The Importance of Mathematics and Statistics Support in English Universities: An Analysis of Institutionally-Written Regulatory Documents

Autor/inn/en	Croft, Tony; Grove, Michael; Lawson, Duncan
Titel	The Importance of Mathematics and Statistics Support in English Universities: An Analysis of Institutionally-Written Regulatory Documents
Quelle	In: Journal of Higher Education Policy and Management, 44 (2022) 3, S.240-257 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Croft, Tony) ORCID (Grove, Michael) ORCID (Lawson, Duncan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2021.2024639
Schlagwörter	Educational Quality; Quality Assurance; Accountability; Mathematics Education; Universities; Statistics Education; School Holding Power; Employment Potential; Academic Achievement; Teaching Methods; Learning Strategies; Foreign Countries; Organizational Change; Access to Education; Educational Policy; Academic Support Services; Public Agencies; Computational Linguistics; Higher Education; Outcomes of Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Qualitätssicherung; Verantwortung; Mathematische Bildung; University; Universität; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Organisationswandel; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Öffentliche Einrichtung; Linguistics; Computerlinguistik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg
Abstract	Increasing focus worldwide on accountability and quality assurance in universities has forced senior management to develop policies to address academic support at institutional-level. One such area is the mathematical and statistical skills that students in many disciplines need to succeed. In common with many countries, large numbers of students at English universities arrive inadequately prepared for their courses' quantitative demands. University-wide mathematics and statistics support provision has been developed to mitigate this problem. We explore such provision from the perspective of institutional accountability and quality assurance, researching the extent to which such support is referenced in institutionally-written regulatory documents. The documents reveal that mathematics and statistics support is stated as contributing to retention, achievement, employability and widening participation. The paper closes with implications and recommendations drawn from the analysis of these documents and therefore is of relevance to those responsible for development and implementation of institutional teaching and learning strategies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01