The thesis analyses the relationship between the Quality Assurance Agency for Higher Education (QAA) and universities in England. It considers why the QAA still appears to be misunderstood and controversial, eighteen years after its establishment. Differing representations of the QAA necessitates it using significant time and resources to explain its status and its relationship with the higher education (HE) sector. These representations also inhibit the maturation and refinement of the quality assurance system in England. The professional issue explored is: why is the QAA viewed and portrayed differently depending on who is making the assessment and in what context? The aims were to provide an improved understanding of how different types of universities and their staff perceive, construct and appropriate the QAA and to provide a reference point for quality professionals to assess their own university’s institutional practice. The theoretical framing of this issue draws upon Bernstein’s (1996) concepts of the pedagogic device and contextualisation. Empirically, thirty-two semi-structured interviews were undertaken between July 2009 and June 2011, supplemented by extensive documentary analysis. The experiences of staff at different levels within three types of English university and from the QAA itself were explored in this way. In answering the four research questions, the findings suggest that the universities consider it legitimate for the QAA to undertake certain roles, such as safeguarding academic standards, while other roles should be the sole responsibility of the universities. Reasons why the QAA is viewed differently include: the power related to perceived institutional position in the HE hierarchy of prestige, the public nature of the QAA’s reports, contestation within the Pedagogic Recontextualising Field, and the multi-dimensional nature of the QAA’s relationships. The research also suggests that the recontextualising process that the QAA undertakes is complex. Through a process of engagement, facilitation and negotiation with the different elements of the higher education sector, the QAA attempts to balance the interests of a number of different stakeholders within the Official Recontextualising Field and the Pedagogic Recontextualising Field. The complexity is added to by the frequent contestation within and between these groups. The findings also indicate that the different types of university, identified within the research have different capacities to recontextualise the QAA’s messages at institutional level into the local setting. The extent to which the messages are mediated appears to be predicated on a number of factors. There is also a degree of recontextualisation undertaken at subject level. Similarly, the extent to which the QAA has influence over what universities do also seems to be linked to the type of university. Although there appears to be some sector-wide influence in relation to internal university quality assurance structures and the specialist quality assurance language used.

There is a paucity of literature in transition to H.E. which examines transition through the context in which students learn. Much of the transition research is under theorised and draws upon a student deficit discourse. However, in recent years there has been a shift in the transition literature to consider socio-cultural influences. Such understandings demand ethnographic data to fully explore the interaction of person, process and context. The research utilised the ethnographic method to investigate the experiences of first year undergraduate psychology students making the transition in to Higher Education. A socio cultural approach to teaching and learning was taken drawing upon the work of Vygotsky, Lave and Wenger and Bronfenbrenner to understand the practices which influence transition. The study explored and analysed the academic practices which construct the transition environment leading to a reflection on professional practice in planning undergraduate curricula. The data sources included observation, informal conversation, semi structured and focus group interviews and document analysis. Narrative and theoretical thematic analyses were undertaken. The analysis considers practices which enabled participation during transition and also practices which delayed or prevented successful engagement. The key findings indicate that the notion of independent learning in H.E. influenced transition and shaped the identities and participation of both students and academics. Both proximal and distal socio cultural influences were seen to shape participation in the community. A central recommendation is made to reconceptualise the foundation year as a transition year. This would involve critical reflection on practices at the institutional, departmental and individual level.

The aim of this research was to determine whether cultural diversity had any impact on the quality of learning interactions used in Problem Based Learning (PBL). This qualitative, interpretive study followed one culturally diverse group of 11 students on their first year of an undergraduate Diagnostic Radiography programme. Data comprised video footage of 10 PBL tutorials, and individual and focus group interviews, collected over the period of one academic year between 2007 and 2008. A Grounded Theory (GT) approach was used to manage the data and construct the argument. Interactions were explored using Discourse Analysis (DA), employing the constructs of Face, Politeness and Rapport Management (RM) to understand how students managed the communicative demands of PBL to achieve their learning goal. The study found that PBL requires students to engage in face-threatening behaviours to a greater extent than more traditional learning methods, because it expects the students to discuss subjects of which they have little prior knowledge and then puts student centre-stage for planning learning objectives and delivering the learning to others. Members of culturally diverse learning groups may have difficulty in finding a common strategy of communication for PBL because their differences make it difficult to predict how they will be judged by others in the group. Furthermore, reducing social distance, which would overcome this dilemma, is more difficult in groups where the individuals are culturally diverse. Age diversity, as an influential factor, featured highly in the group studied. A Sociopragmatic Interactional Principle (SIP) of equity-autonomy predominated in the group’s interactions as a result of these issues. This ethos meant that the students opted for superficial learning interactions which were confirmative rather than critical. It appears the strength of Face Threatening Acts (FTAs) in PBL is extremely high for such a group and that the impact of socialisation for reducing social distance, inhibited because of cultural diversity, has an influential role in reducing the impact of face. The findings of this study can be used by tutors to understand the communicative demands made on students in PBL. Face threat might be lessened either by giving students more freedom to feel they are in control of the PBL tutorial rather than being constrained by notions of the ‘right’ and the ‘wrong’ way to participate, or conversely, providing a more structured process to legitimise FTAs. The developing ethos of the group may help to identify which of these approaches is most suitable to the needs of the group. The study also highlights the importance of promoting off-task social engagement for PBL groups, especially culturally diverse groups where members do not normally socialise outside the tutorial.

This research attempts to study the influence of organisational culture (OC) on the acceptance, importance and use of performance measurement systems (PMS) in Libyan higher education. To achieve the objectives of this research, a contingency theory is adopted. Organisational culture as a contingent variable was identified from the literature and appropriate statistical tests were undertaken to ascertain its influence. The organisational culture assessment instrument (OCAI) devised by Cameron & Quinn (2011) was chosen to be the conceptual model for determining the organisational culture type of institutions. Using the OCAI, an organisational culture profile could be verified by determining the organisation's dominant culture type characteristics. The Competing Values Framework (CVF) model developed by Cameron & Quinn (2011) was chosen to be a measurement tool for Organisational Culture (OC) to examine aspects of dominant organisational culture types in the Libyan higher education sector. A mixed methods quantitative and qualitative) approach, involving a survey questionnaire and interviews, was adopted. Descriptive statistics, which include frequencies and percentages, were utilized to present the main characteristics of the sample, the profiles of organisations’ cultural types, and the information gained in relation to the acceptance, importance and use of performance measurement systems. The sample of this study consists of three types of Libyan higher education (universities, higher institutions and technical collages). The intended participant lists covered the entire population of all groups in Libyan higher education. The study revealed that the three types of Libyan higher education are not homogeneous. In addition, the study showed that job titles and positions, experience and education levels are among the factors that influence organisational culture and thereby PMS acceptance, importance and use. While Libyan higher education in general, which includes public universities and technical colleges, was dominated by a Hierarchy culture that favours a centralised management style, the private and higher institutions were dominated by a Clan culture which is often found in ‘family-type’ organisations. Hierarchy culture exhibited a significant negative direct relationship with the acceptance and importance of performance measurement systems in Libyan universities. On the other hand, Clan culture exhibited a significant negative direct relationship with the acceptance and use of performance measurement systems in Libyan higher institutions. The contingency theory of performance measurement systems is based on the assumption that there is no universally appropriate use of performance measurement systems that applies equally to all organisations in all circumstances and the findings of this thesis are consistent with this contingency theory assumption. Therefore, organisational culture as a factor of contingency theory has influence on some aspects of performance measurement systems and does not influence others, and this depends on a given organisation’s circumstances.

Drawing on recent literacy studies, this thesis examines second language academic literacy development in Libyan higher education. A novel intervention programme focusing on academic writing through an action research approach was undertaken with a group of 30 undergraduate university students, majoring in English as a foreign language who were studying in a college of education at a university in the North West of Libya. The research was guided by five main aims: firstly, to explore Libyan higher education students’ perceptions regarding the influence of their socio-cultural and educational background, and the institutional context on their academic literacy development; secondly, to examine their views and thoughts about the concept of academic literacy and its development within their institution; thirdly, to apply the genre approach to teaching writing as an innovation in a Libyan context in order to raise participants’ awareness of how English academic literacy might be developed; fourthly, to employ action research to develop practice in order to improve teaching and learning L2 (Second Language) writing in a Libyan context; and finally, to contribute to building theory in the field of teaching English L2 academic literacy in higher education in Libya. The field work was conducted over six months, and to gather data for analysis, the study employed five tools of data collection: observation, using a teacher journal to monitor the students’ learning performance; students’ written feedback on sessions; samples of the students’ written work; a questionnaire and an interview administrated at the end of the intervention programme with further interviews a year after conducting the initial empirical research. Data analysis revealed inadequacies in the role of the wider socio-cultural environment for acquisition and practice of English reading and writing at school and also for the development of academic literacy in higher education. English is viewed as a school subject rather than a language and the concept of academic literacy is not familiar in a Libyan context so there are few opportunities for students to develop outside the classroom. The problems students encounter in language and in writing also revealed limitations in the teaching within Libyan institutions. Students who experienced the intervention programme appreciated the significance of English academic literacy and felt it should be promoted through individual and social awareness and within an educational environment which encourages its multifaceted nature, and the need for resources and a more participative pedagogical approach. Finally, this study suggests that the genre approach, as yet unfamiliar in Libya, might be helpful for students to improve their L2 writing capabilities and encourage awareness of academic literacy through learning by doing and through engagement with language as a holistic process. Action research, also unfamiliar in Libya, proved significant in professional and pedagogical development and in the creation of a more student-centred classroom in which students felt empowered to participate and to engage in the teaching and learning process.

For too long, transnational higher education (TNE) has been linked to discourse predominately focused upon strategic implementation, quality assurance and pedagogy. Whilst these are important when designing and managing cross-border programmes, there is a lack of research which focuses on the way in which social interactions influence the pace, and development of TNE partnerships. How faculty members engage with each other across borders and interpret each other’s actions and associate meanings are arguably critical to the way international partnerships develop. The research presented aims to positively contribute towards an understanding of how activity undertaken by faculty members at the operational stage of TNE ‘joint’ partnerships, affect the development of social capital, and the effect this has on a partnership’s overall transformation. Embedded within a critical realist paradigm, representing a stratified and transformational ontology, appreciative of both the objective and subjective dimensions of reality (Bhaskar, 2008) a multiple-case study design comprising of two Sino-British ‘joint’ partnerships provides the method in which to analyse the operational practices of faculty members. Drawing upon data taken from interviews conducted in China and the UK, data is analysed using various theoretical frameworks, including third generation cultural historical activity theory (CHAT)(Engeström 2001), transformational model of social action (TMSA) (Archer, 1995) and elements of social action theory (Weber, 1978). This research concludes, that for Sino-British ‘joint’ partnerships to positively progress and become institutionalised (Eddy, 2010) over time, those tasked with initiating international alliances should consider the development of relationships between operational faculty members. Partnership design and construction is critical in enabling these relationships to develop. Findings suggest that three underlying mechanisms, time, historicity (legacies), culture and motive, influence the activities of faculty members. Structures and systems that develop over time must consider these dimensions, so that faculty member communication and emotional responses remain positive, thereby encouraging the access and mobilisation of resources embedded in the partnership network. Moreover, the consequences of such social interactions are to produce affective regard, respect, trust and confidence amongst operational employees. Faculty member relationships are fundamental in ensuring Sino-British partnerships positively transform, and strengthen over time.

This thesis explores the nature and change of student identity in two universities with different educational settings in China. The thesis also focuses on whether and how two different institutional contexts influence university students’ identity change. The universities in the study are Zhejiang University, which is a Chinese university, and the university of Nottingham Ningbo China, a transnational university (British university campus) in China. The theoretical framework of the study draws from sociological and social psychological theories of identities, and in particular Burke and Set’s (2009) identity theory. Burke and Stets’ (2009) model proposed three dimensions when analysing identities: role identity, group identity and personal identity. This study uses this model to investigate students’ identity change in the afore-mentioned universities. This study used a qualitative methodology that included documentary analysis and semi-structured interviews with six final year students from each of the two universities. The main findings provide empirical evidence for Burke and Stets’ (2009) theoretical model, and identify three transitional phases for university students’ identity change. The findings suggest that students’ identity change is a process involving rich interactions among students’ role, group and personal identity. The findings reveal that students’ identity changes derive from interactions between students’ individual contexts, institutional contexts and the wider social context in China. The findings support existing literature which characterises student identity as multi-dimensional, complex and dynamic but also contribute to the literature by providing empirical evidence in the context of China which is different from the context of existing identity theories. Similarities and differences are identified between the participants from the two universities and the role of each university is analysed. The evidence from this study has important implications for both universities, and adds to the discussion on the internationalisation of higher education in China.

This study argues for EFL teacher autonomy and empowerment in Saudi higher education institutions based on the assumption that participating in school decision-making would help to enhance teachers’ perceptions, expertise, and commitment towards their own practices. This research is teacher-centred in the sense that it is written from the teacher’s point of view, at a time of multiple changes in Saudi Arabia, where teachers’ views are not always taken into consideration. The research focus is on teachers’ perceptions of current EFL practices and the role they play in curriculum development and planning, and considers what barriers are hindering them from working towards student-centred and active inquiry-oriented learning environments. The data used to examine teachers’ perceptions and experiences of current English language teaching (ELT) practices are drawn from a sample of 12 female Saudi EFL teachers, who have been awarded international degrees and who are practising ELT in a university in Saudi Arabia. Data sources include semi-structured interviews, classroom observations, focus group discussions and a drawing activity. The findings revealed: (1) Overall, bureaucracy and a top down approach adopted by the higher education institution affects teachers’ perceptions and pedagogical quality; (2) Empowerment appears to be an essential, but not sufficient condition to achieve real changes and successful educational outcomes as it depends on teachers’ expertise and their own methods of instructional practice; (3) The need for more continuous professional development (CPD) programmes is an emergent aspect that requires further attention. Three significant issues were raised for further research and comment, relating to the mismatch between current policy aspirations for professional development and the reality of teachers’ experience. At the end of this thesis, implications for in-service training of teachers in a mono-cultural society such as Saudi Arabia were discussed.

The UK higher education (HE) sector is experiencing a high level of turbulence arising from the introduction of the variable fee regime and the removal of student number controls for full-time HEU (Home/EU) undergraduates, increased competition for overseas students in an unsupportive domestic policy context, and greater government intervention in the name of marketisation and competition –which can be viewed as part of the worldwide ‘financialisation’ of universities (Parker, 2013). In such an environment, the accuracy of budgeting and financial forecasting might be expected to take on increased significance. The purpose of this study was to identify and understand the contingent factors that influence the accuracy of budgeting and forecasting in UK universities and the characteristics of financial scenario modelling in the sector. A mixed methods approach was adopted, with data collected through a comprehensive questionnaire survey of UK HE institutions and supplemented by interviews. The results reveal a degree of inertia in spite of the more dynamic and competitive external environment; traditional methods of budgeting and forecasting have been maintained and more sophisticated approaches are little in evidence. Overall, there appears to be general satisfaction with the level of budgeting accuracy, with the most significant factors affecting this found to be: the perceived accuracy of student number estimating and forecasting (where a problematic relationship with the student number planning function is evident); the difficulties caused by allowing unspent budgets to be carried forward; and the time taken to prepare budgets. Where there is a demand for greater budgeting accuracy, this seems more likely to emanate from lending banks than from senior management or governing bodies. Scenario models incorporate common drivers, but preference is shown for a simple approach – sometimes less than appears to be required by the current funding body, HEFCE. A possible explanation for the overall findings lies in the manner in which the new fees regime has played out and the growth in overseas student numbers, which have led to a period of relative financial strength for many universities, in spite of the limited availability of capital grants during a period of austerity. Thus the focus of any ‘financialisation’ has tended to be on income rather than cost control – though how long this will continue is debateable, particularly in the case of universities with a relatively weak market position. This research contributes to the limited literature on management accounting in universities, particularly in the changing UK environment, and provides additional insights to Parker’s description of financialisation. In focusing on budgeting accuracy, it also highlights an issue that, though implicit, is rarely discussed in the management accounting literature.

There is strong evidence in the literature that communicative interaction approaches may be an appropriate method of teaching English language skills, particularly speaking. There is a long-standing deficiency at the school level in the Saudi context; that is, the English language curricula at that particular level are inflexible, and passive learning and traditional, teacher-centred teaching methods are used. However, English language teaching is more collaborative, interactive and communicative at the university level, which may contribute to the development of EFL communicative competence. This study aimed to interview fifty-five Saudi EFL students aged 18 to 21 in three institutions at the preparatory year at the university/college level with their 11 English teachers. These interviews sought to discover these participants’ perceptions regarding the L2 teaching and learning approaches that might support the EFL students to use the TL in communicative interaction situations in the classroom. Prior to this, they were observed in their proficiency level classes, with their lessons being recorded on video. These classroom observations supported the interviews and scrutinised the communicative interaction and the TL practices taking place in the TL classroom, in order to identify congruence and incongruence in the participants’ responses. These two methodological tools played an important role in achieving the aim of the study in exploring the use of the communicative interaction approaches and their activities in that stage. The data of this investigation were qualitatively analysed to give findings related to the employment of the communicative interaction approaches to using the TL through communicative interaction activities (CIAs). The findings suggest that the generation of a collaborative learning environment and CIAs appeared to be suitable for learners of English as a foreign language at the level examined in the higher education institutions in this study. Among the benefits of a collaborative learning environment and the use of CIAs are the development of speaking skills, the reduction of anxiety about speaking in class, and increased enjoyment and motivation to learn English. It was concluded that activities such as game-based, peer discussion and learners’ talk were suitable activities for EFL learners in Kingdom of Saudi Arabia (KSA). These activities can also support the creation of an ‘authentic’ context, relevant to situations experienced by the EFL students in real life. It is therefore recommended that education policy makers in the KSA consider the inclusion of these activities in the curriculum and English language teachers’ application of these tasks using the TL in the language classrooms.