This article examines the extent to which Access to Higher Education courses can be defined as communities of practice. Other studies have already revealed the importance of mutual engagement and supportive relationships between students and between students and tutors in facilitating learning. While previous studies carried out on Access to HE…

Although the employability of graduates is of concern across further and higher education it is particularly problematic in the arts disciplines, from which few students transition to a traditional, full-time position. Arts graduates shape their work to meet personal and professional needs, and the successful negotiation of this type of career…

Despite the Mental Health Foundation (2012) stating that each year, one in four people in the United Kingdom (UK) will have some kind of mental health difficulty, students from this group are underrepresented in further education (FE) colleges. In light of this, the purpose of this exploratory research, which was rooted in the phenomenological…

This article forms part of an exploration into the results of a single-case, embedded study that was conducted to explore how domestic part-time graduate business students in the United States experience group work for summative assessment. Multiple information collection methods were utilised, including open-ended and semi-structured interviews,…

Full-time MBA students amount to about one-third of the 26,000 students enrolled on MBA programmes at UK universities. The programmes have become increasingly international in student composition and concerns have been expressed about performance, quality and comparability between programmes. Research into predictors of MBA success has been…

Exploring student and teacher perspectives on approaches to learning and teaching reveals interesting insights and new understandings for practice by involving the two key groups of participants in the learning and teaching story. Do students understand and experience learning and teaching similarly or differently from the way teachers intend them…

In the UK, following guidelines set out by the Quality Assurance Agency, personal development planning (PDP) is now operational across all higher education (HE) awards. Like many policy initiatives, PDP requires change, and vital to its implementation are those who facilitate PDP at the grassroots level. Staff given the task of implementing PDP…

Some undergraduate programmes require evidence of baseline numeracy skills as a condition of entry. With a widened entry gate into higher education and a recognised "mathematics problem" in society, students wishing to enrol onto degree programmes that require evidence of numeracy often find it difficult to provide such evidence.…

This article captures the different perspectives of those involved in a collaborative project which implemented an e-learning initiative with higher education and further education institutions in partnership. The initial part of the article provides context and considers some of the debates in the literature on collaboration. It reflects on what…

This paper explores the rhetoric of engagement with diversity in post-compulsory education and discovers paucity in research-informed practice to develop that engagement among staff and leaders. The paper draws upon new and established concepts to consider how and why leadership development, linked to diversity, might be elevated to first-order…