In general terms, transition is considered to be linear movement across periods of change. This thesis aims to question and challenge such conceptualisations, offering a reconsideration of what transition means and how it might be experienced. The research explores a Senior Lecturer’s personal experiences of moving to a new place of work, entangled with the experiences of undergraduate students as they move to university. Competing perspectives of transition as passage through an onwards and upwards trajectory to blurred and disjointed happenings are pursued in order to make gestures towards new representations of transition as a complex notion, which can disorientate and make the familiar strange. Using a postmodern analytic autoethnographic methodology, the research works with data from a research journal, focus groups and interviews, to engage and grapple with the concepts of identity, self and other. It is a grappling, which has the capacity to unsettle conventional, totalising interpretations of what might seem to be the ‘reality’ of transition. The methodology is put to work in pursuit of alternative and fractured stories of transition, through the entwining of multiple and mutual selves. Psychoanalysis provides the theoretical framework, working, in particular, with Kristeva’s notions of subjectivity and rejection of other, alongside Lacan’s mirror stage and graph of desire in an attempt to further understand transition and the impact it has on identity. This includes reference to a personal reconceptualisation of the abject as ‘worksickness’ and how this is manifested as a proactive endeavour to make the strange familiar. The data analysis is structured around ‘illusions’ rather than themes that allow for the interrogation of shadowy ‘figures’ emerging from the data: ‘tour and detour’, ‘betwixt and between’ and ‘pollution’. Through the use of a number of mirror metaphors, the analysis shatters the data into fragments to create multiple diversions that maintain the entanglement of identities, rather than an essentialist rendering of a ‘self/other’ dichotomy. This study represents transition as an incomplete and paradoxical experience, which can both threaten and create barriers to, as well as strengthening aspects of identity, offering ways to reconfigure new and competing representations of self. It concludes that if transition is never achieved, since we are always in movement, then the strategies that are often used to ‘smooth’ transition require reconsideration.

Up to 50% of young people in the UK attend university on leaving school (Adams, 2013). Although different aspects of this transition have been examined empirically, little attention has been paid to how young people experience it, despite the finding that almost 30% of students exhibit clinical levels of distress during their time at university (Kerr, 2013). The present study used qualitative methods to explore how individuals make sense of their experience of the transition to university. Ten undergraduate students (7 women, 3 men) were interviewed, and their responses analysed using Interpretative Phenomenological Analysis (IPA; Smith, Flowers & Larkin, 2009). IP A seeks to provide a psychological interpretation of participants' experiences and identify commonalities between different accounts, whilst remaining grounded in the ideo graphic experiences of individuals. Four super-ordinate themes were produced for men, and four for women. Four whole-group themes were also produced. All participants talked about establishing a secure base at university, finding a secure base in new friendships at university, development and personal growth, and coming to terms with the reality of university life. These applied to both men and women, but men emphasised the importance of personal growth and shaping their self-development, whilst women prioritised developing a sound social platform. A discussion of these themes in relation to extant literature is then presented, followed by a critique of the present study. Recommendations for further research are also made, and implications for policy and practice are explored. The importance of expanding this area of study is also emphasised.

The purpose of this research is to explore the challenges and experiences of female Chinese international students in the UK. The thesis depicts evidence generated from 64 semi-structured interviews with 24 female Chinese students undertaking a 1-year taught postgraduate course in a UK Russell group HE institution. Conducted over an 18-month period, the fieldwork comprised repeat interviews that sought to build up the different aspects of experiences and attitudes perceived by female Chinese students and how they coped with challenging experiences as individuals. This study covers motivation for internationalisation in higher education, impressions of the UK, experiences of Chinese students in the UK, and stereotypes of Chinese students. The results illustrated that female Chinese students had both favourable experiences and difficulties while staying in the UK. The impressions of the UK were generally positive and satisfactory. Most female Chinese students had employment intention in the UK. The experience of studying in the UK influenced the impression of the UK, and also influenced the intention to remain or to work in the UK. This thesis makes contributions to academic knowledge, to international education practitioners, and to prospective Chinese students considering study in the UK. This research has adopted a longitudinal approach which is a novel aspect from the methodological perspective. Implications of this research can apply to multiple subjects. These include Chinese students, the UK host HE institutions, the UK host cities and the UK as a country.

This thesis is primarily instigated and directed by the researcher’s previous small-scale studies. These revealed Saudi teachers’ low usage and negative perceptions about technology in teaching in schools and higher educational institutions. For further our understanding, this study investigates the use of technology by a Saudi university’s teachers in their instruction and attempts to explore the viability of training within a Virtual Learning Environment (VLE) for their professional development. The study engages a mixed-method approach where a VLE training programme is facilitated among 40 teachers of Jazan University. It observes changes in their perceptions about technology and the level of use of Information and Communication Technology (ICT) tools in teaching. Interviews and questionnaires are used to collect data in two phases, before and after the VLE training, on their use of a range of ICT tools. The research data shows a significant improvement in the teachers’ usage of a number of ICT teaching tools after they received VLE training. Additionally, it points to positive change in the attitudes, knowledge and skills of these teachers and promises an active role in the teachers’ professional development for these aspects . Moreover, a number of influential factors that may affect the attitude, knowledge and skills relating to the use of technology are identified, necessitating a Continuous Professional Development (CPD) scheme. By analysing the research findings it is recognised that a CPD scheme delivered via a VLE can positively change university teachers’ knowledge, attitude, and skills about technology, and consequently increase the use of ICT tools in teaching and learning. However, the study also reveals a number of difficulties and concerns among the teachers regarding VLEs and CPD, and provides recommendations to overcome these. Additionally, the research proposes some directions on possible future studies based on this research work.

The higher educational system in the UK plays a crucial role in the economic development of the country and significantly impacts on the future labour market outcomes for individuals. With participation rates in higher education continually increasing and the recent changes to student financing burdening the student with more of the costs of higher education, the decision of where and what to study has become increasingly important. Despite this, there has been little work conducted to date that analyses in detail the migratory patterns of the large student population in the United Kingdom and their movements into Higher Education (HE). The overall aim of this thesis is to advance the current understanding of the student migration processes in the United Kingdom by considering three broad areas of enquiry and analysis; patterns and measurement of student migration, characteristics and correlations of student migration and lastly, future outcomes of student migration. This research uses data from the Higher Educational Statistics Agency (HESA) to provide a cross-sectional snapshot of the student migration situation in the UK. The thesis puts forward a unique typology that is used to categorise and measure the different migration decisions that a person can undertake in order to attend a Higher Educational Institution (HEI). Using this typology, the results demonstrate that, the previously assumed traditional transition in to higher education of migrating away from the parental home to study at a HEI is no longer the majority transition experienced by HE students in the UK. Secondly, a new spatial classification of student migration is created and the results show a clear difference in the migration outcomes of students from the South of the UK compared to the North, with the latter being less likely to migrate. Statistical modelling of the student migration process in the UK showed that migration into a HEI in the UK is not equal across ethnicity, socio-economic background and gender. Finally, the results regarding the impact of migrating in order to attend a HEI on the labour market outcomes after graduating were marginal. No clear causal impacts of the migration decision on the future labour market outcomes were identified.

E-learning has come to be a standard for course delivery in higher education as it provides a platform to support learning. Most universities are now engaging in technology-enhanced face-to-face classroom teaching through self-paced e-learning and / or distance online learning as a way to diversify access to education. The motivation for this research study was to understand the current practices of e-learning and investigate the factors that can be used to harness effective and sustained e-learning. In order to realise the aim of the study, the research was conducted in three major stages namely; literature review, exploratory pilot study and fieldwork experiment which resulted into three major contributions. Firstly, the literature study led to the identification of factors necessary for facilitating effective e-learning. Secondly, the pilot study conducted led to discovery of factors regarded important for promoting effective e-learning. As a result an initial model was developed. The initial model was then used to develop a questionnaire instrument used to conduct the fieldwork experiment to confirm the model. The data gathered was analysed using multiple regression modelling and the results showed that there were some significant relationships between variables and factors in the model. The study results and findings indicate that effective e-learning can be achieved by having well-established e-learning policies, institutional readiness for e-learning, quality e-learning systems, quality in course design, awareness of e-learning benefits, experience in e-learning, and interactive discussions. These factors are a generic representation of what is required to facilitate effective e-learning. The proposed model will act as a benchmarking tool to help university stakeholders effectively use and sustain e-learning. In other words, the proposed model will be used by university administrators, lecturers, e-learning practitioners, policy makers and Governments to help inform their decisions about implementation and sustained use of e-learning.

The aim of this study is to reduce the ambiguity of the university technology transfer (UTT) process by monitoring the interactions and the antecedent factors, including prior knowledge and experience, of the key stakeholders – University Technology Transfer Managers (TTMs) and Academic Entrepreneurs (AEs) –in the creation of university spin-out. This study develops a novel conceptual framework by using absorptive capacity (AC) to understand the determinants that constitute university spin-out AC, the role of TTMs and AEs and the impact of their collaborative and synergistic relationship upon different stages of the spin-out process. Based on the exploratory nature of this research, this study adopts a multiple case study methodology and qualitative approach to investigate relationship building and collaboration between university AEs and TTMs within the process of spin-out. The investigation was made up of thirteen case studies with twenty-six interviewees (thirteen TTMs and thirteen AEs, as pairs), from eleven universities across the UK. The research findings reveal that prior knowledge (consisting of experience, background, networks, personal attributes, and motivation) is of great value to both TTMs and AEs, as it shapes and highlights the complementary function of each of their roles in the spin-out process, and contributes to spin-out AC in various ways. Prior knowledge also helps TTMs and AEs to act as the cornerstone of university spin-out combinative capabilities (that is, shared language, connectedness, close communication, tighter interaction, and trust building), which facilitate the spin-out process and assist AC development as a whole through their synergistic effect. This study adds to the UTT and AC literature by addressing antecedent factors, explorative and exploitative learning, and areas for possible improvement of AE and TTM collaboration and of the spin-out process as a whole. It aims to provide a more explicit understanding of the process of UTT and the stakeholders involved, leading to better control and development of UTT related activity, and contributes both to present and future research and to policy making.

This study investigates using the best technological pedagogical approaches for teaching in Higher Education (HE) in Science, Technology, Engineering and Mathematics (STEM), using Control Engineering as a case study. Five objectives directed the study: first, it examined tutors' understanding of integrated technology to pedagogy and content; second, it developed a self-assessment instrument of understanding integrated technology, content and pedagogy for tutors in HE; third, it examined approaches to selecting the content and developing the curriculum; fourth, it developed a teaching and learning framework for HE to meet the needs of students and the industrial sector; finally, it implemented and assessed this framework in real modules at Nottingham Trent University at undergraduate and postgraduate levels. The Technological Pedagogical and Content Knowledge framework (TPACK) guided this study and the instrument was developed to assess the tutors' understanding of the TPACK framework in HE. The study used qualitative and quantitative approaches (mixed methods) under the post-positivist and constructivist paradigms (worldview). Through the use of purposive sampling, a total of 111 tutors and 120 students responded to the study. The questionnaires were used as a quantitative method, and semi-structured interviews, open-ended questions, observations and the literature review were used as qualitative methods. Quantitative data was analysed using the Statistical Package for the Social Sciences (SPSS). Principal Component Analysis (PCA) was used to check the validity of the instrument; Cronbach’s alpha was used as a reliability measure; t-test, correlation and regression were performed to examine the effectiveness of implementing a new pedagogical HE framework which was developed based on TPACK. The findings disclosed the validity of the TPACK framework in HE for control engineering teaching and indicated the likely benefits for HE STEM education in general; and they enabled the development of a self-assessment instrument for tutors in HE. The validity and reliability have been demonstrated in English; and the initial work on translation to Arabic is positive (originally, a case study was planned in Libya). The instrument helps to assess tutors in-service and pre-service training for Continuing Professional Development (CPD). This research proposes a training model within TPACK for tutors in HE, based on factor analysis (PCA) results, which clarify the most appropriate path to follow in particular training courses based on the real needs of the participant tutors. Finally, the research developed and investigated a new pedagogical framework (the AJ Framework) for teaching and learning in HE STEM and confirmed the effectiveness at BSc and MSc levels in control engineering. This study recommends that training in TPACK and the AJ Framework would provide HE tutors with wider understanding of technology-enhanced teaching and learning. Also, that there is a need to integrate the student feedback system (student evaluation surveys for modules and courses) with the rest of the NOW system (Nottingham Trent Online teaching and learning Workspace). Potential areas of other future work are discussed.

There are many barriers hindering access to education for some students, significantly affecting their learning experience (Cross, 1981). To mitigate the effects of such barriers, e-learning technologies are widely used. One example of this is the use of cyber campuses. These are 3D environments where students can meet and share information, and synchronously communicate and collaborate (Prasolova-Førland et al., 2006). It has been suggested that the learning experience of students using these cyber campuses is related to their perceptions of presence, awareness, communication and sociability (De Lucia et al., 2009). The educational capabilities of cyber campuses have been investigated thoroughly in the literature (Gregory et al., 2014). However, little is know about the extent to which cyber campuses can support students experiencing barriers hindering access to education. To investigate this, the SHU3DED (Sheffield Hallam University 3D Education) cyber campus was developed, and a mixture of quantitative and qualitative research was performed. A series of experimental studies were performed to i) evaluate the efficacy of SHU3DED to support online learning activities, ii) understand the barriers hindering access to Higher Education, and iii) ascertain the extent to which a cyber campus can alleviate some of these barriers and support students participate in online learning activities. The findings of this research project revealed several barriers impeding access into Higher Education, together with a set of environment characteristics that contribute to the students’ online learning experience. The findings imply that a cyber campus can be a sound social space that supports participation in online learning activities for students experiencing situational and institutional barriers accessing education. The findings provide strong indications that a cyber campus has the potential mitigate some of the barriers that challenge or exclude students from accessing education, allowing them to participate in social online learning activities. As a result of this research project, a list of suggestions for the design and arrangement of cyber campuses have also been devised.

The purpose of this thesis is to advance the understanding of how University Business Schools initiate, develop and manage their inter-organisational relations with SMEs and what, if any, are the mutual advantages from these collaborative relationships. The findings aim to inform the best practice of how collaboration between these sectors can be encouraged and enhanced. This study explores the collaborative relationships between a University Business School and SMEs in the South Yorkshire and Humber region of the UK. A qualitative approach was used to gather empirical data through in-depth semi-structured interviews with Managers and academics at the Business School, and Managing Directors, Operational, Marketing and Sales Managers at the SMEs. A purposive sampling data technique and general analytical induction approach were used for data collection and analysis respectively. The analysis of the data produced three main themes: Relationship Management, Collaborative Opportunities and Challenges, and The Role of Trust. The main outputs from the present research are two practice-based models of 1) initiating collaboration and 2) initiating and building trust in the UBS/SME context. The models include elements which can help Executive Managers at Business Schools and practitioners at SMEs to define their strategy in developing collaboration. Overall, the research reveals the importance of SMEs’ engagement in the early stages of the relationship, in developing a programme to obtain a better understanding of their expectations and of how the promises need to be delivered in developing collaboration between SMEs and University Business Schools. The collaboration between universities and industry has been encouraged because of the mutual advantages of collaboration, and trust is seen as a primary factor in such collaboration.