole populations. Aims: The study aimed to explore attrition experienced by return-to-practice students attending higher education institutions in England. Methods: A mixed-methods design, involving questionnaires (n=114) and in-depth interviews (n=20), was used. Findings: Just over half (52%) of respondents left nursing after ≥10 years. Most of these (84%) stayed in alternative employment during their break from nursing. There were two distinct reasons for leaving nursing: the inability to maintain a positive work/life balance and a lack of opportunity for career advancement while retaining nursing registration. Respondents reflected positively on their nursing experience yet frequently reported significant personal or professional incidents prompting their decision to leave. Conclusion: The reasons nurses leave are complex. Professional bodies and managers need to work together to address concerns many nurses have during their careers that lead to them deciding to leave the profession.