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Effect on Students from Attending a University Degree Programme Run in Partnership with Further and Higher Education Institutions

Walker, Rosie and Reed, Michael and Sutton Tsang, Samantha (2017) Effect on Students from Attending a University Degree Programme Run in Partnership with Further and Higher Education Institutions. Journal of Further and Higher Education. ISSN 0309-877X Online: 1469-9486

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Abstract

This paper considers the effect on students from attending a university foundation degree programme delivered in partnership with six further education teaching institutions in England. The programme is situated within the early childhood education sector using an instructional design which promotes higher-level learning within the teaching institution and the workplace. Learning in one environment is aligned to the other. The research process actively involved students and was conducted within ethical parameters approved by a university ethics committee. A qualitative methodology examined data drawn from focus groups, an online survey and content analysis. Programme effect was seen as enhancing personal and professional capability and promoting higher-order learning. The findings go some way towards theorisation and documentation of programme effect by identifying the influence of instructional design and extend knowledge about aligning the pace of teaching and learning with professional practice

Item Type: Article
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Staff and students at the University of Worcester have access to the full-text of the published version via the UW online Library Search. External users should check availability with their local library or Interlibrary Requests Service.

Uncontrolled Keywords: foundation degree, professional knowledge, professional capability, instructional design, reflective practice, student engagement
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Academic Departments > Institute of Education
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Depositing User: Rosie Walker
Date Deposited: 16 May 2017 08:25
Last Modified: 16 May 2017 08:25
URI: https://eprints.worc.ac.uk/id/eprint/5503

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