Students’ gendered experiences of male-dominated Computing and Engineering courses
Conference Proceeding
Taylor-Smith, E., Smith, S., & Fabian, K. (2023)
Students’ gendered experiences of male-dominated Computing and Engineering courses.
How does it feel to be in a gender minority on a STEM programme? Does it have an impact on individual students? Via an online survey (n=255), undergraduate students on Computi...
Apprentices’ perspectives of the tripartite collaboration at the heart of degree apprenticeships: a longitudinal study
Journal Article
Taylor-Smith, E., Smith, S., Fabian, K., & Bratton, A. (2023)
Apprentices’ perspectives of the tripartite collaboration at the heart of degree apprenticeships: a longitudinal study. Journal of Workplace Learning, 35(8), 779-795. https://doi.org/10.1108/JWL-01-2023-0007
Purpose: The partnership which underpins degree apprenticeships is a tripartite collaboration between apprentices, employers, and universities. This study investigated the li...
‘I can’t really say as my course is 90% male’: students perceptions of gender impact on computing and engineering degrees
Presentation / Conference Contribution
Taylor-Smith, E., Smith, S., & Fabian, K. (2023, June)
‘I can’t really say as my course is 90% male’: students perceptions of gender impact on computing and engineering degrees. Paper presented at 2023 Horizons in STEM, Swansea, UK
In UK higher education, the majority of computing and engineering students are men. HESA (2023) records the proportion of women studying ‘Computing’ and ‘Engineering and techn...
The practice of apprenticeships as work-integrated learning
Book Chapter
Smith, S., Taylor-Smith, E., Fabian, K., & Klotz, D. (2023)
The practice of apprenticeships as work-integrated learning. In K. E. Zegwaard, & T. J. Pretti (Eds.), In The Routledge International Handbook of Work-Integrated Learning (207-217). (3rd Edition). Routledge. https://doi.org/10.4324/9781003156420
The term ‘apprentice’ is used to describe an employee who is learning in order to fulfill a future job role, with this learning largely encompassing on-the-job training and le...
Direct entrants as route guides to the higher education landscape
Conference Proceeding
Taylor-Smith, E., Meharg, D., & Fabian, K. (2022)
Direct entrants as route guides to the higher education landscape. In SRHE International Conference 2022
Students who study for an HND at further education college and then join the university directly into the 3 rd year of their honours degree are a valuable segment of our acade...
Signalling new opportunities? An analysis of UK job adverts for degree apprenticeships
Journal Article
Fabian, K., Taylor-Smith, E., Smith, S., & Bratton, A. (in press)
Signalling new opportunities? An analysis of UK job adverts for degree apprenticeships. Higher Education, Skills and Work-based Learning, https://doi.org/10.1108/HESWBL-02-2022-0037
Purpose
The purpose of this study is to gain insight into the degree apprenticeship labour market and employers’ strategies for apprenticeship recruitment using job advertisem...
Apprentices' longitudinal perspectives of the tripartite collaboration at the heart of degree apprenticeships
Presentation / Conference
Taylor-Smith, E., Smith, S., & Fabian, K. (2022, September)
Apprentices' longitudinal perspectives of the tripartite collaboration at the heart of degree apprenticeships. Paper presented at Organisational Learning, Knowledge and Capabilities, OLKC 2022, Trollhättan, Sweden
Purpose: In degree apprenticeships, the tripartite collaboration between the apprentice, the employer, and the university is key to success. As the apprentices are at the cent...
Transactional distance in the context of online and blended learning
Presentation / Conference
Fabian, K., Smith, S., Taylor-Smith, E., & Meharg, D. (2022, September)
Transactional distance in the context of online and blended learning. Paper presented at Association for Learning Technology Annual Conference, Manchester
Moore’s (1993) transactional distance theory recognises that communications and psychological distance between learner and teacher are affected by course structure, dialogue b...
An exploration of academic identity through the COVID-19 pandemic
Journal Article
Smith, S., Plum, K., Taylor-Smith, E., & Fabian, K. (2022)
An exploration of academic identity through the COVID-19 pandemic. Journal of Further and Higher Education, 46(9), 1290-1303. https://doi.org/10.1080/0309877X.2022.2072194
The COVID-19 global pandemic precipitated migration to online learning and teaching for students and universities. This study explored the change in self-identification in an ...
Identifying factors influencing study skills engagement and participation for online learners in higher education during Covid-19
Journal Article
Fabian, K., Smith, S., Taylor-Smith, E., & Meharg, D. (2022)
Identifying factors influencing study skills engagement and participation for online learners in higher education during Covid-19. British Journal of Educational Technology, 53(6), 1915-1936. https://doi.org/10.1111/bjet.13221
The Covid-19 pandemic disrupted education across the world as campuses closed to restrict the spread of the virus. UK universities swiftly migrated to online delivery. The exp...