UK Higher Education Institutions Research Articles

Get the balance right: lessons from UK higher education in managing environmental and economic performance

ABSTRACT Since 2008, there have been a growing number of social policies placed on UK higher education institutions (HEIs) to engage in reducing carbon emissions and meet self-imposed carbon reduction targets while producing graduates, publishing research papers and attracting research income. HEI managers thus face the challenging task of having to determine the optimal level between environmental performance and economic performance – from activities that generate income, to which we refer as overall efficiency. To that end, the current study measures the overall efficiency levels of UK HEIs from 2012/13 to 2018/19 using a slacks-based measure model that incorporates bad outputs. The study aims to determine the extent to which the optimal balance between environmental performance and economic performance has been achieved as evidenced by the efficiency of HEIs over the course of the sample period. The study also identifies factors associated with efficiency and provides policy recommendations. Over the study period, overall efficiency (incorporating the bad output of carbon emissions) initially fell and then rose in the last 2 years suggesting some optimism that carbon emissions management has improved since then. The second-stage analysis, which identifies factors associated with efficiency, suggests that the ratio of students to staff and HEIs in the Russell group is positively associated with the efficiency of inefficient HEIs. When both efficient and inefficient universities are considered, having an environmental management system is positively associated with efficiency, while the opposite is the case for having science, engineering and medicine disciplines and having carbon reduction targets.

Student attitudes and preferences towards communications from their university – a meta-analysis of student communications research within UK higher education institutions

ABSTRACT Whilst the practitioner field around current student communications has developed in recent years, most published research still focuses either on prospective students, theoretical benefits of student communications or usage of individual channels of communication. This paper contributes to policy and practice by providing the first UK-wide look at current students’ communications preferences and behaviours through a meta-analysis of 17 student communications surveys (total students surveyed 20,134). Results show that students expect their universities to utilise a range of channels (including email, social media and student portals) – i.e. an integrated marketing theory approach. Most students feel that they receive the right level of information; however, overall satisfaction with communications has decreased in recent years. This paper provides recommendations for practice, as well as a template to improve consistency in future institutional student communications evaluations.

“Making It Remarkable”: Teaching Professional Youth Work Values in a UK Higher Education Institution

AbstractThis paper reports on the findings of a study exploring the role of values in professional qualifying courses taught at a Scottish University. The study aimed to enhance understanding of the way in which these courses draw on values-based pedagogy to incorporate professional values laid out in formal standards by external professional bodies. The paper reports on the findings relating specifically to values teaching on a professionally qualifying youth work programme, drawing on contributions uploaded to an online survey by students and lecturers engaged with the programme. It explores the themes to emerge from the survey data, including the centrality of values in practice and teaching; how these align with students’ personal values and are shaped by wider societal influences; lecturers’ pedagogical approaches; and the importance of supervised placements and dialogue between students, their supervisors, and lecturers in building their understanding and helping them to navigate the complexities of enacting values-based practice. The study concludes that youth worker education programmes, in which professional values are thoroughly embedded, offer the potential to deliver a transformative educative experience to students, and to potentially disrupt the reductionist values systems that have permeated the neo-liberal university.

How UK universities approach sustainability: A timely review

This article aims to explore the definitions and approaches of sustainable development (SD) in UK higher education institutions (UKHEI). Specifically, the article investigates how SD and education for sustainable development (ESD) are defined and enacted from the official websites of the 24 Russell Group Universities. The findings reveal that some of these universities disclosed their institutionalised sustainability conceptualisation with specific targets; more than half of these universities did not disclose their institutional definitions. Despite this inconsistency, all of the universities have recognised the importance of sustainability and SDGs and prioritised one or multiple dimensions of sustainability. Sustainability is implemented in UKHEIs mainly through four categories of activity: the learning environment, Research SDGs, external collaboration, and curriculum integration. This article found that sustainability has been routinised and systematically integrated by these universities regardless of their institutionalised sustainability conceptualisation. A more innovative path, however, is needed to ensure that sustainability transitions from being merely a strategic priority to an institutional ethos that drives all actions and decisions in these universities.

Can the role of a personal tutor contribute to reducing the undergraduate degree awarding gap for racially minoritised students?

AbstractThe imperative to address the complex problem of degree awarding gaps within UK higher education institutions is multifaceted and messy. Various studies have continually highlighted this persistent undergraduate awarding gap (racial equity gap or/ethnicity gap) between White and racially minoritised students. This disparity in educational outcomes, where racially minoritised students compared to their White counterparts are less likely to graduate with good honours degrees, has gained considerable attention from policymakers and scholars. This underscores the need for comprehensive strategies that transcend conventional approaches and boundaries to achieve systemic change. Efforts to close the awarding gap have predominantly focused on decolonising the curriculum, which is vital. Still, it is also crucial to recognise personal tutoring (PT) as a pivotal and often underestimated role in addressing the awarding gap. The PT role, with its potential to provide a joined‐up experience for students, promoting student engagement and enabling them to navigate the ever‐changing academic landscape, can be a catalyst for racial equity and an antidote to the degree awarding gap. By reviewing the literature, empirical studies, policy frameworks and practical implementations, this paper sheds light on the diverse ways PT can serve as a potent tool for promoting equity and inclusion and enhancing equitable outcomes for all. Through a synthesis of existing literature and critical analysis, this scoping review highlights ways PT in higher education is conceptualised nationally and internationally and how it can drive transformational change in higher education when aligned with principles of equity.

Generative AI, UK Copyright and Open Licences: considerations for UK HEI copyright advice services

With the enormous growth in interest and use of generative artificial intelligence (AI) systems seen since the launch of ChatGPT in autumn 2022 have come questions both about the legal status of AI outputs, and of using protected works as training inputs. It is inevitable that UK higher education institution (HEI) library copyright advice services will see an increase in questions around use of works with AI as a result. Staff working in such library services are not lawyers or able to offer legal advice to their academic researchers. Nonetheless, they must look at the issues raised, consider how to advise in analogous situations of using copyright material, and offer opinion to researchers accordingly. While the legal questions remain to be answered definitively, copyright librarians can still offer advice on both open licences and use of copyright material under permitted exceptions. We look here at how library services can address questions on copyright and open licences for generative AI for researchers in UK HEIs.

Performance appraisal process as a determinant of employee commitment: a serial mediation analysis

Purpose This study draws on Organisation Justice Theory and Social Exchange Theory to examine the effects of the performance appraisal process (PAP) on employee commitment (ECO) via a serial mediation of performance appraisal outcome (PAO) and employee reward (ERE).Design/methodology/approach Survey data were collected from a sample of 363 academics across UK Higher Education Institutions (HEIs), including post-1992 and pre-1992 universities. We tested our hypotheses using partial least squares structural equation modeling (PLS-SEM) with a bias-corrected bootstrapping method.Findings The findings show that the PAP positively influences ECO and ERE. PAO and ERE mediate the relationship between the PAP and ECO. However, no significant relationship was found between PAO and ECO.Practical implications This study has significant implications for HEIs as it underscores the need for managers to ensure the clarity and accuracy of the PAP and to structure rewards to reflect employees’ efforts, considering they affect ECO.Originality/value This study contributes to the current debate on performance appraisal by highlighting the extent to which employees’ commitment to an organisation depends on the PAP, PAO and reward.

What motivates Chinese students to study in the UK? A fresh perspective through a ‘small-lens’

AbstractChinese students represent a substantial portion of the UK university student population, with most of them being postgraduates. However, whilst the UK remains a top choice for Chinese students seeking to complete a higher degree programme, competition within the global Higher Education (HE) landscape is intensifying. Consequently, popular HE destinations such as the USA and the UK must now contend with growing academic markets in Australia and New Zealand (Marginson, 2006) as well as some non-English speaking countries which offer appealing university degrees through English-Medium-Instruction (EMI) (Mok, 2007). It is therefore salutary to ensure that Chinese students continue to find the UK appealing. This is vitally important both for the economy and the intellectual diversity and talents these students bring to UK HE institutions. This study thus revisits the core motives which drive Chinese students to UK universities. Significantly, unlike other investigations which have treated the topic of motivation rather marginally and through broad research scopes, this paper uses a ‘small-lens approach’ (Ushioda, 2016), which here is operationalised through the combination of practitioner research and narrative analysis. The study therefore focuses on a small group (N = 16) of Chinese students to unpack the nuances of meaning which characterise their initial motivation to study in Britain.

A relational approach to knowledge exchange in higher education

ABSTRACT Reference to Knowledge Exchange (KE) in UK Higher Education Institutions (HEIs) has become common place, reflecting the continued changing role of universities within society. Arguably, KE draws together notions of HEIs as purveyors of knowledge, with students helping to create a tripartite relationship with HEIs and the wider community as well as a civic responsibility to contribute to the wider public good. Realising the potential benefits of this inter-relationship required a problematising of the meanings of both knowledge and the notion of an exchange, drawing on the work of Dewey and Bernstein. Our paper offers an analysis of the different epistemological positions governing understandings of knowledge and how these are influenced by the performativity and neoliberal responsibilisation of modern universities. More specifically, the epistemological position encouraged by the modern university leads to a tension between measurement and evaluation of KE on the one hand and pedagogical practice on the other. Taking into account these tensions, the paper offers an alternative approach to knowledge exchange with suggested principles to underpin a future relational pedagogy for KE.

Reflexive, relevant and interactive: a STEM student-centred pedagogical approach for responsible research and innovation (RRI) training in higher education

ABSTRACT Background Whilst Responsible Research and Innovation (RRI) principles are increasingly informing and shaping Science, Technology, Engineering and Maths (STEM) research narratives and practices, the training of higher education (HE) STEM students in RRI is still developing, creating a mismatch between training provision and sector practices and expectations. Purpose Training of HE STEM students in RRI principles is a key component of the long-term changes RRI frameworks hope to achieve. However, little is known about postgraduate (PG) students’ awareness of, perceptions of and attitudes towards RRI, despite the pedagogical implications. This paper offers grounded insights and recommendations to shape this emerging area of pedagogical research and practice. Sample Forty-nine PG STEM students with a range of nationalities enrolled in six UK higher education institutions. Most students had not received prior formal RRI training, although a small number of students who had received some RRI training were selected for comparative purposes. Design and methods An exploratory, small-scale student-led, mixed-methods study that investigated PG STEM students’ engagements with RRI. Key objectives were to assess awareness and knowledge base; explore attitudes towards RRI; gauge the impact of the COVID-19 pandemic on RRI engagement; identify student preferences in relation to RRI training. Results The data points to the importance of individual characteristics and cultural backgrounds in shaping students’ engagement with RRI, as well as the significance of the context of student engagement with RRI. Although generally unaware of formal RRI frameworks, respondents provided examples of RRI that were drawn from national/cultural contexts. The perceived relevance of RRI varied with training level (Masters’ or PhD). A preference for interactive training in RRI was expressed, with some students commenting on the challenge of becoming reflexive practitioners. Conclusions This study provides important evidence to inform the pedagogical approach to RRI in HE STEM training, which the authors argue ought to be supported, reflexive, relevant, and interactive.

An exploration of teaching diverse students in a higher education institution in the UK: A case study of a University in London

This study investigates race equality at The University of Sunderland in London through an analysis of practices and perspectives. Interviews were conducted with Black, Asian, and Minority Ethnic (BAME) students, staff, and affiliated individuals, revealing seven major themes: Curriculum, Covid, Diversity, Personal Sphere, Institution, Belonging, and Technology. These themes offer valuable recommendations for fostering a more diverse and inclusive environment, improving the academic experience in UK Higher Education Institutions. To promote diversity, it is essential to ensure balanced student representation in classes and incorporate diversity considerations in recruitment and allocation processes. Creating a culture of equality, diversity, and inclusion is crucial for a positive learning environment. Mentorship programs can facilitate inclusivity, pairing BAME students with experienced staff. Policies should be reviewed to ensure inclusivity and non-discrimination. Increasing representation of people of colour in senior management roles enhances staff diversity. Staff training on creating an inclusive environment is important. Transparent and fair recruitment processes are necessary to avoid bias. Implementing these recommendations can contribute to a more inclusive and equitable higher education landscape, benefiting both students and staff.

Clinical academics’ experiences of REF2021

The UK Research Excellence Framework (REF) is an assessment of the quality of research carried out in UK Higher Education Institutions (HEIs), performed in 7-year cycles. The outcome impacts the rankings and funding of UK HEIs, which afford the exercise high priority. Much of what REF measures is known to be biased against academics with protected characteristics: for example, women and ethnic minority researchers are less likely to win grants or be published in prestigious journals. Despite changes to REF since 2014, the risk remains that the process might amplify well-recognised existing disparities. The BMA Women in Academic Medicine and Medical Academic Staff Committee carried out a survey of UK clinical academics’ experiences of REF2021. The data indicated the persistence of activities previously characterised as ‘extremely harmful’ in Research England-commissioned work, affecting up to 10% of clinical academics. While acknowledging the limitations of the data, women appeared to be disproportionately affected.

Teaching music theory in UK higher education today: contexts and commentaries

ABSTRACT This multi-authored article offers accounts of how programmes for teaching music theory within the Western-notated tradition were created in two UK higher education institutions. These accounts are followed by two more discursive reflections on the nature and purpose of music education today, advocating the importance of listening skills and inclusive pedagogies. The article is framed by an introduction and conclusion contextualising the issues raised in relation to a selection of prior contributions to Music Education Research and comparing approaches to music literacy and theory teaching as represented in recent music theory conferences in the UK and the United States.

Lessons learned from enabling large-scale assessment change: a collaborative autoethnographic study

ABSTRACT The global pandemic prompted universities to rethink how assessment might be reconfigured to better support student learning across different modes of delivery resulting in unprecedented, large-scale, and rapid institutional change. Significantly, there has been a dearth of empirical studies examining the nuances of staff experiences of how they have managed and negotiated assessment change throughout the pandemic context. In this article we aim to bridge this gap. We are four colleagues at different UK higher education institutions who have all been involved in leading the sustained assessment response to the pandemic within our own organisations. We use collaborative autoethnography (CAE) to explore and analyse our approaches to enabling large-scale assessment change with the aim of locating sharable lessons for educational developers and others leading change efforts in higher education. We articulate key lessons generated from our collaborative exploration that we believe may be useful to other education developers and/or academic practitioners who seek to change the assessment landscape within a course, faculty, or institution. The lessons presented offer an alternative frame for managing future-facing assessment change in higher education that is sensitive to both the practice realities of practitioners and the impact subsequent change has on student learning and performance.

Preparedness for a low-carbon future – knowledge level of built environment students

Purpose The UK Government has committed to achieving net-zero emissions by 2050, being the first major nation to do so. While laudable, it raises the question, “are future built environment professionals (BEPs) equipped for this?” Although studies related to students’ perspectives exist, they broadly focus on sustainability-related pedagogical aspects, with limited studies conducted in the built environment (BE). This study makes the case that it is timely to investigate this from an emerging perspective using the term “low-carbon future” (LCF), given that it is germane to achieving net-zero emissions and is at the forefront of academic and practice discourse. Therefore, this paper aims to investigate the knowledge level of UK BE students’ in higher education institutions (HEIs) specific to the term LCF. Design/methodology/approach This is a systematic scoping study review of published papers related to sustainability in BE curricula in the UK HEI context. Findings The findings reveal that LCF remains at a nascent stage, with no study specifically addressing it. It indicates a knowledge gap that could impact the grounding students require to address current and future sustainability challenges. Research limitations/implications The review focused on a specific term, which, while relevant, is very niche. A review of other emerging terms, considering LCF as a theme, and/or empirical data from diverse stakeholders in UK HEIs could enrich the results. Practical implications This study provides significant insight into the status of sustainability inclusion in the BE curriculum. It would serve as a reference for stakeholders involved in equipping future BEPs with the requisite knowledge and skills to deal with sustainability challenges that will be consequential beyond the UK context. It would also inform future research. Social implications Sustainability-informed and equipped BEPs will be influential in shaping their immediate surroundings and how people engage with them, which will contribute to developing a more equitable and sustainable society. Originality/value Beyond contributing to the discourse on sustainability literacy in UK HEI from an emerging concept perspective, this study would be useful as possibly the first of its kind. Therefore, it fills the theoretical gap and proffers recommendations that would be beneficial for curriculum development.

Understanding the attitudes towards breastfeeding amongst staff and students in a UK higher institutional setting – a mixed-method cross-sectional study

ABSTRACT Breastfeeding is recognised as a human right and in the UK, it is a legal requirement for employers to provide a space where breastfeeding mothers can rest. Despite this, breastfeeding rates in the UK are amongst the lowest in the world and breastfeeding mothers suffer prolonged loss of earnings compared to those who do not. In response, this study aimed to measure the attitudes to infant feeding among staff and students in a UK higher education institution and understand the experiences of those who have breastfed and/or expressed on campus. A convenience sampling technique was used to recruit 72 staff members and 99 students at the same UK university. Respondents completed an online questionnaire which first presented the Iowa Infant Feeding Attitude Scale and then provided an open text box where people who had experience of feeding on campus could share their experiences. Female respondents were more likely to prefer breastfeeding than men. Students were more likely to prefer breastfeeding than staff. However, raising breastfeeding awareness among both staff and students is required. A realist thematic analysis of the comments made by 17 staff members about their feeding experiences on campus identified a lack of consistency in terms of management and access to suitable facilities to either express milk or breastfeed. It is argued that a combination of education around breastfeeding, visual cues that breastfeeding is welcome, provision of suitable facilities and a clear breastfeeding policy that is consistently implemented is required to support breastfeeding on campus.

The effects of stakeholder power, strategic posture and slack financial resources on sustainability performance in UK higher education institutions

PurposeHigher education institutions (HEIs) are critical in the sustainability agenda, not only as catalysts for promoting sustainability practices but also because their activities have substantial social, economic and environmental impacts. Yet there is limited research that examines their sustainability performance. This paper aims to investigate the factors that are associated with sustainability performance in HEIs. Specifically, drawing from the stakeholder theory and exploiting Ullmann’s (1985) conceptual framework, this study examines the association between sustainability performance and stakeholder power, strategic posture and financial slack resources.Design/methodology/approachThe authors draw the sample from the People & Planet University Green League Table for the period 2011–2019 and use the generalised estimating equations for the modelling approach.FindingsThis study finds that stakeholder power, in particular, funding grant income, tuition fee income and student and staff numbers, are positively associated with sustainability performance. In relation to strategic posture, this study finds that sustainability performance is negatively associated with governing body independence and gender diversity, and positively associated with internal structures. Finally, regarding financial slack resources, this study finds that surplus income (staff costs) is positively (negatively) associated with sustainability performance.Practical implicationsTo the best of the authors’ knowledge, this research contributes to several existing literature focusing on the not-for-profit sector by documenting, for the first time, the role of stakeholder power, strategic posture and slack financial resources on sustainability performance.Social implicationsThe paper includes relevant implications for HEI managers and regulators for promoting sustainability.Originality/valueThese results contribute to the literature on the factors influencing sustainability performance.

Archival Intimacies: Empathy and Historical Practice in 2023

AbstractThis article explores the use of empathy in historical research. Using evidence collected from a number of academic historians working in UK higher education institutions in 2022, this article uses empathy as a window into historians’ attitudes towards the professional self, the appearance of objectivity and their relationship to the historical subject. It explores the role of empathy in learning history, teaching history, in historical research including the selection of sources, and in the communication of historical research to different audiences. It discusses empathetic historical approaches, suggesting that these can be categorised into three distinct taxonomies: historical empathy, where the researcher engages with the historical subject using professional detachment to manage their affective response; historicised empathy, where the researcher employs deep knowledge of historical context to understand and appreciate the worldview of their historical subject; and empathy as historical approach, so person-centred (rather than system-centred) accounts of history. Finally, this article tests its hypotheses by exploring histories in which empathy is absent.

How are fitness to practise processes applied in UK higher education institutions? − A systematic review

AimThis systematic review will establish how Fitness to Practise (FtP) processes are applied in UK Higher Education Institutions (HEI), in relation to both Health and Care Profession Council or Nursing and Midwifery Council approved programmes. BackgroundHealthcare students are required to complete both practice and theory elements, in order to gain their degree and qualify as a healthcare practitioner such as a nurse. It is a requirement of UK HEIs which provide healthcare programmes, to provide evidence to the appropriate regulatory body that FtP policies and processes are in place, and that they review and manage any concerns in relation to a student’s standard of practice. Regulatory bodies provide HEIs with strategic guidance on policy which can be interpreted and incorporated into existing policies; this means that there is no standard approach to the FtP process in HEI settings, allowing individual policies and procedures to exist. DesignA systematic review, registered on PROSPERO (CRD42022291532 on the 21st January 2022). Data sourcesPeer reviewed studies published in ten databases were used which included: Medline, Cochrane Library, PubMed, ScienceDirect, Education Source, PsycInfo and Cumulative Index of Nursing and Allied Health Literature (CINAHL) Complete. Citation searching also occurred. Review methodsThis systematic review utilised Preferred Reporting items for Systematic reviews and Meta-Analysis (PRISMA) techniques. The Critical Appraisal Skills Programme (CASP) checklists were used to appraise the quality of the research. ResultsIn total twenty-five articles were retrieved including five papers that were finally selected for review. A thematic analysis identified three themes: a lack of identification of what FtP expectations are; the importance of collaborative working between Higher Education Institutions and practice; the inconsistencies with Higher Education Institution processes in managing FtP concerns. ConclusionsA lack of understanding of what FtP expectations are for students was identified. Collaborative working between Higher Education Institutions and practice is necessary to ensure healthcare students meet FtP requirements consistently in order to protect the public. Although HEIs FtP processes contain similar principles, it has been identified that there are inconsistencies in this process across universities in the UK. These differences include: what initiates the FtP process, to the outcomes. This could have an impact on patient care and safety, the need for review of national guidance, and potential amendments being required to the policies and procedures of both NHS Trusts and private organisations.

Educators’ pre-Covid19 lived experience of the assessment and feedback policy at a UK higher education institution

This study was conducted before the Covid19 pandemic. It used an interpretative thematic analysis approach to inquire about educators’ experiences of assessment and feedback policy and their views on assessment feedback. Eighteen teaching staff from a UK-based higher education institution expressed their opinions on various factors that facilitated or hindered the adoption of the assessment and feedback policy, along with their perceptions of assessment and feedback. The policy required that teaching staff provide feedback using technology such as Turnitin, with a two-week turnaround. Three themes were developed from the interpretative thematic analysis: 1) assessment and feedback policy as a personal and professional challenge, 2) mixed perceptions on the effectiveness of feedback, and 3) facilitating conditions for a successful assessment and feedback policy implementation. Workload and time constraints appeared to be the most prominent issues across all the interviews, affecting educators at every level of their professional and personal experiences. Insufficient time for attending meetings, providing timely and quality feedback, conducting research, pursuing professional development, and engaging in innovative strategies created tension between educators’ engagement and commitment to enhancing students learning and the pressure imposed by assessment and feedback policy demands. This research has implications for both educators and their professional development. Additionally, it can inform the university’s internal development of assessment practices and possibly broaden the understanding of assessment and feedback, particularly regarding the potential mismatch between the assessment and feedback policy and educators’ experiences and expectations.