Research in Post-Compulsory Education最新文献_第3页

Study and career counsellors: the hub of Swedish adult education 学习和职业顾问：瑞典成人教育的枢纽

IF 0.7

Research in Post-Compulsory Education Pub Date : 2024-01-20 DOI: 10.1080/13596748.2023.2285627

Karolina Muhrman, Per Andersson

引用次数: 0

5th international research conference organised by the Association for Research in Post-Compulsory Education (ARPCE) 由义务教育后研究协会（ARPCE）组织的第五届国际研究会议

IF 0.7

Research in Post-Compulsory Education Pub Date : 2024-01-19 DOI: 10.1080/13596748.2023.2285636

Gary Husband

引用次数: 0

The conditions enabling and constraining BTEC higher education decision-making in an English further education college 英国继续教育学院 BTEC 高等教育决策的有利条件和制约因素

IF 0.7

Research in Post-Compulsory Education Pub Date : 2024-01-19 DOI: 10.1080/13596748.2023.2285630

Diane Atkinson

引用次数: 0

How understanding Doctoral researchers’ coping strategies can inform Higher Education institutions’ response to their stress 了解博士研究人员的应对策略如何有助于高等教育机构应对他们的压力

IF 0.7

Research in Post-Compulsory Education Pub Date : 2024-01-19 DOI: 10.1080/13596748.2023.2285632

Jenny Mercer, Jennifer Thomas

引用次数: 0

Current issues in doctoral supervision practice in the UK 英国博士生指导实践中的当前问题

IF 0.7

Research in Post-Compulsory Education Pub Date : 2024-01-18 DOI: 10.1080/13596748.2023.2285634

Amanda Thomas, Rhiannon Packer, Gina Dolan

引用次数: 0

Indonesian pesantren-affiliated higher education: universal Islamic values to develop locally engaged but globally oriented multilingual graduates 印度尼西亚的乡校附属高等教育：普遍的伊斯兰价值观，培养参与当地事务但面向全球的多语言毕业生

IF 0.7

Research in Post-Compulsory Education Pub Date : 2024-01-17 DOI: 10.1080/13596748.2023.2285633

Ahmad Bukhori Muslim, Jarman Arroisi, Jariah Mohd Jan, Ridho Ramazani

引用次数: 0

Lessons learned from researching, writing and publishing with undergraduate students in Higher Education 与高等教育本科生一起研究、写作和出版的经验教训

Research in Post-Compulsory Education Pub Date : 2023-10-02 DOI: 10.1080/13596748.2023.2253652

Carla Solvason, Chloe Roberts, Emily Huffer, Ryan Careford, Lucy Page, Emma Parsons, Holly Holder, Thalia Poppitt, Sarah Watkins

{"title":"Lessons learned from researching, writing and publishing with undergraduate students in Higher Education","authors":"Carla Solvason, Chloe Roberts, Emily Huffer, Ryan Careford, Lucy Page, Emma Parsons, Holly Holder, Thalia Poppitt, Sarah Watkins","doi":"10.1080/13596748.2023.2253652","DOIUrl":"https://doi.org/10.1080/13596748.2023.2253652","url":null,"abstract":"This paper is based upon a collaborative research project with a group of eight second-year students studying on an Early Childhood BA at a Midlands (UK) University. The empirical research project emerged as a response to the concerning levels of disengagement demonstrated by this group post-pandemic. Because the focus of their module was research approaches, as module lead, I took the decision to engage the students in ‘real world’ research. I reasoned that if the stakes were raised, they might feel more compelled to interact with the content in a meaningful way. An anonymous survey, exploring student health, wellbeing and motivation, was the result. Although the survey added little to the existing discourse concerning the drivers and barriers for Higher Education students in 2023, the process provided an extremely rich learning experience for the students, particularly in relation to the complexity of the ethical decisions required for research and researcher positionality. This article focuses upon the process of the research and the barriers encountered, but it also considers the ethics of using the incidental data that resulted.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135902315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Does the role of personal academic tutor have an impact on staff wellbeing? 个人学术导师的角色对员工的幸福感有影响吗?

Research in Post-Compulsory Education Pub Date : 2023-10-02 DOI: 10.1080/13596748.2023.2253656

Jo Augustus, Dawn Goodall, Briony Williams

{"title":"Does the role of personal academic tutor have an impact on staff wellbeing?","authors":"Jo Augustus, Dawn Goodall, Briony Williams","doi":"10.1080/13596748.2023.2253656","DOIUrl":"https://doi.org/10.1080/13596748.2023.2253656","url":null,"abstract":"This paper explores the experience of acting as a personal academic tutor (PAT) at a medium sized University in the West Midlands. The researchers aimed to establish the robustness of the PAT system, with a focus on wellbeing of both staff and students. This research took place within the context of growing concerns for student and staff wellbeing. A thematic analysis (n) 26 full time employees with at least 1-year PAT experience identified 3 key themes; self, others/ systems and resilience. Subordinate themes within each include; Burden, self as context, mental health, resilience, boundaries, deployment, experience systems and support. The researchers then re-examined the thematic data through the lens of Transactional Analysis. Karpmans’ (1968, 40-42) drama triangle became evident in the development within the PAT student relationship and its incumbent complexity. The effects on staff wellbeing were discussed and found to have both positive and negative consequences. As part of future PAT training the researchers would suggest using the drama triangle for staff to reflect honestly on current positions in their PAT relationships. This should present possibilities in each relationship of movement towards the winner's triangle and reduce the emotional burden of the PAT while increasing student self-efficacy.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135902316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Diversity and inclusion in UK Higher Education: staff perspectives on institutional representations and their reality 英国高等教育的多样性和包容性:员工对机构代表及其现实的看法

Research in Post-Compulsory Education Pub Date : 2023-10-02 DOI: 10.1080/13596748.2023.2253654

Kendall Richards, Nick Pilcher, Laurent Galbrun, Alan Forster, James Richards

{"title":"Diversity and inclusion in UK Higher Education: staff perspectives on institutional representations and their reality","authors":"Kendall Richards, Nick Pilcher, Laurent Galbrun, Alan Forster, James Richards","doi":"10.1080/13596748.2023.2253654","DOIUrl":"https://doi.org/10.1080/13596748.2023.2253654","url":null,"abstract":"This paper examines staff perspectives on institutional representations of a range of areas of diversity and inclusion in a key post-compulsory education sector: that of UK Higher Education (HE). The paper focuses on comparing representational statements made by institutions with the reality of their lived experiences as perceived by staff. The paper first reviews literature around key issues of promoting and progressing in these areas, and how these areas are represented by institutions and the sector as a whole. It presents and discusses data from a survey (n = 300) to show strong agreement with representational statements as mirroring those of institutions, yet statistically significant differences between representations and the reality of lived experiences, particularly in relation to the lived experiences of staff. These data are discussed in the light of progress made by institutions, and the challenges faced in translating representations into real lived experience. Suggestions for institutions and policy makers are made to help better align reality with these representations in the UK Higher Education sector and, theoretically, for post-compulsory education sectors elsewhere.","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135902322","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The impact of social capital on organisational learning in higher education: a tool for empowerment, innovation, and competitive advantage 社会资本对高等教育组织学习的影响:赋权、创新和竞争优势的工具

Research in Post-Compulsory Education Pub Date : 2023-10-02 DOI: 10.1080/13596748.2023.2253655

Samer Khasawneh, Jamal Abu-Alruzz, Ammar Alawneh, Mahmoud Al-Jaradat

{"title":"The impact of social capital on organisational learning in higher education: a tool for empowerment, innovation, and competitive advantage","authors":"Samer Khasawneh, Jamal Abu-Alruzz, Ammar Alawneh, Mahmoud Al-Jaradat","doi":"10.1080/13596748.2023.2253655","DOIUrl":"https://doi.org/10.1080/13596748.2023.2253655","url":null,"abstract":"ABSTRACTThe present study investigated the impact of social capital on organisational learning as perceived by 554 faculty members from five public universities in Jordan. The internal social capital scale and organisational learning capability scale was validated through exploratory and confirmatory factor analyses. Results of the validation indicated that social capital holds three domains (cognitive, structural, and relational). However, organisational learning was found to include only two domains (management commitment and ‘internal and external learning’). Moreover, results indicated that social capital and organisational learning are highly practiced in Jordanian public universities. Further, a very strong and positive relationship existed between social capital and organisational learning. Finally, results of the study indicated that the cognitive social capital was the best predictor of overall organisational learning explaining 68.9% of the variance. This study is considered the first to fill the gap in the literature regarding the impact of social capital on organisational learning in higher education institutions from Jordan. The results of this study can be used by academics and practitioners to further research in a non-western culture and to design strategies to improve and sustain social capital and organisational learning.KEYWORDS: Social capitalorganisational learninghigher educationJordan Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":45169,"journal":{"name":"Research in Post-Compulsory Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135902317","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0