Suchergebnisse

This article looks at how student learning from community engagement is related to traditional university education. In order to do so it has to deal with the range of variation in both student-community engagement and traditional university education and it has to explore the knowledge, skills and attitudes that characterise the learning outcomes of each. The main conclusion reached is that student-community engagement does not fit within traditional university education but it does fit with it. They are complementary forms of higher education that together better prepare students for their next steps after university than either do on its own.

Keywords: Traditional university education, community engagement, student learning, knowledge, skills, attitudes.

This paper examines the nature of employment of public administration graduates of first degree courses of British universities and polytechnics. Initially the current distribution of first employment destinations of British public administration graduates is investigated. The results are then disaggregated by sex and the degree of correspondence of employment experience of male and female graduates is identified. Finally systematic differences in the employment destinations of public administzation graduates from universities and polytechnics are examined.

The aim of this article is to explore the historical context of vocationalism in universities. It is based on an analysis of the history of the university from a vocational perspective. It looks for evidence of vocational engagement in the activities of universities over time, taking a long view from the birth of the Western University in the Middle Ages to the 1980s with the emergence of current issues of vocationalism in
university education. It adopts a chronological perspective initially and then a thematic one. The main ndings are: (1) vocationalism in university education is as old as the
Western University itself, (2) there is evidence from the start of the Western University of vocational engagement in terms of the provision of vocationally relevant subjects, vocationally relevant skills and the development of vocationally relevant attitudes, (3) whereas most graduate employers used to be concerned with the vocationally relevant knowledge, skills and attitudes students acquired on their degree courses, most are now
more concerned with graduate capacity and disposition to learn within their employment after graduation and (4) subject-centred education is compatible with university education that supports the vocational aspirations of students.