13 results
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2. Determinants of Students' Salaries in the Professional Training Year
- Author
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Arsenis, Panagiotis and Flores, Miguel
- Abstract
This paper studies the main determinants of salaries for economics students in their year-long industrial placements. Using three different sources of data on three cohorts of economics placement students, including demographic characteristics, academic performance, programme of studies and employability-related characteristics, we find that "academic performance," "job location" and "industry type" are the main determinants of placement salaries. We show not only that students' academic performance can increase the returns of the placement year due to the possibility of high salaries, but such returns significantly increase at the top of the salary distribution. Students' previous job experience also matters for high-paying placements. Conversely, demographic characteristics, such as age, nationality and ethnic background, do not appear to determine placement salaries. Finally, we find no evidence of gender differences in wages.
- Published
- 2023
- Full Text
- View/download PDF
3. Contradictory Perspectives on Academic Development: The Lecturers' Tale
- Author
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Hallett, Fiona
- Abstract
This paper seeks to analyse lecturers' views on how they understand academic development in order to elucidate current arguments around how knowledge is codified in higher education, and to what end. Whilst work of this nature has been carried out in a number of national and institutional contexts, much attention has been given to research embedded in particular subject areas or within academic development departments. By utilising Interpretative Phenomenological Analysis, a series of super- and sub-ordinate themes that represent the ways in which each lecturer describes academic development have been mapped across the existing literature in a form that has not been done to date. The results of this analysis highlight the need to think beyond the binaries subsumed within learner-/discipline-focussed or institutionally-/epistemologically- constrained barriers to academic development.
- Published
- 2021
- Full Text
- View/download PDF
4. Undergraduate experiences of the research/teaching nexus across the whole student lifecycle.
- Author
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Clark, Tom and Hordosy, Rita
- Subjects
EDUCATIONAL technology ,TEACHING methods ,ACADEMIC achievement ,EFFECTIVE teaching ,YOUNG adults ,HIGHER education - Abstract
There is currently much interest in the interconnections between research and teaching in Higher Education. This relationship is usually termed 'the research/teaching nexus' (RTN). However, within this wide body of literature, there has been little attempt to explore the emergent experiences of students across the entire length of their degree programme. Drawing on the results of a three-year qualitative study that followed 40 students through their whole student lifecycle, this paper explores how undergraduates in an English university experienced the RTN, how those experiences developed over time, and how these changes can be variously enabled or constrained. Situating the findings in the context of the 'post-truth' society and the uncertainty of employment futures, the paper highlights how the nexus can also often serve to exclude students as much as it includes. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
5. Just Google it! Digital literacy and the epistemology of ignorance.
- Author
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Bhatt, Ibrar and MacKenzie, Alison
- Subjects
COMPUTER literacy ,EDUCATIONAL technology ,IGNORANCE (Theory of knowledge) ,ACADEMIC achievement ,YOUNG adults ,HIGHER education - Abstract
In this paper we examine digital literacy and explicate how it relates to the philosophical study of ignorance. Using data from a study which explores the knowledge producing work of undergraduate students as they wrote course assignments, we argue that a social practice approach to digital literacy can help explain how epistemologies of ignorance may be sustained. If students are restricted in what they can know because they are unaware of exogenous actors (e.g. algorithms), and how they guide choices and shape experiences online, then a key issue with which theorists of digital literacy should contend is how to educate students to be critically aware of how power operates in online spaces. The challenge for Higher Education is twofold: to understand how particular digital literacy practices pave the way for the construction of ignorance, and to develop approaches to counter it. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
6. Articulating identities - the role of English language education in Indian universities.
- Author
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Mahapatra, Santosh and Mishra, Sunita
- Subjects
ENGLISH language education ,ACADEMIC achievement ,UNIVERSITIES & colleges ,ENGLISH as a foreign language ,YOUNG adults ,HIGHER education - Abstract
This paper analyses how community, national and ethnic identities are affirmed, negotiated, marginalized as a part of hegemony-making and resistance in the context of English education in Indian universities. We argue and demonstrate that a complex and ambivalent hegemony that has been operational since the colonial times, continues to shape English education in India. Today, English and English education play a major role in articulating, binding and dividing multiple identities and knowledge systems. In the first part of the paper, we critically review debates and discussions on the significance of English language education in institutes of higher education in India. Specifically, we focus on discourses on the rationale behind continuing and contesting English education. The second part examines how in the postmodern context, English is being taught differently to different groups and highlights how these contexts of teaching have been defining knowledge systems, patterns of dominance and also, articulating resistance. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
7. Developing student research capability for a 'post-truth' world: three challenges for integrating research across taught programmes.
- Author
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Hughes, Gwyneth
- Subjects
PROFESSIONAL education ,RESEARCH skills ,TEACHING methods ,ACADEMIC achievement ,YOUNG adults ,HIGHER education - Abstract
Research-based learning in taught courses develops the skills needed to judge knowledge sources and think critically in a post-truth world. In viewing research skills as threshold concepts, the paper argues that transforming a student cannot be a one-off event. Research capacity must build over a programme and this requires coherent research skill development and assessment that is progressive (ipsative). A study of five programmes each with a different design of research 'throughline' showed that such integrated research-based learning generates three challenges. Firstly, conceptualising the research skills and progression is not easy. Secondly, the accumulation and enrichment of research skills is not readily visible to students. Finally, providing a clear support system across the programme is not straightforward. The paper concludes that these challenges need to be addressed if the potential of research-based education to enable future citizens to interrogate populist claims and reject misinformation is to be realised. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
8. Understanding the world today: the roles of knowledge and knowing in higher education.
- Author
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Hauke, Elizabeth
- Subjects
CURRICULUM ,UNIVERSITIES & colleges ,ACADEMIC achievement ,HIGHER education ,YOUNG adults - Abstract
This article argues that knowledge is not a passive product of learning that can be possessed, but rather that it represents an active engagement with ideas, arguments and the world in which they reside. This engagement requires a state of 'knowing' - a complex, integrative, reciprocal process that unites the knower with the to-be-known. Exploring the notion of knowledge, this paper considers the roles of truth and belief in knowledge production, the relationship between knowledge and the disciplines, and knowledge as a social and cultural product. These ideas are contextualized in higher education practice with an example of a course designed to help science and engineering students develop criticality and a sense of 'knowing' about the world. The students are challenged to consider what it requires to turn facts and information into knowledge, and to unite their knowing with their own personal experiences and ideas about the world. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
9. Higher expertise, pedagogic rights and the post-truth society.
- Author
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Hordern, Jim
- Subjects
PROFESSIONAL education ,THEORY of knowledge ,SOCIAL media ,ACADEMIC achievement ,YOUNG adults ,HIGHER education - Abstract
This paper discusses the nature of higher expertise in society and the role of higher education in constituting that expertise. It is argued that higher expertise relies on disciplined norms against which expert activity can be evaluated, and such norms are the basis not only for knowledge communities in higher education but also for other societal institutions. However, expertise in these communities and institutions is challenged by 'post-truth' developments that are fuelled by the marketisation and commodification of expertise, and by a collapse in deference and trust throughout society to which expert institutions and communities have not yet adequately responded. The consequences for higher education can be usefully explored via Durkheim's discussion of the social organisation of religion and magic. Bernstein's pedagogic rights of enhancement, inclusion and participation are subsequently examined to offer insight into how higher expertise may be sustained in such a context. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
10. Experts, knowledge and criticality in the age of ‘alternative facts’: re-examining the contribution of higher education.
- Author
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Harrison, Neil and Luckett, Kathy
- Subjects
ACADEMIC achievement ,TEACHING methods ,CURRICULUM planning ,UNIVERSITIES & colleges ,YOUNG adults ,HIGHER education - Abstract
The article looks on the challenges of curriculum planning and creating pedagogic strategies for students and classroom setting in Great Britian. It highlights the engagement with students to teach the contemporary exercise of their chosen fields and careers in higher education. Also mentioned is the evaluative judgments concerning the credibility and relevance of students curricular activity.
- Published
- 2019
- Full Text
- View/download PDF
11. Rethinking the role of the academy: cognitive authority in the age of post-truth.
- Author
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Farrow, Robert and Moe, Rolin
- Subjects
ACADEMIC achievement ,EDUCATIONAL technology ,TEACHING methods ,PROFESSIONAL education ,YOUNG adults ,HIGHER education - Abstract
The concept of 'post-truth' is here explored within the context of education and educational technology. Contemporary political discourse is often characterised by a polarisation of political belief and scepticism about scientific and expert authority has become commonplace. We explore tensions between democratic and technocratic impulses in describing changes that are taking place in the way that authority typically operates in higher education. We analyse changing notions of academic authority to understand some of the implications for the practice of teaching, learning and administration. We argue that technocratic, administrative authority increasingly supplants cognitive authority and subject expertise. One result of increased emphasis on performative/administrative authority is the nature of authority both within the academy and the wider public sphere is changed. We examine the implications for pedagogy, curriculum and academic practice, suggesting that performative approaches to criticality, openness, truth and transparency offer potential routes to new constellations of cognitive authority. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
12. The truth, but not yet: avoiding naïve skepticism via explicit communication of metadisciplinary aims.
- Author
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Wright, Jake
- Subjects
SKEPTICISM ,ACADEMIC achievement ,EDUCATIONAL technology ,EFFECTIVE teaching ,INTERDISCIPLINARY approach to knowledge ,YOUNG adults ,HIGHER education - Abstract
Introductory students regularly endorse naïve skepticism - unsupported or uncritical doubt about the existence and universality of truth - for a variety of reasons. Though some of the reasons for students' skepticism can be traced back to the student - for example, a desire to avoid engaging with controversial material or a desire to avoid offense - naïve skepticism is also the result of how introductory courses are taught, deemphasizing truth to promote students' abilities to develop basic disciplinary skills. While this strategy has a number of pedagogical benefits, it prevents students in early stages of intellectual development from understanding truth as a threshold concept. I argue that we can make progress against naïve skepticism by clearly discussing how metadisciplinary aims differ at the disciplinary and course levels in a way that is meaningful, reinforced, and accessible. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
13. The effect of work placements on the academic performance of Chinese students in UK higher education.
- Author
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Crawford, Ian and Wang, Zhiqi
- Subjects
ACADEMIC achievement ,CHINESE students in foreign countries ,ACCOUNTING students ,FINANCE education in universities & colleges ,HIGHER education - Abstract
The main controversy as a result of the commercialisation of international education markets is that international students especially those from China are unable to perform as well as UK students in UK universities. So far, research has yet to identify the influence of placements on the academic performance of Chinese students from entry to graduation. Using four cohorts of accounting and finance students in a UK university, this present work is the first to find that Chinese students who undertake placements in the third year are seven times more likely to achieve good degrees (2.1 or 1st) than those who opt out of work placements. It is also found that Chinese students who have a high prior academic achievement and better academic results from years 1 and 2 are likely to undertake placements. Finally, the results show that the academic performance of international students is influenced by domicile. [ABSTRACT FROM PUBLISHER]
- Published
- 2015
- Full Text
- View/download PDF
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