An exploration of the assessment experiences of new academics as they engage with a community of practice in higher education

This paper considers a phenomenological research study that attempted to explore how new academics were introduced to the assessment process within a Higher Education context. Two key educational perspectives have shaped the interpretation of the studies findings. These are Nonaka and Takeuchi’s [Nonaka, I., Takeuchi, H., 1995. The Knowledge Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press, New York] model of knowledge conversion and Lave and Wenger’s work on communities of practice (1991, 2002). Three key findings emerged from this work. Firstly, the study highlights a number of issues relating to the types of support and guidance that new academics receive. These were divided into formal and informal types that either promoted conformity or facilitated challenge. Secondly, the study suggests that the ways in which experienced academic staff communicate their assessment knowledge and interact with new academics may require further consideration. Finally, the study raises questions about the type of academic that the organisation would wish to develop

Mediation, translation and local ecologies: understanding the impact of policy levers on FE colleges

This article reports the views of managers and tutors on the role of policy ‘levers’ on teaching, learning, and inclusion in colleges of Further Education (FE) in our research project, ‘The impact of policy on learning and inclusion in the Learning and Skills Sector (LSS)’.i Using data from five research visits conducted over two years in eight FE learning sites, we explore the processes by which colleges ‘mediate’ and ‘translate’ national policy levers and how this affects their ability to respond to local need. The paper tentatively develops three related concepts/metaphors to explain the complexity of the policy/college interface – ‘the process of mediation’, ‘acts of translation’ and ‘local ecologies’. We found that policy levers interacted with a complex set of national, local and institutional factors as colleges responded to pressures from the external environment and turned these into internal plans, systems and practices. We conclude by suggesting that national policy-makers, who design national policy levers, may not be fully aware of these complexities and we make the case for the benefits of greater local control over policy levers, where these interactions are better understood

Wanting to be somebody: post-16 students' and teachers' constructions of full-time GNVQ in a college of further education

This thesis explores how policy for initial post-16 education and training has changed repeatedly since the 1970s, leading to numerous different arrangements and to new forms of transition for young people. It evaluates critically how GNVQs fit into this picture, and relates their role to wider debates around the purpose of initial post-16 education and training. Using a case study, which focuses on the experience of lecturers and full-time students in one college of further education in the Midlands in the 1990s, the study finds that the social conditions of learning were very significant for students’ and lecturers’ perceptions of GNVQ. Despite the emphasis on qualifications-led reform, and the highly-specified nature of GNVQ, which attempted to impose new approaches to learning, students and teachers made sense of their experience and constructed their own meanings for GNVQ by reconciling the specifications with students’ orientations to learning and imagined futures. They engaged in ‘making the best of it’, by collaborating or colluding to make GNVQ work for them. However, the actions of students and lecturers in making the best of the constraints of GNVQs needs to be set within the context of wider structures and patterns of opportunity, where GNVQs form part of a system which continues to be dominated by A-levels and the academic route. This results in unequal opportunities within diverse qualifications pathways. The study concludes that any proposals for change to initial post-16 education and training need to combine understandings of the structural context in which young people’s transitions are taking place, with more detailed insight into the experience of teachers and students, who make and shape the meaning of different routes and qualifications in practice

Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis

Internationally, ‘College for All’ policies are creating new forms of vocational higher education (HE), and shifting relationships between HE and further education (FE) institutions. In this paper, we consider the way in which this is being implemented in England, drawing on a detailed qualitative case study of a regional HE–FE partnership to widen participation. We focus on the complex mix of collaboration and contestation that arose within it, and how these affected socially differentiated groups of students following high- and low-status routes through its provision. We outline Bourdieu’s concept of ‘field’ as a framework for our analysis and interpretation, including its theoretical ambiguities regarding the definition and scale of fields. Through hermeneutic dialogue between data and theory, we tentatively suggest that such partnerships represent bridges between HE and FE. These bridges are strong between higher-status institutions, but highly contested between lower-status institutions competing closely for distinction. We conclude that the trajectories and outcomes for socially disadvantaged students require attention and collective action to address the inequalities they face, and that our theoretical approach may have wider international relevance beyond the English case

In-service Initial Teacher Education in the Learning and Skills Sector in England: Integrating Course and Workplace Learning

The aim of the paper is to advance understanding of in-service learning and skills sector trainee teachers’ learning and propose ways of improving their learning. A conceptual framework is developed by extending Billett’s (International Journal of Educational Research 47:232–240, 2008) conceptualisation of workplace learning, as a relationally interdependent process between the opportunities workplaces afford for activities and interactions and how individuals engage with these, to a third base of participation, the affordances of the initial teacher education course. Hager and Hodkinson’s (British Educational Research Journal 35:619–638, 2009) metaphor of ‘learning as becoming’ is used to conceptualise the ways trainees reconstruct learning in a continuous transactional process of boundary crossing between course and workplace. The findings of six longitudinal case studies of trainees’ development, and evidence from other studies, illustrate the complex interrelationships between LSS workplace affordances, course affordances and trainee characteristics and the ways in which trainees reconstruct learning in each setting. The experience of teaching and interacting with learners, interactions with colleagues, and access to workplace resources and training are important workplace affordances for learning. However, some trainees have limited access to these affordances. Teaching observations, course activities and experiences as a learner are significant course affordances. Trainees’ beliefs, prior experiences and dispositions vary and significantly influence their engagement with course and workplace affordances. It is proposed that better integration of course and workplace learning through guided participation in an intentional workplace curriculum and attention to the ways trainees choose to engage with this, together with the use of practical theorising has the potential to improve trainee learning