Academic identity,confidence and belonging: The role of contextualised admissions and foundation years in higher education

This article presents a cross-national exploration of responses to widening participation (WP), with a specific focus on the provision of foundation year (FY) programmes and the use of contextualised admissions (CA) in selective Irish and UK institutions. There remains a dearth of research on these routes, with little understanding of the characteristics of students who utilise them, of why students use these routes and little knowledge of their effect on students’ experiences in university and their overall sense of belonging. A year-long longitudinal comparative case study design examined three alternative entry routes in two selective higher education institutions (HEIs) in England and Ireland: a well-established FY; a newly formed FY; and a CA pathway. Data were collected through a mixed-method approach. Questionnaires and in-depth focus groups were employed at fixed points with participating students in each route. Results indicated that FY students had lower levels of familial educational history and parental occupation. FY students’ sense of belonging significantly increased over the year, with students reporting increased confidence and sense of belonging due to the relationships established during the FY. CA students’ sense of belonging remained the same, with students reporting feeling different and isolated. Results indicate that while students utilising FYs may be ‘more disadvantaged’ than CA students, their experiences helped establish a sense of belonging; illustrating the need for diverse WP routes catering to a wide range of needs. Results highlight the importance of providing opportunities to develop social and bridging social capital for all non-traditional students.     

Validity and Reliability of Three Self-Report Instruments for Assessing Attainment of Physical Activity Guidelines in University Students

The purpose of this study was to compare the validity and reliability of three short physical activity self-report instruments to determine their potential for use with university student populations. The participants (N = 155; 44.5% male; 22.9 ± 5.13 years) wore an accelerometer for 9 consecutive days and completed a single-item measure, the a brief two item measure and the International Physical Activity Questionnaire—Short Form questionnaires on day 1 and 9. Correlations between self-reported and accelerometer derived moderate-to-vigorous physical activity levels were moderate for the International Physical Activity Questionnaire—Short Form, while poor for the single-item measure and the a brief two item measure. The agreement level was high with the International Physical Activity Questionnaire—Short Form (77.4%) and moderate for both the single-item measure (45.2 %) and a brief two item measure (44.5 %). The intraclass correlations between the two administrations were moderate to strong across all measures (0.52–0.70) in 133 participants. The International Physical Activity Questionnaire—Short Form is the most suitable of these three self-report instruments for use with this population due to higher correlations and levels of agreement with accelerometry.     

Perceived benefits and barriers to the use of high-speed broadband in Ireland's second-level schools

As part of Ireland's National Digital Strategy, high-speed broadband is being rolled out to all second-level schools to support greater use of information and communication technology (ICT) in education. This programme signals a move from slow and unreliable broadband connections for many schools to a guaranteed high-speed connection with technical support. Theoretically, this should allow for behaviours and pedagogies to adapt, incorporating ICT into education. Research shows that integrating ICT into teaching and learning is a gradual process for most teachers and is influenced by a complex mix of socio-technical factors. Our data set consists of survey data from teachers and principals from a sample of second-level schools. The survey collected factual and attitudinal variables including attitudes towards ICT integration, current availability of infrastructure and barriers to ICT use, before schools received high-speed broadband connectivity. We examine the factors influencing teachers’ attitudes to ICT and their perceived barriers in adopting new technologies in their day-to-day teaching. Analysis of this baseline period is essential in an iterative digital strategy, informing future strategies, targeting policy most effectively and achieving policy objectives. While attitudes towards the potential of high-speed broadband and use of ICT are consistently positive across sub groups of schools and teachers, perceived barriers to ICT usage differ.     

Fifteen hundred guidelines and growing: the UK database of clinical guidelines

BACKGROUND: The National Library for Health offers a comprehensive searchable database of nationally approved clinical guidelines, called the Guidelines Finder. This resource, commissioned in 2002, is managed and developed by the University of Sheffield Health Sciences Library. METHODS: The authors introduce the historical and political dimension of guidelines and the nature of guidelines as a mechanism to ensure clinical effectiveness in practice. The article then outlines the maintenance and organisation of the Guidelines Finder database itself, the criteria for selection, who publishes guidelines and guideline formats, usage of the Guidelines Finder service and finally looks at some lessons learnt from a local library offering a national service. CONCLUSIONS: Clinical guidelines are central to effective clinical practice at the national, organisational and individual level. The Guidelines Finder is one of the most visited resources within the National Library for Health and is successful in answering information needs related to specific patient care, clinical research, guideline development and education.     

Unravelling the gender bind,uncovering the heterogeneity of domination

ABSTRACT

Gender norms and learned practices of student teachers can influence their performance in practice, either fixing or challenging, gendered social norms and expectations. This paper shares the findings of a multi-year mixed-methods research project that explored the understandings of gender norms and experiences of students and staff within a large teacher-training college in Tanzania. Data was collected to inform a wider gender mainstreaming initiative across the institution. Using a blend of quantitative and qualitative methods, the findings identified a strict and rigid gender binary which seemed to inform attitudes and practices of teaching and learning. Furthermore, it uncovered heterogeneous forms of gendered domination that were experienced by staff and pupils within the institution. The findings suggest that stand-alone ‘female only’ gender mainstreaming strategies may not be sufficient to achieve a gender equitable environment within the institution. Rather, it suggests that a whole-of-community approach is necessary to unravel deep-rooted biases and to tackle diverse forms of domination that affect different members of the college community in different ways. Such findings are particularly important in light of the epistemic power that is conferred on teacher-graduates and that is transferred through teaching practices to communities across Tanzania.     

Responsive Web Site Development at the Library,Institute of Technology Tallaght: A Case Study

ABSTRACT

This case study reviews the responsive Web design project undertaken by the Library, Institute of Technology Tallaght, with Granite Digital, including the preparatory literature review, the design process, task allocation, and the technologies leveraged to deliver the final design. The library is a small academic library with limited resources, and the project took place during a particularly challenging period in Ireland. The different types of testing the site underwent before launch are discussed, including testing of the design itself across browsers, accessibility testing using free online resources, testing the responsive design using free online resources, and physical device testing. The article outlines how feedback was gathered and addressed, and discusses plans for future upkeep and development. Finally, the article concludes that it is possible for a small academic library to successfully deliver a high quality library Web site using responsive design.     

The first semester of university life; ‘will I be able to manage it at all?’

This paper reports on an Irish study examining first year students’ recollections of their concerns, motivations, level of preparedness and perceived skills on entry to university. The study aims to investigate and understand the implications of the attitudes of first year students as they make the transition to university. It also explores students’ behaviour during their initial weeks at university. It is important to understand the anxieties of new students, their views on their abilities and their confidence in managing their new role as these factors will have consequences for their experience as first year university students. These findings are explored with a view to enhancing the quality of support for students during this key transition.     

Shifting hegemony in ‘a man’s world’: incremental change for female golf professional employment

There is much evidence to suggest that the golf environment is unequal in terms of gender. This study puts this to the test by focusing on female golf professionals’ understanding of the barriers and opportunities to employment in the golf industry. Data were collected through a series of focus groups, interviews (n = 17) and a survey (n = 95) with female PGA professionals and trainee PGA professionals in Great Britain and Ireland, over half of whom indicated coaching as their primary employment role. At the time of data collection female PGA golf professionals made up less than 3% of all PGA professionals in Britain and Ireland. The data revealed some clear differences between older and younger respondents on barriers to, and opportunities for, employment in the golf industry. On the whole, younger professionals appeared more willing to challenge, discuss and confront the underlying discrimination. The results suggest that golf is undergoing an incremental change away from male hegemony.