an article by Jessica Simpson (City, University of London, UK) and Sarah Smith (Student, Sex worker, UK) published in Work, Employment and Society Volume 33 Issue 4 (August 2019)
Abstract
Sex work remains a contentious area of debate.
Whether or not sex work is considered to be a form of labour is in itself contested.
As discussion is often about rather than with sex workers, this article brings Sarah’s experiences of being both a student and a sex worker, in two different areas of the UK, to centre stage.
This candid account highlights the precarious and competitive nature of being self-employed within the current neoliberal climate, as well as the similarities sex work shares with other ‘mainstream’ forms of labour particularly within the ‘gig economy’. Existing research has focused on how/why students enter the sex industry leaving a gap in the literature regarding what happens after university in this context.
It appears from Sarah’s account that leaving sex work behind may not be as straightforward as she had originally anticipated, for reasons other than just making money.
Full text (PDF 10pp)
Showing posts with label students. Show all posts
Showing posts with label students. Show all posts
Tuesday, 10 September 2019
Wednesday, 9 May 2018
Traditional or non-traditional students?: incorporating UK students’ living arrangements into decisions about going to university
an article by Mark Holton (University of Plymouth) published in Journal of Further and Higher Education Volume 42 Number 4 (May 2018)
Abstract
Since the introduction of the post-1992 university, various, and ongoing, higher education (HE) policy reforms have fuelled academic, political, media and anecdotal discussions of the trajectories of UK university students. An outcome of this has been the dualistic classification of students as being from either ‘traditional’ or ‘non-traditional’ backgrounds.
An extensive corpus of literature has sought to critically discuss how students experience their transition into university, questioning specifically the notion that all students follow a linear transition through university. Moreover, there is far more complexity involved in the student experience than can be derived from just employing these monolithic terms.
This research proposes incorporating students’ residential circumstances into these debates to encourage more critical discussions of this complex demographic.
Drawing upon the experiences of a sample of students from a UK ‘post-1992’ university this research will develop a profile for each accommodation type to highlight the key characteristics of the ‘type’ of student most likely to belong to each group. In doing so this establishes a more detailed understanding of how a ‘student’ habitus might affect the mechanisms which are put in place to assist students in their transitions into and through university.
Abstract
Since the introduction of the post-1992 university, various, and ongoing, higher education (HE) policy reforms have fuelled academic, political, media and anecdotal discussions of the trajectories of UK university students. An outcome of this has been the dualistic classification of students as being from either ‘traditional’ or ‘non-traditional’ backgrounds.
An extensive corpus of literature has sought to critically discuss how students experience their transition into university, questioning specifically the notion that all students follow a linear transition through university. Moreover, there is far more complexity involved in the student experience than can be derived from just employing these monolithic terms.
This research proposes incorporating students’ residential circumstances into these debates to encourage more critical discussions of this complex demographic.
Drawing upon the experiences of a sample of students from a UK ‘post-1992’ university this research will develop a profile for each accommodation type to highlight the key characteristics of the ‘type’ of student most likely to belong to each group. In doing so this establishes a more detailed understanding of how a ‘student’ habitus might affect the mechanisms which are put in place to assist students in their transitions into and through university.
Sunday, 4 February 2018
‘I get up in the night to cry’: The impact of homelessness on higher education students in London, UK
an article by Patrick Mulrenan (London Metropolitan University,UK) and Julia Atkins and Simon Cox (Genesis Housing Association, England) published in Critical Social Policy Volume 38 Issue 1 (February 2018)
Abstract
While the higher education landscape has changed radically since the late 1980s, a consistent feature of government policy has been to widen participation to students who were disproportionately excluded previously. Post-1992 universities in particular have experienced a substantial change in their student intake, but challenges remain in ensuring the retention and success of these students.
This article argues that student homelessness is a significant and an under-researched barrier to students reaching their potential. The problem is explored here, illuminated by a focus group and a series of interviews involving 16 students from one school at a London post-1992 university.
The impact of homelessness was far-reaching in terms of their emotional wellbeing and ability to fully participate in university life, including pressure on time and financial resources, inability to fully focus on studies, and limited engagement with fellow students and the wider university experience.
Abstract
While the higher education landscape has changed radically since the late 1980s, a consistent feature of government policy has been to widen participation to students who were disproportionately excluded previously. Post-1992 universities in particular have experienced a substantial change in their student intake, but challenges remain in ensuring the retention and success of these students.
This article argues that student homelessness is a significant and an under-researched barrier to students reaching their potential. The problem is explored here, illuminated by a focus group and a series of interviews involving 16 students from one school at a London post-1992 university.
The impact of homelessness was far-reaching in terms of their emotional wellbeing and ability to fully participate in university life, including pressure on time and financial resources, inability to fully focus on studies, and limited engagement with fellow students and the wider university experience.
Thursday, 9 November 2017
Mental Health Literacy in Emerging Adults in a University Setting: Distinctions Between Symptom Awareness and Appraisal
an article by Michelle M. Gagnon, Bethany L. Gelinas and Lindsay N. Friesen (University of Regina, Saskatchewan, Canada) published in Journal of Adolescent Research Volume 32 Issue (September 2017)
Abstract
Despite the high prevalence of mental health concerns in university populations, students are unlikely to seek formal help.
The current study examined help-seeking behaviors among emerging adults in a university setting using a mental health literacy framework. Responses from 122 university undergraduates were examined. Students ranged in age from 17 to 25 years (M = 20.67 years, SD = 2.03 years). Quantitative data were collected to determine students’ knowledge and use of campus services and to compare students’ awareness and appraisal of common mental health symptoms.
Narrative data were collected to identify the key symptoms that are appraised to be “early warning signs” versus “early action signs”, and to identify barriers and facilitators to help-seeking.
Mental health symptoms were more likely to be assessed as warning signs than signs warranting action. Lack of knowledge and stigma were barriers to help-seeking, while urging from family and friends, increased knowledge, and confidentiality were identified as facilitators to help-seeking.
Emerging adults in a university setting tend to make distinctions between warning and action signs. Although demonstrating good awareness of the signs of declining mental health, students may respond reactively rather than proactively to symptoms.
Abstract
Despite the high prevalence of mental health concerns in university populations, students are unlikely to seek formal help.
The current study examined help-seeking behaviors among emerging adults in a university setting using a mental health literacy framework. Responses from 122 university undergraduates were examined. Students ranged in age from 17 to 25 years (M = 20.67 years, SD = 2.03 years). Quantitative data were collected to determine students’ knowledge and use of campus services and to compare students’ awareness and appraisal of common mental health symptoms.
Narrative data were collected to identify the key symptoms that are appraised to be “early warning signs” versus “early action signs”, and to identify barriers and facilitators to help-seeking.
Mental health symptoms were more likely to be assessed as warning signs than signs warranting action. Lack of knowledge and stigma were barriers to help-seeking, while urging from family and friends, increased knowledge, and confidentiality were identified as facilitators to help-seeking.
Emerging adults in a university setting tend to make distinctions between warning and action signs. Although demonstrating good awareness of the signs of declining mental health, students may respond reactively rather than proactively to symptoms.
Sunday, 29 October 2017
Educating Teacher and Students about OCD
a post by Janet Singer for the World of Psychology blog
As many of us are well aware, obsessive-compulsive disorder is often misunderstood.
Though I do believe progress is being made (albeit slowly) there is still a serious lack of understanding surrounding OCD. Most upsetting to me is when I come across professionals such as doctors, social workers, therapists, and teachers, who have little to no knowledge of what OCD entails.
Imagine this scenario: After a teacher admonishes a student for continuously “playing” with her pencils, markers, and other items on her desk, the eight-year-old girl musters the courage to confide in the teacher that she fears she might seriously harm her classmates if she doesn’t arrange these things “just so.”
The distraught girl must place the items on her desk in a particular way to keep anything horrible from happening. The teacher, alarmed, feels the child might be a threat to others and follows the school’s protocol. Before you know it, the “authorities” are involved, the girl is traumatized, her parents are upset and confused, and goodness knows what else happens.
Now imagine this same scenario, except the teacher in question has a basic understanding of various brain disorders, including OCD. After asking the girl a few questions, it is obvious to the teacher that this child is terrified of her obsessions, has no desire to hurt her classmates but rather desperately wants to keep them safe, and organizes her desk as a compulsion to make sure everything is “all right.” The teacher strongly suspects the girl has OCD and arranges a meeting with the appropriate counselors, as well as the girl’s parents. A referral is then made to a therapist who specializes in treating OCD, an official diagnosis is made, and treatment begins.
Continue reading
As many of us are well aware, obsessive-compulsive disorder is often misunderstood.
Though I do believe progress is being made (albeit slowly) there is still a serious lack of understanding surrounding OCD. Most upsetting to me is when I come across professionals such as doctors, social workers, therapists, and teachers, who have little to no knowledge of what OCD entails.
Imagine this scenario: After a teacher admonishes a student for continuously “playing” with her pencils, markers, and other items on her desk, the eight-year-old girl musters the courage to confide in the teacher that she fears she might seriously harm her classmates if she doesn’t arrange these things “just so.”
The distraught girl must place the items on her desk in a particular way to keep anything horrible from happening. The teacher, alarmed, feels the child might be a threat to others and follows the school’s protocol. Before you know it, the “authorities” are involved, the girl is traumatized, her parents are upset and confused, and goodness knows what else happens.
Now imagine this same scenario, except the teacher in question has a basic understanding of various brain disorders, including OCD. After asking the girl a few questions, it is obvious to the teacher that this child is terrified of her obsessions, has no desire to hurt her classmates but rather desperately wants to keep them safe, and organizes her desk as a compulsion to make sure everything is “all right.” The teacher strongly suspects the girl has OCD and arranges a meeting with the appropriate counselors, as well as the girl’s parents. A referral is then made to a therapist who specializes in treating OCD, an official diagnosis is made, and treatment begins.
Continue reading
Tuesday, 19 September 2017
Not by degrees: Improving student mental health in the UK’s universities
a report from the Institute for Public Policy Research (IPPR) by Craig Thorley
Levels of mental illness, mental distress and low wellbeing among students in higher education in the UK are increasing, and are high relative to other sections of the population.
Around three-quarters of adults with a mental illness first experience symptoms before the age of 25. With widening access to higher education the student population is more closely reflecting the UK’s wider socioeconomic and demographic make-up, and a growing proportion of students would appear to be affected by mental illness. Over the past 10 years there has been a fivefold increase in the proportion of students who disclose a mental health condition to their institution.
The higher education sector and government both have an interest in helping to improve the mental health and wellbeing of students. Universities should make the issue a strategic priority and adopt a ‘whole-university’ approach based on prevention and promotion, early intervention and low-level support, responding to risk and crisis management, and referral into care and treatment. There is currently too much variation in the extent to which universities are equipped to meet this challenge. This sector-led approach should be complemented by strengthened NHS provision and new government initiatives to ensure that no student is held back by their mental health.
Summary (PDF 2pp)
Full text (PDF 77pp)
Levels of mental illness, mental distress and low wellbeing among students in higher education in the UK are increasing, and are high relative to other sections of the population.
Around three-quarters of adults with a mental illness first experience symptoms before the age of 25. With widening access to higher education the student population is more closely reflecting the UK’s wider socioeconomic and demographic make-up, and a growing proportion of students would appear to be affected by mental illness. Over the past 10 years there has been a fivefold increase in the proportion of students who disclose a mental health condition to their institution.
The higher education sector and government both have an interest in helping to improve the mental health and wellbeing of students. Universities should make the issue a strategic priority and adopt a ‘whole-university’ approach based on prevention and promotion, early intervention and low-level support, responding to risk and crisis management, and referral into care and treatment. There is currently too much variation in the extent to which universities are equipped to meet this challenge. This sector-led approach should be complemented by strengthened NHS provision and new government initiatives to ensure that no student is held back by their mental health.
Summary (PDF 2pp)
Full text (PDF 77pp)
Monday, 20 July 2015
An educational system to help students assess website features and identify high-risk websites
an article by Tomoko Kajiyama (Aoyama Gakuin University, Sagamihara-shi, Japan) and Isao Echizen (National Institute of Informatics, Tokyo, Japan) published in Interactive Technology and Smart Education Volume 12 Issue 1 (2015)
Abstract
Purpose
The purpose of this paper is to propose an effective educational system to help students assess Web site risk by providing an environment in which students can better understand a Web site’s features and determine the risks of accessing the Web site for themselves.
Design/methodology/approach
The authors have enhanced a prototype visualization system for helping students assess Web site features and use them to identify risky Web sites. The system was implemented with our graphical search interface for multi-attribute metadata called “Concentric Ring View” and was tested using 13,386 actual and dummy Web sites and 11 Web site attributes.
Findings
The testing revealed several distinguishing attributes of risky Web sites, including being related to “play”, having monotone colors, having many images, having many links and having many pages with much text in smaller font size. A usability test with 12 teenaged female students demonstrated that they could learn to identify some features of risky Web sites.
Originality/value
As students cannot live in a safe cyberspace environment forever, they should be taught how to identify risky Web sites. We proposed an educational system to help students assess Web site features and identify high-risk Web site and verified the effectiveness of this system.
Abstract
Purpose
The purpose of this paper is to propose an effective educational system to help students assess Web site risk by providing an environment in which students can better understand a Web site’s features and determine the risks of accessing the Web site for themselves.
Design/methodology/approach
The authors have enhanced a prototype visualization system for helping students assess Web site features and use them to identify risky Web sites. The system was implemented with our graphical search interface for multi-attribute metadata called “Concentric Ring View” and was tested using 13,386 actual and dummy Web sites and 11 Web site attributes.
Findings
The testing revealed several distinguishing attributes of risky Web sites, including being related to “play”, having monotone colors, having many images, having many links and having many pages with much text in smaller font size. A usability test with 12 teenaged female students demonstrated that they could learn to identify some features of risky Web sites.
Originality/value
As students cannot live in a safe cyberspace environment forever, they should be taught how to identify risky Web sites. We proposed an educational system to help students assess Web site features and identify high-risk Web site and verified the effectiveness of this system.
Monday, 15 June 2015
Understanding student satisfaction and dissatisfaction: an interpretive study in the UK higher education context
an article by Jacqueline Ann Douglas, Alexander Douglas and Robert James McClelland (Liverpool John Moores University) and John Davies (University of Salford) published in Studies in Higher Education Volume 40 Issue 2 (March 2015)
Abstract
This article represents a cross-sectional study of undergraduate students across two north-west university business schools in the UK.
A purposefully designed questionnaire was collected from 350 students.
The student experience was described in the form of hand-written narratives by first and final year students and had been identified by the respondents themselves as being satisfying or dissatisfying with the areas of teaching and learning and the supporting service environment. The study also assessed whether their experiences were likely to influence their loyalty behaviours with respect to remaining on their chosen course of study; recommending the university; and continuing at a higher level of study.
The data were captured and analysed using the qualitative critical incident technique to capture the voice of the student and identified the critical determinants of quality within higher education, i.e. those areas that would influence loyalty behaviour, as being Access; Attentiveness; Availability; and Communication.
A number of new determinants of quality have been identified out of the research by three independent judges, namely motivation, reward, social inclusion, usefulness, value for money and fellow student behaviour.
Abstract
This article represents a cross-sectional study of undergraduate students across two north-west university business schools in the UK.
A purposefully designed questionnaire was collected from 350 students.
The student experience was described in the form of hand-written narratives by first and final year students and had been identified by the respondents themselves as being satisfying or dissatisfying with the areas of teaching and learning and the supporting service environment. The study also assessed whether their experiences were likely to influence their loyalty behaviours with respect to remaining on their chosen course of study; recommending the university; and continuing at a higher level of study.
The data were captured and analysed using the qualitative critical incident technique to capture the voice of the student and identified the critical determinants of quality within higher education, i.e. those areas that would influence loyalty behaviour, as being Access; Attentiveness; Availability; and Communication.
A number of new determinants of quality have been identified out of the research by three independent judges, namely motivation, reward, social inclusion, usefulness, value for money and fellow student behaviour.
Wednesday, 15 May 2013
Comparing disabled students’ entry to higher education with their non-disabled peers — barriers and enablers to success
an article by Mike Wray (York St John University, UK) published in Widening Participation & Lifelong Learning Volume 14 Issue 3 (Winter 2012-13)
Abstract
Statistical evidence and qualitative research from within higher education (HE) in England suggests that disabled people underachieve in comparison to their non-disabled peers and that they face a range of barriers that militate against their success throughout their educational journey.
This article discusses a research project that utilised focus groups to compare the experiences of disabled HE learners with their non-disabled peers and compared the reported experiences of learners who had entered HE with those that had decided not to pursue this path.
Disabled learners in this study did report significantly more difficulties in their progression to HE than the non-disabled learners who were interviewed. However, both groups of learners also encountered a number of enabling factors that assisted their educational progress.
Findings from learners who decided not to enter HE also reinforced these assertions. The research begins to answer the critique of previous studies by providing comparison groups and will assist practitioners in implementing evidence-based practice in supporting disabled learners to progress to HE.
Abstract
Statistical evidence and qualitative research from within higher education (HE) in England suggests that disabled people underachieve in comparison to their non-disabled peers and that they face a range of barriers that militate against their success throughout their educational journey.
This article discusses a research project that utilised focus groups to compare the experiences of disabled HE learners with their non-disabled peers and compared the reported experiences of learners who had entered HE with those that had decided not to pursue this path.
Disabled learners in this study did report significantly more difficulties in their progression to HE than the non-disabled learners who were interviewed. However, both groups of learners also encountered a number of enabling factors that assisted their educational progress.
Findings from learners who decided not to enter HE also reinforced these assertions. The research begins to answer the critique of previous studies by providing comparison groups and will assist practitioners in implementing evidence-based practice in supporting disabled learners to progress to HE.
Monday, 13 May 2013
Discourses of inclusion and exclusion: Religious students in UK higher education
an article by Jacqueline Stevenson (Leeds Metropolitan University, UK) published in Journal Widening Participation and Lifelong Learning Volume 14 Number 3 (Winter 2012-13)
Abstract
Despite a decade of research into ‘inclusion’, religious students have been largely ignored within the widening participation and diversity literature. Researching religion and higher education (HE) in the UK, unlike within the US context, is seen as potentially risky territory.
Where religion is discussed it is largely in relation to a discourse that problematises and demonises religion around ideas of religious fundamentalism – in particular within the Muslim community – or as formal and technical responses to equality legislation.
Consequently, unlike considerations of class, race or gender, the widening participation literature has mostly ignored or racialised religious affiliation, and religion remains, for the most part, unrecognised within institutional policy making.
Drawing on research with Christian, Sikh, Muslim and Jewish students, this paper highlights the ways in which such a tacit avoidance of the subject of religion on the ‘secular’ campus, punctuated only by the discourse of fundamentalism, results in the silencing and marginalisation of many religious students.
Abstract
Despite a decade of research into ‘inclusion’, religious students have been largely ignored within the widening participation and diversity literature. Researching religion and higher education (HE) in the UK, unlike within the US context, is seen as potentially risky territory.
Where religion is discussed it is largely in relation to a discourse that problematises and demonises religion around ideas of religious fundamentalism – in particular within the Muslim community – or as formal and technical responses to equality legislation.
Consequently, unlike considerations of class, race or gender, the widening participation literature has mostly ignored or racialised religious affiliation, and religion remains, for the most part, unrecognised within institutional policy making.
Drawing on research with Christian, Sikh, Muslim and Jewish students, this paper highlights the ways in which such a tacit avoidance of the subject of religion on the ‘secular’ campus, punctuated only by the discourse of fundamentalism, results in the silencing and marginalisation of many religious students.
Tuesday, 4 December 2012
Measuring students’ transition into university and its association with learning outcomes
an article by Maria Pampaka, Julian Williams and Graeme Hutcheson (The University of Manchester, UK) published in British Educational Research Journal Volume 38 Issue 6 (December 2012)
Abstract
Previously we showed how we measured pedagogy and revealed its association with learning outcomes of sixth-form college mathematics students. In this project we followed a similar approach to the study of university transition.
We particularly sought to identify the students’ perceptions of the transitional experience, and measure the association with learning outcomes. We drew on longitudinal surveys of students entering different programmes in five universities. Following them into their first year or so, allowed us to track their ‘disposition to complete the course’ and their ‘disposition to study more mathematics’, inter alia.
We developed and validated two ‘fit-for-purpose’ measures of students’ perception of their transition, one we call ‘perception of the transitional gap/jump’ and one we call ‘degree of positive feeling about the transition’.
We report some statistically and educationally significant associations between these and the students’ developing dispositions, and discuss the prospects for this approach to studying transition.
Abstract
Previously we showed how we measured pedagogy and revealed its association with learning outcomes of sixth-form college mathematics students. In this project we followed a similar approach to the study of university transition.
We particularly sought to identify the students’ perceptions of the transitional experience, and measure the association with learning outcomes. We drew on longitudinal surveys of students entering different programmes in five universities. Following them into their first year or so, allowed us to track their ‘disposition to complete the course’ and their ‘disposition to study more mathematics’, inter alia.
We developed and validated two ‘fit-for-purpose’ measures of students’ perception of their transition, one we call ‘perception of the transitional gap/jump’ and one we call ‘degree of positive feeling about the transition’.
We report some statistically and educationally significant associations between these and the students’ developing dispositions, and discuss the prospects for this approach to studying transition.
Wednesday, 21 November 2012
An investigation of students’ perception of Bluetooth security
an article by Margaret Tan and Kathrine Sagala Aguilar (Nanyang Technological University, Singapore) published in Information Management & Computer Security Volume 20 Issue 5 (2012)
Abstract
Purpose
Various research investigations have found that students’ awareness of information security issues continues to be poor and this is indeed a concern especially when students use information technologies pervasively to communicate, to socialise as well as to work on academic assignments. As it is important to understand students’ behaviours towards information security and safety in the digital cyberspace, the purpose of this paper is to investigate their awareness and perception, in particular, of Bluetooth security threats and risks, and whether they are able to take preventive measures to protect themselves from such security vulnerabilities. Bluetooth technology is used in this study as it is a widely used form of wireless networks that facilitates computing resources to be connected any time anywhere; however, it has security weaknesses like any other digital networks.
Design/methodology/approach
A field survey was conducted to collect the empirical data from students at a local university. The survey instrument/questionnaire was developed based on various literatures on Bluetooth applications, Bluetooth security vulnerabilities, and users’ usage and perception on computer security and safety.
Findings
The results show that most students do not take precautions to mitigate against security vulnerabilities; however, there is a difference on students’ perceptions based on their academic major or domain knowledge, for instance, engineering students have demonstrated significant awareness of security risks compared to students from the business and social science colleges. It is therefore not surprising to note that engineering students are more cautious users of Bluetooth, hence are more secure users of technologies.
Practical implications
The findings provide useful information for academic institutions to understand students’ behaviour towards security risks especially in terms of identity theft, unsecured systems and inadequate security practices. Indeed, the findings of this study highlight or emphasize the importance of promoting security awareness to student cohorts especially on the use of mobile computing applications such as Bluetooth or wireless. Perhaps, universities should design curriculum to incorporate the study of information and cyber security so as to inculcate a culture of cyber safety as well as to prepare these prospective employees as more secured users when they enter the workplace. Indeed, considering the increasing number of users who tend to be naïve on security vulnerabilities, this research adds a critical message also to manufacturers and software developers to design more robust security features so as to minimize security breaches.
Originality/value
This paper provides further evidence to the body of research investigations on information and computing security threats and students’ perceptions and behaviour towards security risks and vulnerabilities. More important, this paper confirms that most students are not secure users, and it seems they not very capable of protecting themselves from security threats.
Hazel’s comment:
And if students are not capable of protecting themselves then they are likely to be passing malware on to others they communicate with – including their careers advisers!!
Abstract
Purpose
Various research investigations have found that students’ awareness of information security issues continues to be poor and this is indeed a concern especially when students use information technologies pervasively to communicate, to socialise as well as to work on academic assignments. As it is important to understand students’ behaviours towards information security and safety in the digital cyberspace, the purpose of this paper is to investigate their awareness and perception, in particular, of Bluetooth security threats and risks, and whether they are able to take preventive measures to protect themselves from such security vulnerabilities. Bluetooth technology is used in this study as it is a widely used form of wireless networks that facilitates computing resources to be connected any time anywhere; however, it has security weaknesses like any other digital networks.
Design/methodology/approach
A field survey was conducted to collect the empirical data from students at a local university. The survey instrument/questionnaire was developed based on various literatures on Bluetooth applications, Bluetooth security vulnerabilities, and users’ usage and perception on computer security and safety.
Findings
The results show that most students do not take precautions to mitigate against security vulnerabilities; however, there is a difference on students’ perceptions based on their academic major or domain knowledge, for instance, engineering students have demonstrated significant awareness of security risks compared to students from the business and social science colleges. It is therefore not surprising to note that engineering students are more cautious users of Bluetooth, hence are more secure users of technologies.
Practical implications
The findings provide useful information for academic institutions to understand students’ behaviour towards security risks especially in terms of identity theft, unsecured systems and inadequate security practices. Indeed, the findings of this study highlight or emphasize the importance of promoting security awareness to student cohorts especially on the use of mobile computing applications such as Bluetooth or wireless. Perhaps, universities should design curriculum to incorporate the study of information and cyber security so as to inculcate a culture of cyber safety as well as to prepare these prospective employees as more secured users when they enter the workplace. Indeed, considering the increasing number of users who tend to be naïve on security vulnerabilities, this research adds a critical message also to manufacturers and software developers to design more robust security features so as to minimize security breaches.
Originality/value
This paper provides further evidence to the body of research investigations on information and computing security threats and students’ perceptions and behaviour towards security risks and vulnerabilities. More important, this paper confirms that most students are not secure users, and it seems they not very capable of protecting themselves from security threats.
Hazel’s comment:
And if students are not capable of protecting themselves then they are likely to be passing malware on to others they communicate with – including their careers advisers!!
Sequential attrition of secondary school student interest in IT courses and careers
an article by Catherine Lang, (Swinburne University of Technology, Hawthorn, Australia) published in Information Technology & People Volume 25 Issue 3 (2012)
Abstract
Purpose
This paper aims to present results of interviews with Australian students in junior, middle and senior secondary-school. It also aims to provide a current insight into the declining diversity of the information technology (IT) student cohort that is not captured in the existing literature. Educational psychology theories of self-efficacy shed light on the development of like and dislike towards aspects of IT, it also seeks to consider the career choice decision-making theories and models to understand the cost-benefit dimensions of career choice in young people in the twenty-first century. Socio-cultural factors that condition young women for their expected role in society also apply to career choice and build a theoretical framework for the research.
Design/methodology/approach
Qualitative research methodology of semi-structured focus group interviews were conducted with students of both genders from three different year levels. The interviews were analysed using a meta matrix approach aligned with themes suggested in the literature.
Findings
This research found that IT rarely entered their schematic repertoire of possible future careers, a schematic repertoire strongly influenced by parental opinion and habitus at all stages of education. While it would appear that there is a deficit in student knowledge of what an IT career involves beyond that of the most stereotypical portrayal of a programmer, this deficit of knowledge is evident in both genders. This research found a pattern of factors specific to Information Technology that encouraged some males to choose this career path and a pattern of inhibiting factors that had a stronger negative impact on young women than young men.
Research limitations/implications
It is apparent from this study that the lack of women in IT is not necessarily a gender issue, but an issue embedded in the image of the IT discipline, an image of lower status than most other professional careers.
Practical implications
A positive implication is that there is little differentiation between the genders in IT use, despite greater confidence in technical ability residing with males.
Social implications
A lack of diversity in a workforce is detrimental to creativity and future design. IT professionals, industry and academics need to work together to engender greater interest in this discipline and increase their focus on parents of students.
Originality/value
This paper adds to current theory by suggesting that parents remain the primary influencers to student career and course choices. A second important contribution to current theory is the perpetuation of the poor image that students hold of the IT profession.
Abstract
Purpose
This paper aims to present results of interviews with Australian students in junior, middle and senior secondary-school. It also aims to provide a current insight into the declining diversity of the information technology (IT) student cohort that is not captured in the existing literature. Educational psychology theories of self-efficacy shed light on the development of like and dislike towards aspects of IT, it also seeks to consider the career choice decision-making theories and models to understand the cost-benefit dimensions of career choice in young people in the twenty-first century. Socio-cultural factors that condition young women for their expected role in society also apply to career choice and build a theoretical framework for the research.
Design/methodology/approach
Qualitative research methodology of semi-structured focus group interviews were conducted with students of both genders from three different year levels. The interviews were analysed using a meta matrix approach aligned with themes suggested in the literature.
Findings
This research found that IT rarely entered their schematic repertoire of possible future careers, a schematic repertoire strongly influenced by parental opinion and habitus at all stages of education. While it would appear that there is a deficit in student knowledge of what an IT career involves beyond that of the most stereotypical portrayal of a programmer, this deficit of knowledge is evident in both genders. This research found a pattern of factors specific to Information Technology that encouraged some males to choose this career path and a pattern of inhibiting factors that had a stronger negative impact on young women than young men.
Research limitations/implications
It is apparent from this study that the lack of women in IT is not necessarily a gender issue, but an issue embedded in the image of the IT discipline, an image of lower status than most other professional careers.
Practical implications
A positive implication is that there is little differentiation between the genders in IT use, despite greater confidence in technical ability residing with males.
Social implications
A lack of diversity in a workforce is detrimental to creativity and future design. IT professionals, industry and academics need to work together to engender greater interest in this discipline and increase their focus on parents of students.
Originality/value
This paper adds to current theory by suggesting that parents remain the primary influencers to student career and course choices. A second important contribution to current theory is the perpetuation of the poor image that students hold of the IT profession.
Monday, 6 August 2012
Calling and Career Outcome Expectations: The Mediating Role of Self-efficacy
an article by José F. Domene, University of New Brunswick, Canada) published in Journal of Career Assessment Volume 20 Number 3 (August 2012)
Abstract
Links between young adults’ sense of calling, career outcome expectations, and self-efficacy were examined in a sample of 855 undergraduate students from three universities in Atlantic Canada.
Hierarchical multiple regression revealed that participants’ presence of and search for calling accounted for a small, but significant, portion of the variance in career outcome expectations.
Mediation analysis, conducted separately for each subdimension of calling, revealed that self-efficacy partially mediated the relation between purposeful work and outcome expectations, and fully mediated the relation for the calling dimensions of search for purposeful work, presence of transcendent summons, and presence of a prosocial orientation.
The pattern of findings suggests that the relation between sense of calling and expectations for a successful future occupational outcome is predominantly indirect, working through influencing students’ occupational self-efficacy.
Abstract
Links between young adults’ sense of calling, career outcome expectations, and self-efficacy were examined in a sample of 855 undergraduate students from three universities in Atlantic Canada.
Hierarchical multiple regression revealed that participants’ presence of and search for calling accounted for a small, but significant, portion of the variance in career outcome expectations.
Mediation analysis, conducted separately for each subdimension of calling, revealed that self-efficacy partially mediated the relation between purposeful work and outcome expectations, and fully mediated the relation for the calling dimensions of search for purposeful work, presence of transcendent summons, and presence of a prosocial orientation.
The pattern of findings suggests that the relation between sense of calling and expectations for a successful future occupational outcome is predominantly indirect, working through influencing students’ occupational self-efficacy.
Tuesday, 17 July 2012
Affirming entrepreneurial education: learning, employability and personal development
an article by Judith Crayford, Colm Fearon and Wim van Vuuren (CCCU, Canterbury, UK) and Heather McLaughlin (INLECOM, UK) published in Industrial and Commercial Training Volume 44 Issue 4 (2012)
Abstract
Purpose
This article aims to discuss the changing role of entrepreneurial education for promoting personal development, learning and employability skills.
Design/methodology/approach
The authors review key literature and policy from the EU, in conjunction with recent UK initiatives and organisations that are urging greater action to develop the skills and entrepreneurial mind-set necessary for the graduates of tomorrow.
Findings
There is a sense of urgency and change in mainstream higher education (HE) to promote and embed greater entrepreneurial and workplace skills among graduates. Students are expected to demonstrate greater employability skills and signs of the entrepreneurial mind-set that will help organisations innovate and succeed.
Originality/value
The article clearly makes the link between the need for personal development, employability skills and attributes of an entrepreneurial mind-set among graduates for the post-2011 workplace.
Abstract
Purpose
This article aims to discuss the changing role of entrepreneurial education for promoting personal development, learning and employability skills.
Design/methodology/approach
The authors review key literature and policy from the EU, in conjunction with recent UK initiatives and organisations that are urging greater action to develop the skills and entrepreneurial mind-set necessary for the graduates of tomorrow.
Findings
There is a sense of urgency and change in mainstream higher education (HE) to promote and embed greater entrepreneurial and workplace skills among graduates. Students are expected to demonstrate greater employability skills and signs of the entrepreneurial mind-set that will help organisations innovate and succeed.
Originality/value
The article clearly makes the link between the need for personal development, employability skills and attributes of an entrepreneurial mind-set among graduates for the post-2011 workplace.
Social media at the university: a demographic comparison
an article by Alice B. Ruleman, (James C. Kirkpatrick Library, University of Central Missouri, USA) published in New Library World Volume 113 Issuse 7/8 (2012)
Abstract
Purpose
The purpose of this paper is to examine faculty and student responses to questions regarding their use of social media and to determine possible demographic differences.
Design/methodology/approach
A web-based quantitative survey format utilizing multiple choice and matrix type questions was selected for this research.
Findings
Both faculty and students are active users of social media. Some distinct demographic differences were found but they did not always match expected results.
Research limitations/implications
The nature of a multiple-choice survey creates some limitations although it also makes it easier to obtain responses from a broad range of individuals. The responses to this survey indicate some interesting demographic results particularly related to gender differences (or lack of) with the students and faculty, as well as the differences between the two groups even when comparing the same ages. Additional research could help to explain these differences.
Practical implications
This environmental scan can aid the library in determining potential social media to use to provide service to the campus.
Originality/value
The paper confirms that students and faculty are avid users of some, but not all, social media and the study raises some interesting questions regarding the differences between faculty and students.
Abstract
Purpose
The purpose of this paper is to examine faculty and student responses to questions regarding their use of social media and to determine possible demographic differences.
Design/methodology/approach
A web-based quantitative survey format utilizing multiple choice and matrix type questions was selected for this research.
Findings
Both faculty and students are active users of social media. Some distinct demographic differences were found but they did not always match expected results.
Research limitations/implications
The nature of a multiple-choice survey creates some limitations although it also makes it easier to obtain responses from a broad range of individuals. The responses to this survey indicate some interesting demographic results particularly related to gender differences (or lack of) with the students and faculty, as well as the differences between the two groups even when comparing the same ages. Additional research could help to explain these differences.
Practical implications
This environmental scan can aid the library in determining potential social media to use to provide service to the campus.
Originality/value
The paper confirms that students and faculty are avid users of some, but not all, social media and the study raises some interesting questions regarding the differences between faculty and students.
Tuesday, 26 June 2012
Enhancing students' employability through business simulation
an article by Alex Avramenko (Salford Business School, University of Salford) published in Education + Training Volume 54 Issue 5 (2012)
Abstract
Purpose
The purpose of this paper is to introduce an approach to business simulation with less dependence on business simulation software to provide innovative work experience within a programme of study, to boost students’ confidence and employability.
Design/methodology/approach
The paper is based on analysis of existing business simulation literature, which is synthesised with contemporary pedagogic trends and the outputs of the authors’ longitudinal research on improving the effectiveness of business simulation as a teaching method.
Findings
The use of business simulation as a pedagogic tool can be considerably extended beyond built-in functionality to match the needs of various business-related disciplines. Learning from their own mistakes enabled students to appreciate the gap between theory and its application.
Research limitations/implications
Business simulation can provide an innovative provision of work experience for students, if its design utilises continuous formative feedback and reflective practice amongst other pedagogical elements rather than relying on sophisticated business simulation software.
Practical implications
This paper offers a blueprint for the provision of business simulation exercises in higher education as means for equipping participants with a work-like experience.
Originality/value
The article presents a fresh view on the use of business simulation in the educational process, while contributing to the long-standing debate on bridging the gap between theory and practice.
Abstract
Purpose
The purpose of this paper is to introduce an approach to business simulation with less dependence on business simulation software to provide innovative work experience within a programme of study, to boost students’ confidence and employability.
Design/methodology/approach
The paper is based on analysis of existing business simulation literature, which is synthesised with contemporary pedagogic trends and the outputs of the authors’ longitudinal research on improving the effectiveness of business simulation as a teaching method.
Findings
The use of business simulation as a pedagogic tool can be considerably extended beyond built-in functionality to match the needs of various business-related disciplines. Learning from their own mistakes enabled students to appreciate the gap between theory and its application.
Research limitations/implications
Business simulation can provide an innovative provision of work experience for students, if its design utilises continuous formative feedback and reflective practice amongst other pedagogical elements rather than relying on sophisticated business simulation software.
Practical implications
This paper offers a blueprint for the provision of business simulation exercises in higher education as means for equipping participants with a work-like experience.
Originality/value
The article presents a fresh view on the use of business simulation in the educational process, while contributing to the long-standing debate on bridging the gap between theory and practice.
Tuesday, 12 June 2012
The Effects of Home Computers on Educational Outcomes: …
Evidence from a Field Experiment with Community College Students
an article by Robert W. Fairlie (University of California) and Rebecca A. London (Stanford University) published in The Economic Journal Volume 122 Issue 561 (June 2012)
Abstract
There is no clear theoretical prediction regarding whether home computers are an important input in the educational production function. To investigate the hypothesis, we conduct a field experiment involving the random provision of free computers to low-income community college students for home use.
Although estimates for a few measures are imprecise and cannot rule out zero effects, we find some evidence that the treatment group achieved better educational outcomes than the control group. The estimated effects, however, are not large and are smaller than non-experimental estimates.
There is also some evidence that benefits from home computers increase with distance to campus.
an article by Robert W. Fairlie (University of California) and Rebecca A. London (Stanford University) published in The Economic Journal Volume 122 Issue 561 (June 2012)
Abstract
There is no clear theoretical prediction regarding whether home computers are an important input in the educational production function. To investigate the hypothesis, we conduct a field experiment involving the random provision of free computers to low-income community college students for home use.
Although estimates for a few measures are imprecise and cannot rule out zero effects, we find some evidence that the treatment group achieved better educational outcomes than the control group. The estimated effects, however, are not large and are smaller than non-experimental estimates.
There is also some evidence that benefits from home computers increase with distance to campus.
Wednesday, 6 June 2012
High School Students’ Perceptions of Coping With Cyberbullying
an article by Leandra Parris, Kris Varjas, Joel Meyers and Hayley Cutts (Georgia State University, Atlanta, USA) published in Youth & Society Volume 44 Number 2 (June 2012)
Abstract
Cyberbullying can have a variety of negative effects on student mental health (Internet Safety Technical Task Force, 2008). An understanding of students’ coping with cyberbullying could help researchers and professionals to determine ways to alleviate and/or prevent the negative effects of cyberbullying.
Qualitative methods were used to provide an in-depth examination of coping with cyberbullying. The results revealed three primary coping themes as follows: reactive coping, preventive coping, and no way to prevent cyberbullying.
Reactive coping included avoiding the cyberbully situation by deleting or ignoring messages. Preventive coping strategies included talk in person and increased security and awareness. Some students reported that there was no way to reduce cyberbullying.
These strategies were interpreted in terms of current theories of coping and findings suggested a need for a new comprehensive model of coping with cyberbullying. In addition, implications for future research and practice were discussed.
Abstract
Cyberbullying can have a variety of negative effects on student mental health (Internet Safety Technical Task Force, 2008). An understanding of students’ coping with cyberbullying could help researchers and professionals to determine ways to alleviate and/or prevent the negative effects of cyberbullying.
Qualitative methods were used to provide an in-depth examination of coping with cyberbullying. The results revealed three primary coping themes as follows: reactive coping, preventive coping, and no way to prevent cyberbullying.
Reactive coping included avoiding the cyberbully situation by deleting or ignoring messages. Preventive coping strategies included talk in person and increased security and awareness. Some students reported that there was no way to reduce cyberbullying.
These strategies were interpreted in terms of current theories of coping and findings suggested a need for a new comprehensive model of coping with cyberbullying. In addition, implications for future research and practice were discussed.
Tuesday, 29 May 2012
Everybody wins? Using the workplace as an arena for learning
an article by Chrissy Ogilvie and Gill Homan (Manchester Metropolitan University Business School) published in Higher Education, Skills and Work-based Learning Volume 2 Issue 2 (2012)
Abstract
Purpose
The purpose of this paper is to explore the opportunities provided by the workplace as an arena for learning and academic credit for first year undergraduates at Manchester Metropolitan University Business School. The research focuses on the evaluation of a work-based learning (WBL) module designed for full-time business students who are working part time to fund their progress through university.
Design/methodology/approach
Primary reflective data were gathered in a structured evaluation from a cohort of 85 participating students at the end of the WBL module. A self-selected sample of 14 of these students provided additional data through questionnaires and interviews. Material was also captured from tutor reflections and some employers who volunteered comments. Recent literature on WBL was reviewed.
Findings
Some recent literature suggests that part-time work has a detrimental effect on student study and attainment. However the findings of this research revealed both anticipated and unexpected benefits, not just for the students but other stakeholders. Students liked the flexible delivery and the opportunity to learn in the workplace rather than the classroom. Students also reported short and longer term career benefits as a result of doing WBL and a boost in job motivation. In addition, there were development opportunities for tutors, employers and the employing business.
Research limitations/implications
The research was limited to one cohort and was also undertaken by the tutors and not independent researchers. The sample was self selected and was not representative. Employer feedback was limited and possibly unreliable. However, there is clear evidence of positive enthusiasm for this mode of learning and the rich seam of learning opportunities for all parties in this mode of undergraduate delivery deserves more research.
Practical implications
Given the economic necessity for full-time students to engage in part-time employment, this form of WBL that carries academic credit can greatly enhance the curriculum of business students. Linked to the employability agenda WBL could also be included in the curriculum of students taking non-vocational degrees and this University is currently exploring this development. Working students are offered an alternative form of learning delivery which supports their complex lives by being flexible and perhaps meets the learning preferences of pragmatists and activists more than the traditional classroom.
Social implications
There is evidence that students who engage in WBL are more motivated and committed employees. They have also contributed to improvements in their workplaces in areas around waste, “green issues” and health and safety. All students, but particularly those from disadvantaged backgrounds, can use their part-time employment as an asset rather than a hindrance to learning, thus supporting widening participation in higher education. Employers are encouraged to use the intellectual abilities of their student employees to mutual advantage.
Originality/value
The design of the WBL unit and the research is original to the authors. All secondary sources are cited.
Abstract
Purpose
The purpose of this paper is to explore the opportunities provided by the workplace as an arena for learning and academic credit for first year undergraduates at Manchester Metropolitan University Business School. The research focuses on the evaluation of a work-based learning (WBL) module designed for full-time business students who are working part time to fund their progress through university.
Design/methodology/approach
Primary reflective data were gathered in a structured evaluation from a cohort of 85 participating students at the end of the WBL module. A self-selected sample of 14 of these students provided additional data through questionnaires and interviews. Material was also captured from tutor reflections and some employers who volunteered comments. Recent literature on WBL was reviewed.
Findings
Some recent literature suggests that part-time work has a detrimental effect on student study and attainment. However the findings of this research revealed both anticipated and unexpected benefits, not just for the students but other stakeholders. Students liked the flexible delivery and the opportunity to learn in the workplace rather than the classroom. Students also reported short and longer term career benefits as a result of doing WBL and a boost in job motivation. In addition, there were development opportunities for tutors, employers and the employing business.
Research limitations/implications
The research was limited to one cohort and was also undertaken by the tutors and not independent researchers. The sample was self selected and was not representative. Employer feedback was limited and possibly unreliable. However, there is clear evidence of positive enthusiasm for this mode of learning and the rich seam of learning opportunities for all parties in this mode of undergraduate delivery deserves more research.
Practical implications
Given the economic necessity for full-time students to engage in part-time employment, this form of WBL that carries academic credit can greatly enhance the curriculum of business students. Linked to the employability agenda WBL could also be included in the curriculum of students taking non-vocational degrees and this University is currently exploring this development. Working students are offered an alternative form of learning delivery which supports their complex lives by being flexible and perhaps meets the learning preferences of pragmatists and activists more than the traditional classroom.
Social implications
There is evidence that students who engage in WBL are more motivated and committed employees. They have also contributed to improvements in their workplaces in areas around waste, “green issues” and health and safety. All students, but particularly those from disadvantaged backgrounds, can use their part-time employment as an asset rather than a hindrance to learning, thus supporting widening participation in higher education. Employers are encouraged to use the intellectual abilities of their student employees to mutual advantage.
Originality/value
The design of the WBL unit and the research is original to the authors. All secondary sources are cited.
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