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Introduction to presentations First phase of our research: January-October 2009 Iain Jones

Introduction to presentations First phase of our research: January-October 2009 Iain Jones. Introduction Rationale: Collaborative research and ways of understanding complexity Findings at each undergraduate level: emerging themes Implications for further research.

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Introduction to presentations First phase of our research: January-October 2009 Iain Jones

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  1. Introduction to presentations First phase of our research: January-October 2009 Iain Jones

  2. Introduction Rationale: Collaborative research and ways of understanding complexity Findings at each undergraduate level: emerging themes Implications for further research

  3. Collaborative research and ways of understanding complexity Expectations, needs and experiences of specific cohorts of students How outcomes of action research could be used to support institutional strategic planning How staff can develop and sustain collaborative research as co- researchers

  4. Literature reviewed Informed by work of Colebatch, 1998;Reay, 1998; Reay et al,2001;Thomas, 2002;Jones and Thomas, 2005 Contrasting ways of representing and understanding policy Vertical dimension- policy goals Horizontal dimension- policy as process

  5. Discourses of widening participation( Jones and Thomas, 2005)(Jones and Thomas, 2005)

  6. Emerging themes : Findings at each undergraduate level Transitions and continuity Access and responsibility Identity

  7. Implications for further research To be identified in presentations to follow Micro- Education and Professional Studies Subject Area and module level Meso- Programme level Macro- Institutional level To be discussed in break out groups : “ How can we facilitate students as researchers?”

  8. References Bloor, M; Frankland, J; Thomas; M and Robson, K (2001) Focus Groups in Social Research. London: Sage British Sociological Association (2009) What Is Visual Sociology? Available at http://www.visualsociology.org.uk/whatis/index.php (Accessed: 29 June 2009) Colebatch, H.K (1998) Policy. Buckingham: Open University Press HEFCE (2001) Strategies for widening participation in higher education. Bristol: Higher Education Funding Council for England, Guide 01/36 HEFCE (2009) Request for widening participation strategic assessments. Bristol: Higher Education Funding Council for England, January 2009/01, Kitzinger, J (1994) ‘The methodology of focus groups: the importance of interaction between research participants’, Sociology of Health and Illness,16(1):103-121 Lynch, H and Field, J (2007) ‘Getting Stuck, Becoming Unstuck: Transitions and Blockages between Learning Contexts’ Transitions and learning in the life course: insights from the Learning Lives Project Symposium, CRLL Conference. 22-24 June 2007, University of Stirling, Scotland. Merrill, B and Crossan, B (2000) ‘Lifestories and learning: the role of gender in influencing participation and non-participation in Further Education Scotland’ Paper submitted to the ESREA Biography Network Conference on Gender, Learning and Biography Roskilde, Denmark 2000 Prosser, J (2006) Researching with visual images: Some guidance notes and a glossary for beginners, Real Life Methods: Working Paper. National Centre for Research Methods at the University of Manchester and Leeds Reay, D (1998) ‘Always knowing’ and ‘never being sure’; familial and institutional habituses and higher educational choice’ Journal of Education Policy, 13:4, 519-529 Reay, D., Davies,J.,David,M., and Ball,S (2001) ‘Choices of Degree or Degrees of Choice? Class,’ Race’ and the Higher Education Choice Process’, Sociology, 35:4, 855-874 Thomas, E (2002) ‘Student retention in higher education: the role of institutional habitus’, Journal of Education Policy, 17:4, 423-432 Jones, R and Thomas, E (2005) ‘The 2003 UK Government Higher Education White Paper: a critical assessment of its implications for the access and widening participation agenda’, Journal of Education Policy, 20:5, 615-630

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