A Phenomenographic Study of Students' Conceptions of Quality in Learning in Higher Education in Rwanda

Autor/inn/en	Mbabazi Bamwesiga, Penelope; Fejes, Andreas; Dahlgren, Lars-Owe
Titel	A Phenomenographic Study of Students' Conceptions of Quality in Learning in Higher Education in Rwanda
Quelle	In: Studies in Continuing Education, 35 (2013) 3, S.337-350 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2013.768229
Schlagwörter	Foreign Countries; Phenomenology; College Students; Student Attitudes; Educational Quality; Higher Education; Semi Structured Interviews; Outcomes of Education; Educational Benefits; Education Work Relationship; Lifelong Learning; Employment Potential; Qualitative Research; Rwanda + Suchen Sie Ihr Suchwort? Ausland; Phenomenological psychology; Phänomenologie; Psychologie; Collegestudent; Schülerverhalten; Quality of education; Bildungsqualität; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Bildungsertrag; Life-long learning; Lebenslanges Lernen; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Qualitative Forschung; Ruanda
Abstract	The aim of this study is to understand the different ways that university students conceptualise quality in learning by drawing on a phenomenographic approach. A total of 20 students in higher education in Rwanda were interviewed and analysis of the interviews generated an outcome space of conceptions of quality in learning as transformation, practice, knowledge durability and employability. The findings illustrate the importance of the relationship between education and work as an important aspect of conceptions of quality in learning. This relationship connects to the discourse of employability in which graduates are expected to become flexible and adaptable to changes in context and over the course of time. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10