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6 results on '"Dockrell, Richard"'

1. Learning in Smaller Companies. Final Report.

Author

Stirling Univ. (Scotland)., Falkirk Coll. of Further and Higher Education (Scotland)., Clackmannan Coll., Alloa (Scotland)., Seagraves, Liz, Osborne, Mike, Neal, Peter, Dockrell, Richard, Hartshorn, Christina, and Boyd, Alison

Abstract

The Learning in Smaller Companies (LISC) project was undertaken to develop links between academic institutions and work-based learning in Scotland. The University of Stirling worked with Falkirk College and Clackmannan College to create a number of work-based learning schemes for employers in small and medium-sized enterprises. The programs were designed for delivery at various academic levels from pre-higher to postgraduate education and in a range of modes, including traditionally assessed courses and portfolio schemes based on accreditation of competence. The LISC project emphasized flexible delivery schemes compatible to employers' needs and an overall framework that is based on accreditation of competence. The following programs have been delivered through the LISC project: Scottish Vocational Qualifications; Scottish Vocational Education Council National Certificate modules; Higher National Certificate qualifications; University Access courses; and the postgraduate Certificate in Small and Medium Enterprise Management. During the past 2 years, 28 companies within the geographic area covered by Forth Valley Enterprise have participated in the project. The project has attracted small and medium-sized firms from a wide range of industrial and commercial sectors. (Appended are lists of steering group and focus group members and project outputs and dissemination activities. The bibliography contains 25 references.) (MN)

Published
1996

2. The DEAL Project. Developing Employment-based Access to Learning. Final Report.

Author

Napier Univ., Edinburgh (Scotland)., Clasgow Caledonian Univ. (Scotland)., Stirling Univ. (Scotland)., Reeve, Fiona, Gallacher, Jim, Sharp, Norman, Osborne, Michael, Land, Ray, Whittaker, Ruth, Dockrell, Richard, and Neal, Peter

Abstract

The DEAL (Developing Employment-based Access to Learning) project evolved from a Scottish access to education initiative as a vehicle for enabling workers and their employers to benefit from continuing education through work-based learning. Through DEAL, educational institutions in the United Kingdom have formed partnerships with a number of employers in the public and private sectors. Employers are involved in all aspects of program design, including provision of candidate support structures and assessment mechanisms. Four programs have resulted from implementation of the DEAL model: a bachelor's degree in postqualifying social work; a flexible route to the diploma in social work; a portfolio access program; and a work-based learning program for information technology. A process was developed for implementing the DEAL model within small and medium enterprises. Eight issues emerged as critical for the DEAL model, including the following: lifelong learning; the nature of academic and employer partnerships; employers as "champions" of their employees; the types of employers interested in DEAL; dual accreditation; and quality assurance within work-based learning. (The bibliography lists 18 references. Appended are the following: lists of members of the project's support committees; Scottish Credit Accumulation and Transfer framework; and list of acronyms. (MN)

Published
1995

3. A Study of Contrasting Models of Transferable Skills in Higher Education: The UK and the US.

Author

Dockrell, Richard, Hettich, Paul, and Osborne, Michael

Abstract

Compares U.S. and British approaches to transferable skills. Describes a Scottish project, Developing Employment-based Access to Learning, a work-based learning model that focuses on three types of skills: personal effectiveness and critical reflection; collection and organization of materials; and analysis, synthesis, and review. (SK)

Published
1997

4. Access to higher education through the accreditation of work-based learning

Author

Osborne, Michael, Dockrell, Richard, and Reeve, Fiona

Subjects
Scotland -- Social policy, Occupational training -- Management, Continuing education -- Management, Education
Abstract

The Development of Employment-based Access to Learning was a pilot scheme which enabled employees to further their education through universities in Scotland. Five employees of Zeneca Fine Chemicals received credits for prior work through a special accreditation of work-based learning system. Courses were adapted to reflect their generic contents, such as personal effectiveness, analysis, synthesis, and review. Successful participants received a certificate and a place at university.

Published
1996

5. Masters' courses in the education of adults in the UK

Author

Field, John, Dockrell, Richard, Gray, Peter, Field, John, Dockrell, Richard, and Gray, Peter

Abstract

This is a paper from the Academic Papers Online series from ESCalate, written by John Field, Richard Dockrell, Peter Gray in 2005. Universities provide a range of advanced qualifications for professionals who support adult learners. Describing and evaluating this body of work, though, poses something of a challenge. The field of continuing education is a broad one, which has been widened further by current government policies promoting lifelong learning, as well as by increased concerns for quality improvement among providers in further and higher education. Qualifications are accordingly offered under a variety of different titles: many universities now offer taught postgraduate courses in areas such as lifelong learning, continuing education, post-compulsory education and training or adult education. This report examines the background against which these courses developed, and explores a number of curricular and organisational issues associated with them. It includes, as an appendix, a list of courses currently offered in British higher education institutions

Published
2005

6. 'I'm just the Sunday boy!' : exploring the role of uncertainty in 'becoming' a pharmacist

Author

Addison, Brian J. and Dockrell, Richard

Subjects
615.1071, pharmacy, uncertainty, professionalism, Actor Network, Pharmacy students, Pharmacy Study and teaching
Abstract

This thesis explores the notion of professionalism in pharmacy from a pharmacy education viewpoint, specifically the process of becoming a ‘professional’ as experienced by pharmacy students as they undertake the educational programme required for registration as a pharmacist. Registration as a pharmacist is commonly understood as an end-point in becoming a professional, portraying the educational programme as an acquisitional endeavour where upon completion, an individual has become a professional. Such understandings are problematic as they disguise the complex, uncertain and individual journeys that students experience as they undertake an educational programme that portrays becoming a professional as a static, linear process rather than an on-going negotiation and emergence of professional selves. This study adopts a social constructionist framework to explore the experiences of pharmacy students at one Higher Education Institution (HEI) in the United Kingdom. Rejecting positivistic notions of control, prediction and generalisability this study uses an interpretive approach to the generation and analysis of interview data to gain understandings of the individual and local experiences of pharmacy students at this particular HEI. Interviews were conducted with nineteen students who prepared a repertory grid to describe their own constructions of an ‘ideal’ pharmacist and the grids were used as a catalyst for discussion in individual participant interviews. Using the repertory grid approach afforded an insight into pharmacy students’ experiences of ‘becoming’ a pharmacist, revealing themes and patterns emerging from analysis of student narratives. Drawing on Actor Network Theory (ANT) as a theoretical lens to explore these themes and patterns from a socio-material perspective, the micro-interactions and exchanges that emerged from these networks exposed the innumerable realisations of ‘becoming’ a pharmacist. Tracing some of these networks in this thesis revealed a number of powerful actors in these micro-interactions and exchanges. When considered individually these actors appear inconsequential, however, collectively these micro-interactions and exchanges reveal the highly individualised, complex and uncertain experience of ‘becoming’ a pharmacist. In coming together these non-human and human actors emerge as a driving force in the emergence of student identities as a pharmacist. This study makes an original contribution to pharmacy education by revealing the uncertainty that pharmacy students experience in ‘becoming’ a pharmacist. It identifies that this experience is highly individualised and personal to each student and argues for embracing uncertainty as a helpful and essential experience of ‘becoming’ a pharmacist.

Published
2014

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