All Outputs (91)

Workplace Mentor Training for Inclusion: Training resources for work-based learning mentors (2024)
Digital Artefact
Taylor-Smith, E., Smith, S., Cecil, M., & Scott, A. (2024). Workplace Mentor Training for Inclusion: Training resources for work-based learning mentors. [Blog]

This is a resource for work-based learning mentors, with a special focus on mentoring for inclusion, featuring Key Elements of Inclusion for Mentors infographic and Intro to Inclusion animation.

It grew out of a collaborative research project betw... Read More about Workplace Mentor Training for Inclusion: Training resources for work-based learning mentors.

Being in Two Places at the Same Time: a Future for Hybrid Learning Based on Student Preferences (2024)
Journal Article
Fabian, K., Smith, S., & Taylor-Smith, E. (2024). Being in Two Places at the Same Time: a Future for Hybrid Learning Based on Student Preferences. TechTrends, 68(4), 693-704. https://doi.org/10.1007/s11528-024-00974-x

The Covid-19 pandemic moved focus from face-to-face learning to hybrid in Higher Education; many educators did not have previous experience of this mode prior to this shift in learning locations. One form of hybrid learning is “synchronous hybrid lea... Read More about Being in Two Places at the Same Time: a Future for Hybrid Learning Based on Student Preferences.

Job-seeking narratives: in search of graduate capitals acquired during student placements (2024)
Journal Article
Smith, S., & Smith, C. (2024). Job-seeking narratives: in search of graduate capitals acquired during student placements. British Journal of Sociology of Education, 45(3), 402-419. https://doi.org/10.1080/01425692.2024.2328125

Being a graduate is no longer sufficient to secure a fulfilling and rewarding graduate role. This paper drew on Tomlinson’s Graduate Capital Model to analyse the job-seeking narratives of recent computing graduates searching for a graduate job. Parti... Read More about Job-seeking narratives: in search of graduate capitals acquired during student placements.

Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges (2023)
Journal Article
Bowen, T., Drysdale, M. T., Callaghan, S., Smith, S., Johansson, K., Smith, C., Walsh, B., & Berg, T. (2024). Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges. Higher Education, Skills and Work-based Learning, 14(2), 313-328. https://doi.org/10.1108/HESWBL-05-2023-0115

Purpose
This study identifies gendered disparities among women students participating in work-integrated learning and explores the effects of the disparities on their perceptions on perceived opportunities, competencies, sense of belonging, and prof... Read More about Disparities in work-integrated learning experiences for students who present as women: an international study of biases, barriers, and challenges.

‘They gave me an opportunity, and I took it’: motivations and concerns of adult apprentices (2023)
Journal Article
Smith, S., Fabian, K., Taylor-Smith, E., Barr, M., Berg, T., Bratton, A., Kolberg, M., Paterson, J., & Zarb, M. (online). ‘They gave me an opportunity, and I took it’: motivations and concerns of adult apprentices. Journal of Vocational Education and Training, https://doi.org/10.1080/13636820.2023.2255576

In the UK context of an ageing population, degree apprenticeships represent a new opportunity to study for a degree while working. Apprentices are full-time employees granted time to study for a degree with a significant workplace learning component.... Read More about ‘They gave me an opportunity, and I took it’: motivations and concerns of adult apprentices.

Apprentices’ perspectives of the tripartite collaboration at the heart of degree apprenticeships: a longitudinal study (2023)
Journal Article
Taylor-Smith, E., Smith, S., Fabian, K., & Bratton, A. (2023). Apprentices’ perspectives of the tripartite collaboration at the heart of degree apprenticeships: a longitudinal study. Journal of Workplace Learning, 35(8), 779-795. https://doi.org/10.1108/JWL-01-2023-0007

Purpose: The partnership which underpins degree apprenticeships is a tripartite collaboration between apprentices, employers, and universities. This study investigated the lived experiences and reflections of the apprentices at the centre, to inform... Read More about Apprentices’ perspectives of the tripartite collaboration at the heart of degree apprenticeships: a longitudinal study.

The practice of apprenticeships as work-integrated learning (2023)
Book Chapter
Smith, S., Taylor-Smith, E., Fabian, K., & Klotz, D. (2023). The practice of apprenticeships as work-integrated learning. In K. E. Zegwaard, & T. J. Pretti (Eds.), In The Routledge International Handbook of Work-Integrated Learning (207-217). (3rd Edition). Routledge. https://doi.org/10.4324/9781003156420

The term ‘apprentice’ is used to describe an employee who is learning in order to fulfill a future job role, with this learning largely encompassing on-the-job training and learning by doing (Fuller & Unwin, 1998). Conventionally, apprenticeships wer... Read More about The practice of apprenticeships as work-integrated learning.

Signalling new opportunities? An analysis of UK job adverts for degree apprenticeships (2023)
Journal Article
Fabian, K., Taylor-Smith, E., Smith, S., & Bratton, A. (2023). Signalling new opportunities? An analysis of UK job adverts for degree apprenticeships. Higher Education, Skills and Work-based Learning, 13(2), 299-314. https://doi.org/10.1108/HESWBL-02-2022-0037

Purpose
The purpose of this study is to gain insight into the degree apprenticeship labour market and employers' strategies for apprenticeship recruitment using job advertisement data. Specifically, this study identifies the skills, attributes, exp... Read More about Signalling new opportunities? An analysis of UK job adverts for degree apprenticeships.

Apprentices' longitudinal perspectives of the tripartite collaboration at the heart of degree apprenticeships (2022)
Presentation / Conference Contribution
Taylor-Smith, E., Smith, S., & Fabian, K. (2022, September). Apprentices' longitudinal perspectives of the tripartite collaboration at the heart of degree apprenticeships. Paper presented at Organisational Learning, Knowledge and Capabilities, OLKC 2022, Trollhättan, Sweden

Purpose: In degree apprenticeships, the tripartite collaboration between the apprentice, the employer, and the university is key to success. As the apprentices are at the centre of the degree, their lived experience and reflections are essential to... Read More about Apprentices' longitudinal perspectives of the tripartite collaboration at the heart of degree apprenticeships.

An exploration of academic identity through the COVID-19 pandemic (2022)
Journal Article
Smith, S., Plum, K., Taylor-Smith, E., & Fabian, K. (2022). An exploration of academic identity through the COVID-19 pandemic. Journal of Further and Higher Education, 46(9), 1290-1303. https://doi.org/10.1080/0309877X.2022.2072194

The COVID-19 global pandemic precipitated migration to online learning and teaching for students and universities. This study explored the change in self-identification in an academic role through the significant disruption caused by the urgent migra... Read More about An exploration of academic identity through the COVID-19 pandemic.

Identifying factors influencing study skills engagement and participation for online learners in higher education during Covid-19 (2022)
Journal Article
Fabian, K., Smith, S., Taylor-Smith, E., & Meharg, D. (2022). Identifying factors influencing study skills engagement and participation for online learners in higher education during Covid-19. British Journal of Educational Technology, 53(6), 1915-1936. https://doi.org/10.1111/bjet.13221

The Covid-19 pandemic disrupted education across the world as campuses closed to restrict the spread of the virus. UK universities swiftly migrated to online delivery. The experiences of students and staff during this transition can inform our return... Read More about Identifying factors influencing study skills engagement and participation for online learners in higher education during Covid-19.

A multi-institutional exploration of the social mobility potential of degree apprenticeships (2021)
Journal Article
Smith, S., Taylor-Smith, E., Fabian, K., Zarb, M., Paterson, J., Barr, M., & Berg, T. (2021). A multi-institutional exploration of the social mobility potential of degree apprenticeships. Journal of Education and Work, 34(4), 488-503. https://doi.org/10.1080/13639080.2021.1946494

This mixed-method study at six universities asked degree apprentices about their trajectories into the apprenticeship, to better understand the social mobility potential of apprenticeships. The degree apprenticeship offers a route to a degree for app... Read More about A multi-institutional exploration of the social mobility potential of degree apprenticeships.

Earn as you learn: Widening participation through apprenticeships as debt-free degrees (2021)
Presentation / Conference Contribution
Meharg, D., Smith, S., Taylor-Smith, E., & Khristin, F. (2021, March). Earn as you learn: Widening participation through apprenticeships as debt-free degrees. Presented at Advance HE Equality, Diversity and Inclusion Conference 2021, Online

Apprenticeship Degrees provide opportunities to study for a degree without incurring debt. Collaborations between employers and HEIs enable new or established employees to earn while they learn, with their fees paid. This facilitates people to study... Read More about Earn as you learn: Widening participation through apprenticeships as debt-free degrees.

An exploration of degree apprentice perspectives: A Q methodology study (2021)
Journal Article
Fabian, K., Taylor-Smith, E., Smith, S., Meharg, D., & Varey, A. (2022). An exploration of degree apprentice perspectives: A Q methodology study. Studies in Higher Education, 47(7), 1397-1409. https://doi.org/10.1080/03075079.2021.1897094

Degree apprenticeships have recently been introduced in the UK, representing a significant shift in approaches to degree-level study: from traditional models of higher education to workplaces as locations for learning. As the model matures it is impo... Read More about An exploration of degree apprentice perspectives: A Q methodology study.

The Effects of UTAUT and Usability Qualities on Students’ Use of Learning Management Systems in Saudi Tertiary Education (2020)
Journal Article
Alshehri, A., Rutter, M. J., & Smith, S. (2020). The Effects of UTAUT and Usability Qualities on Students’ Use of Learning Management Systems in Saudi Tertiary Education. Journal of Information Technology Education, 19, 891-930. https://doi.org/10.28945/4659

Aim/Purpose
This study proposes a theoretical framework that amalgamates Unified Theory of Acceptance and Use of Technology (UTAUT) variables with usability metrics to investigate the impact on students’ intention and use of the Learning Management... Read More about The Effects of UTAUT and Usability Qualities on Students’ Use of Learning Management Systems in Saudi Tertiary Education.

An Exploration of the Professional and Leader Identity of IT Professionals Transitioning to a Permanent Hybrid Role: A Longitudinal Investigation (2020)
Journal Article
Smith, S., Garavan, T., Munro, A., Ramsay, E., Smith, C., & Varey, A. (2021). An Exploration of the Professional and Leader Identity of IT Professionals Transitioning to a Permanent Hybrid Role: A Longitudinal Investigation. Information Technology and People, 34(2), 789-811. https://doi.org/10.1108/ITP-02-2019-0084

Purpose – The purpose of this study is to explore the role of professional and leader identity and the maintenance of identity, through identity work as IT professionals transitioned to a permanent hybrid role. This study therefore contributes to the... Read More about An Exploration of the Professional and Leader Identity of IT Professionals Transitioning to a Permanent Hybrid Role: A Longitudinal Investigation.

The moderating effect of gender and age on the students’ acceptance of learning management systems in Saudi higher education (2020)
Journal Article
Binyamin, S. S., Rutter, M. J., & Smith, S. (2020). The moderating effect of gender and age on the students’ acceptance of learning management systems in Saudi higher education. Knowledge Management and E-Learning: An International Journal, 12(1), 30-62

Despite the widespread adoption of learning management systems (LMS) by universities worldwide, it has been found that the students’ use of them is not always optimal. Based on the technology acceptance model (TAM), this quantitative research aims to... Read More about The moderating effect of gender and age on the students’ acceptance of learning management systems in Saudi higher education.

Degree apprenticeships - a win-win model? A comparison of policy aims with the expectations and experiences of apprentices (2020)
Journal Article
Smith, S., Caddell, M., Taylor-Smith, E., Smith, C., & Varey, A. (2022). Degree apprenticeships - a win-win model? A comparison of policy aims with the expectations and experiences of apprentices. Journal of Vocational Education and Training, 73(4), 505-525. https://doi.org/10.1080/13636820.2020.1744690

This article compares policy aims with experiences following the introduction of a new model for STEM apprenticeships in the UK. Degree apprentices work while studying for a degree, undertaking work-based learning and attending on-campus classes. Spe... Read More about Degree apprenticeships - a win-win model? A comparison of policy aims with the expectations and experiences of apprentices.

An Implementation of the UTAUT Model for Understanding Students’ Perceptions of Learning Management Systems: A Study Within Tertiary Institutions in Saudi Arabia (2019)
Journal Article
Alshehri, A., Rutter, M. J., & Smith, S. (2019). An Implementation of the UTAUT Model for Understanding Students’ Perceptions of Learning Management Systems: A Study Within Tertiary Institutions in Saudi Arabia. International Journal of Distance Education Technologies, 17(3), 1-24. https://doi.org/10.4018/IJDET.2019070101

The rapid growth of e-learning around the globe is inspiring various academic institutions to adopt it. Uptake is motivated by convincing benefits such as flexibility, accessibility and the management of course delivery and educational materials. In... Read More about An Implementation of the UTAUT Model for Understanding Students’ Perceptions of Learning Management Systems: A Study Within Tertiary Institutions in Saudi Arabia.

Extending the Technology Acceptance Model to Understand Students’ Use of Learning Management Systems in Saudi Higher Education (2019)
Journal Article
Binyamin, S., Rutter, M., & Smith, S. (2019). Extending the Technology Acceptance Model to Understand Students’ Use of Learning Management Systems in Saudi Higher Education. International Journal of Emerging Technologies in Learning, 14(3), 4-21. https://doi.org/10.3991/ijet.v14i03.9732

Although learning management systems (LMS) have been widely adopted by higher educational institutions in many countries, they are considered an emerging technology in Saudi Arabia. Furthermore, research has demonstrated that the students’ use of the... Read More about Extending the Technology Acceptance Model to Understand Students’ Use of Learning Management Systems in Saudi Higher Education.