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JAPP: Abstracts

Volume 2, Number 2, Spring 2005

Embedded and self-directed staff development
John Cowan, Judith George, Pete Cannell And Lindsay Hewitt, The Open University in Scotland

Abstract

On the basis of an intensively evaluated four-year project, this paper argues that staff development should be as ‘learner centred’ as student development is; and that staff development should be linked, by design, in a rigorous but flexible fashion to curriculum and institutional development. On the former point, our argument is that teaching staff, like students, have very different starting points, different priorities for development (affective, cognitive and interpersonal), and that a learner-centred approach will have the same positive effects for staff as it does for conventional student learning. On the latter point, we argue that curriculum, institutional and staff development achieve maximum effectiveness when they are progressed in a holistic and coherent fashion; and that the implication of this for staff development is that demands can only be loosely predetermined, but must be constantly defined and fine-tuned in relation to the other two areas of development, and in particular in relation to the information which emerges from embedded formative evaluation of the nature of the students’ learning experience.

Keywords: learner-centred, staff development, curriculum development, institutional development, socio-constructivisit pedagogy

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Major achievements and important challenges: expanding Tanzanian higher education opportunities through distance learning
Eustella Peter Bhalalusesa University Of Dar Es Salaam

Abstract

The paper is divided into four parts. The first highlights the characteristics of the main actors involved in the implementation of the Tanzanian distance-learning programme, specifically students and tutors. Second, there is a brief description of the salient features of university distance education/learning, as it operates in Tanzania. The third part deals with the main constraints regarding provision of quality education. The fourth offers some suggestions for improved practice: learning from the experience of the Open University of the United Kingdom; improving student support systems at regional centres; improving tutor capacity through staff development; improving feedback; and establishing a shared commitment by all parties concerned, especially the government.

Keywords: access and government policy, staff development, distance education, student support, developing countries
 

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Widening participation in higher education: What can we learn from the ideologies and practices of committed practitioners?

Stella Parker,  University Of Nottingham;  Paul Naylor,  University Of Sheffield;  Paul Warmington
 University Of Birmingham

Abstract

This paper focuses on institutional practices associated with widening participation in a number of higher education institutions across the UK. The higher education sector in the UK has been subject to both quantitative and qualitative change, resulting in its transformation from elite to mass over a period of 20 years, against a background of depleted funding and no nationally co-ordinated plans.
Successful institutions have developed a diversity of teaching and other practices that are appropriate to the needs of a mass sector. We refer to these practices as WP in our paper, to distinguish them from widening participation policies. Our study investigated the diversity of WP using a common framework for exploring successful practice in different institutions. The ten higher-education-level schools or departments of education studies examined here had all received favourable reports from the Quality Assurance Agency (QAA) on their teaching quality, and were identified as successful in terms of WP practice. The purpose of this paper is to delve beneath the surface of the official QAA reports into the operational issues of the curriculum as described by the academic teaching staff themselves. It looks at what the issues are and how staff cope with them. In doing so, it explores the ideologies underpinning their practice and suggests how they learn to go about their business.

Keywords: widening participation, higher education, practitioner ideologies and perspectives

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The provision of university modules in sixth forms: case study evidence and emerging issues
David Hall, University of Manchester

Abstract

The article focuses on the changing relationship between sixth forms and higher education institutions (HEIs) in England and Wales. A series of case-study collaborations between providers of sixth forms and HEIs are presented and then examined in terms of issues arising for those educational institutions seeking to expose sixth-form students to learning opportunities at levels higher than the majority of their peers.

Keywords: partnerships, pre-entry HE, achievement, credit

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Lifelong learning networks in higher education
Howard Newby

Abstract

This article sets out the principles behind the emerging concept of lifelong learning networks in England. It argues that many vocational learners have been disadvantaged by higher education (HE) which has not developed pathways to meet their needs. Lifelong learning networks will be required to explore these needs and enable learners to move from further education (FE) provision into and through higher education. The concept of a lifelong learning network is still new and needs further development and the article sets out the challenges for further and higher education working together. However the possibilities for learners are great. If networks focus on the learner specifically they will connect HE to the developing skills agenda, construct better links between HE and FE, and create the same opportunities for vocational learners as for others.

Keywords: vocational higher education, lifelong learning, vocational learning, credit, skills, employment

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Will lifelong learning networks work? A perspective from higher education
David Watson, University of Brighton

Abstract

Lifelong learning is a big idea, but not a new idea. If lifelong learning networks (LLN) are to live up to the name, they have to operate effectively in what is already a crowded field. In the UK we know that 90 per cent of students with two or more A-Levels go on to higher education. We also know that only 45 per cent of those with vocational qualifications at this level proceed. Lifelong learning networks are being proposed as a solution to this problem. This article sets out the prospects of creating an effective system of tertiary education for the UK, which will win more than grudging support from all of the necessary players; in other words a system about which we can feel not only confident, but also proud and affectionate. It argues that we need to guard against the idea being just another initiative. It highlights some areas for hope and suggests possible ways forward to ensure that a wide range of learners, not just those with A-levels are able to progress through the HE system.

Keywords: lifelong learning networks, special initiative funding, tertiary education, vocational learning

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Developing a lifelong learning network: making it fit, not fitting it in
Penny Blackie, Foundation Degree Forward

Abstract

In introducing lifelong learning networks (LLNs), HEFCE is encouraging demonstrator models to try out the philosophy behind them. The Greater Manchester Strategic Alliance, a group of all six HEIs and 15 FECs in Greater Manchester, has been working collaboratively for two years, focusing on progression, credit frameworks, funding transparency in indirect partnerships and the development of foundation degrees. The GMSA has funding to prepare to become a LLN.

Keywords: lifelong learning networks, HE/FE partnerships, credit, case study

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