All Outputs (9)
The evaluation of widening participation activities in higher education: A survey of institutional leaders in England (2015)
Report
This paper reports the results of an online survey of senior managers with responsibility for widening participation (WP) in English universities. 57 institutions participated, giving a response rate of 38 percent. The questionnaire primarily focused... Read More about The evaluation of widening participation activities in higher education: A survey of institutional leaders in England.
Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence (2015)
Journal Article
© 2015, © 2015 Taylor & Francis. In a period when international flows of higher education students are rapidly increasing and diversifying, this paper reviews recent research evidence about the experiences of ‘home’ students – those who are not mob... Read More about Practice, problems and power in ‘internationalisation at home’: critical reflections on recent research evidence.
Returning from earning: UK graduates returning to postgraduate study, with particular respect to STEM subjects, gender and ethnicity (2015)
Journal Article
© 2015 Taylor & Francis. It has been argued by some (e.g. the Confederation of British Industry [CBI]) that graduates lack the skills that render them employable. In particular, graduates of science, technology, engineering and mathematics (STEM) s... Read More about Returning from earning: UK graduates returning to postgraduate study, with particular respect to STEM subjects, gender and ethnicity.
Attitudes to debt among indebted undergraduates: A cross-national exploratory factor analysis (2015)
Journal Article
© 2014 Elsevier B.V. This paper reports the results of a cross-national study spanning England, New Zealand and the United States. A total of 496 first year undergraduates studying business or social science completed a 20-item questionnaire. This fo... Read More about Attitudes to debt among indebted undergraduates: A cross-national exploratory factor analysis.
Towards a typology of debt attitudes among contemporary young UK undergraduates (2015)
Journal Article
© 2013, © 2013 UCU. The findings of this study suggest that student attitudes are more complex than assumed in some previous research and journalistic commentary, especially with respect to social class. Counterintuitively, many students from lower s... Read More about Towards a typology of debt attitudes among contemporary young UK undergraduates.
An ecological fallacy in higher education policy: the use, overuse and misuse of ‘low participation neighbourhoods’ (2015)
Journal Article
© 2014 UCU. One form of ecological fallacy is found in the dictum that ‘you are where you live’ – otherwise expressed in the idea that you can infer significant information about an individual or their family from the prevailing conditions around the... Read More about An ecological fallacy in higher education policy: the use, overuse and misuse of ‘low participation neighbourhoods’.
Financial literacy and student attitudes to debt: A cross national study examining the influence of gender on personal finance concepts (2015)
Journal Article
© 2015 Elsevier Ltd. This study found a similar result in samples of university students from England and New Zealand to other countries, that males outperform females on financial literacy quizzes. While males outperformed females on a simple compou... Read More about Financial literacy and student attitudes to debt: A cross national study examining the influence of gender on personal finance concepts.
Don’t know what you’ve got ‘til it's gone? Skills-led qualifications, secondary school attainment and policy choices (2015)
Journal Article
© 2015 Taylor & Francis. In the name of curriculum breadth and raising standards, recent government policy in England has removed a large number of non-academic qualifications from the list of those that secondary schools can count in league tables... Read More about Don’t know what you’ve got ‘til it's gone? Skills-led qualifications, secondary school attainment and policy choices.