ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1996.tb01692.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

AbstractSubmissions by the Confederation of British Industry (CBI) and others to the government's review of higher education suggest yet further expansion of undergraduate provision. This article examines the economic rationale for an additional increase in graduate output, and suggests that the economic case may be poor. Data on the employment of the current graduate labour force indicates some under‐utilisation, and there is reason to expect that simply boosting the supply of graduates will not, of itself, transform employers’competitive strategies. It is therefore possible that the social, as opposed to private, rate of return on investment in such expansion could well prove disappointing. The use of graduates to fill the‘technician gap’is also reviewed. The authors suggest alternative areas of educational provision, such as basic literacy and numeracy support, which might show a more positive cost/benefit than further publicly‐funded expansion of undergraduate

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1996.tb01693.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

AbstractThe 1991 Government White Paper which abolished the binary divide in British universities brought the former polytechnics (new universities) into direct competition with the traditional (old) universities for research funds from the Funding Councils based on periodic Research Assessment Exercises (RAEs). The outcome of the 1992 RAE showed a predictable gap in research performance between the two groups of institutions. The challenge facing the new universities will be for some, at least, to narrow the gap and/or develop a small number of centres of research excellence and thus challenge the long standing research hegemony enjoyed by the old universities. This will almost certainly involve intense selectivity in the allocation of available research resources and will be influenced by the‘missions’of the institutions involved, the extent of underlying support for such developments and the management structures and style emplo

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1996.tb01694.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

AbstractThe recent expansion in participation in higher education in England also has a locational dimension, though this is usually overlooked. Three periods of expansion in university numbers may be identified during the twentieth century—in the 1900s, in the 1950s and 1960s, and most, recently, in the 1990s—interspersed by periods of stasis. Colleges of higher education and of further education also currently have an important role in localising study opportunities. The processes behind this expansion have involved both academic drift, the tendency for institutions to aspire to higher status, and ‘academic expurgation’, their tendency to drop lower level work. While the periodic creation of new universities has grabbed attention, much of the‘background’growth in student numbers between times has been part‐time. The distribution of higher education study opportunities across the country remains, however, very uneven, with the rural counties on the northern, eastern, western and south‐western peripheries of the country poor

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1996.tb01695.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

AbstractThis article contributes towards the current debate over the role of higher education in initial teacher training. It begins by outlining the background to the debate, and then focuses upon two of the main issues; that of contestability, which concerns whether or not schools significantly challenge, or threaten, the pivotal role in initial teacher training which higher education has traditionally held, and that of financial costs, which concerns whether or not student teachers can be trained cheaper outside of the higher education sector.The article presents findings of the authors’research, a study comparing teacher training carried out by higher education institutions, in partnership with schools, with a newly established model of training provided by consortia of schools. The implications of these findings for the role of higher education in initial teacher training are examined, and recommendations are made for policy which would allow schools and higher education institutions to work together to provide improved teacher trainin

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1996.tb01696.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

AbstractPeer Observation of Teaching (POT) is a little used way of stimulating reflection on and improvement of teaching. It is an unusual form of staff development [SD] that emphasises continuous processes and peer feedback rather than course attendance. This paper describes the principles and practice of POT, including potential benefits and drawbacks and discusses the conditions necessary for it to flourish in departments and institutions. It argues that POT overcomes the problem of staff ownership’of SD by connecting with peer culture but may be promoted, implemented and supported by SD functions linked to personnel departments. Thus SD functions may play a more substantial role in their organisations’development than hithe

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1996.tb01697.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY

摘要:

Reviews in this articles:Quality Through AccessQuality Through Access, Access With Quality: the new imperative for higher education, by William H. Bergquist, written in association with Connie Arburua, Jason Bergquist, Katherine Bergquist, Hattie Bishop and Barbara Leigh SmithEthnic EducationMinorities in Higher EducationManuel J. Justiz, Reginald Wilson and Lars G. Björk (Eds.

ISSN:0951-5224    

DOI:10.1111/j.1468-2273.1996.tb01698.x

出版商:Blackwell Publishing Ltd    

年代:1996

数据来源: WILEY