This presented study explores the ongoing Uni Connect Programme run by the UK government to widen participation among underrepresented young people. The research focused on one specific local authority that delivers Uni Connect activities, gathering data from eight in-depth interviews (project manager N = 2, activity coordinators N = 6) and the…

This report by Paul Woodgates explores change initiatives in higher education institutions, considering why they are needed and why they are difficult to deliver. He outlines how universities should carefully design change projects to maximise impact and likelihood of success.

We report on a study of how instructors in an online management classroom aim to develop critical reflection through asynchronous discussions. There is an ongoing debate centered on improving asynchronous discussions in online management education but insights into how these discussions could be facilitated to promote critical reflection remains…

Over the last 30 years higher education has seen a rise in new managerialism across all its activity, driven by neoliberal economic policy. Professional doctorates (PDs) have been part of this rise, increasing in number considerably and spawning a related interest in researching doctoral work. However, there have been few studies focused on how…

There is much debate in the literature concerning the changes necessary for university accounting education to meet the needs of the business environment and broader society. In the USA the Pathways Commission has responded by implementing a programme of evaluation and improvement. In the UK there is no formal agenda for change. This paper…

Evidence suggests that MOOCs are being used as a strategic tool to explore alternative models of course delivery (Allen & Seaman, 2013) and this paper shares insight into an example of such innovation for Business School Education. Gateway MBA draws on examples of open learning worldwide to create a MOOC to extend the MBA distance learning…

This paper reports on the design and evaluation of a UK University's global eLearning MBA programme. The aims of the research were to investigate the learning experiences of the students on the course and to evaluate the effectiveness of the support system so as to improve the programme. The primary research method was a longitudinal…

The nature and organization of continuing education within the higher education systems of Canada, Finland, and the United Kingdom are examined and compared. Although there are considerable differences between the systems, there is also significant variation within them. Little stability is seen, and change is foreseen as pressures increase.…

Content analysis was conducted of 16 doctorate of business administration (DBA) programs in Britain. Results revealed that DBA programs modeled on the doctor of philosophy degree achieve academic credibility; programs pursuing business-relevant outcomes fulfill the intent of the DBA, which was developed in response to dissatisfaction with the…

A study compared content of Master's in Business Administration (MBA) curricula of 24 American institutions and 23 British institutions. Factors analyzed included program length and structure, class size, required core classes, academic course content, and program uniqueness. While British and American programs were similar, American programs…

A British national study of the university research enterprise in 1995-96 assessed the impact of a 1992 change in higher education policy to restructure the entire higher education system. The study investigated impact at the system, institution, unit, and individual levels, in the areas of research policy and strategy, structures, and processes.…

Background: Universities have a vested interest in attracting and encouraging enrolment of as many high calibre students as possible. With greater frequency, universities are using marketing techniques to do so. Aims: The study reviewed current student opinions of a programme within a UK university to discover its shortcomings and strengths.…

In semi-structured interviews, 11 British university lecturers were prompted to discuss their motivations for starting, continuing, and achieving closure in collaborative staff development. Motivations included learning how to teach and involve students in learning, and drawing support from faculty development experts. Findings suggest that…

Argues that impending and inevitable changes to geography fieldwork can be better understood through an appreciation of the systemic nature of fieldwork. This appreciation can help in integrating changes into fieldwork. Discusses various management system models and approaches. (MJP)