HIVE-PED: Higher Vocational Education and Pedagogy in England

Lead Research Organisation: University of Greenwich
Department Name: Secondary Ed., LLTE, PE & Sport, FEH

Abstract

The HIVE-PED Research Seminar Series: Higher Vocational Education and Pedagogy in England

The proposed HIVE-PED research seminars series will map out the research territory, report research findings, facilitate debate, and make research-based proposals relating to the field of higher vocational education and pedagogic research in England.

The seminars will build on prior research in the LLAKES and TLRP ESRC projects, on research reports from HEPI, HEFCE, SRHE, CEDEFOP and elsewhere from England, Scotland, Wales, Northern Island, Europe and international partners to define key research questions and recommendations for further research, policy development, provision and progression between further, higher and apprenticeship education sectors and related employment outcomes.

A new expert group of UK and international research partners will be brought together to exchange theoretical and evidenced-based research findings, make contributions to the seminar series and collaborate in advancing research in the field of higher vocational education. Each major partner will contribute by leading one seminar on a related topic over the three years and will encourage others to contribute to the debate. Partners will also collaborate in two HIVE-PED Mini Conferences, two sessions of a global HIVE-PED Research MOOC (Massive Open Online Course) and in the production of more than 30 research publications, videos, research summaries, booklets and research methodology training guides over three years, including at least one Emerald Special Journal Edition on Higher Vocational Education and Pedagogy.

Partners include UK and international experts in the field, each with significant experience of working on higher vocational education and training and post-compulsory education research. The potential contribution of longitudinal tracking data about the progression of both apprentices and FE College learners into higher education and employment will be explored. The dissemination events, publication outputs and further research funding proposals will build on both the prior research of key partners in the ESRC LLAKES Project and on the research that has been done for the University of Greenwich BIS funded research report "Progression of Apprentices into Higher Education" and report on "Progression into Higher Education from London's FE Colleges" (forthcoming, 2013). The project will work with Jim Dimond, FE &Skills Directorate, BIS, to consider appropriate policy recommendations for government arising from the research.

Overseen by a User-focused Steering Group and Academic Strategic Planning Group, the series will engage academic researchers, policy makers, providers and non-academic users to report and critique the results of research, consider new evidence, debate methodological issues, formulate research questions and make recommendations for the future. The Steering Group will include Jim Dimond of FE and Skills Investment Directorate at the Department for Business, Innovation and Skills (BIS) representatives from UVAC, NIACE, LSIS, PwC, City and Guilds Skills Development Centre and Second Wave Youth Arts. The Academic Strategic Planning Group will be Chaired by Professor Jameson and will include Professors from the Institute of Education, King's College London, Birkbeck College, the London School of Economics and Political Science, and from Southampton, Birmingham, Huddersfield, Sheffield, Warwick and Wolverhampton Universities.

The research seminars project will be managed by a small project team from the University of Greenwich led by Principal Investigator Professor Jameson, Co-Investigator Professor Patrick Ainley of the School of Education, supported by Debi Hayes, Director of the Partnerships Division, Hugh Joslin of the Centre for Work-Based Learning at Greenwich, and Co-Investigators Professor Ann-Marie Bathmaker, University of Birmingham, Dr K Orr of Huddersfield and Dr N Kersh of the Institute of Education.

Planned Impact

Economic and societal impact from this HIVE-PED ESRC Research Seminar Series will be achieved through active engagement of partners in government, the public sector, commercial private sector, third sector and wider public. Medium and longer term impact achieved will be instrumental (developing policy, through BIS); conceptual (contributing to frameworks of understanding, through expert academic researchers); and capacity-building (developing research, provision and practice, through researchers, providers, qualifications agencies and think tanks).

The series brings together expert UK and international partners to debate research in higher vocational education and pedagogy over three years. Seminar contributions will be facilitated from all partners. Researchers, policy makers and providers will become part of a community of practice ('HIVE'), collaborating to map out and develop further research evidence. Short term impact will include an increase in knowledge, understanding and communication between stakeholders.

Pathways to impact were considered from the outset and will be achieved through a wide-reaching, broad-based participation policy to ensure opportunities for stakeholder engagement and dialogue are at the forefront of activities. The Impact Strategy involves users at all stages, including Design, Execution, Dissemination and Training. The strategy has four elements:-

* Programme Design: Conferences will 'top and tail' the seminar series, influencing the design of the research seminar programme, enabling a larger forum for participation with themes of general interest and a broad range of perspectives. Seminars will focus on narrower themes, attracting specific constituencies of users and beneficiaries, while MOOC sessions will intersperse seminars with global dissemination of research findings and methodologies.

* A Steering Group: brings together users, including BIS, PwC LLUVAC, AoC, City &Guilds, Pearson Think Tank, UKCES, LSIS, NIACE, NAS; Linking London, Second Wave Youth Arts and employer representatives with Academic Strategic Planning Partners, enabling members to shape seminar content, ensure relevance, currency and fit with policy issues. The Steering Group will have a key role as a critical friend, reviewing seminar content from a user perspective and disseminating outputs through established infrastructures, enabling a reach beyond the capacity of seminar investigators.

* HIVE-PED Communications and Engagement methodologies: will include the publication of papers, case studies and roundtable events in the conferences and seminars; podcasting keynote speakers, two global HIVE-PED MOOC Research sessions in Higher Vocational Education and Pedagogy and the development of a dedicated website with extensive links to prior ESRC projects, websites of our collaborative partners and to the use of interactive social media. In addition, the University of Greenwich will utilise its Public Relations and Partnerships offices to provide additional capacity and expertise.

* The Impact Typology: focuses on academic and user impacts to enhance understanding of vocational education and pedagogy, reviewing innovative methodologies for tracking progression, best practice emerging from international comparative models and drawing together established and early career researchers to share research outputs and define a forward plan which will shape future research agendas. Economic and Societal impacts will be considerable, given the strength of the extensive user base. Specifically it will contribute to evidenced based policy-making by enhancing the knowledge base of user organisations, influencing the future shape of vocational provision and informing professional practice within the HE and FE sector. The over-arching ambition for the series is to support the development of pedagogic innovation in higher vocational education itself.

Publications

10 25 50
 
Title #ETinEd 2015 Emerging Technologies Conference Twitter stream and digital artefacts 
Description The Emerging Technologies and Authentic Learning Contexts in Higher Vocational Education held in Cape Town gave rise to a series of digital artefacts collected during the conference by student and teacher researchers, bloggers and other participants. Research students in the universities involved were encouraged to be part of a research team which created digital sketchnotes, while participants engaged in collaborative sharing of photographs and reflections on the conference. A series of these is collected together in the Twitter stream for #etinedconf: https://twitter.com/hashtag/etinedconf?src=hash 
Type Of Art Artefact (including digital) 
Year Produced 2015 
Impact There was an extraordinary outpouring of ETinEd-inspired creative educational and research activity during and after the conference, in part stimulated spontaneously by four leading keynote speakers and in part deliberately planned by the conference organising team. The conference had a significant impact on those who participated, evidenced by very good feedback data and subsequent publications, still in preparation, which will be gathered together in the final reporting period for the ESRC Seminar Series. A notable impact is that the South African government contacts involved with the four universities involved were highly supportive of the focus on higher vocational education, since in South Africa policy developments involving the Year of the Artisan (2013) was taking place at the time that the PI proposed that a higher vocational focus would be appropriate to what had originally been envisaged, notionally, by African colleagues as an 'elearning in higher education' conference. The PI persuaded academics in the universities involved to consider making the focus 'higher vocational' instead, which at first puzzled the co-organisers (they asked 'what do you mean by that, does that include work in universities or not?), but which gradually took shape and increasingly made sense in an African context. Further information on this will be added in the final reporting period when the publications and data are complete. 
URL https://twitter.com/hashtag/etinedconf?src=hash
 
Description Eleven specialist HIVE-PED research events were held and a network of researchers developed during this ESRC research seminars project. Important new research questions opened up as part of this process regarding the viability, equity and effectiveness of higher vocational education in England and elsewhere.

The events included nine research seminars, one of which was a policy colloquium held at King's College, London, plus an initial and closing conference held at the Department for Business, Innovation and Skills (BIS) and University of Greenwich respectively. An additional spin-out conference was organised - the Emerging Technologies and Authentic Learning in HIVE (ETinEd) conference in South Africa. In total, twelve events were held, involving a wide range of international, UK and EU researchers, institutions, agencies and participants.

Key findings on research into higher vocational education and pedagogy were reported by expert researchers from England and all the UK nations, from Australia, the USA, the EU, Canada and Africa. These were debated in detail in discussions involving representatives from numerous universities, colleges, schools, policy makers, private training providers and agencies, including particular reference to different higher vocational skills and qualifications pathways, countries and geographical areas. A number of research-based proposals relating to the field of higher vocational education and pedagogic research in England were proposed in the various events of the series, and these are being collected together in numerous publications that will emerge during the next few years.

An example of the events held was the in-depth research event reporting large scale data on progression in London in Seminar Seven in partnership with Linking London, Birkbeck College and London Councils, involving 32 different providers and agencies based in London, which attracted a range of regional and national delegates.

A further example was in Seminar Six organised in collaboration with leading professorial experts in adult education at the University of Wolverhampton. This event discussed UK-wide and EU research findings on the decline in adult learning opportunities, a theme which was picked up again in Seminar Nine at King's College, London, where professorial experts in policy presented research findings to selected participants in a Higher Vocational Education Policy Colloquium.

By contrast, a different kind of series of findings and discussions on higher vocational education in relation to emerging technologies and transforming pedagogy for developing countries occurred in the ETinEd Conference in Cape Town in Aug/Sept 2015, when researchers from numerous universities, postgraduate students, school and college teachers and policy makers from across a range of African countries came together to discuss the need for digital pedagogy in higher vocational developments in Sub Saharan Africa.
Exploitation Route The findings presented in the project will inform policy makers, researchers, academics, practitioners and agencies in the field of higher vocational education and related areas. It is likely that government policy has been and may continue to be influenced as a result of the new information on higher vocational education and apprenticeships provision and pedagogy provided by the project and the underpinning strands of research connected with it. Project members were in discussions with two Deputy Directors at BIS and with colleagues at the Association of Colleges, London Councils, Linking London, UALL, SRHE and elsewhere about this. It is also likely that provider approaches were positively influenced as a result of the reporting at the ESRC research seminar series events of the findings of in-depth analysis carried out on higher vocational longitudinal progression data tracking all colleges and apprenticeships provision in England. As an example of the influence on government policy, see: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/121889/BIS-13-664-progression-of-apprentices-to-higher-education.pdf.

As an example of the influence on leaders, managers, practitioners, agencies and policy makers, the ESRC HIVE-PED Greenwich team was invited to present on the subject of 'Understanding College Students' Progression to HE' in relation to higher vocational education at the Association of Colleges Annual Conference and Exhibition on 3rd March, 2016: https://goo.gl/7i4WlP

The ESRC award for the seminar series has therefore enabled the HIVE-PED research team and its partners to disseminate research findings, debate and critique findings, collaborate on the formation of new ideas, and provide advice to managers and practitioners in charge of shaping provision in colleges, private provider institutions and universities.
Sectors Communities and Social Services/Policy,Creative Economy,Digital/Communication/Information Technologies (including Software),Education,Government, Democracy and Justice,Culture, Heritage, Museums and Collections,Other

URL http://www.gre.ac.uk/eduhea/research/groups/cle/research/hiveped/seminars
 
Description Findings derived from the research of more than 75 expert higher vocational education and pedagogy speciaiists have been reported to more than 600 delegates at twelve events, including nine seminars, two conferences and one spin-out conference. In addition, presentations about the series and the research linked with it were made in 2013-16 to several British Educational Research Annual Conferences, to the Society for Research into Higher Education Annual Conference, to the JVET conference in Oxford, to Linking London and London Councils partner events, to the UALL Annual Conference, to further education participants at the AoC Higher Education conference, to school teachers, researchers and research students at the ETinEd conference at the University of Cape Town, South Africa, and to local managers planning degree Apprenticeships at the University of Greenwich. The resulting knowledge exchange and debate has stimulated the thinking of participants and partners in multiple ways, informing policy makers, academics, researchers and agencies from across the field of higher vocational education and pedagogy in national and international contexts. The events run in the series have been used to consider and debate the role of higher vocational education and pedagogy and their effectiveness in relation to local, national and global economic, employment and skills performance. In addition, a number of events have made specific links between higher vocational education policy, progression and parity, in terms of equality, social justice and the economic competitiveness of the United Kingdom and other participant nations. A focus on improving the effectiveness of the system of tertiary/higher vocational education provision for students has emerged as regards improving public services and policy-making. There has been a general recognition that, despite much evidence of local good practice, a recurring theme has been the relative complexity and impenetrability of higher vocational progression routes from school-college-higher education to employment in the UK, notably in England. Researchers have recognised the strong need to improve the viability of the system to achieve better outcomes for employment, social justice and equality amongst students, with the ultimate aim of enhancing quality of life and health and reducing poverty and unemployment throughout the UK's communities. Findings from the BIS-funded HIVE-PED progression research linked to the project seminars were also specifically used in 2014-15 to provide evidence for BIS government policy in the field of higher vocational education and skills relating to progression to higher education and employment, as well as to regional and local policy makers and providers, and did so again during 2016. The ninth seminar in the series, a Higher Vocational Policy Consortium at King's College, London, was held in June, 2016, with Keynote Speaker Professor Alison Wolf, Baroness Wolf of Dulwich, a world expert in tertiary education, who reported findings from her seminal research on tertiary education. This colloquium debated potential impacts on policy of research into higher vocational education and pedagogy and considered also emerging work from various experts on HEFCE-funded Learning Gain projects, in preparation for likely introduction of the Teaching Excellence Framework. A regional spin-out from the series, closely linked to presentations from the University of Greenwich team and partners, reported at several events, was a series of progression research reports funded by Linking London. The contributory findings of this series of successive funded research projects, run in parallel with the seminar series, widened and deepened the impact and involvement of expert researchers from numerous institutions, including the Institute of Education, University of London, the Universities of Oxford, Birmingham, Huddersfield, King's College, Sheffield, Wolverhampton, the Open University and Northumbria. The contributions of a range of specialist vocational sector and research agencies such as the Association of Colleges, City and Guilds, the IPPR, the Education and Training Foundation, UVAC, the Learning and Work Institute and the Apprenticeships Policy Unit were strongly welcomed. An international spin-out impact from the series has been that it also influenced the organisation and delivery of a new conference series on Emerging Technologies and Authentic Learning in Higher Vocational Education (ETinED: http://etined.com/ ) in Africa. The Principal Investigator, who is also the Convenor of the British Educational Research Association Special Interest Group on Educational Technology, invited colleagues in the Universities of Cape Town, the Western Cape, Cape Peninsula University of Technology and the University of Stellenbosch, to set up a conference with her in higher vocational education, linked to two special editions of the British Journal of Educational Technology (BJET) in 2016: http://goo.gl/gSxerJ co-edited with academic colleagues in South Africa. The seminar series award therefore influenced a new set of collaborations and research partnerships linked to higher vocational education and pedagogy with specific reference to educational technology within a Sub-Saharan African context, as the 'higher vocational' focus (and all of the resulting research, presentations, discussions and collaborations that resulted) would not have occurred without the award. It is likely that the ETinEd conference will be called together again for a second event: ETinEd2, in 2018-19, again with a higher vocational education focus. This is crucial within an African digital education context, in view of the higher level skills, inequalities, poverty, drought and youth unemployment crises currently affecting developing Sub-Saharan African nations.
First Year Of Impact 2013
Sector Communities and Social Services/Policy,Digital/Communication/Information Technologies (including Software),Education,Government, Democracy and Justice,Other
Impact Types Societal,Economic

 
Description Higher Vocational Education and Pedagogy (HIVE-PED) BIS-Funded Progression Research Data and Analysis
Geographic Reach National 
Policy Influence Type Gave evidence to a government review
Impact We are anticipating that existing impacts in terms of new influences on BIS government policy as a result of the longitudinal research reported and discussed in the ESRC seminar series will have long term effects in the provision and tracking of higher vocational education students and related economic and public service delivery efficiency impacts across England in particular. See: BIS RESEARCH PAPER NUMBER 107 and related subsequent publications.
URL https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/121889/BIS-13-664-progress...
 
Description Presentation on Higher Vocational Education to the 2016 AoC College HE Conference and Exhibition
Geographic Reach National 
Policy Influence Type Influenced training of practitioners or researchers
Impact The HIVE-PED team delivered a presentation in a workshop session to the Association of Colleges delegates attending the national Higher Education Conference and Exhibition on 3rd March, 2016 at the Hotel Russell Conference venue in London on 'Understanding college students progression to HE'. The session was explicitly linked to the ESRC HIVE-PED Research Seminars project in relation to findings from two government-funded BIS (Dept for Business, Innovation and Skills) reports on research underpinning the seminars project. The authors reported that "Understanding progression behaviours and trends are critical if we are to grow the college HE sector. The workshop was a summary of two BIS-commissioned reports into the progression to higher education of students from FE Colleges and Sixth Form Colleges in England. This was longitudinal research and the presentation related to cohorts of students between the academic years 2007-08 and 2011-12 entering higher education (HE) between the years 2008-09 and 2012-13. The research provides a unique and comprehensive picture of the very different factors underlying the progression behaviour of students progressing to higher education from colleges rather than from school sixth forms. It illustrates the added value that FE and Sixth Form Colleges contribute by looking at the GCSE results students leave school with before going to college, examining the achievement rates of those awarded degrees." Delegates attending the AoC annual college were practitioners and managers from the FE and Sixth Form College and Higher Education sectors, and the impact on evolving national internal institutional policy and practice resulted from improved educational knowledge about progression behaviours amongst students.
URL https://www.aoc-create.co.uk/wp-content/uploads/2015/11/AoC-College-HE-Conference-and-Exhibition-201...
 
Description FE PROGRESSION RESEARCH: LINKING LONDON HIVE-PED
Amount £6,700 (GBP)
Organisation Birkbeck, University of London 
Department Linking London Lifelong Learning Network
Sector Academic/University
Country United Kingdom
Start 11/2014 
End 05/2015
 
Description Linking London: Progression Research Update
Amount £43,400 (GBP)
Organisation Birkbeck, University of London 
Department Linking London Lifelong Learning Network
Sector Academic/University
Country United Kingdom
Start 07/2016 
End 02/2017
 
Description Progression Tracking Research Project 2014-15: Higher Vocational Education: Contract for Tracking FE and Apprenticeships into HE
Amount £200,000 (GBP)
Funding ID BIS/RBU/017/2014 
Organisation Department for Business, Energy & Industrial Strategy 
Sector Public
Country United Kingdom
Start 03/2014 
End 03/2015
 
Description RESEARCH AND ENTERPRISE INVESTMENT PROGRAMME 2013/14: RAE COMPETITIVE FUNDING
Amount £14,000 (GBP)
Funding ID RAEH EDUH01/13 
Organisation University of Greenwich 
Sector Academic/University
Country United Kingdom
Start 10/2013 
End 07/2014
 
Description Vice Chancellor's PhD Scholarship: Higher Vocational Education and Pedagogy (HIVE-PED)
Amount £41,600 (GBP)
Funding ID VCSEH1114 
Organisation University of Greenwich 
Sector Academic/University
Country United Kingdom
Start 12/2014 
End 12/2017
 
Description ETinEd Africa 
Organisation British Educational Research Association (BERA)
Country United Kingdom 
Sector Academic/University 
PI Contribution In collaboration with the British Educational Research Association (BERA) Special Interest Group in Educational Technology Research, the British Journal of Educational Technology (BJET), the University of Cape Town (UCT), the University of the Western Cape (UWC), the Cape Peninsula University of Technology and Stellenbosch University, the ESRC Higher Vocational Education and Pedagogy (HIVE-PED) Research Seminar Series in the Faculty of Education and Health, University of Greenwich, proposed the organisation of a conference on Emerging Technologies in Authentic Learning Contexts within Higher Vocational Education on 1-2 September 2015, at the University of Cape Town. This was proposed by Professor Jill Jameson, Convenor of the BERA Educational Technologies SIG, at the BERA SIG Annual Conference meeting in September, 2013 and received unanimous support from all members present. The 2015 conference and two special BJET journal issues in 2016 aimed to develop the international impact of higher vocational education and pedagogic research in a Sub-Saharan African context. It also aimed to provide opportunities for international conference presentation and publishing in highly rated journals for African researchers and students.
Collaborator Contribution The University of Cape Town (UCT) hosted and provided core funding for the conference, which was held during 31st August - 3rd September 2015. The University of the Western Cape (UWC), the Cape Peninsula University of Technology, Stellenbosch University and XL Millennium provided partner and additional funding support; the British Educational Research Association Educational Technology SIG provided £500 funding for the conference, and the University of Greenwich funded additional items for the conference for £6,500. The British Journal of Technology Editor in Chief travelled to the conference and did a presentation on opportunities and guidelines for publishing in journals, providing support also for the provision of two special editions of BJET linked to the conference.
Impact British Journal of Educational Technology 2016 Special Issue on Emerging Technologies and Transforming Pedagogies: Part 1 (47,3) British Journal of Educational Technology 2016 Special Issue on Emerging Technologies and Transforming Pedagogies: Part 2 (47,5) Multiple conference presentations listed at: http://etined.com/wp-content/uploads/2015/08/conf_programme.pdf
Start Year 2013
 
Description ETinEd Africa 
Organisation British Science Association
Department Education
Country United Kingdom 
Sector Learned Society 
PI Contribution In collaboration with the British Educational Research Association (BERA) Special Interest Group in Educational Technology Research, the British Journal of Educational Technology (BJET), the University of Cape Town (UCT), the University of the Western Cape (UWC), the Cape Peninsula University of Technology and Stellenbosch University, the ESRC Higher Vocational Education and Pedagogy (HIVE-PED) Research Seminar Series in the Faculty of Education and Health, University of Greenwich, proposed the organisation of a conference on Emerging Technologies in Authentic Learning Contexts within Higher Vocational Education on 1-2 September 2015, at the University of Cape Town. This was proposed by Professor Jill Jameson, Convenor of the BERA Educational Technologies SIG, at the BERA SIG Annual Conference meeting in September, 2013 and received unanimous support from all members present. The 2015 conference and two special BJET journal issues in 2016 aimed to develop the international impact of higher vocational education and pedagogic research in a Sub-Saharan African context. It also aimed to provide opportunities for international conference presentation and publishing in highly rated journals for African researchers and students.
Collaborator Contribution The University of Cape Town (UCT) hosted and provided core funding for the conference, which was held during 31st August - 3rd September 2015. The University of the Western Cape (UWC), the Cape Peninsula University of Technology, Stellenbosch University and XL Millennium provided partner and additional funding support; the British Educational Research Association Educational Technology SIG provided £500 funding for the conference, and the University of Greenwich funded additional items for the conference for £6,500. The British Journal of Technology Editor in Chief travelled to the conference and did a presentation on opportunities and guidelines for publishing in journals, providing support also for the provision of two special editions of BJET linked to the conference.
Impact British Journal of Educational Technology 2016 Special Issue on Emerging Technologies and Transforming Pedagogies: Part 1 (47,3) British Journal of Educational Technology 2016 Special Issue on Emerging Technologies and Transforming Pedagogies: Part 2 (47,5) Multiple conference presentations listed at: http://etined.com/wp-content/uploads/2015/08/conf_programme.pdf
Start Year 2013
 
Description ETinEd Africa 
Organisation Cape Peninsula University of Technology
Country South Africa 
Sector Academic/University 
PI Contribution In collaboration with the British Educational Research Association (BERA) Special Interest Group in Educational Technology Research, the British Journal of Educational Technology (BJET), the University of Cape Town (UCT), the University of the Western Cape (UWC), the Cape Peninsula University of Technology and Stellenbosch University, the ESRC Higher Vocational Education and Pedagogy (HIVE-PED) Research Seminar Series in the Faculty of Education and Health, University of Greenwich, proposed the organisation of a conference on Emerging Technologies in Authentic Learning Contexts within Higher Vocational Education on 1-2 September 2015, at the University of Cape Town. This was proposed by Professor Jill Jameson, Convenor of the BERA Educational Technologies SIG, at the BERA SIG Annual Conference meeting in September, 2013 and received unanimous support from all members present. The 2015 conference and two special BJET journal issues in 2016 aimed to develop the international impact of higher vocational education and pedagogic research in a Sub-Saharan African context. It also aimed to provide opportunities for international conference presentation and publishing in highly rated journals for African researchers and students.
Collaborator Contribution The University of Cape Town (UCT) hosted and provided core funding for the conference, which was held during 31st August - 3rd September 2015. The University of the Western Cape (UWC), the Cape Peninsula University of Technology, Stellenbosch University and XL Millennium provided partner and additional funding support; the British Educational Research Association Educational Technology SIG provided £500 funding for the conference, and the University of Greenwich funded additional items for the conference for £6,500. The British Journal of Technology Editor in Chief travelled to the conference and did a presentation on opportunities and guidelines for publishing in journals, providing support also for the provision of two special editions of BJET linked to the conference.
Impact British Journal of Educational Technology 2016 Special Issue on Emerging Technologies and Transforming Pedagogies: Part 1 (47,3) British Journal of Educational Technology 2016 Special Issue on Emerging Technologies and Transforming Pedagogies: Part 2 (47,5) Multiple conference presentations listed at: http://etined.com/wp-content/uploads/2015/08/conf_programme.pdf
Start Year 2013
 
Description ETinEd Africa 
Organisation University of Cape Town
Department School of Education
Country South Africa 
Sector Academic/University 
PI Contribution In collaboration with the British Educational Research Association (BERA) Special Interest Group in Educational Technology Research, the British Journal of Educational Technology (BJET), the University of Cape Town (UCT), the University of the Western Cape (UWC), the Cape Peninsula University of Technology and Stellenbosch University, the ESRC Higher Vocational Education and Pedagogy (HIVE-PED) Research Seminar Series in the Faculty of Education and Health, University of Greenwich, proposed the organisation of a conference on Emerging Technologies in Authentic Learning Contexts within Higher Vocational Education on 1-2 September 2015, at the University of Cape Town. This was proposed by Professor Jill Jameson, Convenor of the BERA Educational Technologies SIG, at the BERA SIG Annual Conference meeting in September, 2013 and received unanimous support from all members present. The 2015 conference and two special BJET journal issues in 2016 aimed to develop the international impact of higher vocational education and pedagogic research in a Sub-Saharan African context. It also aimed to provide opportunities for international conference presentation and publishing in highly rated journals for African researchers and students.
Collaborator Contribution The University of Cape Town (UCT) hosted and provided core funding for the conference, which was held during 31st August - 3rd September 2015. The University of the Western Cape (UWC), the Cape Peninsula University of Technology, Stellenbosch University and XL Millennium provided partner and additional funding support; the British Educational Research Association Educational Technology SIG provided £500 funding for the conference, and the University of Greenwich funded additional items for the conference for £6,500. The British Journal of Technology Editor in Chief travelled to the conference and did a presentation on opportunities and guidelines for publishing in journals, providing support also for the provision of two special editions of BJET linked to the conference.
Impact British Journal of Educational Technology 2016 Special Issue on Emerging Technologies and Transforming Pedagogies: Part 1 (47,3) British Journal of Educational Technology 2016 Special Issue on Emerging Technologies and Transforming Pedagogies: Part 2 (47,5) Multiple conference presentations listed at: http://etined.com/wp-content/uploads/2015/08/conf_programme.pdf
Start Year 2013
 
Description ETinEd Africa 
Organisation University of Stellenbosch
Country South Africa 
Sector Academic/University 
PI Contribution In collaboration with the British Educational Research Association (BERA) Special Interest Group in Educational Technology Research, the British Journal of Educational Technology (BJET), the University of Cape Town (UCT), the University of the Western Cape (UWC), the Cape Peninsula University of Technology and Stellenbosch University, the ESRC Higher Vocational Education and Pedagogy (HIVE-PED) Research Seminar Series in the Faculty of Education and Health, University of Greenwich, proposed the organisation of a conference on Emerging Technologies in Authentic Learning Contexts within Higher Vocational Education on 1-2 September 2015, at the University of Cape Town. This was proposed by Professor Jill Jameson, Convenor of the BERA Educational Technologies SIG, at the BERA SIG Annual Conference meeting in September, 2013 and received unanimous support from all members present. The 2015 conference and two special BJET journal issues in 2016 aimed to develop the international impact of higher vocational education and pedagogic research in a Sub-Saharan African context. It also aimed to provide opportunities for international conference presentation and publishing in highly rated journals for African researchers and students.
Collaborator Contribution The University of Cape Town (UCT) hosted and provided core funding for the conference, which was held during 31st August - 3rd September 2015. The University of the Western Cape (UWC), the Cape Peninsula University of Technology, Stellenbosch University and XL Millennium provided partner and additional funding support; the British Educational Research Association Educational Technology SIG provided £500 funding for the conference, and the University of Greenwich funded additional items for the conference for £6,500. The British Journal of Technology Editor in Chief travelled to the conference and did a presentation on opportunities and guidelines for publishing in journals, providing support also for the provision of two special editions of BJET linked to the conference.
Impact British Journal of Educational Technology 2016 Special Issue on Emerging Technologies and Transforming Pedagogies: Part 1 (47,3) British Journal of Educational Technology 2016 Special Issue on Emerging Technologies and Transforming Pedagogies: Part 2 (47,5) Multiple conference presentations listed at: http://etined.com/wp-content/uploads/2015/08/conf_programme.pdf
Start Year 2013
 
Description Linking London Partners Progression Research 
Organisation Birkbeck, University of London
Department Linking London Lifelong Learning Network
Country United Kingdom 
Sector Academic/University 
PI Contribution Progression research funded by all Linking London partners on the progression of further education students and apprentices to higher education across London.
Collaborator Contribution Carried out progression research data analysis and reporting of HESA-ILR linked data.
Impact Progression research reports - Smith, Joslin and Jameson
Start Year 2013
 
Description University of Birmingham Education 
Organisation University of Birmingham
Department School of Education
Country United Kingdom 
Sector Academic/University 
PI Contribution The ESRC HIVE-PED team at the University of Greenwich have worked collaboratively with Professor Ann-Marie Bathmaker and others to organise events and publication outputs relating to the seminar series.
Collaborator Contribution Professor Ann-Marie Bathmaker and colleagues at Birmingham have contributed to the series by running Seminar Two at Birmingham, inviting international speakers, and collaborating in strategic planning, publications, research support and related activities.
Impact Seminar Two in the ESRC HIVE-PED Series was held at Birmingham. Chapter by Prof Ann-Marie Bathmaker in Routledge book on vocationalism by Loo and Jameson, connected with the series. Ongoing work on further publications.
Start Year 2013
 
Description University of Huddersfield Education 
Organisation University of Huddersfield
Department School of Education and Professional Development
Country United Kingdom 
Sector Academic/University 
PI Contribution The University of Greenwich ESRC HIVE-PED team have collaborated with Professor Kevin Orr and colleagues at the University of Huddersfield, including Professor James Avis, to plan and organise the series and to develop outputs and publications.
Collaborator Contribution Professor Kevin Orr and Professor James Avis have actively supported the Seminar Series by hosting an event at Huddersfield, organising international speaker input for that event, participating collaboratively in planning the series, and supporting a range of publications that will be reported in due course.
Impact Professors Kevin Orr and James Avis have contributed presentations to the seminar series events and will be participating in publications and other outputs to emerge from the series in due course. Professor James Avis has also contributed a chapter in the Routledge book on Vocationalism edited by Loo and Jameson.
Start Year 2013
 
Description Journeys to Higher Education Conference BIS Conference Centre, London 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? Yes
Type Of Presentation workshop facilitator
Geographic Reach National
Primary Audience Professional Practitioners
Results and Impact Presentation, panel session and audience discussion of research findings, stimulating further debate and influence on practitioner thinking, with a view to influencing policy.

The free conference focused on important research evidence recently published by BIS about the progression of apprentices nationally and on new research evidence published by Linking London about the progression of apprentices and college learners in London. The key findings of the BIS funded national research on apprentices was presented along with keynotes about policy from BIS and NAS and about the research context from Professor Alison Fuller from the Institute of Education, University of London.

The conference then focused on London and the key findings of the Linking London research into the progression of both London apprentices and London FE students were presented. Keynotes relating to the London context from London Councils Young People's Education and Skills Unit, the FE context from the Association of Colleges and about key messages for universities and colleges from Professor Jill Jameson from the University of Greenwich.

There were opportunities for discussion, reflection, questions and networking.

Launch of ESRC Higher Vocational Education and Pedagogy Seminar Series.
Year(s) Of Engagement Activity 2013
URL http://www.gre.ac.uk/hewp/jhe
 
Description ESRC HIVE PED Research Seminar Series: Seminar Eight: UCL Institute of Education, University College London: Higher Vocational Education: Parity and Success 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Study participants or study members
Results and Impact ESRC SEMINAR SERIES 2014-2016: Higher Vocational Education and Pedagogy (HIVE-PED)
HIVE-PED Research Seminar Eight: Higher Vocational Education: Parity and Success
Date: 13 May 2016
Venue: Institute of Education, University College London (UCL)

PURPOSE
This seminar at the Institute of Education, University of London aimed to provide an expert seminar update on research findings in higher vocational education for the HIVE-PED series, enabling participants to engage with trends emerging in current research, notably from the work of the Keynote Speakers, organisers and the audience. There was a good attendance of c.65 delegates from higher, further and adult education provider representatives, research and policy-making organisations, independent researchers, third sector voluntary, charitable and community partners.

OUTCOMES AND IMPACTS
Excellent engagement throughout the day indicated yet again a continuing strong interest in the field of higher vocational education, particularly with regards to emerging higher vocational education developments in relation to teaching and learning, research theory and the economy. The immediate outcome of the day was an improved knowledge and understanding of the theoretical, pedagogical and economic context of the field, provided in the many contributions from expert researchers amongst the speakers, discussion panel and audience. This had ramifications for impact on institutions indirectly and more directly on delegates' professional practice and policy-making responses in institutions. The longer-term outputs, outcomes and impacts of this event and others in the series include specialist publications, indirect and direct influence on national and local higher vocational and pedagogic understandings of policy and impact in terms of the ongoing dissemination and knowledge-buildlng processes generated by the series.

SUMMARY OF PROCEEDINGS
Following a welcome by Professor Karen Evans (UCL Institute of Education), Professor Jill Jameson (ESRC HIVE-PED Seminar Series Lead) provided an overview of the HIVE-PED Seminar Series. This was followed by an outline of the seminar by Dr Natasha Kersh (UCL Institute of Education). The proceedings of the day are outlined below.

SEMINAR PROGRAMME - Friday 13th May 2016

Presentation of findings by expert researchers on Higher Vocational Education:

10.00 - Registration and Coffee
10.30 - Welcome and Introduction: Professor Karen Evans (UCL Institute of Education)
- Overview of the HIVE-PED Seminar Series by Professor Jill Jameson (ESRC HIVE-PED Seminar Series Lead) Seminar Overview
10.40 - Dr Natasha Kersh (UCL Institute of Education) - overview of the seminar

10.50 - Dr Ann Lahiff (UCL Institute of Education) Vocational Pedagogy in HE: learning lessons from Further Education vocational teachers?
11.20 -- Dr Hubert Ertl (University of Oxford) Attractiveness of initial vocational education and training in German speaking countries: selected findings from a large-scale comparative study perspective.
11.50 - Discussion/questions

12.15 - Lunch break

13.00 Dr Michaela Brockman (University of Southampton) The role of occupational identity in apprenticeship in England and Germany - a learner perspective
13.30 - Professor Steven McIntosh (University of Sheffield) Using survey and administrative data to estimate the wage returns to vocational qualifications in the UK labour market
15.00 - Professor Karen Evans (Chair) Panel discussion

15.30 - Closing plenary with thanks;
15.40 - Refreshments and Close
Year(s) Of Engagement Activity 2016
URL http://www.gre.ac.uk/eduhea/research/centres/cle/research/hiveped/research/hiveped/seminars/seminar-...
 
Description ESRC HIVE PED Research Seminar Series: Seminar Five, the University of Huddersfield and the University of Greenwich: International perspectives on policy, pedagogy and practice in higher vocational education 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Study participants or study members
Results and Impact This one-day seminar brought together three leading researchers on vocational education from Denmark, Finland and the UK. The seminar focused on how differing conceptions of vocational education and its purpose shape its organisation, delivery and assessment in these countries. After a keynote presentation by Maarit Virolainen, University of Jyväskylä, Finland on 'Strengths and weaknesses in the school-based model of organizing initial vocational education and training: transitions to higher education and working life in Finland', Christian Helms Jørgensen, Roskilde University, Denmark, spoke on 'Reforming the Danish dual system of VET: dilemmas for policy and practice'. Following discussion and a break, Professor Christopher Winch, Kings College London, spoke on 'Assessing Professional Know-How'. The discussant for the day was Professor James Avis, University of Huddersfield, who rounded off the seminar rounded off with a series of reflections, following which there was discussion from the audience.
Year(s) Of Engagement Activity 2015
URL http://www.gre.ac.uk/eduhea/research/groups/cle/research/hiveped/seminars/seminar-five
 
Description ESRC HIVE PED Research Seminar Series: Seminar Four, City and Guilds and the University of Greenwich: Crafty work: re-forming, re-making and re-thinking vocational and technical education 2010-2015 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Study participants or study members
Results and Impact Following a welcome and introduction by Professor Jill Jameson, Chair, Centre for Leadership and Enterprise, University of Greenwich, Professor Bill Lucas, Director of the Centre for Real-World Learning, University of Winchester, presented a keynote speech on 'Vocational pedagogy - Remaking apprenticeship and craftsmanship for Higher Education'. After discussion and lunch, Professor Jameson led a workshop on 'How should we collaborate on creating a MOOC for the ESRC Higher Vocational Education and Pedagogy Research Seminar Series?' and Tony Forster, Vocational Education and Curriculum Manager, City and Guilds, presented a final keynote on 'Vocational education in England, 14-19 and above...what the wolf left us.' The seminar rounded off with a discussion led by the PI and expert team on Strategic Planning for the ESRC HIVE PED Seminars during 2015 and 2016.
Year(s) Of Engagement Activity 2015
URL http://www.gre.ac.uk/eduhea/research/groups/cle/research/hiveped/seminars/seminar-four
 
Description ESRC HIVE PED Research Seminar Series: Seminar One. University of Greenwich Higher Vocational Education and Pedagogy 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? Yes
Type Of Presentation workshop facilitator
Geographic Reach National
Primary Audience Study participants or study members
Results and Impact Discussion and questions, engagement by audience in plans for next seminars.

Agreed plan to progress seminar series with involvement of researchers, policy makers, practitioners, postgraduate research students and other academic and research participants.
Year(s) Of Engagement Activity 2013
URL http://www2.gre.ac.uk/about/faculty/eduhea/research/groups/cle/research/hiveped/seminar-one
 
Description ESRC HIVE PED Research Seminar Series: Seminar Seven: Linking London, Birkbeck College and the University of Greenwich: Progression in London: Evidence from Recent Research 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach National
Primary Audience Study participants or study members
Results and Impact Following a welcome and Introduction by Sue Betts, Director, Linking London, Birkbeck College, University of London and Professor Jill Jameson, Chair, Centre for Leadership and Enterprise, University of Greenwich, Hugh Joslin, HIVE-PED researcher, Centre for Leadership and Enterprise, University of Greenwich led the keynote speeches with a round-up of research findings on 'Progression from Colleges in London', reporting on findings from a longitudinal subset of National Level 3 and Apprenticeships progression data. Gary Tindell, Information Improvement Manager, University of East London, then delivered a keynote on 'Patterns of HE Participation in London' to report on UEL's tracking of progression data. Following discussion and a break, Professor Ken Spours, Co-Director of the Centre for Post 16 Education and Work, UCL Institute of Education, delivered a keynote on UCL IoE findings on 'The 'Missing Middle', New Problems for Progression', and Yolande Burgess, Senior Director: Young People's Education and Skills, London Councils, followed this up with final keynote on 'Policy Implications for London' from the research reported. A closing discussion involving participant questions and reflections was led by Sue Betts and Professor Jill Jameson.
Year(s) Of Engagement Activity 2016
URL http://www.gre.ac.uk/eduhea/research/groups/cle/research/hiveped/seminars
 
Description ESRC HIVE PED Research Seminar Series: Seminar Six: the University of Wolverhampton and the University of Greenwich: Adult Learning in a Time of Austerity 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact This one-day seminar hosted by the University of Wolverhampton in Walsall brought together leading researchers on adult and continuing education from the UK, EU and Ireland to discuss the apparent recent disappearance of many opportunities for adult learning. The seminar focused on the multiple ways in which adult education interlinks with vocational education and its vitally important contribution to student progression, achievement and lifelong well-being in communities and workplaces. Following an opening welcome and Introduction to the ESRC HIVE-PED Series by Professor Alan Tuckett (Chair) and Professor Jill Jameson (ESRC HIVE-PED Seminar Series Lead), Professor Geoff Layer, Vice Chancellor of the University of Wolverhampton, spoke on the importance of adult learning. This was followed by a keynote on 'Adult Learning and Austerity: a European perspective' from Professor Katarina Popovic, University of Belgrade and Secretary General of the International Council for Adult Education. Professor Maria Slowey, Dublin City University, then delivered a keynote lecture on 'Adult learning and Austerity: the Experience of Ireland', which was followed by discussions, questions and a break. A Panel discussion from the lead organisers and speakers was then followed up with a keynote presentation from Professor John Field, University of Stirling and Universität Köln'
on 'Adult learning and Austerity in Scotland'. Professor Alan Tuckett then responded with a view from England on 'Austerity and Adult Learning in England, Prospects for Progression?' A Panel discussion on 'What is to be done?' led by Professor Jill Jameson (Chair), Professor Alan Tuckett and Professor John Field was then followed by a closing plenary following questions and contributions from the audience.
Year(s) Of Engagement Activity 2016
URL http://www.gre.ac.uk/eduhea/research/centres/cle/research/hiveped/seminars/seminar-six
 
Description ESRC HIVE PED Research Seminar Series: Seminar Three, University of Greenwich: Apprenticeships and Progression 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? Yes
Type Of Presentation workshop facilitator
Geographic Reach National
Primary Audience Study participants or study members
Results and Impact Seminar Three held at Devonport House, University of Greenwich focused on Apprenticeships and Progression. Keynote speakers including Professor Alison Fuller, Professor Jill Jameson, Hugh Joslin and Sharon Smith, reported the findings of research, stimulating questions and discussion amongst an audience of policy makers, researchers, academics, practitioners and representatives of various government-funded, accreditation and partnership agencies.

One of the Deputy Directors of BIS participated in discussions about the findings and requested a follow-up meeting with the Principal Investigator after Seminar Three, to discuss issues relating to the way in which the research might influence government policy on higher vocational education and apprenticeships in the run-up to the election.
Year(s) Of Engagement Activity 2014
URL http://www2.gre.ac.uk/about/faculty/eduhea/research/groups/cle/research/hiveped/the-hiv-ped-seminar-...
 
Description ESRC HIVE PED Research Seminar Series: Seminar Two, University of Birmingham and the University of Greenwich: Parity, progression and social mobility: critical issues for higher vocational education pathways 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? Yes
Type Of Presentation workshop facilitator
Geographic Reach International
Primary Audience Study participants or study members
Results and Impact Presentations engaged audience and stimulated debate, followed by further presentation of research information and discussion. Plans for next seminars discussed. International research findings were of particular interest. Following a welcome and introduction by Professor Ann-Marie Bathmaker and Professor Jill Jameson, Dr Kevin Orr of the University of Huddersfield introduced a keynote session by Professor Leesa Wheelahan, University of Toronto Canada on 'Rethinking Pathways: Why a New Approach is Needed, A Report from Australia'. Professor Ann-Marie Bathmaker followed this with a keynote on 'The Role of Vocational Pathways and Qualifications in Enabling Social Mobility and Supporting "Vibrant" Regional Economies in England'. After discussion and a break, Professor Debra Bragg of the University of Illinois, USA delivered the final keynote on 'How Career Pathways Function in Disparate Industry Sectors to Serve Underserved Populations'. Following questions and discussions, the session ended with reflections from participants on the day.

Engagement in publications and plans for further research meetings and sharing of information.
Year(s) Of Engagement Activity 2014
URL http://www2.gre.ac.uk/about/faculty/eduhea/research/groups/cle/research/hiveped/seminartwoprogramme
 
Description ESRC HIVE-PED Final Conference: Seminar Ten: University of Greenwich: Devonport House: The ESRC HIVE-PED Project: Seminars Overview 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Study participants or study members
Results and Impact ESRC RESEARCH SEMINAR SERIES 2014-2016 Higher Vocation and Pedagogy (HIVE-PED):

Final event: 'Where do we go from here?'
Date: Friday 30th September 2016;
Venue: University of Greenwich, Queen Mary Undercroft, Old Royal Naval College, Greenwich, London SE10 9NN

PURPOSE
This final conference intended to provide an overview of the HIVE-PED series, enabling participants to engage with the findings that had emerged during the series. There was good attendance of c.75 delegates from higher, further and adult education provider representatives, research and policy-making organisations, independent researchers, third sector voluntary, charitable and community partners.

OUTCOMES AND IMPACTS
Lively engagement throughout the day indicated a strong interest in the developing field of higher vocational education, particularly with regards to the relationship of vocational progression re. employment, the UK economy and emerging policy developments. The immediate outcome of the day was an improved knowledge and understanding of the field, provided in the many contributions from expert researchers. This had ramifications for impact on professional practice and policy in institutions. The longer-term outputs, outcomes and impacts include specialist publications, indirect influence on national and local higher vocational and pedagogic understandings of policy and impact in terms of the ongoing dissemination and knowledge-buildlng processes generated by the series.

SUMMARY OF PROCEEDINGS
Following a welcome and overview of the series by Professor Jill Jameson, Chair, Centre for Leadership and Enterprise, University of Greenwich, Chris Philpott, Deputy Pro Vice Chancellor of the university, welcomed delegates to the day conference and introduced the first keynote speaker, Professor Ewart Keep, Director of the Centre for Skills, Knowledge and Organisational Performance (SKOPE), University of Oxford.

Professor Keep's speech on 'Some thoughts on the centrality of employers to achieving more and better higher level vocational education' was followed by a question and discussion session. Themes from this were picked up in the Discussion panel: 'Higher Vocational Education: the state we're in', chaired by Professor Christopher Winch, Professor of Educational Philosophy and Policy, King's College, London. Professor Jameson introduced the Panel members: Professor Alan Tuckett, OBE, Chair of Education, University of Wolverhampton; Sue Betts, Director of Linking London, Birkbeck, University of London; Charlynne Pullen, Senior Research Fellow (Skills), IPPR, who each delivered a presentation on the main themes of the higher vocational education and pedagogy series and its relationship with their own work and organisational context.

After lunch and networking discussions, Professor Jameson introduced Dr Liz Atkins, Reader in Education, Department of Education and Lifelong Learning, Northumbria University, Visiting Research Fellow, University of Huddersfield, who delivered a Keynote Speech on 'Higher Vocational Education in an age of uncertainty,'

This challenging subject was debated further in the Discussion panel on 'Professional and vocational dilemmas in Higher Vocational Education', chaired by Professor Kevin Orr, Professor of Work and Learning, University of Huddersfield. Hugh Joslin, Senior Research Associate, ESRC HIVE-PED Project, University of Greenwich introduced Panel Members: Debi Hayes, Provost and Chief Academic officer, GSM London; Dr Bob Gilworth and David Winter, HEFCE Learning Gain Pilot, the Careers Group, University of London; Sharon Smith, Senior Research Associate, ESRC HIVE-PED Project, University of Greenwich, who each provided an overview of their own work and organisational developments in relation to the current state of higher vocational development. A lively discussion ensued. .

To round off the day, Professor Jameson summed up the key events and activities delivered in the seminar series and then introduced Professor Gareth Parry, Director of the Centre for the Study of Higher Education, University of Sheffield and Programme Leader at the ESRC/HEFCE Centre for Global Higher Education. Gareth delivered a Keynote Speech, providing a 'Final Reflection: higher vocational education: a local-global space?' Gareth's talk mirrored the start of the series, as he had been invited to deliver the opening address at the first seminar, encouraging participants to reflect on developments in higher vocational education in the intervening time.

A concluding thanks and acknowledgements from Professor Jill Jameson, Principal Investigator, provided an official end to the seminar series, with thanks to the ESRC, all co-investigators and partner institutions, participants and supporters. It was noted that further outputs would emerge in the form of books, journal articles, teaching and learning materials including a MOOC. The seminar rounded off an encouragement from the PI and expert team to engage in follow-up dissemination, output completion and the delivery of ESRC HIVE-PED Seminars Series impact during the next several years.

PROGRAMME OF THE DAY: 09.45 - 16.00

09.45 - Coffee and registration

10.15 - Welcome and overview: Professor Jill Jameson, Chair Centre for Leadership and Enterprise, Faculty of Education and Health and Principal Investigator ESRC HIVE-PED Project, University of Greenwich.

10.20 - Introduction: Chris Philpott, Deputy Pro Vice Chancellor, University of Greenwich.

10.30 - Keynote Speech: Some thoughts on the centrality of employers to achieving more and better higher level vocational education, Professor Ewart Keep, Director of the Centre for Skills, Knowledge and Organisational Performance (SKOPE), University of Oxford.

11.15 - Discussion panel: 'Higher Vocational Education: the state we're in': Chair: Professor Christopher Winch, Professor of Educational Philosophy and Policy, King's College, London. Introduction of the panel: Professor Jill Jameson, University of Greenwich. Panel members: Professor Alan Tuckett, OBE, Chair of Education, University of Wolverhampton; Sue Betts, Director of Linking London, Birkbeck, University of London; Charlynne Pullen, Senior Research Fellow (Skills), IPPR.

12.15 - Lunch

13.15 - Keynote Speech: Higher Vocational Education in an age of uncertainty, Dr Liz Atkins, Reader in Education, Department of Education and Lifelong Learning, Northumbria University, Visiting Research Fellow, University of Huddersfield.

14.00 - Discussion panel: Professional and vocational dilemmas in Higher Vocational Education: Chair: Professor Kevin Orr, Professor of Work and Learning, University of Huddersfield. Introduction of the panel: Hugh Joslin, Senior Research Associate, ESRC HIVE-PED Project, University of Greenwich. Panel Members: Debi Hayes, Provost and Chief Academic officer, GSM London; Dr Bob Gilworth and David Winter, HEFCE Learning Gain Pilot, the Careers Group, University of London; Sharon Smith, Senior Research Associate, ESRC HIVE-PED Project, University of Greenwich.

15.00 - Keynote Speech: Final Reflection: higher vocational education: a local-global space? Professor Gareth Parry, Director of the Centre for the Study of Higher Education, University of Sheffield and Programme Leader at the ESRC/HEFCE Centre for Global Higher Education:

15.45 - Tea and biscuits: networking.

16.00 - End of event
Year(s) Of Engagement Activity 2016
URL http://www.gre.ac.uk/eduhea/research/centres/cle/research/hiveped/research/hiveped/seminars/conferen...
 
Description ESRC HIVE-PED Policy Colloquium: Seminar Nine : King's College, University of London The ESRC HIVE-PED Project: Research Overview 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Study participants or study members
Results and Impact ESRC RESEARCH SEMINAR SERIES 2014-2016
HIGHER VOCATIONAL EDUCATION AND PEDAGOGY (HIVE-PED) POLICY COLLOQUIUM

Date: Wednesday 29th June 2016 King's College London 10.30 - 16.00
King's College London, Edmund J Saffra Lecture Theatre, Strand Campus, Strand, London, WC2R 2LS

PURPOSE
This policy colloquium at King's College London aimed to provide an expert policy update on higher vocational education for the HIVE-PED series, enabling participants to engage with the findings that were emerging in current research, notably from the work of the Keynote Speakers, Professor Alison Wolf, Professor Stephen Tee and Professor James Avis. There was very good attendance of c.80 delegates from higher, further and adult education provider representatives, research and policy-making organisations, independent researchers, third sector voluntary, charitable and community partners.

OUTCOMES AND IMPACTS
Lively engagement throughout the day indicated a continuing strong interest in the field of higher vocational education, particularly with regards to emerging tertiary education policy developments in relation to the UK nations, Europe and the economy. The immediate outcome of the day was an improved knowledge and understanding of the policy context of the field, provided in the many contributions from expert researchers amongst the speakers, discussion panel and audience. This had ramifications for impact on government policy indirectly and more directly on professional practice and policy in institutions. The longer-term outputs, outcomes and impacts include specialist publications, indirect and direct influence on national and local higher vocational and pedagogic understandings of policy and impact in terms of the ongoing dissemination and knowledge-buildlng processes generated by the series.

SUMMARY OF PROCEEDINGS
Following a welcome and overview of the series by Professor Jill Jameson, Chair, Centre for Leadership and Enterprise, University of Greenwich, Dr Camille Kandiko Howson, Academic Head of Student Engagement, King's College London, welcomed delegates to the day conference. The proceedings of the day are outlined below.

PROGRAMME

10.30 COFFEE AND REGISTRATION

11.00 - WELCOME AND INTRODUCTION: Professor Jill Jameson, Chair Centre for Leadership and Enterprise, University of Greenwich; Dr Camille Kandiko Howson, Academic Head of Student Engagement, King's College London

11.15 - KEYNOTE: Professor Alison Wolf, Baroness Wolf of Dulwich, Sir Roy Griffiths Professor of Public Sector Management, King's CollegeLondon: Tertiary education in crisis: what role for higher vocational provision?- The world has seen an explosion in the number of universities and university students, often to the detriment of established high quality vocational pathways. In England, degree-related individual and government debt are spiralling, alongside fast-declining rewards for many graduates. Is it possible to create a sizeable high-quality vocational pathway that will help tackle this situation? Or is our English tertiary system simply out of control?

12.00 - DISCUSSION PANEL: Higher Vocational Pathways and ProgressionChair: Professor Ann-Marie Bathmaker, Professor of Vocational and Higher Education, University of Birmingham; Professor Alison Wolf; David Corke, Director of Policy, Association of Colleges; Mike Potter, CBE, Principal/CEO, Guildford College and Chair of the National Advisory Group for College Higher Education

12.45 - LUNCH

1.45 - KEYNOTE: Professor Stephen Tee, Executive Dean and Professor of Nurse Education, Bournemouth University: Higher Vocational Education Pedagogy for Healthcare Professionals

2.30 DISCUSSION PANEL: 'Higher Vocational Education Policy, the Teaching Excellence Framework and Learning Gain'. Chair: Dr Camille Kandiko Howson; Dr Deborah Meakin, HE Project Officer and Quality Manager, Hull College; Dr Bart Rienties, Reader in Learning Analytics, Open University; Dr Janthia Taylor, Deputy Director, Ravensbourne College

3.15 - KEYNOTE: Professor James Avis, Professor of Post-Compulsory Education and Training, University of Huddersfield: 'Higher Vocational Education: Critical Perspectives'.

3.45 - TEA, BISCUITS, NETWORKING AND CLOSE
Year(s) Of Engagement Activity 2016
URL http://www.gre.ac.uk/eduhea/research/centres/cle/research/hiveped/research/hiveped/seminars/seminar-...
 
Description ETinEd: Emerging Technologies and Authentic Learning Contexts in Higher Vocational Education Conference 2015 
Form Of Engagement Activity Participation in an activity, workshop or similar
Part Of Official Scheme? No
Geographic Reach International
Primary Audience Professional Practitioners
Results and Impact In collaboration with the British Educational Research Association (BERA) Special Interest Group in Educational Technology Research, the British Journal of Educational Technology (BJET), the University of Cape Town (UCT), the University of the Western Cape (UWC), the Cape Peninsula University of Technology and Stellenbosch University, the ESRC Higher Vocational Education and Pedagogy (HIVE-PED) Research Seminar Series in the Faculty of Education and Health, University of Greenwich, organised and funded a conference on 'Emerging Technologies in Authentic Learning Contexts within Higher Vocational Education during 31st Aug-3rd Sept., 2015, at the University of Cape Town. This was proposed by Professor Jill Jameson, PI for the ESRC HIVE-PED project and Convenor of the BERA Educational Technologies SIG, at the BERA SIG Annual Conference meeting in September, 2013 and received unanimous support from all members present. The conference and special journal issue developed the international dissemination and knowledge exchange about higher vocational education research within the series, also providing conference presentation and publishing opportunities for Sub-Saharan researchers, teachers and post-graduate students.
Year(s) Of Engagement Activity 2015
URL http://etined.com/