Plagiarism in UK law schools: is there a postcode lottery?

The discussion of issues relating to academic dishonesty in the UK higher education sector has become increasingly intense in recent years and has often been subject to the media spotlight. This study examines the policies, procedures and penalties at law schools across the UK when dealing with allegations of plagiarism. Data were obtained in two stages via questionnaires and structured interviews with members of staff. The considerable degree of diversity which emerges is discussed and the possible implications of such diversity are examined.     

Coping with writing apprehension

Students with high writing apprehension (WA) were exposed or not exposed to visualization (a procedure designed to encourage positive thinking). Those exposed to visualization reported enjoying writing more than those who were not trained to visualize, both immediately and over time. The paper ends with a discussion of these and other results.     

Effects of performance visualization on employment interviews

Two studies were undertaken to assess the value of exposing people to performance visualization in order to help them cope with communication apprehension (CA) in employment interviews. The first study, which took place in a laboratory, employed a pre/post‐test experimental design. Seniors who were preparing to enter the job market took part in mock interviews, completed a state communication apprehension (CA) measure, a trait CA measure, and a scale designed to measure negative thinking. Participants were then assigned to performance visualization, placebo, or control conditions. After exposure to the requisite treatment, they participated in another mock interview and completed the same battery of measures. The second study took place in the field. In this study, participants, who were about to undergo a screening interview for a job, completed state and trait CA measures, were exposed to performance visualization, and completed the state and trait CA measures the second time. These studies indicated that exposure to performance visualization related negatively to CA and negative thoughts, as well as positively to being offered a job. It showed no relationship to being asked back for a second interview. The implications of these findings are discussed in the conclusion of this report.     

Embedded yet separate: tensions in voluntary sector working to support mental health in state‐run schools

The policy agenda of the UK government has repositioned the voluntary sector as a key player in the delivery of locally responsive, ‘bottom up’ services to address the complex problems of social exclusion, reaching out to sectors of the community which are beyond the grasp of traditional state or market providers. This has drawn many voluntary sector organizations into new forms of partnership with statutory bodies. This article draws from a Scottish study to explore the role of voluntary sector organizations working in schools to support the mental well‐being of children and young people. A framework to interrogate the data from case studies is provided by the Scottish Executive, who rehearse four main advantages of such partnerships between state and the voluntary sector. The article concludes that whilst voluntary sector organizations can and do deliver support to children and young people in innovative ways on the margins of school life, the power differential within the school structure makes their position too vulnerable to bring about quick or substantial change.     

Understanding the persistence of inequality in higher education: evidence from Australia

During the latter half of the twentieth century, Australia, like many countries in the Organisation for Economic Cooperation and Development, experienced rapid expansion in participation in higher education which was supported by government through increases in the number of publicly funded university places. However, in spite of this expansion, a disproportionately large share of the undergraduate student population is still drawn from higher socio-economic backgrounds. This paper seeks to understand the persistence of inequality in higher education by examining changes in patterns of participation in Australian universities since the 1970s. Using logistic regressions to analyse data collected by three Australian surveys conducted between 1987 and 2005, the authors examine the influence of having a university-educated parent on an individual’s chances of obtaining a higher education degree. They find that although the expansion of higher education has had some impact in terms of reducing inequality, having a university-educated parent continues to exert a direct effect on an individual’s propensity to graduate from university. The paper draws on the theories of maximally maintained inequality and relative risk aversion to interpret institutional and student behaviour. The policy challenges of addressing structural inequality in higher education are also discussed.     

Stressors and Supports for Adult Online Learners: Comparing First- and Continuing-Generation College Students

A mixed-methods approach was used to examine the perceptions that adult online learners have about their ability to succeed in their educational pursuits, the barriers that they face, and the institutional supports that help them to persist. Particular attention was paid to the differences between first-generation and continuing-generation adult online learners. Survey findings show that the majority of adult online learners—both first- and continuing-generation—are confident in their abilities to succeed in school. First-generation adult online learners are more likely to cite highly demanding work environments, which may impede their ability to balance school with other commitments. Both groups make use of the supports offered by their schools, especially those related to curriculum and technical guidance, but first-generation adult online learners have higher rates of usage overall. In interviews, both groups cite the importance of advisors, whereas first-generation adult online learners are more likely to cite problems with teachers as obstacles to their success. These findings imply that it is important to consider students' generational status when developing programs and services for the adult online student population.