To see the other types of publications on this topic, follow the link: Further education.
Dissertations / Theses on the topic 'Further education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Further education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Alexiadou, Nafsika. "Markets and further education." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310276.
Full text
2
Stokes, Michael. "Leadership in further education." Thesis, University of Warwick, 1998. http://wrap.warwick.ac.uk/36374/.
Full textAbstract:
This study is concerned with the leadership of the post-incorporation college of further education. The aim is to determine the leadership attributes and role of the principal/chief executive of the newly incorporated colleges and the influence of the corporation and external factors on this role. The 1992 Further and Higher Education Act gave a statutory duty to the principal to lead staff in the college; what it did not do was define that role. The Act was farreaching in its ramifications for the further education sector as it removed colleges from the management structure of the Local Education Authority and converted them into corporate, charitable organisations with autonomous governing bodies, variously called corporations, corporation members or, board members. These corporations were given responsibility for not only the financial status of the college but also for the selection and support of the principal. The principal in turn becomes the Chief Executive Officer(CEO) to the corporation, an unfamiliar business role as well as the traditional leader of the college. With reference to the literature the historical context of the Act and its impact has been researched and the influence and ideologies for the changes have been identified. The identity, reputation and responsibilities of the further education colleges have all been enhanced in part as a result of the Act and partly as the result of a demanding Further Education Funding Council(FEFC) which are at the interface between the government and the colleges and are the financial masters of the sector. The change models for further education have been led by college principals and their corporations. The leadership literature has also been reviewed to provide the empirical support for the identification of the leadership attributes of principals of colleges. The literature on leadership is very substantial and much of it theoretical, contradictory and lacking in application. Much of it is about non-college leadership but some is considered to be relevant to the leadership required in colleges. The identification of what is required was made up of the results of a survey of the attributes that were considered important for leading a college of further education by the principals themselves. The views of corporations were determined by analysing the application details for principal/chief executive posts. Since incorporation, colleges have had to face up to quite dramatic and considerable change. Within colleges, principals have had a major role to play in the leadership of such change. The factors that influence this leadership have been identified along with their responsibilities as leaders. The corporations' view of leadership is used both as a comparison and as a way of identifying their relationship with the principal. This relationship is considered in the light of new and developmental policies in further education on the election of a Labour Government in 1997.
3
Masunga, Robert. "Further education governance : the role of governors in further education (FE) college improvement." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5024/.
Full textAbstract:
This research investigates Further Education (FE) governance and governors’ role(s) in college improvement and related issues. Empirical data is derived from semi-structured interviews and documentary analysis of governors’ meeting minutes. A total of 14 Standards committee (SC) governors and 6 principals from 6 FE colleges in the Midlands region of England agreed to be interviewed. Data from these individual interviews were supplemented by an analysis of SC governors’ meeting minutes from each of the 6 colleges in order to obtain rich data on the role of governors in college improvement. Findings suggest that ‘good’ governors with a good skill base can contribute to college improvement through their monitoring and challenging role; their role in appointing the principal and senior management; setting the strategic direction of the college and by acting as a ‘critical friend’ to the principal. It emerged from this study that governors are a group of individuals with different family, educational and professional backgrounds who are seeking a new identity and they need help in their ‘identity transformation’. This study, therefore, suggests the need for an induction and training programme for new governors, which includes ‘coaching and mentoring’ so that governors are continually supported in their ‘governorship’ journey.
4
Bland, Kathy. "Shared services in further education." Thesis, University of Sunderland, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544315.
Full text
5
McLachlan, Marian. "Further education as a business?" Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.508384.
Full text
6
Hannagan, Tim. "Strategic change in further education." Thesis, Open University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396813.
Full text
7
Webster, Dereck. "Managing marketing in further education." Thesis, Sheffield Hallam University, 1996. http://shura.shu.ac.uk/20508/.
Full textAbstract:
Preliminary research suggests that approaches to marketing within further education are poorly developed and inadequately executed. The research programme starts with a review of literature in order to identify patterns of thought and the application of marketing within further education. The demands by the public and the Government for greater accessibility and responsiveness in further education, has created an awareness of the need for a more committed approach to marketing. One of the specific aims of the research is to identify patterns of current thinking and staff perceptions of the role of marketing, and to identify the principal dimensions of best marketing practice within further education. For the selected colleges, a case study approach consisting of a mixture of marketing questionnaires and interviews with a range of staff, is made. From this research, similarities and differences between the perceived and actual approaches to marketing are analysed, tables compiled and comparisons are made. The final outcome is a list of detailed recommendations of best marketing practice for further education colleges.
8
Sutton, Claire. "Further education(s): Scrapbooking existences; remembering a lecturer in further education, a bulimic, a daughter." Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489112.
Full textAbstract:
I did not think I would produce myself in/scripture such as this - of my scrapbooking endeavours. The pages of the Scrapbooks were awry. The punched holes did not match up in places. The edges overlapped in places. Scrappy (re)presentation, in one view. Yet through another's lenses and in alternative words, this work: cultured descriptions of three kinds of experiences: lecturing/teaching in a college of Further and Higher Education between January 2003 and August 2006; bingeing and purging behaviours; creating an understanding of who I was/am as a daughter.
9
Mennell, Laura. "The role of the educational psychologist in further education." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.690777.
Full textAbstract:
The Special Educational Needs and Disability (SEND) Code of Practice (CoP) (DfE, 2014) places a duty upon further education (FE) settings to support young people (YP) up to the age of 25, with SEN, in FE. College settings can choose to commission external services such as the Educational Psychology Service (EPS) to support them to fulfil these duties. Relatively little EP work has been carried out in FE. The aim of this research is to explore the challenges for the role of the EP in colleges by gaining the views of frontline and senior college staff from two mainstream college settings, and EPs from one local authority EP service, through the use of focus groups. Focus group discussions were informed by introductory data, deriving from two young people, who attended local mainstream college settings. The data collected from college staff and EPs was analysed using Grounded Theory tools. The findings demonstrate that there are opportunities for EP work in FE, especially in conjunction with staff development, working with individual students or where a college has a potential student problem. However, the research also demonstrated how misunderstandings can arise between colleges and EPs. In the main this is due to the nature of a potential buyer and seller relationship, the sense of their competence being questioned, the lack of knowledge of each other, and differing views about the type of role the EP may have in college. Implications for the role of the EP in FE are discussed.
10
Etherington, Neil. "Quality regimes in Scottish further education." Thesis, University of Strathclyde, 2008. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=13315.
Full text
11
May, T. H. "Teacher decision making in further education." Thesis, University of Stirling, 2000. http://hdl.handle.net/1893/12133.
Full textAbstract:
Teachers' decision making is a crucial element in the quality of delivery of teaching and learning and, therefore, of educational outcomes in the form of student performance. There is, however, a dearth of relevant studies in this area, especially in the F. E. sector. This study sets out to investigate the practice of teachers' decision making in the substantive context of the Further Education sector in Scotland. The investigation adopted two main approaches: firstly, an interpretive approach,in which qualitative and quantitative methods were combined to collect and analyse data by the protocols of individual interviews, case studies and questionnaires: secondly, a developmental approach involved the application throughout of constant comparative analysis,in the tradition of "grounded theory". The population of the study, the source of both qualitative and quantitative data, was made up of 145 practitioner- subjects, drawn from a range of subject specialisms and approximately evenly split in terms of gender. The qualitative data,when statistically analysed permitted comparisons of the responses of the subjects to be made in terms of major subject specialisms in their teaching,and also in terms of gender. The major conceptual and theoretical outcome is a descriptive model of the practice of teachers' decision making, developed on the basis of subsidiary outcomes: a new, operational definition of decision. an innovative typology of decisions; an original way of categorising decisions by their content or substance. The developed versions of these outcomes constitute the major findings of the research. Recommendations include: potential applications of the outcomes of the study; possible research routes to further development of the conceptual findings presented. The boundaries and limitations of the study are also described and discussed.
12
Allen, Jennifer. "Going higher, going further? : student perspectives on higher education at further education colleges and universities in England." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:23fc08c0-cbf1-4ae4-8c6a-3420136b8ea0.
Full textAbstract:
Post-compulsory education in England is divided into two sectors: one for higher education (HE) and one for further education (FE). Although they mostly function separately, there is an overlap between the two in terms of HE provision. Currently around eight per cent (159,000) of HE students in England are taught at FE colleges (Association of Colleges, 2016) and approximately 14 per cent (22,060) of these students are pursuing a bachelor's degree (Higher Education Statistics Agency, 2016). To offer bachelor's degrees, FE colleges must partner with universities to validate their qualifications. Consequently, college graduates enter the labour market with university-validated degrees. However, very little is known about how college students' journeys through HE compare with those of their university counterparts. This study used semi-structured interviews (N=30) and a questionnaire (N=78) to explore how the decisions, experiences, post-graduation expectations and employment or further study outcomes of business undergraduates at English universities compare with those at English FE colleges. In particular, this research focused on students from six institutions (four FE colleges and two universities) across Yorkshire and Humberside and the West Midlands who were in the final year of bachelor's degrees in business-related subjects in 2013. The differences between these two groups of students emerged throughout their HE journeys. Whereas university students portrayed their pursuit of HE as inevitable, college students (depending upon their age) described making an active choice to go to HE, being directed towards it or drifting into it. When selecting an institution, most university students made a choice based on preferences, while college students made one based on constraints. Their student experiences were largely shaped by the particular environment of their type of institution, meaning college students often faced tension between HE and FE that did not feature in the university student experience. This tension permeated every aspect of the college student experience, from the style of teaching to the facilities and services available at their institution. Although college students appeared to have slightly more realistic post-graduation expectations (especially in terms of salary), university students tended to have more positive outcomes, largely due to the fact that they completed work placements during their course which led to full-time jobs after they graduated. The data from this study were analysed using the concepts of the 'figured world' (Holland et al., 1998), boundaries, identity and culture. In so doing, it becomes clear that despite the fact that these two groups of students undertook similar qualifications in similar subject areas, they did not achieve similar outcomes. As a consequence, it is argued that although HE in FE does widen participation in terms of offering more students the chance to pursue HE, it does not necessarily grant access to the same types of post-graduation opportunities.
13
Simmons, Robin. "Further education, political economy and social change." Thesis, University of Huddersfield, 2009. http://eprints.hud.ac.uk/id/eprint/7071/.
Full textAbstract:
This submission contains eight papers and a synoptic commentary to be examined for the award of PhD on the Basis of Published Work. The papers focus upon the further education (FE) system in England. Each examines significant contemporary or historical issues and provides a critical analysis of the changing nature of FE. Collectively, the publications constitute an original and significant contribution to understanding further education and the social and economic context within which it is placed. The commentary highlights the links between the different papers and demonstrates their coherence; it locates the publications within an overarching analytical framework; and it shows how the work submitted makes a significant contribution to knowledge. It also explains my contribution to the three coauthored papers that constitute part of this thesis. It is argued that, taken together, my work provides a sustained and consistent critique of the English further education system from a critical materialist perspective.
14
Hutton, Margaret Hawthorne. "A Foucauldian analysis of Scottish further education." Thesis, University of Strathclyde, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428178.
Full text
15
Shaw, H. "Rationality and ritual in further education management." Thesis, Swansea University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.507929.
Full text
16
Kettley, Nigel Charles. "Gender, stratification, and attainment in further education." Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.615689.
Full text
17
Hallahan, Carolyn. "Inclusive further education in a market economy." Thesis, University of East London, 1998. http://roar.uel.ac.uk/681/.
Full textAbstract:
This research evaluates the process of providing an inclusive education in a market culture. It investigates the experiences of eight young people with learning difficulties and disabilities who are students in a further education college. As it applies a focus to one specific case study example, in order to generalise from the literature and two other sample colleges, it represents ethnographic methodology. This is appropriate for the purposes of the study, which are to explore the implications of such processes, within an institutional and organisational structure which is subject to significant changes and restraints. The period under examination is one in which provision for this group of learners is influenced by a multiplicity of factors, not always evident on surface examination. Consequently, a focused ethnographic case study allows for a level of detailed analysis which can illuminate the effects of organisational changes upon individual development. The context in which the case study is set includes the plethora of Further Education Funding Council documentation during the 1990s, the critiques offered by academics of a narrowly competence-based and outcomes-related system, and the implications for students with special educational needs in further education colleges of the recent Dearing Report (1996) and soon to be published Tomlinson Report (1996). The case study provides an illustration of issues raised in recent literature and is set within the broader framework of recent initiatives. Through the use of detailed evaluation of a sample of students progressing through the assessment process in one college, recommendations and reflections contribute original evidence of the influence of legislation on current practice. Using the model of further education, tensions between an inclusive ideology and the demands of a market economy are evaluated and the case-study evidence has application beyond this sector to other areas of educational developments.
18
Corbett, J. "Integration in further education : A case study." Thesis, Open University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380054.
Full text
19
Parfitt, Anne. "The construction of further education lecturers' practice." Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512317.
Full textAbstract:
The study takes a qualitative approach to the study of lecturers’ practice in FE colleges. The meanings and ideas that individuals hold about their practice and their narratives about work experiences are captured through an exploratory methodology. The study is based in four FE colleges and offers a comparison of experienced lecturers, novice lecturers and managers to discuss dimensions of lecturers’ practice, namely their autonomy, responsibility and knowledge. Macro policies are introduced to FE colleges by external players and are driven top - down in FE colleges. Here, colleges are defined as the meso level of the Learning and Skills Sector. Within each college’s unique context lecturers have to negotiate their daily work routines and practices, that is, forming the micro arena. At the micro level, termed ‘the lecturer’s space’ the ongoing reconciliation by lecturers of the outside-in vectors (factors in the work environment that impinge on lecturers) with the insideout vectors (factors that emerge from their personal orientations and understandings) is examined to gain an understanding of practice. Degraded practice found in two of the three case-study colleges is compared with the third which emerged as having less degradation. Drawing on the evidence for nondegraded practice in this latter college, recommendations are made with regards to improving learning opportunities and the workplace, so that lecturers can realise their potential for flourishing in their teaching. In conclusion, the position of the colleges in the structured field of post compulsory education and training was explored in an attempt to explain the pattern of degraded practice amongst the case-study colleges. It was proposed that those colleges with weaker reserves of academic capital were more subject to the macro level discourses that advocated treating lecturers’ practice as a form of delivery. Moreover, the casestudy college with more extensive reserves of academic capital was less dependent on external stakeholders’ priorities and as a consequence was able to develop its own approach with regards to forming a community of practice.
20
McGhie, Linda. "The identity of Higher Education lecturers in Further Education Colleges." Thesis, Keele University, 2017. http://eprints.keele.ac.uk/4183/.
Full textAbstract:
This study explores the identity of Higher Education Lecturers in UK Further Education Colleges [HE in FE]. This sector accounts for 8-10% of HE and offers cheaper, local options to students than traditional HE, supporting successive governments’ targets to Widen Participation [WP] and increase skills (Simmons and Lea, 2013). The HE White Paper (DBIS, 2016) suggests continued growth in this area. However, HE in FE may be perpetuating macro-level inequality (Avis and Orr, 2016) and there are calls for HE in FE to be re-defined and raised in profile (Bathmaker, 2016). Lecturer identity is considered to be significant for emergent student identity (Ashwin, 2009), yet little is known about the background and identity of HE in FE lecturers (Kadi-Hanifi and Elliott, 2016). This research contributes to original knowledge by revealing experiences in background, practices, and relationships, in relation to identity, and it considers potential links to pedagogy. The qualitative methodology is informed by phenomenology (Smith et al. 2009) and a ‘diagram’ for teacher identity work (Clarke, 2009). Social-constructionist arguments that teachers engage in struggles and create discourses which become realities are central. Thirteen lecturers, from five institutions in North-West England, participated in in-depth, semi-structured interviews and questionnaires. A methodological contribution of this study is the development of a new framework, offering a structured approach for lecturer identity studies. This study finds participants are fulfilled by working with WP FE students, which these lecturers once were. The lecturers are complicit in creating demanding students, despite struggles with the subsequent workload. There is little motivation to engage in research activity, because it is not rewarded in the FE environment. However, lecturers develop confidence, gain autonomy, and position themselves in order to maintain their coveted degree of freedom. They challenge traditional academic stereotypes, broadening the scope for academic identity (Clegg, 2008).
21
Ojolo, Akin. "Managerial competences and differential performance in further education colleges : a case study of four further education colleges in England." Thesis, Kingston University, 2011. http://eprints.kingston.ac.uk/25096/.
Full textAbstract:
The last decade has witnessed an unprecedented attempt to improve performance outputs from public sector organizations as a whole. This has culminated in a range of government reforms across the whole of the public sector based on the principles of accountability, targets and measurements. Underpinning the performance improvement drive within the public sector is an emerged concept of new public management (NPM) regime which mirrors the management practices of the private sector. This work focuses on the Further Education sector as an entity within the public sector services underpinned by the broad theoretical context to understand why FE colleges with similar characteristics perform differently. The OFSTED report, “Why colleges succeed or Fail” (2004) found a strong correlation between Ofsted’s assessment of management effectiveness and performance of the institutions. Those that were awarded Grade 1 for leadership and management recorded outstanding overall performance output and those judged to have weak leadership and management recorded overall poor performance output. It is would seem logical to draw a conclusion that the quality of FE leadership impacts on the quality and value of its service. This work explores this relationship in greater depth. The focus of this study was to explore the extent to which managerial competences within a situated cultural and structural content contributed to the differences in the performance of FE colleges in England and Wales. The overall objective was to analyse how the competences of senior managers, defined as formal qualification, professional experience, professional functional skills and personal attributes interact with organizational factors such as structure and culture to impact on performance. There is a lack of knowledge on the subject and this hinders the ability to place a value on the quality of leadership in the FE sector and its importance in organizational performance. Four colleges were chosen for the study from East London. The four colleges were from the same socio- economic catchment and they fell within the four categories of Ofsted performance measurements: Outstanding, Good, Satisfactory and Poor. The methodology used in this study examined the phenomena of interest in the four colleges through a process of semi-structured interviews which provided an in-depth and contextual understanding of the problem in a case study scenario. In total 27 managers were interviewed for the study, of which 3 were the college principals, 16 senior managers and 8 middle managers. A performance framework was developed from the research findings which provides some of the answers to the key research questions. Broadly, the findings suggest that some elements of managerial competences such as formal qualifications, personal attributes and educational or managerial orientations within a specific cultural climate and structure contributed to the differential performance outputs of the four FE colleges. The performance framework identified three strong relationship links between these elements which collectively would produce a strong performance outcome. The thesis makes two key contributions to existing knowledge. First, it introduces a conceptual framework that could inform managerial decision making in such a way as to achieve effective performance output from an FE college. The findings could also have a possible broader application across public sector organizations. In addition, the work also makes contributions to extant management literature by either providing some evidence of the relevance of some of the existing work or providing an alternative view to the current lines of thinking.
22
Hall, Michael D. "The new further education teacher as an agent of change : a case study of initial teacher training in further education." Thesis, Anglia Ruskin University, 2018. http://arro.anglia.ac.uk/703813/.
Full textAbstract:
The training of Further Education teachers has been debated since the incorporation of Further Education colleges in the UK in 1992 but, to date, moves by governments and their agencies to professionalise the FE teaching sector have been unsuccessful. The continuation of a homogenous initial teacher training programme within the FE sector has resulted in this sector failing to respond to the changing needs of society and the complex needs of the new FE teacher. This study explored the FE teacher training programme within one college in the UK. The research questions focussed on four elements: the concept of professionalism in FE teaching, the FE teacher as an agent of change, the changing professional identity of the participants and the ways new FE teachers managed multiple professional identities. Using a case study approach, twenty-two new FE teachers undertaking the initial teacher training programme participated in the research as they took on their new professional role as FE teachers. The project used mixed methods of data collection including self-completion questionnaires, focus groups, observations and semi-structured interviews. Thematic content analysis identified that the FE teachers experienced changing and multiple professional identities, from vocational experts to qualified educators, whilst retaining elements of their previous professional identities. Through this process of change, new FE teachers acted as change agents and helped FE students realise their own aspirations. This research demonstrates that Further Education teaching can be categorised into three distinct areas based on the subjects taught: the vocational teacher, the professional teacher, and the academic teacher. Teachers from each area require a different focus in their initial teacher training. The study identifies the need for different approaches to Further Education initial teacher training for the three areas and offers opportunities to develop distinct teaching qualifications and career pathways whilst capturing the generic sociological aspects of FE teaching.
23
Hall, Michael D. "The new further education teacher as an agent of change: A case study of initial teacher training in further education." Thesis, Anglia Ruskin University, 2018. https://arro.anglia.ac.uk/id/eprint/703813/1/Hall_2018.pdf.
Full textAbstract:
The training of Further Education teachers has been debated since the incorporation of Further Education colleges in the UK in 1992 but, to date, moves by governments and their agencies to professionalise the FE teaching sector have been unsuccessful. The continuation of a homogenous initial teacher training programme within the FE sector has resulted in this sector failing to respond to the changing needs of society and the complex needs of the new FE teacher. This study explored the FE teacher training programme within one college in the UK. The research questions focussed on four elements: the concept of professionalism in FE teaching, the FE teacher as an agent of change, the changing professional identity of the participants and the ways new FE teachers managed multiple professional identities.
Using a case study approach, twenty-two new FE teachers undertaking the initial teacher training programme participated in the research as they took on their new professional role as FE teachers. The project used mixed methods of data collection including self-completion questionnaires, focus groups, observations and semi-structured interviews.
Thematic content analysis identified that the FE teachers experienced changing and multiple professional identities, from vocational experts to qualified educators, whilst retaining elements of their previous professional identities. Through this process of change, new FE teachers acted as change agents and helped FE students realise their own aspirations.
This research demonstrates that Further Education teaching can be categorised into three distinct areas based on the subjects taught: the vocational teacher, the professional teacher, and the academic teacher. Teachers from each area require a different focus in their initial teacher training. The study identifies the need for different approaches to Further Education initial teacher training for the three areas and offers opportunities to develop distinct teaching qualifications and career pathways whilst capturing the generic sociological aspects of FE teaching.
24
Thompson, Ron. "Further education and social inclusion under New Labour." Thesis, University of Huddersfield, 2011. http://eprints.hud.ac.uk/id/eprint/11305/.
Full textAbstract:
This investigation analyses the production and reproduction of class-based social inequality within the Further Education and Skills system in England, with a particular focus on the years of Labour government following the 1997 General Election. New Labour policy on further education (FE) continually emphasised the importance of reforming the sector for a dual role: contributing to UK economic competitiveness by expanding the skills base; and promoting social inclusion by integrating vulnerable people into job markets and society more broadly. The published work submitted here investigates how this 'reform agenda' unfolded in three key aspects of FE provision, and examines the ways in which inequality continued to be produced and reproduced, in spite of the proposed key role for FE in social inclusion. The aspects considered are the training and workplace development of FE teachers, the rehabilitation of creativity within discourses of knowledge economy and social cohesion, and programmes for young people at risk of becoming NEET (not in education, employment or training). In addition to the published work, a commentary outlines the context and main arguments of each paper, explains my contribution to the three co-authored publications and discusses the theoretical and methodological underpinnings of the investigation. The commentary concludes by discussing the overall contribution to knowledge of the work and its theoretical significance.
25
Tsai, Jeenhuei. "Further investigation of curve veering phenomena /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844105977115.
Full text
26
Challender, Jason. "Collaborative trust in UK Further Education procurement strategies." Thesis, University of Bolton, 2016. http://ubir.bolton.ac.uk/906/.
Full textAbstract:
In recent times, government led consortium strategies for collaborative procurement of major capital projects in the Further Education (FE) sector have been heralded as a vehicle to obtain best value and improve levels of quality. Yet there is still evidence of low levels of client satisfaction, owing mostly to poor cost and time predictability. The study aim explores the extent to which trust is a necessary part of this process and a viable tool in collaboratively procuring more successful UK Further Education projects. It gives greater understanding of how trust building mechanisms and initiatives can be designed and implemented for improving project outcomes. A review of literature identifies a framework for measuring the extent of trust building mechanisms under three group categories namely motivational, ethical, and organisational initiatives as the independent variables (IVs). The degree of trust is measured through established trust-related attributes and behaviours as the dependent variable (DV). A mixed method approach of quantitative and qualitative methodologies is adopted, with the former using survey questionnaires and subjecting data to correlation analysis. The quantitative survey was administered electronically with 41 responses to the pilot and 79 replies received for the main study. The research population is restricted to those contracting, consulting and client organisations that have had experience of collaboratively procured Further Educational projects. The qualitative approach consists of eight semi-structured interviews where raw data is coded using content analysis and sorted into themes from transcribed recording for analysis. Study findings provide an insight as to why organisations may feel vulnerable about vesting trust in their partners and these include scepticism of realisable benefits, opportunism and inequitable working relationships. Potential trust building measures to overcome such dilemmas are presented such as, professional development, senior management commitment and team workshops. Furthermore, quantitative study findings have determined that there is a correlation of 0.87 between these trust building mechanisms/initiatives (IVs) and the degree of trust in collaborative working (DV) suggesting a very strong influence with p≤0.05. Future research is recommended to further explore how certain trust building initiatives linked to co-location, integrated project insurance and risk workshops can be designed and implemented in developing a framework for increasing trust in partnering strategies.
27
Clark, Damon. "Further education and training in Britain and Germany." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431045.
Full text
28
Henworth, Andrew Timothy. "Quality in land-based further education and training." Thesis, University of Hull, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389465.
Full text
29
Prichard, Craig. "Making managers in UK further and higher education." Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/11254/.
Full textAbstract:
This PhD thesis is a critical investigation of the formation of managers in the UK further and higher education (FHE) sector. It explores the character and problematics that surround the development of senior FHE post-holders as managers in the first half of the 1990s. The work draws on interviews with more than 70 senior post-holders in four universities and four further education colleges and observation in one university and one college. It analyses the narratives and practices that make up the changing working lives of the respondents. These are discussed in relation to recent social theory, particularly around approaches to 'discourse', 'the body', and 'identity/subjectivity'. This in turn is set against the backdrop of broad political-economic circumstances and conditions. Two key issues are addressed in the thesis: the problematics that surround the development of managers, and the gendered dimensions of this formation. The thesis is in three sections: 'Epistemological Commitments and Ontological Priorities' (this divides into three chapters: 'Managing Discourse and Discoursing Managers', 'Living Bodies and Inscribing Bodies' and 'The Relative Thickness of Human Material, approaching 'Identity' and 'Subjectivity'), 'Speaking Historically, Politically and of literatures' (this divides into three chapters: 'Making Sense of Making Managers, a review of the critical further and higher education management literature', 'From Methodology to Research Methods' and 'Further and Higher Education's Turbulent Years'), and 'Making Managers in Further and Higher Education' (this divides into three chapters: 'Doing the business, constructing the supervisors of production in further and higher education', 'Just how managed is the New Further and Higher Education? 'and 'University and College management; Is it men's work? '). The concluding chapter draws out the key points from the thesis, discusses these in the context of possible futures for further and higher education, and suggests directions for further research work.
30
Sallis, Edward John. "Quality management in further education : issues and implementation." Thesis, University of the West of England, Bristol, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.385836.
Full text
31
Madelin, Richard. "Social processes and curriculum knowledge in further education." Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315206.
Full text
32
Du, Jianying. "Content-based instruction in further education in China." Thesis, University of Southampton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444965.
Full text
33
Guy, Catherine. "Reconceiving learning in further education : a Wittgensteinian perspective." Thesis, Queen's University Belfast, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675920.
Full textAbstract:
As Manager of Northern Ireland's Regional Support Centre, the author has the role of supporting further educational colleges in their implementation of blended learning. Blended learning is the first research theme in this dissertation. The author's Doctorate in Education studies have played a determining role in her approach to "selling" blended learning to college lecturers. This research began in the search for a "theory" of blended learning but quickly became a preoccupation with learning in its widest sense. The dissertation uses the later philosophy of Wittgenstein to demonstrate that learning is characterised by a first-person/third-person asymmetry. While third-person ascriptions of learning are based on criteria, this is not the case for first-person ascriptions. When this approach to learning is applied to the cognitivism which underpins contemporary blended learning, it is revealed to be a theoretical. In addition, claims that software can personalise learning by tailoring learning experiences to the individual are questioned. While this takes nothing away from the immense value of blended learning, the blend of ICT-mediated personalised teaching and learning and the focus on developing higher order skills in face-to-face interactions with college lecturers cannot be incorporated into a coherent learning theory. The second research theme was to critique the deep-seated contrast between academic learning (in subjects like mathematics, history, physics) and the vocational learning that takes place in further education colleges. The dissertation claims that what is perceived as a difference in kind is merely one of degree. The author traces the enduring appeal of the erroneous notion that while academic learning is concerned with the "in here" (the intellectual processes located in the mind), vocational education concerns the "out there" (the practical activities located in the physical world) to a mistaken picture of the relation between inner and outer.
34
Hopkins, Neil. "Citizenship and democracy in further and adult education." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020662/.
Full textAbstract:
This thesis takes as its title, Citizenship and Democracy in Further and Adult Education. Currently, citizenship and democracy in English education is focused almost exclusively on the school sector. There is very little in the educational or philosophical literature that deals with citizenship or democracy from the perspective of either further or adult education. I have used key texts from political philosophy to identify the theoretical underpinnings necessary to citizenship education and deliberative democracy in the post-compulsory sector. Alasdair Maclntyre's After Virtue (1981) offers important historical arguments for the use of social roles regarding citizenship within specific communities. Chantal Mouffe's The Return of the Political (1993) portrays active citizenship as a site of conflict between groups. I use Macintyre and Mouffe to inform the different contexts around citizenship in further and adult education. Further and adult education broadly consist of two rich historical traditions - the 'apprenticeship' tradition in further education and the 'self-help' tradition in adult education. I make the case that embedding citizenship education within vocational programmes in further education offers a realistic method of broadening the vocational curriculum. Citizenship within vocational education in England is compared with Germany and France. Adult education's heritage of students creating their own programmes as a form of empowerment is an appropriate model for promoting citizenship education. Citizenship education needs to have democratic educational institutions to enable students to participate as citizens inside and outside of the classroom. Deliberative democracy, in the form of Joshua Cohen's 'ideal deliberative procedure' (see Cohen in Matravers and Pike 2003), offers an effective method of decision making based on fairness and equality that educational institutions could adopt to ensure their procedures are democratic and participatory. The connection between citizenship education and democratic educational structures is an inextricable one. This is the central theme of my thesis.
35
Silverstone, Benjamin M. "On the use of email in further education." Thesis, University of Wales Trinity Saint David, 2015. http://repository.uwtsd.ac.uk/592/.
Full textAbstract:
The benefits and drawbacks of email have been widely researched using a number of approaches in a variety of contexts. Whilst there has been a general consensus regarding these there has been no unified approach to tackling the issues presented. Methodological limitations, contextual differences and focus on recipient behaviour have limited toe tools that have been presented to users to enhance use. A mode was proposed to overcome these limitations and provide a basis upon which email use can be enhanced and the effectiveness maximised. A large scale study was undertaken in the Welsh Further Education sector which included all institutions both pre and post-merger. A total of 1198 survey responses were received with 1010 used for analysis. A follow up exercise comprised of fifteen in depth interviews to build upon the survey responses. Descriptive and content analysis was undertaken along with Chi Square, ANOVA and Bivariate Correlation tests. Results have demonstrated that role culture has a significant part to play in the use email. This analysis has also used email to demonstrate the divide between managers and non-managers. Usage statistics have shown an upward trend in the volume of email use and the extent to which it exceeds perceived manageability, an indicator of overload. The importance of working relationships has been investigated and linked to email behaviour. The future perceptions of email have been explored to show how users perceive unsustainable increases to be likely and that behavioural modification is necessarily. Finally, the proposed conceptual framework has been refined and justified along with recommendations for the development of appropriate and robust training to replace current training which is poorly engaged with.
36
Gray, Claire. "Further/higher education partnerships : a street level perspective." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/7138/.
Full textAbstract:
This thesis is situated within the context of higher education partnership arrangements with colleges of further education. A growing literature focusses on higher education policy and its ramifications for this area of the higher education sector, accounting for one in ten undergraduates. Similarly there is growing recognition of the particular identity of college higher education practitioners and in particular comparative evaluations with academic staff in universities. This work departs from these fields through the focus on the partnership as a mechanism of higher education provision and a determinant of the nature of this provision. The complexity of such arrangements are underwritten by a lack of congruence within policy frameworks at a macro level leaving a wide remit for universities and partners to interpret and implement. Structural interpretations of partnership arrangements within literature place the college on the periphery of higher education and hierarchically on the bottom rung of a stratified and increasingly marketised sector. Whilst accepting the premise, this work provides a more nuanced account of how partnership is operationalised and experienced by those who work in it and are served by it. Theoretical conceptions on power, identity, agency and the higher education market are introduced and employed as tools of analysis. Using an approach which draws on these concepts across disciplines of political science, organisational analysis and sociology, a picture is presented of partnerships in a state of change. The central role of the college, as partner in development of higher education provision, and holder of the power of implementation, is juxtaposed against assumptions of a relative deficit in agency. The concept of the street level bureaucrat is adapted and provides a theorised account of the implementing power and agency of colleges in determining the experience of higher education for the one in ten students studying within a college.
37
Rich, Tyrone. "The personnel function in the Colleges of Further Education." Thesis, University of South Wales, 1989. https://pure.southwales.ac.uk/en/studentthesis/the-personnel-function-in-the-colleges-of-further-education(6d52e7b3-4c2e-4c34-9958-3d2afd1d6b8c).html.
Full textAbstract:
The thesis examines the evolution of the approach to staff management in colleges of further education, and the implications of current pressures upon them for the further development of this management function. It recognizes that the traditional approach to the management of staff is based upon the presumption that staff have only to be recruited and selected to ensure that effective management occurs. This approach underplays the importance of personnel management in a labour intensive industry. It seeks to establish the likely directions of future development of the staff management function in F.E. colleges, in the context of governmental and market-induced pressures upon them. It uses the models of personnel management and human resource management, as developed in the literature (itself based largely on experience in industro-commercial organisations), to guide this part of the analysis, taking into account the similarities and differences in the nature of the the two types of organisation. The thesis concludes that colleges are likely to find it increasingly imperative to develop more deliberate personnel policies and practices and to integrate them more closely with objectives and strategies. To this extent, and in this context, the model of strategic human resource management is considered to offer more guidance to F.E. college managements on how they might proceed in the emergent environment.
38
Goodman, Linda Margaret. "Embedding information technology into the further education vocational education and training curriculum." Thesis, Sheffield Hallam University, 1994. http://shura.shu.ac.uk/6849/.
Full textAbstract:
The purpose of this study was to develop a model of change which identified the forces that drive and restrain the embedding of information technology into Further Education vocational education and training courses for sixteen to nineteen year old students. The analytical inductive approach used for the research had four components. Firstly, the literature review examined the educational media and theoretical contexts of the research. Secondly the fieldwork which aimed to identify the driving and restraining forces, comprised: "a casing exercise undertaken at national, regional and local levels "a census and surveys using data collected from two sources: Further Education vocational education and training courses in the Sheffield LEA area and the evaluation of the AI (Artificial Intelligence) applications to learning programme case studies two longitudnal case studies an implementation case study and three one shot case studies. Thirdly, evaluation tools were developed to aid researchers evaluate governmental intervention into the embedding of advanced information technology into the Further Education vocational education and training curriculum. Finally, four models of change were developed which identified and utilised the factors found to affect the embedding of information technology in Further Education vocational education and training courses. These models included: " the Tricycle model which identifies three groups of people who may influence, positively or negatively the change strategy " the Factors Affecting the Introduction of Information Technology (FAIIT) model that outlines the factors, agencies, organisations and people which may influence the introduction of information technology into Further Education vocational education and training courses " EMBED, a three staged model which highlights the driving and restraining forces influencing the introduction of information technology and advanced information technology into the Further Education vocational education and training curriculum " the Durability model which focuses on the Further Education institution and provides a strategic framework to assist government and other funding agencies and departments embed information technology and advanced information technology into vocational education and training courses
39
Baughan, Lynn. "Drama in further education : a study in cultural marginality." Thesis, University of Warwick, 1990. http://wrap.warwick.ac.uk/106900/.
Full textAbstract:
This study is an attempt to explore and explain tensions and anomalies associated with the role of Drama in Further Education. An initial intuitive framework suggests that there may be a natural antithesis between the expressive ideology of Drama and the instrumental ideology of Further Education. The frameworks proposed for the exploration include cultural reproduction theory, whilst Drama is perceived as carrying the dilemmas and contradictions of its marginal status. A two-by-two dichotomy is proposed which combines an analysis of Further Education milieu as potentially 'transparent' or 'opaque', and the role of Drama as potentially 'instrumental' or 'expressive'. The study moves accumulatively through three case studies. The first is an historical case assessing the extent, through two representative contrasting periods, to which the problems of Drama in Further Education can be said to reflect wider tensions and ambiguities pertaining to the role of Drama in culture at large. The second case study examines whether the legacy of Further Education is one of historical uncertainty and confusion, and whether Drama has responded in a consistent way to the cross-fire of ideas, interests and rhetorics of justification that it has found itself caught in. The third case study is an in-depth ethnography portrayal of the vicissitudes of Drama in a single institution, Sutton Coldfield College of Further Education, placed against a preliminary city-wide perspective concerning Further Education provision in Birmingham. As a contribution to theory, the thesis seeks tentative generalizations from multi-site and cross-time case studies in several areas, including cultural reproduction theory, modified to take account of sub-cultural tensions, and the moral behaviour and practical gambles associated with marginal subject areas in hostile milieu. It also takes an interactionist perspective on the ploys and strategies by which participants in the contested areas manage the problems of their potentially deviant identities, an account in which the collaborators and fifth columnists have their places. A final consideration is the extent to which the forces of social control in the colleges operate by hegemonic consent or by coercion in seeking to curb and contain Dramatic activity.
40
Walker, Frances Gillian. "Further education women leaders : why so few? : an exploration of white and BME women's experiences as leaders in the further education sector." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4730/.
Full textAbstract:
The Further and Higher Education Act 1992 reconstituted English Further Education colleges as incorporated institutions. This led colleges to restructure their governing bodies and leadership teams, introducing managerialist practices and embedding a marketised culture. Despite forming the majority within college workforces, women have long been under-represented within senior leadership and amongst the cohort of principals. This qualitative study gives voice to a mix of white and BME women who offer insights into their experiences as holders of college senior leadership posts. The findings contribute to understandings about women's choice of Further Education as a career and expose the barriers participants faced and the support which sustained them in different phases of their purposeful engagement with leadership transition. The study adds to leadership theory by depicting a summary of responses to these experiences and may interest other researchers in the field of leadership development. Additionally, it may be of value to policy makers and practitioners who seek to promote a more inclusive leadership discourse in the learning and skills sector in a context where a re-launch of national leadership development initiatives is taking place.
41
Price, F. C. M. "Keeping students! : motivational drivers of trainee educational professionals in a further education college." Thesis, University of Worcester, 2013. http://eprints.worc.ac.uk/2738/.
Full textAbstract:
This thesis has the aim of defining the features of an effective learning environment. Success in higher education leads to advantages beyond the qualification; strategies that address the challenge of attrition may result in personal and community benefit. This thesis examines the extent to which belonging to a community of practice influences motivation and learning. Social constructivist philosophy requires a qualitative interpretive approach to data gathering to capture the lived and living learning experience. Respondents studied the Diploma in Teaching in the Lifelong Learning Sector and the Foundation Degree in Learning Support. Data arose from episodic semi-structured interviews, a blog, group interviews and an on-line survey. Results demonstrated that: i) students experienced fluctuation in their day-today motivation; ii) most students developed a sense of belonging based on a shared understanding of experience; iii) some students drew on existing features of their previous successful selves to enable their success. This research contributes two key findings: i) e-motivation describes the use of e-communication tools to motivate; ii) a new model of proximal ethnography acknowledges the significance of shared identity, of being ‘inside-out-inside’ the research. The reflexive nature of proximal ethnography sees commonalities in research rather than any dissociation between the research question and the researcher. These results could be applied to teaching practice by improving students’ preparedness for study through normalising feelings of instability in motivation. In addition, students could be supported to reflect on past accomplishments in order to help them succeed. Finally, this research offers the opportunity to evaluate the model of proximal ethnography, to allow the concept to be offered as a new research method with conviction.
42
Knowles, Robert G. "Further education students and the internet : a case study." Thesis, University of Huddersfield, 2004. http://eprints.hud.ac.uk/id/eprint/10115/.
Full textAbstract:
This research is a case study of the way students at a Further Education College are making use of computer technology, in particular their use of the Internet, both at home and at college. The research used a multi-method approach that involved the collection of data by use of questionnaire and interviews. The questionnaire was completed by two hundred students drawn from a range of courses offered at the college. The students invited to complete the questionnaire represented both full time and part time students. From the students who completed the questionnaire twenty were invited to take part in individual interviews. From the data collected the researcher has been able to establish a link between a student's cultural background and their use of computers and the Internet. The researcher has been able to gather data to support the theory that for students from some cultural backgrounds there is a likelihood that they will use Infonnation Technology for certain tasks more than students with a different cultural background. As a means of identifying groups of students who could be described as having the same cultural background the data gathered was analysed by comparing students by gender, ethnic group and religion. This research has shown that the use of computers and the Internet has become part of everyday life and as such part of our society's culture. However the research has shown that different cultural groups within our society are using the Internet in different ways and for different purposes. The data showed that male students had a more positive attitude towards computers than female students; it was also found that male students made more use of email at college than female students. The researcher has found two significant differences regarding students' use of the Internet, namely that males use the Internet more than females for entertainment and that students from a Pakistani ethnic origin use the Internet more than white students for private use. Students from Pakistani ethnic origins were also found to use email at home more than students from other ethnic backgrounds. Part of the questionnaire was used as a student self-assessment of Infonnation Technology (IT) skills and the training they had received. Analysis of this section of data showed that whilst the amount of training of students in the use of IT is independent of gender, religion and ethnicity the level of skills claimed was not. Male students claimed a higher level of IT skills than female students and the level of skill in IT claimed by Christians is significantly less than that claimed by both Muslims and those of no religion. The questionnaire results led the researcher to believe that students from different cultural backgrounds were using computers and the Internet differently. The interviews were used to probe the implications of these differences with students from particular ethnic groups. The results showed that, at the college where the study took place there were Muslim Pakistani females students who were using the Internet as their main means of social interaction, when not at college. For these students this level of social interaction would not have been available to them they did not have access to the Internet. These students were making extensive use of chat rooms on the Internet. They prearranged to talk on line to people they knew, and they did this on a regular basis. This is in contrast to female students from other cultural groups who did not use chat rooms to the same extent, and when they did it was to talk to people they did not know. The research also found that some computer use was independent of a student's cultural background. One such area related to students having difficulties or problems when using the Internet. From the students interviewed the researcher believes that for many of the students the instruction they are receiving, particularly with reference to using the Internet, is inadequate to meet their needs. In addition to the lack of IT training, some students saw the monitoring of computer use as problematic. Parental monitoring students' use of computers at home was mainly done by having the home computer located in a family room. Few of the students said that content monitoring software was being used on these machines. All students accepted this monitoring within the home environment but many were unhappy with the monitoring arrangements that the college had put in place. This research project has shown that it is not sufficient for future education researchers to investigate computer use in terms of type of use alone, as has been the case in many previous studies. This research has shown that how students choose to use computers needs to be interpreted in terms of their gender and cultural background.
43
Dodge, Rachel. "Enhancing wellbeing : evaluating an intervention for Further Education students." Thesis, Cardiff Metropolitan University, 2016. http://hdl.handle.net/10369/8139.
Full textAbstract:
Wellbeing is an emerging science. However, there are a number of differing views regarding how to define it as a concept, whether it is able to be measured and the potential for enhancing it at an individual level. The aim of this research is to investigate the effectiveness of a pastoral intervention programme designed to enhance the wellbeing of Further Education (FE) students. The mixed methods evaluation study reported here selected a sample of (N = 244) FE students who undertook a ten-week pastoral intervention programme delivered by their tutors that aimed to highlight the strategies they could employ to increase their personal resource bank. The Wellbeing in Further Education Students Survey (WFESS) was used to measure the students’ perception of how resourced and challenged they felt in ten life areas, alongside the impact of challenges they faced and the level of strategies they used to deal with the challenges. This measure was taken before and after the intervention. The results highlight a significant increase in the perception of feeling resourced following the intervention. Feedback from the delivery team of tutors highlighted a number of aspects of the intervention programme that received positive feedback from the students. The tutors also noted that the intervention had some positive effects in terms of enhancing their own wellbeing. A number of limitations occurred during the research. Access both to the students and the tutors involved in the programme was restricted. However, this research offers a significant step towards the use of intervention programmes with FE to enhance the wellbeing of students and staff, through the increase of awareness of personal resource strategies that can be employed to counteract the challenges they face in life.
44
Anderson, Graham. "Organisational culture in English further education : chimera or substance." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/1115/.
Full textAbstract:
Since the mid-1970s there has been a greater emphasis placed on markets and competition as a means of allocating scarce resources. As a consequence of this the provision of public services has come under close scrutiny. In the English further education sector there has been structural and strategic change. The further education (FE) colleges are positioned to be able to play a key role in· the economic and social regeneration of the UK. The development- of 'managerialism' has occasioned the use of many practices and procedures more commonly associated with the private sector provision of goods and services. This study examines whether the concept of organizational culture has meaning and validity in a further education context. Research in this area is complex, time consuming and expensive. The concept of organizational culture is examined and evidence is gathered from a case study in Templeton College. The analysis of the evidence employs some of Pierre Bourdieu's concepts of the social world: field habitus and game. The evidence suggests that there is no integrated pattern of shared beliefs or behaviours that can claim to be a distinct entity. External factors are more likely to determine the situated social practices that exist within colleges. The case study approach has limited the external validity of the research and further analysis of . colleges is needed to verify the claims in this thesis. The study demonstrates that the migration of private sector management practices and concepts to the public sector is not an unproblematic process. FE would benefit from more extensive practitioner research; the more widely and deeply the colleges understand themselves the better chance for securing lasting improvements. Organizational culture is unlikely to be a significant lever of change in FE and colleges may be better advised to build a teaching and learning ethos.
45
Goodrham, Mark John. "Using research to enhance professionalism in further education (FE)." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493767.
Full textAbstract:
This thesis was devised to explore and better understand the relationship between FE practitioners' own understandings of their professionalities and their capacity to engage in research in the FE sector. The study investigated research engagement in five general FE colleges in the North and North East of England, to consider how research and practitioner professionalities might be connected and whether research engagement could contribute to practitioner professionalities in the FE sector.
46
Morrison, Andrew James. "Performance management in further education : a balanced scorecard approach." Thesis, University of Strathclyde, 2002. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21627.
Full textAbstract:
This study investigates aspects of performance management to determine if such a system can be implemented in a further education college. The performance management system used was based on the concept of the Balanced Scorecard devised by Kaplan and Norton in 1992. The Balanced Scorecard is a performance management system that enables institutions to translate their vision and strategic aims into action. After 1993 colleges concentrated their planning strategies on developmental activities to the detriment of other business processes. The Balanced Scorecard perspectives identified as essential to the success in this college were customers, finance, staff, systems and developments. The performance management system was based on a team approach where the strategic aims of the college were translated into operational objectives. In addition to linking teams to the vision and strategic aims of the college, it was also an objective to link individual performance of staff and CPD to the operational objectives of the team. The methodology used was an action research study. Qualitative and quantitative analysis were carried out to determine the effects of change on operational planning. A questionnaire was used to determine the opinions of staff. A focus group determined the opinions of senior managers. Visits to other colleges and industrial organisations were sources of information which informed the practicalities of implementing performance management. The study concluded a performance management system is effective in promoting teamwork and in ensuring that the vision and strategic aims of the college are achieved. The Balanced Scorecard model developed for this study is an effective method of linking the concept of performance management to operational planning. Evidence from the staff questionnaire led to the conclusion that the performance and development review procedure was effective.
47
Blythe, Mark. "Resistance to commodification in further education : a case study." Thesis, University of Wolverhampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360873.
Full text
48
Harkin, Joseph Charles. "The development of English and communication in further education." Thesis, University of Sussex, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316787.
Full text
49
El-Farargy, Nancy Ibrahim. "Attitudes and intellectual development of further education science students." Thesis, University of Glasgow, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438104.
Full text
50
Herd, George D. "Further education as social policy for labour market control." Thesis, University of Dundee, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262001.
Full text