Papers by Steve Woodfield
Department for Education and Skills eBooks, 2004
The Department for Education and Skills held its third research conference on 5th December 2003 a... more The Department for Education and Skills held its third research conference on 5th December 2003 at the Institution of Civil Engineers, London. Richard Bartholomew, Chief Research Officer at the DfES, introduced the day and the theme of the conference-international comparisons. The two keynote speakers showed how important this area is, with Andreas Schleicher, from the OECD, describing work to benchmark the performance of education systems and Clyde Hertzman, from the University of British Columbia, describing research in Canada on early child development. The main part of the day was spent in a series of 10 seminars which covered a wide range of topics, each looking at the theme from a different angle, and covering all of the main DfES policy areas from early years to lifelong learning. The conference was attended by 250 delegates from universities and colleges, research bodies, local authorities, the LSC and other government departments. The conference was an ideal opportunity for policy makers, practitioners and researchers to share ideas, knowledge and views to provide government with the information it needs.
ABSTRACT This paper is a contribution to knowledge sharing in the field of distance learning. It ... more ABSTRACT This paper is a contribution to knowledge sharing in the field of distance learning. It presents and discusses the findings of a study on the quality review of distance learning in a sample of five countries. The study was commissioned by the Council for Higher Education Accreditation's (CHEA) International Commission in order to understand better the nature of existing arrangements and their potential impact in the context of growth in electronically supported learning and the import and export of education world‐wide.
PubMed, Dec 5, 1996
1. Health Serv J. 1996 Dec 5;106(5532):30-1. Medical education. Class act? Lempp H, Woodfield S, ... more 1. Health Serv J. 1996 Dec 5;106(5532):30-1. Medical education. Class act? Lempp H, Woodfield S, Seabrook M, Evans T. King's College School of Medicine and Dentistry, UK. PMID: 10164324 [PubMed - indexed for MEDLINE]. MeSH Terms. Curriculum; Education, Medical, Undergraduate/economics; Education, Medical, Undergraduate/statistics & numerical data*; Great Britain; Hospitals, Public/economics; Hospitals, Public/statistics & numerical data*; Hospitals, Teaching/economics; Hospitals, Teaching/statistics & numerical data*; ...
Widening participation and lifelong learning, Jul 1, 2013
This paper will critically reflect upon the findings from a recent Higher Education Academy (HEA)... more This paper will critically reflect upon the findings from a recent Higher Education Academy (HEA) funded literature synthesis on how progression agreements (PAs) promote social mobility through improving pathways to the professions and vocational careers. This was based on material in the HEA‟s Widening Access, Student Retention and Success national programmes archive, predominantly focused on the work of PAs which formed part of HEFCE-funded Lifelong Learning Networks (LLNs). The agreements were designed to support transition into Higher Education (HE) for holders of level 3 vocational qualifications, including those studying via work based learning programmes, and to help develop clearly defined access routes into graduate careers. Such students tend to come from lower socio-economic groups than those with A levels, making LLN PAs potentially important instruments for the promotion of upward social mobility through providing alternative pathways into and through HE. Although the full impact of their activities won't be fully understood for some time, the paper will consider some initial evidence from the literature on the impact of progression agreements in areas such as academic and employment benefits for students; employer engagement; the sustainability of inter-institutional partnerships and networks; and the status of vocational qualifications in HE.
Journal of Higher Education Policy and Management, Oct 18, 2018
Medical Education, Nov 1, 1999
Objectives Recent reports have stressed the importance of developing medical students' understand... more Objectives Recent reports have stressed the importance of developing medical students' understanding of primary and community care and their ability to work in health-care teams. Design An innovative 3-year project aimed to achieve this understanding by broadening the range of healthcare professionals and community organizations contributing to the medical curriculum.
Higher Education Quarterly, Dec 20, 2016
Fiona Ross has a background in policy related health services research and was Dean of the
Medical Education, May 1, 1998
Medical Education, Apr 1, 2000
Medical Education, Aug 1, 1999
Objectives The GMC recommends that students become independent learners, while tutor time is an i... more Objectives The GMC recommends that students become independent learners, while tutor time is an increasingly precious resource. A set of structured learning materials requiring students to undertake and re¯ect on practical tasks in ®ve learning areas was developed. Design The study used a randomized control trial to evaluate the effectiveness of using these structured learning materials in place of conventional teaching for 228 third-year undergraduate students and 55 teachers, on both hospital and community based medical and general practice ®rms. Evaluation involved assessing student performance on an examination question and a writing task, together with a student and tutor satisfaction questionnaire.
Higher Education Quarterly, Apr 1, 2010
JG Wissema's book Towards the Third Generation University: Managing the University i... more JG Wissema's book Towards the Third Generation University: Managing the University in Transition argues that since the onset of massification in the 1960s, universities worldwide have been in transition and must now transform into 'Third Generation Universities'(3GUs) or risk being marginalised in a rapidly changing global socio-economic context. Using a conceptual model based on the author's experiences as an innovation and entrepreneurship consultant and his commercialisation activities with leading research ...
International higher education, Mar 25, 2015
The benefits of staff-student research partnerships or collaborations at the individual and insti... more The benefits of staff-student research partnerships or collaborations at the individual and institution level are widely reported (Healey, Flint, & Harrington, 2014; Little, 2012). The Higher Education Academy report “Engagement through partnership: students as partners in learning and teaching in higher education” (HEA, 2014), focuses particularly on the benefits of staff-student partnerships in the UK for student learning and teaching enhancement. It reports that partnerships increase student engagement, sense of belonging to the academic community, and success in learning, that student engagement in collaborative work with staff is key to their learning gains and achievements and that for this reason it has been reinforced and promoted in many institutions worldwide. However, the evidence is frequently taken from “case-studies or anecdotal reports that students like it” [2:60]. The impact of these partnerships in terms of learning gains has not been extensively investigated. The partnerships in this study take the form of staff student collaborations in educational or pedagogical research that is shaped by the rationale of research-based education: students learn in a research or inquiry-based mode, constructing not only knowledge within a specific disciplinary field but also by developing a set of transferable skills. According to several authors (Brew, 2013; Dickerson, Jarvis, & Stockwell, 2016; Healey & Jenkins, 2009; Huet, I., Baptista, & Ferreira, 2013) learning in a research environment fosters the intellectual and practical capabilities of students, allowing them to become more independent, autonomous and critical learners, and consequently better prepared to succeed in their studies and adapt more successfully into employment and/or consider potential academic career trajectories. The Student Academic Development Research Associate Scheme (SADRAS) is a programme initiated in the academic year 2012-13 at Kingston University, to stimulate and support partnerships between students and staff. SADRAS encourages staff and students to undertake pedagogical or institutional research to improve the student academic experience at the university; it works to enable students, as part of a learning community, to actively contribute, for example, to course development and curriculum design, and enhance the learning environment. A key aim of the scheme is to instil the student partners with a greater sense of engagement and belonging through working closely with staff and to enhance their research skills and hence their academic persistence and proficiency. The scheme is also aligned with institutional policies to promote a research-informed education environment; foster participation and engagement among the Black and Minority Ethnic (BME) undergraduate students; and develop academics skills amongst all students (Noakes, May, Sluis, & Gay, 2013; van der Sluis, May, Locke, & Hill, 2013). Beside the rationale for and the outcomes of engaging students in research-based education the paper will present the results of two evaluation research studies, conducted in 2013-14 (Huet, van der Sluis, & May, 2016) and 2016-17 (ongoing), with students and staff that collaborated as research partners outside the formal curriculum. The purpose of this study is to probe the expectations and perceived learning gains related to SADRAS from students and staff participating in the projects, with a focus on identifying the development of research competencies by students. The findings presented in this paper form part of a larger study that aims to evaluate the overall SADRAS programme. The data from 2013-14 reveal that staff and student collaborations supported by SADRAS have acted as change agents within the institution and have contributed to students’ learning gains, in particular to the development of their research competencies. Staff were both engaged and motivated in developing educational or institutional research projects that would benefit the student learning experience at the university. The opportunity for undergraduate students to work together on a research project resulted in positive experiences for both staff and students. The benefits of these collaborative projects and the opportunities to develop research competencies, which are transferable to the world of work, were clear to the students. For example, staff and students experienced the SADRAS projects as contributing to the students’ sense of autonomy, responsibility and independence, which, with the current emphasis on employability skills (Mason, Williams, & Cranmer, 2009), is an important finding of this research. Moreover, participating in ‘real research’ has stimulated the SADRAS students’ understanding of research approaches, methodologies and methods. Students developed competencies such as information handling, presenting information in different formats appropriate to the audience; and cognitive abilities such as evaluation and analysis. For most…
This poster provides an overview of research undertaken by a specialist unit that combines extern... more This poster provides an overview of research undertaken by a specialist unit that combines externally-funded research and consultancy on higher education with inwardly-facing institutional research (IR) activities. It focuses on a key area of the unit's workinternational higher education. This work forms part of range of research activity that resulted from work on a project funded by HEFCE and UUK called 'The Business of Borderless Education' (2000).
British journal of nursing, Jan 14, 1999
in 1997, the authors conducted a survey of registered nurses working in the academic departments ... more in 1997, the authors conducted a survey of registered nurses working in the academic departments of general practice and primary care in UK and Irish medical schools. The survey aimed to determine the number, demographic and professional profile of nurses employed in these academic departments, including their employment status and their views on their clinical work and professional development. The majority of nurses were professionally experienced, had higher degrees, worked in a research capacity, and were likely to have short-term contracts. Contrary to professional perceptions, the majority of nurses stated that clinical work is important to their current job and expressed a need for research support and recognition of their autonomy as healthcare professionals.
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Papers by Steve Woodfield