E-learning has become a staple diet in many learners' academic lives in higher education institutions all around the world. This study did not follow the technocentric standpoint and the comparative research design tradition in this field; instead, it focused on how learners' learning styles and attitudes interact with the effectiveness of E-learning implementation in the field of foreign language learning. The research was set in the author's home institution - a comprehensive university in mainland China, where the first- and second-year undergraduate students who were studying a compulsory English course were surveyed from 2003 to 2004. For this course, the College of Foreign Languages developed an online computer-assisted language learning (CALL) environment - NCE Online - which was the basis of this investigation. The author's former colleagues helped organise the distribution and collection of 4 questionnaires and 9 groups of student interviews over one academic year. A total of 5258 participants completed the first questionnaire in 2003 while the numbers of participants who completed the other questions varied from around 200 to 700. To understand data from the learners in more depth, the language teachers and NCE Online developers were also surveyed with a questionnaire and individual interviews. The results showed that the learners had very positive attitudes towards the use of computer technologies in their study, and that there was an evident tendency to expect an increasing proportion of CALL elements as the students progressed in their English study. Despite these positive attitudes, what was equally clear was that there were still more students who preferred to have traditional classroom learning as their main learning mode, and they did not think of the E-learning materials available as more effective than the traditional ones. Meanwhile, their teachers' attitudes and the University's policies also played an important role in influencing learners' attitudes and actual behaviour toward the CALL system. In addition, the research revealed that Chinese learners have learning styles distinct from their peers in the west, which suggests that a CALL environment for Chinese learners should not follow blindly the much-advocated constructivist design model in the west. Reconsideration of both the ideals of foreign language teaching methodologies and E-learning pedagogies, which originated mainly in Europe and Northern America, needs to take place before the design of a CALL system for Chinese learners. The implications of this research were therefore discussed to begin just such a rethinking of CALL implementations in Chinese higher education.

Adult theological education in Uganda is characterised by knowledge ownership. The urgent need to prepare church leaders has resulted in the application of Northern literacy-based curricula and pedagogy. In the Ugandan context, minimal attention has been given to crucial elements of adult learning theory and practice. This is seen to frustrate the internalisation, processing and use of knowledge in effective, innovative and appropriate ways. An historical review of the development of the current education system in Uganda reveals consistent problematic issues arising from the Western orientation of curricula, particularly in terms of the choice of language of instruction and the interface between literacy and orality. This study reveals that the simple adoption or adaptation of Northern approaches to curriculum and pedagogy disregards the effects of the local political economy and culture upon learning. It also indicates that adult learning styles that are formatively shaped by indigenous learning and knowledge systems are ignored or minimised. In addition, the infusion of literacy into orality creates a dynamism which critically informs the way in which meaning is derived from text. This analysis leads to the application of discourse theory as a bridge between literacy-focused formal education and orality-based indigenous learning. Three ruptures are exposed that inhibit and restrict the ownership of knowledge. First, the development of a meta-level knowledge of primary and secondary discourses is frustrated through lack of opportunity to acquire the secondary discourse and the limited use of the primary discourse by learners within the institutional context. Second, the dynamic learning interface between literacy and orality is restricted by preference for the dominant literacy. Third, the use of English as the preferred language of instruction is shown to obstruct the ownership of knowledge. Given these ruptures, it is suggested that the use of oral and literacy-based hermeneutic skills, coupled with a mediated pedagogical approach, may point the way out of an education of disjuncture and towards the ownership of knowledge.

The research presented in this thesis relates to an aspect my practice setting as an Associate Dean in a large and diverse Faculty in a post-92 University. The issue investigated relates to the contribution made by a series of employability enhancements, introduced as part of a curriculum review in 2005-06, to a four year upward trend in the Faculty’s Destination of Leavers of Higher Education (DLHE) statistics. The enhancements included a number of initiatives at both University and Faculty level. However of particular concern at Faculty level was the growing evidence in the literature of the specific needs of first generation students, who constitute a significant proportion of the Faculty’s students. Therefore some of the enhancement initiatives introduced had these students particularly in mind. However although an exploration of the effectiveness of the employability enhancements provides the practice context the main contribution of the research arises from the methodology adopted. The research takes an overtly critical realist view and argues that, for managers looking to make practice enhancements, the perspective provides a much richer basis than more traditional outcome based approaches. The method used was to develop from previous research an employability social structure and then explore, through semi-structured interviews, the experiences of ten ‘successful’ graduates. Through the process of deconstruction and reconstruction the data was explored from a number of angles to address the main research objectives. However what is also demonstrated is how, by the development of a critical realist approach, I am able to identify specific practice improvements which are both evidence-based and contextually relevant. From a broader view critical realism offers a pluralist approach to research which is problem-led in the sense that you commence with an issue or problem and work down to a supporting discourse and research method. The argument is made that this is also a particularly used approach for practice-based research.

Having been charged with developing a European dimension in the curriculum in one of the largest FE colleges in the UK, I was responsible for a large number of European transnational projects. The effect which participation in the projects had on my colleagues fascinated me. Despite changes in the sector at Incorporation in 1993, and heavily increased workloads, my project teams came back again and again to take on the additional work. Why? An early summary which I wrote (Davidson Lund, 1992), expressed my concern to understand the wider impact on the institution and its staff of participation in transnational projects. I felt it clear that there were issues in connection with professional development in this context which were worthy of further scrutiny. This quotation illustrates the intriguing nature of the comments I drew from my colleagues, which played a part in spurring me on to this research. The conclusions drawn were that the project had been demanding but immensely worthwhile and had created an observable ripple effect among staff who were not iminediately involved in the curriculum area at the centre of the initiative. (Davidson Lund, 1992: 45). Five years on, and having left FE, I am as intrigued as ever by aspects of professional development in an intercultural context. Implementing and evaluating such activities forms an element of my present work in product and business development for the world's leading multimedia language training company, and I intend that it always will. I feel privileged to have 'stood in the shoes' of my colleagues and am deeply grateful to them for taking part in this study.

The aim of the research was to examine the impact of power on public policy using higher education development in Greater Peterborough as a case study. The research focused on the 'Towards Peterborough's University' project managed by Greater Peterborough Training & Enterprise Council (GPtec), funded by Government Office Eastern Region (GOER), and which aimed to establish quality university education in Greater Peterborough. It represents an ethnographic study (chiefly participant observation) concentrating on the first two years of development—from the setting up of the project in October 1994 to establishment and formal registration of a project company in December 1996.

During the 1960s Nursing Cadet Schemes were a recognised pathway into nurse training. The concept of the cadet was reintroduced in 1999 in order to improve retention and achievement within the profession to counter a predicted shortfall of trained nurses by 2018. This project investigates the choices and decision-making of young people accessing Higher Education (HE) from a cadet scheme, with the opportunity to 'step-on' to a nursing diploma programme. A case study methodology was employed, with data gathered through semi-structured interviews with Further Education (FE) students studying for a BTec National Diploma in Health Studies. The project follows 21 students, and asks How do FE students go about making choices in relation to 'stepping on' to a nurse education diploma programme in HE and what influences their decisions. The choices available to young people and the influences on their decision-making processes are discussed. Conclusions suggest the family plays a significant role in decisions about FE, although the students themselves appear to make the final decisions about pursuing HE. The significance of the work experience is explored in relation to FE choices, and evidence presented demonstrating the value of clinical placements as the cadets gain confidence and skills in preparation for the transition to HE. The research proposes that students are pragmatic in their decision-making utilising vocational opportunities to help the decision-making processes. A final conclusion proposes that vocational preparation and 'stepping-on' is an appropriate route into nursing for a number of young people and although not suitable for all, should be considered more widely than at present. Recommendations include maintaining cadet schemes and the continuation of widening participation to enable stepping-on, as the preparation of nurses' moves towards an all graduate profession. Further research is recommended to determine if cadet schemes help improve retention and attrition rates of nurses.

This research investigates the critical success factors of knowledge sharing behaviour among Malaysian undergraduate students. Each university has their own method in delivering knowledge to their undergraduates, but occasionally there would still to met the requirement of students and this had not received . The research question is: what makes knowledge sharing behaviour successful among two Malaysian undergraduate communities in Manchester, United Kingdom and Kuala Lumpur, Malaysia? The aim of this research is to identify the critical success factors for effective knowledge sharing behaviour among Malaysian undergraduate students. On that basis, this research identifies how Malaysian undergraduate students are using Web 2.0 applications and other media for knowledge sharing behaviour. For a pilot study, document web archives are searched. A pilot study was conducted as a preliminary research. The pilot study identified the types and mediums of knowledge shared among Malaysian undergraduate students from the perspective of community leaders. Moreover, challenges and difficulties in handling the community members of knowledge sharing behaviour have been identified. The target interviewees are student leaders in a student community representing Malaysian undergraduate students. The second data collection has investigated done using weblogs for each study through content analysis. From the analysis of the main data collection, the researcher has identified the success factors using relevant theories. The main theory that was use is Knowledge Sharing Behaviour theory which has been adapted from four main theories. The research method in the main data collection was content analysis and online questionnaire survey. The creation model which identifies the critical success factors in knowledge sharing (KS) methods among Malaysian undergraduate students is then presented as the main contribution of this research.

Much of the research on the value related to MBA programmes is focussed on American institutions and concentrated on the leading Business Schools. This research investigates the value of the MBA in a sample of UK Business Schools. The research evaluated the concept of MBA value through an extensive literature review and constructed a model which represents the value construct of an MBA using a framework developed by Sheth, Newman and Gross (1991) but placed in the educational domain. A mixed methods approach was adopted. An instrument was constructed to measure student perceptions of the value they had received from their MBA study and in depth interviews were held with a group of Programme Directors from both accredited and unaccredited institutions. The self-reported instruments recorded the perceptions of 145 students across a number of UK universities and a thematic content analysis carried out on the interview data from the Programme Directors. The results of the survey and the interviews confirm the expectations of MBA value as described in the literature. Although, the development of a single goodness of fit model was unsuccessful there was evidence to support the development of a range of value indicators for the MBA. The research indicates the MBA perceived main value of improved business knowledge and career change are met, but other values accruing from the MBA such as personal growth and improved social links are as important for the student. No evidence of a gender gap in career perception was found which challenges previous research on the MBA. This may indicate the MBA badge is acting as a clear credential for the managerial professional and holders are less likely to be discriminated against within the workplace. The research also indicates that Business School tier differentiates for internationally ranked institutions in terms of greater career success, but no differences are found in the other dimensions of the MBA value construct. This suggests that the signal effect of high ranking MBAs primarily influences economic reward and further research is suggested to evaluate these findings.

This study is concerned with an understanding of the Continued Professional Learning (CPL) of Project 2000 (P2K) diplomates' from one college of nursing in England. A longitudinal case study design using qualitative methods was chosen to ascertain the extent to which the diplomates' notion and construction of professional learning evolved in the first two years of their registered practice. A judgemental sampling technique was used to select sixteen diplomates and six lecturers who were involved in the education of these nurses. The main method used to gather data was in-depth, open-ended interviews. Relevant field notes of the interviews complemented by relevant educational documentary evidence also produced useful data. An inductive analytic approach was adopted to analyse the data. The findings highlight a philosophy of continued learning which is embedded in the aims of the P2K course. The diplomates defined professional learning as a dynamic learning process which suggests some of the ideals of professionalism and that learning on the P2K course equipped them with a fundamental framework for their professional learning once qualified. A developmental process of the diplomates' professional learning emerged from the data. It demonstrates the manner in which these nurses attempted to make sense of what they were learning and how they were developing professionally which clearly reflected a change from the apprenticeship model of professional learning. However, tension between P2K and the traditional notion of professional learning in nursing was evident. Most of the conflicts were found to be due to the disparity in nursing values and care philosophy which had an effect on the diplomates' learning at various points of their work role transitions. Taking a transitions' perspective in the understanding of these nurses' professional learning demonstrated that such an approach has the potential for restructuring the thinking on the education of future nurses while providing scope for their continued professional development. A dominant and recurrent theme which emerged from the demands of the diplomates' role development was the affective domain of learning which was found embedded within the process of their CPL. Thus, the continuous peer support network which had empowered the diplomates to resolve their problems of adjustments to the staff nurse role could be of value to all nurses as well as the conceptualization of the stages of professional learning which emerged from this study.

This thesis analyses the determinants of students’ dropout behaviour with a fo­cus on the further education sector in England. In particular, we give special atten­tion to the effect of institutional size and of college mergers on students’ probability of withdrawal, in an attempt to fill a gap in the literature on students’ outcomes. This work is composed of three empirical chapters. The first one focuses on the empirical analysis of the determinants of full and partial dropout behaviour and, in particular, on the effect of college and programme area size. We find that the re­lationship between partial and complete dropout and college and programme area size takes the shape of an inverted U. However, the gradient is quite small. This finding shows that medium sized colleges are somewhat less effective in retaining students. The second empirical chapter investigates the causal effect of enrolment in a recently merged further education institution on the probability of dropping out. We employ a propensity score matching approach. Therefore, we match the stu­dents enrolled on a merged college with students from the control group which are similar to them in terms of propensity score. Through this technique we find that enrolling on a recently merged institution reduces the probability of dropping out by about 1.6 to 4 percentage points. The final empirical chapter investigates whether the hazard of dropping out for both male and female students changes over the duration of study. Using duration modelling techniques degree of negative duration dependence for both males and females. However this pattern is sensitive to attempts to control for unobserved het­erogeneity. These extended models show a flattened hazard function especially for females suggesting that the hazard is basically constant over time. For males intro­ducing controls for unobserved heterogeneity also flattens the hazard, nonetheless there is still evidence of a heightened risk of dropping out in the first few months of study. In addition, we examine variations in drop out hazard patterns for students en­rolled on courses which confer different qualification levels. We provide evidence of distinct hazard patterns between students pursuing ’high level’ and ’low level’ qualifications.