11 12Purpose Work-based learning is increasingly viewed as important in students' 13 higher education experiences. Drawing from the process of re-validating a Joint in the context of fee paying students; reluctance of some employers to engage 60 with placements. In addition, with growing placement activity brought about by larger student numbers, the tensions identified in previous research (see Lester More fundamentally, students' views of university as a commodity in serving 42 their self-interests in the pursuit of a career, leads to a shift in emphasis where 43
This report summarises the deliberations which took place during a workshop held to discuss issues to consider when recruiting and training postgraduates to work in mathematics support centres. It distils the current wisdom of a group of mathematics support professionals with experience of managing and tutoring in mathematics support centres. There exists an active national network (the sigma network) for those involved in university mathematics and statistics support; this report concludes by identifying how members of the higher education community may participate in this network.
A theoretical understanding is offered to help explore how students attempt to reconcile divergent narratives around the purposes of Higher Education in relation to their own writing. Drawing from the twin notions of centripetal and centrifugal forces, the paper discusses the ways that students both follow and resist convention in their own writing, and their reasons for doing so. In revealing the intricate oscillation between restrictive and expansive writing approaches, the research suggests that students 'tilt' their writing according to a diverse and broad understanding of higher education learning. Derived from semistructured interviews with undergraduate students at a pre-1992 university, the research challenges the over-emphasis placed on consumeristic agendas of students and provides insights beneficial for practitioners involved in the supporting and assessing of student writing in Higher Education.
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