Governor and Course Leaders' Reflections on HE in FE: Strategic Ambition and Curriculum Practice in Two Large Colleges in England

Autor/inn/en	Dhillon, Jaswinder K.; Bentley, Jon
Titel	Governor and Course Leaders' Reflections on HE in FE: Strategic Ambition and Curriculum Practice in Two Large Colleges in England
Quelle	In: Research in Post-Compulsory Education, 21 (2016) 1-2, S.137-150 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359 6748
DOI	10.1080/13596748.2015.1125668
Schlagwörter	Foreign Countries; Higher Education; Continuing Education; Urban Schools; Rural Schools; Delivery Systems; Educational Practices; Administrator Role; Postsecondary Education; Partnerships in Education; Institutional Cooperation; Educational Policy; Vocational Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Weiterbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Rural area; Rural areas; Ländlicher Raum; Schulen; Auslieferung; Bildungspraxis; Post-secondary education; Tertiäre Bildung; Hochschulpartnerschaft; Institute; Co-operation; Cooperation; Institut; Kooperation; Politics of education; Bildungspolitik; Ausbildung; Berufsbildung
Abstract	In the turbulent "dog eat dog" environment of the learning and skills sector in England the provision and expansion of higher education taught in further education colleges (HE in FE) offers potential opportunities for greater diversification of higher education. However, it also presents significant challenges, which include developing an HE culture, managing shifting partnerships, and ensuring the curriculum meets benchmarks for quality and standards of provision. This article uses principles of appreciative enquiry to explore the experience, potential and challenge of growing HE in FE in two large colleges, one located in an urban area and the other in a rural region of central England. Both colleges reflect similarities and differences in their strategy and delivery of HE in FE and neither uses the term "further" to describe its provision. This shift in branding reflects the strategic ambitions of governors and senior leaders as the curriculum offer is no longer general "further education" but much more diverse, and includes HE courses delivered in partnership with four universities. Using data from governing bodies, cross-college committees and course leaders we reflect on the spaces and places for growing HE in FE and the challenges it poses for governors, leaders, tutors and students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01