Emerald | Higher Education, Skills and Work-based Learning | Table of Contents

Guest editorial: UALL Conference 2012

Thu, 16 May 2013 00:00:00 +0100

Abstract

Purpose – The aim of this paper is to present the second in an annual series of selected papers from the 2012 Conference of the Universities Association for Lifelong Learning (UALL). The Conference, at Clare College, Cambridge, took as its theme Higher education for the social good? The place of lifelong learning. Design/methodology/approach – This paper is an editorial. Findings – The editorial explores the conference theme and introduces the papers in this issue. Originality/value – The five papers are indicative of the theme of the conference and, more generally of all those involved in lifelong learning.

Working together: community and university partnerships

literatinetwork@emeraldinsight.com (Yvonne Hillier) — Thu, 16 May 2013 00:00:00 +0100

Abstract

Purpose – The purpose of this paper is to examine how government policy has encouraged universities and their community group partnerships to work together through the relationship between the University of Brighton and members of community groups in Hastings who are researching recent educational regeneration in the town. It identifies lessons learnt from engaging community members with such research. Design/methodology/approach – The University of Brighton in Hastings was set up to be a catalyst for change in one of the most deprived coastal towns in the country. The Coastal Regeneration Research Centre (CRRC) was created in 2008 to undertake a research-led programme within, and focused upon, the community and has established a track record of research and engagement in this community. Research projects have been supported by the Higher Education Funding Council for England (HEFCE), East Sussex County Council (ESCC) and Hastings Borough Council (HBC) and the Ore Valley Forum. Findings – The relationship between the University and its partners is exemplified through an example of a pilot project examining use of a children's centre in Hastings. This research draws upon work by Turning Point, a charity engaged primarily with social care which engages users within the community to become involved in research into the needs of their peers. Turning Point's successful approach was subsequently adopted in the pilot project examining how parents of pre-school children engage with a children's community centre in a deprived area of Hastings. The pilot project involved two experienced parent researchers supporting six parent volunteers in their interviews with local parents of young children who engage to varying degrees with the local children's centre. Originality/value – This paper examines how government policy has encouraged universities and their community group partnerships to work together to research recent educational regeneration in Hastings. It identifies lessons learnt from engaging community members with such research.

Creating a model for work-based learning in a post industrial region

Thu, 16 May 2013 00:00:00 +0100

Abstract

Purpose – The aim of this paper is to describe a successful strategy for a HE partnership engaging with businesses in a socially deprived area. Design/methodology/approach – The approach to this project and report is one of a case study, the paper tells a whole story from inception to delivery and reports on the lessons learned in delivering in a socially deprived region. Success for the project has been based on partners’ existing frameworks allowing accredited outcomes at CQFW levels 4 and 5 which provides a curriculum offer tailored to sector priorities and provides progression opportunities within the broader HE framework. Findings – The project has demonstrated the point that employer responsiveness is fundamental to success. To build upon the experiences of the project team, a work-based learning project forum has been set up between similar projects within both institutions, to disseminate information and minimise the duplication of employer engagement activities. Based on previous experience, there is little direct mailing to companies as this has activity has not provided value for money in terms of student recruitment and awareness raising. The work of the Employer Engagement Training Officers in identifying demand for learning amongst employers and employees in the region has been critical in developing appropriate provision which employees will choose to engage with. Changes have been made in the philosophy of recruiting tutors to ensure the most experienced staff are engaged. The planning of delivery takes place even earlier to combat associated delays in validation, procurement and marketing. Originality/value – Distinctive features of the project are twofold. First, the majority of learning takes place through active and reflective engagement within places of work. Second, cognisant of both the geography and economic demography of the region, employers and employees take advantage of work-based learning opportunities in cluster groups and hence the curriculum offer reaches out across both sectors and workforce subgroups.

Widening access to HE-family centred summer schools

literatinetwork@emeraldinsight.com (Mark Richardson, Jayne Hunt) — Thu, 16 May 2013 00:00:00 +0100

Abstract

Purpose – The Centre for Community and Lifelong Learning (CCLL) at the University of Wales, Newport has been offering a Summer School Scheme for community based students since August 2008. This, as an intervention strategy within a widening access framework, offers a “university experience”, whereby students and their families are given the opportunity to study and enjoy a short experience on a university campus – some families being offered residential places. The aim of the paper is to introduce data collected which shows how this summer school challenges the barriers that are often associated with campus provision. Design/methodology/approach – In this paper the authors will introduce data collected through an ethnographic, mixed methods approach which shows how this summer school challenges the barriers that are often associated with campus provision, such as perception of academic institutions and personal ability. Findings – The Summer School also offers many community students a significant opportunity to realise self potential within a campus context but within a supportive and familial framework. What continues to make this event all the more “unique” is that, from the developments of the first event, there is a growing recognition of the importance of the family dimension to the summer school. Originality/value – Gorard et al. suggest that the early experiences of families can deeply imbed a reluctance to enter into post-school learning and as such can be transmitted across the family and through generations. This is supported by Chowdry et al. who suggest that “poor attainment in secondary schools is more important in explaining lower HE participation rates amongst students from disadvantaged backgrounds than barriers arising at the point of entry into HE”.

Peer mentoring: enhancing social cohesion in Pakistani universities

literatinetwork@emeraldinsight.com (Nosheen Rachel Naseem) — Thu, 16 May 2013 00:00:00 +0100

Abstract

Purpose – University education in developing countries is often restricted to students from privileged backgrounds. However, in Pakistan, access to Higher Education, while competitive, is more broadly based. State universities in particular recruit students from diverse backgrounds. With the aim of introducing peer mentoring as a complementary support for students in Pakistani Universities, a project was undertaken to explore the impact of peer mentoring on the learning culture in universities in Pakistan to see if students involved in peer mentoring can transform learning in the institution and promote skills for lifelong learning and increased social cohesion. The aim of this paper is to investigate introducing peer mentoring in universities in Pakistan. Design/methodology/approach – A social action research framework was designed to introduce structured peer mentoring as a support mechanism for students in two universities in Lahore, Pakistan. Findings – Results demonstrated the beneficial impact of introducing mentoring, not only in improvement in the conventional measures of mentoring schemes – improved results, progression, retention – but also in enhancing peer-support between the diverse groups within the university. Social implications – The possibility is raised that such schemes could provide a lever for social change in Pakistan. Universities could provide a model for change in other institutions in Pakistan. Originality/value – In Pakistan, the benefits of wider access, and the introduction of peer-assisted learning, are constrained by a teacher-centred approach, limiting the development of cross-society learning networks. Structured peer-assisted learning for university students was non-existent before this project. The impact of positive results has been significant, with one university introducing a version for all first year students. A similar scheme was introduced for new teachers in one education authority.

From individual choice to social good

literatinetwork@emeraldinsight.com (Hazel R. Wright) — Thu, 16 May 2013 00:00:00 +0100

Abstract

Purpose – The purpose of this paper is to demonstrate how individual choice, and the facilitation of individual choices, can be of benefit to society. To do this it selects evidence from a much broader research project that set out to study the student experience of a group of 33 women training to work in childcare (selected from a cohort of 150). Design/methodology/approach – The project employed an emergent methodology, as the researcher sought to draw out the student voice. Psychosocial interviews created detailed narratives that were analysed individually, thematically and holistically to support original theorization that was later linked to Sen's Capability Approach. Findings – In terms of this paper, the significant finding was that the pursuit of individual goals can create public good. Individual actions can lead to unplanned social payback. Social implications – In revealing some of the mechanisms that promote social cohesion and social capital development the research supports people-centred policy-making. By adopting the capability approach as a policy framework and granting people the freedom to choose, governments can create social good by enabling rather than determining individual choice. Originality/value – In evidencing the way that individual choice can promote social good, the research findings create confidence that society can evolve positively without an overarching masterplan. The research is linked to contemporary problems within society and suggests that, sometimes, indirect approaches offer solutions.