scholarly journals Gender Inequalities and Academic Journal Publishing: The View from the Journal of American Studies

2021 ◽  
pp. 1-24
Author(s):  
MARYAM JAMEELA ◽  
SINÉAD MOYNIHAN ◽  
NICK WITHAM
Keyword(s):  
Higher Education ◽  
American Studies ◽  
Gender Inequalities ◽  
Academic Journal ◽  
Pay Gap ◽  
Part Time ◽  
Women Scholars ◽  
The Uk ◽  
The Relationship ◽  
Athena Swan

This virtual special issue is the outcome of a project entitled Women and JAS, which was launched by the coeditors of the Journal of American Studies in October 2019 to document the involvement of women in the journal's day-to-day business from its inception in 1956 as the Bulletin of the British Association for American Studies. The project arises out of – and will hopefully contribute to – larger conversations about the progression of women scholars in academia. While the UK and US higher-education contexts (the contexts most pertinent to this discussion) differ, there are notable similarities in terms of the relationship between gender and career advancement. Both witness attrition of women from academia as they progress from undergraduate studies to PhD and beyond; both see disproportionate numbers of women scholars employed in precarious, part-time and/or teaching-only roles; both see a very low proportion of women in senior professorial roles; fewer women in both locations apply for (and are, therefore, awarded) major grants. In the UK, specifically, recent conversations around gender inequality in higher education have revolved around issues (and initiatives) such as the gender pay gap, Athena SWAN, sexual harassment and the effects of nondisclosure agreements (NDAs), caring responsibilities and affective labour.

scholarly journals Relationship between Entry Grades and Attrition Trends in the Context of Higher Education: Implication for Open Innovation of Education Policy

2020 ◽  
Vol 6 (4) ◽  
pp. 199
Author(s):  
Jacob Cherian ◽  
Jolly Jacob ◽  
Rubina Qureshi ◽  
Vilas Gaikar
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Student Attrition ◽  
Quantitative Methodology ◽  
Secondary Sources ◽  
Part Time Students ◽  
Part Time ◽  
Education Statistics ◽  
The Uk ◽  
The Relationship

Student retention has emerged as a significant and expensive challenge for higher education institutes worldwide. Although several studies have been conducted on increasing student numbers and diversity in higher education institutes, studies on the relationship between student retention and entry grades are limited, particularly in the UK. The aim of this paper was to examine the relationship between entry grades and student attrition in the context of higher education in the UK. A quantitative methodology was used in this study, wherein data were derived from secondary sources, including University and Colleges Admissions Service (UCAS) tariff points and full- and part-time undergraduate student enrolment between 2012 and 2017. The data were extracted and analyzed using Higher Education Statistics Agency (HESA) performance indicators. The findings indicate that there exists a clear association between entry grades and student retention for part-time students, which may aid policy makers, academics, university staff, and higher education stakeholders to develop appropriate strategies to address attrition levels.

scholarly journals Looking beyond Average Earnings: Why Are Male and Female Part-Time Employees in the UK More Likely to Be Low Paid Than Their Full-Time Counterparts?

2018 ◽  
Vol 33 (1) ◽  
pp. 131-148 ◽  
Author(s):  
Madeline Nightingale
Keyword(s):  
Labour Market ◽  
Explanatory Power ◽  
Full Time ◽  
Pay Gap ◽  
Unequal Distribution ◽  
Male And Female ◽  
Female Part ◽  
Part Time ◽  
The Uk ◽  
Low Pay

This article uses Labour Force Survey data to examine why male and female part-time employees in the UK are more likely to be low paid than their full-time counterparts. This ‘low pay penalty’ is found to be just as large, if not larger, for men compared to women. For both men and women, differences in worker characteristics account for a relatively small proportion of the part-time low pay gap. Of greater importance is the unequal distribution of part-time jobs across the labour market, in particular the close relationship between part-time employment and social class. Using a selection model to adjust for the individual’s estimated propensity to be in (full-time) employment adds a modest amount of explanatory power. Particularly for men, a large ‘unexplained’ component is identified, indicating that even with a similar human capital and labour market profile part-time workers are more likely than full-time workers to be low paid.

scholarly journals Risk, Choice and Social Disadvantage: Young People's Decision-Making in a Marketised Higher Education System

2015 ◽  
Vol 20 (3) ◽  
pp. 110-123 ◽  
Author(s):  
Sheryl Clark ◽  
Anna Mountford-Zimdars ◽  
Becky Francis
Keyword(s):  
Higher Education ◽  
Young People ◽  
Social Disadvantage ◽  
Widening Participation ◽  
Tuition Fees ◽  
Higher Education System ◽  
High Achieving Students ◽  
Risk Choice ◽  
The Uk ◽  
The Relationship

Rising tuition fees in England have been accompanied by a policy mandate for universities to widen participation by attracting students from socio-economically disadvantaged backgrounds. This article focuses on one such group of high achieving students and their responses to rising tuition fees within the context of their participation in an outreach scheme at a research-intensive university in the UK. Our findings suggest that rather than being deterred from attending university as a result of fee increases, these young people demonstrated a detailed and fairly sophisticated understanding of higher education provision as a stratified and marketised system and justified fees within a discourse of ‘private good.’ Our analysis situates their ‘risk’ responses within the discursive tensions of the fees/widening participation mandate. We suggest that this tension highlights an intensified commodification of the relationship between higher education institutions and potential students from disadvantaged backgrounds in which widening participation agendas have shifted towards recruitment exercises. We argue that an ongoing effect of this shift has resulted in increased instrumentalism and a narrowing of choices for young people faced with the task of seeking out ‘value for money’ in their degrees whilst concurrently engaging in a number of personalised strategies aimed at compensating for social disadvantage in a system beset by structural inequalities.

scholarly journals Certifying Gender Equality in Research: Lessons Learnt From Athena SWAN and Total E-Quality Award Schemes

2021 ◽  
Vol 6 ◽  
Author(s):  
Charikleia Tzanakou ◽  
Kate Clayton-Hathway ◽  
Anne Laure Humbert
Keyword(s):  
Higher Education ◽  
Gender Equality ◽  
Qualitative Interviews ◽  
Horizon 2020 ◽  
Diversity And Inclusion ◽  
Quality Award ◽  
Research Organisations ◽  
The Uk ◽  
The Impact ◽  
Athena Swan

In the past 2 decades, many Certification and Award schemes (CAS) related to gender equality, diversity and inclusion have emerged in the higher education, research and industry sectors. According to a recent report, there are as many as 113 CAS which have been identified across Europe and beyond. These CAS aim at addressing inequalities in relation to the grounds of sex, gender, race, sexual orientation, and disability among others. The high number of CAS, and their continued growth, has taken place in parallel to the shift of policies and efforts from “fixing individuals” to “fixing the system.” In these schemes, gender equality is often understood as a structural, systemic challenge, with a recognition that advancing gender equality is complex and requires drivers and interventions at micro, meso and macro level. Studies focused on analysing and evaluating gender equality initiatives in higher education have been scarce, and often limited to specific schemes. This paper aims to fill this gap by providing a better understanding of the CAS landscape through comparing two of the main gender equality schemes used by research-performing organisations in Europe Athena SWAN (in the UK) and Total E-Quality Award (in Germany). Based on qualitative interviews with stakeholders across Europe and document analysis, this paper focuses on strengths, challenges faced by and the impact of these CAS. This comparative exercise highlights particular learning points that can inform potential reviews of existing schemes and/or the development of new schemes such as a Europe-wide scheme. The latter is the focus of a Horizon 2020 project entitled CASPER (Certification-Award Systems to Promote Gender Equality in Research), which aims at making recommendations to the European Commission as to the feasibility of a Europe-wide CAS for gender equality in research organisations.

scholarly journals Social Identification, Widening Participation and Higher Education: Experiencing Similarity and Difference in an English Red Brick University

2018 ◽  
Vol 24 (3) ◽  
pp. 353-369
Author(s):  
Tom Clark ◽  
Rita Hordósy
Keyword(s):  
Higher Education ◽  
Financial Support ◽  
Social Identification ◽  
Widening Participation ◽  
Structured Interviews ◽  
Time Work ◽  
Part Time ◽  
The Uk ◽  
Similarity And Difference ◽  
The University

In 2012, the UK government introduced the National Scholarship Programme – a scheme that aimed to ensure that young people from families with low household incomes would not be discouraged from entry into higher education by increases in tuition fees. Drawing on longitudinal evidence in the form of 80 semi-structured interviews conducted in an English Red Brick University over a 3-year period, this article uses Jenkins’ work on social identification to examine the processes by which these post-2012 undergraduates used and experienced the financial support made available to them as part of the Programme. The article explores how the initially categorical label associated with being a student in receipt of financial assistance was variously understood and experienced as they moved through their degree. Not only did the additional finance allow students to avoid excessive part-time work, recipients also felt increasingly valued by the institution when they began to recognise how their financial circumstances differed from their peers, and that the university had made this provision for them. It remains to be seen whether these, more intangible, benefits of non-repayable financial support will transfer to the system of ‘enhanced’ loans that have subsequently replaced maintenance grants and the National Scholarship Programme.

Modernization of Universities through Greater Interaction with Small Firms

1999 ◽  
Vol 13 (2) ◽  
pp. 119-126 ◽  
Author(s):  
Fiona Tilley ◽  
David Johnson
Keyword(s):  
Higher Education ◽  
Small Firms ◽  
Best Practice ◽  
Business Sector ◽  
North East ◽  
The North ◽  
The Uk ◽  
Political Economic ◽  
Relationship Of ◽  
The Relationship

This paper explores the ‘best practice’ interactions between universities and small firms in the UK. The purpose is to identify ways in which a university can build stronger and more effective links with small firms. The relationship between universities and small firms is of growing importance. There are political, economic and educational pressures which influence the behaviour and relationship of higher education toward the business sector, and small firms in particular. The wider context of the changes taking place within higher education are discussed. This is followed by the initial findings from a recently completed research project for the Council for Industry and Higher Education which investigated the foremost components in ‘best practice’ interactions and linkages between small firms and universities in the North East of England. Some preliminary ideas are suggested on how best practice can be further facilitated. These proposals are then interpreted in terms of the operational implications for universities and other strategic organizations involved in building linkages with small firms.

Academic Accreditation of Work-Based Learning in the Construction Environment

2004 ◽  
Vol 18 (2) ◽  
pp. 111-120 ◽  
Author(s):  
Tim McLernon ◽  
David Hughes
Keyword(s):  
Higher Education ◽  
Built Environment ◽  
Rational Method ◽  
Academic Learning ◽  
Academic Credit ◽  
Essential Component ◽  
Part Time Students ◽  
Institutional Learning ◽  
Part Time ◽  
The Relationship

This paper examines the contribution of work-based learning (WBL) to the education of construction students. The research draws on the experiences of part-time students and students on sandwich courses in a School of the Built Environment. The sandwich courses include a year in industry as the penultimate year of a four-year programme. This WBL component constitutes a valuable link between higher education and industry and provides a mechanism for students to consolidate learning in their final year as well as preparing them to take on responsibility in industry immediately after graduation. The paper also examines the relationship between WBL and institutional learning with a view to determining what academic credit is awarded for and how it is awarded. The authors argue that WBL is an essential component of higher education, and that credit for WBL is desirable in a system that promotes credit accumulation and transfer. There is currently no rational method of awarding credit for work-based learning and this paper proposes that articulations in current frameworks for credit accumulation and transfer schemes for academic learning may provide a substantive and transparent means of attributing academic credit to WBL. They also recommend that such a framework should be developed specifically for work-based learning.

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