Secondary Education and Occupational Choice of Students on Graduation Sandwich Courses (Dip. Tech.): Pre-entry Factors

Heywood J. The Effectiveness of Undergraduate Training Int. J. Elect. Engng. Educ. 5, 281 (1967)

Heywood J. Qualifications, Teaching and Industrial Experience of Some Staff in Five Colleges of Advanced Technology Int. J. Elect. Engng. Educ. 5, 699 (1967)

Christine Heward J. , Heywood Victory Mash Student Reaction to Undergraduate (Dip. Tech.) Sandwich Courses. Submitted to Bulletin Mech. Eng. Educ.

(a) Jahoda M. The Education of Technologists Tavistock (1964) (b) Marris P. The Experience of Higher Education Routledge (1964) (c) Matthews G. Private Correspondence and Discussions Loughborough C.A.T. (d) Hordley I. (Mrs.) M.A. Thesis Reported in Research in Technical Education Special Report No. 9. N.F.E.R. (1965) (e) Rice R. A Survey of the Industrial Work Period of Students of the Diploma of Technology at a College of Advanced Technology Vocational Aspect 17, 36, p. 50 (1965)

Heywood J. , Pollitt J. , Mash V. The Schools and Technology Lancaster Studies in Higher Education, No. 1, April 1966.

Hywood J. Education and Occupational Choice of Students on Sandwich Courses (Dip. Tech.) Post-entry factors. (in press)

(a) Heywood J. The Spacing of Sandwich Courses and the Structure of Higher Education I and II evidence. Not published. Copies deposited with the Libraries of the C.A.T.'s where the study was made. Refer to the Librarian, The University of Aston (Birmingham). (b) 1st Report of the Nuffield Sponsored Project The Spacing of Sandwich Courses and the Supply qnd Education of Technologists January (1962) University of Aston in Birmingham Library.

Command 2146 (London) H.M.S.O. (1963)

(a) Dickenson H. Students in a C.A.T.: Qualifications and Success Universities Quarterly 18, 407 (1964) (b) Walmsley B. J., Chisholm A. W. J. Progress Report on the Examination Performance of Diploma in Technology Students in a Department of Mechanical Engineering in relation to their entry qualifications. (c) Haslam W., Hawkins W. Causes of Failure in a Department of Electrical Engineering (Dip. Tech. Courses). (b) and (c) cyclostyled and reported to the 1964 N.F.E.R. Conference on Technical Education, Garnet College.

Heward C. M. (Mrs.) An Enquiry into the Careers of Withdrawals from the Diploma in Technology College of Advanced Technology. (in press) (a) ‘When an industry based student withdraws, the evidence suggests that his firm rarely regard this as complete failure to fulfil his obligations as an employee. They re-define the employee's role and re-allocate the student to another position in the social structure. Instead of being bereft of a frame of action the student, who is also an employee, has this second institution, his firm. The majority of firms presented alternative courses of action which the student accepted except in the few cases of those who left industry altogether. It seems then that in most cases of withdrawal involving industry based students the initiative is taken by the firm in initiating subsequent action. This gives the industry based student a high level of security which is occasionally envied by less fortunate college based students.’ (b) ‘Less than a quarter of the respondents left industry. Few of the industry based engineers left industry. Those who did leave industry were predominantly college based and/or applied scientists.’

‘The Applied Scientists who had remained in industry had neither so many qualifications nor such good jobs or salaries as the engineer.’

For example: Dr. N. Malleson, Director, Research Unit for Student Problems, The University of London

Marshall T. H. Sociology at the Crossroads Heinemann (1963), p. 168 continues: ‘There is another point. In the church or the army, in law or medicine, a man at the head of his profession is on top of the world. He admits no superiors. But many of these new professions are really subordinate grades placed in the middle of the hierarchy of modern business organization. The educational ladder leads into them but there is no ladder leading out. The grade above is entered by a different road starting at a different level of the educational system. Social structure, is frozen as soon as it emerges from the fluid preparatory stage of schooling. Mobility between generations is increased, but mobility during the working life of one generation is diminished. That appears to be the direction in which things are moving today, towards the transfer of individual competitiveness from the economic to the ucational world, from the office and workshop to the school and university,’

Floud J. , Halsey A. H. , Anderson C. A. Education, Economy and Society Free Press (1961)

222 of the diplomates with O.N.C. had ordinary level G.C.E.'s, the majority with more than five passes. 25 of those who had also achieved at least the second year (S2) of the three year ordinary national certificate had also taken subjects at Advanced Level G.C.E.

Marris gives Dip. Tech. students with ‘A’ levels as 61% and Jahoda 77%. O.N.C. students are given as 33% and 23% respectively. Marris quotes the number with ‘A’ level and O.N.C. as 4%.

Jahoda was unable to elicit the students' image of professional activity. Answers to her question turned out to be broad and unspecific (p. 59). She writes, ‘It would be interesting to know whether students in professional training not destined for an industrial career have clearer notions of their future work. That the situation is different for medical students, for example, is at least suggested by some American studies of medical education.’ ‘The only conclusion one can draw for Brunel students from such vague replies – which specify at best in what area or department a student plans to work – is that their images of day-to-day requirements of a professionally trained person in industry are still unformed.’

See for example MacFarlane Smith Spatial Ability U.L.P.

Heywood J. A Report to the Leverhulme Foundation on Research into Higher Education, 1966. The Department of Educational Research, The University of Lancaster

The Vice-Chancellor of the University of Liverpool and others. The Times (1967)

Annual Report of the Advisory Council on Scientific Policy 1959–1960. Cmnd. 1167 H.M.S.O. (1960)

Matthews gives the attitudes to career choice of his sample as follows:

48% thought that technology was one of several careers they could have taken up 30% said it was the one career they had always wanted to take up 11% thought it was the only career their abilities fitted them for 11% thought they might have made a mistake in choosing such a career