Previous Qualifications Research Articles

An Ecological Item-Response Model for Multiple Subsets of Respondents with Application to the European Court of Justice

The European Court of Justice (ECJ) has fostered the development of a common European legal order, and in doing so, has asserted itself and its supremacy more, and more successfully, than any other international court. It has maintained features of international courts such as its composition of one judge per member state, while employing other tools of national high courts such as en banc decisions and organization into chambers, that together hide internal dissent and shield the ECJ from direct monitoring or curbing by the member states. The same shield has frustrated efforts to quantify the court's responsiveness to member states, with limited evidence that the ECJ yields to some member-state interest some of the time, but nonetheless has advanced integration beyond national governments' wishes. This equivocation arises at least in part from a failure to include relevant information about the court's composition and organization.In fact, the six-year renewable terms of judges, their previous qualifications and affiliations, and the internal organization into chambers all provide prior information that can and should be incorporated into a more complete model of judicial behavior. I develop an extension of the well-studied item-response model to infer judges' preferences, using the structured ecological data from the cases they heard and relevant prior information about judges and the national governments that appoint them as well as information about cases. I offer new, more rigorous tests for existing theoretical hypotheses about the ECJ's deference to certain actors and preference for integration. The model is applicable to other settings of structured ecological data. Many other national and international courts hear cases in subset chambers, and relevant prior information should be included rather than ignored in models of judicial behavior.

Diversity and the academy

This essay comes from pondering the relationship, queried in the Call for this Special Issue, between the ‘language of diversity’ and the ‘embracing of different forms of knowledge and ways of knowing’ in the university. The issue of diversity is usually a sociological rather than an epistemological one—the access to and inclusion in higher education of individuals from under-represented groups, groups defined by previous education qualifications, class, ethnicity or gender. But the presumption of access courses, at least, is that such personal diversity, once (hopefully) welcomed into the university, is then normalised (inter alia, Lillis & Turner, 2001). So the Call, by linking the two, raises two questions explored here—should the university be a place of heterodoxies rather than orthodoxy: should it embrace different ways of knowing? And, what should be done with personal, diverse and potentially troublesome ways of knowing?

Where do They Go? A Study of Progression in the South Wales Valleys

Informal learning is still a core part of lifelong learning provision in higher education (HE). However, the focus is now moving to accredited courses that aim to provide progression pathways towards HE-level qualifications. This study surveyed community learners at local education venues in the South Wales Valleys and surrounding areas. A questionnaire was used to gather information on learners' educational profiles and future progression aims. There were 153 respondents, with 70 taking accredited courses and 83 taking non-accredited courses. Key findings showed that women and older people (60+ years) in the sample take more accredited than non-accredited courses, and 61 per cent of learners with no previous educational qualifications intended to progress on to accredited courses. Of the non-accredited learners, 27 per cent hoped to progress onto accredited courses, and only 8 per cent of accredited learners intended to go back to non-accredited courses. Learners' future progression aims suggest that non-accredited learners aim to further develop existing skills or move towards accredited courses. Accredited learners, however, show a less clear pattern of future progression aims. Possible barriers in the transition from level 0 credit-bearing modules to FE/HE study are discussed, and a progression pathway project is proposed that will provide clear pathway maps for all community learners.

Perceptions/comparisons: voluntary and mandatory pre‐employment government training

This paper reports a study comparing perceptions, attitudes and job outcomes of participants whilst attending pre‐employment government training. Carried out so that tutors may gain a better understanding of client need in the Greater Manchester area 1999/2000, the focus of discussion was based on Jobclub and Work Based Training as voluntary training and Jobplan and New Deal 18‐24, which are mandatory. The qualitative study sought to explore and address whether gender, age, health, previous qualification or course content had any bearing on results. Study found that respondents on Jobclub and Work Based Training perceived their courses in a mostly positive light and attitudes were favourable. Consequently these clients gained more jobs than mandatory referrals. New Deal trainees were the least positive and gained fewer jobs. These noted attitudes will serve to provide guidance for tutors when developing the structure and content of future training schemes.

Back to the future: A methodology for comparing old A-level and new AS standards

Curriculum 2000 has meant significant change for the post-16 sector. New qualifications have been introduced (e.g. the new Advanced Subsidiary examination) and the number of students involved in education and training post-16 has increased. In this scenario how can the standards of new qualifications, particularly the new Advanced Subsidiary examinations, be compared with those of previous qualifications? One method is to use the prior achievement of candidates (i.e. GCSE results) as a basis for comparison of their results on subsequent qualifications (i.e. A levels and AS). This method of comparability and its limitations will be explored using examples with actual data.

The First Five Years of the Bachelor of Applied Petroleum Engineering Technology Degree Program at the Southern Alberta Institute of Technology

Abstract The Bachelor of Applied Petroleum Engineering Technology (BAPET) Program started at SAIT with evening classes in the Fall of 1995, and with day classes in the Fall of 1996. After five years of operation, some changes have been made in the program, and data have been assembled on the types of students entering and the success of the graduates from the program. Where students in a university engineering program tend to be more homogeneous in background and experience, the BAPET students vary widely in age, previous qualifications and experience, and often bring years of field operating experience to the classroom. The majority of the students already have a university degree, many in petroleum engineering, but also in other engineering disciplines. The program, which is heavily weighted to imparting practical and useful workplace skills, thus fulfills a clear industry need for continuing education in the petroleum industry. Introduction The BAPET program was introduced at SAIT with the first evening classes in the Fall of 1995, followed by the first day classes n the Fall of 1996. Alberta Learning approved the introduction of the program following requests from industry and technologists who held a two-year post-secondary engineering Diploma, and who had identified the need for additional technical training to both deepen and broaden technologist capabilities in the petroleum engineering area. Since the introduction of the BAPET program as the first applied degree in Alberta, there have been an additional 24 applied degree programs introduced in Alberta covering many areas of engineering, science, management and financial specialization. Although the BAPET program was initially aimed at the engineering technologists who already had a two-year Diploma, it has been found that many of the students are new immigrants, many of whom hold degrees from their countries of origin. Of the 433 students TABLE 1: BAPET program courses. Available In Full Paper. who have been enrolled in the program over the last five years, 41﹪ have had a two year Diploma or equivalent, 49﹪ have had a four year Bachelor degree or a five year degree, 9﹪ a Masters or six year degree, and 1﹪ a Ph.D. This diversity of qualifications and international backgrounds has made for a very varied student body mosaic in the courses, leading to an enrichment of the learning process. The average age of the students tends to be higher than university engineering programs, and student motivation is exemplary. The BAPET Program Entry to the BAPET program requires at least a two-year engineering Diploma in a related discipline. The program is based on two semesters of additional coursework, followed by a practicum or credit work experience of at least 800 hrs. The coursework consists of two main streams, the upstream component covering reservoir FIGURE 1: Distribution of student ages. Available In Full Paper. exploration and drilling technical areas, and a downstream option for the processing, facilities design and instrumentation specialization. Both streams have courses that cover management components and provide the broadening training required for a technologist to progress above a simply technical role in the industry.

Nurses' knowledge of biological and related science

The aims of this small, local study were to determine the level of biological and related knowledge held by student and qualified nurses at a college of higher education; and to ascertain whether such knowledge is lacking, or held but poorly applied to the clinical situation. A group of student and qualified nurses (n = 141) were assessed using a four-part assessment tool. Overall, the scores achieved by the nurses in the sample were below the pass mark at grade C or above for GCSE examinations. No significant differences in knowledge levels were found between student and qualified nurses, or between nurses on degree as opposed to diploma programmes. There was some association between previous relevant qualifications and performance in the assessment and a probable association between nursing experience and levels of practical knowledge. The researcher concluded that there was a lack of scientific knowledge rather than just a lack of application. This finding may have a bearing on quality of patient care, professional accountability, nurses' personal well-being and the development of nursing as a profession, although larger studies are needed to investigate this.

Success or Failure in a Core University Unit: What makes the difference?

Factors which have been identified as contributing to student academic success at the degree and program level in tertiary study include mode of study, student age, previous tertiary qualifications and past academic performance. Limited published Australian research is available, however, on student academic success in individual subjects. This study investigated identifiable patterns related to the academic success of three separate cohorts of students in an Early Childhood second-year Language, Literature and Literacy unit (N = 601). The data support previous research findings with regard to the effect of mode of study, previous university qualifications and past academic performance on academic success in this subject. In contrast with most previous studies, this study found a significant relationship between previous study at TAFE (college study at a Technical and Further Education institute) and failure in an academic unit, perhaps due to the timing of this unit in the students' overall program. Further implications for Early Childhood teacher education are discussed.

Higher level national vocational qualifications: the candidates' experience

Little research has been conducted into the experience of undertaking National Vocational Qualifications (NVQs) from the perspective of the candidates. The case study analyses the impact of Learning Development and Human Resource Management NVQs Level 4 for two groups of candidates: associate lecturers who teach adults in higher education and trainers who work in the public, private and voluntary sectors. It identifies the cost and benefit to candidates who have been working towards or successfully completed the NVQ. The case study tests the claims of NVQ rhetoric by analysing candidates' perceptions. Candidates were highly skilled professionals who all possessed traditional academic or vocational qualifications. This provided an opportunity to ask them to compare their experiences of undertaking the NVQ with their previous qualifications. Analysis of the impact of NVQs on stake holders includes individuals, employers, colleagues and professional bodies. The study shows that despite the scathing criticisms of the competence-based NVQS, there are gains for the stakeholders. Through the model of human capital theory, the consumption and investment benefits for individuals can be demonstrated. Individuals can see the benefits for their organisation. Their professional practice has characteristics of flexibility needed by a workforce ready to meet challenges of the next century. However the exchange value and use value of the NVQ award is problematic. The question remains, can higher level NVQs be used effectively as an award mechanism for continuing professional development and more importantly, will they be valued?

Longitudinal study of drop-out and continuing students who attended the Pre-University Summer School at the University of Glasgow

This paper discusses the results of a longitudinal qualitative study of the problems encountered by and the similarities and differences between students who drop-out and those who continue at university. The study, which took place over a period of two and a half years, was undertaken with a group of 57 students who attended the Pre-University Summer School. This is a course that provides preparation and widens access for non-traditional students from areas of disadvantage, also termed ‘Areas of Priority Treatment’ or ‘Areas of Social Priority’. The study was undertaken in order to attempt to understand why some students of this type succeed whilst others fail at university and, at the same time, to establish where the similarities and differences between dropout and continuing students lie. The study was set in the context of the main theories of student drop-out. The three approaches, which were summarized, are given as the ‘theoretical’ or ‘philosophical’ approach, the ‘descriptive’ approach and the ‘prescriptive’ approach. It was concluded that the most appropriate approach towards understanding drop-out behaviour is a synthesis of these three methods. The initial results of the study indicated that successful students could not have been predicted from the commencement of the study based on background information such as previous qualification, family tradition of higher education or initial aspirations. It was then determined that the problems encountered by the students, both dropout and continuing, could be categorized into a number of areas and that these problem areas were in some cases deemed to be critical to progress whilst in others not. By categorizing the students' problems into these areas it was found that the main differences between the drop-outs and the continuing students lay in attitudes and motivation. Drop-out students were less motivated, less suited to academic work and had poorer attitudes. The most important finding was that successful students were highly motivated towards study whereas none of the drop-outs were. It was concluded that drop-out continuing behaviour is closely related to motivation and integration into the institution as well as commitment to the goal of graduation.

Phase 1 of a longitudinal study of mental health nurses' careers: Exploring relationships between profiles, course perceptions and plans to work in the NHS

Although concern about attrition from the mental health nursing workforce is long-standing, little research exists to inform strategies for enhancing retention. This paper reports on plans to stay in the NHS held by newly qualified registered mental nurses, and the relationship of these plans to respondents' backgrounds and perceptions of the course. Data were obtained from questionnaires sent to 556 RMNs (Registered Mental Health Nurses), 80% of whom responded. Thirty-six per cent of the cohort planned to remain in mental health nursing in the NHS for the foreseeable future, 49% were uncertain in this respect and 13% intended to leave. The age range of the cohort was wide (20-52 years) and previous educational qualifications and employment experiences were diverse. Age was significantly associated with plans to stay in the NHS, with those in their late thirties most likely to remain. Adequacy of course preparation, explored for 13 aspects of nursing, revealed an average score of 8.5 for being well prepared, with a range from 0 to 13. Forty-nine per cent had found the course academically demanding, and 82% had found working as a nurse to be very or quite stressful. For each of 11 aspects of future careers, only a minority had received information. Greater adequacy of preparation was significantly associated with plans to stay. Subsequent phases of the study will demonstrate the extent to which age and adequacy of preparation are associated with retention over time.

What Determines Who Obtains National Vocational Qualifications?

This paper assesses the determinants of National Vocational Qualification/ Scottish Vocational Qualification (NVQ/SVQ) acquisition, using a probit model, and discusses the possible implications for government policy. Labour Force Survey data are used to show that the factors which positively affect the likelihood of having an NVQ or SVQ contradict the findings of earlier papers on the determinants of all work-related training. In particular, it is found that being female and non-white increase the chances of having an NVQ, and there is a negative relationship between previous formal qualifications and the likelihood of having an NVQ.

Audiences for part‐time degree study

Abstract Part‐time forms of higher education have been given little attention in policy discussions during the last 20 years, but they have been steadily growing in importance. They are likely to become even more significant as the British higher education system attempts to move rapidly towards mass participation by the beginning of the next century. This paper draws together the findings of six selected recent surveys of part‐time first degree students: carried out by, at, or on behalf of the Council for National Academic Awards, four Scottish higher education institutions, the Open University, Birkbeck College, London, the then Polytechnic of North London, and Warwick University. From these sources, the information available on the nature and variety of part‐time degree students is summarized: covering their age, sex and other demographic characteristics, social background, previous educational experience and qualifications, motivation, employment and employers, location, expenditure, reactions to thei...

The Role of Complexity on Retention of Psychomotor and Procedural Skills

This paper describes the relative effects of task complexity on the retention of a skill over prolonged periods of non use. The paper focuses on the decay of skills and knowledges of the 20,000 reservists called up for active duty during Operation Desert Storm. Reservists were tested upon reentry to determine the extent of skill decay since their release, up to one year, from active. These data were analyzed with multiple regression and analysis of variance techniques. The major findings were: (a) procedural skills and knowledge about Army jobs decayed mostly within six months, but psychomotor skills (weapons qualifications) did not begin decay until ten months; and (b) previous skill qualification score was the best predictor of skill decay followed by aptitude score.

Student Graduate Survey — University of Western Australia 1982-1986

In order to establish a firm knowledge base on which to plan a revised curriculum for the Bachelor of Social Work degree course at the University of Western Australia, graduates over a five year period who had completed the existing course were surveyed. The study focuses mainly on employment experiences subsequent to graduation, but also provides some information regarding characteristics (age, sex, previous qualifications) of persons accepted into the social work degree programme during the specified five years.

A Method for Correlating Severity of Different Seismic Qualification Tests

A general methodology has been developed for correlating the severity of various seismic qualification motions that can have very different dynamic characteristics. The approach is based on a vibrational equivalence concept which allows a severity comparison between two different waveforms. The comparison is in terms of a fragility ratio, DFR, which is a ratio of vibrational input level to that which the specific equipment is capable of sustaining at its fragility level. Measurement of the severity at both levels can be characterized in terms of response spectrum, power spectrum, or other parameters which may be used, or have been used, in typical equipment qualification procedures. Relationships among the various parameters are defined so that transformations from one to another are possible. The inherent use of the fragility function for the methodology causes some problem in that such data are not generally included in previous qualification information. This problem is overcome by defining a lower-bound, or acceptable approximate fragility function, which is based on the previous qualification levels. A method of measuring relative severity of two motions is also developed in terms of a relative severity ratio, DSR. This ratio is proportional to several other relative severity factors that have been established by other researchers.

Counseling and advisory service for adult learners: An Open University perspective

The nature of counselling and advisory services which the Open University offers its students and applicants is dictated by the fact that its students are learning at a distance, are adults, and are not engaged in full-time study. In addition, a policy of open entry means that while some students come from a background of higher education, others have few or no previous qualifications. These factors require the University to try to provide an individual service to its applicants and students whenever possible. In pursuit of this aim students are allocated to Tutor-Counsellors, part-time staff who are locally based and who have a continuing responsibility for the progress of individual students from their initial registration until graduation. These Tutor-Counsellors play a considerable part in determining the extent, nature, and timing of the resources with which the university can support an individual student. Tuition for higher level specialist courses is normally provided by tutors at a greater distance, with the Tutor-Counsellors continuing to provide local generalist support. The Open University has set up a regional infra-structure of full-time academic and administrative staff for the support, briefing, supervision, and organization of this local network of part-time staff.