FACE Conference 2003: Summaries Day 2


Thursday 3 July, Paper Sessions & Workshops:

2A - 09:00 - 11:00

2B - 11:30 - 12:30

2C - 14:45 - 16:15



2A1 LOMOND: Chair, Margaret Mullan


John Gordon and Lee Jorgensen
Applied Knowledge Research Institute, UK

Learning Support using Knowledge Structure Maps
This paper considers individual learners working alone without support. It shows how Knowledge Structure Maps can be used as organised indices to learning material. Knowledge Structure Mapping is a method designed to produce a visible map of individual knowledge components comprising a study. Components are linked by lines showing learning dependency.


Mark Childs, University of Warwick

Ray Wignall, University of Wolverhampton

To provide additional access in its Creative Industries Project, Wolverhampton University is drawing on the ANNIE project (now in its ‘transferability’ phase) at the Universities of Warwick and Kent, thus meeting the requirements of both. The paper will consider:

· descriptions of projects

· conducting remote tutorials

· promoting collaboration

· future research


09:45 - 11:00: Chair, Richard Dockrell

Angela Shapiro & Chris McAllister
Glasgow Caledonian University

Developing learners at Glasgow Caledonian University: the Effective Learning Service response

Glasgow Caledonian University has adopted a developmental model of learning, which is reflected in the Effective Learning Service. The service aims to promote independent learning through an inclusive approach and contribute to improving progression and retention.

Celayne Heaton-Shrestha, Paul Kelly & Palitha Edirisingha
Kingston University

‘Widening access and success: learning and new technologies in higher education’

Interim findings of a Kingston University research project.

This presentation will describe the methodology and present some interim findings from a research project being undertaken at Kingston University. The research investigates the effectiveness of the use of information and communications technologies in improving participation in higher education by students from more diverse backgrounds.



09:45 - 11:00: Chair, Jim Ross


Sue Hatt, Arthur Baxter & Neil Harrison

University of the West of England

Opportunity to succeed?
This paper reports on work-in-progress to examine the performance of a group of low-income students at a large new university. Using data on opportunity bursaries, the study suggests that, unlike previous widening participation cohorts, these students were more likely to complete the first year than students from more affluent backgrounds.

This session will cover:

1. brief overview of the process of developing FE/HE progression route, with participant evaluation

2. FE/HE tutors' and students' perception of issues for students (anticipated and actual)


Mark O’Hara & Rosie Bingham
Sheffield Hallam University

Widening Participation on Early Years Degrees - the ups and downs of Advanced Standing

3. suggestions to smooth transition

2A4 RANNOCH: Chair, Stuart Dean

09:45 - 11:00

Dell Dennis

UWA Business School, University of Western Australia

Are we short-changing the potential for sustainable change? Identifying an apparent cringe towards learning in the Australian workplace.

This paper focuses on issues which underpin the complexity of developing a learning organisation approach to change. It substantiates the emerging cringe from training and ongoing learning in the Australian workplace. It reiterates the value of a learning culture as an essential component of the change process, and focuses on Human Resource Planning as a means to provide greater direction in achieving an organisation’s change potential.

Richard Beresford & George Roberts
Oxford Brookes University

Blue sky, white paper: conducive learning environments in the workplace

Quality enhancement and innovation rarely feature in workplace-based learning, which is most often concerned with quality assurance and compliance. Little attention has been focussed on 'non traditional non traditional’ learners, for whom quality is considered ‘fitness for purpose’. While not a panacea, learning technology (e-learning) can help fit-for-purpose learning to emerge.

2A5 KINLOCHARD: Chair, Mick Brennan

09:45 - 11:00


Paul Nolan
Queen's University, Belfast

Building A Community (Make That Two)

This paper examines a range of educational interventions designed to improve community relations in Northern Ireland. It considers the problematic nature of the concept of community where there are different and competing identities, and puts forward some ideas on what can be considered success in programmes designed to shape attitudes and behaviour.

Jasbir Panesar
University of East London

Minority Communities Learning Needs and Perspectives

Widening participation’s agenda has a responsibility to embrace the perspective of diverse learner population whose communities faiths, culture, social and political backgrounds differ. Addressing communities learning needs require funding, internal support and recruitment of specific staff.


2A6 UIST: Chair, Paul Grainger

09:45 - 11:00

Maggie Mclinden

Four Counties Group of HE Institutions, England

Retention: Developing and Implementing Pre-Entry, Induction and Ongoing Retention Tactics

The purpose of this paper is to present the publication Retention a Practitioners Guide’. The guide follows the HEFCE student lifecycle model, of pre-entry activity, induction and the post-entry period and was a response to a series of regional workshops involving key stakeholders from across the education sector.

Cal Weatherald, Sheffield Hallam University
& Russell Moseley, University of Warwick
Higher education in further education colleges: researching and developing good practice

The paper summarises the work of the HE in FE Training and Support Programme which ran throughout 2002 and which has resulted in the publication by HEFCE of two HE in FE good practice guides. It focuses on the three phases of the project: research, consultation and the production of the good practice guidance.

2A7 HERMITAGE: Chair, Martin Maguire

09:45 - 11:00


Martin Maguire (Chair) & Des Matejka, Australian Catholic University

Carole Doyle Glasgow Caledonian University & Audrey Cumberford, Reid Kerr College

Philippa Freegard, University of Glasgow & Ian Ground, Universities of Sunderland and Newcastle in Partnership

Information and communication technologies (ICT): life long learners, their organisations and their communities

This symposium aims to promote discussion on how teaching Universities in Australia and Britain have attempted to match various information and communication technologies (ICT) with the learning and support needs of their students, colleagues, their organisations and the members of the life long learning communities in which they work.


2B1 LOMOND: Chair, Kate Sankey

11:30 - 12:30

Danny Saunders, University of Glamorgan & Eleri Wyn-Lewis, BBC Wales

Exploring The Links Between Informal Learning And Social Action Campaigns: A Public Broadcasting Case Study

Informal learning is often linked with educational engagement through mass communication industries, and television in particular. Educational research has been less successful in analysing the extent of participation within informal learning by media audiences. This paper discusses a case study based on a media campaign addressing the dangers of testicular cancer.

Colin Roxburgh & Alan Tuffs
Small Town and Rural Development Group

Community Futures is a participatory approach to local community planning and sustainable community development.

Community Futures Programmes have been established in Stirling and the Loch Lomond & the Trossachs National Park. We describe these programmes and look at their links to informal learning and their ability to change communities.

2B2 MULL: Chair Ginny Saich

11:30 - 12:30

Helen Kay & Annette Sundaraj
Sheffield Hallam University

Are mature students at Sheffield Hallam University widening participation students?

Student management information at Sheffield Hallam University, HEFCE statistics and data from a student survey have been used to reveal the previous educational history, social background and motivations for study of Sheffield Hallam's mature students. This information is used to determine whether mature students at Sheffield Hallam can be described as widening participation students.


Sue Mansfield, University of Dundee

Karen McArdle, University of Aberdeen

Voice, discourse and transformation: enabling learning for the achieving of social change.

(A discussion paper based on research in progress)

This paper develops a critique of the current Government strategy for Lifelong Learning in Scotland. It considers the underlying discourse embedded in it and compares it with the discourses which inform our work with community learning and development students and practitioners via a critically reflexive dialogue on our research.


2B3 OCHIL: Chair, Mike Osborne

11:30 - 12:30

Roger Head & George Apostoli
Open College of the Arts, UK

Developing and supporting creative confidence in a distance learning environment.

The organisational and structural issues for learning programmes that are prepared for distance learning delivery (partnership, pedagogy, ICT and diversity). Including the quality of assessment feedback and guidelines for future developments in organisational structures in distance learning environments.


Andrew Sturman & Glen Postle
University of Southern Queensland

Learning transformations through online education

This paper examines implications for lecturers and students of moving from face-to-face and print-based distance education to education delivered totally online. The nature of teacher/student engagement with different course elements is statistically documented and the implications of this for learning management, course design, and teaching and learning styles are discussed.


2B4 RANNOCH: Chair, Maree Walker

11:30 - 12:30

Roberta Downes
Learning Link Scotland

Real partnerships in community learning and development – empowering the voluntary adult learning sector.

This research project, to be completed in June 2003, examines the participation and engagement of voluntary adult learning organisations in Community Learning and Development partnerships across Scotland. It looks at which organisations are involved in the partnerships and how, the effect participation has on organisations, and also identifies best practice.

Joanna Ashworth et al
University of British Columbia

Facing the New Economy: A university–community research and learning network in British Columbia, Canada.

In recent years, the University of British Columbia (UBC) Canada has renewed its mandate to conduct research that directly serves the people and communities of British Columbia. This paper highlights the process undertaken to develop a collaborative, multi-disciplinary research and learning network among UBC researchers and community research partners.


2B5 KINLOCHARD: Chair, Jim Bradley

11:30 - 12:30

Kenneth Scott, Bell College

Policing by degrees : vocational higher education for police officers

This paper analyses the attitudes of police officers and the police service in Scotland towards post-experience degrees in terms of educational principles, survey evidence and police culture. Some implications for the promotion of lifelong learning and continuing professional development through vocationally-related higher education are discussed.


Mike Goodwin, University of Wolverhampton

Alex Forsyth, HA Forsyth, Consultancy

A reflective review of a responsive negotiated work-based learning framework: NWBL its impact on the university internal structures and external relationships.

This paper is based upon the experiences gained developing and implementing a successful flexible learning framework at both post and undergraduate level aimed at satisfying both academic and industrial credibility. The centralised system was later devolved to university Schools. The developing external relationships and internal structures are discussed.


2B6 UIST: Chair, Anne Lines

11:30 - 12:30


Mandy Winterton
University of Edinburgh

Mature men in higher education.

This paper looks at the learning experiences of mature male students at an elite university. It explores the impact of social class and gender on their past and current learning experiences. It reveals patterns of motivations and social relocation and considers whether policies for widening participation can capitalise on these.


Lynette Jordan
University of Glasgow

Changing course: but in what direction?

This paper critiques Drumchapel CommUniversity, which is a partnership between the University of Glasgow and Drumchapel Social Inclusion Partnership and Community Forum and includes work-based training for community work trainees to learn and earn and ‘assist with the positive development of Drumchapel.'



11:30 - 12:30


Andy Hughes, Teknical

Repository based "eLearning objects", enabling rapid content development and adaptation to meet the individual learner's needs.

Empowering tutors to develop eLearning content for lifelong learning.



2C1 LOMOND: Chair, Michael Hill

14:45 - 16:15


Roy Du Pré
Vaal Triangle Technikon, South Africa

Coping with Changes in Higher Education in South Africa

Since 1994 South Africa has undergone rapid political, cultural, social and educational changes. There is a history of educational backlog and disadvantaged learners and communities. Increased access is part of government policy for higher education. This paper looks at how higher education is coping with these challenges.

Sturla Bjerkaker
Visiting Director, National Institute of Adult Continuing Education (NIACE)

The Study Circle – for learning and democracy

As a method for “liberal adult education”, the study circle has existed in 100 years. The SC is a democratic and emancipatory method. “For the people, by the people” became the study circle slogan influencing adult learning in Scandinavia for years. This paper looks upon the study circle - tradition and development.


2C2 MULL: Chair, John Samuel

14:45 - 16:15

Pat Dunmore & Sarah Lloyd-Jones
People and Work Unit, Wales
A voyage of discovery - the Ladder Vision

The Ladder was a 5-year action research project. The aim was to discover a way of supporting young adults which could make a real difference to their lives, involving unqualified young people as the core resource and project leaders.


Rita Kop & Rhysian Jones

University of Wales

The slow revolution: learners, learning providers and communities negotiating for change

Widening participation requires a radical transformation of the HE curriculum.

How do we ensure inclusive curriculum where negotiation and learner democracy are at the heart of teaching and learning strategies?


2C3 OCHIL: Chair, Mireille Pouget

14:45 - 16:15


Akpovire Oduaran
University of Botswana

Learning transformations in University Continuing Education and the African response

To practitioners elsewhere, Africa may not have undergone enormous learning transformations in university continuing education that are significant enough to warrant attention. In this paper we contend that African communities are uniquely confronting their challenges and responding ingeniously to the several learning transformations that reflect changing learners and communities.


Leesa Wheelahan

Southern Cross University, Australia

Using ‘reflexive modernisation’ to understand cross-sectoral collaboration in Britain and Australia:

This paper applies John Field’s analysis of the learning society, lifelong learning, reflexive modernisation and ‘permanently learning subjects’ to an analysis of the relationship between the sectors of tertiary education in Australia and the UK.


2C4 RANNOCH: Chair, Alastair Ferrie

14:45 - 16:15

Frances Hamblin & Mary McKeever
University of Portsmouth

Disabled Students’ Allowance and Dyslexia: towards a more wide-reaching support solution

Non-traditional, able, Higher Education students, often present with difficulties consistent with dyslexia but only get appropriate support if they receive DSA. A study at the University of Portsmouth explored issues around those who experience these difficulties but do not qualify for DSA and asks, “should there be a more flexible support system running alongside DSA?”

Hazel Knox & Anne McGillivray
University of Paisley

Student diversity is good!

This paper provides an institutional profile a complete graduate cohort, disaggregated by entry qualifications, gender, age, subject studied and mode of attendance. The paper presents evidence of the extent to which flexible routes into higher education lead to successful outcomes and makes recommendations about the institutional challenges presented by a diverse student population.


2C5 KINLOCHARD: Chair, Paul Grainger

14:45 - 16:15


Stefan Klidzia & Douglas Shawel

University of Teeside

Community Networks, Learning and Change

This paper outlines the findings of research into community learning venues, exploring the relationship between the venues themselves and with the University of Teesside in Middlesbrough. Key themes were identified relating to partnership working, increasing participation and dealing with uncertainty.

Jim Bradley & Richard Dockrell
University of Stirling

Enabling progression - A partnership approach at the FE/HE interface.

The progression of students from FE to HE through articulation pathways is one of the central themes of the government’s widening access agenda. The paper considers the strengths and weaknesses of the process and will draw on the experience of the University of Stirling for examples of current practice.

2C6 UIST: Chair, Danny Saunders

14:45 - 16:15


June Smith
Glenrothes College

Literacy a toolkit for life or a continuum of life practices?

Using an ethnographic approach, this paper concentrates on looking at student literacy practices within an FE context. Four groups of three students were interviewed about the literacy practices they engaged in across a number of domains. Students did not value the home-based practices, which they were unconsciously using in the FE environment.


Lynda Strudwick
University of Surrey

A Change for the better; a response to the challenge of funding and accreditation

A Description of measures taken to transform the attitudes of tutors and students in a countywide, modular programme of courses to improve completion rates by the development of continuous assessment.


2C8 Cottrell LAB 2A19

14:45 - 16:15


John Casey, University of Stirling

Learning Objects: implications for professional and institutional change

This workshop will look at some of the practical issues surrounding the creation and sharing of learning materials in the form of learning objects and how this might affect professional practice and institutional structures in the education sector.