The Thoughts, Feelings and Perceptions of Sport and Exercise Students Progressing from Vocational Education and Training to Academic Education

Autor/in	Gill, Ashley J. G.
Titel	The Thoughts, Feelings and Perceptions of Sport and Exercise Students Progressing from Vocational Education and Training to Academic Education
Quelle	In: Journal of Further and Higher Education, 44 (2020) 6, S.795-808 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gill, Ashley J. G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2019.1605499
Schlagwörter	Vocational Education; Postsecondary Education; Higher Education; Academic Education; Student Attitudes; Athletics; Exercise; Academic Persistence; School Holding Power; Foreign Countries; Barriers; Student Development; United Kingdom + Suchen Sie Ihr Suchwort? Ausbildung; Berufsbildung; Post-secondary education; Tertiäre Bildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Akademische Bildung; Schülerverhalten; Leichtathletik; Übung; Ausland; Großbritannien
Abstract	In 2017, 31% of students progressed from further education (FE) to higher education (HE), with many coming from non-traditional backgrounds such as vocational and educational training (VET). The skills, expectations and experiences that VET students bring to HE will differ significantly from those of the traditional A-Level entrants, who are familiar with an academic environment and processes. It is important that students progressing from VET make a successful transition from vocational to academic education sectors, not only for personal achievement but also to reduce attrition at higher education institutions (HEIs). The aim of this research is to investigate the thoughts, feelings and perceptions of FE students studying on a vocational course and their forthcoming transition to an academic environment at an HEI. Findings identified three key themes: the challenges associated with progressing to an academic environment from VET; the further personal and professional development that results from studying in an academic environment; and the expectation of diverse experiences when transitioning. Practical guidelines have been created from findings to inform HEIs and further education colleges (FECs) about understanding, supporting and managing students who transition between the two distinct educational environments, hopefully reducing student attrition and improving retention and overall student satisfaction. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01