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A case study exploring the definition and application of the concept of woman centred care in a pre-registration midwifery education programme (2019)
Thesis
Green, S. A case study exploring the definition and application of the concept of woman centred care in a pre-registration midwifery education programme. (Thesis). University of the West of England. Retrieved from https://uwe-repository....ribe.com/output/1490789

Woman centred care is a concept frequently promoted as a core aspect of midwifery practice, policy and education. However, woman centred care often remains ill-defined and an elusive feature of clinical practice. The impact of woman centred care as p... Read More about A case study exploring the definition and application of the concept of woman centred care in a pre-registration midwifery education programme.

FE sports lecturer professionalism: 'Freedom To Play, Or 'Do As I Say?' Narrative accounts of further education (FE) sports lecturer professionalism from FE institutions in the South West Of England (2019)
Thesis
Bacon, J. FE sports lecturer professionalism: 'Freedom To Play, Or 'Do As I Say?' Narrative accounts of further education (FE) sports lecturer professionalism from FE institutions in the South West Of England. (Thesis). University of the West of England. Retrieved from https://uwe-repository.worktribe.com/output/852061

Abstract The primary aim of this research was to investigate how Further Education (FE) Sports Lecturers defined their sense of professionalism with reference to the jobs they did and the environments in which they worked. Individual narratives we... Read More about FE sports lecturer professionalism: 'Freedom To Play, Or 'Do As I Say?' Narrative accounts of further education (FE) sports lecturer professionalism from FE institutions in the South West Of England.

Don’t know what you’ve got ‘til it's gone? Skills-led qualifications, secondary school attainment and policy choices (2015)
Journal Article
Harrison, N., James, D., & Last, K. (2015). Don’t know what you’ve got ‘til it's gone? Skills-led qualifications, secondary school attainment and policy choices. Research Papers in Education, 30(5), 585-608. https://doi.org/10.1080/02671522.2014.1002526

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, discouraging their use. M... Read More about Don’t know what you’ve got ‘til it's gone? Skills-led qualifications, secondary school attainment and policy choices.

Modelling the demand for higher education by local authority area in England using academic, economic and social data (2013)
Journal Article
Harrison, N. (2013). Modelling the demand for higher education by local authority area in England using academic, economic and social data. British Educational Research Journal, 39(5), 793-816. https://doi.org/10.1002/berj.3000

Managing the demand for higher education has been a major concern of successive UK governments over the last 30 years. While initially they sought to increase demand, latterly the emphasis has been on widening participation to include demographic gro... Read More about Modelling the demand for higher education by local authority area in England using academic, economic and social data.

The importance of internal conversations and reflexivity for work-based students in higher education: Valuing contextual continuity and 'giving something back' (2012)
Journal Article
Bovill, H. (2012). The importance of internal conversations and reflexivity for work-based students in higher education: Valuing contextual continuity and 'giving something back'. International Journal of Lifelong Education, 31(6), 687-703. https://doi.org/10.1080/02601370.2012.723049

This paper utilises the theories of Archer to explore the impact of student 'internal conversations' upon the development of reflexive approaches employed by work-based students (WBS). The study informing this paper draws on the voices of a range of... Read More about The importance of internal conversations and reflexivity for work-based students in higher education: Valuing contextual continuity and 'giving something back'.

What kind of student am I?: Transition talk and investment in learning
Report
Brooks, K., & Kelly, K. What kind of student am I?: Transition talk and investment in learning

The transition from ‘fresher’ to graduate has been widely conceptualised as a ‘learning journey’. This paper is an attempt to apply a broadly discursive approach to the study of the transition from school or college to the first year of university t... Read More about What kind of student am I?: Transition talk and investment in learning.