Occupational health services in higher education : second annual report : summary

The second of three surveys of occupational health provision in UK higher education institutions was carried out in March 2003.

Information was collected on occupational health provision arrangements for all 193 members of UUK, other HEIs funded by HEFCE, constituent parts of the University of London and the University of Wales, and degree awarding bodies in the UK. There was a wide variety of arrangements. Thirty-eight percent had in-house services, 33% contracted with external providers for occupational health services, 13% made use of a local general practice or student health service, 6% had other or ad hoc arrangements and 9% had no occupational health service.

Critical teachers as early adopters of technology : agency and structures of indifference in higher education

No abstract

Action research in higher education : the advancement of university learning and teaching

This thesis aims to contribute to the improvement and advancement of university learning, teaching, and staff development; to integrate educational theory and the practice of university teaching; and to contribute to the establishment of a new, emerging paradigm in higher education. The strategy towards achieving these aims comprises (1) an alternative research methodology in the interpretive, non-positivist paradigm; (2) an integrated framework drawing on a variety of previously unrelated theories to form an alternative model of university education; and (3) reference to the dialectical relationship between educational theory and teaching practice and their integration through action research in higher education. The thesis is not so much a critique of the traditional paradigm and of existing functionalist-structuralist approaches to higher education, but more a development and clarification of an alternative, dialectical, human action approach to higher education. The original contribution of this thesis to the theory and practice of higher education lies in the development (1) of an alternative model of university education based on an integration of previously unrelated domains of theory; (2) of a theoretical model of professional development as action research (the CRASP Model: Critical attitude, Research into teaching, Accountability, Self-evaluation, Professionalism); and (3) of action research projects in higher education. Action research is research by the university teachers themselves into their teaching practice, i.e. into problems of the curriculum and student learning. The case studies included in and appended to this thesis show that in one educational setting at least it was possible to improve and advance university learning and teaching through action research. The evidence for this advancement is provided in a number of previously published case studies compiled in the Appendix.

Playing with reggio spaces in higher education for teacher education

In its attention to how space can be thoughtfully arranged, Reggio Emilia has “reconceptualised space as a key source of educational provocation and insight” (Strong-Wilson & Ellis, 2007, p. 40). Such an approach advocates that educators pay close attention to the myriad of ways that space can be made to speak and invite interaction. Theorists recognise eight key principles (aesthetics, transparency, active learning, flexibility, collaboration, reciprocity, bringing the outdoors in, and relationships) which are considered essential to the notion of environment as third teacher. Drawing upon a successful capital rebuilding grant, this presentation outlines the process of reconceptualising and building a space for flexible research, teaching and learning within higher education. This presentation interrogates the successes and challenges which arise when innovating within a traditional space.

Existence of externalities from investment in higher education research and development

Research undertaken for this thesis supports the underlying claim that education does generate externalities. By examining the impact of higher education R&D on Australian state production, the results suggest that both pure and applied R&D have a statistically significant impact on Australia's regional economic performance.

Using information and communications technology in higher education

A folio-based doctoral study comprising a dissertation, a major literature review, and a website. The dissertation identified key dimensions of blended learning environments created by the teachers in the study. These environments were characterised by different media blends and learning activities underpinned by resource-based learning approaches to teaching and learning.

Doing things differently? : technological practice and change in higher education

Explores changes brought about by new technologies. "Technology" is seen to influence, reorder and restructure social and political relations and practices of staff. The study is intended to increase awareness of changing work practices and to encourage an informed and critical view of new technology adoption in education.

Want to know about quality in higher education? Ask an academic

How would you decide on the quality of a higher education institution? Would you (1) ask the academic registrar (or equivalent); (2) look up the most recent quality audit report; or (3) contact the teaching staff directly to discuss their perceptions about the quality of the services provided in their institution? While there is no one correct answer to the above question, the proposition underpinning the empirical research reported in this paper is: If you really want to know about quality in higher education, then ask those closest to the student-academic interface—the academics or the students. This paper focuses on the former. Using a postal survey, the views of accounting academics from 39 Australian universities about quality in accounting education were investigated from two perspectives—beliefs (what is currently occurring) and attitudes (what ought to be occurring). The findings suggest differences in those beliefs and attitudes, and an overall view that quality in accounting education has declined over recent years.

Changes in higher education and valuing the job : the views of accounting academics in Australia

In a previous article (Bellamy et al., 2003), the authors reported on survey research that investigated reasons why academics from business disciplines enter and remain in academia, and the conditions they deem necessary to creating ideal work satisfaction. For both entering and remaining, as well as in achieving ideal work satisfaction, the most important factors were found to be autonomy and flexibility, with teaching and research the next most important factors. In a subsequent analysis of the data, reported in this article, the authors identify and explore significant differences between accounting academics and other business academics in the relative importance placed on these key factors. The findings may be used to inform policy makers and university administrators of the importance of discipline differences when identifying key factors for recruitment and retention of accounting academics specifically, and business academics generally.

Improving leadership in higher education institutions : a distributed perspective

This paper reports on a qualitative study exploring how distributed patterns of leadership manifest themselves in project teams within a Higher Education institution. The emphasis is on both the ‘what’ and the ‘how’ of distributed leadership, thus providing an account of the nature of distributed leadership in higher education and the factors which were found to enhance and inhibit its occurrence and effectiveness. The findings are presented in a model of distributed leadership which seeks to provide an integrative account and a framework for further study. The conclusions focus on both the theoretical implications for the study of distributed leadership and the practical implications for HE institutions wishing to promote effective leadership.