Feste Analysis in the First and Second Act of Twealth Night

Fools in Shakespeare’s plays appear often. In Othello, the Tempest, Macbeth and many others, the buffoon is represented as an eclectic person paid to say the truth in a comic manner through songs and jokes. Even though Feste in Twelth Night does not speak frequently in the first and second acts, he says enough for us to see that he is an observant and clever man. Firstly, well associated with the spirit of the twelfth night, the night where society reverses roles, Feste reflects joy. His name is a great example of the happiness he expresses. Feste sounds a lot like the French word «fete», which means party.

In every scene he plays in the second act, he starts to sing. He says to Orsino that he takes «pleasure in singing» which truly proves his delight in what he does. In other words, he is a man that likes his job. But the name Feste associates with the twelfth night in a traditional way too. He is allowed to say whatever he wishes because he is a licensed fool, as we found out when Olivia referred to him as «an allowed fool». This freedom of speech fits in well with the reversal of roles involved in the 12th night ritual. When Olivia orders «take away the fool», he answers «take away the lady».

This disrespectful answer would have ended the employment of any of the other servants of the lady. But, even considering the fixed hierarchical structure of society at the time, Feste can say whatever he thinks as long as he says it in song or in a comic manner. Moreover, Feste’s job contrasts with his abilities. Since he is a fool, we expect him to be illiterate, certainly not very perspicacious, but on the contrary, he turns out to be the most intelligent character of the play. This is shown by his developed sense of repartee hidden through his role of jester.

For example, in the last scene of the first Act, Maria criticizes Feste of having no real bravery, as he pretends to have, compared with soldiers. He answers that everyone should do what he is good at («And those that are fools, let them use their talent. »). This response seems wise and philosophical. But Feste as a fool is obviously someone with a great sense of humor. Over five hundred years, many ideas about life and society have changed and evolved, but humor has remained universal. Feste’s talent and ability is to shield himself with his persona as a fool, but to offer insights and insults of a very wise man.

He never behaves badly or in a juvenile way: playing around with food, drinks or other accessories. His only accessory is language. Scene 3 of Act 2, Sir Andrew jokes about Feste because of his status but Feste replies: «How now, my hearts! Did you never see the picture of “We Three”? » implying that Sir Andrew, Sir Toby and himself are fools. This short answer is hilarious because Sir Andrew is wordless but the silky tone emphasize the comic feature of the quote. It seems to me that fools like Feste have two roles in Shakespeare’s plays.

First, they provide comic relief to what might otherwise be a heavy, if not depressing story. We look forward to their appearance to give us an uplift from the more serious developments in the plot. Without the fool this story would have had a totally different tone, simply a depressing tragedy. Second, they are the characters with which we, the audience, identify. Yes, we too are really insightful and we too see all the foibles and vices of the characters and we too would express our thoughts and observations through witty banter if we lived in these social circles in these times, or so we like to think.

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Should Higher Education Be Made Available to All

Education is a channel to understand the real world better and whether this education should be provided to the students by the universities should be free or not, is one of the most debated topics over last many decades. In the today’s fast growing civilization this education has become everyone’s necessity to survive. Everyone understands the value of education in their lives; hence they compete hard to get the best of the education. So to give this education free to some students would be an injustice on the part of the others.

Therefore, from my perspective education should not be given by the universities free of cost. In my opinion, if the students will not pay for their education then who would pay for that, is a big question that requires an immediate solution. Thus it can create further confusions in the society. For example, if the government would pay for students’ education then they will extract the money from public only by increasing the taxes and this can further complicate the situation.

Another reason is that to get education from good universities students usually take some kinds of loans, which I feel, make them more serious towards their studies and responsible so that they can clear the debts in future. Therefore, education received by giving money stands more value to them as they have sacrificed something to get that education. The third reason is that the money universities take from the students is used by the universities for the upliftment of the university’s standard only.

The university utilize this money to pay the teachers, to introduce most recent advances in all the aspects of education like getting new equipments in laboratories, building new classes with more advanced technologies, new books for the libraries, new hostels etc. Nevertheless, the proc ess of financial support through Bank Loans, Philanthropic Trusts, Corporate Social Responsibility funds and a National kitty should be augmented and structured and worthy candidates screened well through a competency based selection process should be supported. Making higher education free for all will only dilute the standard of education.

The impact of this on society at large is not difficult to visualize. We just need to think about Doctors, Engineers, Pilots, Architects and Pharmacists, to just name a few, who may come out from our colleges with free education, where they have not put anything on stake, participated wholly in all kinds of college level politics and hooliganism, and then sit down to treat serious patients or build bridges, buildings and industries, or fly an aircraft with hundreds of lives at stake or even make medicines with complex chemicals only to damage the lives of so many innocent citizens, who have trusted their University degrees.

Therefore , in my opinion universities should not provide education for free because the amount they get from the students is used for the welfare of the students only because it has been seen before also that universities that provide education for free are lower in standards compared to universities taking an appropriate amount of money from the students. I believe, that there is no good thing that we can get for free in the world.

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Contributors to the Evolution of American Higher Education System

The evolution of Higher Educational System the United States can be attributed from several components. Among these attributes are the 1944 GI Bill of Rights and the appointment of the President’s Commission on Higher Education by President Truman in 1946. Such significant contributions not only greatly affected the American Education System during those times but also served as catalysts that continue to benefit the modern society. These also paved the way improvement, acceleration and the widening the system of education as well as has opened opportunities for Americans of past, present and future generations.

The significant development of the American higher education system can be traced from the enactment by President Franklin Roosevelt on June 22, 1944 of the “GI Bill of Rights” which was also called as the “Servicemen’s Readjustment Act of 1944” (cited in Greenberg, 2007, p. 47). The law changed the American economic and social standpoints since among its provisions provided veterans of World War II an easy and immediate financial assistance by means of unemployment insurance.

Most importantly, the law gave American veterans big opportunities such as vocational and practical activities relating to college learning as well as free access to housing and business loans (Greenberg, 2007). One of the permanent legacies of the GI Bill of Rights is now the ordinary impression that anyone can and should have education irrespective of “age, sex, race, religion, or family status” (Greenberg, 2007, p. 49). The law was also noted for bringing back the veterans’ interest in education, majority of who have not achieved even secondary diplomas because of the World War II.

With the provision of a better quality of higher education which the veterans have longed for, the law provided a broad and lasting acceptance of the notion that learning, particularly post-secondary or college education is the Americans’ pathway to an improved employment and life (Greenberg, 2007). Aside from providing Americans from all walks of life a practical access to higher education, the GI Bill of Rights has also altered the definition of college learning in public awareness starting from 1950s until today.

Before the war, the system was characterized mostly by “private, liberal arts, small-college, rural, residential, elitist, and often discriminatory from institution to institution with respect to race and religion” (Greenberg, 2007, p. 50). However, the current higher education system now is noticeably public that centers on “occupational, technical, and scientific education, huge, urban-oriented, suitable for commuter attendance, and highly democratic” (Greenberg, 2007, p. 50).

At present, the system focuses and offers quality cultural, learning and financial aspects of higher education instead of just authorization of the upper members of the society. Lastly, the law is best noted as one factor that led to tremendous social change. Since there was shake up of perspectives as regards “sex, religion, and race,” the law subjected even the ordinary Americans to liberated ideas of the society by means of higher education (Greeberg, 2007, p. 51). Meanwhile, a lot of veterans returned to college or post-secondary education in 1946.

The heavy influx of students and industrialization of the economy, however, overstressed the system, curriculum and facilities. Additionally, the increasing number of war veterans studying again aggravated the existing educational problems being experienced by regular college students. This is because the group of veterans has to struggle it out with the American youth in their pursuit of a quality higher education. Hence, both the two groups increased the demands of college education.

However, government assets and means of instrument are unable to adapt with the requirements such as an increased enrollees as well as variety of needs and involvements of both the veterans and youth as college students (Alexander, 1998). With the above situation in 1946, President Truman established a “President’s Commission on Higher Education” and said that “we should now reexamine our system of higher education in terms of its objectives, methods, and facilities; and in the light of the social role it has to play” (President’s Commission on Higher Education, 1947).

The committee was composed of 28 prominent and outstanding Americans such as professionals and laymen like George F. Zook. The group immediately worked and in December of 1947, made a 377-page report titled “Higher Education for American Democracy” which was composed of six volumes under the following titles: “Establishing the Goals, Equalizing and Expanding Individual Opportunity, Organizing Higher Education, Staffing Higher Education, Financing Higher Education and Resource Data” (President’s Commission on Higher Education, 1947, pp.

1-3, 5-8, 25-29, 32-39, 47-49). With a task to carry out what President Truman has said and define the obligations of colleges and universities, the commissions worked it out with the said educational facilities but were initially unsatisfied with the results. This is because education experts noted an apprehensive sense of failure or defect in the system. They also felt that the facilities are unable to keep up with the pace of the ever-changing state of the system as the society.

Additionally, they see a need to re-pattern everything in order to meet the needs and address the concerns of the veterans and youth students which eventually will bring out the effectiveness of the modern education and system and society Moreover, the escalating desire of Americans to aspire for college education and critical necessity for such effective system became the determining factors for the need to improve the execution of the conventional tasks.

This, in effect, eventually enabled the system, to assume the new challenge such the as re-entry in college of war veterans as the growing number of youth students, who are both motivated to improve their worth as a free and educated Americans (Alexander, 1998). The above-cited commission and measure are both significant as they greatly contributed on the evolution of the American Higher Education System. This is because the improved system of American higher education enabled the achievement of a more quality of living and democracy in the country for the reason that the benefits equally extended to all citizens.

The GI Bill of Rights and 1947 President’s Commission on Higher Education have proven their existence and worth because they paved the way for renouncing the unfair education practices of discrimination and separation. Moreover, the said two contributors have resulted in leaders’ realization of the importance of quality and accessible college education system and equal opportunities in life. Ultimately, higher education system should be targeted at weakening as well as getting rid of learning discrimination and eventually establishing attitude that will offer the system freely accessible to all Americans. References

Alexander, F. K. (1998). The President’s Commission Higher Education for Democracy, 1947. The American College and University EOL 474. Retrieved June 20, 2008 from University of Illinois at Urbana-Champaign database. Greenberg, M. (2007). The GI Bill of Rights. Historians on America: Decisions that Made America (pp. 46-54). Washington, DC: U. S. Department of State’s Bureau of International Information Programs President’s Commission on Higher Education. (1947). Higher Education for American Democracy: A Report of the President’s Commission on Higher Education. Washington, D. C. : Government Printing Office.a

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Essential Skills for Higher Education and Healthcare: A Reflection

Abstract

This reflective essay aimed to present the key learning and gaps in knowledge and practice of a student nurse. The Gibbs model of reflection was used to evaluate and analyse the learning needs of the author. An action plan is presented at the end of the essay to demonstrate the learning aims and activities needed to achieve these aims. These are needed to prepare the author in her future work as a registered nurse.

Introduction

Reflection allows student nurses and healthcare practitioners improve current and future nursing practice by learning from one’s experiences (Bulman and Schutz, 2013). This essay aims to present a reflective account on my role as a student in health education and as a future healthcare practitioner. Gibbs (1988) model of reflection will be used to reflect on my experiences as a student nurse.

Description

My work as a Health Care Assistant in the past six years helped me decide to pursue a nursing education. I was able to work in a busy environment and experience working with patients with different ethnic background and a multicultural healthcare team. Seeing patients improve as a result of the care they receive from healthcare professionals was one of the significant events that helped me decide to become a nurse. My life as a student nurse is challenging since I have to balance family life with work and my studies. I have to demonstrate key nursing skills, become a self-directed and independent learner, take responsibilities, manage my time and follow rules and regulations of the university. I also have to prepare myself to become a future healthcare practitioner. For instance, I have to acquire skills to meet the physical, psychological, spiritual and social needs of my patients. I also have to ensure that care received by my patients is evidence-based. In addition, I have to achieve the competencies required by the Nursing and Midwifery Council’s (NMC, 2008) code of conduct.

Feelings

I am excited in my new role as a student nurse. My training in the past has been in accounting and business and my career shift brings some challenges. However, I am happy pursuing what I love to do. While I am passionate with my new role, I am also aware that becoming a nurse requires extensive training and study. Hence, I want to develop skills such as becoming an independent and self-directed learner in order to succeed as a student nurse. I also need to demonstrate key skills in order to prepare myself to become a registered nurse. At times, I am worried if I would be able to acquire all the skills needed to become an effective nurse. For instance, I feel that communicating with patients with different ethnic backgrounds could be a challenge. While I was able to witness how nurses communicate with patients of different ethnic backgrounds, I am aware that this would not be easy in actual practice. I also feel that I need to develop skills on how to deliver patient-centred care this is holistic.

Analysis and Evaluation

Developing the self-directed and independent learning style is crucial during the undergraduate nursing years. Kaufman and Mann (2010) suggest that problem based learning is common in medical education and helps students to become independent learners. Learning styles differ amongst adult learners. Biggs and Tang (2007) emphasise that an individual’s learning style is a result of affective, physical and cognitive factors. An individual’s learning preference is influenced by motivation, cognitive style, attitude, personality and a student’s stage of development (Cassidy, 2004; Biggs and Tang, 2007). On reflection, I have to consider my own motivation and cognitive style in order to become a successful independent learner. I also have to determine my own stage of development as a student.

Learners are identified into at least four types of learners. These are the visual, aural, read, write and kinaesthetic learners (Cassidy, 2004). During independent learning, students should be able to identify their learning style in order to optimise the learning process. On reflection, I learn best through observation (visual), reading and writing (R) and practicing what I learned (K). I can use all forms during self-directed learning. For instance, I can participate in simulation training to visualise the skills that I need to learn. Next, I can read on the topic and write a reflection or notes on what I learned. Finally, I can report my learning to my supervisors or mentors through presenting clinical skills. While self-directed learning is only one method employed in my nursing curriculum as a means to acquire knowledge and skills, this learning method is very important in my future role as a nurse.

It should be noted that the Nursing and Midwifery Council’s (NMC, 2008) code of conduct stresses the importance of providing quality evidence-based care to my patients. To meet the competencies contained in the NMC’s code of conduct, it is necessary that I inform my current nursing practice with current evidence from published literature. This is also emphasised in the NMC (2010) standards for nursing students in the UK. Evidence-based care (Greenhalgh, 2010) is described as the type of care supported by findings from published literature, personal experiences, expert opinion and patient experiences. Becoming an independent learner will help me in future role as a nurse since this will help me search for literature and evidence on the current and best form of intervention for specific healthcare conditions.

Apart from becoming an independent learner, I also realised the importance of developing my communication skills. The NMC’s code of conduct states the importance of developing empathy to patients and providing them with quality care. This is only possible with effective communication (Purden, 2005). Barclay et al. (2007) suggest that effective communication is possible if patients have learned to trust their healthcare practitioners and are allowed to participate in healthcare decision-making. Communication involves listening to both verbal and non-verbal messages of the patients and identifying their healthcare needs (Barclay et al., 2007). It is noteworthy that language barriers may become a deterrent to effective communication (Leonard et al., 2004). This is especially evident when patients and nurses have different ethnic background (Leonard et al., 2004). These differences may contribute to misunderstanding especially if patient education is not culturally sensitive or nurses fail to consider the patient’s preferences, cultural background, tradition and beliefs before introducing an intervention.

As a student nurse, I am aware of the importance of communication and why it is necessary for me to develop communication skills that are sensitive to my patients’ culture, traditions and beliefs. Developing these skills during my student years will help me become more sensitive to the needs of my patients. It has been shown (Barclay et al., 2007) that effective communication is a prerequisite to quality care. Many patients (Majumdar et al., 2004) express that the time nurses spent with them allowed them to communicate their feelings and needs better since they were able to communicate in an unhurried environment. On reflection, it is essential that as a student nurse, I will learn how to listen to my patients and determine their needs. It is also essential that I receive training on how to develop cultural sensitivity when dealing with patients with different ethnicity. Majumdar et al. (2004) stress the importance of assigning patients with different ethnicity to healthcare workers who share similar ethnic background. However, this might not be achieved in all instances in actual healthcare settings. Hence, it is essential that nurses should be trained on how to develop cultural sensitivity.

On reflection, I also learned the importance of developing skills on how to promote psychological, social, emotional, physical and spiritual care of patients. As a student nurse, I am still beginning to develop these skills and understand that it will take time to develop all these skills. I realised that these skills are best learned when working with other healthcare professionals. Hence, it is crucial that I learn how to collaborate effectively with other healthcare workers. Apart from developing effective communication skills, I also need to learn how to work with others and manage conflicts during meetings. It is suggested that conflicts (Leonard et al., 2004) do not lead to poor team working but provides an opportunity for team members to choose the best form of intervention for a specific healthcare condition. Conflicts also allow team members to view an issue from different perspectives.

Conclusion

In conclusion, there are many skills that I still need to develop as a nursing student preparing to become a registered nurse in the future. To date, I need to hone my skills in independent or self-directed learning. I also need to develop communication skills, cultural sensitivity and learn how to collaborate effectively with other team members. All these skills are necessary to help me observe the NMC’s code of conduct and gain competencies for registered nurses in the UK.

Action Plan

The following are the objectives of my action plan:

Improve skills on how to carry out independent or self-directed learning.
Develop communication skills.
Develop cultural sensitivity.
Learn how to collaborate effectively with team members

Table 1. Action Plan

AimActivitiesWeek(s)Mentor/Supervisor Comment(s)
Improve skills on how to carry out independent or self-directed learningEngage in self-directed learning on specific topics in nursing.1-4
Develop communication skillsAttend simulations on how to communicate effectively with patients suffering from chronic or acute conditions; Observe/shadow senior nurses on how they communicate with patients suffering from different conditions5-8
Develop cultural sensitivityAttend simulations on how to develop cultural sensitivity; watch videos showing nurses demonstrate cultural sensitivity when caring for patients with different ethnic background; shadow senior nurses and observe how they show cultural sensitivity to patients with different ethnicity9-12
Learn how to collaborate effectively with team membersBecome part of healthcare teams/ shadow healthcare teams and observe how they collaborate with each other13-16

References

Barclay, J., Blackhall, L. & Tulsky, J. (2007) Communication strategies and cultural issues in the delivery of bad news. Journal of Palliative Medicine. 10(4). p. 958-977.

Biggs, J. & Tang, C. (2007) Teaching for quality learning at university. 3rd ed. England and New York: Society for Research into Higher Education & Open University Press.

Bulman, C. & Schutz, S. (2013) Reflective Practice in Nursing. 5th ed. London: John Wiley & Sons.

Cassidy, S. (2004) Learning styles: An overview of theories, models and measures. Educational Psychology. 24(4). p. 419-444.

Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods. Oxford: Further Educational Unit, Oxford Polytechnic.

Greenhalgh, T. (2010) How to read a paper: the basics of evidence-based medicine. 4th ed. Chichester: Wiley-Blackwell.

Jarvis, P. (2010) Adult education and lifelong learning: Theory and Practice. London: Routledge.

Kaufman, D. & Mann, K. (2010) Teaching and learning in medical education. In: Swanwich, T. (ed.). Understanding medical education. ASME: Blackwell Publishing.

Leonard, M., Graham, S. & Bonacum, D. (2004) The human factor: the critical importance of effective teamwork and communication in providing safe care. BMJ Quality & Safety. 13. p. i85-i90.

Majumdar, B., Browne, G., Roberts, J. & Carpio, B. (2004) Effects of cultural sensitivity training on health care provider attitudes and patient outcomes. Journal of Nursing Scholarship. 6(2). p. 161-166.

Nursing and Midwifery Council (NMC) (2010) Standards for pre-registration nursing education. London: Department of Health.

Nursing and Midwifery Council (NMC) (2008) The Code: Standards of conduct, performance and ethics for nurses and midwives. London: Nursing and Midwifery Council.

Purden, M. (2005) Cultural considerations in interprofessional education and practice. Journal of Interprofessional Care. 19(1). p. 224-234.

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Impact of Marketization on Higher Education in the UK

Abstract

Marketization is an increasing phenomenon within the current environment. Every sector of the economy continues to adopt the concept of marketization in a bid to enhance efficiency, effectiveness, and competitiveness of the affected sectors. One of the main sectors identified in the current literature review is higher education. The paper below provides a critical literature review on the basis of theoretical and empirical reviews. The theoretical review identifies and explains the theory of marketization whereas the empirical review evaluates the varied findings and views of the scholars and researchers on the impact of marketization on higher education. The results of the review state that there are both negative and positive impacts of marketization on higher education in respect to UK.

Key words: Marketization, higher education, theoretical, empirical

Introduction

The following is a review of literature on the impact of marketization on higher education in the UK. Evidently, marketization, which involves the restructuring, remodelling, and transformation of publicly-owned enterprises or organisations into market-based entities, continues to be a common phenomenon especially in the current century. Through marketization, majority of the higher learning institutions in the UK have been transformed from being owned by the government to market-oriented institutions to enhance quality and operations. A number of researchers and scholars have conducted an evaluation and analysis on the impact of the concept on higher education in the UK. Therefore, the current paper aims at reviewing some of the literatures explaining the impact of marketization on higher education. In accomplishing this objective, the current literature review is performed on the basis of theoretical and empirical reviews. The review ends with a concluding remark that summarises the main points whilst stating the stand of the analysis.

Theoretical Review

Marketization theory describes the functionality of marketization. According to Raffe and Croxford (2013), the theory of marketization provides a good foundation to nations in introducing the aspects of choices, competition, and public accountability, which are essential in enhancing the quality of products or services under production. Evidently, the theory of marketization helps in eliminating different economic problems and concepts such as unfavourable market competition, inefficiencies in markets, and the lack of players and market forces that are likely to influence the production process. Based on the theory of marketization argues it is important to transform an entire economy by getting rid of the planned economic system and allowing market-based scenario to prevail in the economy in question (Quinlan, 2014). Amongst the aspects discussed within the theory of marketization include liberalisation, contracting reforms, stimulating of competition, incentive creation, and outsourcing reforms that will help in transforming the higher education sector. Other aspects explained within the theory of marketization include the reduction of regulation, opening market-oriented systems, and effective allocation of resources (Xue-chao, 2012). From such perceptions, it is arguably important to note that the theory of marketization explains the fact that through the concept of liberalising an economy all the trade barriers and price controls are significantly removed, which provide space to the various stakeholders to actively engage in ensuring that there is high quality production process.

From the perspective of the marketization theory, a number of economies across the globe are calling upon for the deregulation of institutions of higher learning with the aim of making them more competitive within the global market. The 2013 year has been a year of marketization of the higher education system in the UK (Raffe & Croxford, 2013). Throughout the 2013, UK developed policies and strategies towards attaining a fully marketised system especially for the higher education sector. Since 2013 UK has developed numerous and possibly effective policies that are aimed at encouraging the expansion of higher education. Expansion of higher education as anticipated by the UK government through development of various policies has the sole objective of increasing participation of all the stakeholders in education (McNeill, 2012). Increased participation of all involved stakeholders in the higher education courtesy of marketization concept results into a more educated workforce, which has actually enabled the UK to experience a growth in its economy. Indeed, marketization of the higher education in UK has offered a perfect ground-breaking insight on how the government policies can be employed towards altering the structures and operations of different institutions for higher learning especially universities and technical colleges (Xue-chao, 2012). The following section provides an empirical review of the previous studies and views of the scholars on the impact of the marketization on higher education with special focus to the UK.

Empirical Review

Different scholars and researchers have performed evaluation, analysis, and studies on the impact of marketization on higher education in the UK. Brown (2013) conducted a study that aimed at describing the concept of market-based policies with regards to higher education in the UK. In addition, Brown (2013) also aimed at assessing the historical background regarding the current reforms within higher education in UK especially in respect to marketization. The study by Brown (2013) established that there has been an improvement in higher education as seen within the idea of competition, efficiency, responsiveness, as well as innovation courtesy of marketization. From the perspective of the theory of marketization, Brown (2013) argued that marketization has provided the opportunity for different stakeholders other than government to also engage in providing services of education and learning in higher institutions of learning. Therefore, from the study of Brown it is evident that marketization has positive impact on higher education within UK.

The other study was performed by Hommel and King (2013) who sought to find out the financial dimension of specific reforms by the government especially in respect to developing an educational sector that is risk-based. From the corporate risk management literature, Hommel and King (2013) found out that business schools, which continues to adopt the risk-based regulations and reforms to meet their objectives and targets with respect to learning process, face a lot of challenges especially in line with managing risks. In this respect, Hommel and King (2013) established the fact that business schools especially within the ranks of universities and other institutions of higher learning should be careful about their financial solvency through effective and efficient maintenance of functioning risks. Hence, on the perspective of the study conducted by Hommel and King (2013), it is evident that in as much as marketization provides some positive impacts there are negative impacts that accrue due to the concept for instance the increase exposure to various financial risks.

Natale and Doran (2012) also performed a study on the marketization of education in a bid to identify the ethical dilemma that exists in the same. From the study, it is clear that the marketing of education continues to be epidemic, which calls for the suffusion of both practices and principles of business in the management of higher education. However, Natale and Doran (2012) established in their study that in as much as the higher education is becoming more advanced, efficient, effective, and very competitive, the idea of exposing higher education to marker-based systems has resulted into increased costs of education. As a result, there is a growing ethical concern, that is, even though on one side the higher education sector is becoming more efficient, effective, and competitive, the cost of accessing such higher education has become higher and unattainable since the pricing has been left on market forces. Such views have also been put forward by Tapper (2013), who argue that despite positive impacts of marketization on higher education, the market-based systems have exposed the pricing of higher education to market forces, which makes the entire cost expensive. Hence, there is need to identify whether to enhance efficiency at the expense of the cost of providing education.

The other study was conducted by Holmwood (2012) with an aim of analysing markets and publics as the new battlegrounds for the sector of higher education across many economies. Holmwood (2012) evaluated the recent policy changes especially started by the British Conservative-Liberal Democrat coalition government. The policy by the coalition government is a preferred paradigm shift with respect to restructuring and remodelling of the higher education sector. The findings from the study showed that there has been radical and neo-liberal approach towards transforming the higher education sector. So far, the policies developed by the government have been very successful in enhancing the efficiency, effectiveness, and competitiveness of higher education. However, Holmwood (2012) stated in the study that the only problem with transforming higher education sector into a market-based system is the fact that monocultural perspectives are likely to result into value of what is lost. Despite the problem of monoculture as created by the market-based systems, Holmwood (2012) strongly believe that marketization is indeed a good concept; a view that has also been supported by Nickola et al (2012). Consequently, marketization continues to be a good foundation for changing higher education in the UK.

Conclusion

The above is a literature review explaining the impacts of marketization on higher education with special focus to the UK. The review contains two main sections, namely, the theoretical review and the empirical review. On the basis of the theoretical review, it is evident that the theory of marketization calls for the removal of the public or government dominance in the running and management of institutions of higher learning. What’s more, the theory of marketization explains that through changing the higher education sector to market-based system, the private sector is highly involved, which results into enhanced efficiency, effectiveness, and competitiveness of the higher institutions of learning. On a different perspective, the empirical review provides an analysis and evaluation of the various findings by different researchers and scholars on the impact of marketization on higher education. From the empirical review, it is clear that whereas there are numerous positive impacts of marketization on higher education, the concept also has negative impacts on the same sector.

List of References

Brown, R. 2013, “Access to Higher Education: The Shift towards Market-Based Policies in the UK”, DICE Report, vol. 11, no. 2, pp. 23-27.

Holmwood, J. 2012, “Markets versus Publics: The New Battleground of Higher Education”, Harvard International Review, vol. 34, no. 2, pp. 12-15.

Hommel, U. & King, R. 2013, “The emergence of risk-based regulation in higher education”, The Journal of Management Development, vol. 32, no. 5, pp. 537-547.

McNeill, T., 2012, ‘‘Don’t affect the share price’’: social media policy in higher education as reputation management. Research in Learning Technology, vol. 20.

Natale, S.M. & Doran, C. 2012, “Marketization of Education: An Ethical Dilemma”, Journal of Business Ethics, vol. 105, no. 2, pp. 187-196.

Nickolai, D. H., Hoffman, S. G., & Trautner, M. N., 2012, Can a knowledge sanctuary also be an economic engineThe marketization of higher education as institutional boundary work. Sociology Compass, vol. 6, no. 3; Pp. 205-218.

Quinlan, K. M., 2014, Everything for saleThe marketisation of UK higher education. By Roger Brown with Helen Carasso. British Journal of Educational Studies, (ahead-of-print), 1-3.

Raffe, D., & Croxford, L., 2013, How stable is the stratification of higher education in England and Scotland?. British Journal of Sociology of Education, (ahead-of-print), 1-23.

Tapper, T., 2013, Roger Brown and H. Carasso: Everything for saleThe marketisation of UK higher education. Higher Education, vol. 66, no. 5; Pp. 641-643.

Xue-chao, Y. H. J. M., 2012, Marketization of Higher Education in the UK: The Perspective of Financing [J]. Tsinghua Journal of Education, vol. 3, no. 015.

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Globalization and Higher Education

Table of contents

Chapter 1 Introduction

1.1 Background of study

Globalization brought about rising number of students migrating to different countries for higher education. As international educations’ landscape continue to change, students are seeking opportunities that are not only advantageous to their academic agenda, but also to their social and professional development within a global context (Marginso; Agawal, Said, Sehoole, Sorozi and De Wit; Daglish and Chan, cited in Fleischmann, Lawley and Raciti). There are great challenges in higher education brought about by globalization. “These challenges are seen as threats as well as opportunities for higher education around the world” (Arambewela &Hall, 2006 p142)

Research has shown that there is a continuous rise in the number of international student in to the Netherlands. Generally the transition of studying overseas either from a secondary school or from the work place in another country in always challenging and usually stressful. According to Pereda et al. international students are often less satisfied with their courses than other student.

Most international student i.e. full-fee paying students may have similar issues with their fellow domestic students but additionally they face some distinguishing issues like inadequate financial resource, social adjustment, loneliness and cultural shock etc, these may affect the students’ experience and hence their overall satisfaction. Therefore the need to understand international students’ perception of the service quality is vital.

For a business to achieve its financial objectives and survive, understanding what creates a great satisfying customer experience is crucial. Research has shown that high service quality contributes significantly to profitability. Understanding the students’ perception of service quality and satisfaction at the university is vital to management and policy makers in the design, implementation and evaluation of services, as the key to sustainable competitive advantage is creating memorable customer experience. Competing in a highly competitive market requires the delivery of superior service because it affects corporate image.

International students have a significant role to play on the country economy for the fact that the pay full tuition fees and they spend on the country’s home produced goods and services.

1.2 The significance of the research

This research will be a source of knowledge about issues concerning international students to the researcher who is an international student. Not only will the research be beneficial to the researcher it would benefit other individuals or groups of individuals because of the following:

This research focuses on the effect of adjustment issues on the overall services experience of the international student and student satisfaction which will add knowledge to the existing literature on higher education service quality.

The importance of students from other countries to colleges and universities cannot be undermined as they bring with them different cultures which adds to the cultural richness of the institution.

The outcome of the research will be valuable to different groups of individuals like university management team and lecturers, the students and their parents, and the country. To the university management it will provide insight about international students experience and their satisfaction which will help management in policy design and satisfying their customers the students and their parents. To the lecturers it would lead to a better understanding of the international students need and better delivery of the services hence increasing their satisfaction. Finally, the students will be better served by the university and their fellow students, their experience abroad will be enhanced.

1.3 Purpose Statement

This study aims at evaluating the service quality of the Netherlands University. The overall objective is assessing international student’s perception of the service quality provided and adjustment issues, and its relative impact on students’ satisfaction and potential loyalty.

Seek to:

  • Examine the dimensions of service quality and the determining factors of international student satisfaction at the university
  • Analysing the effect of interaction of service quality and adjustment issue on international student satisfaction and potential student loyalty
  • Gain an insight in international student perception of service quality in the Netherlands University
  • To provide a set of conclusions and recommendations to enhance the level of quality of service provided by universities.

1.4 Problem Statement

As the international education continues to grow in size and international full-fee paying students expect to be treat as customers, they have several adjustment issues which affects their overall experience and hence satisfaction.

“How does the adjustment issues of international students affect the overall service experience and what are the effects of this experience on their satisfaction?”

This research is conducted mainly to find answers to the question above.

1.5 The conceptual framework

This research will be guide by the SERVQUAL survey developed by Parasurama et al. An adapted SERVQUAL model with some modification made to provide contextual relevance, will be used in this study as it will help the researcher measure the perceived service quality across the five SERVQUAL dimensions. The SERVQUAL is an instrument for assessing customer perception of service quality in service and retailing organization (Parasuraman et al, 1988)

Based on extant literature adjustment issues affect affects international students experience at universities. These adjustment issues are Academic, socio-cultural and psychological factors. The main key to success in studying abroad is the degree to which the student adjusts to the above mentioned factors.

The conceptual model above illustrates the study of international students overall service experience and their relative satisfaction with the Stenden university in the Netherlands. The study with the aim of evaluating the service quality and adjustment issues of the international student on their overall service experience, will also evaluate the effect of the experience on their satisfaction and hence word-of-mouth and if they will chose same university for further education.

The main dependent variable in this study is the student satisfaction with the university and the sub dependent variables are Positive word-of-mouth and same university for further study. The independent variables are service quality provided by the university and the student adjustment issues. These independent variables influence both influence the dependent variables.

When there is an overall good experience this will lead to student satisfaction which in turn will lead to a positive word of mouth and may want to further study at same university. If quality of service offered by the school is good and students adjustment to academic, socio-culture and psychological is good this will also lead to student satisfaction. On the contrary if the service provided by the school is good but students have problems with adjusting this may have a negative effect on their overall experience and student satisfaction.

1.6 Research Questions

The central research focuses on the analysis of the international students’ perception of service quality and adjustment issues at Stenden university and the relative impact on student satisfaction and potential student loyalty. The research aims at answering the following research questions:

  • Which service quality factors are most important to international students?
  • What are the adjustment issues international students faces?
  • What factors affect international students perception of service quality at the university?
  • What are the determinants of overall international students perceived service quality?
  • In what ways does the quality of service affect the satisfaction of international student?
  • How does an adjustment issue affect student satisfaction?
  • How can the overall experience of international students be enhanced?

1.7 Ethical Consideration

All the information collected will be used strictly for the purpose/objectives of this research and the researcher will abide to the ethical principles of research. The researcher will strive to be objective in her judgment in scenarios that might come up by not taking side but by being critical.

1.8 Research limitations

The period required to complete the research is short therefore time is a constraint. The results may not be generalizable as the research involves only a single organisation.

1.9 Overview of the chapters

The study will consist of five chapters followed by reference and appendices

Chapter 1 Introduction consists of:

  • Background of study
  • The significance of the research
  • Purpose of the study
  • Problem statement
  • The conceptual framework
  • Research questions
  • Ethical considerations
  • Research limitations

Chapter 2 Literature review

  • Higher Education
  •  International full-fee paying student
  • Service quality
  • SERVQUAL Dimensions
  • Adjustment issues of international student
  • Student Experience
  • Student Satisfaction
  • Positive word-of-mouth
  • Chose same university for further study

Chapter 3 Methodology

  • Research methodology
  • Quantitative research
  • The research Process
  • The population under study
  • Research design
  • Data collection

Chapter 4 finding and analysis of Data

  • Demographic profile of sampling
  • Data analysis

Chapter 5 Summary and Discussion

  • Conclusions
  • Discussions
  • Limitations
  • Recommendations

Reference

  1. Arambewela, R. and Hall, J. (2006). A Comparative Analysis of International Education Satisfaction Using SERVQUAL. Journal of Services Research 6 pg 141-146
  2. Fleischman, D., Lawley, M., and Raciti, M. Community Engagement and the International Student Experience: Definition. From http://anzmac2010.org/proceedings/pdf/anzmac10Final00179.pdf
  3. Khawaja, N. and Dempsey, J. (2007). Psychological Distress in International University Students: An Australian Study. Australian Journal of Guidiance & Counselling 6(1) pg 13-27
  4. Mehdizadeh, N. and Scott, G. (2005). Adjustment problems of Iranian international students in Scotland. International Education Journal, 6(4), 484-493.
  5. Pereda, M., Airey, D., and Bennett, M. (2007). Service Quality in Higher Education : The Experience of Overseas Students. Journal of Hospitality, leisure, Sport & Tourism Education 6(2) pg 55-67
  6. Qiang, Z. (2003) Internationalizatin of Higher Education: towards a conceptual framework. Policy Futures in Education 1(2) pg 248-270
  7. Rogers, C. and Smith, P. (1999). Identifying the needs of overseas students: a monitoring exercise at the University of Southampton, August 1992. Journal of International Education 3(3), 7-24
  8. Sadrossadat, S. J. (1995). Psyco-Social and Cultural Adjustment Among International Students at the University of Wollongong, PhD Dissertation, University of Wollongong.
  9. Zeithaml, V.A. (1988). “Consumer Perceptions of Price, Quality, and Value: A Means –end Model and Synthesis of Evidence”, Journal of Marketing, 52 (2) Pg 2-22.
  10. Zeithaml, V.A, Bitner, M.J.& Gremler, D.D.(2006). Services Marketing: integrated customer focus across the firm. International 4th Edition.
  11. Zeithaml, V. A., Parasuraman, A., & Berry, L.L. (1990). Delivering Quality Service: Balancing Customer perceptions and Expectations. NewYork: The Free Press.

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Impact of Technology on Higher Education

Table of contents

Abstract

Powerful economic, technical and social trends facilitated by the advent of the internet are revolutionizing traditional concepts of business, economics, education and learning (Feuer, Towne & Shavelson, 2002). The effects are more profound on higher education. This proposal seeks to examine the impact of technology in higher education in the UK. The research will employ a quantitative approach to data collection and analysis. The use of surveys will be utilized by the researcher. The study will be based on a survey of higher education institutions in the UK, drawn from HEIDI database. Conclusion will be drawn based on the findings obtained

1. Introduction

1.1 Introduction to the study

The widespread use of technology is changing the social, political, economic and cultural fabric of life. Technological innovation, long a hallmark of academic research, is now impacting on the process of teaching and learning in higher educations. Once the domain of ground based classrooms is now occurring on-demand, synchronously or asynchronously around the globe. This can be seen in Warwick Business School (WBS), which has seen its annual intake grow a third since 2008 partly because of the rising interest from developing countries which value British Education and also due to a growing recognition that quality MBAs can be obtained through distance learning format (Kovel-Jarboe, 2010).

Education is now possible through electronic sources using outreach and in-house programmatic learning (Anderson & Dexter, 2005). The factual learning that once characterized post-grad professions such as engineering, law, medicine and business is now better taught by well-developed electronic programs. Sophisticated learning-management systems, distance education and the opportunity to collaborate with major research partners globally are some of the transformational benefits that Universities are currently embracing (Slavin, 2002). Undoubtedly, technology is changing the curricula and spawning rich forms of online research and collaboration (Anderson & Dexter, 2005).

1.2 Problem statement

There is a growing consensus that higher education institutions in UK need reforms so as to meet the challenges of the knowledge society and its citizens. As part of an ongoing examination, the impact of technology on teaching and learning in higher institutions is under scrutiny. This proposal thus seeks to examine the impact of technology on higher education, in particular the use of technology as a learning enabler in higher institutions in UK.

1.3 Research Objectives

The primary goal of this analysis is to answer the following question: what are the impacts of technology on learning in higher educationAs a result the following are the research objectives:

Ascertain the various approaches through which technology has been integrated into learning in higher education
Examine to what extent technology has been used as a learning enabler in higher education institutions in UK.
To infer the correlation between technology effect on higher education and the overall performance of these institutions.
2. Literature review

Two major themes dominate existing literature regarding the impact of technology on teaching and learning in higher institutions. Firstly, an increased awareness on the changes occurring within the traditional education system. Secondly, recognizing the need for efficient management of these changes.

2.1 Literature review summary

According to Foster et al (1999), the prime motivator for the integration of technology in higher education institutions is mainly the “external forces”. These forces have the power to influence institutional decisions. Edwards (1997), whilst recognizing that change is inherent in many areas of the society, identified the library and information services as the most prone area to change due to technological advancement

Carlson (2000) cited the issue of integration of technology with instruction as the major challenge facing higher educations. Carlson (2000) stated further that academe was lagging behind the society at large in the application of some of the technology trends like personal digital assistant devices which higher institutions have not been able to integrate into their networks. He also identified e-commerce services as another area in which the academe was lagging behind the private sector in its use and application.

Ehrmann (1999) described three main revolutions that had occurred in education. He identified the third revolution as the technology revolution which was made possible by computing, video and telecommunication. This brought about more learners and inevitably changed the way in which higher education delivers its services.

Levine (2000) identified new technologies as the major driving force to the changes in university and college systems. Other forces cited in his article include: entrance of commercial organizations in higher education, shifting demographics, move from industrial to information society and the changing relationships between higher institutions and federal and state government.

Dickey (2005) conducted case studies of educational institutions. In one of the studies, Dickey (2005) used the Active World environment in an undergraduate business-computing course. While in another similar study, he used an object modeling course. From these case studies, Dickey (2005) concluded that the use of new technologies such as Virtual reality, social media, gaming and mobile devices presented with it various opportunities including self-defining the learning context, promoting collaborative and cooperative learning, and creating interactive experience with models or materials that may not be replicable in a traditional classroom. From what can be discerned, most existing literature emphasizes the imperative need of developing ICT in higher education.

2.3 Research question

As a result, this analysis has been inclined to answer the following two research questions:

What are the impacts of technology on higher education in the UK
To what extent has technology been used as a learning enabler in higher education institutions in UK
3.Research methodology

3.1 Research philosophy

A research philosophy is a belief about the way data concerning a particular phenomenon should be collected and analyzed (Saunders et al, 2009). In order to understand and interpret the impact of technology on higher education institutions in UK, we certainly need ways to viewing it. The philosophical perspective that is to be deployed to inform the research approach in this analysis is the positivism philosophy.

3.2 Research approaches

Two major paradigms are often employed in research analysis namely: quantitative and qualitative. The quantitative approach is a formal, objective and systematic process that utilizes numerical data in obtaining information. Generalizability, objectivity and numbers are features that are often associated with quantitative approaches. On the other hand, qualitative methodologies are of the view that the world is holistic and that there is not a single reality.

3.3 Research strategy

In selecting the research strategy for this analysis, the nature of the perceived connection between the theory and research question, as well as the philosophical perspective will be influential as both the qualitative and quantitative research strategies differ greatly in this respect. Quantitative approach originates from a positivist perspective that holds that holds that objective knowledge can be derived from direct observations or experience. Whereas qualitative approach stems from the intepretivist philosophical perspective which is concerned with understanding and interpreting phenomena through meanings which people attach to them. Quantitative strategy will be chosen over qualitative strategy due to reliability, generalizability and the fact that quantitative results are often more accurate and perhaps more representative. The use of survey and a focus group will be employed by the researcher.

3.4 Data collection

Data for this study will be based on a survey of higher education institutions drawn from HEIDI database. HEIDI comprises of an online database containing statistics on all higher education institutions in the UK. This database enables comparison of data for higher education institutions in the UK by allowing the researcher access to data on National student survey, UCAS data, Admission data, Universities UK pattern data, and HESA performance indicators data among others.

3.5 Data analysis.

There is evidence of allocation of central resources to support activities that focus on aspects of teaching and learning which yield significant impacts in terms of improving access, effectiveness of teaching, and widening participation (Anderson & Dexter, 2005). Therefore, a strong emphasis on the development of new ICT related pedagogy and E-learning fueled by technological advancement is a big step of the universities in enforcing the professionalism.

3.6 Reliability, validity & Generalizability

A survey generally gathers data at a particular point in time so as to establish the relationship that exists between events (Dillman, 1978). The importance of survey lies in its appeal to universality and its ability to establish a degree of confidence from a set of findings (Hutchinson, 2004). Its popularity is due in large to its utility on countless research situations.

However, the use of survey as a research instrument has been criticized with some researchers citing potential difficulties of survey administration. Nevertheless, this study will adopt survey method as a tool for collecting its data. In order to improve on the content validity, the survey will be designed, formulated and implemented in a manner that follows recommendations from various authors. In particular, the recommendations on survey piloting, layout and questionnaire design by Churchill (1991), Dillman (1978) and Conant et al (1990) will be adopted.

3.7 Ethical issues

The proliferation of technology in higher institutions is more likely to bring with certain ethical issues that need to be addressed. One of the scariest ethical issues is that technology allows ISPs to voluntary disclose content and other information in situations deemed to be of emergency. Another anticipated ethical issue is that technology may open doors for law enforcement agencies to secretly install softwares via Trojan horse emails. These are but some of the ethical issues that may arise.

3.8 Research limitations

Some of the limitations that might be encountered by the researcher are discussed in this section. There is no correct research method for determining what delivery method leads to one student becoming more engaged that another. Statistics alone do not reveal why one student prefer taking a fully online program while another prefer taking a ground class. Also the research will be limited to institutions within the UK.

4. Conclusion

With the above taken into account, it can be concluded that this research proposal is of paramount importance. This research will contribute to the profound analysis on the impact of technology on higher education in UK. Conclusion will be drawn based on the findings obtained from the study.

5. Time scale

Stages (Months)

6. Reference

Anderson, R. E., & Dexter, S. (2005), School technology leadership: An empirical investigation

of prevalence and effect, Educational Administration Quarterly, 41(1), 49-82.

Carlson, S. (2000), Campus survey finds that adding technology to teaching is a top

Issue, The Chronicle of Higher Education, p A46.

Churchill.G.A (1991), Marketing research: Methodological foundations, London, The Dryden press

Conant.J.S, Mokwa.M.P, Varadarajan.P.R & Cooke.R.A (1990), strategic types, distinctive marketing competencies and organizational performance: A multiple measures study, Strategic management journal, vol 11, pp.365-383

Dickey. M. D. (2005), Brave New (Interactive) Worlds: A Review of the Design Affordances and Constraints of Two 3D Virtual Worlds as Interactive Learning Environments, Interactive Learning Environments, 13(1-2), 121-137.

Dillman (1978), Mail and telephone surveys: The total design method, New York, Wiley publishers

Edwards, C. (1997), Change and Uncertainty in Academic Libraries, Ariadne, Available URL: http://www.ariadne.ac.uk/issue11/main/

Bull, J. & Zakrzewski, S. (1997), Implementing Learning Technologies: A University -Wide

Approach, Active Learning. No. 6

Ehrmann, S. C. (1999), Technology’s grand challenges in academe, Bulletin of the

American Association of University Professors, pp. 42-46.

Feuer, M., Towne, L., & Shavelson, R. (2002), Scientific culture and educational research.

Educational Researcher, 31(8), 4-14.

Foster, J, Bowskill, N, Lally, V, McConnell, D (1999), Preparing for networked collaborative learning: an institutional view, European Conference on Educational Research, Lahti, Finland, 22-25 September 1999. Available at: http://www.leeds.ac.uk/educol/

Hutchinson (2004), Effects of supervisory behavior: The role of individual differences among sales people, Journal of Marketting, vol 53, pp.40-50

Kovel-Jarboe, P. (2010), The Changing Contexts of Higher Education and Four Possible Futures for Distance Education: Issues Challenging Education, University of Minnesota. Available URL:

http://horizon.unc.edu/projects/issues/papers/kovel.asp

Levine, A. E. (2000), The future of colleges: 9 inevitable changes, The Chronicle of

Higher Education, pp. B10-B11.

Slavin.R. (2002), Evidence-based education policies: Transforming educational practice and

research. Educational Researcher, 31(7), 15-21.

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