Lecturing in higher education in further education settings

Burkill, Sue; Rodway-Dyer, Sue; Stone, Mark H.

doi:10.1080/03098770802392915

Cited by 26 publications

(13 citation statements)

References 18 publications

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“…The consequence can be a standards-driven curriculum that is not meeting the needs of students (Ingleby 2014;Lucas 2007, cited in Ingleby andGibby 2016). In 'HE in FE' (Higher Education in Further Education) in England there are differences in student retention and achievement (Schofield and Dismore 2010), differences in governance (Harwood and Harwood 2004;Trim 2001) and variable levels of teaching staff within academic programmes (Burkill, Rodway-Dyer and Stone 2008;Feather 2010Feather , 2012Wilson and Wilson 2011;Young, 2006). The sector is not robust and this accounts for the dim view taken by the research participants with regards to what is happening in the development of employability skills in young people in England.…”

Section: Concluding Discussionmentioning

confidence: 99%

Imitation is not always flattery! The consequences of academy schools in England for further education policy

Ingleby

Tummons

2017

Research in Post-Compulsory Education

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This article explores the consequences of the introduction of academy schools in England for Further Education. It is argued that the uncertainty of the remit of academy schools has indirect consequences for Further Education and that the employability agenda of the sector is challenged by academy schools. This appears to be happening because of years of government neglect of the Further Education sector in England. The research participants in the article are critical of the employability skills of young people in general and there is criticism of Further Education as the sector is regarded as not having developed employability skills in young people effectively. The research is based on a funded evaluation of an employability programme introduced into two academy schools in the northeast of England. The article applies the work of the French philosopher Jean Baudrillard by arguing that the academy schools are simulating the Further Education agenda. In simulation, a model of reality precedes what is real. The uncertainty surrounding the exact purpose of the academy schools appears to enable them to adopt agendas that have been traditionally associated with other sectors of education. This original argument forms the basis of the new knowledge in the article.

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Section: Concluding Discussionmentioning

confidence: 99%

Imitation is not always flattery! The consequences of academy schools in England for further education policy

Ingleby

Tummons

2017

Research in Post-Compulsory Education

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“…Burkhill et al (2008) wrote that over time lecturers in FE delivering HEPs may choose to mirror lecturers in HE. As such, the possibility remains that one institution, CoP, sector, tribe, sub-culture, etc, may be endeavouring to learn the symbols, behaviour, myths, values of the other, and subsequently give off the same signals and appearance, with the view to being imbued with the same status and resources as those in another.…”

Section: Resultsmentioning

confidence: 99%

Culture of HE in FE – exclave or enclave?

Feather

2011

Research in Post-Compulsory Education

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This paper explores the concept of culture within Further Education Colleges (FECs) from the perceptions of twenty-six lecturers delivering Business Higher Education Programmes (BHEPs). It offers a brief overview of the history of both FE and HE in England, and how they have evolved. This then will provide an understanding of the perceived/real differences between FE and HE culture, and whether these two cultures can merge together, or will become 'hybrids', as suggested by Parry and Thompson (2002). The study will in fact show that the culture of HE in FE [in England] is similar to that of an 'Exclave', but is developing within this, a culture which might be viewed as an 'Enclave'.

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“…The differing course provisions of these changing contexts result in student experiences which are notably variable. In this type of context, students are often taught in a different culture from most traditional University students (Burkill, Rodway-Dyer, & Stone 2008). Staff are commonly asked to teach both FE and HE courses, and often lack the time or space to consider the changing ethos of each provision.…”

Section: Higher Education In Further Educationmentioning

confidence: 99%

“…However, there is little research upon the nature of RASA in the very distinct environment of 'HE in FE'. Studies by Young (2002) and Burkill et al (2008) consider a range of issues within this environment, but neither focus solely on the notion of scholarshipits comparative merit, worth, and significance. The relative importance of such scholarship appears to be a product of the demands placed upon staff as they meet the needs and expectations of their roles.…”

Section: Research Within a 'He In Fe' Contextmentioning

confidence: 99%

Research and scholarship in a ‘HE in FE’ environment

Medcalf

2014

Journal of Hospitality, Leisure, Sport & Tourism Education

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Academic staff working in higher education environments perform a wide variety of roles which are each integral to their professional identity. A fundamental constituent of this identity is the relative place and value of research and scholarship. The way in which such an identity transpires in a ‘HE in FE’ context is less understood, particularly in cases where academic responsibilities differ from the HE norm. This paper presents a study that details the perceptions and experiences of academic staff in a ‘HE in FE’ context in regards to their engagement in scholarly activity. Forty-four questionnaire respondents detailed both personal and institutional factors that contribute to the practical and philosophical challenges relating to the conduct of research. The value which is placed upon opportunities to engage in scholarly work often appeared unfulfilled; a range of barriers were described which ranged from workload related issues, issues of self-confidence and a perceived lack of institutional support. This study further emphasises the need to facilitate opportunities for research and scholarly activities within a growing segment of the HE marketplace

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Lecturing in higher education in further education settings

Cited by 26 publications

References 18 publications

Imitation is not always flattery! The consequences of academy schools in England for further education policy

Imitation is not always flattery! The consequences of academy schools in England for further education policy

Culture of HE in FE – exclave or enclave?

Research and scholarship in a ‘HE in FE’ environment

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