This thesis examines the discourse of careers services in UK university websites. The notion of employability has been presented and promoted by powerful groups, such as governments, organisations, the media, employers, and higher education institutions, as the remedy to the social problem of unemployment. Careers services in UK universities were given the role of ‘expert’ professionals who are there to support and guide students towards developing their employability and skills. This study examined the ideas and messages reproduced and promoted by the careers services, which could affect the students’ understanding of the ‘job market’ and their role in it. The chosen methodology, that is corpus-based critical discourse analysis, combined qualitative and quantitative methods and tools for the analysis of 2.6 million words deriving from 58 UK universities’ websites, and more specifically the careers services sections. In general, this thesis highlights some of the problematic, common-sense ideas that are being promoted by these services and encourages the denaturalisation of the careers services’ discourse. The main argument is that the language used by the careers services in UK universities reproduces and promotes neoliberal ideology. The analysis shows that higher education students are encouraged to develop ‘job-hunting techniques’ and are presented as responsible for their own ‘survival’ in a ‘fiercely competitive job market’. The notion of employability is promoted as the main solution to this highly problematic ‘reality’. The services advertise that they ‘know’ what employers are looking for from prospective employees and claim that they can ‘help’ students with their job search. The close analysis of linguistic data reveals that these services act as the ‘enablers’ of the students’ self-beneficiary action. In addition, besides their role as careers counsellors, the services’ use of language demonstrates their involvement in the therapeutic field. Finally, the language used by post-1992 and Russell Group universities was found to be quite similar. There are, however, some differences that could be viewed as signs of competition between these two university ‘groups’ and a preference of the job market towards a particular ‘group’ of graduates from elite institutions.

Brain drain has been the main cause of academic staff attrition in Nigeria Higher Education Institutions which results in talent void. This circumstance has left HEIs to grapple with the challenge of managing the consequences of talent void among faculty in areas of course/module allocation, project supervision and recruitment of new talents to fill the vacuum occasioned by brain drain. This loss of experienced academics remains a challenge to institutions of higher learning in particular and often culminates in disruptive academic service delivery. In a proactive approach to manage the fallouts of talent void in HEIs, this research proposes a talent management strategy based on application of Profile theory to manage talent positioning in a higher education institution in Nigeria in order to cope with evolving workforce. The research specifically had its focus on three scenarios; talent recruitment, project supervision, and course/module allocation. The research used a mixed method of inquiry involving five departments in a single institution in which two sets of data were collected. The first set of data collection involved survey using questionnaire and interview. While simple descriptive statistics was used in analysing the questionnaire, Soft System Methodology was used in interpreting and analysing the qualitative data in order to gain rich contextual understanding of the problem situation. The second set of data collection involved anonymous artefact representing candidates’ attributes used for modelling candidates profile for capability and compatibility. The profile theory based talent management strategy was developed and evaluated using Importance-Satisfaction analysis model. Specifically, profile theory modelled candidates’ characteristics/attributes for talent identification and made distinctive talent identification where ties occurred based on capability and compatibility This research contributes to body of knowledge in two ways. First, it demonstrates how Talent Management approach can mitigate the impact of brain drain and other forms of employee turnover in HEI. Second, it also explores and demonstrates how profile theory tool can be applied in filling talent void and allocation of duties as a strategy for talent positioning within academic roles in a HEI.

Assessment as an area of research has a rich history of theories and debates and numerous studies deal with the definitions and different functions of assessment. Recent developments in the assessment field (Sadler, 1989; Black & Wiliam, 1998; Black et al., 2004; Taras, 2005; Fraser, 2016) stress the influence of assessment on learning and show a switch in assessment responsibilities from teacher to students. Although, there is a broad literature on the need for research on language assessment across many parts of the world like the United States of America, Europe, and Australia, there is still very limited research in the Arab world, particularly in Libya. Therefore, this study aims to investigate factors related to teachers' assessment practices in public secondary schools in a Libyan context. It sought to explore teachers' and students' perceptions towards these processes and identify major influences that could have effects on these processes. The research sample consists of 180 male and female students and 50 male and female teachers from 6 secondary public schools in Libya. The different schools in this study were chosen randomly using stratified random sampling. The study addressed various issues that may influence teachers' practices, including teachers' and students' perceptions about the different assessment processes to evaluate students' academic learning. A combination of quantitative and qualitative research methods was utilised to collect data. A closed-ended questionnaire was administered to 50 teachers and a student's questionnaire was distributed to 180 students. In addition, 12 semi-structured interviews and observations were conducted with 12 teachers and 12 semi-structured interviews were also conducted with students. SPSS software was used to analyse the questionnaire responses, while thematic analysis was applied to the qualitative data. The findings revealed that most teachers and students were aware of the significance of assessment practices, including both the traditional test item forms and the new assessment processes. Teachers' comments showed that they were able and willing to implement different practices to evaluate their students' learning performance. However, there were some external factors such as; the accountability for the external exams, the class size and the lack of training that negatively influenced their application of different assessment forms and restricted their capability to introduce new assessment procedures. Furthermore, the instability of the country and the war affected the teachers' decisions towards students' evaluation and assessing with the latter sometimes threatening teachers with guns in order to gain high marks in their poor achievement. Teachers' responses also indicated that they would welcome any further plans that help in introducing any assessment workshops and training sessions in the new assessment processes. The findings of the current study draw attention to the impact of these factors on assessment practices, and further studies are needed to explore these issues in more detail and in different contexts. Additionally, the research findings provide empirical information that can be utilized in improving pedagogy in countries where English is taught as a foreign or second language.

Includes bibliographical references (leaves 108-110). / The construct of approach to learning has proved to be powerful in explaining differences in students' experiences of learning in higher education. However this construct does not explain the impact that students' socio-economic background has on their experiences of higher education. For this reason, the construct of cultural capital that is widely used in the sociology of education literature was used in an attempt to explain the differences experienced by students from various social classes. Data of this study were collected through individual in-depth interviews with each of ten purposefully selected students. Students' approaches to learning were identified for both early and later in the course. A majority of students' approaches shifted from the use of a deep approach to a strategic approach. However, in terms of success in the course, the construct of approach to learning was limited in explaining why some students failed while others were successful in the course. Cultural capital better explained why these differences in performance occurred, and it further emphasized the importance of taking into account the different forms of cultural capital that students bring into higher education. This study has two main implications: firstly, it supports the promotion of deep approach to learning, however, a caution about the students workload should be taken as this might unintentionally promote the use of surface approach. Secondly, the results regarding cultural capital showed that students come from varying backgrounds. This implies that assessment should take this into account and should aim to be explicit in all demands.

Includes bibliographical references (leaves 109-113). / The focus of this research is to examine how teachers interpret and implement the curriculum in an English First Additional classroom. The three sub-questions are (1) what are the theories and aims behind the two prescribed theoretical approaches (the communicative language approach and the text-based approach) as set out in the National Curriculum Statement? (2) how do teachers understand, interpret and use these two approaches? (3) do teachers assist students to develop the appropriate abstract cognitive academic language that is specific for the discipline? This is an interpretive, qualitative study. The data were collected from 27th of July to the 17th of August 2009 in a township school in the Western Cape. To develop thick description and explanations on the findings, the research techniques used were classroom observation, discourse analysis and interviews. In order to avoid any natural bias, and to contribute to the credibility of the study, 'triangulation' was used. The three components were: an examination of the English First Additional Language National Curriculum Statement; classroom observation and interviews. Forty-four lessons of three teachers were observed and recorded, supplemented with detailed field-notes. (In the final analysis, only two teachers' lessons were closely examined as the limited space in this minor dissertation was not sufficient for the detail the analyses presented.) To broaden the perspective, the teachers were interviewed in order to understand their views, theories and experiences. The main tool used to investigate teachers' interpretation and implementation of the curriculum was classroom discourse analysis. This study describes how teachers in one township school interpret and implement the curriculum. The classroom observations showed how the practical realities of teaching were often at odds with what the teachers claimed they were doing when discussing the curriculum on a theoretical level. The tools of discourse analysis allowed for a detailed investigation of the teaching and learning taking place. It appears that the teachers revert to traditional methods and pedagogies with which they were taught and so are unaware of these discrepancies between their understanding of the curriculum and their practice. Teachers are dealing with challenging and complex realities in the class, including huge work load, continuous assessment of large classes and recent influxes of underprepared students from the Eastern Cape. While the teachers were experienced and passionate about their work, there were several features of their teaching that hindered effective implementation of the curriculum. Some of the main hindrances were a traditional initiation-responseevaluation/ feedback method; the use of chorusing in the class and a lack of full theoretical understanding of the prescribed pedagogies. The paper ends with recommendations for teacher professional development, focusing on theorised practice that could lead to better implementation of the curriculum.

This thesis is an attempt to trace the development of the academic study of English Language and Literature in South Africa from its origins to 1971. It is a particular study of the South African College and the University of Cape Town, with reference, where necessary, to other centres. The influence of this institution on higher education in South Africa .and the amount of writing it has produced seem to justify such a selection.

The purpose of this study was to document the construction of subject matter content through the description of daily lesson activities that occurred in two eighth grade Civics classes. Utilizing daily observations, field notes, audio-tapes, and interviews to collect data, this study focuses on how students and teachers work collaboratively during activities in order to construct a "text" of the subject matter of lessons. The metaphor of classroom as text was used as a framework for this study. Participants in this study were two teachers and their students in one section each of an American Civics course. Both classes were observed daily by a non-participant observer over the course of one semester. Field notes and audio-tapes were recorded by the observer during each lesson. Copies of materials and resources used during lesson activities were also collected. Interviews with teachers took place during the summer following the observation semester. Data were analyzed using an adapted version of Doyle's Activity Analysis Procedures (1984). In this procedure data from all data sources except interviews are combined in order to describe individual lesson activities. The focus of analysis was one unit that was taught as part of the curriculum in both classrooms. Results of analysis indicate that teachers and students in the two classrooms constructed different texts of the subject matter of the unit. Though there seemed to be similarities in general structure, the unit as it was enacted in each classroom, reflected differences in what aspects of content were represented, how content was constructed, how teachers and students interacted within the contexts of activities, and how activities were internally structured.

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This report, submitted in conjunction with the portfolio, presents an investigation into the participation and engagement of young people with physics in post-compulsory education. This study explores the reasons why we must encourage more young people to study physics, as it is a challenging yet rewarding discipline that can lead to a wide variety of employment opportunities. The study also considers how we can encourage more young people to study physics, including factors inside and outside of the classroom. The portfolio consists of ten separate reports, each addressing a different aspect of the study. The study is of a mixed methods design, employing a range of qualitative and quantitative data, as well as two action research projects. As a professional doctorate study, it is based largely upon my professional practice as a teacher and manager at a large college of further education. Whilst the college is based in the north east of England, my findings are not confined to this geographical region, but extend across the UK. The study shows that after considerable interventions and initiatives, the number of GCSE candidates in physics has increased over the past ten years, with the gender balance being almost equal. Within post-compulsory education, the situation is very different, as the number of young people who study physics at A level and university is far less than we need to fill the ‘skills gap’ in the UK. The gender issue becomes far more prominent at each stage of the educational ladder. It was found that whilst the teacher can have a profound influence upon students’ enjoyment of a subject, external factors such as parents, educational establishment, role models and the media can all influence the decisions made by young people in post-compulsory education. These factors are investigated within this study. One of the main findings was that physics, as an academic subject, is thriving in the independent sector and prestigious universities, and is arguably becoming an ‘elite’ subject. The report concludes with a series of recommendations for teachers, educational establishments and external organisations, which are aimed at increasing the numbers of young people who progress to study physics in post-compulsory education. Some of the suggestions include increasing the number of specialist physics teachers (particularly female physics teachers) and improving the inter-personal skills of physics teachers. The report also suggests that due to the current status of teachers in further education, it is difficult to attract and retain good physics teachers when there are many other financially rewarding careers available for physics graduates.

This research evaluates the English Language teacher education programme in two Colleges of Education, institutions that award the National Certificate in Education (NCE) which is the minimum teaching qualification in Nigeria. The research is centred on the objectives of the English Language teacher education programme at the NCE level. It seeks not only to identify the programme objectives but to also examine how the said objectives are interpreted by the lecturers through their classroom practices and the extent to which the objectives reflect the teaching needs of the student teachers in the programme. To understand and explore the topic from diverse perspectives, the case study and naturalistic inquiry are employed as the main research methods in the study. The research participants - five lecturers and six student teachers - are drawn from the two Colleges of Education involved in the study. Document examination, semi-structured interview and observation are utilised as data collection instruments in the research. An examination of relevant documents not only shows the original intent of the programme but also gives an indication of how the programme is implemented by the regulatory body (National Commission for Colleges of Education) and the management of the institutions. To identify their teaching needs, the student teachers are observed in their respective placement schools and then interviewed. The same process is used for the lecturers to examine their translations of the programme objectives in the classrooms of the two Colleges of Education involved in the study. Thematic analysis is used to analyse the data gathered. A major finding of this research is the 2-in-1 evaluation model. The model, which has practice as its focus, is proposed for the evaluation of pre-service English Language teacher education programmes in second language contexts. The 2-in-1 evaluation model is an objective based model which also analyses the needs of the programme users simultaneously with the evaluation process. The model obliterates the need for a separate needs analysis as this is done during the evaluation process itself. Practice is used as a lens which allows the model to examine how the different aspects of the programme function. The development of the 2-in-1 evaluation model is based on the methodology and research findings of this study. A number of themes are generated from the analysed data. These have revealed some equally striking findings which include “institutional autonomy”, discrepancies in the concurrent development of “learner autonomy and teacher autonomy” and “the middleman issue”. The research through its findings, therefore, makes significant contributions to theory, policy and practice.