Recent Developments in Higher Education in the United Kingdom

Fifteen years ago further education (FE) colleges in England were removed from local education authority (LEA) control and re‐formed as ‘FE corporations’. Now, it is proposed that, from 2010, local authorities will become re‐involved in the running of FE. Given such a prospect, this article takes the opportunity to look back at colleges under LEA control and to critically consider what many FE teachers regard as a golden era: a time which was certainly one of less pressured and more stable circumstances. Whilst this article does not attempt to justify any of excesses that have characterised FE since incorporation, it is recognised that there is a temptation to view FE's past through rose‐tinted glasses. It is argued that, despite the turbulent environment in which colleges now exist, the era of LEA control should not be romanticised and that, in the past, FE was highly variable and flawed in many ways. In exploring this argument this article reviews four inter‐linked themes related to LEA control: local authority governance; the role of college managers; the position of FE teachers; and the service provided to students. It highlights some of the shortcomings and problems of LEA control and argues that the future role of local authorities in FE should not be viewed as an opportunity to turn the clock back to a bygone era. It should be seen as a chance for a fresh start rather than as a step back in time.

The Youth Employment Service is to be extended to cover students in colleges of further education, colleges of education and polytechnics, under a modernization plan announced by the Department of Employment.

This paper explores the changing roles and purposes of vocational education for young people in what has been called a ‘knowledge’ society, using the General National Vocational Qualification (GNVQ) as an example. This qualification dominated the broad, vocationally‐related route within the English qualifications system throughout the 1990s. The paper considers how lecturers in a college of further education understood the role and purpose of GNVQs, and explores the ways in which they engaged in mediating national qualifications policy in practice, through their engagement with students and constructions of students’ learning identities. The paper draws on data from a case study of one college of further education in the English Midlands, which involved interviews with lecturers and students across three vocational areas of the GNVQ. The focus in this paper is on the ways in which lecturers constructed GNVQs around what they perceived to be students’ needs. They encouraged students to use GNVQs to shape a future, which involved progression to further and higher education. The paper argues that, whilst such attempts to create a constructive and meaningful role for vocational education are important, they do not overcome the hierarchical structure of participation in formal learning which remains inherent in the education system. The paper concludes by considering the implications of this study for the future role of vocational education for young people within a wider system of education and training.

This chapter relates to the ‘professionalisation of teacher educators’ theme in the Call for Papers. The specific topics examined here are the initial disciplines, pathways of becoming these educationists, and the related titles. The empirical data that is used relates to an investigation of English further education (FE) teacher educators (Loo in Professional development of teacher educators in further education: pathways, knowledge, identities, and vocationalism. Abingdon, Routledge, 2020), which draws on 33 participants using a mixed-method approach of a questionnaire, semi-structured interviews and Talking Heads (a narrative method). The teacher educators-participants were from higher education institutions, FE colleges and private providers. The data is analysed to seek out the similarities and differences on the three themes of the participants’ initial disciplines, pathways/journeys to becoming educators and their current role titles from the perspectives of their work settings of higher education institutions, FE colleges and private providers. The reason to approach this chapter based on institutions is to ascertain a nuanced picture that has not been researched before. The literature review is structured into three themes: initial disciplines, pathways of becoming teacher educators, and related job titles. Some of the salient sources regarding the initial disciplines include Becher (The significance of disciplinary differences. Studies in Higher Education, 19:151–161, 1994) and Smeby (Disciplinary differences in university teaching. Studies in Higher Education, 21:69–79, 1996) to facilitate the classifications of disciplinary areas. With the pathways theme, publications by Noel (The secret life of teacher educators: Becoming a teacher educator in the learning and skills sector. Journal of Vocational Education and Training 58(2):151–170) and Mayer, Mitchell, Santoro and White (Teacher educators and ‘accidental’ careers in academe: An Australian perspective. Journal of Education for Teaching 37(3):247–260, 2011) are used to typologies the journeys of these educationists. In the last theme on titles, the reference to job titles in the ‘Training to Teach in the Lifelong Learning Sector’ document by the Learning and Skills Improvement Service (Training to teach in the lifelong learning sector, LSIS, 2011) is used. The findings from this empirical data centre on the similarities and differences of the three themes: initial disciplines, journeys and job titles, as viewed from the perspectives of the three different sectors: FE colleges, higher education institutions and private providers. The commonalities may be explained by the collective educational contexts of working in the FE sector, and the differences, by the differing priorities of these educationists working in their diverse organisations. Finally, the findings are reviewed regarding their implications to the related stakeholders and their contributions to the sector.KeywordsEnglandFurther educationTeacher educatorsInitial disciplinesJourneysTitles

Purpose The UK government is actively promoting higher apprenticeships and degree apprenticeships and this agenda has been gaining momentum amongst the various providers of apprenticeships. The purpose of this paper is to draw on an exploratory study on English further education (FE) colleges and highlight some of the key drivers of delivery, and possible challenges that can be faced by the providers in any expansion of this provision. Staff perceptions on the new apprenticeship standards are also presented in the paper. Design/methodology/approach This paper draws on a qualitative exploratory study with ten FE colleges in England. As part of the study, 19 in-depth semi-structured interviews were conducted with college staff and managers. Findings Higher apprenticeships have the potential to offer work-focussed alternatives to the conventional full-time degree models of higher education, however, the paper sheds light on a number of factors can limit the uptake of higher and degree apprenticeships. Practical implications The paper presents some practical challenges in developing higher apprenticeships and outlines some successful instances of higher apprenticeships which will be useful for those involved in the design and delivery of apprenticeships at FE colleges as well as at other providers. Originality/value This paper draws on research with FE colleges and will be of particular significance to FE colleges and universities that may consider delivering higher apprenticeships. The paper presents insights into institutional experiences and decision-making associated with higher and degree apprenticeships and, in doing so, the paper offers valuable contributions to the body of knowledge in this under-researched area.

In the context of a proliferation of post-16 options, the need for substantial individual financial investment in university education, and uncertainties of employment outcomes, this paper explores student agency and structural constraints around career planning and progression into Higher Education (HE). Analysing data collected on behalf of a National Collaborative Outreach Programme (NCOP) hub in England, this research considers the views of students and staff at further education colleges (FECs). It draws on fourteen in-depth interviews with students undertaking qualifications that facilitate university entry, and seven interviews with staff involved in delivering information, advice and guidance (IAG) in some capacity within FECs. The paper explores the similarities and differences in how IAG is perceived, regarding its timing, depth, focus and scope. Students and staff broadly agreed that IAG in their FEC was often too broad, generic and insufficiently tailored to individual needs. In the cost-benefit analysis on university progression, students weighed up individual circumstances, calculating their best option whilst negotiating the structural constraints. Self-sufficiency was a common desire and ambition, and as such, the financial risks of entering university needed to be mitigated by a clear promise of stability in the future.

This article presents some of the findings of a pilot study of sources of stress among lecturers working in a college of further education. The empirical work was carried out over a four-week period, with lecturers, chosen at random, being asked to participate using one or all of the three research methods employed: personal interviews, completing a questionnaire, and keeping a diary. The study set out to address two broad questions. First, ‘What are the experiences that can give rise to stress and, having identified them, how often do these experiences occur?’ Second, ‘Having identified the sources of stress, did the lecturers feel that such experiences affected their teaching, their preparation for teaching or their assessments as a result of teaching?’ The data highlighted the fact that mere were four broad problem areas or sources of stress within this college of further education and that some were seen to occur 'frequently'. However, whether such sources of stress affected actual teaching was not dear, but mere was some support for the notion that the preparation for teaching and the assessment as a result of teaching were affected.

Efficiency in the Further Education Sector in England: A Subject Level Analysis

This paper considers whether lecturers delivering business higher education programmes (BHEPs) in further education colleges (FECs) in the UK see education to be a production industry, or a knowledge industry. It will consider the effects of managerialism and marketisation that the UK government (and others around the world) are applying to the education sector, and their possible effects. The study considers the narratives of 26 lecturers delivering BHEPs in FECs in relation to government intervention, and the impacts it may be having on their role as a lecturer. The research highlights that there may be a great deal of frustration and angst amongst these lecturers, and from this, suggests that colleges may be behaving more like production factories, rather than institutions of further and higher education.

The article examines provision of higher education within further education institutions from the point of the view of lecturers working on an HE programme. It is based on a small-scale research project carried out by a full-time practitioner/part-time researcher. Focusing on a Combined Studies degree programme, a series of interviews explored the experiences and perceptions of lecturers teaching on a non-vocational higher education programme within a predominantly further education environment. In the context of low morale within colleges of further education, the staff interviewed demonstrated a remarkable level of enthusiasm and personal commitment to HE teaching. There was a strong sense of pride in the value of higher education in an FE college. The research indicates there are key differences between the lecturers in this study and their colleagues in pure HEIs in terms of professional identity. A number of difficulties in managing the FE/HE divide were referred to by the respondents. These focused on difficulties in relation to swapping between levels, the degree of commitment the lecturers felt the college management gave to HE provision, and isolation from colleagues internally and externally. Inevitably, more general resource issues arose. Whilst acknowledging the reality of the cumulative underfunding of FE, the recommendations are in terms of practicable actions to address some of the other issues raised by the research.

The development of higher education system of Azerbaijan reflects the country’s historical transformations. The system started developing with the foundation of the first higher education institution before the establishment of the Soviet Union, expanded during the Soviets and grew into current systems of 52 institutions since independence. Institutions changed in number and nature with the entrance of private universities into the higher education market and increase in number of state universities. Three-cycle higher education was introduced and institutions utilising Western university practices of management and teaching emerged. Despite the changes, the system still reflects much of the Soviet period. The typology of higher education institutions (HEIs) in Azerbaijan was built based on their educational, research, internationalisation activities and financial capacity. Institutions were classified as leading state and private higher education institutions, which excel in research and rank high in country ranking lists. The second group of institutions are known for good quality education but do not give a heavy weight on research. The last type of higher education institutions serve the purpose of preparing teachers and other public sector employees.

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“One system for everyone” has been an ideal goal for information technology (IT) management in many large organizations, and the deployment of such systems has been a major trend incorporate world under the name of enterprise systems (ES) (Brown & Vessey, 2003; Davenport,2000; Markus, Petrie, & Axline, 2000). Benefits from ES use are claimed to be significant and multidimensional, ranging from operational improvements through decision-making enhancement to support for strategic goals (Shang & Seddon, 2002). However, studies (Hanseth & Braa, 2001; Rao, 2000; Robey, Ross, & Boudreau, 2002) of the deployment of ES in private sector organizations show that the ideal is difficult to accomplish. This paper reports a case in which a major university system in the US attempted to develop an in-house enterprise system. The system is currently used by more than 4,000 individual users in almost 20 universities and state agencies. This case offers a historical analysis of the design, implementation and use of the system from its inception in the mid 1980s to the present. This case indicates that ES design and implementation in higher education are quite challenging and complex due to unique factors in the public sector — including state mandates/requirements, IT leadership/resources, value systems, and decentralized organizational structure among other things — that must betaken into account in planning, designing and implementing ES (Ernst, Katz, & Sack, 1994;Lerner, 1999; McCredie, 2000). This case highlights (1) the challenges and issues in the rationale behind “one system for everyone” and (2) some differences as well as similarities in IT management between the private and public sectors. It offers some unique opportunities to discuss issues, challenges and potential solutions for the deployment of ES in the public arena, particularly in higher education.

“One system for everyone” has been an ideal goal for information technology (IT) management in many large organizations, and the deployment of such systems has been a major trend in corporate world under the name of enterprise systems (ES) (Brown & Vessey, 2003; Davenport, 2000; Markus, Petrie, & Axline, 2000). Benefits from ES use are claimed to be significant and multidimensional, ranging from operational improvements through decision-making enhancement to support for strategic goals (Shang & Seddon, 2002). However, studies (Hanseth & Braa, 2001; Rao, 2000; Robey, Ross, & Boudreau, 2002) of the deployment of ES in private sector organizations show that the ideal is difficult to accomplish. This paper reports a case in which a major university system in the US attempted to develop an in-house enterprise system. The system is currently used by more than 4,000 individual users in almost 20 universities and state agencies. This case offers a historical analysis of the design, implementation and use of the system from its inception in the mid 1980s to the present. This case indicates that ES design and implementation in higher education are quite challenging and complex due to unique factors in the public sector — including state mandates/requirements, IT leadership/resources, value systems, and decentralized organizational structure among other things — that must be taken into account in planning, designing and implementing ES (Ernst, Katz, & Sack, 1994; Lerner, 1999; McCredie, 2000). This case highlights (1) the challenges and issues in the rationale behind “one system for everyone” and (2) some differences as well as similarities in IT management between the private and public sectors. It offers some unique opportunities to discuss issues, challenges and potential solutions for the deployment of ES in the public arena, particularly in higher education.

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