Vocational Education

Academic Drift in Dutch Non-University Higher Education Evaluated: A Staff Perspective

by Didi M.E. Griffioen

Co-authored with Uulkje de Jong. This paper is accepted for publishing in Higher Education Policy.

In the context of a European knowledge economy, the Dutch non-university institutions systematically develop research... more In the context of a European knowledge economy, the Dutch non-university institutions systematically develop research activities at a higher frequency than before. With this development they have been accused of academic drift, of striving to receive a status comparable to traditional universities. This study considers the perceptions of both managers and lecturers in non-university higher education concerning the organizational aims for research activities. The intention is to add an empirical base to the debate of academic drift, especially to the potential of academic drift on the staff level. The results show a moderate indication of potential for academic drift on the staff level. In addition, managers have more positive perceptions regarding all aims for research than lecturers, but both groups prioritize that the results of research should, first and foremost, be directed towards improving the quality of education.

Keywords: academic drift, non-university, higher education, vocational education, university of applied science, innovation.

For more information: D.M.E.Griffioen@hva.nl

Academic Drift in Dutch Non-University Higher Education Evaluated: A Staff Perspective

by Didi M.E. Griffioen

Co-authored with Uulkje de Jong. This paper is accepted for publishing in Higher Education Policy.

In the context of a European knowledge economy, the Dutch non-university institutions systematically develop research... more In the context of a European knowledge economy, the Dutch non-university institutions systematically develop research activities at a higher frequency than before. With this development they have been accused of academic drift, of striving to receive a status comparable to traditional universities. This study considers the perceptions of both managers and lecturers in non-university higher education concerning the organizational aims for research activities. The intention is to add an empirical base to the debate of academic drift, especially to the potential of academic drift on the staff level. The results show a moderate indication of potential for academic drift on the staff level. In addition, managers have more positive perceptions regarding all aims for research than lecturers, but both groups prioritize that the results of research should, first and foremost, be directed towards improving the quality of education.

Keywords: academic drift, non-university, higher education, vocational education, university of applied science, innovation.

For more information: D.M.E.Griffioen@hva.nl

Returns to education of young people in Mongolia

by Francesco Pastore

Post-Communist Economies, 22(2): 247-265.

Relatively little is known about the youth labour market in Mongolia. This paper studies returns to education of... more Relatively little is known about the youth labour market in Mongolia. This paper studies returns to education of 15-29-year-olds by taking advantage of a recent ad hoc School to Work Transition Survey. Based on augmented Mincerian earnings equations, education and work experience appear to be important determinants of earnings. Vocational does not provide higher wages than compulsory education. Factors bearing wage gains include: living in the capital city and in urban areas in general. Factors bearing wage penalties include: gender, informal work, training, using informal job search networks, herding. Union membership, being a migrant, the civil status are wage neutral.

Shaken not stirred? The development of one tertiary education sector in Australia

by Nick Fredman

Wheelahan L, Arkoudis S, Moodie G, Fredman N and Bexley E 2012, 'Shaken not stirred? The development of one tertiary education sector in Australia', NCVER, Adelaide, http://www.ncver.edu.au/publications/2450.html

Mixed-sector tertiary education institutions are still only small in number and remain relatively under-researched.... more Mixed-sector tertiary education institutions are still only small in number and remain relatively under-researched. This project examines universities that offer a small amount of VET and private providers that offer both VET and higher education, building on previous research examining TAFEs that offer higher education. This research suggests that mixed-sector and dual-sector providers are likely to become more important but they face specific challenges in the quality of their provision. While the sharp distinctions between VET and higher education are giving way to a more differentiated single tertiary education sector this is resuling in a more stratified and hierarchical structure as university providers become the 'comparator'.

Mixing it up: what's driving mixed sector provision and is it a good thing?

by Nick Fredman

Paper presented to the National Council for Vocational Education Research 'No Frills' conference on July 14, 2011 in Coffs Harbour.

Guiao Entrevista Eco Narrativa

by Paulo Jesus

Guião de Entrevista para investigação/intervenção de cariz ecológico e construtivista (narrativo) em Psicologia do... more Guião de Entrevista para investigação/intervenção de cariz ecológico e construtivista (narrativo) em Psicologia do Desenvolvimento Vocacional.
Adaptação da Life Story Interview de D. P. McAdams.

Human resource development through vocational education in the United Arab Emirates: the case of Dubai Polytechnic

by Stephen Wilkins

This article examines the provision of post-secondary vocational education in the United Arab Emirates (UAE). It aims... more This article examines the provision of post-secondary vocational education in the United Arab Emirates (UAE). It aims to explore the role of vocational education in supporting the national human resource development strategy and to identify the economic, social, cultural and political factors that impact upon the implementation of vocational education in the UAE. As a case study, Dubai Polytechnic is considered as an example of a private sector provider of vocational higher education. It is concluded that vocational education has played a significant role in supporting the government's policy of emiratisation, which aims to increase the proportion of nationals participating in the labour force by replacing expatriate workers. It is recognised that all educational institutions have been influenced by a unique set of social and cultural factors, and in addition, private sector institutions have been considerably hindered by a number of political and economic constraints.

Applied and academic A levels: is there really a need for the applied track in UK further education?

by Stephen Wilkins

The term ‘applied track’ in UK further education has been used to refer to the applied A-level, the vocational,... more The term ‘applied track’ in UK further education has been used to refer to the applied A-level, the vocational, coursework-based version of the traditional academic A-level. Vocational and coursework-based courses are often criticised for being easier than academic courses, for only attracting students who do not satisfy the requirements to take academic courses and for not developing in students the skills they need to be successful in higher education. This paper considers the extent to which these criticisms may be justified and explores the reasons why students chose to take an applied A-level. The study involved 666 students at a large, mixed sex sixth form college in the UK, who were taking both applied and academic A-levels. Although statistical analysis showed that students on the applied course performed worse than students on two academic courses once their different GCSE scores had been accounted for, it was also found that the applied students were relatively well qualified, that they were generally well motivated and hard working, and that they were extremely satisfied with the course. Finally, it is suggested that perhaps universities are misguided in assuming that applied courses do not develop in students the skills that they need to be successful in higher education.

The implementation of NVQs in the Sultanate of Oman

by Stephen Wilkins

The Sultanate of Oman is the only country in the world, other than the UK, to have adopted the National Vocational... more The Sultanate of Oman is the only country in the world, other than the UK, to have adopted the National Vocational Qualification (NVQ) as its national system for vocational training. The study aims to assess the extent to which centres in Oman have been successful in implementing the NVQ, and the extent to which the NVQ has contributed towards achievement of the Omani government's objective of omanisation (replacing expatriate labour with Omani nationals). Discusses feedback from centres, which should be of interest to the Omani government, the British awarding bodies and others with an interest in the implementation of competence-based training. Concludes that the NVQ has been fairly successful in Oman, although it is recognised that local culture and context have not been adequately considered and catered for, and that the generally low competence of candidates in English is hindering their learning and skills development.

Enhancing the retention of young people to Year 12, especially through vocational skills

by Stefan Schutt

Educación, cierre social y nuevas políticas de acceso al conocimiento

by Xavier Martinez-Celorrio

Xavier Martínez Celorrio (2002)
Témpora. Revista de Historia y Sociología de la Educación, núm. 5 (pp. 89-102)

Job creation process in European Union in 1994-2000 confirms social vulnerability of low-qualified workers and the... more Job creation process in European Union in 1994-2000 confirms social vulnerability of low-qualified workers and the need to recognize their skills. This new forms of recognition may increase their opportunity to return to education and to improve their employability in knowledge economy' next cycle.

La creación de empleo en el período 1994-2000 confirma la vulnerabilidad social del empleo poco cualificado y la necesidad de acreditar competencias para mejorar sus oportunidades de retorno educativo y de incrementar su empleabilidad en el próximo ciclo de economia del conocimiento.

'The Well Worn Path'

by Mary Carroll

published Australian Library Journal

Any investigation of the origins of education for the library industry brings to the surface old conflicts, issues and... more Any investigation of the origins of education for the library industry brings to the surface old conflicts, issues and controversies. In these we can see the origins of many of the debates that surround education for libraries today and to travel along the path with those who were present in the early establishment of library education to search for answers.

‘Entry into the library and information industry: Choices and decisions

by Mary Carroll

Co-authored with Janet Murray
Published in AARL

The reasons why students who already hold a tertiary qualification and wish to pursue a career in librarianship/... more The reasons why students who already hold a tertiary qualification and wish to pursue a career in librarianship/ information management choose to undertake a VET LIS para-professional qualification in preference to a postgraduate qualification in LIS have received little formal attention. This paper reports the results of research undertaken to investigate the underlying motivation of such students. The methodology included a survey of current students undertaking VET LIS paraprofessional qualifications at Australian educational institutions and an analysis of statistical data from the VET sector. Recommendations will be presented on how the profession should address the entry points into the profession in light of changes to government funding of VET programs and the current economic climate.

Swirling Students: A Study of Professional and Vocational Training Avenues for the Library and Information Industry

by Mary Carroll

Co-authored with Janet Murray

Australian education has been traditionally divided between the university sector and the vocational training sector.... more Australian education has been traditionally divided between the university sector and the vocational training sector. In Australia, the movement or "articulation" of students between these sectors has interested governments and professional bodies concerned with the associated structural and workforce issues. Such articulation includes movement from vocational training into professional education, from professional education to vocational training, and what has been called a "swirling" combination of movement back and forth between the sectors. The authors have considered why students who already hold a university degree and wish to pursue a career in librarianship/information management choose to undertake a vocational sector qualification in preference to a postgraduate professional qualification in Library and Information Studies (LIS). This article will provide historical context and report the results of research undertaken to investigate the underlying motivation of these students. The methodology included a survey of current students undertaking Vocational Education and Training (VE) in LIS paraprofessional qualifications at Australian educational institutions, and an analysis of statistical data from the VE sector. The study will contribute to a broader understanding of student motivations, career choices, and understanding of the concept of lifelong learning. It may also lead to a re-evaluation of how entry into the LIS industry should be managed.

Profile of Australian Library Technician Students’

by Mary Carroll

published in LIBRES

As part of ongoing research into Library Technician education, statistics were gathered specifically related to... more As part of ongoing research into Library Technician education, statistics were gathered specifically related to Australian participants in the Diploma of Library and information Services Training Package for the year 2002. Data was gathered relating to age, gender, education background and employment status of this student cohort. The profile of the Library Technician student was then compared with the broader training package student cohort to examine any similarities or differences particular to Library Technician students. It is the intention that a further comparison will be made at a future date between the 2002 Library Studies cohort and a group of Library Technicians who have chosen to pursue a Librarianship qualification.

Women's Studies and the Discourse of Vocationalism: Some new perspectives

by Maryanne Dever

Published in Women's Studies International Forum 27 (2004) 475 – 488.

The transformation of western higher education systems within a broadly consumerist logic has generated a new focus... more The transformation of western higher education systems within a broadly consumerist logic has generated a new focus upon the post-graduation marketability of individual fields of study. Only those subjects perceived to have strong links to identifiable labor market openings are labeled 'vocational' and these are deemed by institutions and students alike to be more 'relevant' and 'rewarding' with respect to their future working lives. Within these discussions, the Women’s Studies major is frequently characterized as 'useless' and 'nonvocational'. This paper explores the discourse of 'vocationalism' as it circulates in and around the field of Women’s Studies, arguing that the experiences of Women’s Studies students and graduates, together with shifts in the contemporary labor market, suggest important ways of reconfiguring the meanings of the vocational with respect to Women’s Studies. It represents findings from international surveys of more than 700 undergraduate Women’s Studies students and from qualitative interviews with employers, careers advisors, and Women’s Studies graduates.

Skill Needs and Human Resource Development In the Emerging Field of Nanotechnology

by Robert M. Yawson

Journal of Vocational Education & Training, Vol. 62, No. 3, pp. 285-296, 2010 | June 2, 2010

Strong societal requirements and consumer acceptance are the driving force of nanotechnology development. The... more Strong societal requirements and consumer acceptance are the driving force of nanotechnology development. The necessity for qualified experts and strong demand on education in the multi-, trans- and interdisciplinary field of nanotechnology is a logical consequence of this driving force. There is the need for a comprehensive national skill-needs-identification study as a first step towards developing the appropriate workforce and to prevent any skill gap or shortage. This paper provides an analytical overview of skill needs and human resources development for the emerging fields of nanotechnology and gives recommendations for further research. Emphasis is placed on the role of vocational educational training (VET) in skill development for nanotechnology. Evidence review and secondary analysis of the literature are used as the methodological approach. A comparative analysis of approaches to nanotechnology workforce development in Germany and the United States is done.

Behaviourism and training: the programmed instruction movement in Britain, 1950–1975

by John Field

Published in Journal of Vocational Education & Training, 59, 3, 2007, pages 313-329

The paper examines the influence of behaviourism on vocational education and training in Britain between the Second... more The paper examines the influence of behaviourism on vocational education and training in Britain between the Second World War and the mid‐1970s. In this period, behaviourist ideas came to dominate the VET profession, in the form of ‘programmed instruction’ (later as ‘programmed learning’). Their advocacy and adoption also helped to underpin the emergence of a professional community of VET scholars and practitioners. The paper is based on primary sources, printed and archival.

Engineering students’ Visualization and Reasoning Processes while Interacting with a 3d digital environment

by Foteini Moustaki

PME 35

In this paper we report on a research conducted to study engineering students’ visualization processes as they... more In this paper we report on a research conducted to study engineering students’ visualization processes as they interacted with a digital environment designed to support mathematically driven explorations in 3d space. We particularly focused on identifying connections between the visualization processes in which the students engaged, the use of the digital environment’s tools and functionalities and the unfolding of their mathematical reasoning activity about concepts related to 3d space visualization and orientation. Since the development of spatial and visualization abilities is considered to be fundamental for engineering students’ education, we looked for instances in which students’ visualization, construction and mathematical reasoning processes may have contributed to the enhancement of those abilities.

Chaos or Coherence? Further Education and Training College Governance in Post-Apartheid South Africa

by Volker Wedekind

Research in Comparative and International Education
ISSN 1745-4999, Volume 5 Number 3 2010

This article frames the lived experiences of management and educators in further education and training (FET) colleges... more This article frames the lived experiences of management and educators in further education and training (FET) colleges in South Africa, against the backdrop of the radical transformation in the governance of this sector over the past twenty years. The reforms are first described and analysed in terms of their integration and rationale for agency. Second, issues of disjuncture between the internationalized ideal of decentralisation and the emergent, problematic reality of deconcentration and delegation will be explored. Third, data from interviews with principals, council chairpersons and lecturers detail the lived experience of the reform. Governance reforms are perceived as incoherent and lacking a clearly discernible trajectory, and have resulted in highly stressful experiences of alienation, disillusionment and disempowerment by those at ‘the chalkface’. As South Africa faces another cycle of technical and vocational education and training (TVET) reforms, this article suggests that policy makers must take into account the capacities of the people in the system to implement the proposed changes.