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This research project examines an institutional newcomer with a new organisational model for higher education, a virtual university, aspiring to be a “real university”. Carried out over the periods 2002-2003 and 2008-2009, the research process aimed to identify to what extent this virtual university is different and what traditional universities can learn. Based upon a qualitative study of a virtual university, a newcomer in the higher education system in Spain, compared over two different time periods, this project found ample evidence of institutional change, continuous introspection and innovation, as well as critical awareness of weaknesses which needed to be overcome. It derived lessons from the institutional change processes, explaining why and how this institution could address the increasing needs of universities and the pressures they were facing. The project leads to a change model showing that the management of internal factors (focus on the learning of the student and general use of ICT) as well as the external factors (needs of the knowledge society for lifelong learning, public-private partnership, external regulation and technological developments) of the institution could be successfully integrated. Success has been achieved by the leadership respecting specific values, such as the conduct of research and quality in teaching and learning, which are related to “real universities”. The institution was able to organise the necessary support (reorganisation of work processes based on updated ICT and adaptation of the organisational model) to make it all work effectively and efficiently. From the findings of this study, it follows that traditional universities could be winners if they acknowledge the implications for their own strategy and organisational model. It means rebalancing the elements of their complex mission and rethinking organisational roles together with enhancing all the aspects of the mission via the new technologies. This research project coincides with a growing awareness in public policy debates in Europe of the importance of improving the quality of teaching and learning by changing the culture of teaching in higher education and realizing the transformative power of ICT, allowing for collaborative ways of knowledge construction based on learning demands from the student. One of the findings of this project is that the main challenges – and opportunities – may not be technical, but rather strategic and organizational in nature.

This thesis investigates creativity in the undergraduate curriculum and how students respond to creative approaches to learning within their studies. Specifically, the thesis considers how the use of multiple creative learning methods may enhance undergraduate learning and the role that creative visualisation and guided imagery can play in this experience. The thesis presents the learning stories of six undergraduates in the main study who took one of these modules. Interviews were conducted and a range of other documentary data, such as learning journals and assignments, was collected and analysed in order to detail each student’s journey through and experience of the module. The analysis is presented in three separate sections; firstly, as individual student case studies; secondly, as a thematic cross-case analysis; and thirdly, as a synthesis of the data with theoretical constructs and current debates surrounding creativity in higher education with conclusions and recommendations for individual and sector practice. The thesis discusses the ‘messy’ nature of research, highlights the compromises and difficulties inherent in a PhD project and illustrates how these issues were overcome. The work also reflects on the researcher’s own PhD learning journey and identifies a number of themes that influence the efficacy of the teaching of creative skills in undergraduate programmes. The thesis proposes a number of new models that have been integrated into the author’s own teaching and that have wider implications for the teaching of transferable skills in creativity and creative thinking in higher education for practice-based and non-vocational programmes as well as consultancy opportunities for industry. New knowledge proposed within the thesis includes a refined model of student engagement and a model to plot the student journey of self-discovery. The thesis also offers a critique of and guidelines for the use of guided imagery to promote student creativity in higher education.

Transition is the movement, the passage of change from one role to another. This research offers an in-depth understanding of how the transition to university is experienced by first-generation students. To explore and understand the process of change underlying the transition process, this research uses qualitative research methods, semi-structured interviews and journal writing. Drawing from the data, a longitudinal case study followed the 16 students’ transition experiences for nine months, from the first semester to the end of the second semester of the first year. The research focused on three fundamental issues: higher education aspirations and decisions, the challenges encountered in the initial week of first year and the adjustment process, arguing that an understanding of these three aspects is necessary for a better understanding of the formation of learner identity. The research findings demonstrate that in the early weeks of university students experienced disjuncture between expectations held prior to commencing university and the reality they encounter. These phases are characterized as experiencing conflict with their new role and anxieties with their ability to manage the academic demands and expectations. Based on the evidence gathered, this is caused by inaccurate information they receive from third parties and during their prior educational experience. Early experience, whether positive or negative, is an important phase within this movement. Students become more active agents by being engaged and identifying difficulties and finding solutions. Student engagement both in class and out-of-class provides them with more accurate information on the knowledge and skills for their learning identity. Academic and non-academic support received both on and off campus comes from a range of sources including lecturers, peers and seniors, parents and family members, all of whom are identified as important contributors to the adjustment process of these first-generation students.

This study compares perceived organisational effectiveness within polytechnic higher education in Nigeria. A qualitative methodology and an exploratory case study (Yin, 2003) enable an in-depth understanding of the term effectiveness as it affects polytechnic education in Nigeria. A comparative theoretical framework is applied, examining three polytechnic institutions representing Federal, State and Private structures under a variety of conditions. Data was based on triangulation comprising fifty-two (52) semi-structured interviews, one focus group, and documentary evidence. The participants in the study were the dominant coalition in the institutions comprising top-academic leaders, lecturers, non-academic staff, and students. Every campus was visited during the fieldwork, which was conducted over a period of more than eighteen months. The study combines prescribed and derived goal approaches for understanding organisational effectiveness and the Competing Values Model (CVM) was used as a theoretical framework, and ten effectiveness criteria were evaluated comprising; staff training and development, remuneration, campus human relations, ability to acquire resources, physical infrastructure and equipment, accreditation, strategic planning, accountability, internal resource allocation, and information communication technology. The study showed eighteen similarities and twenty-seven differences between the criteria, as evaluated under the prescribed goal approach. Under the derived goal approach, the study revealed that for effectiveness to triumph in polytechnic higher education institutions in Nigeria, the five goals derived from the participants’ interviews and focus group, which are of societal benefits require government intervention on policies: involving upgrading polytechnic institutions to university status as was done in the United Kingdom (UK) several years ago; eliminating the level of corruption in the country; offering a lasting solution to the inadequate and irregular supply of electricity that affects the general populace; the establishment of a single higher education Funding Council to run the affairs of higher education in the country; and an end to discrimination against polytechnic graduates in the labour market. The study is of great importance to the dominant coalition as the effectiveness of polytechnic institutions would bring satisfaction to their role as major stakeholders, and immensely contribute to the economic growth and development, which will in turn affect the whole of Nigerian society. The study concludes with a number of recommendations to the system’s stakeholders: academic leaders, employers of labour, students, and policymakers working in polytechnic higher education in Nigeria.

This study seeks to explore and understand the phenomenon of performance management in a university in Iran from perspectives of the university staff’s participants. In other words, this research attempts to better understand and acquire empirical knowledge of how a state affiliated university measures, manages and reports its performance, and how its main stakeholders as well as other factors affect the University’s overall performance. By conducting a grounded theory methodology within a qualitative and interpretive research paradigm and through a non-probabilistic purposive sampling, a cross section of fourty four key expert informants at different levels with different functions were sampled. The empirical part of this research was carried out over a period of two months. In addition, a second field trip was done to discuss initial findings with key interview participants. Data gathered were analysed and interpreted through using a set of coding procedures in grounded theory suggested by Strauss and Corbin (1990, 1998). Preliminary analysis resulted in an emerging conceptual model entitled “the exigent conformance model” which describes how the stakeholders and regulators triangular relationships constructed their realities and practices which resulted in the university’s overall exigent behaviour. Furthermore, a new theory emerged which uncovers the influencing role of such steering ciphers and drivers that affect the University’s functionality, causing “struggling for performance” throughout its activities which have gradually resulted in a “progression-regression performance”. The emergent theory (progression-regression performance) helps to explain and support the practices so that the ultimate performance of the university is improved. The analyses, resulting categories and conclusions have been approached through utilising the unique theoretical lens of New Institutional Sociology (NIS) theory. This research not only adds to the understanding of a complex phenomenon in a previously untouched context (understanding of what represents performance management practices and stakeholders interactions on the basis of a case university studied in a developing country), but it also contributes to the adoption of new methodology, use of new institutional theory of sociology (NIS), and emergence of the substantive “Progression-Regression Performance” theory.

The expansion of Higher Education has a long history, however, the specific policy of widening participating in Higher Education to those who would not normally enter Higher Education, and in particular those from lower socio-economic groups, was emphasised by Dearing in his 1997 report. The policy and its implementation have produced much literature but little of this studies the perceptions of and responses to this policy This study does precisely that and seeks to determine the attitudes of a range of staff in Higher Education, not just academics, to the widening participation policy as it has been articulated since 1997. The study took an ethnographic methodology and focused on one group of staff within a post-1992 English university. Through an analysis of the related literature a number of themes surrounding the widening participation agenda were established. A combination of focus group, interviews, participant observation and documentary analysis were used to collect data which was subsequently analysed to determine themes arising. These themes were then compared to those that were derived from the literature review. Hence the hypotheses presented were developed from the data analysis. It is concluded that gap exists between the expectations of staff in Higher Education, particularly academics, and current Higher Education students, not necessarily from widening participation backgrounds. This gap takes a number of forms including differences in belief regarding the purpose and value of Higher Education. Taking Bourdieu’s theory on habitus and cultural capital, a hypothesis is presented which explains many of the issues emerging from the data analysis in terms of a gap in the habitus and educational capital between academics and current students.

Over the past three decades there has been increasing interest in foreign language classroom anxiety in both EFL and ESL settings. Many empirical studies have used a standardised tool to measure L2 anxiety in different contexts and findings have shown varying associations between L2 anxiety and learning outcomes. However, in EFL settings, the influence of cultural and contextual factors on L2 anxiety and L2 oral communication has not been extensively investigated. This thesis focuses on the nature of anxiety experienced by Japanese learners of English in higher education settings, and explores causative agents by looking into classroom pedagogic, social, cultural approaches without ignoring the impact of the nature of the institutions within which these occur. The research questions aim to explore how foreign language anxiety is influenced by institutional type, pedagogy, teacher and learner variables as well as classroom social factors. In addition, this research aims to explicate the cultural dimension of anxiety experienced in the Asian L2 context and how this affects the development of speaking skills. The study adopted both quantitative and qualitative data collection procedures. The field work took place over a period of four months in four Japanese universities scattered over three prefectures. Whereas one hundred and forty students took part in a survey using a Japanese version of the well-known FLCAS scale, qualitative data was obtained from observing the classes and interviewing twenty four student and four teacher participants. The findings of this study suggest that Asian EFL learners experience different dimensions of anxiety from those reported in generic literature. Additionally, trainee teachers were found to experience higher levels of anxiety than learners in other disciplines. Teaching approaches largely predicted anxiety in the different classrooms studied. Furthermore, the Japanese learners were notably more anxious than their Asian counterparts; an outcome that is explained by cultural differences between the Japanese and other Asians. Finally, other anxiety predictors that emerged from the study were the age of the teacher and their self-presentation, as evidenced in their dress code. The results indicate that while the domains of anxiety experienced by Asian EFL learners are dissimilar to those in other regions, particularly, the Japanese learners differ from other Asians in both their anxiety profile and approaches to acquiring L2 speaking skills.

The study illuminates the influence of social networks on the HE decision-making process of white working-class boys. The impact of gender, race and social class social characteristics on white working-class boys HE decision-making is assessed. In addition, how white working-class boys define and discuss the membership of their social network, together with the phenomenon of social network influence on white working-class boys’ decision-making about HE at Key Stage 4. The expansive literature review explores the problem that white working-class boys are seriously under-represented in HE and examines widening participation government policy, factors influencing the under-representation of boys in HE and the influences on the decision-making process for HE participation. The literature review concluded the strong impact of social characteristics and social relations on influencing white working-class boys to aspire to HE. The unique interpretive study is illuminated through a case study approach, which uses qualitative structured interviews with nine boys and their social network as a way of revealing the boys’ HE decision-making phenomenon. Interpretive analysis highlights the influence of social network and the boys’ perspectives specifically identified the processes of ‘talk’, ‘behaviour’, and ‘experience’. Analysis of social network data exposed their influence of talk, aspiration raising, and support for agency. The findings suggest that access to social capital resources pervades the ability of the social network to influence boys’ HE decision-making process. Mothers have a powerful and positive influence on their son’s aspirations for HE, but mothers with limited access to social networks with HE experience were limited in their ability to influence. Teachers all possess experience of HE, and those teachers who are prepared to share their social capital resources provide another valuable influence on boys’ HE decision-making process. The study concludes that the government policy for increasing white working-class boys’ HE participation must include provision for supporting mothers with raising and vitally enabling their son’s aspirations for HE. In addition, schools have a critical role to play on educating social networks and boys on the importance of developing and utilising social capital in order to ‘get ahead’. Furthermore, schools in disadvantaged areas already have experience, as a result of participating in ‘Aim higher’ (2004-2011) provision, of using cultural and social capital to support disadvantaged boys with their HE decision-making process. Schools knowledge of HE and networks could be further utilised to support their white-working class boys with their HE decision-making process.

A decline in the number of international students studying in the UK is an issue currently facing UK universities. Competition has steadily increased amongst higher education providers with a greater number of students choosing to study in Australia and the United States. Within this context it is increasingly important for practitioners within the sector to focus more closely on the international student experience. Focus of my research: This research project contributes to the existing literature on the international student experience and moreover international student identity. Higher Education is seen as a site of identity construction for the individual. This research project provides an opportunity to explore the international student experiences of Indian postgraduate students within a new academic culture, their development of support networks, and their search for local employment whilst studying abroad. Identity is understood to be socially constructed; that is, as one’s sense of self and beliefs about one’s own social group as well as others are constructed through interactions in the broader social context such as education and work. This research project has been influenced by more recent developments within psychology and other disciplines which resist the notion of identity as a developmental and linear process. By adopting a social constructionist lens, identity formation is not necessarily considered as a linear phenomenon, emphasising instead the fluid and dynamic nature of identity amongst international students. Identity construction can be located at the individual, relational, organisational levels and moreover the wider society. Essentially identity is seen as constructed and enacted in everyday talk by the student, in their social interactions between themselves and others. Methodology: The research followed seven Indian international students who have undertaken taught postgraduate study abroad for the first time in a UK university and invites them to share their on-going ‘identity-work’ over a 12 month period. The ‘snowball sampling’ criteria included gender; nationality, age, full-time Masters’ students from the same student cohort, with a variation in previous educational background and work experience. Students gave their own individual accounts of their ‘identity-work’ abroad through semi-structured interviews. Within the interviews ‘talk’ is not just approached as an outward manifestation of identity but a site in which identities are constructed and taken up and performed. Identity positions can often be located within ‘interview talk’, and seen as a temporarily occupied coherent identity. This is not to say that identities are ‘just talk’ but that talk is understood as a continuum of meaningful life practices. The methodology employed facilitates the generation of a model of international student identity where identity is seen to emerge in everyday practices. The model encompasses four dimensions: Individual, Relational, Organisational and Societal. Key findings: The study found that study abroad is a site for identity construction. The individual accounts of their lived experience as international students revealed that identity is seen to be temporary and change over time, and Identity emerged in everyday practices both on and off-campus. Identity is drawn from four dimensions, individual, relational, organisational and societal. Societal is significant to the findings and illustrates where identity emerges off-campus during study abroad. The four dimensions of identity change over time and in importance depending on what is going on for the individual. Despite experiencing challenges the participants demonstrated resilience, independence and resourcefulness. Implications/significance of the research: The identity work of international students is acknowledged here as a complex and on-going process. These findings offer a rich understanding of the internationalisation of higher education from an individual perspective. Although some of the problems that students experience are referred to by other researchers, few actually conceptualise them in terms of identity. By conceptualising the international student experience in terms of ‘identity work’ we are able to gain further understanding to ways in which individuals and their environments interact in the social construction of identity formation. This research helps universities, support services and individuals to learn much more about the international student experience so as to more effectively develop the provisions they offer.