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This paper has two main aims: to present the current position of information literacy education (ILE) in UK-based academic institutions, and to propose a strategy that ensures the integration of ILE in learning and teaching practices. The first part of the paper offers an insight into the perceptions of information literacy by exploring four distinct perspectives: those of the institution, the faculty, the library staff, and the students. From an institutional perspective, information literacy is dominated by the need to measure information skills within the context of information as a discipline in its own right. Also, there is a great deal of misinformation regarding information literacy, and as a result, a clear marketing strategy must be adopted by information professionals to address the misconceptions held by faculty staff and students alike. This article aims to address these points by drawing on recent scholarship and research in the field, which demonstrates the validity of information literacy as a process for fostering independent learning. The second part of the paper explains how a fellowship project has placed information literacy on the pedagogical agenda of the University of Staffordshire in the UK by promoting information literacy education as an integrated element of the curriculum. [ABSTRACT FROM AUTHOR]

The ‘independent learner’ is a key construct within discourses of educational policy and practice in the UK. Government policy statements stress the importance of developing learner independence, and higher education pedagogical practices tend to rest on the assumption that students are independent learners. This paper draws on research with undergraduate students in a post-1992 university to offer a critical appraisal of the discourse of the independent learner. The paper examines students’ perceptions of independence in both their first year of undergraduate study, and in the later years of their degree courses. Support for learning and issues related to asking for help are discussed. Whilst students tend to both expect and want to be independent, it is suggested that dominant constructions of the independent learner are gendered and culturally specific, and as such are inappropriate for the majority of students in a mass higher education system. [ABSTRACT FROM AUTHOR]

This paper examines claims that recent reforms to UK education have led to significant organisational changes in primary school and higher education. It also examines two main theoretical explanations for these, namely post-Fordism and New Managerialism. Examples of changes in both schools and universities, including flexibility and teamwork, are explored. Up to the mid-1980s, publicly funded educational organisations did display bureaucratic features, including rules, staff hierarchies and complex procedures. However, professionals employed in these organisations retained discretion and autonomy in their work. Since then, the introduction of an audit culture and a greater emphasis on management and regulation of the work of teachers and academics has decreased discretion and autonomy. This paper suggests that theories of New Managerialism offer a more satisfactory explanation of the changes explored than post-Fordism, which has more often been used as a normative model of what contemporary organisations should look like. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to estimate whether job applicants who have obtained a BSc in economics from 15 UK universities face different labour market prospects. The author examines whether university entry standards and Russell Group membership affect UK economics applicants’ occupational access and entry-level annual salaries when unobserved heterogeneities, such as ability, motivation, family characteristics and networks, are minimized. Design/methodology/approach – The author evaluate the research question by recording the job search processes of 90 British economics applicants from randomly selected universities. The key elements of the approach are as follows: third-year undergraduate students apply for early career jobs that are relevant to their studies. Applications are closely matched in terms of age, ethnicity, experience and other core characteristics. Differential treatment in the access to vacancies and entry-level annual salaries per university applicant are systematically measured. Findings – By observing as much information as a firm does, the estimations suggest that both entry standards and Russell Group membership positively affect applicants’ labour market prospects. Although the firms cannot evaluate by themselves whether graduates from highly reputable universities are more or less capable and motivated than graduates from less reputable universities, it appears that the university attended affects firms’ recruitment policies. Importantly, valuable variables that capture firms’ and jobs’ heterogeneities, such as occupational variation, regions, workplace size, establishment age, and the existence of trade unions and human resources, are also considered and provide new results. Practical implications – Understanding the impact of entry standards and university reputation on students’ labour market outcomes is critical to understanding the role of human capital and screening strategies. In addition, obtaining accurate estimates of the payoff of attending a university with a high entry threshold and reputation is of great importance not only to the parents of prospective students who foot tuition bills but also to the students themselves. Furthermore, universities will be interested in the patterns estimated by this study, which will allow recent UK economists to evaluate the current employment environment. In addition, universities should be keen to know how their own graduates have fared in the labour market compared with graduates of other universities. Originality/value – In the current study, the author attempt to solve the problem of firms’ seeing more information than econometricians by looking at an outcome that is determined before firms see any unobservable characteristics. In the current study, ability, motivation, family characteristics and networks cannot affect applicants’ access to vacancies and entry-level salaries. The current study can estimate the effect of university enrolment on applicants’ occupational access and entry-level salaries, controlling for unobserved characteristics that would themselves affect subsequent outcomes in the labour market. [ABSTRACT FROM AUTHOR]

Despite rapid growth in UK postgraduate education and a current focus on issues of access to higher education, consideration of possible social class differentials at the postgraduate level is missing from the sociological literature. Using Higher Education Statistics Agency data, this paper presents a preliminary investigation of the relationship between social class and progression to postgraduate study in England and considers the interplay with other salient variables, including subject of study, institutional type and first–degree achievement. Evidence of a social class differential in progression to higher degrees is used to test various sociological theories, particularly those proposed by Bourdieu. There is support for the concept of ‘institutional habitus’ developed in recent UK studies. It is concluded that there is scope for further in–depth empirical research into social class and postgraduate study. [ABSTRACT FROM AUTHOR]

This section presents several articles offering sociologists' views on cuts in British higher education as of 1984. John Brennan contributes a nation-wide view of the cuts in the public sector, outlines institutional policies and prejudices and suggests strategies for survival. His paper also shows that the distinctive ecology of public sector higher education poses both threats and opportunities for sociology. Meanwhile, Alan Waton provides a macro-view of the UGC action. Rosemary Deem writers of her experience as a County Councilor involved in working for the retention of courses in a public sector college and provides the only contribution with a happy ending. Also Ivan Reid discussed the problems and potentials of strategies for survival. According to Brennan, there never was a golden age for the polytechnics. He further said that they have experienced cuts and financial stringency over a long period of time. He also said that the effects have been gradual and have become almost taken for granted. Ivan Reid stated that it is difficult to establish whether sociology and sociology of education face threats over and above that posed to higher education in general. The intimate relationship of sociology of education with teacher education has meant that it has shared the fate of closures and cut-backs with the other disciplines of education and faced many of these well before the present situation.