Higher Education - Border or Boundary? Can Theatre in Education Help Promote a University Education?

With the expansion and increased availability of Higher Education the progression to study for an undergraduate degree has been viewed as a simple stepping stone with examination success a straight - forward border pass. Changes in the funding of degree courses has established a series of more challenging boundaries to entry which demand a rigorous assessment of the benefits of Higher Education. The Widening Participation Unit at The University of Worcester has sought to ease this border crossing for pupils whose parents have not been to university. Their experience from previous projects was that school pupils more easily relate to undergraduate students whose experience of Higher Education is recent and relevant. With this in mind they commissioned the Drama and Performance Department to create a Theatre in Education programme that introduced an awareness of post sixteen options and future choices to challenge Higher Education stereotypes. As a result of this collaboration Why Bother? was created, directed by myself and devised and researched with four students who were studying drama. Their own experiences were used to inform the character development and dealt with worrying as a mature student about integration into full – time education, loss of income after working, the pressures of emotional commitments to partners and being away from home. The programme toured to two thousand year 9 – 11 pupils in Worcestershire and Herefordshire schools in January and May 2011. Devising and touring Why Bother provided students with an opportunity to work as a professional paid TIE team that it is not possible for them to do as part of their undergraduate degree course. My initial research looks at the effectiveness and limitations of this project based on pupil questionnaires and the experiences of the team which are explored within the broader context of TIE and its potential for affecting attitudinal change. This has given rise to a number of questions that need consideration in the development of a new TIE programme aimed at raising the awareness of sixth form students who are about to make the decision whether to apply to university or not. Collaboration with university students in exploring the value of an education that they have subscribed to raises issues of bias and whether their powers of persuasion actually prevent pupils from making their own individual decision. The ethics of promoting a “free” university education seem much less complex than the decision required now which involves balancing the real value against the high financial cost suggested in the working title of Is it Worth it? This paper will present my first attempts to develop research methods and methodologies that will enable me to evaluate the success of this and future TIE.

All the Lab's a Stage: the Use of Drama to Promote Engagement in Higher Education Science

Communicating science can be challenging at any educational level. We used informal and experiential learning to engage groups of potential University applicants in one project that involved staging a play in one of the teaching laboratories at the University of Worcester whilst a second project designed a play in house and took this to schools. In the first project the plot centred on stem cell research. School pupils and students from FE Colleges were offered complementary sessions including a lecture exploring the science behind stem cell research, a discussion on ethical aspects involved and a practical using university facilities. We ascertained attitudes to Higher Education in the students participating before and after the event. We found an enhanced view of the science and a highly significant change in attitude to attending University for students taking vocational subjects at FE level. The second project was aimed at exploring attitudes to ethics and animal welfare among a cohort of 15 – 18 year olds. Students engaged with the issues in the drama to a high degree. Our conclusions are that drama is an excellent way to inform potential students about higher education and HE level science in particular. Additionally we demonstrated the importance of events taking place at HE institutions in order to maximise change in attitudes to HE.

Gaining by Giving? Peer Research into Service User and Carer Perceptions of Inclusivity in Higher Education

Service users and carers (SUAC) have made significant contributions to professional training in social work courses in Higher Education (HE) over the past decade in the UK. Such participation has been championed by government, academics and SUAC groups from a range of theoretical and political perspectives. Most research into the effectiveness of SUAC involvement at HE has come from the perspectives of academics and very little SUAC-led research exists. This qualitative peer research was led by two members of the University of Worcester’s SUAC group. Findings were that SUAC perceived their involvement brought benefits to students, staff, the University and the local community. Significant personal benefits such as finding a new support network, increased self-development and greater confidence to manage their own care were identified in ways that suggested that the benefits that can flow from SUAC involvement at HE are perhaps more far-reaching than previously recognised. Barriers to inclusion were less than previously reported in the literature and the humanising effects of SUAC involvement are presented as a partial antidote to an increasingly marketised HE culture.

Widening Access to Higher Education through Partnership Working

This chapter considers the policy and practice of partnership working amongst educational organisations and related service providers as a means of promoting social inclusion in higher education (HE). It draws on an empirical study of partnership working in an area of England which has low levels of participation in HE, consistently performs poorly in national measures of educational achievement, and contains pockets of severe economic and social deprivation. The empirical research focuses on the work of senior managers from seventeen organisations who formed a sub-regional partnership as a strategy to raise aspirations, widen participation in HE and promote social inclusion.

'Always Connected’: Transforming Teaching and Learning in Higher Education

The argument of this chapter is that the idea that young people and students being ‘always connected’ should not be seen as being polarized into good or bad, but instead there is a need to see being connected as ‘learning at the interstices’. It also suggests that there is a need to be aware of the impact of digital governance on teaching and learning space. This chapter therefore introduce questions about the value and impact of always being connected and the impact and possible transformation it could have on teaching and learning in higher education.

A Systematic Review of Entrepreneurship Education Literature in Nigeria: Where is the Focus of Research?

Purpose- Entrepreneurship education (EEd) plays a crucial role in the development of entrepreneurs and the enhancement of entrepreneurial activities in every economy. This paper examined what Higher education Institutions (HEIs) do in learning and teaching of entrepreneurship in general and how entrepreneurship development takes place in Nigerian HEIs. The outcome from this study will enable a deeper understanding on what HEIs do EEd, with more exposure as to what the areas and focus of research is in the Nigerian context. Design/methodology/approach- The study adopted a systematic literature review approach- drawing from a computerized search of five selected data bases, using predetermined key words by the researchers. Findings: The main finding of this paper is that, related concepts like skills, intention, drive and attitude have been use in expounding discussions on the outcome of EEd, but very little has been written on entrepreneurial mind-set (EMS), of which other studies have suggested that it’s a crucial point in the journey of an entrepreneurs (Reed & Stoltz, 2011; Quality Assurance Agency for Higher Education (QAA), 2012; Neneh, 2012). Furthermore, learning and teaching of entrepreneurship in Nigerian HEIs seems to be more on creating awareness (about entrepreneurship) than actual preparation for entrepreneurship (For entrepreneurship). Research limitations/implications- The paper is limited since it is based on a review of literature from a selected databases- covering a specific time span. This potentially excludes other studies outside this time span. A more comprehensive overview of these contributions would benefit from employing tools such as Google Scholar, for an overview of the sub–domains online. Originality/value – There are limited studies that focus on the issue of entrepreneurial mind-set in entrepreneurship education in Africa, specifically Nigeria. This paper and its focus in particular, have laid down pioneering ground work for research on entrepreneurial mind-set development in Nigerian entrepreneurship education.